Announcements

• Call for papers - Babylonia 3/ 2027 - Foreign Language Teaching Manuals: Design, Status, Appropriation

  2026-04-21

  In current research on language teaching, while particular teaching practices and proposals are often discussed, the sometimes predominant role played by textbooks in many foreign language lessons has been relatively little explored, even though these tools are part of the daily routine of countless foreign language teachers around the world (Vitta, 2014; Akbari, 2008).

  The choice and use of a textbook sometimes depend directly on the teacher, but often also, more broadly, on the organisation underlying a given teaching context. While educational authorities generally follow or create curricula or assessment standards that define the objectives of language teaching, they sometimes also take charge of the choice of textbooks (Bruillard, 2021; Lebrun et al., 2006), leaving little to no leeway for teachers to select or decide how to use them (Banegas, 2013). Elsewhere, teachers choose their textbook(s) themselves or with their colleagues and have complete freedom in how they use them. That said, in any case, it is clear that ‘it is the teacher who is on the front line’ (McDonough et al., 2013, p. 9) and the question of control over teaching materials is closely linked to that of pedagogical freedom (McGrath, 2013; Prairat, 2020).

  The very concept of the textbook itself has also evolved since the first publications appeared, and traditional textbook series now have to compete with billions of teaching resources available on the Internet (Sammler, 2018), which are part of a wide range of approaches to language teaching.

  The concept we will focus on here refers to books, often offered in series and specifically designed to present and structure the content of foreign language teaching. These differ from what we will refer to as teaching materials in the broad sense.

  This issue will be devoted to examining the place of textbooks in language teaching practice. Empirical contributions (research or action research projects), as well as practical contributions (analysis of teaching resources, testimonials, sharing or analysis of practice, etc.) or position statements on the subject, from different contexts (teachers, authorities, educationalists, teaching resource editors, etc.), are welcome.

  Contributions should not be based solely on the description or evaluation of specific textbooks but should aim to offer a transversal reflection on the challenges involved in the design and development of foreign language teaching resources, in relation to their implementation and appropriation by teachers.

  We invite contributions addressing the following questions:

  Designing a Foreign Language Teaching Resource:

  - What are the challenges involved in developing a foreign language teaching textbook and implementing it in schools?

  - How does the process of developing a foreign language teaching textbook take into account advances in research in the field?

  - How does a foreign language teaching textbook enable the introduction of new approaches to foreign language teaching?

  - What are the challenges involved in designing a foreign language teaching textbook linked to the implementation of intercultural approaches?

  Distribution, status and pedagogical freedom:

  - What are the key practical requirements when designing a foreign language teaching textbook?

  - What is done in the design of a foreign language teaching textbook to really facilitate its implementation and adoption by teachers?

  - What is the impact of choices made in the development of a foreign language teaching textbook on its adoption and use by teachers?

  - How much autonomy do teachers have, or feel they have, with regard to the use of a textbook?

  - What guides teachers' choice of foreign language teaching textbooks?

  Practical application and adoption:

  - How can teaching textbooks be used to make foreign language teaching truly communicative?

  - How do teachers use their teaching textbooks to ensure pedagogical differentiation?

  - How do teachers transpose what is planned in a foreign language teaching textbook into their lessons?

  - How do teachers select the activities carried out in class from the teaching textbook? Based on what constraints/criteria?

  - What is the tension between what teachers expect from the textbook and what happens in their foreign language lessons?

  - How do students perceive the teaching textbook used?

  Babylonia prefers clear and easily understandable language. Article length: 16,000 to 20,000 characters (4 to 5 pages). Please consult the submission checklist and use the provided stylesheet.

  Submit your abstract (max. 2,000 characters, including spaces) in German, English, French, Italian, or Romansh by  to veronica.sanchez@ciip.ch and/or eva.waltermann@unige.ch

  Deadlines – Issue 3/2027

  Abstract submission: 12.2026

  Notification of acceptance/rejection: February 2027

  Full article submission: 30.04.2027

  Reviewing and feedback 01.09.2027

  Publication: December 2027

  Literature

  Akbari, R. (2008). Postmethod Discourse and Practice. TESOL Quarterly, 42(4), 641‑652. https://doi.org/10.1002/j.1545-7249.2008.tb00152.x

  Banegas, D. (2013). What page today ? A look at materials development. [Plenary Talk]. V Jornadas de Actualización en la Enseñanza del Inglés, San Juan, Argentine.

  Bruillard, E. (2021). Textbooks : Current research and practices, some markers.

  Lebrun, J., Bédard, J., Hasni, A., & Grenon, V. (2006). Matériel didactique et pédagogique : Soutien à l’appropriation ou déterminant de l’intervention éducative.

  McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT : A teacher’s guide (Third edition). Wiley-Blackwell.

  McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers : Practice and theory (First Edition). Bloomsbury Academic, an imprint of Bloomsbury Publishing. https://doi.org/10.5040/9781472542076

  Piccardo, E., & Yaïche, F. (2005). « Le manuel est mort, vive le manuel ! » : Plaidoyer pour une nouvelle culture d’enseignement et d’apprentissage. Éla. Études de linguistique appliquée, 140(4), 443. https://doi.org/10.3917/ela.140.0443

  Prairat, E. (2020). La liberté pédagogique, jusqu’où ? Cahiers pédagogiques, N° 562(5), 37‑38. Cairn.info. https://doi.org/10.3917/cape.562.0037

  Sammler, S. (2018). History of the School Textbook. In E. Fuchs & A. Bock (Éds.), The Palgrave Handbook of Textbook Studies (p. 13‑23). Palgrave Macmillan US. https://doi.org/10.1057/978-1-137-53142-1_2

  Vitta, J. (2014). The Functions and Features of ELT Textbooks and Textbook Analysis : A Concise Review. RELC Journal, 1‑8.

  Read More Read more about Call for papers - Babylonia 3/ 2027 - Foreign Language Teaching Manuals: Design, Status, Appropriation

• Beyond CLIL: Pluriliteracies teaching for deeper learning - Lessons from across Europe September 22 and 23, 2026

  2026-03-18

  On September 22 and 23, 2026, a two-day workshop will be offered for teachers (any levels) and teacher trainers on the topic of “pluriliteracies” in foreign language teaching. These two days are free to participants and open to those teaching any language – the two trainers will be coming from Holland and Italy. Here you find the program and registration information. We are looking forward to seeing you there!

  Olena Marina and Laura Loder Buechel

   

  Read More Read more about Beyond CLIL: Pluriliteracies teaching for deeper learning - Lessons from across Europe September 22 and 23, 2026

• DaF/DaZ bewegt. Wen? – Wie? – Wozu?

  2026-03-02

  Liebe Kolleginnen und Kollegen DaF/DaZ bewegt. Wen? – Wie? – Wozu? Unter diesem Titel findet am 26. und 27. Juni 2026 an der Universität Freiburg/Fribourg die 11. gesamtschweizerische Tagung für Deutschlehrerinnen und Deutschlehrer statt. Der programmatische Titel greift die aktuelle Bewegung unseres Faches auf: Die Grenzen zwischen DaF, DaZ und Deutsch als Erstsprache verschieben sich, Mehrsprachigkeit prägt den Unterrichtsalltag, neue gesellschaftliche und technologische Entwicklungen – etwa im Bereich KI – fordern uns heraus. Die Tagung bietet eine Plattform für kontext- und stufenübergreifenden Austausch sowie für die Diskussion gemeinsamer Perspektiven. Auf dem Programm stehen u.a. vier Plenarvorträge, praxisnahe Workshops, eine Podiumsdiskussion sowie Austauschrunden, Verlagspräsentationen, ... Die Anmeldung erfolgt online unter www.dafdaztagung.ch Anmeldeschluss ist der 31. Mai 2026. Wir freuen uns auf eure Teilnahme in Freiburg/Fribourg. Herzliche Grüsse Luc Fivaz Im Namen des Organisationskomitees Read More Read more about DaF/DaZ bewegt. Wen? – Wie? – Wozu?

• Call for papers 2/2027 - Sign Languages: Policy, Didactics, and lived Multilingualism

  2026-02-17

  In this issue, Babylonia addresses sign languages in Switzerland and neighboring countries for the first time. We aim to explore this topic from various perspectives and provide space for discussion on political, legal, linguistic, pedagogical, and language-teaching issues. The UN Convention on the Rights of Persons with Disabilities mentions the right to use sign language, which is officially recognized in EU member states with few exceptions (see also Grosjean 1999). In Switzerland, this is not yet the case at federal level. We are therefore interested in including this language-policy dimension as a central theme in this issue.

  In her detailed account of the situation of the three sign languages and their varieties in Switzerland Boyes Braem (2024) also addresses the question of the societal status of sign languages. Mugnier (2023) examines, from a sociolinguistic perspective, the language-policy, pedagogical, and social handling of sign languages in the francophone region, showing that the linguistic otherness of deaf people here may sharpen questions familiar from controversial multilingualism debates. Both authors also briefly address the acquisition and learning of sign languages—a topic central to this issue. Sign languages are part of the typically multilingual repertoires of deaf individuals, raising didactic questions increasingly discussed in the literature. The Companion Volume of the CEFR (Council of Europe 2021) includes descriptors for sign languages and approaches to specific didactics (Geffroy/Leroy 2018, Grote, Sieprath, Staudt 2018), as well as teacher training (Buregat/Drouillet/Perini 2021).

