First call to paper presentation (March 29, 2019)
2019 DIPROling Conference
II Diproling Conference Languages in transit: challenges and perspectives for teachers and teacher educators Teaching Foreign Languages in the University Context.
Language Teaching Center – UNICAMP
October 29, 30 and 31, 2019.
The Language Teaching Center of the State University of Campinas (CEL / UNICAMP), in collaboration with the Federal University of Minas Gerais (UFMG), and other Brazilian and French partners  of the DIPROlínguas project (CAPES-COFECUB program) , will hold two events aimed at bringing together professionals working in Brazil and abroad in the areas of research and foreign languages teaching, intercomprehension between related languages, interculturality, plurilingualism and bilingual education.
Objective: to encourage research on the concepts and approaches of interest of the DIPROlínguas project during its second year and present the results of the actions taken previously.
Public: although it is part of the activities of the DIPROlínguas project, this call contemplates the whole community of researchers and teachers interested in the topics covered in it, in Brazil, Latin America, Europe and around the world.
The DIPROlínguas project aims to study the impact of an education based on linguistic kinship relations in the ability of reflecting about the language, languages of education and other languages, belonging to the Romance family or not, present in the surroundings and / or in the repertoire of pupils: substrate languages (indigenous, regional), heritage languages, sign languages (Libras, LSF, ASL), migrant languages, other additional languages.
It should be noted that the project contemplates different educational contexts in Brazil and France, basic education and higher education. The point in common between the fields of research addressed and the pedagogical initiatives developed is that they place linguistic and cultural kinship at the center of the proposal, that is, the perceptions of analogies and differences on the perspective of teachers and students throughout comparative processes.
These perceptions of analogies and differences update the representations of distances and proximities between languages and cultures and can occur in five levels:
- Linguistic: the perception of the distance between linguistic codes, their operative value, that is, the way in which a student considers linguistic proximity (Kellerman, 1979, Bardel, 2006, Diaz-Ferrero, 2017: 17-18).
- Spatial: the perception of the physical distance of the community (s) that speaks a given language and of the territory (s) where that language is spoken.
- Sociocultural: the perception of the social and cultural distance between the learner's own environment (values, practices, rites, etc.) and the representation they build of values, practices and rites of the community of speakers of a certain additional language .
- Interactional: the perception of variations in interaction or conversation, the degree of formality or informality depending on the situation, the interlocutors and the issues in question.
- Transactional (Moore, 1993 apud Jézégou, 2007), that is, in the degree of proximity or socio-affective distance between the student and the teacher and / or other students and / or speakers of other languages.
After the first 2018 DIPROling Conference that was held at UFMG, (http://www.letras.ufmg.br/diproling2018/) focused on the issues of representations and effects of perceptions of distances and proximities, for all actors, in this edition we would like to highlight teachers, teacher educators and other educational agents, the teaching materials produced and the pedagogical discourse that has been constructed from the plural approaches.
Therefore, the fundamental issues that guide this event are the challenges and perspectives that are presented to teachers of basic education and university due to the need to carry out a linguistic education consisted with the demands inherent to contexts in which diverse paradigms coexist, determined by a humanity in transit that must organize itself in increasingly complex societies. Thus, in this scenario, considering the profile of language teachers, it is necessary to reflect: what competences and contents could be considered essential in their curriculum today? What abilities and know-how do they need to develop and access, both in basic education and in the university environment, taking into account this inapprehensible threshold, between the not yet and the no more (Agamben, 2009), which constitutes fundamentally the contemporaneity? A particularly complex context in which cohabit the myth of the monolingual country (Capucho & Silva, 2014) and the expansion of the teaching of the Brazilian sign language (LIBRAS) and the teaching of Portuguese as a foreign language (PLE) for indigenous students in the university. A reality in which both the paradigm of a language education that understands university internationalization and the teaching of contents of various areas of knowledge in English coexist. As well as initiatives that promote the democratization of access to knowledge through academic mobility programs which encourage openness to contact with other languages and cultures. On the one hand, there is a linguistic policy that restricts foreign language teaching in basic education to the English language and, on the other hand, the growing presence of indigenous and immigrant students (including non-Anglophone and non-proficient in the Portuguese and English languages) enrolled by law in public schools in Brazil.
