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Transmission and vectors

Transmission et vecteurs

Foreign Language Learning and Teaching Research n° 34

Études en didactique des langues n°34

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Published on Tuesday, May 21, 2019 by Céline Guilleux

Summary

This call for contributions for Foreign Language Learning and Teaching Research journal aims at providing a critical look at the concepts of transmission and vector in an academic setting. Within the framework of this issue of Foreign Language Learning and Teaching Research (FLLTR), also known as Études en Didactique des Langues (EDL), the aim is to explore how knowledge can be acquired, and more precisely, the knowledge necessary for the learning and teaching of a foreign language in higher education.

Announcement

Argument

This call for contributions aims at providing a critical look at the concept of transmission in an academic setting, a concept whose dominant and sometimes simplistic meaning remains that of the transmission of knowledge and skills where doing and results prevail. While not denying that the objective of content transmission can in itself be a “source of success”, Nicole Poteaux (2003: 91) suggests “removing ambiguities”. Within the framework of this issue of FLLTR, the aim is therefore to explore how knowledge can be acquired, and more precisely, the knowledge necessary for the learning and teaching of a foreign language in an academic context. Thus, one may draw upon the concept of vectors as a carrier of communication, i.e. a tool that conveys a message to one or more persons. Learning practices, whether they be voluntary, imposed, individual, in collaboration with others, or in front of a screen, can be vectors of learning. The concepts of transmission and vectors can also be placed in the enactive paradigm (Varela et al., 1993). In this perspective, Joëlle Aden (2014) invites us to learn to “translanguage”, to give a place to the body and affect in language-based activities. The school of thought known as emergentism also offers possible avenues for exploration, as one can take the position, in language didactics, that the communicative “is first based on an experiential and relational dynamic that constitutes the foundation of communication” (Castellotti, 2017).

As both transmission and vectors entail a process linking two extremities, teaching practices and knowledge should not be forgotten, especially language teaching to students of non-linguistic fields. It appears that conferences and other research-related meetings also constitute important “vectors for the training of trainers and continuing education”, according to the SAES (Tardieu & Eells, 2018), but other possibilities in this arena may be explored.

We invite you to contribute to constructing, clarifying, deepening, and revisiting the concepts of transmission and/or vector in the context of foreign language learning and teaching in higher education. Articles may be based on observations, case studies, reflective autobiographies, surveys, foreign language evaluations, critical analysis of didactic theories, etc., depending on the adopted approach.

Submission guidelines

Proposals for contributions can be written in French or English. The articles (between 6,000 and 10,000 words) will address one aspect of this theme for issue 34 of the journal Foreign Language Learning and Teaching Research. They should be sent by e-mail

before 31 December 2019

to edl@lairdil.fr. The issue will be published in June 2020. For the stylesheet and other information, see http://edl-ple.simplesite.com/438385492.

 

 

 

Date(s)

  • Tuesday, December 31, 2019

Keywords

  • langue, enseignement supérieur, didactique

Contact(s)

  • Laura Hartwell
    courriel : Laura [dot] Hartwell [at] ut-capitole [dot] fr

Reference Urls

Information source

  • Laura Hartwell
    courriel : Laura [dot] Hartwell [at] ut-capitole [dot] fr

To cite this announcement

« Transmission and vectors », Call for papers, Calenda, Published on Tuesday, May 21, 2019, https://calenda.org/617637

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