3/2021: The representation of women: language, communication, teaching
1/2022: Vocabulary and Digitalization
2/2022: Convegno Homo Digitalis
3/2022: Living Languages at Museum
1/2023: Heritage Languages
2/2023: Faux-pas
3/2023: Language Education in Primary School
Read More Read more about Theme of the next issuesMuseums are valuable cultural learning spaces and can as well be valuable foreign language learning spaces. In this issue of Babylonia, we welcome both research-based and practice-based articles that include:
• Observations of interactions (e.g. between learners and museum displays, between other visitors or guides) from a linguistics or communicative point of view;
• Descriptions and analyses of explicit museum-based programs that promote foreign language learning;
• Analysis of learner foreign-language products based on museum experiences;
• Considerations curators and museum educationalists put into practice when designing displays or workshops in foreign languages or instructing learners in foreign languages;
• Foreign language learning through virtual museum visit experiences or through exponents virtually displayed in class.
We are also open to further ideas.
Please send your abstract (max 2,000 characters including spaces) in German, French, Italian, Romansch, or English to laura.buechel@phzh.ch and/or karine.lichtenauer@unige.ch by January 7, 2022.
Dates:
Abstract (max. 2,000 characters): January 7, 2022
Notification of acceptance: mid-February, 2022
Article submission (max. 16,000 characters including spaces, 4 pages): May 1, 2022
Text revisions and final submission: September 1, 2022
Publication: December 2022
Wissenschaftliche·r Mitarbeiter·in am Fachdidaktikzentrum Fremdsprachen (30-50%)
Stellenantritt: 1. April 2021 oder nach Vereinbarung
Bewerbungsfrist: 14. März 2021
Weitere Auskünfte: Prof. Dr. Anita Thomas: anita.thomas@unifr.ch
Read More Read more about Stellenangebot: wiss. Mitarbeiter-in 30-50% am Fachdidaktikzentrum Fremdsprachen
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
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 Read more about Call for Papers - Babylonia 3/2021If you would like to be the editor of a special issue of Babylonia on a theme of your choice, please contact amelia.lambelet[at]unifr.ch
Your proposal will be discussed by the editorial team at our biannual meetings. If accepted, you will be teamed up with one of the members of the editorial staff, who will co-edit the issue with you.
Read More Read more about Do you want to edit an issue of Babylonia?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:
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 Read more about Call for Papers - Babylonia 2/20213 / 2020 Mediation
1 / 2021 Social Justice
2/ 2021 Children with special needs and foreign/second language learning (Call for papers)
Read More Read more about Theme of the next issuesFor the archives 1991-2020, please visit www.babylonia.ch
