37.2307, Confs: Teaching and Learning English: Challenges and Perspectives (France)

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LINGUIST List: Vol-37-2307. Fri Jul 10 2026. ISSN: 1069 - 4875.

Subject: 37.2307, Confs: Teaching and Learning English: Challenges and Perspectives (France)

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Date: 09-Jul-2026
From: Lindsey Paek [lindsey.paek at univ-lorraine.fr]
Subject: Teaching and Learning English: Challenges and Perspectives


Teaching and Learning English: Challenges and Perspectives
Short Title: TeachLEng 2027

Date: 23-Jun-2027 - 25-Jun-2027
Location: Paris, France
Meeting URL: https://ardaa2027.sciencesconf.org/?lang=en

Linguistic Field(s): Applied Linguistics; Language Acquisition
Subject Language(s): English (eng, stan1293)

We are pleased to announce the second international conference of
ARDAA (Association for Research in English Language Teaching and
Acquisition), TeachLEng 2027, which will take place on 25, 26, and 27
June 2027 at the INSPE de l’Académie de Paris – Molitor Campus.
In a rapidly changing educational and socio-professional landscape
that is oriented towards improving economic productivity and the
internationalisation of individual trajectories, English language
teaching and learning is being called upon to evolve and redefine
itself (OECD, 2024; Wozniak, 2024). Anticipated changes affect all
contexts, from primary to higher education, including vocational
training and lifelong learning, and therefore raise questions about
the role that research in teaching and learning of English can play in
anticipating, informing, and supporting these shifts.
Building on the first edition of the conference held in 2024 and in
celebration of ARDAA’s 25th anniversary, this second international
gathering aims to further the collective discussion on the unique
characteristics of the field. Particular attention will be paid to
contemporary challenges and the dynamics that are currently reshaping
its research topics, the theoretical frameworks and methodological
procedures it employs, and the teaching practices and pedagogical
approaches it inspires. Of particular interest are the contemporary
challenges and dynamics that are currently reshaping research topics,
theoretical and methodological frameworks employed, teaching
practices, and pedagogical settings within the scope of teaching and
learning English.
Issues include the growing integration of digital technologies such as
tools derived from corpus linguistics (Boulton & Vyatkina, 2024),
virtual and augmented reality (Privas-Bréauté, 2024; Pegrum & Lan,
2023; Taguchi, 2023; Ciekanski et al., 2020), machine translation
tools (Bourdais, 2025; Nassau et al., 2022), and, more recently,
Generative Artificial Intelligence (GenAI) for English language
teaching and learning (Yibokou et al., 2025; Zhu & Wang, 2025;
Al-khresheh, 2024).
Other challenges include the internationalisation of educational
programmes and training programs (Brudermann, 2025; Dalton-Puffer,
2011; Goris et al., 2019; Marsh, 2002), the development of theoretical
frameworks grounded in a variety of contributing disciplines (Germain,
2017; Hilton, 2022; Sarré & Whyte, 2016), the increased diversity of
learner profiles, needs, and educational trajectories (Alm & Watanabe,
2024; Zoghlami & Grosbois, 2022; Toffoli, 2020; Lowie & Verspoor,
2019), as well as issues related to their empowerment, which led to a
special issue of the journal Researching and Teaching Languages
following the first ARDAA international conference in 2024 (Paris,
Schug & Perrot, 2025). These developments call for a rethinking of the
relationships between research, education, practical experience, and
the professional world, as well as the respective roles of the various
stakeholders involved—learners, teachers, trainers, researchers, and
institutional decision-makers, as well as those in the socio-economic
sphere.
Papers may address these developments by exploring the following
themes and guiding questions, including but not limited to:
Strand 1: The Role of English, Transformations in Curricula and
Educational Aims and Purposes
This strand is particularly open to papers on changes in English
teaching materials, objectives, and methods across various educational
contexts.
What role does English language teaching play in educational
programmes for elementary, secondary, and higher education? What
attributes should be taken into account and what challenges must be
