LINGUIST List 28.1161

Tue Mar 07 2017

Calls: Socioling/Colombia

Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>


Date: 06-Mar-2017
From: Isabel Tejada Sánchez <cifediltec2017uniandes.edu.co>
Subject: Intercultural Educational Proposals Promoting Bilingual and Multilingual Teaching Trajectories: Co-constructing Teacher Development in the 21st Century
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Full Title: Intercultural Educational Proposals Promoting Bilingual and Multilingual Teaching Trajectories: Co-constructing Teacher Development in the 21st Century

Date: 03-Nov-2017 - 04-Nov-2017
Location: Bogotá, Colombia
Contact Person: Isabel Tejada Sánchez
Meeting Email: < click here to access email >
Web Site: https://cifediltec2017.wixsite.com/2017

Linguistic Field(s): Sociolinguistics

Call Deadline: 25-Mar-2017

Meeting Description:

This Colloquium is conceived as a space for mediating ''the knowledge derived from research and from experience',' and as a space to meet, allowing researchers and practitioners to create bonds between science and society (Tupin & Wharton, 2009). One such initiative that will be discussed is an action research study entitled: Comparative Approaches of Teacher Training Programs for an Explicit Intercultural Dimension of the Foreign and Second Languages Teaching which we have been carrying out between France (Sorbonne Nouvelle-Paris 3 University /DILTEC) and Colombia (Los Andes University/School of Education - CIFE and School of Social Sciences - Languages and Culture Department).

Official Colloquium Languages:

Spanish
French
English

Participation Modalities:

- Papers from individual presenters or two presenters: 20 minutes + 10 for discussion
- Symposium (3 to 4 people): 100 minutes (20 per person) + 20 minutes for discussion
- Individual or group workshop (2 to 4 people): 2 hours

Call for Papers:

Papers accepted will address collaborative projects or potential collaborations, carried out within an interdisciplinary and/or interinstitutional framework, aiming at:

- Education and training, or
- Social and psychosocial cohesion

In particular, the following three areas will be the main focus for contributions:

- Collaborative projects focusing on teacher development from an explicit intercultural dimension
- Collaborative projects in the field of bilingualism, multilingualism and plurilingualism
- Collaborative projects involving the construction of reparation/inter-understanding projects of and with the other in the conflict and post conflict period

The contexts where these contributions might fit will be eventually determined by the authors, as well as their theoretical and ethical considerations. Some possible case scenarios are exemplified below:

In the context of foreign and second language education, contributions could cover:

- Academic mobility and international immigration and their impact on developing materials or pedagogic resources (textbooks, tools, etc.)
- The role of new legislations on the integration of migrants (i.e. the contract of republican integration in France)
- The effects of postcolonial history, community relations, and educational projects aimed at empowerment, autonomy and emancipation on the conceptions of language and culture (Molinié, in press)
- The effects of historical and social events (such as the terrorist attacks in France and conflict in Colombia) on education practices and dynamics
- The role played by the relations between minority and majority communities and the negative manifestations attached to them (i.e. Philippe Blanchet's, 2015, glottophobie, which refers to being wary of certain languages or ways of expression because of their associated meanings)

In the context of teacher and researcher education, proposals could contemplate:

- The role of interdisciplinary approaches (i.e. socio-biographical, socio-didactic, etc.) so that teachers can acquire a variety of different competencies
- The role played by innovative university pedagogies led by technology, arts and multiliteracies in the acquisition of intercultural competence and collaborative communication

A critical reflection on the research carried out on the intercultural dimension within the institutions and the effects of these research initiatives on the studies carried out by MA or PhD students concerning: reflexivity, historicity, legitimation, and a stronger commitment of the educational and scientific community.

Key words:

Intercultural paradigm, language teaching and learning, bilingualism, multilingualism, plurilingualism, preservice and in-service teacher education and development, reflexivity, collaborative pedagogy, socio-biographical approaches, accompanying, intersubjectivity, plural identities, hybrid learning, Biliteracy, pluraliteracy, multiliteracy, positive commitment


Page Updated: 07-Mar-2017