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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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  • Von der empirischen Forschung zur Praxis des Fremdsprachenunterrichts und zurück.

    2023-05-28

    Das CeDiLE und Die PH Zürich freuen sich, Ihnen eine Tagung anzukündigen, die der Schaffung und Weitergabe von Erkenntnissen zur Fremdsprachendidaktik gewidmet sein wird. Bitte notieren Sie sich die Daten vom 6.-7. September 2024: Von der empirischen Forschung zur Praxis des Fremdsprachenunterrichts und zurück.

    Die Veranstaltung richtet sich an Forschende, Lehrpersonen sowie Lehrerbildnerinnen und -bildner, die sich mit den Zusammenhängen zwischen Schaffung, Weitergabe und Anwendung von Erkenntnissen zum Sprachenlehren und –lernen auseinandersetzen möchten.

    Tagung: Von der empirischen Forschung zur Praxis des Fremdsprachenunterrichts und zurück, 6. und 7. September 2024, in Freiburg i.Ü [save-the-date] – CeDiLE

    Read more about Von der empirischen Forschung zur Praxis des Fremdsprachenunterrichts und zurück.

  • Comment enseigner le vocabulaire en français langue seconde ? [formation continue – inscriptions]

    2023-05-06

    Comment enseigner le vocabulaire en français langue seconde ? le CeDiLE organise une formation continue dispensée par des chercheurs, formateurs et enseignants qui s’adresse aux enseignants de français langue de scolarité avec des classes hétérogènes ainsi qu’aux enseignants de français langue seconde du primaire et secondaire (inscriptions ouvertes).

    Lieu et date : mardi 11 juillet 2023 (Haute Ecole pédagogique Fribourg)

    Le matin sera consacré à un tour d’horizon des pratiques d’enseignement du vocabulaire selon trois perspectives : français langue seconde (approche phonologique), français langue première (approche sémantique) et français langue étrangère en classe d’accueil (approche ludique). L’après-midi sera organisée autour de trois tables de travail qui permettront de partager nos pratiques. Nos échanges nous permettront d’élaborer ensemble les axes didactiques et de rassembler les pratiques efficaces.

    Comment enseigner le vocabulaire en français langue seconde ? [formation continue – inscriptions] – CeDiLE

     

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  • 09 juin - au delà du bielinguisme

    2023-05-04
    La ville de Biel/Bienne met en avant son bilinguisme. La réalité quotidienne va toutefois bien au-delà de ses deux langues « officielles » et compose avec une large palette de langues « non-officielles » une réalité plurilingue dynamique. Comment les enfants de Biel/Bienne se représentent-iels les langues de leur quotidien et le plurilinguisme environnant?   Le 9 juin 2023 | 17:00 - 19:00, l'école primaire FiBi de Biel/Bienne (Aula des Prés-Ritter | Freiestrasse 45, 2502 Bienne) ouvre ses portes pour un événement coorganisé par le Centre d'Etude de la Langue et de la Société (CSLS, Universität Bern) et la formation initiale bilingue Bilingualer Studiengang (BIL) de la PHBern.

     

    Informations : https://www.csls.unibe.ch/recherche/projets_csls/mehr_als_bielingualismus/index_fra.html Read more about 09 juin - au delà du bielinguisme

  • Call for papers Babylonia 2/2024 - Learner corpora in foreign languages

    2023-04-12

    What do learner corpora tell us about Foreign Language Learning?

    With a new focus on language learning, corpus linguistics has undergone major developments in recent years. Using reference corpora to orientate teaching towards language usage, developing learning methods involving the consultation of corpora by learners (data-driven-learning, DDL), developing annotations for educational uses - research continues and now considers languages other than English. In this issue of Babylonia however, we focus on a specific type of corpus - learner corpora – a growing field of research as shown by new publications including KorDaF 2/22, Revue Corpus, International Journal of Learner Corpus Research, The Routledge Handbook of Second Language Acquisition and Corpora and The Routledge Handbook of Corpora and English Language Teaching and Learning, all recently published. Learner corpora offer new possibilities for better understanding learning processes, the progression  teachers can expect from their students, or the effects of educational settings on learner production. For a long time, research has focused on the grammatical and lexical progression of interlanguage to adapt course books accordingly, but corpora can also be used to analyze the communicative, pragmatic or phonological skills, and they can be used in the field of teacher education as shown by more recent research.

