37.3249, Calls: Linguistics and Didactics 2027 (Czech Republic)

[The LINGUIST List]

LINGUIST List: Vol-37-3249. Fri Oct 09 2026. ISSN: 1069 - 4875.

Subject: 37.3249, Calls: Linguistics and Didactics 2027 (Czech Republic)

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Date: 08-Oct-2026
From: Tom Rankin [tom.rankin at phil.muni.cz]
Subject: Linguistics and Didactics 2027


Full Title: Linguistics and Didactics 2027
Short Title: LIDI 2027

Date: 22-Apr-2027 - 23-Apr-2027
Location: Brno, Czech Republic
Web Site: https://english.phil.muni.cz/conferences/lidi-2027

Linguistic Field(s): Applied Linguistics; General Linguistics

Call Deadline: 04-Dec-2026

General:
LiDi 2027, to be held at the Faculty of Arts of the Masaryk University
on 22-23 April 2027, is the 9th edition of the conference and the
first outside the German-speaking world (Zurich, 2026; Salzburg, 2025;
TU Dortmund 2024; Zurich 2023; Kassel 2022; PH Vorarlberg 2021; Bochum
2019; Konstanz 2018).
The LiDi conference series aims at discussing the scope of recent
findings in the field of linguistics as they potentially connect to
the development of instructional methods in language teaching. The
LiDi series provides a platform for building new bridges that close
the gap between the so-called social turn in educational linguistics
and modern formal approaches to
natural language, to eventually explore new teaching methodologies.
Call for Papers:
There is a long history of debate on the role and nature of
(meta)linguistic knowledge in language education. In second/foreign
language learning, the role of explicit knowledge in developing
implicit competence remains unclear and subject to active research
(Godfroid, 2022). Indeed, in L1 education, such controversy has
resulted in “grammar wars” (Locke, 2010) between those who value the
teaching of L1 linguistic properties and those who question it, at
least with respect to morphosyntax. Nevertheless, a recurrent theme in
applied linguistics is the suggestion that various forms of linguistic
knowledge are valuable in education: Language Awareness (e.g. Hawkins,
1984), Plurilingual Awareness (e.g. Candelier et al, 2012), Knowledge
about Language (e.g. Bartels, 2009), etc. all point to potential
benefits of developing metalinguistic knowledge for teachers and
learners.
Against this background, we ask how linguistic research can or should
interface effectively with language education in terms of the
provision and fostering of (meta)linguistic knowledge. We welcome
contributions on issues such as, but not limited to:
- Effects of different forms of linguistic input in L1/L2/Ln learning
outcome
- Explicit versus implicit approaches to language form in the
classroom
- Issues in multilingualism and plurilingual awareness in language
education
- Linguistics and the relationship between prescriptivism, standard
language ideology, and language teaching
- The connection between linguistic theories and pedagogical materials
/ grammars
- The nature of teacher language awareness (see Andrews, 2007), and
linguistic reasoning abilities (Van Rijt, 2024)
- The potential role of teaching linguistics at school (see Sheehan et
al, 2023)
- The role of linguistics in teacher education programmes
Submission Guidlines:
We invite submissions of anonymous abstracts for 20-minute talks on
the topic of Linguistics, Linguistic Knowledge and Language Education.
Abstracts should be anonymised and should not exceed 500 words
(excluding references/tables/figures etc.). Further, they should have
one-inch margins, a minimum font of 12pt, be single-spaced, and be
sent in PDF format.
Please upload your abstracts via:
https://easyabs.linguistlist.org/conference/LIDI-2027/
Important Dates:
Submission Deadline: 4 December 2026
Notification: by end January 2027
Workshop: 22-23 April 2027



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