  We are therefore interested in contributions on the following thematic areas:

  • Recognition of sign languages / Right to sign language? Status of legislation, initiatives, contributions from other countries, sign languages in inclusive education.
  • Sign languages and varieties in Switzerland’s language regions.
  • Teacher training.
  • Teaching and learning sign languages: didactic concepts and challenges, perspectives from other educational contexts (e.g., France, Germany, Austria, Italy).
  • Sign language: acquisition, bilingualism, bicultural identity of sign language learners/speakers, immersion.
  • Learning sign language(s) as a hearing person: specific challenges (e.g., spatial thinking, auditory vs. visual-gestural modality, turn-taking in sign languages…).

  We are open to further suggestions.

  We welcome empirical contributions (e.g., research projects), practical contributions (teaching materials, exercises, proven approaches, etc.), and position papers on the topic (policy statements, interviews, etc.). Babylonia prefers clear and easily understandable language. Article length: 16,000 to 20,000 characters (4 to 5 pages).

  Please consult the submission checklist and use the provided stylesheet.

  Submit your abstract (max. 2,000 characters, including spaces) in German, English, French, Italian, or Romansh by 1 August 2026 to ingo.thonhauser@hepl.ch and/or karine.lichtenauer@unifr.ch.

  Deadlines – Issue 2/2027

  • Abstract submission: 1 August 2026  
  • Notification of acceptance/rejection: October 2026  
  • Full article submission: 31 December 2026  
  • Reviewing and feedback  
  • Submission of final version: 1 May 2027  
  • Copy-editing and layout  
  • Publication: August 2027

   

  
  Literature
  

  Boyes Braem, P. (2024). Gebärdensprachen. In E. Glaser, J. Kabatek, & B. Sonnenhauser (Eds.), Sprachenräume der Schweiz Band 1: Sprachen (pp. 185-208). Narr Francke Attempto Verlag GmbH + Co. KG.

  Burgat, S., Drouillet, J., & Perini, M. (2021). Former les enseignants de LSF du second degré: regard sur cinq années d’expérience. Les Langues modernes. Dossier: Enseignement et apprentissage des Langues de Signes: perspectives historiques, sociales et linguistiques 115(1), 42-50.

  Council of Europe (2021). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume. Council of Europe.

  Geffroy, V., & Leroy, É. (2018). La didactique de la langue des signes française TIPA. Travaux interdisciplinaires sur la parole et le langage(34). https://doi.org/10.4000/tipa.2653

  Grote, K., Sieprath, H., & Staudt, B. (2018). Deaf Didaktik? Weshalb wir eine spezielle Didaktik für den Unterricht in Gebärdensprache benötigen. DAS ZEICHEN, 110, 2-13.
  

  Grosjean, F. (1999). The right of the deaf child to grow up bilingual. Deaf Worlds, 15(2), 29-31. 

  Mugnier, S. (2023). Surdité(s), langue(s) et altérité (s) : (RE)constructions des altérités linguistiques. Glottopol(39). https://doi.org/10.4000/glottopol.3808

  Timmermans, N. (2005). Le statut des langues des signes en Europe. https://www.fzgresearch.org/deutsch/index.html

  Read More Read more about Call for papers 2/2027 - Sign Languages: Policy, Didactics, and lived Multilingualism

• Le texte littéraire dans tous ses états : quels enjeux pour l’enseignement en L2 ?

  2025-11-06

  Journées d’étude UNIL – HEP Vaud

  Le texte littéraire dans tous ses états : quels enjeux pour l’enseignement en L2 ?

   

  Mardi 28 avril 2026 – HEP Vaud (Lausanne, salle C33-720)

  Mercredi 29 avril 2026 – Université de Lausanne (Salle Amphipôle - 340.1)

  La place de la littérature dans l’enseignement-apprentissage des langues étrangères et secondes (modernes et anciennes), dorénavant L2, demeure une question vive et souvent débattue. Tour à tour sacralisé par les approches traditionnelles, marginalisé par la méthode structuro-globale-audio-visuelle puis relégué au second plan dans les premières années de l’approche communicative (Albert & Souchon, 2000), le texte littéraire a été réhabilité par des approches plus récentes pour des raisons diverses. La littérature peut être envisagée à la fois comme vecteur d’appropriation langagière, d’accès à d’autres cultures et de construction du sujet lecteur. Pour certain·es, la littérature reste un pilier incontournable de la Bildung, c’est-à-dire la formation scolaire visant à comprendre la culture (Pieper, 2007). Pour d’autres, il constitue un levier d’engagement et de motivation dans l’apprentissage d’une langue seconde/étrangère, par exemple en servant de tremplin vers l’écriture créative et l’expression de soi (Godard, 2015, Bemporad & Jeanneret 2018).

  Le rôle de la littérature dans l’enseignement des langues secondes/étrangères fait l’objet de discussions à l’école secondaire comme dans l’enseignement supérieur. Quels textes faire lire ? Dans quel format ? Comment les lire ? Comment les exploiter en cours ? Dans quel but ?

  Ces deux journées d’étude proposent d’ouvrir la réflexion sur ces enjeux en croisant les regards de la recherche et de la pratique enseignante. Elles réuniront des chercheur·euses en didactique des langues et de la littérature, des enseignant·es à l’école secondaire, ainsi que des étudiant·es des hautes écoles. Les échanges porteront sur l’enseignement de la littérature en L2 en contexte suisse (allemand, anglais, espagnol, français, grec ancien, italien, latin), tout en accueillant des contributions en L1 afin de nourrir la réflexion de manière comparative et intégrée.

  Read More Read more about Le texte littéraire dans tous ses états : quels enjeux pour l’enseignement en L2 ?

• Colloque Des images et des mots, des mots sur les images, de la mobilité académique

  2025-10-30

  Bonjour,   Je suis ravie de vous faire parvenir le programme définitif du colloque Des images et des mots, des mots sur les images, de la mobilité académique qui aura lieu à l’Université de Fribourg les 13 et 14 novembre prochains.   L’entrée est libre, mais il faut s’inscrire à l’avance à l’adresse:  https://imageslangues.sciencesconf.org/ Le repas festif à l’atelier (ancien Musée Gutenberg), par contre, est sur inscription par envoi d’un email à: Alessandra.keller-gerber@unifr.ch.   En vous remerciant de votre aide pour la diffusion de ces informations   Alessandra Keller-Gerber Read More Read more about Colloque Des images et des mots, des mots sur les images, de la mobilité académique

• Call for papers 1/2027 - Reframing Language Teaching through Positive Psychology

  2025-10-23

  ‘Happiness’, ‘grit’, ‘altruism’, ‘gratitude’, ‘well-being’ are all well-known and much strived for concepts in life in general and especially when young people are concerned. Yet when looking at research into the state of the world and the young generation, it would seem that ‘anxiety’, ‘depression’, ‘disorders’ and ‘loneliness’ are unfortunately terms that appear more frequently in describing a current, much reported on mental health crisis (see McGorry et al. (2025), Helliwel et al. (2025), or the World mental health report (2022)).

  Resignation does not help; we would rather like to shed a positive light on how to face the challenge and respond to this demanding situation. Looking into the field of positive psychology - which includes elements of the ethics of care, culturally responsive teaching, social-emotional learning and more – offers a return to the humanizing education by refocusing on strengths and positive attributes. In this issue of Babylonia, we would like to contribute to what Sambanis/Ludwig (2025: 7) described as positive foreign language methodology. This field began with Seligman in 2011, quickly went to the field of Second Language Acquisition (MacIntyre and Mercer, 2014), and then more specifically to foreign language teaching and teacher training through the EMPATHICS model proposed by Oxford (2016). This original model has been refined to focus on the dimensions of Emotions, Empathy, Engagement, Emotional Intelligence, Motivation and Character strengths (E4MC model by Alrabai and Dewaele, 2023). Such positive psychology frameworks can greatly benefit both language teachers and learners.

  In this issue of Babylonia, we are seeking contributions pertaining to pre-service language teacher education and public-school foreign language teaching that:

  • Are founded in frameworks and concepts stemming from the field of positive psychology;
  • Focus on either on institutional, teacher, or learner perspectives;
  • Combine theoretical frameworks and concepts with practical examples;
  • Are critical yet practical;
  • Are novel.

  Our deadlines are the following:

  • Abstract submission: May 1, 2026
  • Notification of acceptance: by July 2026
  • Article submission: September 1, 2026
  • Feedback from the editorial team: by end of September 2026
  • Final version due: January 2027
  • Layout: January / February 2027
  • Publication: April 2027

  Please send your abstract to Laura Loder Buechel (laura.buechel@phzh.ch) by May 1, 2026.