With the expression 'Languages in transit' we suggest different aspects of plurilingualism (or 'multilingualism') that can be effective both from the perspective of the subject and from the social environment, as well as from the pedagogical strategies in the teaching materials and scenarios.
Therefore, when submitting the proposal to the conference, each author should indicate in which of the following axes his/her research contemplates:
- Languages in transit: perspective of the subjects (teachers and teacher educators) and agents of the learning process.
- about the skills: desired, essential and possible - for the curriculum of teachers and teacher educators today: 1) reflection on ethos itself (style, custom, action, willingness to ...) to teach languages; teacher curator, mediator; 2) transdisciplinarity and plural approaches; 3) diachronic studies, Romanian philology and contrastive grammar; classical studies, the return to Latin; 4) digital tools applied for teaching languages in distance education;
- on the profile of agents promoting policies for plurilingualism implemented or necessary to promote cultures associated with the languages taught; curricular insertion of languages other than Portuguese; teachers and teacher educators in plurilingual educational experiences;
- evaluation and proficiency; why, for what and how to evaluate in plurilingual and complex contexts; transdisciplinarity, specific objectives in the evaluation; who evaluates what and what for?
- Languages in transit: perspective of the social, cultural and political environment
- on the challenges of teaching in institutional plurilingual contexts or not: public schools of basic education and universities; support networks for refugees and foreign students;
- about approximation and distance from the area of knowledge to which each language is commonly associated; revision of ideologies and deconstruction of the stereotypes of each language: the language of science is ..., the ... is a language without homeland; philosophy is only possible in ...; French is for ...; Italian and Spanish are ...
- on acculturation, ideologies and domination in language teaching; languages as means (not an end); what knowledge and contents for which languages? About not having an accent, speaking like a native; be proficient; you need to think in the target language; I do not know Portuguese
- Languages in transit: perspective of scenarios and teaching materials
- pedagogical experiments in digital mediation devices (platforms and distance education or others);
- didactic devices (completed or in the planning and design stage), for evaluation of students in plurilingual contexts and scenarios;
- teaching materials based on plural approaches; studies and comparative and contrastive analyzes between related languages;
- teaching materials inspired by the dialogue between different areas of linguistic studies and language didactics (lexicography, semantics, stylistics, sociolinguistics, pragmatics, traductology, etc.) and / or through creative dialogue with the arts (cinema, music, literature, scenic arts, etc.)
up to April 22, 2019
Limit: one page, that is an abstract of 200 to 400 words including the references.
The proposal should indicate the axe it is related to (perspective of the subjects, perspective of the environment, perspective of the scenarios and teaching materials). In addition, it has to state the relationship with the conference thematic.
Languages: Proposals for communication may be written in Portuguese, French, Spanish, Italian or English. Papers may also be written in one of these languages, or in Catalan, Romanian or sign language, provided that they present simultaneously a written visual medium – Power Point - in a language other than chosen for the oral presentation and, in the case of sign language, an interpreter. This choice of the languages of communication will have to be indicated in the initial proposal in order to appear in the program of the conference, as well as the thematic axis concerned.
Format of the abstract: cf. attached model and at
Method of broadcasting and expected publication: on line, for proposals received before November 20, 2019, with the possibility of later publication in a journal (to be confirmed).
