LINGUIST List 27.1031
Mon Feb 29 2016
Calls: Applied Ling, Discourse Analysis, Lang Acq, Socioling/Germany
Editor for this issue: Ashley Parker <ashleylinguistlist.org>
Heiko Motschenbacher <motschenbacher
Linguistic Dimensions of Inclusion in Foreign Language Teaching E-mail this message to a friend
Full Title: Linguistic Dimensions of Inclusion in Foreign Language Teaching
Date: 29-Sep-2016 - 29-Sep-2016
Location: Koblenz, Germany
Contact Person: Heiko Motschenbacher
Meeting Email: < click here to access email >
Linguistic Field(s): Applied Linguistics; Discourse Analysis; Language Acquisition; Sociolinguistics
Call Deadline: 14-Mar-2016
In the light of the growing heterogeneity of student populations in our foreign language classrooms, teachers face inclusion-related challenges. Educational inclusion is based on a conceptualisation of this heterogeneity in terms of valued diversity rather than as a teaching obstacle. The proposed symposium aims to contribute to debates on inclusion by discussing how the insights of applied linguistics can contribute to making the foreign language classroom more inclusive.
A central dimension of inclusive education is the role that language plays in social processes of inclusion, exclusion, normalisation and stigmatisation, bringing together perspectives from sociolinguistics, applied linguistics and the social and educational sciences. In regular classrooms, certain (groups of) learners may face linguistic or communicative barriers at various language-related levels that can potentially compromise their language learning success. In the inclusive language classroom, teachers aim at individualised language teaching that caters for the needs of all students in class. To reach this goal, critical language-related research needs to study how exclusion manifests itself, for example, in relation to participation in classroom interaction, the representation of social actors in textbooks or other teaching materials, or the non-recognition of specific learners' L1 backgrounds in foreign language teaching.
Organisers: Heiko Motschenbacher (Goethe-University Frankfurt am Main) and Antje Wilton (University of Siegen)
Call for Papers:
Papers in this symposium could, for example, address the following questions:
- How do linguistic or communicative barriers and exclusion surface in language education?
- Which areas of language teaching and learning are affected by those barriers (e.g. classroom participation and interaction, textbook design, learning outcomes)?
- How can language teaching be made more inclusive (solution strategies)?
These questions may be explored in relation to any of the following groups of learners:
- Learners with learning difficulties, special needs or disabilities
- Learners with certain ethnic (and L1) backgrounds
- Female and male learners
- Non-heterosexually identified learners
- Young learners who grow up in non-heteronormative families
- Learners from lower socioeconomic classes
- Other potentially disadvantaged learner groups
Inclusion can be investigated from a range of language-related perspectives, including applied linguistic work in the traditions of sociolinguistics, pragmatics, (critical) discourse analysis, conversation analysis, linguistic ethnography, contrastive linguistics or language typology.
Potential contributors should send an abstract to the symposium organisers (motschenbacher
em.uni-frankfurt.de and wilton
anglistik.uni-siegen.de) by 14 March, 2016. Abstracts should be no longer than 500 words, excluding references. Presentations are 30 minutes long plus 15 minutes for discussion and can be in English or German. The symposium will take place on 29 September, 2016. Please see the conference website for further information: http://galkongress2016koblenz.de/
Page Updated: 29-Feb-2016