Congreso, coloquio o simposio

Infoling 4.45 (2016)
Título:Symposium "The Interactions of Languages and Cultures in Didactics"
Entidad organizadora:Higher Institute of Languages at Tunis
Lugar de celebración:Túnez capital, Túnez
Fecha de inicio:3 de noviembre de 2016
Fecha de finalización:5 de noviembre de 2016
Circular Nº:1
Contacto:Higher Institute of Languages at Tunis, languesetformesculturellesislt@gmail.com
DescripciónThis symposium incites reflection on the interactions in the didactics of languages and cultures and the ways of transmission and acquisition of knowledge in the following areas:

1) Theoretical Approach
a- Didactic interactions (interactional roles, conversational rules, alternate system of turn-taking, etc.).
b- Interference and obstacles (linguistic, psychological, socio-cultural, etc.).
c- Educational Culture (image of the teacher, speaking contract, evaluation, teaching models, types of activities, etc.).

2) Educational interactions
a- Exchanges (verbal, non-verbal and para-verbal).
b- Status and roles (social, educational, psychosocial).
c- Teaching Act (reasons for action, planning / unplanning, etc.).

3) Cultural interference
a- Teaching / learning culture (interactional rules, modes of transmission, representations of the educational scene, activities, etc.).
b- Culture of the native language / culture of the foreign language (the language system; phonetic syntactic, lexical, etc.).
c- Learners’ Cultures (language, stereotypes, norms, values, habits, traditions, etc.).

Candidates are requested to complete the entry form and send a summary of their proposal (300 words) with key words to the email address of the symposium: languesetformesculturellesislt@gmail.com

Participation Form:
Name & surname: ........................……...........................................................................
Speciality: ............………………………………………………........................................................
Grade: ............………………………………………………..............................................................
Institution: ....................................................................................................................
Personal address: .........................................................................................................
Telephone number ……………..... Mobile phone: ........................... Fax ….....................
Email: .................................................................................…………………….……………......
Presentation Title: ........................................................................................................
Language of Presentation: English ….............…... French ……………..... Arabic……..……..
Abstract (300 words):

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Traditional teaching methods have given way to the modern educational approaches such as the communicative approach, the action-oriented approach and the interactional approach that fundamentally changed both the role of the teacher and that of the learner. Such development actually comes from the influence of the theories of communication, language sciences (Kerbrat-Orecchioni: 1986, 1990), psychology (Vygotsky: 1933) and sociology (Goffman: 1973, 1974, 1987). This is why language teaching pedagogy tends to consider more and more the importance of representations, interviews and transcripts of language course sequences in understanding the communication situations and the way learning takes place in interactions. The approach is faithful to Cicurel’s theory (2011: 19) according to which the language class is a particular social milieu in which "learning takes place - at least in part – through interaction." This definition is rooted in the work of Vygotsky (1933) and resumed much later by Bruner (1983). Both have signaled the extreme importance of interaction in the construction of knowledge.

The current observation of interactions in language classes shows, for example, that the content, purpose and functioning of interaction are not only about the language to learn. The language class as a socio-institutional context generates, apart from the interactions between learners themselves, specific interactions between two interlocutors who have neither the same status nor the same role: expert / novice, teacher/ learner, native / non-native. With further observation, we notice that such interactions, whose goal is the appropriation of knowledge, show, on the one hand, specific and asymmetric roles played by the teacher (inform, facilitate, evaluate, motivate, etc.) and learners (listen, act and participate in their learning); and on the other hand, teaching / learning situations whose functioning and objective are both linguistic and cultural (Cicurel: 2011).

Therefore, it would be useful initially to study and analyze the extent to which the nature of the learning interaction can improve or, conversely, hinder the smooth process of teaching / learning language, especially as language learning takes place largely through teacher / learner interactions in the target language. However, some teachers resort to the use of a language "tool", usually the mother tongue of the learners to explain a notion, a concept or some information. It is in this perspective that we see the phenomenon of interference as a specific mode of interaction involving in the interactive process a language other than the language learned. Would interference also be perceived as a means for facilitating educational interaction or is it a phenomenon that could slow the learning process?

The second part of the didactic interaction that deserves consideration is that of the cultural dimension. In this sense, it is important to underscore the valuable contributions of sociolinguistic and pragmatic research to communication practices (Hymes, 1971; Austin, 1962; Searle, 1969) which highlighted the relationship between the appropriation of knowledge and language practices in a well determined sociocultural context. According to Beacco (2000), it is necessary to consider the influence of national, ethnic, linguistic, educational and sociological factors when it comes to identifying the conditions of transmitting knowledge.

Currently, such a vision of the didactic approach is informative at many levels since the construction of knowledge rests mainly on the close relationship between language and culture. Indeed, we are now witnessing a cultural diversity promoted by multiple factors such as heterogeneous societies, the access of societies to new technology as well as immigration for economic, political and other reasons. This diversity clearly raises the issue of cultural interaction in the language classroom one which opposes teacher / learners, native / foreign language and learners within their circles, even though they speak the same language (Blanchet, 2005).

Therefore, special attention would be directed to interference and the ways to overcome any obstacles in interactions especially as Cicurel (2011: 188) defines "educational culture" as "the set of behaviors, images, values transmitted by inculcation, imitation, training, which are related to teaching / learning actions and which exert some influence on the acting faculty. " This understanding of educational culture emphasizes the importance of the link between the educational relationship and the representation that speakers have of it in relationship to culture in general.
Área temática:Español como lengua extranjera (ELE), Español como segunda lengua (EL2), Otras especialidades, Pragmática, Sociolingüística, Técnicas de comunicación
Comité científicoMohamed Miled
Bourguiba Ben Rejeb
Mohamed Daoud
Hichem Kalfat
Hafedh Hlila
Mounir Zekri
Sondos Krouna
Tarek Hermassi
Mohamed BouAttour
Raoudha Rasgallah
Yakoub Ghrissi
Mohsen Tousni
Selila Mejri
Ibrahim Moussa
Comité organizadorMalak Sabeur-Mustafa
Hela Guellouz
Myriam Ksouri
Mouna Abid
Selila Mejri
Samah Benna
Mouna Baazaoui
Olfa Belgacem
Eva Casanova Lorenzo
Moussa Ibrahim.
Plazo de envío de propuestas: hasta el15 de mayo de 2016
Notificación de contribuciones aceptadas:15 de julio de 2016
Lengua(s) oficial(es) del evento:inglés, francés, árabe


Fecha de publicación en Infoling:18 de abril de 2016
Remitente:
Eva Casanova Lorenzo
Higher Institute of Languages at Tunis
<evacasanovalorenzogmail.com>