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ALA Conference


The conference will start on Sunday July 2nd at 9:00 am and will end on Wednesday July 5th at 6:00 pm

Participants to both ALA and EDiLiC conferences will have the opportunity to attend a buffet on Wednesday July 5th at 7:00 pm


ALA Schedule
Updated 19/5/06

Some minor modifications are likely to occur until July. We will keep you informed by regularly revising this schedule.

Guest Speakers


Eric Hawkins (CBE, Palmes Académiques, Professor emeritus, The University of York) : Opening remarks.
Our friend and mentor Eric Hawkins was forced to admit at the end of May that the deteriorating state of his health makes it after all impossible for him to take part in our Conferences. The text of his planned contribution will therefore be published in the final programme and distributed to conference participants. It will be discussed during the conferences.

Ulrike Jessner (Universität Innsbruck) : Multilingual awareness -The Eric H. Hawkins Invited Keynote Lecture.
Francis Goullier (Expert auprès de la Division des Politiques linguistiques, Conseil de l’Europe) : La compétence plurilingue, concept-clé des politiques linguistiques proposées par le Conseil de l'Europe.
Georges Lüdi (Universität Basel) : Politiques linguistiques pour le plurilinguisme: de la recherche à l'intervention; Language Policies for Plurilingualism: From Research to Intervention
Franz-Josef Meissner (Universität Giessen) :Un état des lieux: l'intercompréhension romane chez les germanophones.
Luci Nussbaum (Universitat Autonoma de Barcelona) : Construire le plurilinguisme à l'école : de la recherche à l'intervention et de l'intervention à la recherche

Guest Speakers' Abstracts

Plurilingualism and Language Awareness : Discussing the Connections


In recent years one of the notions that has emerged as crucial for both psycholinguistically and pedagogically oriented research has been that the linguistic functions of plurilingual individuals, including their acquisition of language, can only be described and sustained in the framework of global approaches, which must take into consideration the totality of languages and language varieties involved. It is in this context that the concepts of "common underlying proficiency", "the holistic approach", or « plurilingual education » were developed, subsequently detailed by the Council of Europe, aimed at plurilingual education through "Education for plurilingualism" - and "Education for plurilingual awareness", aiming to promote diversity.


Proposals for papers submitted to this conference should address, from various perspectives, the connection between the objectives and processes referred to by these concepts and « Language Awareness », in all its diversity (aspects, objects and participants).



This brings us to consider the following questions (which are neither exhaustive nor independent of one another):


• What effects are highlighted between the elements of various languages, or linguistic varieties, in the function of and/or construction of plurilingual competencies, and what part does linguistic awareness play in this process?


• What are the relations and effects that can be observed (or should be favoured) between linguistic and sociolinguistic representations of language in contact (notably those related to identity) and language competencies, including from the perspective of their development and maintenance?


• What are the implications for teaching, and what role can or should be envisaged for Language Awareness, in relation with the diversity of sociolinguistic contexts?


• What place should be assigned in teaching to « pluralistic approaches » to promote learning by connecting languages and cultures ? What are the roles for Language Awareness? What types of linguistic awareness should be developed, given the age and ability of the students? What Language Awareness is needed for other actors in the education system?



General structure


Conference interventions will be structured in the following way:


• Plenary sessions: Given to all conference delegates (or to both conferences on the 5th of July)


• Semi-Plenary sessions: Two plenaries given in parallel sessions (most likely in different languages)


• Workshop papers: The workshops consist of several papers on the same subject. They will take place over half a day, or half a half-day. Several workshops will function in parallel sessions. The timetables run strictly parallel so that each participant can change rooms between each of the workshop presentations.


• Poster Presentations: Posters will be exhibited during the length of the conference. Two times will be allocated for presentations by the authors. Style details such as size and format will be provided.



Accepted ALA Proposals



Plenary Sessions


Hawkins Eric (Royaume-Uni) : Propos préliminaires.

Jessner Ulrike (Austria) : Multilingual Awareness - Conférence en l'honneur de Eric Hawkins.

Goullier Francis (France) : La compétence plurilingue, concept-clé des politiques linguistiques proposées par le Conseil de l'Europe.