  Editorial team: Laura Loder Buechel, Nikola Mayer, Jean-Marc Dewaele & Amelia Lambelet

  References

  Alrabai, F., & Dewaele, J. M. (2023). Transforming the EMPATHICS model into a workable E4MC model of language learner well-being. The Journal for the Psychology of Language Learning, 5(1), 1-14.

  Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in psychology, 10, 2128.

  Helliwell, J. F., Layard, R., Sachs, J. D., De Neve, J.-E., Aknin, L. B., & Wang, S. (Eds.). (2025).  World Happiness Report 2025.  University of Oxford: Wellbeing Research Centre.

  MacIntyre, P. D. & Mercer, S. (2014), “Introducing Positive Psychology to SLA.” Studies in Second Language Learning and Teaching, 4 (2): 153–72.

  McGorry, P., Gunasiri, H., Mei, C., Rice, S., & Gao, C. X. (2025). The youth mental health crisis: analysis and solutions. Frontiers in Psychiatry, 15, 1517533.

  Oxford, R. L. (2016). Toward a psychology of well-being for language learners: The “EMPATHICS” vision. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 10–87). Bristol: Multilingual Matters.

  Sambanis, M., & Ludwig, C. (Eds.). (2025). Positive Fremdsprachendidaktik. Narr Francke Attempto Verlag.

  Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Atria Books

  World mental health report: transforming mental health for all. Geneva: World Health Organization; 2022. Licence: CC BY-NC-SA 3.0 IGO.

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• Nationale Impulstagung: Fokus Migrationssprachen – Le rôle des hautes écoles pédagogiques svizzere

  2025-10-20

  Care colleghe, cari colleghi, Gerne machen wir auf eine Tagung aufmerksam: Nationale Impulstagung: Fokus Migrationssprachen – Le rôle des hautes écoles pédagogiques svizzere PHBern, Hochschulzentrum vonRoll
  Samstag, 10.01.2026, 08:45–17:00 Uhr Programm, weitere Informationen und Anmeldung unter dem Link: https://www.phbern.ch/ueber-die-phbern/aktuell/veranstaltungen/fokus-migrationssprachen-le-role-des-hautes-ecoles-pedagogiques-svizzere Diese nationale Tagung ist einzigartig, da sie alle vier Sprachregionen der Schweiz anspricht und das Ziel verfolgt, verschiedenste Akteursgruppen in einen Diskurs zu bringen. Für Fragen stehen wir dir/euch gerne zur Verfügung. Merci beaucoup et cordiali saluti
  Irène Zingg & Lurdes Gonçalves Read More Read more about Nationale Impulstagung: Fokus Migrationssprachen – Le rôle des hautes écoles pédagogiques svizzere

• Call for papers 3/2026 - Using Students’ Other Languages in Language Teaching & Learning

  2025-09-08

  From the 1990s on, applied linguists have increasingly promoted bi/multilingual over monolingual approaches to language teaching (Hall & Cook, 2012). One reason is the “sociocultural turn” calling attention to the social, cultural, political, and ideological processes behind language acquisition, not merely its psycholinguistic processes (Douglas Fir Group, 2016; Johnson, 2006). The sociocultural turn gave rise to such constructs as multicompetence (Cook, 2013), plurilingualism (Piccardo, 2018), and translanguaging (Garcia & Wei, 2014), which highlight the ability of people to communicate effectively and appropriately drawing on resources from multiple languages (Canagarajah 2011; Horner et al., 2019)]. In addition, earlier constructs such as the Common Underlying Proficiency (Cummins, 1981) and languaging (Swain & Watanabe, 2012) illustrated that harnessing learners’ prior linguistic knowledge may help them to access prior schema and engage more readily in metalinguistic discussions (Swain et al., 2009), in general language courses as well as in content-based language instruction (Lin, 2016).

  At the classroom level, however, teachers hold valid concerns about the use of other languages in teaching and learning. Would it become excessive to the point of holding back learning the target language? What about standardized assessments? What if the teacher does not speak (all) students’ languages, and what if students abuse the privilege of using their languages? What about languages not the whole class speaks? Would people feel comfortable displaying use of languages that are subject to discrimination if not outright hostility in society (Allard et al., 2023; Charalambous et al., 2016)? Even if educators are open to bi/multilingual language teaching, they may not feel confident in their ability to do it in a systematic and principled way.

  This issue of Babylonia addresses these issues that language teachers grapple with daily. We invite contributions around the following questions:

  Language acquisition

  1. To what extent do bi/multilingual pedagogical approaches to language teaching support additional language acquisition? What empirical evidence do we have showing the costs/benefits of monolingual/multilingual instruction?
  2. To what extent is bi/multilingual instruction essential in the early stages of learning a foreign or second language? To what extent do advanced L2/LX users continue to use their L1(s) in academic and professional work?

  Language pedagogy

  1. How to deal with reduced exposure to the target language? To what extent is this due to the use of L1/LX? What is needed in terms of teachers’ language proficiency and didactic knowledge to remedy the lack of exposure?
  2. How can teachers apply pedagogical translanguaging/plurilingual pedagogies in a class where students speak different home languages and/or when teachers do not share students’ languages?
  3. Is there empirical evidence that pedagogical translanguaging/plurilingual pedagogies help students reach certain proficiency levels (prescribed by school curricula/educational policies)? For example, how do we use bi/multilingual activities to scaffold improved performance on standardized tests or criterion-based assessments?

  Language rights and responsibilities

  1. How can teachers  establish and maintain an inclusive, non-judgmental classroom culture where all students—including L2/LX speakers, heritage speakers, or dialectal speakers—feel comfortable using their prior language knowledge to expand their language repertoires?
  2. What are some ways that teachers can take action against linguistic, cultural, religious, racial, or ethnic prejudices circulating in the school or wider community that affect students’ feelings of belonging and willingness to engage with school?
  3. To what extent is it useful to draw on regional, indigenous, and tribal languages in school settings as resources for learning? What potential roles can they play?

  We are also open to other ideas.

  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). Cf. Submission Preparation Checklist.

  Please send abstracts (max. 2,000 characters including spaces) in German, French, Italian, Romansh or English to annamend@illinois.edu and amelia.lambelet@hepl.ch by December 1, 2025.

  Deadlines

  • Submission of abstracts: December 1, 2025
  • Notification of acceptance: January 2026
  • Submission of articles (max 16,000 characters including spaces, 4 pages, please see our website for more details): April 30, 2026
  • Feedback from the editorial team on the article, revisions
  • Sending of the final version: September 1, 2026
  • Copy-editing and layouting
  • Publication of the issue: December 2026

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• journée d’étude plurilingue portant sur l’enseignement bilingue en Suisse

  2025-07-14

  Care colleghe, cari colleghi,

  Nus avain plaschair da render attent Vus al di da studi pluriling en connex cun l'instrucziun bilingua en Svizra. El ha lieu ils 29 d’october 2025 a Brugg-Windisch e vegn organisà cuminaivlamain da la SAP Berna e da la SAP FHNW.

   

  Les inscriptions sont désormais possibles sur ce lien jusqu’au 29 septembre. Venez nombreux.ses !

  Man kann sich ab sofort und bis am 29. September unter diesem Link anmelden. Wir freuen uns auf euch!

  Die Tagung bietet zahlreiche Austauschgelegenheiten für Akteurinnen und Akteure des Bildungssystems : Lehrpersonen, Aus- und WeiterbildnerInnen, FachdidaktikerInnen, Forschende, kantonale Vertretungen, Studierende, politisch Aktive usw.

  Le matin, la conférence plénière du Prof. Dr. François Grin de l’Université de Genève nous offrira un éclairage remarquable sur la thématique d’une scolarisation en deux langues. L’après-midi, une participation active est attendue de tous.tes selon le principe "barcamp".

  Cordiali saluti

  Gwendoline Lovey (ASP/PH FHNW) e Jésabel Robin (ASP/PHBern)

  Read More Read more about journée d’étude plurilingue portant sur l’enseignement bilingue en Suisse

• Spotlight on Matura

  2025-04-10

  Upper secondary school reforms are well underway and have a profound impact on teaching. A new curriculum has recently been introduced, with individual cantons defining how and to what extent they want to apply this new curriculum.

  What are the implications of this reform for the teaching of languages - first, second, foreign, ancient and modern? What role do languages play in the new curriculum? Which languages are affected and what are the challenges of this reform? What impact will this reform have on language teachers?

  This section of Babylonia is intended as a forum for exchange and reflection, open to all concerned: teachers, researchers, head teachers, students, cantonal officials and experts.

  We invite you to share your experiences and analyses in various forms: interviews, testimonies, critical reflections, feedback, etc., to help shed light on the implementation of the new cantonal curricula. Make your voice heard and contribute to a better understanding of these developments!

  Please send a short abstract (max. 2000 characters not including references) to Luc Fivaz  (luc.fivaz@hepl.ch) or Verónica Sánchez Abchi (veronica.sanchez@irdp.ch).

