2nd Call for papers > Illustrative themes

In line with the above brief outline, the conference aims to promote exploration of various lines of inquiry relating to the history of research and theorization in language education during the 70-year period in question, enabling researchers from different backgrounds to explore these areas in relation to their own and others' situations. These lines of inquiry might include (but are not confined to):
• history of the links between language teaching research and so-called 'related' disciplines (linguistics, literature, psychology, anthropology, sociology, philosophy, cognitive sciences, etc.)
• history of the circulation of language teaching theories between different countries and geographical areas during the period under consideration
• major controversies in language education (e.g. the value of utilitarianism, 'basic languages' (Basic English, français fondamental, etc.), functionalism, behaviourism, Audio-Visual Method (SGAV), plurilingualism, etc.);
• relationships of researchers/theorists in the field of language education with official institutions related to languages and to the dissemination and teaching of languages: ministries of education/higher education, European institutions, cultural agencies, etc.,
and the relationship/conflict between 'dissemination' and 'cooperation' policies
• evolution of conceptions of the relationship between languages and cultures among researchers in language education ('intercultural turn'; indivisibility of language and culture, etc.)
• history of discussions in the field of language education about the nature of language and the way such discussions influence practice
• epistemological trends underlying different research approaches and related conceptions of research (including historical research)
• contextual considerations underlying developments in research and theorization
• considerations relating to language contact and linguistic and cultural plurality/diversity
• evolution of the role, responsibilities and nature/extent of adaptation of the researcher/theorist to realities of language education and social demands