36.3908, Confs: 46th Annual Conference of the Association of Language Teachers at University Institutes of Technology (France)

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LINGUIST List: Vol-36-3908. Fri Dec 19 2025. ISSN: 1069 - 4875.

Subject: 36.3908, Confs: 46th Annual Conference of the Association of Language Teachers at University Institutes of Technology (France)

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Date: 18-Dec-2025
From: Dan Frost [dan.frost at univ-grenoble-alpes.fr]
Subject: 46th Annual Conference of the Association of Language Teachers at University Institutes of Technology


46th Annual Conference of the Association of Language Teachers at
University Institutes of Technology
Short Title: APLIUT 2026
Theme: Sustainable development in language teaching and learning

Date: 27-May-2026 - 29-May-2026
Location: Saint Etienne, France
Contact: Kossi Seto Yibokou
Contact Email: kossi-seto.yibokou at univ-lorraine.fr
Meeting URL: https://apliut2026.sciencesconf.org/

Linguistic Field(s): Applied Linguistics
Subject Language(s): English (eng)
                     French (fra)
                     German (deu)
                     Spanish (spa)

Submission Deadline: 05-Jan-2026

This year, the APLIUT annual conference will examine the current theme
of sustainable development in the field of education and language
teaching and learning.
According to Gro Harlem Brundtland (1987) , sustainable development is
defined as “development that meets the needs of the present without
compromising the ability of future generations to meet their own
needs.” In 1992, at the Earth Summit in Rio, the concept was
formalised and supplemented by its three pillars: “economically
efficient, socially equitable, and environmentally sustainable
development.”
Today, in the face of the climate emergency, sustainable development
requires a transition towards energy efficiency and the
decarbonization of our lifestyles. In this Anthropocene era (a period
marked by the massive impact of human activity on the planet), it is
crucial to respect planetary boundaries by adopting eco-design
practices and embracing a circular economy approach. This
eco-responsible approach also helps to preserve biodiversity, which is
becoming a priority for the preservation of our planet and our own
survival.
As part of the Bachelor's Degree in Technology (BUT) awarded by IUTs,
the introductory section of the national programs for the 24
specializations addresses the necessary approach to raising student
awareness of environmental issues and sustainable development in each
of the learning and assessment resources and situations (SAÉ). The
2027 programs will further develop this aspect in connection with
training in ecological transition for sustainable development (TEDS).
That is why the 46th APLIUT conference, to be held at the IUT in
Saint-Etienne, an innovative eco-responsible campus in accordance with
Jean Monnet University's SD & SR master plan, has set itself the task
of highlighting and addressing these concepts in all their dimensions
within the sphere of language teaching and learning.
Communications can fall within (but not be limited to) the following
four main themes:
Theme 1: Ecological transition and sustainable development
While natural disasters are nothing new, the intensification of
climate change is linked to human activity (Kempf, 2001). However,
despite the proliferation of scientific reports and studies on the
urgent need for action, political and institutional responses remain
insufficient, pointing to critical scenarios. In the field of higher
education, environmental issues directly challenge language teaching
practices. (Delahousse, 2011) . Travel (daily or related to scientific
events), energy and material consumption, and intensive use of digital
technology (Nowakowski, 2024) are all sources of environmental impact.
This theme proposes to examine the forms that ecological transition
can take in language teaching and learning, both at the institutional
level and in everyday practices.
Suggested topics:
 - How can we reduce the carbon footprint of student and teacher
mobility by encouraging distance learning (internationalisation at
home, eTandem)?
 - What is the environmental cost of digital technology and generative
artificial intelligence applied to language teaching?
 - How can we rethink the purchase and use of teaching materials, and
how can we pool resources in a sustainable way?
 - How can the concept of sustainable development inspire new, simple,
and effective teaching practices?
Theme 2: Education and training on environmental issues
The ecological transition also calls for a transformation of
educational content and objectives (Giannini, 2024). In France,
education for sustainable development is part of the guidelines of the
Ministry of National Education. The linguistic dimension is essential
in the implementation of these programs, as it provides access to
knowledge, enables cultural discourse to be compared, and promotes
critical and multilingual awareness of climate issues (Batista and
Martins, 2024).
This theme invites reflection on ways of integrating sustainability
into the training of language students and teachers.
Suggested topics:
 - How can sustainable development be explicitly incorporated into
national IUT programs and language department teaching models?
 - How can we break down barriers between different areas of knowledge
in order to develop cross-disciplinary resources and thus prepare
students for the world of work?
 - What didactic transposition of knowledge and what innovative
teaching practices can be used to combine language learning and
ecological awareness (e.g., multilingual climate frescoes, foreign
language foresight workshops, CLIL-type co-teaching, etc.)?
 - How can language teachers be trained to integrate environmental
issues into their lessons (see TEDS)? What teaching approaches should
be adopted to teach this new content?
Theme 3: Discourse on sustainable development in language teaching and