    In the 2/2024 issue of Babylonia, we will focus on research based on large corpora of oral or written productions by foreign language learners. For example, this may involve analyzing

    • how learners' linguistic skills (communicative, pragmatic, lexical, grammatical, phonological) develop;
    • the comparative progress of learners in two languages studied in a formal context;
    • the impact of specific input on learner production;
    • instructional settings that promote rich productions;
    • possible applications for teachers who wish to evaluate their students' productions in more detail (types of research possible in the corpora);
    • possibilities of using learner corpora in foreign language teacher training.

    For this issue of Babylonia, we favor short articles that discuss and/or present research results. Priority will be given to research articles based on large corpora and that present results that are useful for improving current curricula and teaching practices.

    Abstracts should indicate the nature of the corpus, the type of research carried out and the applications of the corpus or research results for practical language teaching and learning. 

    Empirical contributions (research projects, action-research) as well as practical contributions (teaching materials, exercises, good practices) and stances on the topic (position papers, interviews, etc.) are welcome. Babylonia favors the use of clear and easily understandable language. Length of contribution: 16,000 to 20,000 characters, including spaces (4–5 pages).

    Please send abstracts (max. 2,000 characters, including references) in German, French, Italian, Romansh or English to karine.lichtenauer@unige.ch or anita.thomas@unifr.ch by August 1st, 2023.

     

    Deadlines

    • submission of abstract (2'000 characters max.): August 1st, 2023
    • notification of acceptance: October 2023
    • article submission: December 31st, 2023
    • feedback from the editors and review team
    • submission of final version: May 1st, 2024
    • layout and final revision
    • publication of issue: August 2024

     

    References

    International Journal of Learner Corpus Research, John Benjamins

    KorDaf / Zeitschrift Korpora Deutsch als Fremdsprache, Universitäts- und Landesbibliothek Darmstadt.

    Jablonkai, R. R., & Csomay, E. (Eds.). (2022). The Routledge Handbook of Corpora and English Language Teaching and Learning. Taylor & Francis.

    Revue Corpus 24/2023 : Ruggia, S., & Gaillat, T. (2023). Les corpus numériques pour la didactique des langues : De la formation des enseignants à l’élaboration de dispositifs d’apprentissage. https://doi.org/10.4000/corpus.8211

    Tracy-Ventura, N., & Paquot, M. (2021). The Routledge Handbook of Second Language Acquisition and Corpora. Taylor & Francis.

    Read more about Call for papers Babylonia 2/2024 - Learner corpora in foreign languages

  • Tagung «Geschichten und Musik»

    2023-03-29

    Welchen Stellenwert haben Geschichten und Musik im Sprach- und Fremdsprachenunterricht?  Welche Methoden kommen zum Einsatz?  Welche Formen der mündlichen Aktivierung von Schüler:innen bieten sich an? Die Jahrestagung der Fachgruppe Didaktiken Sprachen findet am Mittwoch, 8. November 2023 von 13.15 bis 21 Uhr an der PH Zürich statt.

    Do you have something to contribute? Our call is up and due by May 31, 2023. See https://phzh.ch/de/ueber-uns/fachgruppen/didaktiken-sprachen/tagung-geschichten-und-musik/ for more information!

    Read more about Tagung «Geschichten und Musik»

  • Call for papers Babylonia 1/2024 - Linguistic variation and variety in the classroom

    2023-02-16

    The French, Italian, German and Romansh language spaces (mentioning only the ones concerning the Swiss national languages) present themselves as appropriation and acquisition spaces that are characterized by variation and plurilingualism, aspects that need to be didacticized both for L2 and L1 teaching. This process implies facing issues such as constructing a corpus (to decide which variety to teach), choosing (authentic) materials and text genres that match the linguistic and cultural reality of the teaching (Dürscheid, 2018) as well as defining assessment methods.

    The classroom is one of the contexts where codification of a language standard takes place (Miecznikowski et al. 2015, Pandolfi et al., 2017). Usually, in language classes, the standard variety is the target language, if not the language of instruction. However, research in sociolinguistics and language teaching shows that the concept of standard language is ambiguous, since it manifests itself in a norm that nevertheless admits variability at different levels (Berruto, 2018; Davies & Langer, 2014).

