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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Message from Sigurborg Jónsdóttir, Chair NBR

Dear all

In view of the situation due to covid and related matters, the executive committee and the board of STIL have decided to postpone the NBR conference until early June 2023 at the same location.

The decision to postpone the conference by two years is also because FIPLV and IDV have already scheduled their conferences in 2022.


All presenters will be/have been contacted by STIL and invited to come in two years time. We will also send out a new call for papers in good time. 

Please notify your members of this change.

Kind regards and all the best

Sigurborg Jónsdóttir

Chair NBR

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Message from Sarah Breslin, Executive Director of the ECML

LANGUAGE EDUCATION IN EUROPE: THE IMPACT OF COVID

The Covid pandemic has had – and is continuing to have – a profound impact on most of our activities, not least on language education.

The ECML, in cooperation with its Professional Network Forum, is today launching a Europe-wide project to gather information and exchange views on how language educators are coping with the challenges, and to reflect on the lessons to be learnt from their experiences.

The first step is a survey addressed especially to language educators, though administrators, language students and parents are also welcome to contribute to it.

The results of the survey will be drawn on in a series of online think tanks later this year, to be followed by a Colloquium and publication of the results.

You are cordially invited to take part in the survey and to disseminate it to colleagues and partner institutions involved in language education. You can access the survey here: https://languageeducationandcovid.questionpro.com

Please submit your responses by 28th February 2021.

L’ÉDUCATION AUX LANGUES EN EUROPE: LES RÉPERCUSSIONS DE LA COVID

La pandémie de Covid a eu, et continue d’avoir, une incidence majeure sur la plupart de nos activités, notamment en matière d’éducation aux langues.

Le CELV, en coopération avec son Forum pour un réseau professionnel, lance aujourd’hui un projet à l’échelle européenne visant à recueillir des informations et à échanger des perspectives sur la manière dont les enseignants en langues font face aux difficultés qu’ils rencontrent, et à réfléchir aux leçons qui peuvent être tirées de leurs expériences.

La première étape consiste en une enquête destinée tout particulièrement aux enseignants en langues, mais les administrateurs, les apprenants en langues et les parents sont également invités à y contribuer.

Les résultats de l’enquête seront examinés au cours d’une série de groupes de réflexion en ligne au cours de l’année, puis dans le cadre d’un colloque. Les résultats feront l’objet d’une publication.

Vous êtes cordialement invités à prendre part à cette enquête et à la diffuser à vos collègues et vos institutions partenaires concernées par l’éducation aux langues.

Vous pouvez accéder à l’enquête ici :  https://languageeducationandcovid.questionpro.com

Merci de soumettre vos réponses avant le 28 février 2021.

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Être prof de FLE aujourd’hui: webinaire 26 novembre 16-18h

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Call for research participation – Language teachers all contexts

FIPLV is happy to post this request on behalf of the colleagues named below.

Dear Language Teacher,

We are writing to invite you to take part in an online survey about your psychological and social experiences during this period of the coronavirus pandemic. The aim of this research is to better understand the ongoing effects of teaching during the pandemic on language teachers’ health and wellbeing. As some of you may know, we conducted initial research in April, and this is a follow-up study to understand how teachers are experiencing the situation now. In addition, comparing the two datasets will enable us to understand the durability and changes in these experiences. It is hoped the study will teach us lessons we can draw on in the future to appreciate the kinds of support that teachers need when facing periods of upheaval and change.

The survey is completely anonymous and your participation is voluntary. You can refuse to answer any of the questions or quit at any time without saving your responses. You will be asked questions about teaching, stressors, coping behaviour, your recent mental and physical reactions, and your activities. The survey will take 10-15 minutes to complete.

Please note that some of these questions can be considered sensitive, so if you are having difficulty coping these days, feel fragile or are concerned that responding to these questions might have a negative impact on you in any way, please do NOT continue.

If you have any concerns about the study or wish to discuss your reactions with the researchers, you can contact any of us by email at any time.

Many thanks for your contribution to this study. We hope you and your family stay safe and well.

Best wishes,

Sarah Mercer, University of Graz, sarah.mercer@uni-graz.at                     

Tammy Gregersen, University of Sharjah, tgregersen@aus.edu                        

Peter MacIntyre, Cape Breton University, peter_macintyre@cbu.ca                      

LINK TO SURVEY: https://forms.gle/Q6Mg7p4bmPXAzpTS8

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Call for Proposals: Effective Online Language Teaching in a Disruptive Environment

Dear FIPLV Friends and Colleagues

Please see below information about a Call for Proposals for an edited book entitled Effective Online Language Teaching in a Disruptive Environment from our good friend and colleague, Pete Swanson PhD, former President of ACTFL (American Council on the Teaching of Foreign Languages).

