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Policy and ideology in language teaching and learning

Politique et idéologies en didactique des langues

Actors and discourses

Acteurs et discours

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Published on Tuesday, December 03, 2013 by Julie Abbou

Summary

L’équipe EA 4514 Plidam (Pluralité des langues et des identités : didactique, acquisition, médiations) développe ses recherches autour de la didactique du plurilinguisme et du pluriculturalisme sur la base des 93 langues enseignées à l’Institut national des langues et civilisations orientales (Paris). Dans ce colloque, nous interrogerons les rapports de force entre langues en période de mutation géopolitique, que celle-ci soit contemporaine ou au fil de l’histoire, et leurs incidences sur l’enseignement-apprentissage des langues.

Announcement

Argument

The research unit EA 4514 PLIDAM (Multiple Language and Identity: Teaching, Acquisition, Mediations) are developing research around the teaching and learning of multilingualism and multiculturalism based on the 93 languages taught at the National Institute of Oriental Languages and Civilizations (INALCO) in Paris. PLIDAM establishes links between national, regional, minority and endangered languages, which are evolving in a globalized world, where the speakers have or do not have international mobility.  As a result of French, European and international action, this colloquium marks the five-year plan 2014 – 2018 of the PLIDAM research unit.

This colloquium is being held in partnership with the EA 2288 DILTEC (Language teaching, texts and cultures), l'EA 4661 ELLIAD-D (Publishing, Languages, Literature, Computer Science, Arts, Speech, Teaching and Learning), the Centre for Language Pedagogy (School of Oriental and African studies in London) and the Research Centre for Languages and Cultures (University of South Australia, Adelaide).

In this colloquium, that also benefits from the collaboration of the SIHFLES (International Society for the History of French as a Foreign or Second Language) and of the DoRiF-Università, we will question the balance of power between languages in a period of geopolitical change, in its contemporary or historical context and its impact on language teaching and learning.

Any ideology is built on values, ideas, opinions and representations that evoke judgements and determine behaviours and practices. A product and reflection of social resistance, it contributes to maintaining relations of domination or, conversely, attempts to modify them. In that sense, the learning of languages and the way they are acquired are conditioned by studies and teaching materials that are organised into a hierarchy which condemn, obscure or justify.

The field of language teaching and training is determined by stakeholders (teachers, learners, researchers in language teaching and training, decision-makers, institutions, course book writers, publishers, media, etc.) who establish the continuity or discontinuity between different language and cultural centres, ranging from face to face learning in the classroom to digital learning in a virtual environment.

Main Axes

The papers will be organised around the four following areas:

1. From major to minority languages: studies and institutions

Building on a multilingual analysis of studies about languages, the papers addressing this area will discuss the diversity between languages and the balance of power between them. These relationships determine the language policy of countries, or of local, regional, or supranational authorities and the world visions that justify these policies. This area will examine historical and current perspectives associated with the effects of teaching and learning, such as categorizations for classifying languages (valuing south-south relations, hierarchies in which "western" and geopolitically close languages go together, etc.), international systems of language assessment, English as the language of scientific communication, as well as language teaching methodology.

2. Stakeholders and teaching approaches in situations of changing geopolitics

From multilingual educational actions, that are currently going on or that have been considered during the course of history, the papers in this area will examine how the changing geopolitics, based on political, economic and religious developments translate into the setting up of educational priorities.  As the studies of the different stakeholders influence or exclude each other, we will examine the educational principals used for the teaching of languages, and the interplay of presentations – in agreement or not – justifying or rejecting linguistic diversity.

3. Aims, programmes, course methods, assessment as a result of globalization

From an ideological, economical or other perspective, the concrete effects of globalised education will be addressed in this area: taking into account different methodological approaches and ways of learning languages; the diverse learning journeys of teachers and language learners, recognised or unrecognised; aims, methodologies and training systems which change the positioning of languages today.

4. Traditional practices to virtual learning:  revolution or evolution?

This area will address the educational ideologies that underpin the development of virtual learning: collaborative virtual workspaces, classes in virtual worlds, chat rooms, exolingual communications, forums, social networks, electronic dictionaries, online translation, etc.  How do teachers and students use these channels? How do they change their current status? Is it a question of a renovation of traditional activities or a pedagogical revolution?

