Séminaire Pratiques langagières


Séminaire doctoral animé par Isabelle Léglise et Valelia Munitoke

L’objectif de ce séminaire est d’accompagner les doctorant.e.s travaillant sur des pratiques langagières socialement situées, intéressé.e.s par les questions de multi et plurilinguisme, variations et changements linguistiques, contacts de langues, mobilités et construction de l’identité. Une place importante est laissée aux approches méthodologiques et cadres théoriques pertinents (analyse de discours, anthropologie linguistique, linguistique du contact, théories de la variation etc.).
Compétences mises en oeuvre : Faire appel aux cadres théoriques et méthodologiques adéquats à l’analyse de pratiques langagières situées en lien avec des problématiques linguistiques et socio-anthropologiques. Une fois par mois, de 14 à 17h, Inalco, rue de Lille - Maison de la recherche, salle LO.01, séances également retransmises par zoom. Avec le soutien de l’Ecole Doctorale de l’INALCO et de l’UMR SeDyL. Ce séminaire est ouvert aux doctorant.e.s et aux étudiant.e.s de master 2.

Reprise du séminaire le 15 octobre 2021, Inalco, rue de Lille – Maison de la recherche & via zoom


Lorenza Mondada (Université de Bâle)

Rencontres entre inconnus dans l'espace public: approches corporelles et choix linguistiques

INALCO, rue de Lille, salle LO.01 de 14h à 17h, la conférence sera également retransmise via zoom


Marcelyn Oostendorp (Stellenbosch University)

Towards surviving mastery in Applied Linguistics

INALCO, rue de Lille, salle LO.01 de 14h à 17h, la conférence sera également retransmise via zoom

The discourse of mastery is prominent in Applied Linguistics, in both scholarly work and in the application of research. For example, on the Cambridge International English Test website, the C2 level is described as a qualification that “shows the world that you have mastered English to an exceptional level”. The idea of mastery, however, does not only remain on the discourse level- curriculums are meant to be implemented and therefore mastery and all that is associated with it (near perfection, dominance over something etc.) is also practiced. In this article, I offer a proposal drawing on decolonial thought of mastery as an inheritance “we might (yet) survive” (Singh 2018: 2) by recuperating other ways of being, thinking and learning in classrooms. Specifically, I will offer ideas about how drawing on all the semiotic resources our students possess can create more equitable classroom spaces and will theorize from praxis (Mignolo and Walsh 2018). These spaces are however not comfortable, they are as Coetzee (2014) proposes accented. In these spaces, teachers might be confronted with resources they do not possess and might not be proficient in. In addition, teachers and learners can also be made aware of their own privilege, a realization which is often uncomfortable. By drawing on examples from the South African educational contexts I will make the argument that what is to be gained by these uncomfortable encounters are new forms of sociality, empathy, and greater agency on the side of the student. I will argue that these kind of pedagogical interventions, also offer points of reflection on how mastery can be survived in the practices that applied linguists engage in their research, and that by recuperating other forms of doing, our research participants can be engaged with in more ethical ways.


Piet van Avermaet (Ghent University)

Beyond binaries. How to integrate multilingualism and language of schooling in education?

INALCO, rue de Lille, salle LO.01 de 14h à 17h, la conférence sera également retransmise via zoom

Since the first 2000 PISA findings we know that socio-ethnic inequality in education is a tenacious and persistent problem in many European countries. In explaining this inequality language (i.e. knowledge of the dominant language) is often presented by policy makers as the main – if not the only – causal factor. This incorrect causal interpretation has strongly impacted language policy making of the last 15 years in many European countries. For almost two decades knowledge of the dominant language has been seen as the main lever for school success. However, the recent 2015 PISA-data show that the inequality gap has not been reduced. On the contrary, social inequality in education seems to have grown in some countries. Independent of the fact that schools, as social and learning spaces, are multilingual and although there is no empirical evidence for the effectiveness of an exclusive L2 submersion model, many European countries maintain a monolingual policy, whereby children have to be submersed in the dominant language as a condition for school success. This often leads to school policies and classroom practices where children’s multilingual repertoires are banned, not exploited and where children are sometimes being reproved or even punished for using their multilingual repertoire in daily school and classroom interaction. In this paper I will discuss the counterproductive effects of excluding immigrant children’s multilingual repertoires in education. I will argue for a policy where multilingualism and the acquisition of the language of schooling can be interwoven.

Les personnes intéressées sont les bienvenues. Elles peuvent contacter isabelle.leglise@cnrs.fr qui enverra le lien zoom correspondant.