Parution – Les Langues Modernes n°3/2019 : « De l’enseignement à l’apprentissage des langues : quelles stratégies ? »

L’équipe de rédaction des Langues Modernes a le plaisir de vous annoncer la publication du numéro 3/2019 :

De l’enseignement à l’apprentissage des langues : quelles stratégies ?

Dossier coordonné par Michèle Valentin
* Introduction, par Michèle Valentin
* Repenser l’organisation des tâches pour favoriser le développement des interactions orales entre pairs, par Pascale Manoïlov
* Construire des stratégies orientées vers les apprentissages, par Maria-Alice Médioni
* Écrire en anglais grâce à l’art, par Pascale Abdelkhirane
* L’enseignement de la grammaire dans les manuels d’anglais langue vivante au collège en France, par Margaret Bento
* Impact de l’approche grammaticale sur les apprentissages en anglais LVE en élémentaire, par Hélene Josse et Pascale Manoïlov
* Anglais intensif : transfert des savoirs et développement lexical, par Nancy Gagné
* Enseigner l’allemand en région frontalière : l’interculturel transfrontalier à l’épreuve, par Julia Putsche

* Les prépositions anglaises : des petites bestioles retorses, par Élisabeth Crosnier et Nicole Décuré
Lire les résumés des articles.

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CfP: Language Acts and Worldmaking Conference King’s College London 27-28 April 2020 Languages Future

Language Acts and Worldmaking

Conference 2020

King’s College London

Monday 27 & Tuesday 28 April 2020

Languages Future

The project. Language Acts and Worldmaking

The Language Acts and Worldmaking team has been working together since June 2016. Our guiding principle is that language holds the key to how we understand and construct the world and ourselves. This we call worldmaking. This principle has governed our commitment to connecting teaching and research in our determination to contribute to regenerating and transforming Modern Languages. So far, we have worked with several hundred co- researchers and practitioners from a wide range of educational, social and cultural organisations. In our 2020 conference we want to consolidate and strengthen these communities who share the aim of making language-learning inclusive, socially engaged and international in scope.

Our first conference, Languages Memory, held in June 2018, centred on the fractured history of language policy in the UK, and the need to remember and understand how languages are experienced, practised, taught and researched. In 2019, our four-month Worldmaking Fair Languages Now, showcased our collaborations with partners and broadened our research community. A centrepiece, Worldmaking Live, celebrated the work of our Small Grants awardees, which spans the globe. It was a wonderful living example of how we can work together to increase engagement and creative solution-finding to problems, create links between people and organisations that were not there before and value and enable diversity in a time of increasing conformity.

The conference. Languages Future

In 2020, Languages Future will consolidate our research by considering as a community how our work in languages and worldmaking should intervene in the major debates of our time. A key question will be about capacity-building for future language learners, researchers and activists. Languages Future is a call for action. How do we boldly communicate the impact of the work languages do in the world?

Proposals and themes

We are looking for all sorts of responses to the themes of the conference. Your idea could be, for example, an individual presentation, an academic panel of papers, an interactive workshop, a lecture, open discussion, posters, a debate, a provocation.

Propose ideas for engaging with Languages Future and we will build our conference around your responses. Here are some key themes and areas for debate, and we are open to other ideas which respond to these themes.

  • Changing the conversation
    • For schools, university students, youth and community groups, we ask you to propose presentations and interventions around the question: ‘How will the study of languages make the world a better place?’
  • Ways of Worldmaking
    • Fiction (science, fantasy, utopian, dystopian) and the imagination of new linguistic worlds
    • Nationalism and languages
    • Science and languages
    • Storytelling
    • Translanguaging
  • Language Actions
    • Activism
    • Changing attitudes to language-learning
    • Connecting communities
    • Framing policy
    • Innovative pedagogy
    • Setting agendas
  • New Horizons
    • Digital culture and technology
    • Ecology
    • Internationalism, transnationalism and the future of languages
    • Language, gender and sexuality
    • Translation and new media

Get in touch

You may have an idea and wonder if it is relevant: contact us, we want to have conversations with you so that we can develop an exciting and inclusive experience. Please write in the first instance to and we will put you in contact with members of the project to discuss your idea.

