HomeTowards a plurilingual curriculum : fostering pluricultural communication in the digital age

HomeTowards a plurilingual curriculum : fostering pluricultural communication in the digital age

Towards a plurilingual curriculum : fostering pluricultural communication in the digital age

Vers un curriculum plurilingue : favoriser la communication pluriculturelle à l’ère du numérique

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Published on Friday, May 24, 2024


This international conference is part of a multidisciplinary approach to languages and cultures in applied linguistics (didactique des langues), drawing in particular on language sciences, sociolinguistics, education sciences, political sciences and info-com. Participants are invited to (re)think about language teaching/learning, whether formal or informal, as an objective of intercultural communication. The plurilingual and pluricultural perspective calls for a fundamental reconsideration of the language and culture curriculum


The conference will be held at the University of Bordeaux, located in Bordeaux, France, from Thursday 28th to Saturday 30th November 2024. 


This conference invites participants to (re)think languages and intercultural communication as a combined curriculum contribution through a plurilingual and pluricultural perspective, recognising all intercultural practices as a principle of critical social justice approaches to communication (Zarate et al. 2008/2011; Alao et al. 2013; Cenoz & Gorter, 2015; Beacco et al. 2016, Narcy-Combes et al. 2019, Auger & Le Pichon-Vorstman, 2021; Escudé & DerivryPlard, 2022). In a changing world required to address such vital challenges as climate change, social and cultural inequalities, the digitalisation of societies and their democratic agendas, we need to envisage a radical shift in how we see language education. We define language education as both formal and informal in the way languages are or are not passed on to new generations, as forms that can generate equitable educational processes that are essential for democracy (Byram et al. 2023; Cummins, 2021; Council of Europe, 2022). We need to take into account that communication includes both online or offline practices (Blommaert, 2017, 2018) and that it is vital to better understand the multimodal natures of communication, the semiotics of language and their power relations (Kramsch, 2009, 2021). To foster such understandings, the development of multimodal learning environments, intercultural telecollaborations and virtual exchanges, which are blurring the lines between education, training and current practices, must be addressed (Potolia & Derivry-Plard, 2023). Human communication has to be reconsidered within a pluridisciplinary, decolonised framework (Mignolo and Walsh, 2018; Alvarez Valencia, 2023) that allows people to communicate through languages and cultures in order to mediate meaning-making (Liddicoat & Scarino, 2013, Liddicoat & Derivry-Plard, 2023). Intercultural communication becomes vital to find collective and imaginative solutions. From there, people can better position themselves as intercultural speakers, in order to face the challenges identified in building democratic societies (Deyrich & Majhanovic, 2017; Kramsch & Zhang, 2018). Pluricultural and intercultural communication is supported by language learning and teaching, in recognition of linguistic and cultural trajectories, and legitimate participation of diverse speakers in global discussions for intercultural citizenship (Byram et al. 2016;  Majhanovich & Malet, 2015; Orsini-Jones & Lee, 2018; Derivry-Plard, 2022; Lütge et al. 2023; Malet & Derivry-Plard, 2023).

The following themes are grouped within the overarching proposition to set up plurilinguistic sustainability (Agresti, 2018, 2019) acknowledging the linguistic rights of all (SkutnabbKangas et al. 2009). This calls for attention to conceptual and interdisciplinary innovations, as well as to renewed mixed methodologies that allow investigation of a variety of contexts and situations (from macro to meso and micro levels). 

We invite proposals for individual papers, panels (up to 4 people and a discussant) and round table (up to 4 people and a moderator) around any of the following topics.

Theme 1: Language and communication ideologies such as linguicism, glottophobia, native-speakerism and language planning and policies

Theme 2: Intercultural telecollaboration for the integration of language and content (CLIL)

Theme 3: Linking intercultural telecollaboration or virtual exchanges with study abroad and civic service

Theme 4: Integrating L1 teaching and additional languages, including local and migrant populations

Theme 5: Inter-comprehension and intercultural practices across Romance, Germanic, African and Asian language

Theme 6: Language teacher and language speaker development in pluricultural communication

Theme 7: Renewal of assessment for languages and intercultural education

Theme 8: Critical and social justice approaches to intercultural communication and understanding

Each conference contribution should show how the specific research or project illustrates or responds to the general title of the conference.

Submission guidelines

Languages for the conference: English and French (all other languages are welcome but must provide a translation into English or French).

Submission of Proposals: https://ialic2024.sciencesconf.org

by the 26th of May 2024.