The Covid-19 global pandemic radically and rapidly, and perhaps forever, changed the K-20 educational landscape. In March 2020, K-12 schools and institutions of higher education were forced to pivot quickly to online and remote teaching. This new paradigm resulted in many teachers, regardless of content area, being singularly unprepared. Unlike other content areas, the teaching and learning of languages requires interaction (Long, 1981, 1983) in a communicative environment. This underscores the need for face-to-face, synchronous instruction, a requirement not necessarily present in other content areas. Language teaching is unique in that the content is taught in the target language. This entails a double-cognitive load for learners as they must process the content while concomitantly using it to the best of their linguistic abilities. The constraints placed upon this interaction by the online and/or remote learning environment compounds the difficulties learners experience while trying to master a second, third, and so forth language.  Given this singular challenge for teaching languages online, the proposed volume will gather evidence from the field that offers guidance vis-à-vis best practices, innovations, remarkable and even unusual achievements that will help language teachers succeed in the future.

This is an international Call, intending to gather experience from around the world. Potential authors need to go to the website for the CFP, login, and submit your proposal there. Website url:

https://www.igi-global.com/publish/call-for-papers/call-details/4957

I hope you will wish to contribute to this important volume.

All good wishes

Terry

Prof Terry Lamb PhD

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The FIPLV Nordic-Baltic Region Electronic Newsletter No. 3 (September 2020)

With enormous thanks to NBR President Sigurborg Jónsdóttir, Iceland and NBR Secretary Eglė Šleinotienė, Lithuania, please find here FIPLV NBR Electronic Newsletter 2020: 3

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A Peace poem from our friend in Brazil, Francisco Gomes de Matos

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Les Langues Modernes n°2/2020 : Sens et émotions dans l’enseignement-apprentissage des langues-cultures

L’équipe de rédaction des Langues Modernes a le plaisir de vous annoncer la publication du numéro 2/2020 :

Sens et émotions dans l’enseignement-apprentissage des langues-cultures

Toutes les contributions sont innovantes au sens où elles apportent des éléments qui ne sont pas toujours inclus ou mis en avant dans la didactique institutionnelle. Elles sont créatrices de savoirs. Ce numéro comporte une dimension exploratoire – en tout cas par rapport à la didactique institutionnelle – et peut potentiellement orienter l’avenir. Les articles qui le composent portent sur la mise en place de dispositifs pédagogiques permettant de susciter un apprentissage « sensible » de la langue-culture et ce très souvent dans une perspective comparatiste culturelle. Ils s’appuient sur des recherches sur les émotions et/ou les sens dans une approche pluri- ou interdisciplinaire susceptible d’éclairer de façon variée l’enseignement-apprentissage d’une langue-culture dans l’enseignement secondaire et supérieur, qui tienne compte des diverses contraintes institutionnelles. Le point de vue généralement adopté est celui des apprenants et les auteurs examinent la manière dont l’enseignement-apprentissage, ou plutôt l’expérience par la stimulation des sens et des émotions, est bénéfique pour l’apprenant et son appropriation de la langue-culture. (C. Chaplier et É. Lumière)

Le dossier coordonné par Claire Chaplier et Émilie Lumière :

*  Introduction
, par Claire Chaplier et Émilie Lumière
Enseigner les émotions en classe de langue : enjeux et méthode, par Françoise Berdal-Masuy
*   Le sens des émotions de l’autre : une expérience en FLE pour des étudiants italophones, par Sara Cigada
Pourquoi et comment exprimer sa gratitude en classe de FLE ?, par  Aïssa Messaoudi et Enjung Kim
Empathie et expérience picturale dans l’apprentissage d’une langue étrangère, par Amélie Cellier et Nathalie Borgé
*  « Je suis la petite fille au ballon rouge » : vivre l’exil, par Fabienne Baider et Joyce Mroueh
Le scénario pédagogique comme facteur déclenchant de l’émotion : étude expérimentale auprès d’apprenants d’anglais, par Sara Senobari
De la complexité des émotions : apprentissage de l’anglais de spécialité pour psychologues, par Hanane Boutenbat
L’expression des émotions dans l’enseignement linguistique : la chanson improvisée catalane, par Josep Vidal Arráez et Josep Marqués Meseguer
Rôle des sens et des émotions pour apprendre et enseigner l’anglais, par Jill Kay Partridge Salomon et Sandrine-Marie Simon
Quelle formation à la littératie émotionnelle pour les enseignants de langue ?, par Joséphine Rémon
Immédiateté enseignante et enseignement-apprentissage des langues secondes : une comparaison Québec-Catalogne, par Andréanne L. Nolin et Mariane Gazaille
Voir pour entendre et prononcer, entendre pour lire et écrire, par Émilie Magnat et Yoann Goudin
*  (Re)lier sensible et langues : retour sur une expérience formative, par Stéphanie Geneix-Rabault
Lire les résumés des articles.

Compte rendu de lecture :
CECR : par ici la sortie !, de Bruno Maurer et Christian Puren, par Pierre Martinez

Éditorial 
Le dessin de Benoit Cliquet 
Note de la présidente de l’APLV 

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