    This issue of Babylonia is devoted to teaching frameworks dealing with aspects of language variation and the norm. What attention to pay to language varieties: diaphasic (registers), diatopic (regional varieties, Studer, 2002; Spiekermann, 2008; Ruoss, 2019) or diastratic (e.g. youth language); how to handle and assess variation and students’ deviations from the norm (Caprara & Marangon, 2017; Gajo et al. 2019); how to foster teachers' and learners' awareness of the topic and with what materials and activities. We invite contributions e.g. around the following issues:

    Variation and variety in language teaching (L1, L2, foreign languages)

    • Usually the explicit norm is established in written language. How does this situation change with the increased use of writing in today's mostly digital forms of communication?
    • What kind of writing is legitimate in the school context? Which are the model texts (cf. Ammon, 2017)?
    • Are there changes in the curricula concerning objectives and/or teaching and learning requirements? Are there specific indications in this regard in local and regional curricula?
    • Do research findings on the topic of language variation enter teaching and, if so, how (cf. AA.VV., 2019)?

    Attitudes, training, evaluation

    • Which are the attitudes of teachers towards the norm, language variation, and regionalisms? How are they reflected in assessments?
    • To what extent does teacher training draw on the topic of variation? How can teachers be made aware of the issue so that they can deal with it in the classroom?

    Diatopic varieties, pluricentric languages

    The consideration in the classroom of diatopic varieties and different national standards (pluricentric languages) has been discussed for a long time and, in some cases, demanded (for German as a foreign/second language see e.g. Hägi, 2010).

    • Are there any examples proven in the classroom? What insights can be gained from teaching experiences in pluricentric languages?
    • Helvetisms and language teaching: bringing the Swiss varieties of German, French and Italian into the classroom.
    • How to foster learners’ awareness of geographical language variation? Theoretical reflections and concrete teaching proposals (tools, materials, activities).
    • The place of dialects in teaching (Studer, 2002, Ruoss, 2019).

    Empirical contributions (research projects, action-research) as well as practical contributions (teaching materials, exercises, good practices) and stances on the topic (position papers, interviews, etc.) are welcome. Babylonia favours the use of clear and easily understandable language. Length of contribution: 16,000-20,000 characters, including spaces (4-5 pages).

    Please send abstracts (500 words, including references) in German, French, Italian, Romansh or English to ingo.thonhauser@hepl.ch or matteo.casoni@ti.ch by April 15, 2023.

    Deadlines

    • submission of abstract: 15 April 2023 / EXTENDED DEADLINE: 7 May 2023
    • notification of acceptance: June 2023
    • article submission: 31 August 2023
    • feedback from the editors and review team
    • submission of final version: 1 January 2024
    • layout and final revision
    • publication of issue: April 2024

     

    References

    AA.VV. (2019). Variatio delectat. Dimensioni della variazione a scuola: fra ricerca e applicazioni (Workshop Giscel). In. B. Moretti et al. (a cura di), Le tendenze dell’italiano contemporaneo rivisitate. Atti del LII Congresso Internazionale di Studi della Società di Linguistica Italiana (Berna, 6-8 settembre 2018), Officinaventuno, Milano, https://www.societadilinguisticaitaliana.net/pubblicazioni/atti-dei-congressi-sli/atti-del-lii-congresso-sli-berna-2018/

    Ammon, U. (2017). On the social forces that determine what is standard in a language - with a look at the norms of non-standard language varieties. In E.M. Pandolfi et al. (eds.), 2017, Studies on Language Norms in Context, Duisburger Arbeiten zur Sprach- und Kulturwissenschaft. Duisburg papers on Research in Language and Culture, Band/Volume 117, Peter Lang, Frankfurt am Main: 17-35.

    Berruto, G. (2018). Tendenze nell’italiano del Duemila e rapporti tra varietà standard e sub-standard, Aggiornamenti, 13 (8): 5-15.

    Caprara, G. & Marangon, G. (cur.) (2017). Italiano e Dintorni. La realtà linguistica italiana: approfondimenti di didattica, variazione e traduzione, Peter Lang, Frankfurt am Main et al.

    Davies, W. & Langer, N. (2014). Die Sprachnormfrage im Deutschunterricht: das Dilemma der Lehrenden. In A. Plewina & A. Witt (Hrsg.), Sprachverfall? Dynamik - Wandel – Variation, de Gruyter, Berlin / Boston: 299-321.

    Dürscheid, C. (2018). Internetkommunikation, Sprachwandel und DaF-Didaktik. . In S. M. Moraldo (Ed.), Sprachwandel. Perspektiven für den Unterricht Deutsch als Fremdsprache, Winter, pp. 141-159.