Lüdi Georges (Suisse) : Politiques linguistiques pour le plurilinguisme: de l'état des lieux à l'intervention / Language Policies for Plurilingualism: From Assessment to Intervention.

Meissner Franz-Josef (Allemagne ) : L'intercompréhension des langues romanes chez les germanophones.

Nussbaum Luci (Espagne) : Construire le plurilinguisme à l'école : de la recherche à l'intervention et de l'intervention à la recherche.


Semi-Plenary Sessions


Andrews Stephen (Hong-Kong): The Teacher Language Awareness of Native-Speaker and Non-Native-Speaker L2 Teachers.

Ammar Ahlem, Lightbown Patsy, Spada Nina (Canada): Metalinguistic Awareness and L2 Performance.

Arditty Jo (France) : Quelle "conscience linguistique" ? Diversité des manifestations et des implications.

Caddeo Sandrine (France) et Vilagines Serra Eulàlia (Espagne) : Trois langues romanes au service de l’enseignement du français. Aspects morphologiques et syntaxiques.

Ciekanski Maud et Bailly Sophie (France) : Former au plurilinguisme : de la prise en compte des représentations dans la formation des apprenants et des enseignants de langues.

Kemp Charlotte (Royaume-Uni - Ecosse): Implicit and Explicit Knowledge of Grammatical Form and Function in Learners Using Three or More Languages.

Meune Manuel (Canada) : La frontière des langues en Suisse occidentale, laboratoire de conscience plurilingue / Die Sprachgrenze in der Westschweiz, ein Labor des mehrsprachigen Bewusstseins"

Muñoz Hector (Mexique) : Reflexividad sociolingüística y educación bilingüe indígena en México / Sociolinguistic Reflexivity and Bilingual Indigenous Education in Mexico.

Poussa Patricia (Suède) : Adult Learner Experiences of Deafness in a Second Language/Dialect Situation.

Sierra Juan Manuel, Lasagabaster, David, Ibarraran, Amaia (Espagne) : Multilingualism and Language Attitudes: Native Versus Immigrant Students' Perceptions.

Singh Penny (Afrique du Sud): Integrating Language Awareness and Assessment.

Stuart Claire (Irlande): The Linguisitic 'Subject' - Some Learner Misconceptions.

Wochele Holger (Autriche): "Error awareness" vs." competence awareness". Étude sur l’évaluation de compétences non natives en français et en italien.


Workshops


Algranati Cristina, Toniolo Silvia (Italie): The Relevance of Language Awareness in Language and Cultural Mediation between German and Italian.

Andrews Stephen, Bunton David (Hong-Kong): The Language Awareness of Novice Teachers of L2 English.

Aramaio Itziar, Idiazabal Itziar (Espagne): Language Learning by Immigrant Children.

Aronin Larissa, O Laoire Muiris (Irlande): The Language Awareness of Multilinguals in Global Contexts.

Auger Nathalie, Sauvage Jérémi (France) : Conscience phonologique et apprentissage du FLS en CLIN.

Baiget Ester, Irun Montse (Espagne): Raising Awareness of non-verbal Communication in the EFL Classroom: A Proposal.

Bangou Francis, Omer Danielle (France) : La construction d’une compétence plurilingue par l’initiation à la posture réflexive vers l’évolution de la conscience linguistique des étudiants en didactique du FLE.

Beaulieu Marie-Josée (Canada) : Une comparaison d'activités de littératie dans deux classes d'immersion française au Canada.

Berry Roger (Hong-Kong): Talking Terms : Raising Awareness of Terminology in Language Teaching.

Bigot Violaine (France) : De la conscience linguistique à la conscience d'apprentissage : étude de séquences réflexives focalisées sur la langue.

Bono Mariana (France) : "Quand je parle en langue étrangère, je parle anglais" : conscience métalinguistique et relations interlinguistiques chez des apprenants plurilingues.

Brunfaut Tineke (Belgique): Towards Enhancing Plurilingualism in language Degree Students: Metacognitive Awareness when Reading Academic Texts in FL and L1.

Cali Chantal, Vetter Eva (Autriche), Conscience linguistique des apprenants, conscience linguistique des enseignants : quelles représentations en circulation dans un contexte d'enseignement plurilingue ?