  Read More Read more about Spotlight on Matura

• Call for papers Babylonia 2/2026 - Lights, Camera, Action: Films and Clips in Language Lessons

  2025-02-21

  Lights, Camera, Action: Films and Clips in Language Lessons

  In this upcoming issue of Babylonia, we are curious about how full-length cinema, short films and clips and even shorter social media posts (reels) can be used to promote foreign language learning or learning about the world through the foreign language.

  We are looking for contributions (max 4 pages, 14,000 characters including spaces) that:

  • are novel;
  • are concrete and backed by evidence from classrooms;
  • use films and clips for both language learning and deepening perspectives, for example on issues of social justice. We are looking for examples of activities that convey powerful and timely messages in the classroom and encourage deeper reflection;
  • clearly show how learners have benefited;
  • include ethical and other considerations and limitations on using films and clips in our current “screen age”.

  We also welcome research projects on the topic.

  Our ideas for this issue are the following, but we are open to suggestions as long as the criteria above have been met:

  • UNESCO Sustainable Development Goals (SDG)/ Visual literacy / Content learning: How can language and content aims be met through the use of film? How can we guarantee that our learners get both?
  • Perceptions: How do teachers use film in their classrooms for both language and content? Are there practices that are more sustainable than others and lead to better uptake by learners? How does one manage classroom discussions about the film? How can work on content and work on language be balanced?
  • Captions and dubbing: What evidence do we have that these support foreign language learning? What are the instructional possibilities of contrasting the original and dubbed/subtitled versions?
  • Projects: In what ways do task-based projects around films promote foreign language learning? What are the most common and effective tasks (creating a film script, making a film, commenting and discussing the film)?
  • Genres and language/languages: How are films used as authentic texts to deal with themes in the classroom, such as the history and evolution of language, styles and registers (e.g. cinema and youth language; written, oral, recited text), or the use of language-themed films for language-themed activities (e.g. film with characters speaking in an L2)?

  Please send a short abstract (max. 2000 characters not including references) to Matteo Casoni (matteo.casoni@ti.ch) or Laura Loder Buechel (laura.buechel@phzh.ch) or by September 1, 2025.

  Deadlines

  • Abstract submission: September 1, 2025
  • Notification of acceptance: November 1, 2025
  • Article submission: January 1, 2026
  • Feedback from the editorial team: by end of February 2026
  • Final version due: April 1, 2026
  • Layout: June/July 2026
  • Publication: August 2026

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• Call for papers Babylonia 1/2026 - Pragmatics and Foreign Language Teaching

  2024-12-09

  Learning vocabulary and grammar may be an important part of the learning process, but the acquisition of pragmatic skills enables learners to become social beings and to interact in the foreign or second language (FL/SL). Teaching pragmatics remains a challenge in a language classroom where exposure to the language and its variety of uses is limited by the timetable. Moreover, pragmatics, pragmatic skills, their teaching, and how they are acquired are difficult to define. Pragmatic competence is important because language in the classroom becomes real and meaningful when it connects to actual conversations and social situations, rather than lessons that just focus on vocabulary and grammar rules in isolation.

  But can pragmatics be taught explicitly? Or should we specify what aspects of pragmatics are to be taught? How and for what purposes? What impact has the CEFR – Companion Volume (CoE 2018) had on teaching practices regarding “pragmatic skills”? And what about the pragmatics of communication mediated by digital technologies?

  This issue questions the place of pragmatics in language teaching and wants to shed light on teaching methods and practices where different aspects are addressed: norms, implications, implicit language, speech acts, pragmatic routines, mediation, interaction skills etc. This issue aims to show different ways of strengthening the link between pragmatics and language teaching.

  We are interested in contributions that analyze the current teaching of pragmatics and answer, among others, the following questions:

  • Regarding pragmatics, how effective are approaches such as TBLL, awareness-raising activities, or explicit instruction?
  • How effective are available teaching/learning materials and tools that target the development of pragmatic skills?
  • Can and should learners' pragmatic skills be measured and assessed?
  • How are pragmatic competences integrated in current foreign language syllabuses and textbooks? Does it reflect to the real difficulties observed among L2 learners when it comes to acting socially in the language?

   

  We are equally interested in contributions that address specific pragmatic areas in relation to foreign language teaching, such as:

  • How can L2 learners be made aware of pragmatic aspects of language such as irony and humor, politeness and (in-)appropriate use of language, etc.?
  • How should pragmatics be taught if new forms of communication give rise to 1) new pragmatic norms depending on the medium and 2) a uniformization of communication practices across languages?
  • Which areas of pragmatics merit greater attention in language teaching?

  We are also open to other ideas.

  For this issue of Babylonia, we favour short contributions that discuss and/or present research results and show a concrete applications f the concepts discussed and/or the research results to foreign language instruction.

  Empirical (research projects, action-research) as well as practical contributions (teaching materials, exercises, good practices) and stances om the topic (position papers, interviews, etc.) are welcome. Babylonia favours the use of clear and easily understandable language.  Practical examples, whether integrated directly into the text or in a separate textbox, are welcome. Length of articles: 16’000 to 20’000 characters (4 to 5 pages).

  Cf. Submission Preparation Checklist.

  Please send your abstract (max. 2,000 characters including spaces) in German, English, French, Italian or Romansh to anna.ghimenton@univ-grenoble-alpes.fr and/or karine.lichtenauer@unige.ch by March 1, 2025.

  Deadlines – Issue 1/2026         

  • Abstract submission (max. 2’000 characters): March 1, 2025
  • Notification of acceptance: April 2025
  • Article submission (max. 16,000 characters including spaces, 4 pages): July 31, 2025
  • Feedback on the article and revisions by the editorial committee September 2025
  • Text revisions and final submission: December 31, 2025
  • Publication: April 2026

  Indicative bibliography

  CoE / Council of Europe (2018). Common European Framework of Reference for Languages: Learning, teaching, assessment: Companion Volume with New Descriptors. Strasbourg. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. (accessed 20.11.2024)

  Halenko, Nicola & Jiayi Wang (2022). Pragmatics in English Language Learning. Cambridge University Press. 

  Sánchez-Hernández, A. & J. Barón (Eds). Language Teaching Research 2022/6 - Special Issue: Teaching second language pragmatics in the current era of globalization. 

  Taguchi, Naoko (Ed.) (2019), The Routledge handbook of second language acquisition and pragmatics.

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• Save the date: 29.10.2025 – Studientag/Journée d’étude/Giornata di studio/Di da studi « Bilingualer Unterricht in der Schweiz: réalités, modelli, visionas »

  2024-10-28

  Guten Tag

  Wir freuen uns, Sie auf den mehrsprachigen Studientag zum bilingualen Unterricht in der Schweiz aufmerksam zu machen. Er findet am 29.10.2025 an der PH FHNW statt und wird von der PHBern und der PH FHNW gemeinsam organisiert.

  Der Anlass bietet einen Überblick über bilinguale bzw. immersive Praktiken in der Schweiz mit ihren unterschiedlichen Modellen und kantonalen Spezifika. An der Veranstaltung sollen in erster Linie Austauschgelegenheiten für die verschiedenen Akteurinnen und Akteure des Bildungssystems geschaffen werden. Angesprochen fühlen sich bitte folgende Zielgruppen: Lehrpersonen, Aus- und WeiterbildnerInnen, FachdidaktikerInnen, Forschende, Studierende, politisch Aktive usw.

   Mehr Informationen folgen in Bälde aber bitte notieren Sie schon jetzt das save the date!

  Wir wünschen allen einen guten Start ins Semester und freuen uns auf ein baldiges Wiedersehen.

  Beste Grüsse
  Jésabel Robin (PHBern) und Gwendoline Lovey (PH FHNW)

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• Annonce de colloque : La politique linguistique de corpus comme politique publique

  2024-10-01

  La DLF a le plaisir de vous faire parvenir le programme du colloque qu’elle organise, avec ses partenaires du réseau OPALE,  le mercredi 6 novembre prochain à Bienne :

  La politique linguistique de corpus comme politique publique

  Rédaction épicène et/ou écriture inclusive, néologie, réformes orthographiques et glottophobie

   Elle a l’honneur de vous inviter à la conférence publique qui clôturera cette journée, de 18h à 19h :

  Une politique en faveur du français : non pas pourquoi, mais comment.

  par le Prof. Bernard Cerquiglini

  Discutant : Prof. Laurent Gajo

  Programme complet du colloque

  Informations sur la conférence publique

  Formulaire d'inscription

  Page web avec l'ensemble des informations

   Cet évènement est inscrit au programme du 150^e anniversaire de la CIIP.