tackled when designing and implementing appropriate programmes?
What English is being taught and learned in institutional settings
today?
What knowledge and skills should be prioritised (and) for whom (what
population)? What methods or approaches can be used to develop them?
What are the effects of the increased use of hybrid and distance
learning programmes?
How can we better meet the needs of English learners with diverse
profiles? What teaching practices foster learner engagement and take
their individual learning pathways into account?
Strand 2: Digital Technologies and the Restructuring of Learning and
Roles
This strand is particularly open to papers examining the impact of
technological developments on the teaching and learning of English and
on the roles of different actors
 - What are the effects of technological innovations on learning?
 - How do these innovations redefine the roles of teachers and
learners?
 - Is it still necessary to teach English as an additional/foreign
language in the era of GenAI? How is GenAI transforming learning
objectives, content, target skills, and training programmes?
 - What perceptions of IAG do the various stakeholders in English
language education have?? How can its potential for English teaching
and learning be put into practice?
 - What challenges does the rise of GenAI pose for the assessment of
knowledge and skills? Should we rethink assessment methods in this
context?
 - As competency frameworks and policy guidelines are slow to emerge,
how can the pedagogical use of GenAI be supported?
Strand 3: Internationalisation and Professionalisation
This strand is particularly open to papers devoted to the dynamics of
the internationalisation and professionalisation of educational
programs and their impact on the teaching and learning of English.
 - Given that the education sector is undergoing a process of
internationalisation without explicit language policies, what role is
assigned to English and other languages?
 - What (new) forms—e.g., virtual exchanges, integrated approaches,
Content and Language Integrated Learning (CLIL) — of
internationalising learning should be considered? How are developments
related to the internationalisation of educational programmes
transforming pedagogical practices?
 - What types of assessment should be considered for these
internationalised programmes? What are the potential effects on
teachers and learners? What support can be offered to them?
 - What role does English language teaching and learning play in
vocational educational programmes?
 - How can we ensure that educational programmes truly meet the needs
of the socio-professional world, and how can we measure their
contributions?What approaches should be taken to design programmes?
Which skills should be prioritised, and what measures should be put in
place to develop them?
Strand 4: Teacher Education
This strand is particularly open to papers on the initial and
continuous education of English teachers, their professional
development, and changes in their profession.
 - What are the current challenges (e.g., accessibility and inclusion)
in the initial and continuing education of English teachers, as well
as in their professional development? What is the profile of the
21st-century English teacher? What variation exists across
geographical contexts?
 - How can research be operationalised in teacher education and
English teaching? How do researchers, teachers and trainers
collaborate?
 - How can we equip English teachers to cope with changes in their
profession? What provisions and support schemes should be offered to
them?
 - What are the new skills that English teachers are required to
develop in line with technological, societal, and educational changes?
 - How do emotional, relational, and identity-related factors
influence the professional development of English teachers? What role
should well-being, a sense of self-efficacy, agentivity, and
reflective practices play in initial and continuing teacher education?
Strand 5: Epistemology of English Language Teaching
This axis is particularly open to research aimed at mapping out the
epistemological contours of English language teaching within specific
regional, national or supranational contexts.
 - What are the ecosystems within which the teaching of English
develops? What are the obstacles?
 - What theoretical frameworks are employed, and what are the dominant
perspectives in research on the teaching and learning of English? What
