HomeMultilingualism / plurilingualism, teaching and learning, complexity and integrity

HomeMultilingualism / plurilingualism, teaching and learning, complexity and integrity

Multilingualism / plurilingualism, teaching and learning, complexity and integrity

Plurilinguisme, enseignement-apprentissage, complexité et intégrité

Plurilingüismo, enseñanza-aprendizaje, diversidad e integridad

Epistemological, pedagogical and political perspectives

Perspectives épistémologiques, didactiques et politiques

Perspectivas epistemológicas, didácticas y políticas

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Published on Wednesday, September 28, 2022


This colloquium, to be held at the Université Paul-Valéry Montpellier 3 (France), a university that has worked on a dozen national and international projects on this subject over the last 20 years, aims to question the treatment of multilingualism in teaching and learning from the point of view of ethics and integrity, both theoretical and practical, considering the complexities of reality (context, variable scales from nano to micro). Seven areas of study are proposed (see the call). In addition to multilingual plenary lectures by internationally renowned researchers, the conference will offer multilingual workshop presentations, symposia, poster sessions, interdisciplinary and multi-category round tables, including national and international institutions, to reflect the complex dimensions and the integrity goal sought.



Since the first definitions of plurilingualism in Galisson and Coste (1976: 69), multilingualism has referred to human beings living in "(...) regions, countries where two or more languages are used simultaneously". Cuq (2003: 195) refines the definition a few years later by stressing that plurilingualism is "the ability of an individual to use several linguistic varieties with good results". Plurilingualism, which is a historical notion in the field of language education (see Moore, D. & Gajo, L. (éds.) (2009) regarding its elaboration and development) is therefore inherent to human beings and is a primary concern for the teaching-learning issues of our world today. However, it appears dificult to have it recognized as a reality and a valuable resource both politically (Gogolin 2021) and pedagogically (Auger 2020, Auger and Le PichonVorstman 2021, Cummins 2021, Van Avermaet et al. 2018), although its early stages already appeared in some works of 16th century humanism (e.g. Jacques Bourgoing and his unfinished dictionary) and the pedagogy of languages and cultures is used in very different contexts (ordinary classes, teaching a subject through a foreign language, Gajo 2009, classes for immigrant pupils, Garcia and Wei 2014) and in different regions of the world. ), to describe and formulate concrete proposals for the training of teachers (Galligani and Vlad 2020, Oger, Maravelaki et al. (2022)) and students (Cenoze and Jeorge 2021, Piccardo et al. 2021). How to account for and take into account this complexity (Morin 1982: 124) "which is neither reduced to science nor to philosophy, but which allows their intercommunication by operating dialogical loops" that characterises teaching-learning situations in which multilingualism is often silent and thus aim at fostering integrity in Research and actions (Bargadaà, Peixoto 2021) that addresses as closely as possible the issues of teaching and learning in multilingual classrooms, from an epistemological, linguistic, pedagogy and political point of view? This colloquium, to be held at the Université Paul-Valéry Montpellier 3 (France), a university that has worked on a dozen national and international projects on this subject over the last 20 years, aims to question the treatment of multilingualism in teaching and learning from the point of view of ethics and integrity, both theoretical and practical, considering the complexities of reality (context, variable scales from nano to micro).

Topic proposals

7 areas of study are proposed: In addition to multilingual plenary lectures by internationally renowned researchers, the conference will offer multilingual workshop presentations, symposia, poster sessions, interdisciplinary and multi-category round tables, including national and international institutions, to reflect the complex dimensions and the integrity goal sought.

Axis 1. Epistemology / Theories / History of language / Pedagogy regarding the disciplines It seems essential and fundamental to propose an epistemological reflection in order to understand the current state of pedagogy in the context of our complex reality and to advocate an Integrity-based approach. A look at the history of one or more disciplines (Prasad, Auger, Le Pichon-Vorstman 2022), allows a better understanding of certain present-day realities. Interventions in this area can be part of language or subject pedagogy.

Axis 2. Bi-plurilingualism, development and learning Bi-plurilingualism from an acquisitional and/or functional point of view constitutes an essential parameter for the problematic of this conference. In a natural situation (psycholinguistic development) or in an institutional situation (teaching-learning), the aim of the proposals for papers will be to propose studies in this area in order to shed light on the general reflection.

Axis 3. What are the links with related disciplines? The evolution of pedagogy is closely linked to that of other fields, conducive to its different and renewed approaches. From the psychology of learning to neuroscience it is clear that related fields are involved in the evolution of reflection, validating certain older hypotheses, such as the transfer of skills from one language to another (Cummins 1979). The planned work will focus on the links and relationships between disciplines, which are the basis of complex approaches, and on the possible implications for language teaching. The integrity dimension of this strand lies in the full recognition of the mutual contributions of the disciplines to each other.