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• 30 onns APEPS – passé, présent et futur de l’enseignement bilingue

  2024-07-27

  Le Colloque annuel 2024 de l’Association pour la promotion de l’enseignement plurilingue en Suisse (APEPS), sur le thème « 30 onns APEPS – passé, présent et futur de l’enseignement bilingue » se déroulera les 8 et 9 novembre 2024 à l’École de commerce et de culture générale (ECCG) de Sierre en Valais, canton bilingue et un des pionniers de l’immersion et de l’enseignement bilingue en Suisse. Il offrira des visites de classes bilingues à tous les niveaux scolaires, des séances plénières, des ateliers, une table ronde, un marché de l’information, des plages d’échanges entre actrices et acteurs de l’enseignement bilingue, ainsi qu’une capsule culturelle sur Rainer Maria Rilke, écrivain bilingue. Les informations suivront sur: www.plurilingua.ch

  Das Jahreskolloquium 2024 der Arbeitsgemeinschaft zur Förderung des mehrsprachigen Unterrichts in der Schweiz (APEPS) zum Thema « 30 onns APEPS – Vergangenheit, Gegenwart und Zukunft des zweisprachigen Unterrichts » findet vom 8. bis 9. November 2024, an der Handels- und Fachmittelschule (HFMS) Siders im zweisprachigen Wallis statt, in einem der Pionierkantone in Bezug auf Immersion und zweisprachigen Unterricht in der Schweiz. Die Tagung bietet Unterrichtsbesuche in zweisprachigen Klassen auf allen Stufen an, Plenarsitzungen, Ateliers, ein Podiumsgespräch, einen Infomarkt, Austauschmöglichkeiten zwischen Akteurinnen und Akteuren des zweisprachigen Unterrichts sowie einen kulturellen Input zum zweisprachigen Schriftsteller Rainer Maria Rilke. Informationen folgen auf: www.plurilingua.ch

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• Formation continue - Multiethnolektale Jugendsprache

  2024-07-10

  Am 28. September 2024 bittet unsere Kollegin Marie-Anne Morand eine CeDiLE-Weiterbildung an der PH Freiburg an zur multiethnolektalen Jugendsprache. Die Anmeldungen sind offen!

  Information sur le contenu de la formation et sur les inscriptions : Multiethnolektale Jugendsprache: Merkmale und Wirkung von «Jugodeutsch» und «Balkanslang» [Weiterbildung – Anmeldung] – CeDiLE

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• Conference From Research to Practice in the Language Classroom and vice-versa

  2024-06-28

  Registration and programme information for the conference From Research to Practice in the Language Classroom and vice-versa, that is taking place at the Fribourg University of Teacher Education on 6-7 September 2024, are until 1st August available.

  This multilingual conference is organized by The Centre for Foreign Language Teaching (CeDiLE), the Language Education Expert Group at the Zurich University of Teacher Education and the Institute of Multilingualism in Fribourg. 

  The conference aims to open a space of discourse to exchange knowledge and challenges between teacher education, classroom practice, and research, bringing people from the following backgrounds together:

  • Research (language teaching methodology, language acquisition and linguistics).
  • Foreign, second and heritage language education, CLIL, immersion classes, etc.
  • Teacher education.
  • Anyone with an interest in the conference topic.

  The invited plenary speakers are:

  - Sabine Doff (Universität Bremen)

  - Isabelle Udry (Institute of multilingualism and PH Zürich)

  Besides project presentations, there will be a round table about How can research findings be made accessible to practitioners? And the other way round, how can practitioners transmit to researchers the imminent challenges they face and their solutions they have tested in the field? Finally, two workshops are organized.

  For more information about the Conference Programme, visit our website (https://rpflc24.dryfta.com).

  Conference Registration (40 CHF) includes access to all conference activities, lunch, and coffee breaks. The conference dinner on Friday 6.09 is sponsored. However, the number of seats is limited. Kindly confirm your attendance by choosing, upon availability, a ticket "with conference dinner" or notify the committee if you need to cancel. The organisers disclaim any responsibility regarding food allergies. Students (up to and including doctoral level) can register for a "student ticket" at 30 CHF and provide proof of their student status while completing the form.

  To register go to the conference website (attendee registration), chose your registration type, click on the number of tickets you want to buy (01) and then on “proceed” .

  We have reserved a limited number of hotel rooms. We encourage you to book your hotel room soon. All the relevant details can be found on Travel and accommodation.

  Should you have any questions please contact us at rpflc24@edufr.ch .

  We look forward to seeing you in Fribourg in September! 

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• Herzlichen Dank an die PHZH!

  2024-06-25

  Seit 2021 veröffentlicht Babylonia seine Zeitschrift im Open Access Platinum-Format. Dieses grosse Privileg und die Verantwortung, die Ergebnisse unserer konzeptionellen, inhaltlichen und redaktionellen Arbeit tout court einer breiten Öffentlichkeit zugänglich zu machen, kann nur mit der Unterstützung von  Organisationen realisiert werden, die an unsere Arbeit und an diese Form der Verbreitung glauben. Wir danken daher der PHZH, die uns seit 2022 durch den institutionellen iOAF Fonds unterstützt und für die Jahre 2024 bis 2029 einen neuen Betrag von 15'000 CHF für die Kosten der Open-Access-Publikation und die Archivierung der alten Ausgaben zur Verfügung stellt, damit unser Publikum sie bequem vom PC aus "blättern" kann, um die Geschichte der Babylonia-Veröffentlichungen zu entdecken oder wiederzuentdecken. Herzlichen Dank an die PHZH!

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• Babylonia 2/2025 - Call for papers

  2024-03-06

  Classical languages - modern languages: new prospects for networking

  How can the teaching of classical and modern languages, and their respective instructional practices, be linked? How can they be mutually enriching? This issue of Babylonia sets out to present various scenarios and to inspire  others, such as  interlinguistic and intercultural training (e.g. in the sense of integrated language teaching or inter- and transcultural education), and to encourage a dialogue between competence models. 

  This call for papers is addressed to teachers and researchers in the field of modern and classical language instruction, as well as to tandems combining both.

  Axis 1: Theoretical or empirical aspects of linking classical and modern languages and cultures, for example:

  • How can Romance languages and Latin be linked in the teaching of classical languages and/or modern languages? What is the added value?
  • How/why might it be beneficial  to combine different languages (Romance, Germanic, Slavic, as a first or foreign language) with Latin and/or Greek in the teaching of classical and/or modern languages? What is the added value?
  • To what extent does it make sense  to include aspects of the ancient cultural heritage present in the region/country when teaching a modern language (e.g. Gallo-Roman in French lessons)? And what about archaeology in modern language teaching in general? If so, with what added value?
  • Could integrating classical and modern languages, which vary according to linguistic region, serve as an example for other linguistic combinations?

  Axis 2: Transfer of instructional models from one subject group to another (this axis lends itself well to author tandems), for example:

  • Using oral expression in the teaching of classical languages;
  • Using drama in the teaching of classical languages;
  • Fostering inter- and transcultural learning in the teaching of classical languages;
  • The use of translation and mediation of texts in classical and modern languages: what do they have in common, what are the differences? How can they both be used? How can ideas from one field be applied to the other?
  • Can the principles of the teaching of reading Latin and/or Greek texts be applied to teaching literature in modern languages? And vice versa?

  In line with Babylonia's editorial policy, we welcome contributions that are empirical (research projects, action research), practical (fact sheets, exercises, best practice, etc.) and opinion pieces (position papers, interviews, etc.). Babylonia favours the use of clear and easily understandable language. Concrete examples - inserted directly into the text of the article or in boxes - are welcome. Article length: 16,000-20,000 characters (4-5 pages).

  Please send your abstract (500 words, including 3 references) in French, German, Italian, Romansh or English by 1st August 2024 to antje-marianne.kolde@hepl.ch and daniel.reimann@hu-berlin.de

  Deadlines

  • Submission of abstracts (max. 2,000 characters): no later than 1 August 2024
  • Communication of accepted contributions: October 2024
  • Submission of articles (16,000 to 20,000 characters, including spaces): 31 December 2024
  • Feedback from the editorial team and the review team
  • Revision and submission of the final version: 1 May 2025
  • Publication: August 2025

  Bibliohgraphy

  Augé, Dominique (2013). Refonder l’enseignement des langues anciennes : le défi de la lecture. Grenoble : Ellug.

  Aubry, Céline & Martinot, Caroline (2019). « Enseigner le latin au collège par le jeu théâtral ». In : Malika Bastin-Hammou, Filippo Fonio, Pascale Par-Rey (éds.), Fabula agitur. Pratiques théâtrales, oralisation et didactique des langues et cultures de l’Antiquité. Grenoble : UGA Éditions, 121-144.

  Bemporad, Chiara, Fidanza, Catherine, Kolde, Antje-Marianne & Vorger, Camille (2019). « Enseigner une langue à la lumière d’autres langues », in Fremdsprachenlernen für alle / Apprentissage des langues étrangères pour tous / Apprendimento delle lingue straniere per tutti / Foreign language learning for all, Babylonia 2, Cahier supplémentaire, 23.

  Capponi, Matteo (2021). « Lire, c’est dire : des exercices ‘théâtraux’ pour consolider les savoirs et appréhender les textes antiques », in : Aline Estèves et Flore Kimmel-Clauzet (éd.), La lecture antique en V.O. Lire en classe des textes latins aujourd’hui. Grenoble : UGA Éditions, 135-153.

