|
4-8 Jul 2022 Figeac (France)
|
Course contents Introduction 04/07/2022 - AMPHI, 9-11hBi-pluri-multi-literacy : from concept to psycholinguistics issues Mehmet-Ali Akinci, Professor in psycholinguistics and sociolinguistics at the université de Rouen, Laboratoire Dynamique du Langage in situ (DyLiS) The aim of this session is to introduce the notions of 'literacy, bi-plural-multi-literacy' in situations of plurilingualism. We will first define literacy by insisting on the historical context of the emergence of the term 'literacy' and its reception in the French context. Then, we will clarify what is meant by plurilingual competences and bi-plural-literate activities. Finally, we will report on research on pluriliteracy among bi-plurilinguals. For the last fifteen years, research on biliteracy, focusing on situations of plurilingualism has been growing. It has shown that literacy practices in family environment are both rich and diversified and that ways of accessing this knowledge are often developed on the fringes of the school and are little known to it. Regular courses Reading processes : 5/07-8.07, AMPHI, 9h-10h Séverine Casalis, Professor in cognitive psychology and psycholinguistics at université de Lille, laboratory SCALab, Sciences cognitives sciences affectives This course on L2 reading processes focuses on the different school contexts studied (5.07), the assessment of word recognition and comprehension (6.07), the link between the development of metalinguistic skills and reading in L1 and L2 (7.08), as well as the (non) transfer of skills from L1 to L2 (8.07) Writing systems : 4.07 14h-15h, 6.-8.07, AMPHI, 10h-11h Katherine Martin, Associate Professor à School of Languages and Linguistics, Southern Illinois University Carbondale, APPLES Lab (Applied Psycholinguistics in Literacy, Education, and Second Language). This course offers an introduction to the five major categories of writing systems (alphabets, abugidas, abjads, syllabaries, and morphosyllabaries) and their linguistic characteristics (4.07). It provides an overview of (L1) literacy (reading and spelling) development in each major type of writing system, highlighting the ways in which these types along with orthographic depth influence literacy skills (6.07). It also provides an overview of how prior L1 literacy experiences influence L2 literacy development, focusing primarily on bottom-up processes that are fundamental for literacy, such as phonological awareness, orthographic knowledge, the relative reliance on phonological vs. orthographic information for word recognition, word processing granularity, and patterns in spelling skills (7 & 8.07). Throughout the sessions, common techniques for such research, well-covered as well as under-developed and recently of interest areas of inquiry (e.g., consideration of non-European languages other than Chinese and Japanese) will be covered. Writing Processes : 4.07-8.07, AMPHI, 11h30-12h30Victoria Johansson, Associate Professor at Kristianstadt University (Sweden) and affiliated at Lund university (Sweden) ; Marie-Laure Barbier, Maître de conférences habilitée à diriger des recherches in Psychology at l’INSPE Aix-Marseille, Centre de Recherche en Psychologie de la Connaissance, du Langage et de l’Emotion (Centre PsyClé) ; Mariëlle Leijten, Associate Professor in the Master in Multilingual Professional Communications (MPC) at Antwerpen University.
This course on writing processes in L1 and L2 presents the interest of studying the writing process and the difference between perspectives focused on writing processes and those focused on written texts, especially in terms of analyses and outcomes in L2 (4.07). It will discuss models of L2 writing production, links between writing and reading in L1 and L2 (5.07). The study of note-taking in L2 will also be discussed (6.07). Recent research results on writing processes will be presented, in particular those on writing from multiple sources (7.07) as well as the use in the classroom of a new function of Inputlog which aims at facilitating the support of writers by suggesting modifications of their behavior (8.07). Methodologies, 4,5, 7, 8.07, AMPHI, 14-15h Victoria Johansson, Marie-Laure Barbier, Mariëlle Lejten The course on methodologies makes an inventory of the different (a)synchronous and (in)direct methods existing to study writing processes: handwriting, keyboarding, observation, think aloud,etc. (5.07). It provides concrete advice for designing a study on writing processes: what questions can be asked? What aspects should be considered in the choice of task, the comparison between L1-L2, between novice and experienced writers, between different alphabetic systems. Focus will also be on general issues like data collection, copy tasks questionnaires, copy tasks, ethics and GDPR requirements, choice of analyses in relation to research questions, different populations (7.07). Finally, a world cafe will close this session in order to sketch interactively the outlines of surprising and new research projects common to the participants (8.07).
Workshops
Workshop Input-log, D14 & C112 Victoria Johansson et Mariëlle Leijten This workshop proposes hands-on how the programs work. Focus will be on data collection, data preparation and data analysis in Inputlog. Participants will record and analyze one’s own writing, and work with pre-recorded material to test different options.
Workshop Conscience morphologique et lecture à travers les langues, Room B34 Serena Dal Maso, Researcher in Language Learning and Teaching at Verone university, Laboratoriio Language Text and Cognition (LateC), Hélène Giraudo, Researcher in Psycholinguistics at CNRS, Laboratoire Cognition, Langues, Langage, Ergonomie (CLLE) ; Sabrina Piccinin, Researcher at Verone university, associated to Laboratoire Cognition, Langues, Langage, Ergonomie (CLLE) ; Madeleine Voga, Maître de conférences habilitée à diriger des recherches psychology and Greek at Université Paul Valéry-Montpellier 3, Unité de Recherche sur les Suds et les Orients (ReSO) This workshop proposes to reflect on the role of morphological awareness during word reading and text comprehension processes by bi- or multilingual students. Participants will work in small groups on behavioural data from different languages (with different degrees of orthographic transparency) to investigate the sub-components of morphological awareness that come into play during the reading and comprehension processes. They will also design activities to develop morphological awareness (decoding of complex words, analysis of their constituents, etc.) in the different languages they know. Workshop Construction of a common project, Room B21 Cyrille Granget et Cecilia Gunnarsson The objective of the Scientific Interest Group (SIG) Second Language Acquisition Research Network (RéAL2) is to bring second language acquisition researchers together around common themes and projects. This workshop, led by researchers from the network, aims to develop and define common projects around the theme of Biliteracy.
The programme will be available in Pdf format soon.
|
| Online user: 1 | Privacy |
|
