Dear fellow LANGSCAPE members, colleagues, and friends,
Today, I am very happy to announce that the new LANGSCAPE website is online! After many unforeseen delays, work on the site has finally progressed so far that we have decided to make it available to you and the wider public. Without more ado, please let me invite you to visit our new LANGSCAPE website at https://langscape.hu-berlin.de/en/.
Of course, work on the site, not to mention constant maintenance, are ongoing. Accordingly, your feedback will be needed to continually improve our webpage. If you do have any suggestions or constructive criticism, please let me know via langscape@hu-berlin.de
Kind regards,
Florian Möller
Dear LANGSCAPE members, friends, and colleagues,
The call for contributions to the 3rd volume of LEM is now open.
This volume will focus on the topic of Multilingual life in urban linguistic landscapes. Please see the call for papers below for a full description of the aim and focus of the volume.
The journal publishes original work in English, French, German, or Spanish.
The call for proposals closes on March 1st, 2019. Full articles will be due by August 1st, 2019. Please send your proposal to the following address: langscapejournal@hu-berlin.de
LEM_Vol 3_Call for Papers_deutsch
LEM_Vol 3_Call for Papers_english
LEM_Vol 3_Call for Papers_español
LEM_Vol 3_Call for Papers_français
Please forward this CfP to colleagues interested in the topic and circulate it widely within your professional networks.
For further information about the journal, please visit the LANGSCAPE website or the online site of Language Education and Multilingualism – The Langscape Journal.
Kind regards,
Stephan Breidbach (editor)
Christiane Fäcke (editor)
Marie-Françoise Narcy-Combes (editor)
Dear fellow LANGSCAPE members,
In early November the volume “Sloganization in Language Education Discourse”, edited by Barbara Schmenk, Stephan Breidbach and Lutz Küster, was published by Multilingual Matters. In close coopertation with the book’s editors the authors David Gramling, Dietmar Rösler, Gerhard Bach, Britta Viebrock, John Plews, David Block and Aneta Pavlenko contributed chapters to this interesting critical analysis of conceptual thinking in the age of academic marketization.
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This recent publication focuses (self-)critically on sloganization as an emergent phenomenon in language education discourse. Motivated by an increasing uneasiness with a number of widespread concepts in current language education research that have become sloganized, this volume comprises a collection of chapters by international scholars that scrutinize the discourse of language education, identify popular slogans and reconstruct the sloganization processes. It promotes critical self-reflection of scholars and professionals in the field of language education – a field that has widely been dominated by the need to develop innovative approaches and practices, at the expense of self-critical work that attempts to situate the field and its approaches within wider historical, cultural and conceptual contexts. |
Further information about the book please visit the corresponding Multilingual Matters website.
Kind regards,
Florian Möller
Dear LANGSCAPE members, colleagues, and friends,
To all of you who have not heard the good tidings yet: ENROPE, an Erasmus+ Strategic Partnership project originating in and spreading the spirit of LANGSCAPE, has been granted by the European Union. It was successfully launched in September and will run until August 2021. The project consortium consists of nine partners from six European countries (see below) with Humboldt-Universität zu Berlin acting as lead partner and many other LANGCAPE members being actively involved.
ENROPE stands for “European Network for Junior Researchers in the Field of Plurilingualism and Education” and aims at providing qualification and networking structures for doctoral and post-doctoral researchers in the above-mentioned field. It encourages researchers as well as educators in foreign language education to develop more plurilingual mind-sets and practices. As part of its aim to foster strong and reflected professional identities, ENROPE will create an Intensive Study Programme (ISP) providing junior researchers with opportunities for transborder collaboration and professional qualification. The ISP will consist of three annual training weeks, linked and enhanced through regular online training phases. A versatile Online Platform will be the central hub of the wide and diverse network that ENROPE is going to establish. The platform will offer spaces and tools for international and field-specific collaboration, e.g. an E-Portfolio as a means to engage in meaningful professional self-reflection. A Qualification Handbook will allow for wide adaption and dissemination of the project’s key concepts, products and training activities.
ENROPE’s kick-off meeting, held in Frankfurt (Main) 10th/11th September, proved to be a lively and promising opportunity to exchange ideas on plurilingualism and education and to advance the various project activities.
Thanks to all LANGSCAPE members who directly and indirectly helped to make ENROPE possible! Please continue to support the project by spreading the word, especially to junior researchers in your individual contexts.
