InicioTransmission et vecteurs

InicioTransmission et vecteurs

Transmission et vecteurs

Transmission and vectors

Foreign Language Learning and Teaching Research n° 34

Études en didactique des langues n°34

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Publicado el martes 21 de mayo de 2019 por Céline Guilleux

Resumen

Cet appel à contributions pour la revue Études en didactique des langues vise d'abord à apporter un regard critique sur les concepts de transmission et de vecteur dans un cadre académique. Il s’agira d’explorer comment peut s’effectuer l’acquisition de connaissances, plus précisément, dans le cadre de ce numéro d’Études en Didactique des Langues, celles qui sont nécessaires à l’apprentissage et à l’enseignement d’une langue étrangère dans un contexte universitaire.

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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.

 

 

 

Fecha(s)

  • martes 31 de diciembre de 2019

Palabras claves

  • langue, enseignement supérieur, didactique

Contactos

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

URLs de referencia

Fuente de la información

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

Para citar este anuncio

« Transmission et vecteurs », Convocatoria de ponencias, Calenda, Publicado el martes 21 de mayo de 2019, https://calenda.org/617637

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