To submit a proposal

The languages of the colloquium are French and English.

Proposals will specify key words, the nature of the corpus and the methodology. Summaries will contain 2500 characters including bibliographic references, accompagnied by the (attached and below) completed questionnaire and must be sent

before the 15th of December 2013

to the following address : colloqueplidam2014@gmail.com. Proposals will undergo a double anonymous review process. Papers will be published after a second review process.

The registration fee is 100€ for teachers and researchers and 40€ for students with a valid university enrolment. Lunches and coffee breaks are included.

Scientific committee

Coordination : Odile Racine-Issa et Geneviève Zarate, Institut national des Langues et Civilisations orientales, Sorbonne Paris Cité, EA 4514 PLIDAM

  • Joël Bellassen, Institut national des Langues et Civilisations orientales, Sorbonne Paris Cité, EA 4514 PLIDAM
  • Claire Bourguignon, Institut national des Langues et Civilisations orientales, Sorbonne Paris Cité, EA 4514 PLIDAM
  • Jean-Louis Chiss, Université de Paris III - Sorbonne Paris Cité, EA 2288, DILTEC
  • Emmanuel Fraisse, Université de Paris III - Sorbonne Paris Cité, EA 2288, DILTEC
  • Noriko Iwasaki, University of London, School of Oriental and African Studies, Centre for Language Pedagogy
  • Marie-Christine KOK ESCALLE, Université d’Utrecht (Pays Bas), Société Internationale pour l’Histoire du Français Langue Etrangère ou Seconde
  • Claire Kramsch, University of California at Berkeley (Etats-Unis)
  • Ann-Birte KRÜGER, Université de Besançon, EA 4661 ELLIAD-D
  •   Anthony Liddicoat, University of South Australia, Research Centre for Languages and Cultures
  • Danielle Lévy, Università di Macerata (Italie), Présidente du Comité scientifique de Transit-Lingua
  • Danielle Londei, Université de Bologne, Présidente du DORIF-Università
  • Jean-Paul Narcy Combes, Université de Paris III - Sorbonne Paris Cité, EA 2288, DILTEC
  • FU Rong, Université des Etudes Etrangères, Pékin
  • Karène SANCHEZ, Université de Leiden (Pays Bas), Société Internationale pour l’Histoire du Français Langue Etrangère ou Seconde
  • Angela Scarino, University of South Australia, Research Centre for Languages and Cultures
  • Valérie Spaëth, Université de Paris III - Sorbonne Paris Cité, EA 2288, DILTEC
  • Thomas Szende, Institut national des langues et civilisations orientales, Sorbonne Paris Cité, EA 4514 PLIDAM
  • Nathalie THAMIN, Université de Besançon, EA 4661 ELLIAD-D

Organisation committee

Evelyne Argaud, Amel Boughnim, Claire Bourguignon , Stella Cambrone-Lasnes (Elliad-d), Jin-Ok Kim, Heba Lecocq, Diana Lemay, Min Liao, Delombera Negga , Louise Ouvrard , Anthippi Potolia, Odile Racine-Issa, Elli Suzuki, Thomas Szende (coordination), Rong Zhang-Fernandez

Individual speakers form

Please return with the summary of the proposal to colloqueplidam2014@gmail.com

Surname (in capitals) :

First name :

Male/Female :

Title :

(For doctoral candidates)

Name of supervisor :

Place of study (name, town, country) :

Address :

Mobile phone :

Email address :

Places

  • Institut national des langues et civilisations orientales - 65 Rue des Grands Moulins
    Paris, France (75013)

Date(s)

  • Wednesday, June 11, 2014
  • Saturday, June 14, 2014

Keywords

  • didactique, linguistique, langues, cultures, apprentissage, enseignement

Contact(s)

  • Thomas Szende
    courriel : colloqueplidam062016 [at] gmail [dot] com

Reference Urls

Information source

  • Thomas Szende
    courriel : colloqueplidam062016 [at] gmail [dot] com

To cite this announcement

« Policy and ideology in language teaching and learning », Call for papers, Calenda, Published on Tuesday, December 03, 2013, https://calenda.org/266765

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