  CARAP – Ein Referenzrahmen für plurale Ansätze zu Sprachen und Kulturen: https://carap.ecml.at/Accueil/tabid/3577/language/de-DE/Default.aspx

  Dell’Oro, Francesca (2019). « Plongeon dans le grec ancien : compte rendu des premiers ateliers de grec ancien oral de l’Université Grenoble Alpes ». In : Malika Bastin-Hammou, Filippo Fonio, Pascale Par-Rey (éds.), Fabula agitur. Pratiques théâtrales, oralisation et didactique des langues et cultures de l’Antiquité. Grenoble : UGA Éditions, 217-242.

  Dell’Oro, Francesca & Kolde, Antje-Marianne (2020). « Le défi des langues anciennes à l’oral dans les écoles de Suisse romande », in : Francesca Dell’Oro (éd.), Méthodes et modèles de l’apprentissage des langues anciennes, vivantes et construites, hier et aujourd’hui, Cahiers du CLSL n° 62, Université de Lausanne, 67-100.

  Der Altsprachliche Unterricht 4, 2005 (Latein und romanische Sprachen).

  Der Altsprachliche Unterricht 1, 2016 (Latein und Spanisch).

  Doff, Sabine / Kipf, Stefan (Hrsg.) (2013). English meets Latin. Unterricht entwickeln – Schulfremdsprachen vernetzen. Bamberg: C.C. Buchner.

  Freund, Stefan / Janssen, Leoni (Hrsg.) (2017). Communis lingua gentibus. Interkulturalität und Lateinunterricht. Speyer: Kartoffeldruck.

  Freund, Stefan / Janssen, Leoni (Hrsg.) (2019). Non ignarus docendi. Impulse zur kohärenten Gestaltung von Fachlichkeit und von Mehrsprachigkeitsdidaktik in der Lateinlehrerbildung. Bad Heilbrunn: Klinkhardt.

  Freund, Stefan / Mindt, Nina (Hrsg.) (2020). Übersetzen aus dem Lateinischen als Forschungsfeld. Aufgaben, Fragen, Konzepte. Tübingen: Narr.

  Große, Maria (2017). Pons Latinus – Latein als Brücke zum Deutschen als Zweitsprache. Modellierung und empirische Erprobung eines sprachsensiblen Lateinunterrichts. Frankfurt am Main et al.: Peter Lang.

  Jung, Beat & Krebs, David (2021). « LATINE DOCERE – Pilotversuch mit dem Lehrmittel LINGUA LATINA PER SE ILLUSTRATA an der Kantonsschule Solothurn », Bulletin SAV-ASPC-ASFC 98, 5-17.

  Jung, Beat (2021). « Loquimur et scribimus, quo melius legamus : Latine docere am Gymnasium », Bulletin SAV-ASPC-ASFC 98, 18-23.

  Kipf, Stefan (Hrsg.) (2014). Integration durch Sprache. Bamberg: C.C. Buchner.

  Kolde, Antje-Marianne (2019). NEoLCA: Latin, grec et plurilinguisme, in: Babylonia 3, 90-95.

  Kolde, Antje-Marianne (2022). Compétence plurilingue pluriculturelle et langues anciennes?, in: forumlecture.ch: littératie dans la recherche et la pratique / leseforum / forumlettura, http://hdl.handle.net/20.500.12162/5997 (11.01.2024).

  Ministerium für Bildung, Wissenschaft, Weiterbildung und Kultur Rheinland-Pfalz (Hrsg.) (2013). Handreichungen zum Schulprojekt „Latein Plus“. Band 3: Didaktische Ansätze. Mainz: Ministerium für Bildung, Wissenschaft, Weiterbildung und Kultur Rheinland-Pfalz.

  Ministerium für Bildung, Wissenschaft, Weiterbildung und Kultur Rheinland-Pfalz (Hrsg.) (2017). Handreichungen zum Schulprojekt „Latein Plus“. Band 4: Vernetzter Sprachunterricht. Mainz: Ministerium für Bildung, Wissenschaft, Weiterbildung und Kultur Rheinland-Pfalz.

  Müller, Martin / Gutierrez, Rolf / Netti Adele / Wesselmann, Katharina (2016). Aurea Bulla. Latein. Mehrsprachigkeit. Kulturgeschichte. Liestal: Verlag Basel-Landschaft.

  Müller-Lancé, Johannes / Kropp, Amina / Siebel, Katrin / Stöckl, Alexander: Latein für Romanist*innen – Ergänzungsmaterialien für Lernende und Lehrende. Texte, Übungen, Wortschatz. Tübingen: Narr.

  Nagel, Werner et al. (1997). Latein – Brücke zu den romanischen Sprachen. Entwicklungslinien – Sprachregeln – Texte – Übungen. Bamberg: C.C. Buchner.

  Nagel, Werner (2003). Latein und romanische Sprachen. Ihre Vernetzung in Unterrichtseinheiten. Bamberg: C.C. Buchner.

  Nagel, Werner (2006). Latinitas fons. Fortwirken des Lateinischen im Spektrum moderner Sprachen. Wien: Braumüller.

  Pädagogisches Zentrum Rheinland-Pfalz (Hrsg.) (2008). Handreichung zum Projekt „Latein plus“ Rheinland-Pfalz. Band 2: Materialien. Latein / Englisch. Bad Kreuznach: Pädagogisches Zentrum Rheinland-Pfalz.

  Siebel, Katrin (2017). Mehrsprachigkeit und Lateinunterricht. Überlegungen zum lateinischen Lernwortschatz. Göttingen: Bonn University Press / Vandenhoeck & Ruprecht.

   Rico, Christophe (2019). « La méthode Polis » In : Malika Bastin-Hammou, Filippo Fonio, Pascale Par-Rey (éds.), Fabula agitur. Pratiques théâtrales, oralisation et didactique des langues et cultures de l’Antiquité. Grenoble : UGA Éditions, 193-216..

   Wirth, Theo / Seidl, Christian / Utzinger, Christian (2006). Sprache und Allgemeinbildung. Neue und alte Wege für den alt- und modernsprachlichen Unterricht am Gymnasium. Zürich: Lehrmittelverlag des Kantons Zürich.

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• INSCRIPTIONS - journée d'étude " La didactique des langues en Suisse" 30.08.24

  2024-03-04

  Nous avons le plaisir de vous informer que les inscriptions sont désormais possibles pour la journée d'études " La didactique des langues en Suisse : wo stehen wir heute? " coorganisée par la HEP Vaud et la PHBern qui se tiendra le 30 août prochain à Lausanne.  

  https://www.hepl.ch/accueil/actualites-et-agenda/actu-hep/la-didactique-des-langues-en-suisse-wo-stehen-wir-heute.html

   

  Nous proposons un format original :  pas d’appel à communication mais des invité.e.s pour débattre de trois thèmes:

  1) Enjeux de la tertiarisation / disciplinarisation de la DLC

  2) Défis communs à toutes les didactiques disciplinaires et propres à la DLC

  3) Modalités d’insertion / reconnaissance institutionnelle de la DLC

   Chaque discussion est conçue comme un échange, tout le monde peut prendre la parole et s’interroger en vue de dégager des pistes de réflexions collectives. De plus, nous ménagerons de nombreux temps de pause propices aux rencontres.

   La Prof. Dr. Sara Hägi-Mead (Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau) donnera la conférence principale.

  Nous aurons ensuite le plaisir d’accueillir, entre autres, Mirjam Egli Cuenat (FHNW), Daniel Elmiger (Université de Genève), Delphine Etienne-Tomasini (HEP PH FR), Michael Prusse (PHZH), Audrey Bonvin (CeDiLe), Ingo Thonhauser (HEP Vaud), Edina Krompák (PH Luzern), Giuseppe Manno (FHNW), Emile Jenny (HEP-BEJUNE), Vincenzo Todisco (PH GR), Adrian Juric (PH TG), Simone Ganguillet (PHBern), Luc Fivaz (HEP Vaud) ...

   

  …et vous?

  On se réjouit de ces échanges à venir !

  Cordialement,
  Martina Zimmermann (HEP Vaud) et Jésabel Robin (PHBern)

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• Reflections on co-production as a research practice in the field of foreign language teaching and learning

  2024-02-26

  Dear colleagues,

  We are co-editing a special issue entitled "Reflections on co-production as a research practice in the field of foreign language teaching and learning" in the journal published by VALS/ASLA. We invite you to contribute to this issue by sending us an abstract by April 1, 2024. 

  As the bulletin will be multilingual, we are happy to receive contributions in German, French, English or Italian. The CfP can be found here:  dgxy.link/VCbPz

  Feel free to share this call with other potentially interested colleagues.

  If you have any questions, please do not hesitate to contact us.

