About the Journal

Published three times per year in open access, Babylonia is the Swiss review of language teaching and learning.

Babylonia features articles written by modern language teachers, teacher trainers and researchers in English, French, German, Italian or Rumantsch. Its aims are to promote quality foreign, heritage and local language instruction, to increase knowledge on research in multilingualism, and to bridge gaps between theory and practice in primary, secondary, tertiary and community language education.

Babylonia is published with the support of the Research Center on Multilingualism.

For the archives 1991-2020, please visit www.babylonia.ch 

Babylonia is published with the support of:

  • Federal Office of Culture
  • Research Center on Multilingualism
  • Canton of Ticino
Our Newsletter
 
Babylonia sends 3 to 6 Newsletters in a year. Our Newsletters provide an overview of the newest issues; they also inform you about conferences or news in the area of Second Language Learning/Teaching, Multilingualism and Language Policies.
 

Announcements

Call for Papers - Babylonia 2/2023: Questioning Assumptions

2021-11-11

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 amelia.lambelet@unifr.ch or Laura Buechel laura.buechel@phzh.ch by September 1, 2022.

 If you want to submit a teaching taster linked to this issue, please contact Laura Buechel (laura.buechel@phzh.ch). More info on teaching tasters: https://babylonia.online/index.php/babylonia/TT.

 

Dates:

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 2023

Read more about Call for Papers - Babylonia 2/2023: Questioning Assumptions

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Teaching Taster 3/21
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Giuliana Santoro

Published: 2021-11-16

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