2nd Call for papers > Periodization

A focus on the period 1945–2015 necessarily gives rise to reflection on the status that should or should not be given to 'history of the present time' in the preoccupations of the organizing associations. In 1987, A. Reboullet challenged his contemporaries to engage in historical research in the field of teaching French as a second/foreign language (FLE/S) by highlighting the relevance of relatively 'old' history. SIHFLES, born at that time, has risen to this challenge in its research during the three decades since. Today, with the benefit of hindsight and in line with the observation that there continues to be a 'lack of history' in the disciplines concerned with the dissemination and teaching/learning of languages, it is legitimate to wonder whether there is not now some relevance in embracing more recent history.

In this connection, we can draw inspiration from current historical debates about the nature of the 'past in the present' and the 'present in the past', considering how the present and the future can be informed by historical reflection at the time as reflecting on the extent to which our views of the past are/should be coloured by current political engagements as well as how past developments can be re-viewed in relation to wider social and political trends of which we are still part.