Candelier Michel, Molinié Muriel (France) : ALC - A travers les Langues et les Cultures : vers un « référentiel de compétences » / ALC - Across Languages and Cultures: Towards a “Framework of Competences”.

Clerc Stéphanie, Cortier Claude (France) : Représentations des langues chez les élèves nouvellement scolarisés en France.

Coll Julia (Etats-Unis): Interconnection of Romance Languages in the Foreign Language Classroom.

Concário Marcelo (Brésil): Can the First Language be foreign? - A Case for Language Awareness in Teacher Education / A língua materna pode ser estrangeira? - Em defesa da consciência lingüística na formação de professores.

Dagenais Diane, Armand Françoise, Moore Danièle, Lamarre Patricia, Sabatier Cécile (Canada) : La construction d’une perspective longitudinale et interdisciplinaire sur l’éveil aux langues en contexte canadien.

Dodigovic Marina (Emirats Arabes Unis): Error Awareness and Artificial Intelligence in Second Language Learning.

Equipe ERAPOLE (France) : Articuler plurilinguisme et politiques linguistiques. Quels corpus? Quelles catégories?

Faneca de Oliveira Rosa Maria, Maria Helena Ançã (Portugal) : "Parles-tu le portu-français?" - Les représentations de la langue portugaise et de son apprentissage.

Feat-Feunteun Claude-Anne (France) : "Ils doivent mettre drôlement beaucoup de i..." ou la négociation perceptive chez l'enfant de cycle 2.

Finkbeiner Claudia, Knierim Markus (Allemagne) : ADEQUA: The Adequate Use of Learning Strategies in Text-Based Cooperative Literacy Events.

Furlong Áine (Irlande): The Relationship between Creativity and Plurilingual/Cultural Awareness.

Genelot Sophie, Negro Isabelle, Peslages Dominique (France) : Compétences bilingues français/créole chez des enfants de 5 ans en contexte martiniquais : relation entre les langues et déterminants sociaux..

Goldstein Danielle (Brésil), Innover en recyclant.

Rezaie Amir (Alhwern), Hoseini Mehdi, (Iran): Effect of Awareness Building about Different Listening Sub-Skills on the L3 and L2 EFL Learners’ Listening Comprehension Ability at Intermediate Levels.

Ioannitou Gina (France) : Les théories de l’action et l’Eveil aux langues. Le rôle des parents : croyances et actions.

Issac Fabrice (France), Uzcanga Vivar Isabel (Espagne) : Didactique et informatisation de l’intercompréhension plurilingue /Didáctica e informatización de la intercomprensión plurilingüe.

Knierim Markus (Allemagne): Language and Cultural Awareness in a German-American Online Exchange Project.

Kulbranstad Lars Anders (Norvège): “Because Chinese doesn’t Even have Letters” – Folk Linguistic Perspectives on Second Language Learning.

Kunschak Claudia (Espagne): Plurilingualism and Language Awareness: The Case of Language Professionals / Plurilingüismo y conciencia lingüística: El caso de los profesionales del idioma.

Lambert Patricia, Billiez Jacqueline (France) : Autour de « savoirs » sur les langues dans une classe de seconde professionnelle.

Lemaire Eva (France) : Conscience langagière, situation d’exil et de traumatisme.

Leung Wai Ha (Hong-Kong): Cultural Impact on Language Education in a Tri-Lingual City—Hong-Kong Teachers' Perceptions.

Malmqvist Anna (Suède): The Role of Peer Reviews and Teacher Comments in Enhancing Language and Genre Awareness.

Marquilló Larruy Martine (France) : Comment traduire du catalan quand on n'a à sa disposition que le malais, l'anglais, le tamoul, le cantonais, le mandarin, le français (et un petit peu de portugais, de russe et d'arabe) ?

Maurer-Hetto Marie-Paule, Roth-Dury Evelyne (Luxembourg) : Ouverture à la diversité linguistique à l'école luxembourgeoise?

Melo Silvia Araújo e Sá Maria Helena (Portugal) : Représentations du plurilinguisme et conscience linguistique: perceptions de la proximité dans une communauté virtuelle romanophone.

