New Issue Published: Profile Journal, Vol. 23, No. 2

Dear colleagues,

We gladly present to you the online version of the latest issue of Profile: Issues in Teachers’ Professional Development (Vol. 23 No. 2, July-December, 2021) which can be consulted at https://revistas.unal.edu.co/index.php/profile/issue/view/5698

We kindly invite you to review the Table of Contents here and then visit our web site to read the articles in more detail. As always, we hope that you find the contents of this new issue interesting and useful for your professional practice.

Thanks for the continuing interest in our work.

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Call for Papers for FIPLV Congress 2022: Language education in the times of global change: The need for collaboration and new perspectives

The Fédération Internationale des Professeurs de Langues Vivantes / International Federation of Language Teacher Associations (FIPLV),the Polish Association of Modern Languages and the Faculty of Modern Languages, University of Warsaw, Poland, invite you to submit a proposal for a presentation or workshop during the FIPLV World Congress of Modern Languages, which will be held in conjunction with the Annual Conference of the Polish Association of Modern Languages in Warsaw, on June 27-29, 2022. We are planning for the Congress and the Conference to be a face-to-face event and we remain hopeful that this will be possible.

The theme of the event, Language education in the times of global change: The need for collaboration andnew perspectives, is indeed fitting as it reflects the unprecedented challenges and difficulties that we have had to confront and adjust to in all aspects of our lives as a result of the pandemic, including language education, which for the most part has had to rely on online resources and new technologies. The Congress will represent a unique opportunity to meet language educators from across the globe and to discuss a wide variety of issues involved in the teaching and learning of second and foreign languages. The event will offer an important forum for disseminating the latest research findings in this area, which is critical for language pedagogy. It will be of relevance not only for academics, researchers, teacher educators and materials writers, but also for language teachers wishing to enhance their instructional practices and strategies.

The following scholars have kindly agreed to participate in the Congress and deliver plenary talks, all of which will take place in English, French or German:

•Marion Grein (Johannes Gutenberg-Universität Mainz,Germany)

•Stéphanie Gobet-Jacob (Universityof Poitiers, France)

•Mariola Jaworska (University of Warmia and Mazury in Olsztyn, Poland)

•Katarzyna Karpińska-Szaj (Adam Mickiewicz University, Poznań, Poland)

•Hanna Komorowska (SWPS University, Warsaw, Poland)

•Terry Lamb (University of Westminster, London, UK)

•Paul Meara (Cardiff University, UK)

•Mirosław Pawlak (Adam Mickiewicz University, Kalisz, Poland)

We welcome contributions in all major world languages as well as Polish – for further information, please click here:

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LATEUM 30th Jubilee

LANGUAGE COMMUNICATION SOCIETY: CURRENT CHALLENGES AND BEYOND

14th International Conference

Dear Colleagues! Dear LATEUM Members!

We are happy to announce a call for papers and participation in the 14th LATEUM Conference to mark the 30 years Jubilee of the Linguistic Association of Teachers of English at the University of Moscow. Over the years, it has been our strategy to bring together tradition and innovation, bridging the gap between theory and practice and following the new perspectives. This time too the focus will be on the major social and professional practices that we currently implement in the ELT to meet the real challenges of the present-day changing world. The language landscape is also subject to change, and our task is to make this process visible and controllable. The motto of the Conference invites researchers and practitioners to focus on any aspect of linguistic theory in the ELT context and to reflect on professional and social experiences in an increasingly multimodal communication environment as the one of the current pivotal issues.

DATES: 22–24 September 2021

VENUE: Moscow (online), any location (virtual)

WORKING LANGUAGES: English, Russian (except Plenaries)

Participants are encouraged to submit proposals to plenaries, interest groups and workshops on the following topics:

  • Phonetics in ELT in global English context
  • Cognitive and corpus-based discourse studies in ELT
  • ELT materials development: tradition and innovation
  • Technology assisted linguistic research and instruction
  • Multimodal discourse: semantics, semiotics, pragmatics
  • Academic English: research and practice
  • Media discourse
  • Teaching and researching Business English: approaches, principles, methods, techniques
  • Literature in the EFL classroom
  • Translation and interpretation: challenges across various discourses

DEADLINE FOR SPEAKER’S PROPOSALS: 30 June 2021

E-MAIL: lateum.reg@gmail.com

Proposals accepted / not accepted (information of the Executive Committee): 15 July 2021

LATEUM REGISTRATION and SPEAKER’S PROPOSAL FORM are available at

https://docs.google.com/forms/d/e/1FAIpQLSc2FnFS6sjkuJ–W6Ovi5ooljRWbuNi5CdixMkNj1bBNCx9Zg/viewform?usp=sf_link

LATEUM LISTENER’S REGISTRATION FORM is available at

https://docs.google.com/forms/d/e/1FAIpQLSexHfUXBQZW7iZNBAlxKG69H74Meak5m25aI8ED3YDRRliY-Q/viewform?usp=sf_link

All attendees will be awarded certificates of participation.