    Gajo, L., Luscher, J.-M., Racine, I. & Zay, F (ed.) (2019). Variation, plurilinguisme et évaluation en français langue étrangère, Peter Lang, Berlin et al.

    Hägi, S. (2010). Ja genau: Plurizentrik im Deutschunterricht. ÖDaF Mitteilungen(1), 51-59.

    Miecznikowski, J. et al. (Eds) (2015). Norme linguistiche in contesto/Sprachnormen im Kontext/Normes langagières en contexte/Language Norms in Context, Bulletin suisse de linguistique appliquée, N° spécial.

    Pandolfi, E. M., Miecznikowski, J., Christopher, S., Kamber, A. (eds.) (2017). Studies on Language Norms in Context, Duisburger Arbeiten zur Sprach- und Kulturwissenschaft. Duisburg papers on Research in Language and Culture, Band/Volume 117, Peter Lang, Frankfurt am Main.

    Ruoss, E. (2019). Schweizerdeutsch und Sprachbewusstsein: Zur Konsolidierung der Deutschschweizer Diglossie im 19. Jahrhundert, De Gruyter Berlin / Boston.

    Spiekermann, H. (2007). Standardsprache im DaF-Unterricht: Normstandard – nationale Standardvarietäten – regionale Standardvarietäten. Linguistik Online, 32(3), 119-137. https://bop.unibe.ch/linguistik-online/article/view/541/911

    Studer, T. (2002). Dialekte im DaF-Unterricht? Ja, aber...Konturen eines Konzepts für den Aufbau einer rezeptiven Varietätenkompetenz, Linguistik Online, 120(1), 113-131. https://bop.unibe.ch/linguistik-online/article/view/927/1619

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  • "Rencontres 2023 – échanges"- 31. März – 1. April 2023

    2023-01-18

    Aufbauend auf dem Erfolg der Ausgabe 2021 in Zürich lädt Sie die Pädagogische Hochschule des Kanton Waadt zur Austauschtagung „Rencontres 2023 – échanges“ ein, die am 31. März und 1. April 2023 in Lausanne stattfinden wird.

     Die Tagung zum Thema Sprachaustausch – unter dem Motto „Horizonte erweitern“ – ermöglicht Ihnen, Ihr berufliches Netzwerk in der ganzen Schweiz auszubauen und Ideen für neue Austauschprojekte zu sammeln.

     Weitere Informationen über das Programm und den Verlauf der Tagung finden Sie auf dieser Webseite: 

    https://www.hepl.ch/accueil/actualites-et-agenda/actu-hep/rencontres-2023-echanges-horizonte-erweitern.html

     Anmeldungen sind ab sofort unter diesem Link möglich: https://www.conftool.com/rencontres2023/index.php?page=login

    Die Anzahl der Plätze ist begrenzt!

     Die Tagung wird von den Erziehungsdepartementen und den Pädagogischen Hochschulen der Kantone Waadt und Zürich sowie von der nationalen Agentur zur Förderung und Austausch MOVETIA unterstützt. Sie steht Lehrpersonen der Primarstufe und der Sekundarstufe 1 aus der ganzen Schweiz offen: Wir freuen uns, wenn Sie diese Informationen weitererzählen.

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  • Call for papers "Language Learning and Teaching in Digital Transformation" 1-2 September 2023

    2023-01-17

    The University of Teacher Education Lucerne, Switzerland, invites proposals for a two-day international conference on «Language Learning and Teaching in Digital Transformation» on 1–2 September 2023. The conference will respond to digitalization in education, and specifically in language learning and teaching, by integrating transdisciplinary perspectives on language education. We are particularly interested in the relationship between fluid everyday language practices and language ideologies in contemporary language education, and in ascertaining the competences, attitudes and knowledge required to advance digital citizenship and socially responsive language education. The conference invites researchers and practitioners to discuss theoretical and methodological approaches and empirical evidence, and to share experiences in digitally transformed language learning and teaching. 

