Thinking about the didactics of languages/cultures, literature and translation
Penser la didactique des langues/cultures, des littératures et de la traduction
Crossed looks
Regards croisés
Published on Monday, January 29, 2024
Abstract
Every language is taught in a social environment with its own tangible and intangible components : protagonists, aims, strategies, values, representations, imaginaries, priorities and legitimating instances. Some languages are well documented, with a long tradition of description and teaching, while others may not have given rise to grammars, dictionaries, textbooks or translations. Language didactics, as a field of complex mediations, is by definition dependent on the degree of pedagogical inventiveness and “didactisation” practices. Born of the desire to open up a space for exchanges and discoveries about the challenges of teaching and learning foreign languages, this symposium aims to compare the research carried out at the University of Mostaganem and the INALCO.
Announcement
Arguments
The essence of the present colloquium aims at opening space for exchange and discoveries around the teaching and learning of foreign languages. To do so, its major objective lies in comparing research undertaken within the DPFcc laboratory (Didactics of Training and Curriculum Design Projects), University of Mostaganem, Algeria and the PLIDAM laboratory (Plurality of Languages and Identities: Didactics-Acquisition-Mediations) INALCO, France, while involving other researchers from different universities.
As the teaching of any language is context-bound, the latter depends on a number of material and immaterial components namely: actors, strategies, purposes, values, representations, imaginations, priorities, and instances of legitimation, which do fashion the acquisition of language in a unique way. Admittedly, some languages are far more documented than others are, carrying richer traditions of teaching that prompt the development of grammar, dictionaries, textbooks and even translations. Hence, as a field of complex mediations, the teaching of language relies heavily on the degree of pedagogical inventiveness and ‘didacticization’ practices.
More than ever, the teaching-learning of languages invites us to reflect on the notion of space and how the latter is being challenged by the communication technologies that are invading our universe. The classroom is no longer an airtight compartment: the learner wishing to engage in a variety of partnerships, to share his productions with distant experts and natives, or even with the whole planet, can find himself, at the same time, in the classroom and in a part of the real world: the two spaces having their own social rules and their own authenticity.
Language learning and attempts to intervene in this process to optimize it may raise many questions.
In this context, the privileged links that language didactics maintains with the theoretical models of linguistics are obvious. When learning languages, learners face a set of factors that linguistics does not control. The teaching of foreign languages has long been isolated from social realities. However, it cannot avoid taking into account the geographical, historical and ideological contexts in which languages are used (or not), studied (or not). The mix of observations and data from different contributing disciplines varies from one methodology to another, depending on theoretical presuppositions, objectives, learning materials, programmes and forms of certification.
Today, no one can escape hypermobility. Confronted to unprecedented plurilingual and pluricultural situations, and articulating the various explicit and implicit constituent elements of the identity of one (or several) countries or communities, language teaching constitutes a sensitive balance between linguistic, cultural, communicational interactions without losing sight of political and institutional will.
Appropriating a language, its culture, its literature, learning to translate means developing skills and abilities, while also going towards the discovery of the Other and towards better self-knowledge, learning to think differently, defying standards (more or less constraining) and regularities (more or less predictable).
Designed from a multidisciplinary perspective, the colloquium will alternate conferences and round tables, focusing on the following themes:
- Skills and professionalization
- New technologies
- Multimedia tools and corpus
- Vocabulary and grammar
- Verbal and non-verbal
- Speech and interaction
- Culture and intercultural
- Standards and variations
- Multilingual directories
- Language policies
- New literatures/writings
- Translation and interpretation
Languages of the conference: French, English and Arabic
- There are many benefits expected from this kind of exchange of perspectives:
- Encouraging the networking of teachers, researchers and doctoral students from the partner institutions;
- Working to promote linguistic diversity in an increasingly global and dematerialised world; Promoting the French-speaking world and research in French as part of an international scientific meeting;
- Consolidating educational innovation in Algeria;
- Strengthening the professional skills of Algerian students and young researchers.
Participation guidelines
Proposals for papers should be sent to the following e-mail address : DPF.PLIDAM24@gmail.com
no later than 10 February 2024
Expected duration of each paper: 20 minutes + debate.
Notification of acceptance will be sent to contributors by 10 July 2023.
Participants are responsible for their own travel and accommodation expenses.
A publication is planned.
Direction of the conference
- Malika Bensekat, DPFcc, Université de Mostaganem
- Thomas Szende, PLIDAM, Inalco
Contact : DPF.PLIDAM24@gmail.com
Scientific committee
- Bensekat Malika, DPFcc, Université de Mostaganem
- Szende Thomas, PLIDAM, Inalco
- Roubaï-Chorfi Mohamed El Amine, DPFcc, Université de Mostaganem
- Abdelhay Bakhta, EGLDS, Université de Mostaganem
- Aït Djida Mokrane, Université de Chlef
- Alao George, PLIDAM, Inalco
- Asselah-Rahal Safia, Université d’Alger 2
- Belatreche Houari, DPFcc, Université de Mostaganem
- Benamar Mohamed Abdelatif, DPFcc, Université de Mostaganem
- Benamar Naïma, ENS d’Oran
- Benhouhou Nabila, ENS d’Alger
- Bouchereau Frosa, PLIDAM, Inalco
- Bouillon Heinz, AFELSH, Université de Liège
- Braïk Saadane, DPFcc, Université de Naama
- Daoud Mohamed, Université d'Oran1
- Dellalou Naouel, DPFcc, Université d’Oran
- Lecocq Héba, ESIT, Paris III
- Ouaras Karim, DPFcc, Université d’Oran
- Ouvrard Louise, PLIDAM, Inalco
- Rispail Marielle, CEDICLEC, Université de St Etienne
- Stockinger Peter, PLIDAM, Inalco
Organisation committee
- Malika Bensekat, DPFcc, Université de Mostaganem
- Mohamed El Amine Roubaï-Chorfi, DPFcc, Université de Mostaganem
- Iman Massoud, PLIDAM, Inalco
Subjects
- Language (Main category)
- Mind and language > Education > Educational sciences
- Mind and language > Epistemology and methodology
- Mind and language > Epistemology and methodology > Methods of processing and representation
- Mind and language > Epistemology and methodology > Corpus approaches, surveys, archives
Places
- Laboratoire DPFcc - Université Abdelhamid Ibn Badis
Mostaganem, Algeria (27000)
Event attendance modalities
Full on-site event
Date(s)
- Saturday, February 10, 2024
Keywords
- nouvelle, technologie, corpus, multimédia, lexique, grammaire, verbal,
Information source
- Malika BENSEKAT
courriel : dpf [dot] plidam24 [at] gmail [dot] com
License
This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.
To cite this announcement
« Thinking about the didactics of languages/cultures, literature and translation », Call for papers, Calenda, Published on Monday, January 29, 2024, https://doi.org/10.58079/vosr