Participation is free.

Contributions (up to 600 words) will be published in Conference Proceedings.

CONTACT US:

Tatiana O. Lebedeva,  Anastasia A. Sharapkova  lateum.msu@gmail.com

Russia, Moscow, 119899, Lomonosov Moscow State University, Humanities I, Faculty of Philology, Department of English, Room 1045–1046. Tel.: 7 495 939 2036

https://www.philol.msu.ru/~engdep/department/

Information letter

FOLLOW THE CONFERENCE NEWS:

https://www.facebook.com/groups/334142654722512/

https://www.instagram.com/lateum.msu/

https://www.youtube.com/channel/UCbia1ygPmfi8C4g8d79F7hQ

https://vk.com/lateum_msu

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ACTFL 2021 Virtual Registration Now Open!

Once again, ACTFL is transforming its annual convention to an online event that features some of the same great features from last year, as well as some new additions that we hope will impress. Register today and join your colleagues from around the world for this virtual event on Friday, November 19th – Sunday, November 21nd.

To find out more, please click here

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[IRLC] New notification from Íkala

New announcement: https://revistas.udea.edu.co/index.php/ikala/announcement/view/906

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Appel à contributions pour le numéro 1/2022 des Langues Modernes « Penser, enseigner, apprendre le vocabulaire »

La revue Les Langues Modernes lance un appel pour son numéro 1/2022:

Penser, enseigner, apprendre le vocabulaire

Par les réflexions qu’il se propose de réunir, ce numéro coordonné par Dorota Sikora, se situe à l’intersection des domaines de recherches didactiques, lexicologiques et sémantiques, en proposant une passerelle entre des études théoriques sur le vocabulaire et des pratiques de classe.

Date limite de réception des propositions d’articles: 5 juin 2021.

L’appel et le calendrier sont consultables en ligne sur le site de l’APLV : https://www.aplv-languesmodernes.org/spip.php?article8588

Nous vous remercions de l’attention que vous porterez à cet appel et de la diffusion que vous pourrez en assurer.

Très cordialement,

Laure Peskine

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Íkala, Revista de Lenguaje y Cultura, Colombia

This second issue of 2021 marks Ikala’s 25th anniversary, and we celebrate it bringing to you a wide selection of topics in the fields of language teaching, reading/writing, discourse analysis, and translation.

https://revistas.udea.edu.co/index.php/ikala/issue/view/3855

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Enquête européenne sur la place des langues familiales à l’école

Madame, Monsieur,

L’équipe RECOLANG (Ressources pour l’évaluation des compétences en langues familiales des élèves migrants) mène une enquête européenne sur la place des langues familiales à l’école, notamment dans les parcours scolaires des adolescents migrants entre 11 et 18 ans.

Cette enquête porte sur les pratiques d’évaluation des compétences en langues familiales et leur rôle dans les différents systèmes éducatifs européens. Vous trouverez des informations plus détaillées ci-dessous.

L’enquête est constituée de deux volets complémentaires à destination de deux publics-cibles :

–              Un volet destiné aux élèves âgés de 11 à 18 ans (ou leur famille), ayant une histoire de migration et une ou plusieurs langues familiales d’usage autres que la/les langue(s) de l’école. Ce volet est disponible en allemand, anglais, arabe, français, persan (dari/farsi), hongrois, portugais et turc : https://surveyforlearners.questionpro.com

–              Un volet à destination des institutions scolaires et éducatives, équipes enseignantes et d’encadrement des établissements scolaires, d’accueil et de formation initiale et continue des enseignants travaillant avec ce groupe d’âge (11-18 ans). Ce volet est disponible en allemand, anglais, français, hongrois et portugais : https://enqueteinstitutionseducatives.questionpro.com

L’enquête sera en ligne jusqu’à fin 2021. Nous vous serions très reconnaissants de bien vouloir y participer et de la diffuser le plus largement possible dans vos réseaux professionnels auprès de toute personne susceptible d’être intéressée par ce projet.

L’équipe du projet Recolang

Plus d’informations :

Cette enquête permettra de mieux comprendre :

  • si et comment sont prises en compte les langues et cultures des élèves à l’école, et dans quel but éducatif (en relation avec les progrès de l’apprenant ou le développement professionnel de l’enseignant) ;
  • comment toutes les compétences langagières et leurs usages peuvent être reconnus dans les progrès de l’apprenant ou le développement professionnel de l’enseignant.

Cette enquête s’appuie sur de nombreux travaux de recherche qui montrent l’importance de la prise en compte dans les parcours du jeune des compétences langagières construites en dehors du cadre scolaire.

Dans la continuité des recherches sur la compétence plurilingue, on sait désormais que l’apprentissage d’une langue (la langue de l’école par exemple) se construit en s’appuyant sur les autres (variétés de) langues qu’un individu (enfant, adolescent, adulte) a à sa disposition, dans son répertoire.

