LINGUIST List 32.3476
Thu Nov 04 2021
Calls: French; Applied Linguistics, Language Acquisition/Austria
Editor for this issue: Everett Green <everettlinguistlist.org>
Jonas Grünke <jgruenke
French as a Second and Foreign Language: Fostering Synergies between Linguistics and Lan-guage Pedagogy E-mail this message to a friend
Full Title: French as a Second and Foreign Language: Fostering Synergies between Linguistics and Lan-guage Pedagogy
Date: 21-Sep-2022 - 24-Sep-2022
Location: Vienna, Austria
Contact Person: Jonas Grünke
Meeting Email: < click here to access email >
Web Site: https://frankoromanistentag.univie.ac.at/fr/cfp-et-sections/themes-transversaux/
Linguistic Field(s): Applied Linguistics; Language Acquisition
Subject Language(s): French
Call Deadline: 15-Jan-2022
Section 19 at the 13th Congress of the German Association of Francoromanists (Vienna 21–24 September 2022)
Call for Papers:
French as a Second and Foreign Language: Fostering Synergies between Linguistics and Language Pedagogy
Worldwide, French is an official language in 29 countries and spoken by approximately 267 million people as either a first or second language (Eberhard et al. 2021). For decades, it has been the second most widely learned foreign language after English (Ministère de l’Europe et des affaires étrangères), and in German-speaking countries it keeps being second most popular foreign language. Currently it is learned by around 1.4 million children and adolescents at German schools (Statistisches Bundesamt 2021).
At least since the introduction of the concept of interlanguage by Selinker (1972), the analysis of learner data has played an important role not only in foreign language didactics but also in linguistics and has by now become a firmly established research field. In recent years, also the acquisition of French as a third language (L3) has increasingly become the focus of linguistic and didactic studies (Meißner/Reinfried 1998). In this context, the acquisition of French as an L3 against the background of migration-induced multilingualism has been increasingly studied recently. Thus, learners who use a so-called heritage language as their family language in addition to the language of the environment (which is also the language of the educational system) and their specific conditions of acquiring French have for the first time become the subject of linguistic and didactic research (see, e.g., Gabriel/Grünke/Schlaak 2020a/b; 2021).
Building on the findings resulting from linguistic research into multilingualism on the one hand and Romance foreign-language didactics on the other, the aim of this transversal section is to discuss how the acquisition of French as an L2 and L3 takes place and to what extent the respective learning contexts affect the acquisition process. In addition to the presentation of current research studies, we shall address the questions of how the interaction of (applied) linguistics and language pedagogy contributes to the optimization of teaching and learning processes and of how the combination of the methodological repertoires of both disciplines can yield fruitful results in research on foreign language learning.
The subject of the section will be French as a L2 and L3 regarding all its structural aspects (phonetics/phonology, morphology, syntax, semantics). Studies on so-called interface phenomena (Fischer/Gabriel 2016; Santiago 2018) such as the interaction of intonation and pragmatics are particularly welcome. The language shall be addressed in its entire diversity of possible acquisition and learning scenarios, e.g.,
- French as an L2 in areas with autochthonous first languages and French as (one of) the official, vernacular, or educational languages
- French as an L2 in the context of migration in francophone countries and territories
- French as a foreign language in learners with different linguistic backgrounds and in different non-francophone contexts
- French as an L3 in natural controlled acquisition contexts, e.g., against the backdrop of migration-induced multilingualism
Abstracts should not exceed 500 words (excluding bibliography), must be written in English, French, or German, using the Word template available on the Vienna Congress website (https://frankoromanistentag.univie.ac.at/fr/cfp-et-sections/
) and must be sent by 15 January 2022 to the following address: jgruenke
uni-mainz.de. Acceptance will be notified by 28 February 2022.
Page Updated: 04-Nov-2021