  Kind regards,

  Luc Fivaz and Martina Zimmermann

  (luc.fivaz@hepl.ch) and (martina.zimmermann@hepl.ch)

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• 10. Schweizer DaF/DaZ-Tagung : DaF/DaZ im Wandel: Lehren – Lernen – Methoden

  2024-01-22

  Immer schneller – immer besser? Der Wandel des DaF- und DaZ-Unterrichts scheint an Tempo noch einmal zuzulegen. Wurde gerade noch die Digitalisierung als Herausforderung beschrieben, schiessen aktuell Workshops und Publikationen zum Lehren und Lernen mit Künstlicher Intelligenz (KI) ins Kraut. Gleichzeitig bleiben Fragen nach didaktisch-methodisch sinnvollen Szenarien für den Einsatz von KI im Unterricht und etwa auch die Frage nach einer KI-Literalität der Lehrpersonen und der Lernenden weitgehend offen. Klar scheint: Maschinelle Übersetzung, KI-gestützte Text- und Bildgenerierung und die automatische Bewertung von Lernertexten machen allein noch keinen Sommer. Und künstlich-intelligente Systeme (learning analytics), die an den Lernstand angepasstes Feedback und massgeschneiderte Angebote für das Weiterlernen liefern, werden hinsichtlich ihrer Effektivität kontrovers diskutiert, sind zumindest für das Sprachenlernen nach wie vor wenig ausgereift und setzen überdies ein hohes Mass an Lernerautonomie voraus, was für manche Kontexte und Zielgruppen eine wenig realistische Prämisse ist.

  Diese Entwicklungen bieten Anlass, den Wandel in DaF und DaZ breiter in den Blick zu nehmen, d.h. Innovationen durch die KI kritisch (auch: auf Basis didaktischer Traditionen) zu befragen, und Entwicklungen jenseits von KI, etwa im Bereich niederschwelliger Kursangebote für Geflüchtete, nicht auszublenden. Unter dem weit gefassten Motto des Wandels laden AkDaF und Ledafids Sie, liebe Deutschlehrerinnen und Deutschlehrer, herzlich zur nunmehr

  10. Schweizer DaF/DaZ-Tagung ein: DaF/DaZ im Wandel:

  Lehren – Lernen – Methoden

  Freitag und Samstag, 28. und 29. Juni 2024, Fribourg/Freiburg.

  Die zweitägige Veranstaltung findet wiederum auf der Sprachgrenze in Fribourg/Freiburg statt und konkretisiert so die Idee einer gesamtschweizerischen Tagung sowie auch das Desiderat, Synergien von DaF und DaZ vermehrt zu nutzen. Im fachlichen Teil der Tagung bieten vier Plenarvorträge und acht Workshops Gelegenheit zur partizipativen Weiterbildung in kompakter Form.

  Spannend liest sich auch das vielfältige Programm der interaktiv und teils handlungsorientiert angelegten Workshops: Die Themen reichen von der KI-unterstützten Förderung des Sprechens (!), der Textkompetenz, mehrsprachiger Kompetenzen und der Mediationskompetenz über den Umgang mit Diversivität und Heterogenität (im Unterricht und im Lehrwerk) bis hin zum szenariobasierten Unterricht und Lernkonzepten für vulnerable Zielgruppen.

  Für Begegnungen, Vernetzungen und den Austausch zwischen den Teilnehmenden und mit den Beitragenden bietet auch die 10. Ausgabe der Schweizer DaF/DaZ-Tagung viel Raum, sei es in dem speziell dafür eingerichteten Austauschformat, sei es informell in den Workshops, in den Kaffee- und Mittagspausen, anlässlich des Konferenzdinners oder während einer (aussergewöhnlichen) Führung.

  Programm und Einschreibungen ab dem 1.3.2024 auf: https://www.dafdaztagung.ch/

  Read More Read more about 10. Schweizer DaF/DaZ-Tagung : DaF/DaZ im Wandel: Lehren – Lernen – Methoden

• Babylonia 3/2024 - call for questions

  2023-12-18

  In 2024, Babylonia will release a special issue addressing questions parents have about their children’s language development. For this issue, we are collecting questions from parents/educators which will then submitted to experts in the field of language acquisition. These experts will then be asked to provide clear and empirically-based answers formulated in a non-judgmental way. Importantly, all questions will be anonymized. We will be publishing the experts' answers in an issue that will be available for free on our website.

   

  Here is the link to submit your questions: https://form.jotform.com/232882145822357

  
  

  Thank you for sharing it in your networks!

   

  Read More Read more about Babylonia 3/2024 - call for questions

• Une journée scientifique et professionnelle « Migrations et dynamiques professionnelles » aura lieu à la HEP | PH FR le mercredi 17 janvier 2024.

  2023-12-11

  Journée gratuite mais sur inscription jusqu’à fin décembre 

  Organisée par la HEP | PH FR (UR Trajectoires) en partenariat avec l’Université de Fribourg, cette journée proposera des regards pluriels sur les parcours de mobilité des enseignant·e·s et des élèves et mettra en dialogue chercheur·euse·s, praticien·ne·s et acteur·trice·s de l’accueil et du système scolaire. La matinée sera consacrée à la mobilité professionnelle et les parcours migratoires d’enseignant·e·s. Les intervenants de l’après-midi aborderont l’accueil des élèves primo-arrivant·e·s allophones au sein des institutions et insertion dans le système scolaire. Un dialogue avec différents acteurs croisant les politiques éducatives, les pratiques sur le terrain et la recherche autour de l’accueil des élèves primo-arrivants sera également mené. 

  La conférence introductive sera proposée par Joëlle Morrissette de l’Université de Montréal : « Enseignant·e·s formés à l’étranger à l’épreuve d’autres conventions d’une culture professionnelle : enjeux de légitimité ». 

  Valérie Amireault de l'Université du Québec à Montréal interviendra pour la conférence de clôture intitulée « L’accueil et l’intégration des élèves allophones nouvellement arrivé·e·s en situation de grand retard scolaire à Montréal : enjeux des milieux et représentations des jeunes » . 

  Le programme complet est disponible ICI.
  

  La participation est gratuite (pause café offerte), l’inscription à la journée ou à une demi-journée est obligatoire. Les inscriptions sont ouvertes sous ce lien : Inscriptions

  Read More Read more about Une journée scientifique et professionnelle « Migrations et dynamiques professionnelles » aura lieu à la HEP | PH FR le mercredi 17 janvier 2024.

• Colloque :De la recherche empirique à la pratique en classe de langue étrangère et vice-versa [cfp]

  2023-11-23

  Appel à communication

  Le Groupe didactique des langues de la HEP de Zürich et le Centre de didactique des langues étrangères (CeDiLE) de la HEP de Fribourg ont le plaisir d’annoncer le colloque De la recherche empirique à la pratique en classe de langue étrangère et vice-versa qui aura lieu les 6 et 7 septembre 2024 à Fribourg.

  Voici le lien pour l’appel à contributions: https://rpflc24.dryfta.com/71-call-for-papers

  Ouverture des soumissions : 11.12.2023

  Délai de soumission des résumés : 18.02.2024

  Read More Read more about Colloque :De la recherche empirique à la pratique en classe de langue étrangère et vice-versa [cfp]

• Call for Papers Babylonia 1/2025: Using generative AI intelligently in foreign language teaching – or not?

  2023-11-22

  Using generative AI intelligently in foreign language teaching – or not?

  Is generative AI (artificial intelligence) regenerating or degenerating language learning and teaching? The heart of this issue of Babylonia is dedicated to helping foreign language teachers use generative AI tools in their foreign language classrooms in ways beneficial to learner language development.

  Publications in this domain have increased exponentially in recent years (see review in Crompton & Burke, 2023) with studies ranging from the way in which artificial intelligence shapes teaching practices (Yanhua, 2020) to studies on the ethical challenges (Adams, et al., 2023). There are numerous studies highlighting the advantages of specific generative AI tools in teaching methodology (Fitria, 2023; Motlagh, Khajavi, Sharifi & Ahmadi, 2023, among many others) and discussions on whether or not these hinder foreign language learning (Kennedy, 2021 or Klimova, Pikhart, Benites, et al., 2023). There is research on the impact of AI on the curriculum (Yu & Guo, 2023), while Berthele & Udry (2023) concretely examine the use of translating tools in the Swiss learning and teaching context.

  In this issue, we focus on research and teaching experiences that help teachers use generative AI effectively. We would like to address questions such as:

  • Is there evidence of fruitful, useless, or even harmful use of AI based on LLMs (large language models) in foreign language learning and assessment? Are there situations where generative AI is simply not useful in the language classroom?
  • How can generative AI be used for sustainable feedback and assessment of learning?
  • How can teachers use AI for planning lessons in ways that foster learning perhaps better than in the past?
  • How can AI be used for adaptive learning, e.g. allowing to take into account individual competencies and levels, learning rates, motivation, personal preferences, etc.?
  • How can teachers help learners (especially beginning learners) develop their critical-thinking skills so AI can be used ethically and effectively?
  • How effective is AI in the learning and teaching of languages other than English, where data may be more limited?
  • How can specific language skills (receptive, productive, interactional) be enhanced by means of AI?

  We are looking for short contributions (max 4 pages, 14,000 characters including spaces) that:

  • are novel;
  • are concrete and backed by empirical evidence;
  • are generalizable to different tools, functions or situations;
  • include ethical and other considerations and limitations;
  • clearly show if and/or how learners have benefited.

  Please send your abstracts to Laura Loder Buechel (laura.buechel@phzh.ch), Verónica Sánchez (Veronica.Sanchez@irdp.ch) or Sabine Christopher (Sabine.Christopher@ti.ch) by April 1, 2024 (further dates listed below).