Panels (in rooms, 90 minute-slots)

Each panel session should include 3-4 presenters including the discussant. The panel organiser should submit a short proposal (max 300 words) including: a) title of the panel, b) the conference theme in which the session is situated, c) a description of the topic and the panel’s general theme. The panel leader/coordinator should also upload the abstracts of the presentations to be included in the panel on behalf of the presenters. Abstracts (max 300 words) should clearly indicate a) the title of the presentation; b) the theoretical, methodological and analytical frameworks employed; c) 2 keywords and d) 2 references. Discussions with the public are included in this 90-minute slot.

Round tables (in amphitheatre, 30 minute-slots)

Each round table should include 3-5 presenters and a discussant. The round table organiser should send a short proposal (max 300 words) including: a) title of the round table, b) the conference theme in which the session is situated, c) a description of the topic and the round table’s discussion theme; d) 3 keywords and e) 3 references. The round table will be followed by a 15-minute discussion with the audience.

Presentations / posters (in rooms, 20 minute-slots)

Participants proposing an individual presentation, a 2-person presentation or a poster should submit an abstract (max 300 words) and clearly indicate a) the title of the presentation/poster; b) the field of study in which the work is situated; c) whether the presentation/poster will be theoretical or empirical; d) the theoretical, methodological and analytical frameworks employed; e) 3 keywords and f) 3 references.  All presentations will be followed by a 10 minute-discussion.

Important dates

  • Call for papers opens: 26th March 2024 
  • Deadline for abstract submission:  26th May 2024

  • End of abstract approval process:  14th June 2024
  • Early bird registration:  17th June to 1st October (midnight) 2024
  • Registration closes:  4th November 2024  

Scientific Committee

  • Giovanni Agresti, Université de Bordeaux-Montaigne, AUF, Francophonéa, France
  • George Alao, INALCO, France
  • Christopher Anderson, University of Canterbury, IALIC, UK
  • Mathilde Anquetil, University of Macerata, Italy
  • Nathalie Auger, Université de Montpellier, France
  • Miren Elisabeth Arocena, University of the Basque Country, Enlight, Spain
  • Carmen Avram, Université de Pau, FrancophoNéa, France
  • Angeluce Barbotin, Universidade Federal da Paraíba, Brazil
  • Anne-Marie Barrault Methy, Université de Bordeaux, France
  • Susan Becaas, Université de Bordeaux, France
  • Ana Cristina Biondo Salamao, Sao Paolo State University, Brazil
  • Krastanka Bozhinova, American University of Bulgaria, Bulgaria
  • Cédric Brudermann, UPMC, France
  • Paloma Castro-Prieto, University of Valladolid, Espagne
  • Mariella Causa, Université Bordeaux Montaigne, FrancophoNéa, France
  • Daniel Chan, University of Singapore, Transit-lingua, Singapore
  • Claire Chaplier, University of Toulouse 3, France
  • Hsinping Chi, University of FU Jen, Transit-lingua, Taïwan
  • Edith Cognigni, University of Macerata, Transit-lingua, Italy
  • Bénédicte Courty, University of Bordeaux, INSPÉ, France
  • Martine Derivry-Plard, University of Bordeaux, INSPÉ, FrancophoNéa, Transit-lingua, France
  • Marie-Christine Deyrich, University of Bordeaux, France
  • Pierre Escudé, Université de Bordeaux, INSPÉ, France
  • Christiane Fäcke, Augburg Universität, Allemagne
  • Joshua Gray, Université de Bordeaux, France
  • Eiko Gyogi, University of Nazan, Japan
  • Françoise Hapel, Université de Pau et des Pays de l’Adour, FrancophoNéa, France
  • Isabelle Hesling, Université de Bordeaux, France
  • Mariko Himeta, Daito Bunka University, Tokyo, Japan
  • Emmanuelle Huver, University of Tours, France
  • Marie-Christine Jamet, University Fos’cari, Venice, Italy
  • Magdalena Kaltseis, University of Innsbruck, Austria
  • Noah Katznelson, University of Berkeley, United States of America
  • Magdalena Kohout-Diaz, University of Bordeaux, INSPÉ, France
  • Claire Kramsch, University of Berkeley, United States of America
  • Anne Lehmans, University of Bordeaux, INSPÉ, FrancophoNéa, France
  • Maryan Lemoine, University of Limoges, FrancophoNéa, France
  • Oihana Leonet, University of the Basque Country, Enlight, Spain
  • Norah Leroy, University of Bordeaux, INSPÉ, France
  • Emmanuelle Le Pichon, Toronto University, Canada
  • Danièle Levy, University of Macerata, Transit-lingua, Italy
  • Vincent Liquète, Université de Bordeaux, INSPÉ, FrancophoNéa, France
  • Anthony J. Liddicoat, University of Warwick, United-Kingdom
  • Régis Malet, Université de Bordeaux, INSPÉ, France
  • Catherine Mendonça Dias, Université de Sorbonne nouvelle, France
  • Ramzi Merabet, University of Leeds, IALIC, United-Kingdom
  • Maurice Niwese, Université de Bordeaux, INSPÉ, France
  • Fiona O’Neill, University of South Australia, Australia
  • Beatriz Maria Peña Diz, University of Los Andes, Colombia
  • Chasul Phogat, Bennett Unviersity, New Delhi, India
  • Barbara Pizziconi, UCL, SOAS, United-Kingdom
  • Anthippi Potolia, Université de Paris 8, Transit-lingua, France
  • Elba Ramirez, University of Auckland, IALIC, New Zealand
  • Jesabel Robin, PHBern, Switzerland
  • Cristina Ros Sole, Goldsmith University, IALIC, United-Kingdom
  • Stéphanie Roussel, Université de Bordeaux, France
  • Cédric Sarré, INSPE de l’académie de Paris, France
  • Angela Scarino, University of South Australia, Australia
  • Birgit Schädlich, Universität-Göttingen, Allemagne
  • Fiona Smythe, Université de Bordeaux, INSPÉ, Transit-lingua, France
  • Valérie Spaëth, Université de Sorbonne nouvelle, France
  • Elli Suzuki, Université Bordeaux Montaigne, Transit-lingua, France
  • Thomas Szende, INALCO, France
  • Wang Lijuan, Finlande
  • Soyoung Yun-Roger, Paris-Cité, Transit-lingua, France
  • Geneviève Zarate, INALCO, Transit-lingua, France