Kind regards,
Katrin Schultze
Upcoming ENROPE Events:
| 21./22.03.2019 | Transnational Project Meeting # 2 | University of Exeter | (official partners only) |
| 17.6.-21.6.2019 | Intensive Study Programme # 1 | Humboldt University Berlin | |
| 21./22.6.2019 | Transnational Project Meeting # 3 | Humboldt University Berlin | (official partners only) |
Consortium Members:
Fryske Akademy Leeuwarden
Goethe Universität Frankfurt am Main
Humboldt-Universität zu Berlin
İstanbul Üniversitesi-Cerrahpaşa
Tallinna Ülikool
University of Exeter
Universitat Ramon Llull
Universität Siegen
Université Sorbonne Nouvelle – Paris 3
Further Information & Contact:
Project Coordinators at Humboldt-Universität zu Berlin:
Prof. Dr. Stephan Breidbach, Dr. Katrin Schultze, Regine Schlösser
KA 203 – Strategic Partnerships for Higher Education – 2018-1-DE01-KA203-004253
Dear LANGSCAPE members,
During the LANGSCAPE Conference 2017 in Leeuwarden/Ljouwert (NL) we had the opportunity to listen to Erika Kalocsányiová’s interesting talk about her research project. Albeit rather belatedly, we would like to draw your attention to the fact that by now her dedicated work has developed into an article titled “At the borders of languages: the role of ideologies in the integration of forced migrants in multilingual Luxembourg”.
Her paper considers the role of language ideologies in the linguistic integration of forced migrants. It discusses the findings of an ethnographic exploration that was conducted in Luxembourg with five individuals who sought refuge there. A network of teachers and institutional representatives constituted the secondary pool of research participants. Through analysis of metalinguistic discourse and narrative episodes, the paper scrutinises the instrumental and integrative dimensions of language. In particular, it draws attention to and problematises the hegemonic ideologies that inform linguistic integration. By bringing into focus multilingual realities and mobile aspirations, this research seeks to provide a new impetus to the reconceptualisation of integration.
You can read Erika Kalocsányiová’s full article by following this link.
Kind regards,
Florian Möller
Dear LANGSCAPE members, colleagues, and friends,
We would like to announce the latest title by Marie-Françoise Narcy-Combes, Jean-Paul Narcy-Combes, Julie McAllister, Malory Leclère and Grégory Miras: “Language Learning and Teaching in a Multilingual World”, which is due to be published by Multilingual Matters in March 2019. Our best wishes and felicitations to the authors!
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The new book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The framework is based on a review of current research and an examination of case studies from around the world. |
For further information, and a very generous discount on ordering it, please see the book’s official flyer and the corresponding webpage at Multilingual Matters.
Kind regards,
Florian Möller
Dear colleagues from Langscape and beyond,
The editors of Language Education and Multilingualism – The Langscape Journal would like to remind you of the open Call for Papers for the second volume of the journal. The volume will be due for publication in autumn 2019 and will be dedicated to the topic
Please refer to the documents below for further details and all submission deadlines. The call for proposals (2 pages) closes on July 15 2018.
CfP_Language Education and Multilingualism Vol 2_deutsch
CfP_Language Education and Multilingualism Vol 2_english
CfP_Language Education and Multilingualism Vol 2_español
CfP_Language Education and Multilingualism Vol 2_français
We would also like to encourage you to circulate this call as widely as possible among interested colleagues and within relevant research networks.
Language Education and Multilingualism is a free-of-charge, open-access and peer-reviewed online journal. We publish original research papers wrtitten in English, German, Spanish, or French. Further languages may be possible subject to availability of revierwers.
All queries may be sent to langscapejournal@hu-berlin.de.
Kind regards,
the LEM-editors
Stephan Breidbach
Christiane Fäcke
Marie-Françoise Narcy-Combes
Dear Langscape members,
The call below reached us through another network. The coincidence with the topic of our own journal highlights the potential of the theme for research opportunities, which is why we are happy to share the call with the wider Langscape community.
Kind regards,
Stephan Breidbach and Florian Möller
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CALL FOR ABSTRACTS
Language Learning of Migrants in Europe:
Theoretical, Empirical, Policy, and Pedagogical Issues
Editors: Glenn S. Levine (University of California, Irvine) and David Mallows (University College London)
We invite abstract submissions for a planned volume on the learning of host country languages by migrants in Europe. The primary goals of the volume are to identify, clarify, and offer insights into issues and central questions related to the learning of host country languages, focusing primarily on adolescent and adult refugees and asylum seekers, in formal, non-formal, and community settings. Formal settings include professional teaching contexts of all sorts. Non-formal settings, which may be in classrooms, usually do not follow a formal curriculum or have accreditation. They also include drop-in sites, one-on-one/small groups, oral skills practice, and homework support, often delivered by volunteers. Community settings are often are not organized around explicit language learning goals but may provide opportunities for language use and social support (e.g. cooking clubs, gardening groups, choirs, drop-in sites providing help with forms and official correspondence, organized visits to local places of interest, or simply a safe space for conversation or support).