Axis 4. Methodologies and practices of the disciplines in the multilingual classroom Multilingualism is often considered in the context of the teaching of the language of instruction. Papers may therefore refer to these well-identified works. But they may also consider the multilingual issue in the teaching and learning of various disciplines (scientific, linguistic, literary, artistic, etc.). The papers will deal with research methodologies and practices in the various disciplines in a multilingual situation.

Axis 5. Digital technology and language teaching and learning The use of digital technology as a component of teaching and learning is no longer fundamentally innovative. The hybridisation of training, the use of digital tools in the classroom or the development and evolution of training via digital learning platforms logically offers food for thought on the actual contributions of training and on the developments that lie ahead in the near future for the teaching/learning of multilingual pupils/students, considering the complexity of contexts while seeking the integrity of approaches.

Axis 6. Training of trainers Whether it concerns language training or subject pedagogy, what initial and/or in-service training should be offered to teachers to consider the complexity of situations, while seeking equity of access.

Axis 7. Policy dimensions Addressing the issue of/pupils' multilingualism varies in time and space between national and international policies. In this complex spatio-temporal framework, it is hoped that work with a synchronic and diachronic perspective will shed light on the role of policy in this issue.

This colloquium is aimed at all researchers and actors in the field of teaching and learning (policy-makers, school directors, social workers) who wish to place the issue of multilingualism at the heart of research, professionalization and political action and to participate in a joint reflection on the art of combining conceptualisations and professional experiences.

Submission guidelines

Three types of presentations are proposed: papers, symposia and posters.

Paper proposals will be limited to 2500 characters (excluding bibliography and keywords). The papers must be unpublished and, therefore, never have been /have never been/the subject of any communication or publication.

- If researchers wish to propose a symposium (duration 90'), it is possible to gather 3 or 4 papers around a common thread. Please see the conditions for submission of papers below and submit a maximum of 3 to 4 papers with different speakers.

Poster session Format

- A0 format (H: 1.20 m - W: 0.80 m)

- Vertical or horizontal orientation

- Scientific level of the audience: general public with a minimum level of knowledge.

- Language: French, English or Spanish Posters during the conference

- Bring your poster directly to Montpellier when you arrive at the conference.

- Abstracts accepted for poster presentation will be displayed in a room.

- There will be time for posters during breaks and a dedicated presentation time.

- Posters will be presented by moderators and presenters during parallel sessions.

- Posters should remain on display for the duration of the conference.

- Panels will be assigned to the name of the first author of each contribution.

- Poster hanging materials will be provided.

- The conference organiser cannot be held responsible if your poster is not returned after the conference.


- The title. It should summarise the objective, the means and the conclusion.

- Names of authors (including e-mail addresses) and organisations (with logos) under the title.

- A title is not necessary for the Introduction and Conclusion. Other headings such as Materials and Methods, Results and Discussion should be obvious.

- Introduction/Objectives: (top left) puts the study in context and clearly identifies the objectives.

- Methods and results: Methods should be kept to a minimum. These two parts should constitute 2/3 of the poster. Use a larger font size to capture your main findings and make them easier to read

- Conclusions: (bottom right) include the main conclusions, discussions and perspectives.

- Number the figures to give the reading order, it is not necessary to indicate "Figure" or "Fig.

- Add some bibliographical references to reinforce the scientific position of the project (at the bottom and small).

Timetable Deadline for submission of proposals: November, 15th , 2022

Proposals for papers, symposia and posters should be uploaded on sciencesconf's website.