Agresti, G.  (2019), « La linguistique du développement social. De la théorie au terrain et retour », in Martine Boudet (coord.). Les langues-cultures, moteurs de démocratie et de développement. Les Editions du Croquant, p. 209-220.

Agresti, G. (Coord.) (2018), Diversité linguistique, progrès scientifique, développement durable. Numéro thématique de la revue Repères-Dorif. Autour du français : langues, cultures et plurilinguisme, 17, https://dorif.it/ezine/

Alao, G., Derivry-Plard, M., & Suzuki, E., Yun-Roger, S., (eds) (2013). Didactique plurilingue et pluriculturelle : l’acteur en contexte  mondialisé, Paris : Editions des archives contemporaines.

Álvarez Valencia, J. A., & Valencia, A. (2023). Indigenous students and university stakeholders’challenges and opportunities for intercultural decolonial dialogue. Profile: Issues in Teachers’ Professional Development, 25(2), 219–237. https://doi.org/10.15446/profile.v25n2.102812

Auger N. et Le Pichon-Vorstman E. (2021), Défis et richesses des classes multilingues. Construire des ponts entre les cultures. Préface J. Cummins. Coll. Philippe Mérieu, Paris : ESF éditions.

Beacco, J-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M., Goullier, F., Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe. Available at: https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementationof-curricula-for-plurilingual-and-intercultural-education

Blommaert, J. (2018). Durkheim and the Internet: On sociolinguistics and the Sociological Imagination, London, Bloomsbury Academic.

Blommaert, J. (2017). Chronotopes, Scales and Complexity in the Study of Language in Society, in Arnaut, A., Sif Karrebaek, M., Spotti, M., Blommaert, J. Engaging Superdiversity, Bristol, Multilingual Matters.

Byram, M., Fleming, M., & Sheils, J. (Eds.). (2023). Quality and equity in education: a practical guide to the Council of Europe vision of education for plurilingual, intercultural and democratic citizenship. Channel View Publications.

Byram, M., Golubeva, I., Hui, H., & Wagner, M. (2016). From principles to practice in education for intercultural citizenship. Multilingual Matters.

Cenoz, J., Gorter, D. (2015). Multilingual Education. Between language learning and translanguaging, Cambridge, Cambridge University Press.