Deadline for proposals
Proposals should be sent to us on the attached form by Friday 20 December 2019. They should be sent to

We will reply by 31 January 2020 and we aim to have a final conference programme by 28 February.

We look forward to hearing from you.

The Language Acts and Worldmaking Team



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SECOND CALL 2nd International Conference of the Slovene Association of LSP Teachers, 14-16 May 2020 


2nd International Conference of
the Slovene Association of LSP Teachers

Rimske Terme Thermal Resort, Slovenia 14-16 May 2020

Languages for Specific Purposes: Opportunities and Challenges of Teaching and Research

We are calling for proposals for the 2nd international conference of the Slovene Association of LSP Teachers, which will take place in Rimske Toplice, Slovenia, from 14 to 16 May 2020.

Deadline for proposals: 1 December 2019

The Slovene Association of LSP Teachers (SDUTSJ), which plays an important role in the development of LSP teaching and research in Slovenia, held a highly acclaimed 1st international conference in 2017 to celebrate the Association’s twentieth anniversary. The event brought together researchers and teachers from twenty-six countries, who delivered more than ninety presentations on a wide variety of LSP topics. The selected articles based on the contributions presented at the conference have been published in the Association’s online journal Scripta Manent (indexed in MLA, Erih+, DOAJ, LLBA) and in the conference proceedings in series Inter Alia.

Three years later, the Association is holding its 2nd international conference, with which it wishes to offer LSP researchers and teachers the opportunity to share their latest original research, views, and practices applicable to LSP teaching contexts. Taking into account growing internationalization and the need for cooperation in LSP research and teaching, the conference also aims to consolidate collaboration with existing partners and to establish new links within the broader international research and teaching community.

For further information, please see the conference website.

See also link to the flyer for distribution.

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To see the call online please click here:


Bilingualism and Beyond: Advancing the Thinking on Pedagogies, Policies and Practices
Organized by CCERBAL in collaboration with EDiLiC

Françoise Armand – Université de Montréal
James Cummins – University of Toronto
Onowa McIvor – University of Victoria
Eva Vetter – University of Vienna

A GLOBAL PERSPECTIVE. The world has taken a multilingual turn: an increased awareness that monolingualism is an exception rather than a norm and unprecedented mass migrations have created impetus for continued pedagogical, assessment, policy, and technological innovations to reflect changing global realities. New calls for recognition and specific actions to support diversity, inclusion, equity, and citizenship related to languages have also come to the forefront of global thinking.

THE CANADIAN CONTEXT. In keeping with global trends, Canada has entered a new era in its thinking and actions regarding the role and impact of languages in its complex and diverse social fabric. Continuing to celebrate French-English bilingualism, the Government of Canada has recently launched consultations on modernizing the Official Languages Act and has announced an investment of over $16 million to implement a free learning and maintenance program for French and English. Strong voices for according a new place and offering higher recognition to Indigenous languages have triggered consultations and subsequent enactment of the Indigenous Languages Act (June 2019). Furthermore, close to 23% of Canadians report having a language other than English or French as a mother tongue (Statistics Canada, 2017).

THE CALL. Within this rich and stimulating global and local context, the Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL) is launching a call for its 2020 Conference. We welcome proposals for individual presentations, posters, symposia, round tables and workshops transcending boundaries and bringing thinking and action to the next level on topics related, but not limited, to the following:
Language teaching, learning, and assessment
Language and Technology
Language policy and family language policy
Flexible, experiential, community and informal language learning
Academic literacies, multiliteracies and multimodality
Languages of schooling, immersion studies, bi-/multilingual education, language intensive programs
The role of L1(s) or mother tongue(s) in second/additional language teaching
Inclusion, social justice and equity
Creation and intersection of third spaces and dialogue between spaces
Language and migration
Plurilingualism, multilingualism, translanguaging
Official languages, Heritage languages, Modern languages, Indigenous languages, Sign languages, Minority languages, ‘Big’ languages vs. ‘Small’ languages
Languages other than English (LOTE)
Submissions open: August 1, 2019
Submissions close: December 1, 2019
Conference dates: April 30 – May 2, 2020

VENUE: Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL), Official Languages and Bilingualism Institute (OLBI), University of Ottawa.