Responses from the Scientific Committee: January, 30th, 2023

Scientific committee

Dagmar ABENDROTH-TIMMER (Université de Siegen, Allemagne), Myriam ABOU-SAMRA (Université de Franche-Comté), Guy ACHARD-BAYLE (Université de Loraine), Joëlle ADEN (Université Paris-Est Créteil), Jose-Ignacio AGUILAR-RIO (Université Sorbonne Nouvelle), Sophie ALBY (Université de Guyane), Nina ASHER (University Minnesota, USA), Isabelle AUDRAS (Université du Maine), MehmetAli AKINCI (Université de Rouen), Brahim AZAOUI (Université de Montpellier), Sophie BABAULT (Université de Lille), Francis BANGOU (Université d’Ottawa), Jean-Claude BEACCO (Université Paris 3- Sorbonne Nouvelle), Stéphanie BELLOCCHI (Université Paul-Valéry – Montpellier 3), Kaouthar BEN ABDALLAH (Université de Franche-Comté), Margaret BENTO (Université de Paris Descartes), Ranka BIJELJAC-BABIC (Université Paris Descartes), Violaine BIGOT (Université Sorbonne Nouvelle), Nathalie BLANC (INSPE Lyon), Nathalie BLANC (Université Paul-Valéry Montpellier 3), Philippe BLANCHET (Université de Rennes 2), Mercè BERNAUS (Université Autonome de Barcelone, Espagne), Siv BJÖRKLUND(Abo Akademi University, Finlande), Véronique BOIRON (Université Bordeaux Montaigne), Aude BRETEGNIER (Université du Maine), Jean-Paul BRONCKART (Université de Genève, Suisse), Ecaterina BULEA-BRONCKART (Université de Genève, Suisse), Cécile BRULEY (Université Sorbonne Nouvelle), Cécile BULLOCK (University of Edingurgh), Brigitta BUSCH (Université de Vienne, Autriche), Michael BYRAM (Durham University, UK), Lucile CADET (Université Cergy-Pontoise), Michel CANDELIER (Université du MAINE), Emmanuelle CANUT (Université de Lille 3), Mariella CAUSA (Université de Bordeaux Montaigne), Christel CAVALLA (Université Sorbonne-Nouvelle), Marisa CAVALLI (CIEPB, Val d’Aoste, Italie), Jasone CENOZ (Universidad del Pais Vasco, Espagne), Damien CHABANAL (Université Clermont-Ferrand), Aurélie CHESNAIS (Université de Montpellier), Jean-Louis CHISS (Paris 3 – Sorbonne-Nouvelle), Stéphanie CLERC (Université de Rennes 2), Marie-Anne CHATEAUREYNAUD (Université de Bordeaux), Jean-Pierre CUQ (Université de Nice), Simon COFFEY (King’s College, London, UK), Jim CUMMINS (Université de Toronto, Canada), Daniel COSTE (ENS Lyon), Diane DAGENAIS (Simon Fraser University, Canada), Laurine DALLE (Université Paul-Valéry – Montpellier 3), Petra DARYAIHANSEN (University of Copenhagen, Danemark), Fatima DAVIN (Aix-Marseille Universités), Françoise DEMOUGIN (Université de Montpellier), Martine DERIVRY (Université de Bordeaux), Sylvain DETEY (Université Waseda, Tokyo, Japon), Fred DERVIN (University of Helsinki, Finlande et Université de Pékin, Chine), Jean-Marc DEWAELE (University of London, UK), DOMPARTIN Chantal (Université de Toulouse 2, Jean-Jaurès)Sophie DUFOUR (Université Lyon 2), Viviane DURAND-GUERRIER (Université de Montpellier), François GROSJEAN (Université de Neuchâtel, Suisse), Amanda EDMONDS (Université de Nice), Sabine EHRHART (Université du Luxembourg, Luxembourg), Sandrine ESCHANAUER (AixMarseille Université), Pierre ESCUDE (Université Bordeaux), Leandro Rodrigues ALVES DINIZ (Universidade Federal de Minas, Brazil), Véronique FILLOL (Université de Nouvelle-Calédonie), Carole FLEURET (University of Ottawa, Canada), Gilles FORLOT (INALCO), Raphaële FOUILLET (Université de Chambéry), Stéphanie GALLIGANI (Université de Grenoble-Alpes), Laurent GAJO (Université de Genève, Suisse), Claudine GARCIA-DEBANC (Université de Toulouse 2- Jean-Jaurès), , Euriell GOBBE MEVELLEC (Université de Toulouse), Ingrid GOGOLIN (Hamburg University, Allemagne), Cécile GOÏ (Université de Tours), Durk GORTER (Universitad del Pais Vasco, Espagne), Delphine GUEDATBITTIGOPHER (Université d’Angers), Dorothea HEITSCH (University of North Carolina at Chapel Hill, USA), Marie-Odile HIDDEN (Université de Bordeaux), Sylvain HOLTERMAN (University of Hong-Kong), Bernadette KERVIN (Université de Bordeaux), Jovan KOSTOV (Université Paul-Valéry – Montpellier 3), Claire KRAMSCH (Université de Berkeley, USA), Elodie LANG (Université Paul-Valéry – Montpellier 3), Véronique LAURENS (Université Sorbonne Nouvelle), Laurence LE FERREC (Université Paris Descartes), Phan LE HA (University of Hawaii at Manoa) Isabelle