     Call for papers: https://www.phlu.ch/forschung/institute-und-forschungsgruppen/forschungsgruppe-sprachen/language-learning-and-teaching-in-digital-transformation.html

    Read more about Call for papers "Language Learning and Teaching in Digital Transformation" 1-2 September 2023

  • Tagung Sprache in Bewegung – Theater und Darstellendes Spiel

    2022-09-23

    Wie schaffen Sie in Ihrem Unterricht die Verbindung zwischen Sprache und Bewegung? Welche Methoden des Darstellenden Spiels oder der Theaterpädagogik wenden Sie in Ihrem Sprach-  oder Fremdsprachenunterricht an? Die diesjährige Konferenz der Fachgruppe Didaktiken Sprachen am Mittwoch, 2. November 2022, 13 bis 18 Uhr, möchte den Blick dafür öffnen, wie in den Sprachfächern Bewegung, Sprache und Kreativität miteinander verbunden werden können, um den Sprachunterricht (Deutsch, Deutsch als Zweitsprache, Fremdsprachenunterricht) lebendig und aktiv zu gestalten.

    Zielpublikum: Lehrpersonen, Klassenassistenzen, Logopäd:innen, Heilpädagog:innen der Kindergarten-, Primar- und Sekundarstufe.

     Weitere Informationen und Anmeldung: https://phzh.ch/tagung-sprache

     

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  • Pluralita – Convegno per docenti di lingue in Svizzera

    2022-09-22

    A tre anni dall’ultimo convegno per docenti di italiano in Svizzera, il Dipartimento dell’educazione, della cultura e dello sport (DECS) rinnova l’invito ad incontrarsi in Ticino.

    Il convegno vuole essere un momento di ripartenza e di rinnovo: a partire da quest’anno si rivolge sia ai docenti di italiano L2, ma anche ai docenti di lingue (L1, L2, DLI) nella Svizzera italiana.

    In uno spirito di condivisione e di messa in rilievo di ciò che accomuna i docenti di lingue in un contesto plurilingue, quest’occasione di incontro mira a promuovere la pluralità di sguardi e approcci rispetto allo sviluppo e alla pratica della professione. Da qui il nuovo nome, pluralita, per valorizzare il plurilinguismo di cui l’italiano è una componente imprescindibile.

    Il programma nasce dalla collaborazione di diverse istituzioni e organizzazioni – il DECS (Divisione della scuola e Divisione della cultura e degli studi universitari), l’ASPI, la SUPSI e la PH dei Grigioni – e prevede una sezione di riflessione teorica, una parte più applicativa su nuovi progetti e buone pratiche nonché una componente fieristica. Due sono i nuclei tematici intorno ai quali ruota buona parte dei contributi: la testualità in senso ampio e l’uso di strumenti digitali nell’insegnamento, temi trasversali e interessanti per l’insegnamento di tutte le lingue.

    Il convegno pluralita avrà luogo a Bellinzona l’11 e 12 novembre 2022. La partecipazione è gratuita ma su iscrizione direttamente sul sito www.ti.ch/pluralita entro il 20 ottobre 2022.

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  • Call for papers Babylonia 3/2023 - Questioning Assumptions

    2022-09-16

    This issue of Babylonia is dedicated to questioning what is often assumed as a given in foreign language classrooms and profiting from “mistakes” (discoveries!) made so that lessons can be learned from them. It aims at looking at ideas that are perhaps counterintuitive but where there’s a thought in there to help foreign language educators and researchers think outside of the box! For instance:

    • Word lists should be organized semantically – or not?
    • Pre-reading or listening always needs explicit vocabulary instruction – or does it?
    • With primary school children literate in the local language before foreign language instruction starts, learners should always hear language before they pronounce it themselves …or should they?
    • “Grammar doesn’t change”, so what and how we were 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? Or should pictures contradict what is in the text to foster good reading skills?
    • We need to help learners through scaffolding…or do we?

    For this issue of Babylonia, we are looking for short articles that concisely demonstrate or discuss these and other such issues. We will prioritize articles that start with a "mistake" but lead to a question researched through a clear design (e.g. classroom interventions, case studies, focus groups, interviews, action research…).

    We will accept 6-8 articles that are novel in research question, findings and/or design and are asking for abstracts that include:

    • A clearly stated assumption;
    • How the assumption was researched;
    • Brief findings.

    Please send your text (500 words including references) in German, French, Italian, Romansch, French or English to Laura Buechel laura.buechel@phzh.ch  or Elisabeth Peyer (elisabeth.peyer@unifr.ch) by December 10, 2022.

     Dates:

    • Abstract due: December 10, 2022.
    • Notification of acceptance: February 2023
    • Article submission (max. 16,000 characters including spaces, 4 pages, please see our website for more details): April 30, 2023
    • Text revisions and final submission: September 2023
    • Publication: December 2023
    Read more about Call for papers Babylonia 3/2023 - Questioning Assumptions

  • LʼÉDUCATION INCLUSIVE – Quʼest-ce qui ne fonctionne pas encore ?