Mortamet Clara (France) : Plurilinguisme et appropriation du français.

Pereira Alvares Luísa, Soares Vidal Lúcia (Portugal) : Représentations du plurilinguisme et conscience linguistique : pourquoi (ne pas) apprendre des langues dans un contexte de formation d’enseignants ?

Pinho Ana Sofia, Andrade Ana Isabel (Portugal): Plurilingual Language Awareness: The Development of the Professional Knowledge and Identity of Language Student Teachers.

Pytlarz Anita (Pologne) : Le plurilinguisme et l’interculturel en pratique – les expériences des étudiants du programme Socrates-Erasmus.

Rezaie Amir (Alhwern), Izadpanah Syrus (Iran): Turkish EFL Learners Noticing of Recast Feedback Target: A Study on Lexis, Phonology and Morphosyntax.

Riley Kate (Italie): False-Friend Phonemes and Missing Links - a Contrastive Approach to Problems with Pronunciation.

Schmidt Alexandra, Araújo e Sá Maria Helena (Portugal): Language Awareness and Images towards Foreign Languages: The View of a Portuguese School Community on ‘important’ Languages.

Shibata Ayako (Royaume-Uni): TEIL (Teaching English as an International Language) in Plurilingualism.

Stegu Martin (Autriche): Awareness vs. competence. Réflexions générales et l’exemple du code switching / General Reflections and the Example of Code Switching.

Stratilaki Sofia, Lelièvre, Françoise (France) : Compétence plurilingue, processus d’apprentissage des langues et dynamiques de pratiques discursives.

Tolosa Constanza (Nouvelle-Zélande): Language Awareness, Beliefs and Practices: What’s Happening in Other Languages?

Van de Poel Kris (Belgique): Language Awareness Raising in an Academic Writing Course: Fostering Plurilingualism.

White Joanna (Canada): Contrastive Language Awareness: Can it Help to Bridge the Space between Children’s First and Additional Languages in School?

Zohrabian Melineh, Samani Ramin (Iran): Lexical Connections across the Languages in Trilinguals.


Posters


Arutchyan Gyulnara (Arménie): Intercultural Competence and Awareness.

Cocarta Luminita (Roumanie): Instances of Plurilingualism and Pluriculturalism in Teaching Business Communication.

Finkbeiner Claudia (Allemagne): Reading Strategies and Reading Awareness.

Gorovitz Sabine (France) : Transmission familiale des langues au sein de familles migrantes d'Ile de France: étude de la modification du répertoire.

Jacquet Marianne (Canada) : Apprentissage des langues et apprentissage de la culture : l’examen d’une transition.

Navarro Ruiz Maria Isabel, San Martin Conchi, Rallo Fabra Lucrecia, Oliver Carmen (Espagne): Development of Metapragmatic Abilities in a Bilingual Child with Secondary Pragmatic Deficit.

Ngo Ngok Graux Elisabeth (France) : Le camfranglais ou le jeu avec les langues.

Plathner Jean-Georges (Suède) : Projet de recherche IPACLE . La conscientisation dans la classe de français langue étrangère.

Ramadani Leonora (Ancienne République Yougoslave de Macédoine) :
- Posters Promoting Plurilingualism.
- Plurilingalism in FYROM, Plurilingualism in the School System; Other projects Promoting Plurilingualism.

Ramasomanana Rolande (Madagascar) : L’éveil aux langues à travers l’enseignement à Madagascar.

San Martin Martinez Conchi (Espagne): The Construction of a Plurilingual Competence in the Framework of a Pluricultural Identity : Proposals for Training Language Educators.

Thomas Alain (Canada) : Effets de la norme et de l’usage sur la prononciation du FLE, au niveau avancé.

Tsaknaki Olympia (France) : Apprentissage des langues et proverbes.

Yi Jun Zhang, Qing Jang Wang (Chine): The Impact of Spoken Discourse on Chinese Students’ Writing.

Yoshimura Masahito (Japon): Promoting Awareness of the Linguistic and Cultural Diversity through English Language Activities in Japanese Primary Schools.


The abstracts of the communications and other relevant information will soon be available at http://ala-edilic.univ-lemans.fr/ site.

The authors will soon receive more detailed information.







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