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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.
 
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  • Stellenangebot: wiss. Mitarbeiter-in 30-50% am Fachdidaktikzentrum Fremdsprachen

    2021-02-25

    Wissenschaftliche·r Mitarbeiter·in am Fachdidaktikzentrum Fremdsprachen (30-50%)

    http://www.hepfr.ch/sites/default/files/hep-210706_annonce_wissenschaftliche_mitarbeiterin_cedile_30-50.pdf

     Stellenantritt: 1. April 2021 oder nach Vereinbarung

    Bewerbungsfrist: 14. März 2021

    Weitere Auskünfte: Prof. Dr. Anita Thomas: anita.thomas@unifr.ch

     

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  • Call for Paper - Babylonia 1/2022

    2020-11-30

    Babylonia 1/2022: Vocabulary and Digitalization

    How important is and what role should vocabulary teaching play in foreign language instruction? How can it best be taught? How is it best learnt? Under what criteria should lexical items be selected as an active focus? These questions and more have been the topic of many a controversial discussion over the years. Vocabulary knowledge is an indisputable resource necessary for communicating in a foreign language and the acquisition of which is one of the most researched topics in foreign language education. Over the past years, uncountable apps and digital tools have been developed that have changed how vocabulary is taught and researched yet we know little about how these tools have influenced this learning and teaching. The effectiveness of such tools and their meaningful implementation in education is of utmost interest to both educationalists and researchers.

    The learning of vocabulary with the help of digital tools - from a practical and theoretical perspective - is the topic of this issue of Babylonia. We look forward to articles describing concrete, sustainable practices and projects that include, but are not limited to, the following:
    • How do digital tools support vocabulary acquisition in the skills (reading, writing, listening, etc…)?
    • Which tools (translation tools, vocab learning apps, videos, e-readers, etc….) are useful with specific
    groups of learners?
    • What is the role of learning apps and platforms in networked vocabulary learning?
    • What are the advantages and disadvantages of such tools in different instructional settings?

    Please send your abstract (max 2,000 characters including spaces) in German, French, Italian, Romansch, French or English to isabelle.udry@unifr.ch by March 1, 2021.

    Dates:
    Abstract (max. 2,000 characters): March 1, 2021
    Notification of acceptance: April 2021
    Article submission (max. 16,000 characters including spaces): July 31, 2021.
    Text revisions and final submission: December 31, 2021
    Publication: April 2022

    Read more about Call for Paper - Babylonia 1/2022
  • Call for Papers - Babylonia 3/2021

    2020-11-18

    The representation of women: language, communication, teaching

    2021 marks the 50th anniversary of women's right to vote and be elected at the federal level in Switzerland.  It is therefore the perfect time to discuss not only women's representations at the political level but also their representation in language and, more generally, in communication. A thorough examination of this topic is essential because equality between men and women is also expressed in the way we communicate.

    In this issue of Babylonia, we aim to reflect on the representation of women across all functions (not only related to politics) and in all types of language (verbal, iconic, etc.). We consider, in particular, texts used in schools, and more specifically in language teaching. The topics we want to reflect on include but are not limited to the following aspects:

    - How are women portrayed in textbooks, for example in coursebooks or (school/foreign) language exercises?

    - What foreign/school language lessons can be created using literary texts (classical, contemporary, children's literature), authentic texts (web, newspapers, etc.), films, comic strips, etc.  around this theme?

    - How can students and teachers be made aware of the issue of gender equality in everyday communication? What courses, interventions, or other awareness-raising materials are planned or already exist?

    - What interventions could be carried out to improve the representation of women in the language? Is it useful to develop a "gender-tracker" to monitor the situation at school and in other areas of society?

    - What studies (including master's theses) have been carried out or are in progress at Swiss universities on the issue of women's representation in language and communication in general?

    - How are women represented in the media (social media, radio, television, print and online, etc.)? Why? With what effects?

    If you would like to contribute to this special issue of Babylonia, we invite you to send us a short summary (250-500 words) by January 10, 2021 (anna-maria.decesare@unibas.ch and/or matteo.casoni@ti.ch ). The publication will follow the timing indicated in the calendar below. The publication of the issue is scheduled for the end of 2021.

    We welcome empirical contributions (research projects, action-research), practical (instructional materials, exercises, good practices, etc.), and socially engaged contributions (position papers, interviews, etc.). Babylonia favors a clear and easily understandable writing style. Concrete examples - directly in the text or in boxes - are welcome. Article size: 16'000-20'000 characters (4-5 pages). 

    Deadlines

    January 10, 2021: deadline for receipt of title and summary of contributions; proposals to be sent to anna-maria.decesare@unibas.ch and/or matteo.casoni@ti.ch

    February 1, 2021: notification of possible acceptance of contributions

    May 1, 2021: first version of contributions

    September 1, 2021: final versions

    December 2021: publication

    Read more about Call for Papers - Babylonia 3/2021
  • Call for Papers - Babylonia 2/2021

    2020-09-07

    Children with special needs and foreign/second language learning

    Between 1 and 7% of children are estimated to have oral language acquisition disorders and between 5 and 10% are estimated to have written language disorders (e.g. dyslexia). In Switzerland, each primary school class would thus count on average 3 children with special needs (dysphasia, dyslexia, dyscalculia, dyspraxia, hyperactivity, attention deficit disorder, etc.). Some of these children come from immigration backgrounds and are faced with important challenges in terms of schooling in an L2 as well as social integration in the host country. Added to the language disorder, there are the child’s and family's socialization efforts. 

    In this issue of Babylonia, we bring forward a discussion of the needs of children with learning disabilities and language disorders with respect to foreign and second language learning: 

    • What can be done to facilitate the learning of foreign languages in children who already have difficulties in the school language? 
    • How can synergies be created between the efforts of parents, teachers and speech therapists?
    • Should children with language disorders be exempted from foreign language learning?
    • Should foreign language choices be revisited for children with learning disabilities?
    • Are communicative approaches for foreign language teaching appropriate for children with language impairments or would these children benefit from explicit grammar instruction?
    • How can the home and school languages be taken into account in the case of migrant children who suffer from language impairments?
    • What should be done in situations where the child with language impairment also is a language brokerer for their allophone parents?
    • Why are children from migrant and minority backgrounds over-represented in speech and language pathology consultations?

    If you would like to contribute to this special issue of Babylonia, we invite you to send us a short summary (0.5-1 page) of your contribution before November 5, 2020 (anna.ghimenton[at]univ-lyon2.fr and/or amelia.lambelet[at]unifr.ch). Selected contributions will be due by February 1, 2021 for publication in August-September 2021. 

    Following Babylonia's editorial line, we welcome empirical contributions (research projects, action-research), practical (didactic sheets, exercises, good practices, etc.), and socially engaged contributions (position papers, interviews, etc.). Babylonia favors clear and easily understandable writing style. Concrete examples - directly in the text or in boxes - are welcome. Article size: 16'000-20'000 characters (4-5 pages). 

    Deadlines:

    November 5, 2020: Submission of contribution proposals

    November 20, 2020: Decision on contribution proposals

    February 1, 2021: first version of the articles

    June 1, 2021: Final version of the articles

    Read more about Call for Papers - Babylonia 2/2021