learning
The ambivalence in the terms used (emergency, crisis, disaster,
transition, resilience) shapes collective representations and actions
(Pereira, 2022; Bonhomme, 2024). Discourse analysis, particularly
through a lexicometric approach, reveals controversies related to the
argumentative nature of different visions of sustainable development
(Chandelier, 2023). These ecological discourses constitute educational
resources and enable work on comprehension, production, and critical
analysis (Delahousse, 2011).
This theme will explore discourse around sustainable development in
both linguistic and pedagogical dimensions.
Suggested topics:
 - How can we analyse discourse on sustainable development in language
classes, whether it be activist, scientific, or corporate
(greenwashing)?
 - What corpus should be used to analyse discourse on sustainable
development (specialised discourse, popular discourse)?
 - How can the specialised language of ecological transition be
introduced to develop learners' language skills?
 - How can critical analysis of different cultural representations of
nature and the environment be integrated into language classes?
Theme 4: Ecological methods and methodologies in language teaching and
learning
Eco-didactic approaches cover a variety of dimensions, ranging from
teaching eco-linguistic expressions in language classes (Mohammadpour
and Gashmardi, 2025; Ori, 2022) to taking personal learning
environments into account in informal learning contexts (Sockett,
2023). It also involves addressing learning in natural contexts or
“forest schools” (Nicolas, 2023) and methodological research
approaches that prioritise data collected in real environments (Bolger
and Laurenceau, 2013).
This area aims to explore these methodologies and their practical
application in language teaching.
Suggested topics:
 - How can the principles of ecolinguistics and ecodidactics be
adapted to language classroom practices?
 - What forms of learning in natural environments can be integrated
into language curricula? What interdisciplinary approaches?
 - How can we prioritise field research that respects real learning
environments?
 - How can we rethink personal learning environments from a
sustainability perspective?
Theme 5: Pedagogical workshops
This theme, which is firmly focused on practical application, invites
the presentation of experiences, teaching tools, and concrete projects
that link language teaching and learning with sustainable development,
engage learners, and raise their awareness of the challenges of
environmental transition.
Suggested topics:
 - What specific tools can be used to integrate sustainable
development into language courses (games, murals, infographics,
collaborative projects)?
 - How can interdisciplinary projects combining specialised language
and sustainable development be designed and implemented, particularly
in the context of SAÉ (specialised language courses) in IUT
(university technology institutes)?
 - How can debates, simulations, or role-playing games in foreign
languages be organised around climate controversies?
 - What creative approaches (theatre, literature, multimedia) can
raise awareness of climate issues?
 - How can students be involved and become actors in the ecological
transition?
NB: We accept papers in English. The abstract must be accompanied by
an abstract in French. Many of the papers will be in French, but
nearly all of the conference attendees are Englsih teachers and/or
researhers.
References:
Batista, B. & Martins, F. (2024). Formation des enseignants au
développement durable – Éducation et diversité linguistique et
bioculturelle dans le cadre du projet TEDS. Recherches en didactique
des langues et des cultures. Les cahiers de l’Acedle, 22(2).
https://doi.org/10.4000/11qa9
Bolger, N. & Laurenceau, J.-P. (2013). Intensive longitudinal methods:
An introduction to diary and experience sampling research. Guilford
Press.
Bonhomme, M. (2024). L’argumentation environnementale dans le discours
publicitaire. Analyse lexicale, rhétorique et pragmatique. Éla. Études
de linguistique appliquée, 216(4), 393-416.
https://doi.org/10.3917/ela.216.0010
Chandelier, M. (2023). Interdiscours, fréquences et cooccurrences dans
le rapport Brundtland : Enjeux argumentatifs de la définition de
développement durable. Éla. Études de linguistique appliquée, 209(1),
81-97. https://doi.org/10.3917/ela.209.0085
Delahousse, B. (2011). L’environnement par et pour les langues. APLV -
Les Langues Modernes, 4.
https://www.aplv-languesmodernes.org/spip.php?article4223
Giannini, S. (2024). Faire le lien entre les transitions numérique et
écologique par l’éducation. UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000391873
Kempf, H. (Ed.). (2001). Coup de chaud sur la planète : Les
dérèglements climatiques. Le Monde: Librio.
Mohammadpour, T. & Gashmardi, M. R. (2025). Enseignement des
expressions écolinguistiques aux apprenants iraniens du FLE à l’aide
de l’IA. Didactique du FLES. Recherches et pratiques, 4(1), 69-80.
https://doi.org/10.57086/dfles.1599
Nicolas, L. (2023). L’écoformation comme paradigme-clé pour penser les
pratiques d’école dehors. Éducation relative à l’environnement.
Regards - Recherches - Réflexions, 18(1).
https://doi.org/10.4000/ere.9589
Nowakowski, S. (2024). L’essentiel de l’intelligence artificielle.
STUDYRAMA.
Ori, J. (2022). Une vraie transversalité de l’enseignement de
l’écologie en classe de FLE. Anales de Filología Francesa, 30.
https://doi.org/10.6018/analesff.518761
Pereira, I. (2022). Écologie et Multiplicité des oppressions : Une
Perspective problématisatrice en pédagogie critique. Spirale - Revue
de recherches en éducation, 70(2), 13-22.
https://doi.org/10.3917/spir.070.0013
Sockett, G. (2013). Understanding the Online Informal Learning of
English as a Complex Dynamic System: An Emic Approach. ReCALL: The
Journal of EUROCALL, 25(1), 48-62. MLA International Bibliography.
https://doi.org/10.1017/S095834401200033X



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