    2022-06-21

    12e Congrès suisse de pédagogie spécialisée

    Ma, 6.9. et Me, 7.9.  à l’Université de Fribourg (CH)

    Au cours des 15 dernières années, le taux de séparation scolaire a diminué de moitié en Suisse. L’éducation inclusive est devenue une réalité pour un grand nombre d’apprenant·e·s ayant des besoins éducatifs particuliers et/ou en situation de handicap. Cependant, l’intégration se heurte encore à des limites. Lors du 12e Congrès suisse de pédagogie spécialisée, les partenaires de l’éducation discuteront de ces obstacles et d’éventuelles solutions sur le chemin vers une éducation pour toutes et tous. www.csps.ch/congres

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  • Digitaler Wandel im Sprachenunterricht – Innovation oder Irritation?

    2022-06-15

    Die Deutschschweizer Arbeitsgruppe Sprachen führt am Samstag, 3. September 2022 eine Tagung zum Thema „Digitaler Wandel im Sprachenunterricht – Innovation oder Irritation?“ durch.

     Am Vormittag wird Dr. Sarah Genner, Medien- und Kommunikationswissenschaftlerin sowie Digitalexpertin aufzeigen, was der digitale Wandel für Schule und Unterricht im Allgemeinen und für den Sprachenunterricht im Speziellen bedeutet. Anschliessend wird sich Frank Egle, Dozent Medienbildung an der PH Luzern, mit mediendidaktischen Ansätzen befassen, die beschreiben, wie der Einbezug von Medien in den Unterricht den methodischen Ansprüchen des Sprachenunterrichts gerecht werden kann.

    Am Nachmittag werden zum Tagungsthema zyklen- und stufenspezifische Ateliers zur Vertiefung und Umsetzung in der Praxis angeboten.

    Das Improvisationstheater anundpfirsich wird durch die Tagung führen und das Thema in Form einer improvisationskünstlerischen Darbietung abrunden.

    Die Tagung findet im Volkshaus Zürich statt und richtet sich an interessierte Lehrpersonen der Volksschule und Sekundarstufe II, Dozierende in der Aus- und Weiterbildung an Pädagogischen Hochschulen, Schulleiterinnen und Schulleiter der Volksschule und der Sek II, Mitglieder der Arbeitsgruppe Sprachen D CH, Personen aus den kantonalen Verwaltungen und weitere interessierte Personen.

    Die Anmeldung ist bis am 2. August 2022 online möglich.
    Nebst dem Anmeldeformular findet sich dort auch das Tagungsprogramm sowie die Kurzbeschriebe der Ateliers.

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  • Swiss Teacher Training Day

    2022-05-02

    The annual Swiss Teacher Training Day will be held at the Zurich University of Teacher Education on June 24, 2022. The invited speaker, Prof. Dr. Engelbert Thaler from the University of Augsburg, Germany, will speak on the use of films in language teaching and several other workshops on similar topics are on offer.

    Register here: https://phzh.ch/de/Ausbildung/Studiengaenge/Master-Fachdidaktik/veranstaltungen/!

    Read more about Swiss Teacher Training Day

  • Sprachentagung 2022: «Digitaler Wandel im Sprachenunterricht – Innovation oder Irritation»

    2022-05-02

    Samstag, 3. September 2022, Volkshaus Zürich

    Welche technischen Trends werden in Zukunft den Sprachenunterricht beeinflussen? Wie sieht eine der digitalen Transformation angemessene Lernkultur aus? Welche medien- und fremdsprachendidaktische Überlegungen sind damit verknüpft?

    Die Tagung soll Gelegenheit bieten, Chancen und Herausforderungen des digitalen Wandels im Sprachenunterricht gemeinsam zu diskutieren. Nebst Fachreferaten wird Gelegenheit bestehen, in zyklen- und stufenspezifischen Workshops individuelle inhaltliche Vertiefungen vorzunehmen.

    Eingeladen sind Lehrpersonen (Volksschule und Sek II) sowie Bildungsverantwortliche aus Praxis, Aus- und Weiterbildung sowie der Bildungsverwaltung.

