This issue of Babylonia is dedicated to questioning what is often assumed as a given in foreign language classrooms and profiting from mistakes made and discussing the lessons that can be learned from them. For instance:
- Teachers need to have measurably “high” levels of the target language themselves in order to teach that language - or do they?
- Recasts are great ways of correcting learners, or are they?
- Word lists that learners are asked to study should be organized semantically – or not?
- Pre-reading or listening always needs explicit vocabulary teaching – or does it?
- With primary school children literate in the local language before foreign language instruction starts, learners should always hear a word pronounced in the foreign language before they pronounce it themselves …or should they?
- Grammar doesn’t change, so what we taught 25 years ago should be the same as today…or should it?
- Teachers should scaffold reading by using the pictures to support what is in the text….or should they?
- We need to help the learners by making the task more accessible through scaffolding….or do we?
- Learning strategies explicitly focused on in one language will automatically transfer to the other language….or will they?
- The younger you learn a foreign language, the better – or not?
- Multilingualism makes you smarter - or does it?
- Girls are better at learning languages – or are they?
Do you have a question that you don’t dare ask in public because you’re afraid of shaking up the status quo? For this issue of Babylonia, we are looking for short articles that concisely demonstrate or discuss these and other such issues. Articles may also be reflections on teaching or classroom experiments that are perhaps counterintuitive but where there’s a thought in there to help foreign language educators and researchers think outside of the box!
Please send your abstract (max 2,000 characters including spaces) in German, French, Italian, Romansch, French or English to Amelia Lambelet email@example.com or Laura Buechel firstname.lastname@example.org by September 1, 2022.
If you want to submit a teaching taster linked to this issue, please contact Laura Buechel (email@example.com). More info on teaching tasters: https://babylonia.online/index.php/babylonia/TT.
Abstract (max. 2,000 characters): September 1, 2022
Notification of acceptance: October 2022
Article submission (max. 16,000 characters including spaces, 4 pages): January 1, 2023
Text revisions and final submission: April 2023
Publication: August 2023Read more about Call for Papers - Babylonia 2/2023: Questioning Assumptions