Votre avis sur ces questions est important. En le formulant, en témoignant de votre expérience, vous contribuerez à la réflexion autour des questions d’accueil et d’éducation liées aux publics bi/plurilingues, notamment migrants.

En s’appuyant notamment sur les résultats de cette enquête, un atelier collaboratif avec différents représentants des pays européens membres du projet permettra d’analyser si et comment sont prises en compte les langues familiales dans les différents systèmes éducatifs. Cette analyse nous permettra de réfléchir sur les conditions à prendre en compte pour une évaluation à visée formative (adaptée aux publics concernés) des compétences en langues familiales des élèves.

Les résultats de l’enquête et de cet atelier collaboratif permettront de :

  • coopérer à des formulations de recommandations pour les politiques éducatives ;
  • contribuer ainsi à améliorer la qualité des systèmes et programmes éducatifs européens en faveur de tous les élèves.
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European survey on the place of family languages at school

Dear colleague,

The RECOLANG team (Resources for assessing the home language competences of migrant pupils) is carrying out a European survey on the place of family languages at school, particularly within different education programmes or curricula involving migrant adolescents aged 11-18.

This survey focuses on the practices of assessing home language skills and their role in different European education systems. More detailed information on the survey can be found below.

The survey is made up of two complementary sections aimed at two different target audiences:

–        A section aimed at pupils aged between 11 and 18 (or their families), who are from a migrant background and one or more family languages other than the language(s) of the school. This section is available in Arabic, English, French, German, Persian (Dari/Farsi), Hungarian, Portuguese and Turkish: https://surveyforlearners.questionpro.com

–        A section for schools and educational institutions, teaching and supervisory staff in schools, reception centres and organisations involved in initial and further professional development of teachers working with this age group (11-18 years). This section is available in English, French, German, Hungarian and Portuguese: https://enqueteinstitutionseducatives.questionpro.com

The survey will be online until the end of 2021. We would be very grateful if you could participate in this survey and disseminate it as widely as possible through your professional networks to anyone who might be interested in this project.

The Recolang project team

Further information:

This survey will provide a better understanding of:

  • whether and how pupils’ languages and cultures are taken into account at school, and for what educational purpose (in relation to learner progress or to teacher professional development);
  • how all language skills and their uses can be recognised in relation to learner progress or to teacher professional development.

This survey is based on numerous research studies which show the importance of taking account of all the languages young people bring with them to school.

Research on plurilingual competence shows us that learning a language (the language of schooling, for example) builds on the other (varieties of) languages that an individual (child, adolescent, adult) has at his or her disposal, in his or her repertoire.

Your opinion on these issues is important. By giving your opinion and sharing your experience, you will be contributing to the debate on integration and education issues related to bi/multilingual audiences, particularly migrants.

Based on the results of this survey, a collaborative workshop with representatives of the European countries involved in the project will provide an opportunity to analyse whether and how home languages are taken into account in the different education systems. This analysis will enable us to reflect on the conditions to be taken into account for formative assessment (adapted to the audiences concerned) of pupils’ home language skills.

The results of the survey and the collaborative workshop will make it possible to:

  • cooperate in formulating recommendations for European education policy;
  • contribute to improving the quality of European education systems and programmes for all pupils.
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Enseignement et apprentissage des Langues des Signes

L’équipe de rédaction des Langues Modernes a le plaisir de vous annoncer la publication du numéro1/2021:

Enseignement et apprentissage des Langues des Signes: perspectives historiques, sociales et linguistique 

Dossier coordonné par Saskia Mugnier
* Introduction par Saskia Mugnier
* Témoignages professionnels d’une alternative pédagogique d’éducation bilingue: 2LPE, par Christian Deck, Véronique Roussel et Richard Sabria
* Enseignement bilingue LSF/français: quels outils pour une comparaison inter-linguistique?, par Agnès Millet
* Former les enseignants de LSF du second degré : regard sur cinq années d’expérience, par Sandrine Burgat, Johanna Drouillet et Marie Perini
* (Socio)linguistique appliquée à l’enseignement/apprentissage de la LSF : quelles clefs pour les futurs formateurs de LSF ?, par Isabelle Estève et Sabah Montigon
* Quelles stratégies adopter pour optimiser l’apprentissage d’une langue des signes ?, par Gaëlle Vercollier

Hors thème
 Le Bébé-signe comme outil d’inclusion des allophones en maternelle par Charlie Bosc, Noémie Sarrailh et Jeanny Prat

Compte rendu de lecture
 « Grammaire descriptive de la langue des signes française. Dynamiques iconiques et linguistique générale » d’Agnès Millet, par Dorota Sikora

Lire les résumés des articles.

Et:
Éditorial par Émilie Perrichon
Le dessin de Benoît Cliquet
La note de la présidente de l’APLV

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