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EDiLiC Conference


The conference will start on Wednesday July 5th at 11 am and will end on Friday July 7th at 4:45 pm

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


EDiLiC Schedule
Updated on 6/5/06

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

During the joint day (July 5th) participants will have the opportunity to participate in the programme of both conferences. Therefore, see also the ALA programme.


Guest Speakers


Eric Hawkins (CBE, Palmes Académiques, Professor emeritus, The University of York) : Best wishes to our participants.
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.

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.
Franz-Josef Meissner (Universität Giessen) : Un état des lieux: l'intercompréhension romane chez les germanophones.

Guest Speakers' Abstracts

Language Awareness : a Tool for the Development of Plurilingualism ?


Since the pioneering work of the 1980s carried out in Great Britain, Language Awareness/Awakening to Languages has developed progressively, in various European countries through the impetus of coordinated initiatives between groups of different nationalities, and in other countries and regions of the world.


The theme chosen for this conference invites accounts of research conducted in diverse contexts, linked to the development of plurilingualism: both through the construction of plurilingual competencies as well as plurilingual education for plurilingual awareness. We are thus interested in :


• The ways in which links can be constructed between the « Language Awareness/Awakening to Languages » approach and the development of plurilingualism, given sociolinguistic and educational contexts (objectives).


• The concrete methods used in this approach: Which pedagogic approach and what class content, with which supports, what type of (self) evaluation of students ? (Teaching practices and didactic materials).


• The way in which Language Awareness is included in the curriculum: Where and when? With what progression, at what intensity?? How does it fit in with other academic subjects (including the language(s) of the school) and existing programmes? (Curriculum strategy).


• The reactions of others in the educational contexts to this approach: Uptake on the part of students, teachers and parents. Do the educational authorities accept or reject it ? (Reception by participants).


• The choice, education and support of those who implement the educational provision: What are the profiles and competencies of the teachers? What place is there/should be there for initial or in-service teacher education? What provision is there/should there be for assistance after the initial teacher-education? (Questions concerning teachers).


• The observed effects of Language Awareness/Awakening to Languages and the links with development of plurilingualism (evaluation of the approach).


Clearly, many of the contributions will touch upon a combination of these points. Contributions that present concrete examples of classroom reality will be especially welcome.



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 EDiLiC Proposals




Plenary Sessions



- Armand Françoise (Canada- Québec) : L’éveil aux langues au préscolaire et la réussite de l’entrée dans l’écrit.

- Candelier Michel (France) : L’éveil aux langues aujourd’hui…et demain ! / Awakening to languages, today…and tomorrow !


Semi-Plenary Sessions



- Auger Nathalie (France) : « Comparons nos langues » : un outil pour ne pas oublier son plurilinguisme / « Comparing our languages ».

- Delpy Françoise, Forlot Gilles (France/ Belgique) : De quelques obstacles français au développement d’une conscience plurilingue.

- Hélot Christine (France) : De l’éveil aux langues à la notion d’ « empowerment » / Language awareness and the notion of empowerment.

- Masats Dolors, Noguerol Rodrigo Artur, Unamuno Virginia (Espagne-Catalogne) : Quelle formation des professeurs de toutes langues pour une mise en place efficace des matériaux d’ éveil aux langues ? Quina formació per als professors de totes les llengües per a la posada en pràctica eficaç dels materials de l’éveil aux langues ?

- De Pietro Jean-François, Balsiger Claudine (Suisse) : Diffusion et mise en œuvre des moyens d’enseignement EOLE en Suisse romande : premier bilan / Dissemination and implementation of the EOLE teaching aids in the French speaking Switzerland : first results.

- Wharton Sylvie (France- Réunion), Randriamarostimba Vololona (Madagascar) : Transférer une démarche didactique d’un contexte à un autre : l’exemple d’Evlang.

- Young Andrea (France) : Vers une éducation au plurilinguisme: l’introduction de l’éveil aux langues dans la formation initiale des enseignants / On the road to plurilingual awareness : introducing language awareness in initial teacher education.


Workshops



- Andrade Ana Isabel (Portugal), Murkowska Anna (Pologne) : Reconnaissance et valorisation de la dimension plurilingue dans la formation des enseignants de langue/ Recognition and valorisation of the plurilingual dimension in language teacher education

- Downes Peter (Royaume-Uni) : Language Awareness in UK Primary Schools. L'Eveil aux langues dans l'école primaire en Angleterre

- Janin Pierre (France): Mono-, bi- ou plurilinguisme : quelle politique pour le français ?

