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Formation en langues secondes face à l’urgence

Revue « Lidil » n° 69, mai 2024

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Published on Thursday, April 20, 2023

Abstract

Migrants today find themselves in an “emergency” context aggravated by the pandemic. The uncertainty of their condition, due to practical, legal and institutional matters, has been worsen by the current issues related to health and security, which is weakening their integration process even more. In such a context, it is also urgent to reconsider the language needs of migrants, in other words, to address, in terms of language training, the urgency of their integration through language as well as the new difficulties in meeting the needs that they express as learners. Thus, this issue of Lidil seeks to deepen the reflection on topics related to second languages for migrants in the context of pandemic and post-pandemic emergency.

Announcement

Guest editors

  • Junkai Li, Tianjin University & Crem UR 3476, Université de Lorraine
  • Aurora Fragonara, FoReLLIS UR 15076, Université de Poitiers

 Argument

Migrants today find themselves in an "emergency" context aggravated by the pandemic. The uncertainty of their condition, due to practical, legal and institutional matters, has been worsen by the current issues related to health and security, which is weakening their integration process even more. In such a context, it is also urgent to reconsider the language needs of migrants, in other words, to address, in terms of language training, the urgency of their integration through language as well as the new difficulties in meeting the needs that they express as learners.

Thus, this issue of Lidil seeks to deepen the reflection on topics related to second languages for migrants (Lebreton, 2017; Azaoui et al., 2019) in the context of pandemic and post-pandemic emergency (Achour, 2021).

In this perspective, Nathalie Gettliffe & Marie-Aline Ardisson (2022) have called very recently on the need of developing a didactique de la catastrophe (didactics in catastrophic situation) for French as a foreign or second language. They argue and emphasize that, while various catastrophes displaced populations on a massive scale in the second half of the twentieth century (partition of Europe, wars in South-East Asia, etc.), these displacements have been accelerated in the twenty-first century (Gardou 2006; 2012), due first and foremost to economic, social and political reasons, but nowadays, to crises relating to health and safety more than ever:

Partout les régimes autoritaires, les dictatures, les régimes intégristes, les changements climatiques et maintenant les crises sanitaires provoquent des mouvements violents de population accueillie de façon plus ou moins planifiée par les pays hôtes voisins ou plus lointains.

Dans ces contextes, la formation linguistique à la langue du pays d’accueil est très rapidement sollicitée au même titre que le droit au logement, l’accès aux soins, l’aide alimentaire, l’autorisation d’exercer une activité professionnelle ou la scolarisation des enfants mineurs.” (Gettliffe & Ardisson, 2022, p. 3)

However, they conclude, “the didactics in emergency (didactique de l’urgence, Beacco, 2012) still seems to be poorly conceptualized” insofar as this question initially posed by Beacco now dates back to more than ten years.

Therefore, the main objective of the call for papers for this issue of Lidil will be to assess, in the light of current events, the relevance of “emergency” in the field of language teaching research,

i.e. to define what extensions or theoretical renewals this concept has acquired (see e.g. Macé, 2017).

At the same time, we would like not only to report on various tools, including digital ones, that have been put in place and experimented over the past three years, but also to explore how they have been used since then or can be used today (see for our part, the coordinators of this issue: Abid et coll., 2022 and forthcoming, 2023).

Moreover, this call for papers also aims to review the ins and outs, principles and issues of what some researchers have called the "Emergency Linguistics" (see Piller et coll., 2020; Civico, 2021; Dreisbach & Mendoza-Dreisbach, 2021). This emerging discipline thus seeks to take advantage of the achievements of language sciences to describe and improve the conditions of

communication in public or personal emergency situations, especially in the aim of guaranteeing access to vital information. When it comes to application, this would involve rethinking or revising second language training for migrants in terms of "Emergency Language Services" (Yao, 2022).

We therefore invite researchers to submit a contribution that addresses one of these axes/problems:

  1. How has the emergency changed the language training of migrants? Do crises represent an empowering opportunity for the migrant public or a threat/obstacle to their integration into the host society?
  2. What is the place of digital learning in such contexts? Can they be conceived as substitutes for traditional, face-to-face methods? Should they be considered as reinforcement tools? Or occasional palliatives?
  3. In the context of distance learning, how can we consider possible differences and difficulties in accessing digital tools? What solutions are there for people with little or no previous schooling?
  4. To what extent are creative approaches (g. project-based teaching, creative teaching in workshops) a response to the problems/difficulties encountered in the field?
  5. What is the relationship between second language training and "Emergency Linguistics"? How could Emergency Language Services be at the service of migrants in learning languages in an emergency context?
  6. What role does plurilingualism play in language training in post-pandemic contexts? What are their representations today?
  7. How do learning experiences highlight the importance of recognition between actors in the classroom? How can we make visible and recognizable the participation of allophone learners in social life? How can we make our learners visible and recognizable once they have mastered the language?

By suggesting this list of thematic axes, this issue will contribute to taking stock of the principles and transdisciplinary actions of second language training for migrants in the post-pandemic emergency context.

Submission guidelines

Submitted abstracts should not exceed 3 pages (including references). Full papers should not exceed 40,000 characters (including spaces).

Papers may be written in English, French or Italian.

The style sheet and instructions for authors are available at: https://journals.openedition.org/lidil/3303.

Proposals for abstracts and papers should be sent to both: junkai.li@univ-lorraine.fr and aurora.fragonara@univ-poitiers.fr

no later than April 30th, 2023.

Important dates

  • 30th April 2023: submission of 3-page abstracts
  • Mid-May 2023: notification of acceptance or rejection of abstracts
  • 31st July 2023: submission of full papers V1
  • August-October 2023: 1st review
  • 31st October 2023: submission of full papers V2
  • November-December 2023: 2nd review
  • 15th February 2024: submission of the final versions of the articles
  • March 2024: editing and minor corrections
  • May 2024: issue published

Date(s)

  • Sunday, April 30, 2023

Attached files

Keywords

  • langue seconde, urgence, migration, intégration

Reference Urls

Information source

  • Li Junkai
    courriel : junkai [dot] li [at] univ-lorraine [dot] fr

License

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

To cite this announcement

« Formation en langues secondes face à l’urgence », Call for papers, Calenda, Published on Thursday, April 20, 2023, https://doi.org/10.58079/1b0f

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