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LINGUIST List 16.3607

Mon Dec 19 2005

Confs: Applied Ling/Le Mans, France

Editor for this issue: Kevin Burrows <kevinlinguistlist.org>

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        1.    Candelier Michel, The 8th World Conference of ALA and The 1st Conference of EDILIC

Message 1: The 8th World Conference of ALA and The 1st Conference of EDILIC
Date: 15-Dec-2005
From: Candelier Michel <ala.edilicuniv-lemans.fr>
Subject: The 8th World Conference of ALA and The 1st Conference of EDILIC

The 8th World Conference of ALA and The 1st Conference of EDILIC
Short Title: Conferences ALA-EDILIC

Date: 02-Jul-2006 - 07-Jul-2006
Location: Le Mans, France
Contact: Candelier Michel
Contact Email: < click here to access email >
Meeting URL: http://ala-edilic.univ-lemans.fr/.

Linguistic Field(s): Applied Linguistics

Meeting Description:

Plurilingualism and Language Awareness : Discussing the Connections

In recent years one of the notions that has emerged as crucial for both psycholinguistically and pedagogically oriented research has been that the linguistic functions of plurilingual individuals, including their acquisition of language, can only be described and sustained in the framework of global approaches, which must take into consideration the totality of languages and language varieties involved. It is in this context that the concepts of 'common underlying proficiency', 'the holistic approach', or (plurilingual education) were developed, subsequently detailed by the European Council, aimed at plurilingual education through 'Education for plurilingualism' - and 'Education for plurilingual awareness', aiming to promote diversity.

Proposals for papers submitted to this conference should address, from various perspectives, the connection between the objectives and processes referred to by these concepts and « Language Awareness », in all its diversity (aspects, objects and participants).

This brings us to consider the following questions (which are neither exhaustive nor independent of one another):

- What effects are highlighted between the elements of various languages, or linguistic varieties, in the function of and/or construction of plurilingual competencies, and what part does linguistic awareness play in this process?

- What are the relations and effects that can be observed (or should be favoured) between linguistic and sociolinguistic representations of language in contact (notably those related to identity) and language competencies, including from the perspective of their development and maintenance?

- What are the implications for teaching, and what role can or should be envisaged for Language Awareness, in relation with the diversity of sociolinguistic contexts?

- What place should be assigned in teaching to (pluralistic approaches) to promote learning by connecting languages and cultures ? What are the roles for Language Awareness? What types of linguistic awareness should be developed, given the age and ability of the students? What Language Awareness is needed for other actors in the education system?

- Online proposal submissions (rubric ''submission'' on the web site): From Mid-November to January 31st 2006.

- Proposal Reviews by the Scientific Council: Beginning of January 2006

- Accepted Proposals Announcement: Beginning of February 2006

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