Call for presentations

The integration of culture into the language class: theory, training and practice

Integrating culture into the language classroom was long considered a one-dimensional question which basically involved identifying a cultural “object” most often linked to the arts and/or literature, or another socially established culture, and ensuring, from a methodological standpoint at least, that it was integrated coherently. For nearly 20 years, both theory and practice have underlined the inseparable links between language and culture and their fundamental importance to the pedagogical design of second/foreign language training courses. Scientific, theoretical, and empirical research has intensified in recent years, notably in the area of intercultural communication, a domain in which Canada is recognized for its leadership. Today, more than ever, integrating culture into the language classroom raises complex questions that compel us to reflect upon intercultural realities inside and outside the classroom that have an impact on how we deal with the target culture.

For the different views on culture in general, and on the target culture in particular, to be taken into account, we must foster dialogue and create a welcoming space for the other culture. In the language class, this means mastering this dialogue in order to capitalize on all aspects of projects and objectives established for the course by the teaching/learning institution and the government.

The comparatist framework established by the AFDECE, as well as the intercultural perspective of the 9th colloquium, offers a context particularly conducive to a vigorous and constructive exchange on our theme. In order to explore the full potential of this subject, we propose four areas for discussion:

1. Theoretical contributions: concepts and definitions

Concepts and terms such as culture, interculturality, and identity are historically, socially, and politically specific. They are also influenced by the theoretical models that underpin their usage. Our objective is to promote dialogue that will elucidate their usage and scope.

2. Views and representations: culture and cultural objects of the target language

Views and representations of culture and cultural objects have a profound effect not only on the development of methodologies but also on teaching practices, learning processes, and classroom interaction.

3. Issues and training: state of affairs and prospects

4. Didactic issues and teaching practices: critical and intercultural perspectives

We invite you to submit presentation proposals related to the four areas outlined above. While the language of the conference is primarily French, we welcome submissions and presentations in English.

Conference speakers will have 20 minutes each to give their presentations. This will be followed by a 10-minute question period.

Submit proposals no later than April 30, 2010 filling in the online form.