Presentation

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Our contemporary contexts of language use are clearly marked by strong political and heterophobic tensions (economic, cultural and ecological). This is why the social and interpersonal responsibility of every individual becomes particularly critical. Individual responsibility and the exercise of active citizenship and the self are increasingly influenced by collaborative implications relating to both the immediate context as well as more distant scenarios. There have been calls to work together in constructing and co-constructing intercultural and intersubjective relations (Abdallah-Pretceille, 2008; Kramsch, 2009; Blanchet, 2010; Rojas, 2011; Rico Troncoso, 2012; Liddicoat & Scarino, 2013; Gamboa Díaz, 2016), within the framework of international cooperation projects, making use of communicative modes based on the contributions of new technologies as well as multiliteracies (Moore & Molinié, 2012).

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This same motivation has led to a number of collaborative action research projects carried out on similar topics in Europe and Latin America. This Colloquium is therefore 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 teaching of foreign and second languages 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).

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However, our aspirations with this event go beyond sharing our experience...

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This Colloquium aims at making visible research carried out in both Europe and Latin America, and other parts of the world, particularly welcoming, on the one hand, learners ́ bilingual, multilingual or plurilingual experiences relating to collaborative intercultural interventions and, on the other, studies researching cooperative innovative approaches to teacher education and development.

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It is our belief that the educational spaces we live and evolve in undergo deep transformations. As we consider mobility (physical, cognitive, virtual, and imaginary), the current challenges in education and the different bi/multi/plurilingual and intercultural experiences of our audience, we ask: what knowledge is being generated? which theoretical frameworks? which values and ethics are being considered and promoted? which resources can we create to discuss, share, and equally cooperate and work together? how can we build collaborative processes of teacher education where diversity and bi/pluri/multilingual experiences from students are taken into consideration? how can teacher educators turn diversity into a means for education or a social cohesion driving force? how can we develop an education that contemplates a human being in mobility “as a plural being” (Lahire, 2005), and also contemplates his or her resources to learn (academic and experiential), to build his or her own path and the opportunities provided by the society of origin, the society he or she briefly belongs to, or the new adopted community.

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[1] Plurilingualism: Although this term is frequently used in European contexts (and increasingly in Canada and USA) - see studies conducted by Moore and Gajo (2009) or Coste and Zarate (2009) - to explain than language contact occurs in the individual rather than the context, in Latin America in general and in Colombia in particular, the term multilingualism is more commonly used for language use both in individuals and in geographical areas. Therefore, both terms will be addressed so as to welcome proposals from different contexts.

 

Plurilingualism. Francophone studies (France and Switzerland), conducted by Moore and Gajo (2009) or Coste and Zarate (2009) provide examination of the historical and social construction of plurilingualism and its impact on the development of theory, on language policies, and on professional practice in the field of language education. These orientations focus on the individual as the actor of contact, encouraging a shift of terminology from multilingualism (the study of societal contact) to plurilingualism (the study of an individual’s repertoires and agency in several languages). Based, for example on Bourdieu’s sociology, plurilingualism is focused on contexts of interaction and on the role of language in the exercise of power, the constitution of social capital and the production and reproduction of identity. At the same time, its influence has also explored ethical issues linked to language teaching.

 

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

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A) Education and training, or;

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B) Social and psychosocial cohesion.

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

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1. Collaborative projects focusing on teacher development from an explicit intercultural dimension.

2. Collaborative projects in the field of bilingualism, multilingualism and plurilingualism.

3. Collaborative projects involving the construction of reparation/inter-understanding projects of and with the other in the conflict and post conflict period.

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

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

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• 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).

 

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

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• 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.

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c) 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

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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| Bi-plural-multi-literacy | Positive commitment

 

OFFICIAL COLLOQUIUM LANGUAGES:

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Spanish

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French

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English

 

PARTICIPATION MODALITIES

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• 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.

 

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PROPOSAL SUBMISSION

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The proposals should be sent to the following link:

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Click here to submit your proposal

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When filling in the online format, the author (or authors) will clearly specify his/her first and last name, his/her scientific and institutional affiliation, his/her e-mail of contact and will submit his/her proposal. The proposal should not exceed 450 words and should include the following items: a title, 3-5 key words, a short description of the research context, the research question or hypothesis, the type of data collected, discussion of results and the bibliography (5 references on average).

For more information contact us at the following e-mail address:

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TIMETABLE

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Deadline for submission of abstracts: March 26th, 2017. 

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Answers from the Scientific Committee: June 2017. 