- Kamaroudis Stavros, Zografou-Tsantaki Maria (Grèce) : Le journal de mes parents/ My parents’ newspaper.

- Kervran Martine (France), Jonckheere Sofie (Belgique) : Intégration de la dimension plurilingue dans la formation des enseignants de langues : principes et activités /Integrating the plurilingual dimension into teacher education : principles and activities.

- Limami Isabelle, Falzon Véronique (France) : Une entrée dans l'éveil aux langues: le support et la vidéo "Présentations autour du monde" / An access to language awareness : the didactic material and video "Introducing oneself around the world" .

- Lorincz Ildiko (Hongrie) : Evolution des compétences métalinguistiques d’élèves hongrois de 10-11 ans suite au cursus Janua Linguarum.

- Martins Filomena, Andrade Ana Isabel (Portugal) : Eveiller aux langues à l’école primaire- des apports pour le développement d’une compétence plurilingue. Sensibilização à diversidade linguística no 1º ciclo do Ensino Básico - contributos para o desenvolvimento de uma competência plurilingue

- Moumtzidou Argyro, Tsioumis Constantin (Grèce) : Eveil aux langues et aux cultures à l’âge préscolaire : éducation interculturelle et matériel pédagogique.

- Oller Judith, Serra Josep Maria, Siqués Carina, Vila Ignasi (Espagne) : Educació i pluralitat lingüistíca.

- Perregaux Christiane, Alvir Spomenka, Hutter Valérie, Deschoux Carole-Anne (Suisse) : Développer des espaces de lecture plurilingues : un élargissement de l’Education et l’Ouverture aux Langues à l’Ecole.

- Regouin Evelyne (France) : Elaboration et mise en ligne d’une base de données internationale de matériaux didactiques de l’éveil aux langues / Working out and putting online teaching materials for language awareness.

- Rémy-Thomas Florence (France) : L’observation réfléchie des langues : des activités métalinguistiques plurilingues au service d’un enseignement grammatical transversal.

- Rousseau Véronique, Criard Marie-Christine (France) : « La littérature comparée » utilisée comme ressource pour enseigner les langues étrangères dans leur dimension de « langues de cultures » à l’école élémentaire.

- Sá Susana, Andrade Ana Isabel (Portugal) : Awakening to languages through linguistic writing systems in Primary School.

- Sabatier Cécile (Canada): Développer le plurilinguisme à l’école? Paroles d’élèves et d’enseignante ! Plurilingualism at school ? Let’s students and teachers talk about it !


- Salvado de Sousa Maria Teresa (Portugal): Eduquer les enfants/former les enseignants au plurilinguisme- le cas portugais. Educate children/ teachers for plurilingualism – the Portuguese case.

- Santos Leonor, Andrade Ana Isabel (Portugal): Awakening to languages throughout the curriculum: a project with a class of Latin at Secondary School.

- Simões Ana Raquel, Araújo e Sá M. Helena (Portugal): Awakening to languages throughout the curriculum: an interdisciplinary project with 9th grade students.

- Szpotowicz Magdalena (Pologne) : How to convince English teachers to introduce plurilingualism in their classes ?

- Zielinska Janina (Pologne) : Comment comprendre toutes les langues sans potion magique ?


Posters



- Barranco Fleurette (France): Un dispositif pour faire comprendre l’éveil aux langues aux parents.

- Limami Isabelle (France) : Effets d’une approche plurielle des langues sur les activités métalinguistiques portant sur le français à l’école primaire.

- Ober Elisabeth (France): "La diversité linguistique et culturelle à l’école": mise en place de deux stages de formation continue pour le premier degré à l’IUFM de Toulouse.

- Stambouli Meriem (Algérie) : Français précoce à l’école algérienne : quand et comment ?

- Viegas Lirolinda (Portugal) : Uma experiência de supervisão no ensino das línguas estrangeiras no 1º Ciclo.


The presentations' abstracts and other information about the program will be available at http://ala-edilic.univ-lemans.fr/ soon.

Detailed instructions will be provided to the speakers soon.




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