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Colóquio Internacional APROLÍNGUAS

Deadline for the submission of proposals for papers: 30th April 2018


Engaging higher education students in the 
foreign language teaching-learning process

Nowadays, studies in the neurosciences (Damásio, 1995, 1999) and a general understanding of the affective domain within scientific discourse itself (Swain, 2013; Sander, 2015), demonstrate that affect is not opposed to cognition, rather it completes or explains it (Damásio, 1995). Several scientific works have focused on the role played by emotional indicators in learning (Dewaele, 2010); the use of an additional language always involves the management of the emotions of otherness within the learner's self (Coffey, 2015). Hence, our current pedagogical paradigm must now integrate an affective dimension as an object of reflection in the methodology of foreign language teaching.

Teaching-learning in the 21st century demands that we consider the variable emotion whether mediated by software, learning platforms, social networks, the various information and communication technologies (ICT) or in classroom work. This being the case, we should urgently reflect on didactic approaches that articulate cognitive and emotional variables; which, of course, takes us far "beyond the task".

Much recent research in the area of foreign language didactics within Higher Education institutions (HEIs) has focussed on aspects of learning that relate to the modalities, the quality and the nature of teaching-learning relationships (Arnold, 1999) within teaching-learning; broadly speaking, the challenge of engaging foreign language students in the HEI classroom.

In this light, APROLÍNGUAS (The Portuguese Association of Foreign Language Teachers in HEIs) invites all its colleagues, who indeed have questioned the complex issues raised by the teaching-learning process for foreign languages in their HEIs, to take part in this international colloquium in Porto, by submitting a paper proposal (20 minutes’ 2 maximum). The papers may be theoretical and/or case studies which take into account the flowing key themes:

I – methodological approaches
a) pre-Task-based learning (TBL) approaches
b) neurolinguistics approaches
c) approached focussed on affect and emotion
d) others

II – classroom management
a) interaction patterns (in situ, blended or distance)
b) (new) modes and modalities (experimental) for motivating learners;

III – identity and intercultural citizenship
a) Representations of the target language and its associated communities and their cultures
b) (de)construction of intercultural citizenship
c) management of affect and emotion within identity

Languages for presentations at the colloquium
Portuguese, English, French, German and Spanish.

Important dates and deadlines
30th April 2018: deadline for the submission of proposals for papers
18th May 2018: deadline for notification of acceptance
18th June 2018: deadline for payment of enrolment fee
18th July 2018: publication of the provisional programme

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