LINGUIST List 27.1479

Tue Mar 29 2016

Calls: Cog Sci, Lang Acq, Psycholing, Socioling/Tunisia

Editor for this issue: Anna White <awhitelinguistlist.org>


Date: 29-Mar-2016
From: mongia mensia arfa <mongiaarfayahoo.fr>
Subject: The Interactions of Languages and Cultures in Didactics
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Full Title: The Interactions of Languages and Cultures in Didactics

Date: 03-Nov-2016 - 05-Nov-2016
Location: 14 Ibn Meja cité khadra 1003 Tunis, Tunisia
Contact Person: Mongia Afra Mensia
Meeting Email: < click here to access email >

Linguistic Field(s): Cognitive Science; Language Acquisition; Psycholinguistics; Sociolinguistics

Call Deadline: 30-Apr-2016

Meeting Description:

Traditional teaching methods have given way to the modern educational approaches such as the communicative approach, the action-oriented approach and the interactional approach that fundamentally changed both the role of the teacher and that of the learner. Such development actually comes from the influence of the theories of communication, language sciences (Kerbrat-Orecchioni: 1986, 1990), psychology (Vygotsky: 1933) and sociology (Goffman: 1973, 1974, 1987). This is why language teaching pedagogy tends to consider more and more the importance of representations, interviews and transcripts of language course sequences in understanding the communication situations and the waylearning takes place in interactions. The approach is faithful to Cicurel’s theory (2011: 19) according to which the language class is a particular social milieu in which ''learning takes place - at least in part – through interaction.'' This definition is rooted in the work of Vygotsky (1933) and resumed much later by Bruner (1983). Both have signaled the extreme importance of interaction in the construction of knowledge.

The current observation of interactions in language classes shows, for example, that the content, purpose and functioning of interaction are not only about the language to learn. The language class as a socio-institutional context generates, apart from the interactions between learners themselves, specific interactions between two interlocutors who have neither the same status nor the same role: expert / novice, teacher/learner, native / non-native. With further observation, we notice that such interactions, whose goal is the appropriation of knowledge, show, on the one hand, specific and asymmetric roles played by the teacher (inform, facilitate, evaluate, motivate etc.) and learners (listen, act and participate in their learning); and on the other hand, teaching / learning situations whose functioning and objective are both linguistic and cultural (Cicurel: 2011).
Currently, such a vision of the didactic approach is informative at many levels since the construction of knowledge rests mainly on the close relationship between language and culture.

This symposium incites reflection on the interactions in the didactics of languages and cultures.

Call for Papers:

The research unit language and cultural forms organizesan international symposium on

The Interactions of Languages and Cultures in Didactics
3, 4 and 5 November 2016
At ISLT - Tunis

This symposium incites reflection on the interactions in the didactics of languages and cultures and the ways of transmission and acquisition of knowledge in the following areas:

1) Theoretical Approach
a- Didactic interactions (interactional roles, conversational rules, alternate system of turn-taking etc.)
b- Interference and obstacles (linguistic, psychological, socio-cultural etc.)
c- Educational Culture (image of the teacher, speaking contract, evaluation, teaching models, types of activities etc.)

2) Educational interactions
a- Exchanges (verbal, non-verbal and para-verbal)
b- Status and roles (social, educational, psychosocial)
c- Teaching Act (reasons for action, planning / unplanning etc.)

3) Cultural interference
a- Teaching / learning culture (interactional rules, modes of transmission, representations of the educational scene, activitiesetc.)
b- Culture of the native language / culture of the foreign language (the language system; phonetic syntactic, lexical etc.)
c- Learners’ Cultures (language, stereotypes, norms, values, habits, traditions etc.)

Candidates are requested to complete the entry form and send a summary of their proposal (300 words) with key words to the email address of the symposium languesetformesculturellesisltgmail.com and before 30 April 2016.

Important Dates:
- Submitting
- Response of the reading committee: 30 June, 2016
- Submitting papers: 30 September, 2016

Participation form
Name & surname: ........................……......................................................................
Speciality: ............………………………………………………........................................................
Grade: ............………………………………………………..............................................................
Institution: ..............................................................................................................
Personal address: ..................................................................................................
Telephone number ……………..... mobile phone: ........................... fax …...........
Email: .................................................................................…………………………………......
Presentation Title: ...................................................................................................
Language of Presentation: English ….......…... French ………..... Arabic………..
Abstract (300 words):


Page Updated: 29-Mar-2016