FEATURED EVENTS: Plenary sessions, round tables and thematic symposia, professional development workshops, social activities and more.

Nikolay Slavkov (University of Ottawa) and Marie-Paule Lory (University of Toronto Mississauga)

For more information, please contact us at the following address:

Conference Web site:


Si ce message n’apparaît pas correctement, veuillez cliquer ici / To see the call online please click here:


Le bilinguisme et au-delà : Faire avancer la réflexion sur les pédagogies, les politiques et les pratiques
Organisé par CCERBAL en collaboration avec EDiLiC

Françoise Armand – Université de Montréal
James Cummins – University of Toronto
Onowa McIvor – University of Victoria
Eva Vetter – University of Vienna

UNE VISION GLOBALE. Le monde a pris un virage multilingue : les nouvelles réalités mondiales multilingues et plurilingues ont donné un élan sans précédent à la poursuite des innovations en pédagogie, au niveau de l’évaluation, des politiques et dans l’usage des nouvelles technologies. Un appel à une plus grande reconnaissance et à des actions spécifiques dans l’exploration de la diversité, de l’inclusion, de l’équité et de la citoyenneté liées aux langues sont aujourd’hui au premier plan des réflexions et recherches dans le monde entier.

LE CONTEXTE CANADIEN. Conformément aux tendances mondiales, le Canada est entré dans une nouvelle ère dans sa réflexion et ses actions liées au rôle et aux impacts sociaux de sa diversité linguistique en tenant notamment compte des enjeux et de la complexité inhérente à cette diversité. Dans la continuité des célébrations sur le bilinguisme français-anglais, le gouvernement du Canada a récemment lancé des consultations sur la modernisation de la Loi sur les langues officielles et a annoncé un investissement de plus de 16 millions de dollars pour mettre en œuvre un programme d’apprentissage et de maintien gratuit du français et de l’anglais. De nombreuses voix en faveur d’une plus grande reconnaissance des langues autochtones ont également déclenché des consultations et l’adoption subséquente de la Loi sur les langues autochtones. Parallèlement, la diversité linguistique s’enrichit aussi des langues de l’immigration et aujourd’hui, près de 23 % des Canadiens déclarent posséder une langue autre que le français ou l’anglais comme langue maternelle (Statistique Canada, 2017).

L’APPEL. Dans ce contexte mondial et local, riche et stimulant, le Centre canadien d’études et de recherche en bilinguisme et aménagement linguistique (CCERBAL) lance un appel pour le Colloque du CCERBAL 2020. Nous accueillons les propositions pour des présentations individuelles, des affiches, des symposiums, des tables rondes et des ateliers qui repensent les frontières et font avancer la réflexion sur des sujets liés, mais non limités, à ce qui suit :

Enseignement, didactique, apprentissage et évaluation des langues
Langues et technologies
Politiques linguistiques institutionnelles et politiques linguistiques familiales
Apprentissage flexible, expérientiel, communautaire et informel des langues
Littératies académiques, multilittératies et multimodalité
Langues de la scolarisation, études en immersion, éducation bi-/multilingue, programmes-intensifs des langues
Le rôle de la L1 ou des multiples L1, de la langue maternelle ou seconde ou de scolarité
Inclusion, justice sociale et équité
Création et intersection d’un troisième espace et dialogue entre ces sphères
Langue et migration
Plurilinguisme, multilinguisme, translanguaging
Langues officielles, Langues patrimoniales, Langues vivantes, Langues autochtones, Langues des signes, Langues minoritaires, Langues parlées par un grand nombre de locuteurs «big languages» et Langues parlées par un plus petit nombre de locuteurs «small languages»
Les autres langues que l’anglais «LOTE»
Ouverture – soumission des communications : 1er août 2019
Fermeture – soumission des communications : 1er décembre 2019
Dates du colloque : 30 avril au 2 mai 2020

LIEU : Centre canadien d’études et de recherche en bilinguisme et aménagement linguistique (CCERBAL), Institut des langues officielles et du bilinguisme (ILOB), Université d’Ottawa.

