Call for papers : International Conference on Pedagogic Innovations

Call for papers : International Conference on Pedagogic Innovations in the
Teaching of Foreign Languages: Historical Perspectives (16th-21th centuries)
University of the Algarve, Faro, Portugal, 7-8 July 2016
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Organised by : SIHLES (Société Internationale pour l’Histoire du Français
Langue Etrangère ou Seconde)
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In collaboration with : APHELLE (Associação Portuguesa para a História
do Ensino das Línguas e Literaturas Estrangeiras), SEHEL (Sociedad Española
para la Historia de las Enseñanzas Linguísticas), CIRSIL(Centro
Interuniversitario di Ricerca sulla Storia degli Insegnamenti Linguistici),
the Henry Sweet Society for the History of Linguistic Ideas and PHG (Peeter
Heynsgenootschap) .
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With the support of : HoLLT.net – the AILA Research Network on the
History of Language Learning and Teaching – and APEF (Association Portugaise
d’Études Françaises)
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Deadline for proposals : 15 March 2016
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Notification of evaluation: 15 April 2016
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Announcement of programme : 15 May 2016
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Registration fee :
Members of societies : €50,00
Students : €30,00
Others : €80,00
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Conference languages : French, Portuguese, English, Spanish
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Correspondence addresses: [email protected]
At the beginning of the 20th century, in his course on ‘history of the evolution of
pedagogy in France’, Durkheim described a succession of pedagogic practices which had
become established in the 19th century. Indeed, one task for historians is to (re)discover
the diversity of what can be called ‘pedagogic innovations’ and their evolution. In
imitation of Durkheim’s approach, we propose to historians of education and, more
specifically, to historians of language teaching, that studies should be made of pedagogic
innovation from the 16th to 21th centuries. To study these innovations is, above all, to
rediscover the ways in which educational practices are implemented by those who wish
to "do otherwise", deliberately and consciously aiming to improve teaching by
transcending previous practice. Studying these innovations also casts light on images of
the profession and of language teacher identity, and it also leads us to consider their
influence, including the extent to which there is training and support for teachers and the
extent to which there is effective dissemination in networks, through journals, official
textbooks and policy statments, among other means.
Discussions of the organisation of educational systems and their social function took
place well before the twentieth century and triggered international flows of educators in
search of innovative teaching methods and tools. However, these contacts with the Other
in education have been studied very little to date, because the history of language teaching
is still usually circumscribed by an exclusively national perspective. It would, though, be
particularly revealing with regard to why certain innovative practices survive to see to
what extent they were imported into other countries and are, on the one hand, a departure
from traditional national models and, on the other, a form of consolidation and
integration into current institutionalised practices.
One may also consider how transfer can be ensured from within the framework of one
institution and one culture to another, and how a plan can be provided at the level of
training and implementation / import of resources and adaptation of teaching materials.
This is not only to trace the filiation of an innovation at European (or even global) level,
and to follow its evolution and gradual adjustments, but also to establish the link between
certain innovations and changes in concepts of language (linguistic theories), teaching
(role of language-teaching master), and learning (role of the student).
This amounts to saying that we can, through the study of educational innovation, focus
on the study of the movement of ideas and teaching practices, and the processes of
underlying ownership, in relation to :
- Selection of content (grammar, vocabulary, phonetics, cultural content ...)
- The organisation and presentation of content (order, progression of learning, types of
letters, summary tables, tables of contents, etc.);
- Instruments and classroom practices: activities, methods (in the sense of Christian
Puren), teaching techniques, exercises;
- The methods of organisation of space and students (groups, types of students);
- Supplementary material in the same manual or as separate hardware (cards, discs, wall
charts, drawings, etc.);
- Institutionalisation and/or disciplinarisation: implementation of educational reforms,
departmental standards, curricula, programs, questionnaires, etc.
]
Organising committee:
Ana Clara Santos
Catherine Simonot
Conceição Bravo
Fátima Outeirinho
José Domingues de Almeida
Mercedes Rabadan Zurita
Scientific committee :
Alicia Piquer Desvaux (Université de Barcelone, Espagne)
Ana Clara Santos (Université d’Algarve, Portugal)
Anna Mandich (Université de Bologne, Italie)
Brigitte Lépinette (Université de Valence, Espagne)
Carla Pellandra (Université de Bologne, Italie)
Catherine Simonot (Université d’Algarve, Portugal)
Clara Ferrão Tavares (Institut Polytechnique Santarém, Portugal)
Conceição Bravo (Université d’Algarve, Portugal)
Cristina Pietraroia (Université de S. Paulo, Brésil)
Daniel Coste (ENS Lyon, France)
Despina Provata (Université d’Athènes, Grèce)
Douglas A. Kibbee (Université d’Illinois, Urbana-Champaign, États-Unis)
Elisabeth Hammar (Université de Linköping)
Encarnación Medina (Université de Jaén, Espagne)
Eveline Argaud (INALCO, France)
Fátima Outeirinho (Université de Porto, Portugal)
Fernando Carmino Marques (Institut Polytechnique de Guarda, Portugal)
Fidel Corcuera Manso (Université de Zaragoza, Espagne)
Friederike Klippel (Université de Munich, Allemagne)
Geneviève Zarate (INALCO, France)
Gérard Vigner (IPR/IA Lettres, Versailles, France)
Giovanni Iamartino (Université de Milano, Italie)
Gisèle Kahn (ENS de Lyon, France)
Henri Besse (ENS de Lyon, France)
Inmaculada Rius Dalmau (Université Rovira i Virgili, Espagne)
Javier Suso López (Université de Grenade, Espagne)
José Domingues de Almeida (Université de Porto, Portugal)
Josette Virasolvit (Université de Bourgogne, France)
Juan García Bascuñana (Université de Rovira i Virgili - Tarragone, Espagne)
Karène Sanchez-Summerer (Université de Leyde, Pays-Bas)
Konrad Schröder (Université de Berlin, Allemagne)
Luiz Eduardo Oliveira (Université Fédérale de Sergipe, Brésil)
Marcus Reinfried (Université d’Iéna, Allemagne)
Maria Cristina Carrington (Université d’Aveiro, Portugal)
Maria del Carmen Arau Ribeiro (Institut Polytechnique de Guarda, Portugal)
Maria do Céu Fonseca (Université d’Évora, Portugal)
Maria José Salema (Université du Minho, Portugal)
Maria Teresa Cortez (Université d’Aveiro, Portugal)
Marie-Christine Kok Escalle (Université d’Utrecht, Pays Bas)
Mercedes Rabadan Zurita (Université d’Algarve, Portugal)
Michel Berré (Université de Mons, Belgique)
Nadia Minerva (Université de Catane, Italie)
Nicola McLelland (Université de Nottingham, Royaume-Uni)
Pierre Swiggers (Université K.U. Leuven, Belgique)
Richard Smith (Université de Warwick, Royaume-Uni)
Rogelio León Romeo (Université de Porto, Portugal)
Sophie Aubin (Université de Valence, Espagne)
Teresa Seruya (Université de Lisbonne, Portugal)
Vladislav Rjéoutski (Institut Moskau, Russie)
Willem Frijhoff (Erasmus Universiteit Rotterdam, Pays Bas)