Council of Europe (2022). Recommendation CM/Rec(2022)1 of the Committee of Ministers to member States on the importance of plurilingual and intercultural education for democratic culture. Adopted by the Committee of Ministers on 2 February 2022 at the 1423rd meeting of the Ministers' Deputies. Available at: https://search.coe.int/cm/Pages/result_details.aspx?ObjectID=0900001680a563ca

Cummins, J. (2021). Evaluating theoretical constructs underlying plurilingual pedagogies. The Routledge handbook of plurilingual language education, 112-129.

Derivry-Plard, M. (2020). La citoyenneté interculturelle et les défis de l’enseignement/apprentissage des langues, études de linguistique appliquée, n°197 : 15-27.

Dervin, F. Critical Interculturality : Lectures and Notes, Newcastle upon Tyne. Cambridge Scholars Publishing, 2017.

Deyrich, M.-C., & Majhanovic, S. (2017). Language Learning to Support Active Social Inclusion : Issues and Challenges for Lifelong Learning. International Review of Education

Escudé, P., Derivry-Plard, M. (2022). Re-conceptualiser le curriculum des langues et en langues, Paris, Éditions de l’École Polytechnique : 237-253.

Kern, R., Develotte, C. (2018). Screens and Scenes, Multimodal Communication in Online Intercultural Encounters ». London and New York, Routledge.

Kramsch, C.(2009). The Multilingual Subject, Oxford, Oxford University Press.

Kramsch, C., Zhang, L. (2018). The Multilingual Instructor: What foreign language teachers say about their experience and why it matters, Oxford, Oxford University Press.

Kramsch, C. (2021). Language as Symbolic Power, Cambridge, Cambridge University Press.

Liddicoat, A J., Derivry-Plard, M. (Coord.) (2023). Intercultural Mediation in Language Learning and Teaching/La Médiation interculturelle dans l’enseignement/apprentissage des langues, Paris, EAC.

Liddicoat A J., Scarino, A. (2023). Intercultural language teaching and learning. Chichester, Wiley Blackwell.

Lütge, C., Merse, T., Rauschert, P. (2023). Global Citizenship in Foreign Language Education, New York, Routledge.

Majhanovich, S., & Malet, R. (2015). Building Democracy through Education on Diversity. Sense Publishers

Malet, R., Derivry-Plard, M. (2023). Cultural, Curricular and Axiological Challenges of Training for the Education Profession in the Era of Globalization. In in B. Garnier, T. Balmon (dir.), Cultural, Training and Educational Spaces, A Renewal of relationships with Knowledge, ISTE/WILEY : 189-210. 

Mignolo, W., Walsh, C. (2018). On Decoloniality, Duke, Duke University Press.

 Narcy-Combes, M.F., J.P. Narcy-Combes, J. McAllister, Leclère M., Miras, G. (2019). Language   Learning and Teaching in a Multilingual World. Clevedon: Mutlilingual Matters.

Orsini-Jones, M., Lee, F. (2018). Intercultural Communicative Competence for Global Citizenship, Identifying cyberpragmatic rules of engagement in telecollaboration, London, Palgrave Macmillan. 

Potolia, A., Derivry-Plard, M. (eds) (2023). Virtual Exchange For Intercultural Language Learning And Teaching: Fostering Communication For The Digital Age, London/New York, Routledge.

Skutnabb-Kangas, T., Phillipson, R., Mohanty A F., Panda, M. (2009). Social Justice Through Multilingual Education, Bristol, Multilingual Matters.

Zarate, G., Lévy D., et C. Kramsch (2008). Précis du plurilinguisme et du pluriculturalisme, Paris, Éditions des Archives Contemporaines.

Zarate, G., Liddicoat A. (2009). La circulation internationale des idées en didactique des langues, le français dans le monde, R & A, n°46. 

Zarate, G., Lévy D.,  Kramsch, C.  (2011).Handbook of multilingualism and multiculturalism, Paris, Éditions des Archives Contemporaines 



  • Bordeaux, France (33)

Event attendance modalities

Full on-site event


  • Sunday, May 26, 2024


  • Curriculum plurilingue, communication interculturelle, éducation aux langues et en langues, langues à l'ère du numérique, télécollaborations intercutlurelles

Information source

  • Martine Derivry
    courriel : martine [dot] derivry [at] u-bordeaux [dot] fr


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

To cite this announcement

« Towards a plurilingual curriculum : fostering pluricultural communication in the digital age », Conference, symposium, Calenda, Published on Friday, May 24, 2024, https://doi.org/10.58079/11psg

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