ÉVÉNEMENTS À L’AFFICHE : Séances plénières, tables rondes et symposiums thématiques, ateliers de perfectionnement professionnel, activités sociales et plus.

Nikolay Slavkov (Université d’Ottawa) et Marie-Paule Lory (Université de Toronto Mississauga).

Pour toutes questions, veuillez communiquer avec nous à l’adresse courriel suivante :

Le site Web du colloque :

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CfP (1 Dec) – ANILS ANNUAL CONFERENCE: 13-14 Feb 2020 University of Naples ‘Parthenope’, Italy



ANILS (Associazione Nazionale Insegnanti Lingue Straniere) is one of FIPLV’s longstanding members and we are delighted to publicise their next conference in February 2020.

The purpose of ANILS annual conference is twofold. Firstly, it aims to shed light on the state of the art of CLIL methodology ten years after its introduction into Italian schools through Decrees no. 88/89 in 2010. The objective is to address contradictions and limitations in terms of empirical application, motivation and training of teachers, considering the important issue of competence-based teaching concerned not only with the disciplinary and linguistic skills underlying the CLIL methodology itself, but also with the digital, global and intercultural skills required for active citizenship in relation to the vertical curriculum. To this end, the conference intends to cover the focal points of the enhancement and recognition of such skills in the transition from one cycle of education to another. Secondly, the conference aims to offer ideas, references and operational tools to be used in daily teaching practices.

Further information can be found here (in English) and here (in Italian).

Proposals must be sent for a review to the following email addresses:, and Abstracts must not exceed 200 words (excluding references) and must include: title of the proposal, name of contributor/s, institution, email address.


Deadline for submission: 1 December 2019

Notification of acceptance: 15 December 2019

Conference dates: 13-14 February 2020

Selected papers will be published in a dedicated issue of the Journal Scuola e Lingue Moderne (SeLM) and be provided for publication by the end of January 2020.

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New issue published: Profile journal Vol. 21, No. 2 (Jul-Dec, 2019)

Dear Colleagues,

We are pleased to let you know that we have published online the most recent issue of the Profile: Issues in Teachers’ Professional Development journal (Vol. 21, No. 2, Jul.-Dec., 2019).

The issue can be found at:

You are free to read and download the articles of your preference. Next, you will find a preview of the 10 articles featured in this issue. Happy reading!

Issues from Teacher Researchers

Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers
Miguel Farías, Leonardo Véliz

Daily 6: An Approach to Foster Oral Fluency of English as a Foreign Language in Adolescents
Roso Freddy Cadena-Aguilar, Javier Hernando Ortega-Cuellar, Albedro Cadena-Aguilar

Employment of English Language Teachers in an EFL Context: Perspectives From School Administrators
Sibel Tatar

Beliefs of Two Culturally Diverse Groups of Teachers About Intercultural Bilingual Education
Fabián Benavides-Jimenez, Yenny Lisbeth Mora-Acosta

Chilean Pre-Service Teachers’ Perceptions Towards Benefits and Challenges of EFL Writing Portfolios
Pamela Andrea Saavedra-Jeldres, Mónica Campos-Espinoza

The Role of Systemic Functional Grammar in the Expansion of Nominal Groups
María Claudia Nieto-Cruz

The Impact of Information Gap Activities on Young EFL Learners’ Oral Fluency
Ramón Antonio Ortiz-Neira

Issues from Novice Teacher Researchers

Exploring Students’ Context Representations by Using Songs in English With a Social Content
Erika Johana Cortés-Rozo, Daniela Andrea Suárez-Vergara, Jairo Enrique Castañeda-Trujillo

Issues Based on Reflections and Innovations

Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador
Joan Rubin

“Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL
Yecid Ortega

Yours faithfully,

Melba Libia Cárdenas B.
Foreign Languages Department, Universidad Nacional de Colombia – Bogotá
Tel. (571) 3165000 Ext. 16780

