Bilingualism and Beyond: Advancing the Thinking on Pedagogies, Policies and Practices
April 30 - May 2, 2020
Françoise Armand – Université de Montréal
James Cummins – University of Toronto
Onowa McIvor - University of Victoria
Eva Vetter - University of Vienna
The conference is organized by CCERBAL in collaboration with EDiLiC
EDiLiC International Association
A GLOBAL PERSPECTIVE. The world has taken a multilingual turn: an increased awareness that monolingualism is an exception rather than a norm and unprecedented mass migrations have created impetus for continued pedagogical, assessment, policy, and technological innovations to reflect changing global realities. New calls for recognition and specific actions to support diversity, inclusion, equity, and citizenship related to languages have also come to the forefront of global thinking.
THE CANADIAN CONTEXT. In keeping with global trends, Canada has entered a new era in its thinking and actions regarding the role and impact of languages in its complex and diverse social fabric. Continuing to celebrate French-English bilingualism, the Government of Canada has recently launched consultations on modernizing the Official Languages Act and has announced an investment of over $16 million to implement a free learning and maintenance program for French and English. Strong voices for according a new place and offering higher recognition to Indigenous languages have triggered consultations on an Indigenous Languages Act. In addition, close to 23% of Canadians report having a language other than English or French as a mother tongue (Statistics Canada, 2017).
THE CALL. Within this rich and stimulating global and local context, the Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL) is launching a call for its 2020 Conference. We welcome proposals for individual presentations, posters, symposia, round tables and workshops transcending boundaries and bringing thinking and action to the next level on topics related, but not limited, to the following:
- Language teaching, learning, and assessment
- Language and Technology
- Language policy and family language policy
- Flexible, experiential, community and informal language learning
- Academic literacies, multiliteracies and multimodality
- Languages of schooling, immersion studies, bi-/multilingual education, language intensive programs
- The role of L1(s) or mother tongue(s) in second/additional language teaching
- Inclusion, social justice and equity
- Creation and intersection of third spaces and dialogue between spaces
- Language and migration
- Plurilingualism, multilingualism, translanguaging
- Official languages, Heritage languages, Modern languages, Indigenous languages, Sign languages, Minority languages, ‘Big’ languages vs. ‘Small’ languages
- Languages other than English (LOTE)
Submissions open: August 1, 2019
Submissions close: December 1, 2019
Conference dates: April 30 - May 2, 2020
FEATURED EVENTS: Plenary sessions, round tables and thematic symposia, professional development workshops, social activities and more.
Nikolay Slavkov (University of Ottawa) and Marie-Paule Lory (University of Toronto Mississauga)
For more information, please contact us at the following address: ccerbal@uOttawa.ca.
Conference Web site: https://ccerbal2020.sciencesconf.org
Translanguaging: Opportunities and Challenges in a Global World - 2018
Translanguaging: Opportunities and Challenges in a Global World
Plenary speakers: Ofelia García (City University of New York), Guillaume Gentil (Carleton University), and Danièle Moore (Simon Fraser University)
Venue: Social Sciences Hall, University of Ottawa.
Conference dates: May 3-4, 2018.
Featured events: Round tables and thematic symposia on Linguistic Risk-Taking, Bilingual and Multilingual Policies, and much more.
Conference theme: Translanguaging, a construct referring to the complex use of more than one language as a (combined) resource, has captured the imagination of researchers, educators, and policy makers around the world. The role of translanguaging as a linguistic and social practice in family, community, educational and institutional contexts raises a number of stimulating and challenging questions that call for continued discussion.