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First Colloquium on Language Contact in Education: Theory and Pedagogy

Multilingualism characterizes a large number of societies over the world. In many of these societies, multilingualism affects also the area of education, and many learners around the world are forced to deal with more than one language, not only as school subjects, but also as means of instruction. North African countries are among such societies, where learners come to school with a vernacular mother tongue that has no special status in the educational system. It is only in the classroom that the languages of teaching and learning are introduced, sometimes one after another and sometimes simultaneously. In most of the North African societies, some school subjects are taught in Standard Arabic and others in French; and some of those that are taught in Standard Arabic up to the level of high school shift to French in higher education. Besides, an international language such as English or Spanish is also required if a student intends to pursue graduate studies or to make a career in business or tourism.
In such situations, a number of research problems are often raised. From a psycholinguistic perspective, language contact in the mind of the learner raises a host of issues, some of which have become classic issues in the area of bi/multilingualism. These, on their part, have repercussions on language learning and language education. From a sociolinguistic perspective, languages in contact do not usually have similar statuses, but rather differ depending on their symbolic capital. It is very likely that the sociolinguistic status of each language will also have some bearing on the way it will be acquired and used.
Given the complexity of the linguistic issues in multilingual societies, we invite researchers to approach these issues from a multidisciplinary perspective in an attempt to highlight new aspects of multilingualism in education. Researchers are particularly invited to propose original research in the following (but not limited to these) areas:
1- Psycholinguistic aspects of multilingualism
2- Sociolinguistic aspects of multilingualism
3- Language teaching and learning
4- Language policy
Although the focus will be on the situation in North Africa, studies of similar situations will also be welcome.

Abstract Submission has been closed
Abstract Review is closed
Meeting Location:
Faculté des Sciences de l’Education, Rabat

Contact Information:
amine amzil
[email protected]

Meeting Dates:
Feb 27, 2018 to Feb 28, 2018

Abstract Submission Information:
Abstracts can be submitted from 06-Jun-2017 until 30-Dec-2017.

Abstract Rating Information:
Submitted Abstracts will be reviewed and rated from 31-Dec-2017 until 20-Jan-2018. Authors will be notified of their acceptance after 21-Jan-2018.

First Colloquium on Language Contact in Education: Theory and Pedagogy, [email protected]