Profile: Issues in Teachers’ Professional Development is registered in Scopus, Ulrich’s Periodicals Directory, Latindex, EBSCO, Informe Académico, Academic OneFile, Red Iberoamericana de Innovación y Conocimiento Científico – REDIB, the Directory of Open Access Journals (DOAJ), and Dialnet. It is indexed in the MLA International Bibliography, Educational Research Abstracts online (ERA), The Education Resources Information Center (ERIC), The Emerging Sources Citation Index (Thomson Reuters), The European Reference Index for the Humanities and the Social Sciences (ERIH PLUS), Iresie, LatAm Plus, Linguistics and Language Behavior Abstracts database (LLBA), Redalyc, SciELO Citation Index (Web of Science), CLASE, and Publindex-Colciencias, classified in category B.


You can also read the electronic version of our journal at:

SciELO Citation Index (Web of Science):



IMPORTANT NOTE FOR CONTRIBUTORS: Before sending your manuscript please read carefully the guidelines for authors at

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Consider publishing on ELT in HOW Journal – biannual publication led by ASOCOPI, Colombia

HOW Journal

HOW is a journal by and for teachers of English who wish to share outcomes of educational and research experiences intended to add understanding to English language teaching practices. HOW is a biannual publication led by ASOCOPI, the Colombian Association of Teachers of English and it is registered in several international indexes. Call for papers, from Colombia and abroad, is always open, although the official dates are April 1st for the first issue and October for the second issue. Further information at

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54th Annual ASOCOPI Conference, Bogotá, Colombia, 10-12 Oct 2019

54th Annual ASOCOPI Conference

The Colombian Association of Teachers of English (ASOCOPI) is glad to invite you to participate in its Annual Conference. It will take place in Bogotá, Colombia at Universidad Santo Tomás from October 10th to 12th. The topic for this year is Bilingual and Multilingual Processes: Educational Accomplishments and Challenges in Colombia and Latin America. For further information, you can visit the Association website: or email us to

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Second International Conference of the Slovene Association of LSP Teachers, Rimske Toplice, Slovenia, 14-16 May 2020.

FIPLV is delighted to share with you the first call for papers to the 2nd International Conference of the Slovene Association of LSP Teachers (SDUTSJ), one of FIPLV’s members in Europe, to take place in Rimske Toplice, Slovenia, from 14 to 16 May 2020.

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Parution – Les Langues Modernes n°2/2019 : « Littérature jeunesse et enseignement des langues »

L’équipe de rédaction des Langues Modernes a le plaisir de vous annoncer la publication du numéro 2/2019 :

Littérature jeunesse et enseignement des langues

Dossier coordonné par Nadja Maillard-De La Corte Gomez et José-Manuel Ruiz
Introduction, par Nadja Maillard-De La Corte Gomez
L’utilisation par les professeurs stagiaires de la littérature de jeunesse en classe d’anglais, par Élise Ouvrard
La littérature de jeunesse anglophone dans l’enseignement de l’anglais à l’école primaire, par Jill Kay Partridge Salomon
L’album au collège, un outil pour l’initiation à la langue italienne, par Teresa Solis
Hansel und Gretel à l’école, par Bénédicte Maire
Les classiques adaptés pour la jeunesse et le FLE, par Cyrille François
Jeux de miroirs en littérature de jeunesse : une approche du fait divers en FLE, par Christèle Maizonniaux
Co-éducation, littérature de jeunesse et langues familiales, par Isabelle Audras, Violaine Béduneau, Françoise Leclaire et Hanan Loughmari
Des romans pour apprendre les langues étrangères : la création de la collection, « Tip Tongue », par Stéphanie Benson
La place de la littérature jeunesse autrichienne dans l’enseignement français, par Georg Huemer

Compte rendu de lecture
L’enseignement du français aux Anglais à Boulogne-sur-Mer, de Émilie Perrichon par Marie-Pascale Hamez

Lire les résumés des articles.

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