LEGLISE (CNRS INALCO-IRD, Paris), Véronique LEMOINE-BRESSON (Université de Lorraine), Malory LECLERE (Université Sorbonne Nouvelle), Pascale LECLERCQ (Université Paul-Valéry Montpellier 3), Dania LEE SIMON (Université de Grenoble-Alpes), David LITTLE (Trinity College Dublin, Irlande), Françoise LORCERIE (Aix-Marseille Universités), Dominique MACAIRE (Université de Lorraine), Nadja MAILLARD (Université d’Angers), Afroditi MARAVELAKI (Haute Ecole de Namur Liège Luxembourg), Martine MARQUILLO-LARRUY (Université de Lyon 2), Valérie MARTINEZ (University of Hong-Kong), Véronique MIGUEL-ADDISU (Université de Rouen Normandie), Catherine MENDONCA DIAS (Université Sorbonne Nouvelle), Déborah MEUNIER (Université de Liège, Belgique), Muriel MOLINIE (Université Sorbonne Nouvelle), Daniele MOORE (Simon Fraser University, Canada), Emilee MOORE (Université Autonome de Barcelone, Espagne), Valérie MUNIER (Université de Montpellier), Marie-Françoise NARCY-COMBES (Université de Nantes), Jean-Paul NARCY-COMBES (Université Paris 3- Sorbonne Nouvelle), Christos NIKOU (University of Pyraeus, Grèce), Noriyuki NISHIYAMA (Université de Kyoto, Japon), Isabelle NOCUS (Université de Nantes), Colette NOYAU (Université de Nanterre), Mayo OYAMA (Université Ritsumeikan, Japon), Mitsuru OHKI (Université de Kyoto, Japon), Gail PRASAD (Université de York, Toronto, Canada), Nektaria PALAIOLOGOU (Hellenic Open University, Grèce), Heather PHIPPS (University of Regina, Canada), Emmanuelle LE PICHON-VORSTMAN (University of Toronto, Canada), Bénédicte PIVOT (Université Paul-Valéry – Montpellier 3), Karmen PIZORN (Univerza v Ljubljani, Slovenie), Elatiana RAZAFIMANDIMBIMANANA (Université de Toulouse Jean-Jaurès), Véronique RIVIERE (Université de Lyon 2), Leena ROBERTSON (Middlesex University, London, UK), Eric SORIANO (Université Paul-Valéry Montpellier 3), , Pascale TREVISIOL (Université de Paris Sorbonne Nouvelle), Cyril TRIMAILLE (Université de Grenoble-Alpes), Jérémi SAUVAGE (Université Paul-Valéry – Montpellier 3), Katja SCHNITZER (Fachohochshule Nordwestschweiz, Suisse), Heather SMITH (University of Newcastle, USA), Valérie SPAËTH (Université Sorbonne Nouvelle), Sofia STRATILAKI-KLEIN (Université Sorbonne Nouvelle Paris), Christina ROMAIN (Aix-Marseille Université), Sylvie ROY (Université de Calgary, Canada), Gema SANZ ESPINAR (Universidad Autónoma de Madrid, Espagne), , Nikolay SLAVKOV (ILOB, University of Ottawa, Canada), Nathalie SPANGHERRO-GAILLARD (Université de Toulouse JeanJaurès)Nathalie THAMIN (Université de Besançon), Joël THIBEAULT (Université d’Ottawa, Canada), André TRICOT (Université Paul-Valéry Montpellier 3), Christel TRONCY (Université de Rouen – Normandie), Francis TROYAN (University of Ohio state, USA), Piet VAN AVERMAET (Université de Gand, Belgique), Monica VLAD (Universitatea Ovidius din Constanța, Roumanie), Virginie TREMION (Université Catholique de Paris), Frédéric TORTERAT (Université de Montpellier), , Sylvie WARTHON (Aix-Marseille Universités), Corinne WEBER (Université Sorbonne-Nouvelle), Rahat ZAIDI (University of Calgary, Canada), Geneviève ZOIA (Université Paul-Valéry Montpellier 3)

Conférenciers invités, key note speakers

  • Jasone CENOZ Universidad del Pais Vasco
  • Jean-Louis CHISS Université Sorbonne-Nouvelle
  • Jim CUMMINS University of Toronto
  • Fred GENESSEE McGill University
  • Ingrid GOGOLIN Universität Hambourg
  • Nancy HORNBERGER University of Pennsylvania
  • Jeff MACSWAN University of Maryland
  • Li WEI University College London


  • Université Paul-Valéry Montpellier 3 - Route de Mende
    Montpellier, France (34)

Event attendance modalities

Full on-site event


  • Tuesday, November 15, 2022


  • enseignement-apprentissage, plurilinguisme


  • Nathalie Auger
    courriel : nathalie [dot] auger [at] univ-montp3 [dot] fr

Reference Urls

Information source

  • Nathalie Auger
    courriel : nathalie [dot] auger [at] univ-montp3 [dot] fr


CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Multilingualism / plurilingualism, teaching and learning, complexity and integrity », Call for papers, Calenda, Published on Wednesday, September 28, 2022, https://calenda.org/1016939

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