disciplines do these frameworks come from? How do they help shape the
pedagogy of English? Are there any frameworks specific to this field?
 - What methods and what methodological tools are employed?
 - What are the research topics, and what are the blind spots in
research? How can these be identified?
The aim of this second edition of the TeachLEng 2027 conference is
twofold: bring together all those involved in the development of
English language pedagogy teaching and expand the discussion to
include European and international dynamics from an ecological
perspective. The aim is to foster dialogue across different contexts
and communities of practice to anticipate potential future changes and
collectively identify the scientific, pedagogical and professional
challenges our field will face in the years to come.
Références:
Al-khresheh, M. (2024). Bridging technology and pedagogy from a global
lens: Teachers’ perspectives on integrating ChatGPT in English
language teaching. Computers and Education: Artificial Intelligence,
6, 100218. https://doi.org/10.1016/j.caeai.2024.100218
Alm, A., & Watanabe, Y. (2024). Vocabulary learning with Netflix:
Exploring intraformal learning practices through the lens of Complex
Dynamic Systems Theory. In M. F. Teng, A. Kukulska-Hulme, & J. G. Wu
(Eds.), Theory and Practice in Vocabulary Research in Digital
Environments (1st ed., pp. 211–229). Routledge.
Boulton, A., & Vyatkina, N. (2024). Expanding methodological
approaches in DDL research. TESOL Quarterly, 58(3), 1193–1204.
https://doi.org/10.1002/tesq.3269
Bourdais, A. (2025). Littératie de traduction automatique et
enseignement-apprentissage de l’anglais en lycée : compétences et arts
de faire. Alsic, 28. DOI: 10.4000/13n06
Ciekanski, M., Kalyaniwala, C., Molle, N., Privas Bréauté, V. (2020).
Real and perceived affordances of immersive virtual environments in a
language-training context: Effects on the design of learning tasks.
Revista Docênia e Cibercultura, 4(3), 83–111.
https://doi.org/10.12957/redoc.2020.56752
Germain, C. (2017). L’approche neurolinguistique (ANL). Foire aux
questions. Myosotis Presse.
Hilton, H. (2022). Enseigner les langues avec l’apport des sciences
cognitives. Hachette éducation.
Lowie, W. M. & Verspoor, M. (2019). Individual differences and the
ergodicity problem. Language Learning, 69, 184–206.
Marsh, D. (2002). CLIL/EMILE-The European dimension: Actions, trends
and foresight potential.
Nassau, G., Molle, N. & Kalyaniwala, C. (2022). Usages et perceptions
des outils de traduction automatique : une enquête auprès d’apprenants
Lansad. Alsic 25(2). http://journals.openedition.org/alsic/6239
OCDE. (2024). Études économiques de l’OCDE : France 2024. Éditions
OCDE. https://doi.org/10.1787/a28c2090-fr
Toffoli, D. (2023). Learner profiles and ISLL Trajectories. In D.
Toffoli, G. Sockett, & M. Kusyk (Eds.), Language Learning and Leisure:
Informal Language Learning in the Digital Age (p. 291 324). De
Gruyter.
Paris, J., Schug, D., & Perrot, L. (eds. ). (2025). Language learner
empowerment : Theory, practice, and contexts [Special issue].
Researching and Teaching Languages, 44(2), En Ligne.
Pegrum, M., & Lan, Y. -J. (2023). Extended reality (XR) in language
learning: Developments and directions. Language Learning & Technology,
27(3), 1–5. https://hdl.handle.net/10125/73528
Privas-Bréauté, V. (2024). Creating new learning environments in
virtual reality: Perceptions of English student-teachers. Alsic,
27(1), 1-47.
Sarré, C., & Whyte, S. (2016). Research in ESP teaching and learning
in French higher education: developing the construct of ESP didactics.
ASp, 69. https://doi.org/10.4000/asp.4834
Toffoli, D. (2020). Informal learning and institution-wide language
provision: University language learners in the 21st century. Palgrave
Macmillan.
Taguchi, N. (2023). Using immersive virtual reality for the assessment
of intercultural conflict mediation. Language Learning & Technology,
27(3), 108–128. https://hdl.handle.net/10125/73534
Wozniak, S. (Éd.). (2024). Enseigner les langues dans les formations
professionnalisantes [Numéro spécial]. Les Langues Modernes, 4.
Yibokou, K.S., Boulton, A., Kalyaniwala, C., & Schires, M. (2025).
Spontaneous use of Generative Artificial Intelligence and influence on
collaborative learner writing. Alsic, 28(1).
https://doi.org/10.4000/13f6g
Zhu, M. & Wang, C. (2025). A systematic review of AI in language
education: Current status and future implications. Language Learning &
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