   

  Schedule

  • Abstract submission: April 1, 2024 - extended deadline: May 1, 2024
  • Notification of acceptance: June 1, 2024
  • Article submission: August 31, 2024
  • Feedback from the editorial team: by November 1, 2024
  • Final version due: January 1, 2025
  • Copy-editing and layouting: February / March 2025
  • Publication: April 2025

  References

  Adams, C., Pente, P., Lemermeyer, G., & Rockwell, G. (2023). Ethical principles for artificial intelligence in K-12 education. Computers and Education: Artificial Intelligence, 4, 100131.

  Berthele, R. & Udry I. (2023a) Welche fremdsprachlichen Lernziele der Schulen können mit digitalen Tools aber ohne Lernen erreicht werden? Simply playing the ostrich will not help in the long run. In: Zeitschrift für Interkulturellen Fremdsprachenunterricht 28.1. issn: 1205-6545. doi: 10 . 48694/zif.3519. (Visited on 05/11/2023).

  Berthele, R. & Udry I. (2023b) Digitale Übersetzungsprogramme und Online Wörterbücher im Fremdsprachenunterricht: : Erkenntnisse aus einer Umfrage bei Lehrpersonen und Lernenden der obligatorischen, post-obligatorischen und tertiären Bildung. In: Linguistik Online 120.2, pp. 145–167. issn: 1615-3014. doi: 10.13092/lo.120.9720. (Visited on 05/11/2023)

  Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1), 1-22.

  Fitria, T. N. (2023). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. ELT Forum: Journal of English Language Teaching, 12(1), 44-58.

  Kennedy, O. (2021). Taking tools into their own hands: Independent learner use of machine translation to proofread L2 academic writing. Eurocall 2021 (pp. 25–27). Online. Aug 2021

  Klimova, B., Pikhart, M., Benites, A.D. et al. Neural machine translation in foreign language teaching and learning: a systematic review. Educ Inf Technol 28, 663–682 (2023). https://doi.org/10.1007/s10639-022-11194-2

  Motlagh, N. Y., Khajavi, M., Sharifi, A., & Ahmadi, M. (2023). The Impact of Artificial Intelligence on the Evolution of Digital Education: A Comparative Study of OpenAI Text Generation Tools including ChatGPT, Bing Chat, Bard, and Ernie. arXiv preprint arXiv:2309.02029.

  Yanhua, Z. (2020) The Application of Artificial Intelligence in Foreign Language Teaching,International Conference on Artificial Intelligence and Education (ICAIE), Tianjin, China, 2020, pp. 40-42, doi: 10.1109/ICAIE50891.2020.00017.

  Read More Read more about Call for Papers Babylonia 1/2025: Using generative AI intelligently in foreign language teaching – or not?

• Extended Call for Papers for the SSRE 2024 conference

  2023-11-15

  Dear Ladies and Gentlemen,

  We are pleased to inform you that the deadline for the submission of papers for the Conference of the Swiss Society for Research in Education (SSRE) 2024, that will take place from June 26 to June 28 in Locarno, is extended until January 7, 2024.

  Under the title “Transversal competencies in education and training: from discourses to practices” the conference welcomes contributions based on research as well as practical teaching and learning activities from researchers, trainers, teachers, and other professionals in the field of education, as well as from students.

  The Call for papers can be downloaded at the following link: https://www.ssre2024.ch/wp-content/uploads/2023/09/2023_SSRE_call_EN_DEF.pdf 

  Further information is available on the conference website https://www.ssre2024.ch/?lang=en

  We thank you for your kind attention and would be grateful if you could disseminate this information through your communication channels. We look forward to receiving your contributions!

  The SSRE 2024 Organizing Committee

  ssre2024@supsi.ch

  Read More Read more about Extended Call for Papers for the SSRE 2024 conference

• Studientag/Journée d’étude 30.08.2024 – « La didactique des langues en Suisse : wo stehen wir heute ? »

  2023-11-07

  Une journée d’étude plurilingue est prévue pour le 30 août 2024 portant sur « La didactique des langues en Suisse : wo stehen wir heute ? ». Organisé conjointement par la PHBern (Jésabel Robin, Jesabel.Robin@phbern.ch) et la HEP Vaud (Martina Zimmermann, martina.zimmermann@hepl.ch), l’évènement aura lieu à Lausanne à la HEP Vaud.

  La Prof. Dr. Sara Hägi-Mead (Bergische Universität Wuppertal) donnera la conférence principale.

  Nous aurons ensuite le plaisir d’accueillir pour les tables-rondes thématiques Edina Krompák (PH LU), Daniel Elmiger (Université de Genève), Mirjam Egli Cuenat (FHNW), Ingo Thonhauser (HEP Vaud), Giuseppe Manno (FHNW), Delphine Etienne-Tomasini (HEP PH FR), Emile Jenny (HEP-BEJUNE), Vincenzo Todisco (PH GR), Adrian Juric (PH TG), Simone Ganguillet (PHBern), Luc Fivaz (HEP Vaud), …

  …et vous?

  Pour plus d’informations : https://www.hepl.ch/accueil/actualites-et-agenda/actu-hep/la-didactique-des-langues-en-suisse-wo-stehen-wir-heute.html

  Read More Read more about Studientag/Journée d’étude 30.08.2024 – « La didactique des langues en Suisse : wo stehen wir heute ? »

• Publication of report on multilingualism in vocational education and training (VET)

  2023-09-28

  A new study (m-voc project) by the University of Exeter in the UK and the Berufs- und Weiterbildungszentrum Buchs Sargans, a vocational college in Switzerland, sheds light on this under-researched area, by looking at multilingualism in 11 technical VET programmes. The report summarises experiences and opinions of 674 learners and 87 other stakeholders regarding multilingualism, language learning and language use in VET, and makes recommendations for practice and research. It is now available in German and English:

  • Mehrsprachigkeit in der gewerblich-industriellen Berufsbildung: Eine Fallstudie aus der Ostschweiz und dem Fürstentum Liechtenstein.
  • Multilingualism in technical Vocational Education and Training (VET): A case study from eastern Switzerland and the Principality of Liechtenstein.

  Read More Read more about Publication of report on multilingualism in vocational education and training (VET)

• Call for contributions: Teaching Tasters 2024

  2023-09-12

  The journal Babylonia regularly publishes "Teaching Tasters". This category presents short instructional ideas or experiences to promote language learning.

  For the year 2024, a call for proposals is open. TTs can be written in the languages of the journal (German, Italian, French, Romansh and English).

  To see the guidelines for authors: Teaching Tasters

  To see the previous examples: our archives.

  Read More Read more about Call for contributions: Teaching Tasters 2024

• Save the date – Studientag/Journée d’étude 30.08.2024 – « La didactique des langues en Suisse : wo stehen wir heute ? »

  2023-06-07

  Une journée d’étude plurilingue est prévue pour le 30 août 2024 portant sur « La didactique des langues en Suisse : wo stehen wir heute ? ». Organisé conjointement par la PHBern (Jésabel Robin, Jesabel.Robin@phbern.ch) et la HEP Vaud (Martina Zimmermann, martina.zimmermann@hepl.ch), l’évènement aura lieu à Lausanne à la HEP Vaud. Please, save the date!

  La Prof. Dr. Sara Hägi-Mead (Bergische Universität Wuppertal) donnera la conférence principale.

  Nous aurons ensuite le plaisir d’accueillir pour les tables-rondes thématiques Edina Krompák (PH LU), Daniel Elmiger (Université de Genève), Mirjam Egli Cuenat (FHNW), Ingo Thonhauser (HEP Vaud), Giuseppe Manno (FHNW), Delphine Etienne-Tomasini (HEP PH FR), Emile Jenny (HEP-BEJUNE), Vincenzo Todisco (PH GR), Adrian Juric (PH TG), Simone Ganguillet (PHBern), Luc Fivaz (HEP Vaud), …

  …et vous?

  Plus d’informations à l’automne mais en attendant voici déjà une petite mise en bouche : https://cedile.ch/de/wissenschaftliche-positionen-im-bereich-der-fremdsprachendidaktik-in-der-schweizer-lehrerinnenbildung-podcast/

  Read More Read more about Save the date – Studientag/Journée d’étude 30.08.2024 – « La didactique des langues en Suisse : wo stehen wir heute ? »

• 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 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

   

  Read More Read more about Comment enseigner le vocabulaire en français langue seconde ? [formation continue – inscriptions]

• 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 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 1^st, 2023.

   

  Deadlines

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

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• 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

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

  2022-06-21

  12^e 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 12^e 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/!

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• 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 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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• Celebration Open Access

  2022-03-06

  

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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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• Theme of the next issues

  2021-09-24

  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

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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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• Do you want to edit an issue of Babylonia?

  2020-09-28

  If 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.

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• Take our survey

  2020-08-11

  https://forms.gle/Ww4u7pSSVZ7cvnkB6

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• Theme of the next issues

  2020-07-29

  3 / 2020 Mediation

  1 / 2021 Social Justice

  2/ 2021 Children with special needs and foreign/second language learning (Call for papers)

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