Proposed contributions can be:
- Qualitative, quantitative or mixed-methods empirical studies;
- Theoretical or conceptual treatments of issues related to policy and/or pedagogical practice
- Rigorous scholarly treatment of curricular or pedagogical projects or initiatives
- Critical treatment of any of the following: teaching materials; curricula; programs; assessment instruments or systems; teacher education; local, regional, national, or transnational policies
Topics of interest include but are not limited to:
Learning
- Pedagogical issues and approaches responsive to needs of particular migrant groups, such as refugees
- Assessment of learning, competences, literacies, aspects of integration
- Roles of digital technologies or media in teaching and learning
- Peer teaching
- Language socialization
- Creativity and language learning
- Plurilingual features/approaches to teaching vis-à-vis learners’ respective L1s or
multilingualism - Non-linguistic phenomena or issues that obtain in or affect teaching and learning
Learners
- Learner characteristics or issues (e.g. educational background, literacy, trauma,
motivation, willingness to communicate) - Learner language use inside or outside of formal or non-formal learning settings
- Learner literacies or multiliteracies
- Learner identities
Teachers
- Issues of language teacher education that involve or affect language learning
- Teacher adaptation/sensitization to teaching/learning contexts
- Teacher identities
Policy
- Issues of integration as relates to language learning
- Political or legal issues and/or policies that affect teaching and learning
- EU-wide issues / problems related to language teaching and learning
The intended audience for the volume includes applied linguists, program directors, curriculum developers, teacher educators, those engaged with policy related to language learning of migrants, and of course, language teachers and others facilitating language learning and integration of migrants in Europe.
The volume is being developed in dialog with a major international publisher that has expressed interest in the project.
The submission deadline for max. 500-word abstracts is September 1, 2018. Notification will be sent by September 30, 2018. For those whose abstracts are accepted for possible inclusion, complete manuscripts will be due March 1, 2019, which will be sent to two readers for blind peer review. Manuscripts should be between 6,000 and 8,000 words and follow APA format. The editors, Glenn Levine (glevine@uci.edu) and David Mallows (d.mallows@ucl.ac.uk), welcome any questions about the volume and your potential contribution.
Bonjour !
Pourriez-vous envoyer ce message à vos étudiants et vos propres réseaux ? / Could you kindly send this message to students or your own networks ?
Les inscriptions pour le Master à distance Formation de Formateurs à l’International (FFI) de l’université de Bordeaux sont ouvertes!
Application for the Online Master of International Management, Education &Training of the University of Bordeaux are now open!
INSCRIVEZ VOUS ICI / APPLY HERE
Pour plus d’informations concernant le programme du Master / For more information about the Master’s programme please explore : http://pi-learning.espe-aquitaine.fr/ffi/
Ce que disent les étudiants en formation / What students say : http://pi.espe-aquitaine.fr/master-ffi-rentree-des-etudiants-et-dun-robot/
Témoignages individuels des enseignants, en bas de la page suivante : http://pi-learning.espe-aquitaine.fr/ffi-vf/
Ce que disent les formateurs / What trainers say: https://www.youtube.com/watch?v=CPilcEGBkI4
Ou contactez nous directement/ Or email us directly : ffi@espe-aquitaine.fr
Inscriptions ouvertes jusqu’au 6 juin
Regis Malet, Martine Derivry, Camille Horsey, Eric Tattevin
Dear Langscape members, and colleagues,
our Director for doctoral support and networking, Prof Dagmar Abendroth-Timmer, would like to bring the upcoming German-French congress on the “Professionalisation of French as a Foreign Language Teachers in the Digital Age” to your attention. The congress will connect current research to foreign language teacher training, investigating the specific challenges foreign language teachers face while working in digital contexts. It also aims to develop models to describe the professionalisation of future French as a foreign language teachers in digital learning settings. A further objective of the congress is to discuss whether digital tools for data collection and analysis are adequate to the content in research on French as a foreign language teacher training.
The congress will be held on 16th to 17th May 2019 in Siegen and the organizing team would like to invite you to send in your abstract until 15th June 2018. Please note that the conference languages will be French and German. For further information in French and German, please see the documents below.
formulaire_inscription + Anmeldeformular_Siegen
Appel_professionnalisation_FLE_Siegen
Kind regards,
Florian Möller