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  • Neunte Gesamtschweizerischen Tagung für Deutschlehrerinnen und Deutschlehrer am 1. und 2. Juli 2022 in Freiburg/Fribourg

    2022-04-12
    Wir (AkDaF / Ledafids) laden Sie herzlich zur neunten Gesamtschweizerischen Tagung für Deutschlehrerinnen und Deutschlehrer am 1. und 2. Juli 2022 an der Universität Pérolles in Freiburg/Fribourg ein. Die Tagung steht unter dem Motto „DaF/DaZ 2022: Weiter geht’s! – Ziele, Inhalte, Methoden“. Auf Sie wartet ein abwechslungsreiches Programm mit verschiedenen Formaten – darunter Vorträge, Workshops, Austauschrunden und Verlagspräsentationen Einschreibezeitraum: 01.03.2022 – 31.05.2022 Programm: www.dafdaztagung.ch
    Kontakt: Organisationskomitee der Tagung dafdaztagung@gmail.com Read more about Neunte Gesamtschweizerischen Tagung für Deutschlehrerinnen und Deutschlehrer am 1. und 2. Juli 2022 in Freiburg/Fribourg

  • Colloque 2022 de l’Association de l’enseignement plurilingue en Suisse (APEPS)

    2022-04-12

    L’enseignement bi-plurilingue s’établit petit à petit dans le paysage éducatif suisse. Cependant, il reste de nombreux défis à relever, comme par exemple celui des stratégies d’enseignement et d’apprentissage spécifiques. L’APEPS souhaite aborder cette thématique durant son Colloque annuel 2022, qui se déroulera à Bellinzone du 18 au 19 novembre, en impliquant les différentes parties prenantes : élèves, enseignant.e.s, parents, formatrices et formateurs, recherche, conceptrices et concepteurs de supports pédagogiques, etc. Les propositions de contributions au Colloque peuvent nous parvenir d'ici au 15 juin 2022 à l’adresse suivante apeps.plurilingua@gmail.com (abstract de max. 300 mots). Informations: www.plurilingua.ch

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  • Pluralita. Insegnamento dell’italiano e delle altre L2 nel contesto del plurilinguismo svizzero: sfide e opportunità

    2022-04-12

    L’11 e 12 novembre 2022 si terrà a Bellinzona il convegno “Pluralita. Insegnamento dell’italiano e delle altre L2 nel contesto del plurilinguismo svizzero: sfide e opportunità”

    In seguito alla chiusura dell’ufficio +italiano dell’USI, che organizzava il convegno Italiamo fino al 2019, il Dipartimento dell’educazione, della cultura e dello sport (DECS) del Canton Ticino si è incaricato di organizzare un evento successore.

    Nella nuova formula il convegno si rivolge sia a insegnanti di italiano fuori della Svizzera italiana (come nelle passate edizioni) sia a insegnanti di lingue seconde nella Svizzera italiana. Il venerdì 11.11 sono previste due conferenze, vari laboratori e una parte fieristica, il sabato 12 saranno proposte delle attività culturali.

    Il programma dettagliato è in via di affinamento e sarà comunicato prossimamente. Per il momento vi invitiamo a riservare le date.

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  • New partnership between Babylonia and CeDiLE

    2021-10-21

    Babylonia and CeDiLE, two organizations that share a common interest in foreign language learning and teaching, have recently formed a partnership that will allow for a more comprehensive coverage of the field in Switzerland.

    Since its creation in 2019, the CeDiLE (Centre de didactique des langues étrangères) website  has emerged as an important platform for the dissemination of scientific and pedagogical content.  With the aim of stimulating exchanges between research and practice in foreign language didactics, CeDiLE produces information in generally short and accessible formats.

    Similarly to Babylonia, CeDiLE seeks critical dialogue by presenting divergent opinions on topics such as early foreign language learning in schools and language teaching policies. The blog format of CeDiLE allows for regular posting of interviews, research summaries, videos and podcasts that are useful to the larger scientific and pedagogical community interested in foreign language teaching and learning.

    Starting in December, you will be offered the opportunity to read, listen to, or watch original interviews with the editors and/or the authors of Babylonia’s new issues on the CeDiLE's website. As for the content produced by CeDiLE, it will appear on Babylonia's website, echoing the journal's themes.

    Do you want to keep up to date with the latest news in foreign language teaching? Then subscribe to the newsletters of CeDiLE and Babylonia!

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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

     

    Read more about Stellenangebot: wiss. Mitarbeiter-in 30-50% am Fachdidaktikzentrum Fremdsprachen