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SCIENTIFIC COMMITTEE

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Jean-Claude Beacco (Université Sorbonne Nouvelle-Paris 3) ; Philippe Blanchet (Université Rennes 2) ; Stella Cambronne (ESPE de l'Université de Franche-Comté) ; Michel Candelier (Université du Maine) ; Martine Derivry (Université de Bordeaux) ; Paola Andrea Gamboa Díaz (Université Sorbonne Nouvelle-Paris 3) ; Aline Gohard-Radenkovic (Université de Fribourg) ; Claire Kramsch (Berkeley University of California) ; Anthony Liddicoat (University of Warwick) ; Luis Enrique López (Universidad Mayor de San Simón de Cochabamba) ; Muriel Molinié (Université Sorbonne Nouvelle-Paris 3) ; Danièle Moore (Université Simon Fraser) ; Céline Peigné (Institut National des Langues et Civilisations Orientales- INALCO) ; Martine Pretceille (Professeur Emérite des Universités) ; Carlos Rico Troncoso (Universidad Javeriana) ; Tulio Enrique Rojas Curieux (Universidad del Cauca) ; Valérie Spaëth (Université Sorbonne Nouvelle-Paris 3) ; Martha Isabel Tejada Sanchez (Universidad de los Andes) ; Anne-Marie Truscott de Mejía (Universidad de los Andes) ; Jaime Alonso Usma Wilches (Universidad de Antioquia) ; Martha Elizabeth Varón Páez (Universidad del Tolima) ; Omaira Vergara Luján (Universidad del Valle) ; Geneviève Zarate (Institut National des Langues et Civilisations Orientales- INALCO).

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ORGANIZING COMMITTEE

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Paola Andrea Gamboa Díaz (Université Sorbonne-Nouvelle Paris 3) ; Muriel Molinié (Université Sorbonne Nouvelle-Paris 3) ; Magali Ruet (Université Sorbonne Nouvelle-Paris 3) ; Martha Isabel Tejada Sanchez (Universidad de los Andes) ; Anne-Marie Truscott de Mejía (Universidad de los Andes); Flor Emilce Prieto Galindo (Universidad de los Andes).

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​PUBLICATION

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Initially the proceedings of the colloquium will be published on line and subsequently, a compilation of chapters selected by the scientific committee will be published as a book.

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BIBLIOGRAPHICAL REFERENCES

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• Abdallah-Pretceille, M. (2008). « Mobilité sans conscience… ! ». In Dervin, F., & Byram, M. (dir.). Échanges et mobilités académiques : quel bilan ? Paris: L’Harmattan.

• Blanchet, P., Coste, D (dir.), (2010). Regards critiques sur la notion d’« interculturalité » Pour une didactique de la pluralité linguistique et culturelle. Paris: L’Harmattan

• Blanchet, P. (2015). Discriminations : combattre La glottophobie. Paris: Textuel.

• Coste, D., Zarate, G. (2009). Plurilingual and pluricultural competence. Strasbourg: Council of Europe. Language Policy Division.

• Gamboa Diaz, P.A. (2016). Dimension interculturelle dans l’enseignement des langues étrangères en Colombie : un besoin pédagogique pour concilier les politiques éducatives nationales et la réalité multilingue du pays. À paraitre sur HAL SHS.

• Kramsch, C. (2009). The Multilingual Subject. What language learners say about their experience and why it matters. Oxford: Oxford University Press.

• Lahire, B. (2005). L'homme pluriel. Paris: Armand Colin.

• Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Chichester, West Sussex, UK ; Malden, MA: John Wiley & Sons.

• Molinié, M. (2015). Recherche biographique en contexte plurilingue. Cartographie d’un parcours de didacticienne. Paris: Riveneuve.

• Molinié, M. (dir.) (à paraître, janvier 2017). Accompagnement sociobiographique en contexte postcolonial : plurilinguisme, émancipation, formation. Revue Contextes et didactiques N° 8. http://espe-guadeloupe.fr/la-recherche/revue-contextes-et-didactiques/la-revue-en-ligne/

• Moore, D. and Gajo, L. (2009). French voices on plurilingualism and pluriculturalism: theory, significance and perspectives. International Journal of Multilingualism, 6 (2), 137-153.

• Moore, D. & Molinié, M. (dir.) (2012). Les littératies : une Notion en question en didactique des langues. Les Cahiers de l’ACEDLE. http://acedle.org.

• Rico Troncoso, C. (2012). Language Teaching Materials as Mediators for ICC development: a challenge for materials developers. En ligne http://revistas.javeriana.edu.co/index.php/signoypensamiento/article/view/2416/1699 .Consulté le 05/10/2016.

• Rojas, A. (2011). (Self)-government in the name of culture: interculturality and ethnic group education in colombia. Revista colombiana de antropología, 47 (2), 173-198. En ligne http://www.scielo.org.co/scielo.php?pid=S0486-65252011000200008&script=sci_arttext&tlng=en. Consulté le 05/10/2016.

• Rojas Curieux, T. E., & Barona Becerra, G. (2007). Falacias del pluralismo jurídico y cultural en Colombia. Ensayo crítico. Popayán. Editorial: Universidad del Cauca.

• Tupin, F. et Wharton, S. (2009). Intervenir en contextes sensibles : du fragile équilibre entre implication et distanciation. In I. Pierozak, J.-M. Eloy (ed.). Actes du Ve congrès International du Réseau Français de sociolinguistique intervenir, applique, s’impliquer ? Paris : L’Harmattan. Coll. « Espaces Discursif ». Pp: 73-78.

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