Registration: from April 20, 2019
Congress website: https://www.cel.unicamp.br/diproling/index.php
Partnerships (coming soon)
Scientific committee (under construction): Ana Cecilia Perez (UNC), Angela Erazo (UFPB), Cristina Casadei Pietraroia (USP),Christian Degache (UFMG), Daniela Hirakawa (UFMG), Doina Spita (IASI) Elena Llamas Pombo (USAL) Elisabetta Santoro (USP), Elisabetta Bonvino (Università Roma Tre), Emeli Borges Pereira Luz (UNICAMP), Filomena Capucho (UCP-Viseu), Francisco Calvo del Olmo (UFPR), Guilherme Jotto Kawachi (UNICAMP) Heloisa Albuquerque-Costa (USP), Heloísa Andreia de Matos Lins (UNICAMP), Ivani Rodrigues Silva (UNICAMP), Joacyr Tupinambás de Oliveira (UNICAMP) Karine Marielly Rocha da Cunha (UFPR), Kátia Bernardon (UGA), Maddalena de Carlo (Università degli studi di Cassino e del Lazio Meridionale), Maria Helena Araújo e Sá (UA), Marie-Christine Jamet, Università Ca’Foscari di Venezia, Patrick Chardenet (Erasmus Expertise), Patricia Aquino (UNICAMP), Paulo Oliveira (UNICAMP), Regina Célia da Silva (UNICAMP), Regina Maria de Souza (UNICAMP), Roberta Ferroni (USP), Richard Brunel Matias Universidad Nacional de Córdoba (UNC), Rita Cristina Lima Lages Universidade Federal de Ouro Preto (UFOP), Rodrigo Esteves de Lima Lopes (UNICAMP), Romilda Mochiuti (UNICAMP), Rudson Gomes (UFRN), Sandra Garbarino (ULL2,) Sandrine Caddéo, (Université d'Aix-Marseille), Selma Alas (UFRN), Silvana Marchiaro Universidad Nacional de Córdoba (UNC), Sílvia Melo-Pfeifer (Universität Hamburg), Valdilena Rammé Universidade da Integração Latino-Americana (UNILA), Veronica Manole (Universitatea Babeş-Bolyai-UBB), Victória Vivacqua (UNICAMP)
Organizing committee (under construction): Ayako Akamine (UNICAMP), Christian Degache (UFMG), Cynthia Pires do Amaral (UNICAMP), Cláudio Moreira Alves (UNICAMP), Juliana Fernandes (UNICAMP), Paoletta Santoro (UFPR), Regina Célia da Silva (UNICAMP), Maria Victoria Guinle Vivacqua (UNICAMP)
Agamben, G. (2009) . O que é o contemporâneo? E outros ensaios. Santa Catarina: Argos.
Capucho, F. ; Silva, R. C. da (2014). Romance languages teaching in Portugal & Brazil. In Fäcke, C. (Ed), Manual of language acquisition, De Gruyter Mouton.
Cortella, Mário Sergio; Dimenstein, Gilberto (2015). A era da curadoria: o que importa é saber o que importa! (Educação e formação de pessoas em tempos velozes). Campinas, SP: Papirus 7 Mares, 2015. 122 p. (Coleção Papirus Debates).
Díaz Ferrero, Ana María (2017). Percepción de distancia lingüística en la adquisición de la lengua portuguesa por hispanohablantes. Horizontes de Linguística Aplicada, ano 16, n. 1, http://periodicos.unb.br/index.php/horizontesla/article/download/21230/18675
Jezegou, Annie (2007). La distance en formation. Premier jalon pour une opérationnalisation de la théorie de la distance transactionnelle. Distances et savoirs 2007/3 (Vol. 5), 2007, p. 341-366. https://www.cairn.info/revue-distances-et-savoirs-2007-3-page-341.htm
Kellerman, Eric (1979). Giving learners a break: native language intuitions as a source of predictions about transferability. Working Papers on Bilingualism, 15, p. 37-57.
Lasagabaster, D. (2006). Les attitudes linguistiques : un état des lieux. Ela. Études de linguistique appliquée, 144,(4), 393-406. https://www.cairn.info/revue-ela-2006-4-page-393.htm
Puozzo-Capron, Isabelle (2012). Le sentiment d’efficacité personnelle et l’apprentissage des langues. In Les Cahiers de l'Acedle, volume 9, numéro 1. Recherches en didactique des langues et cultures, p. 75-94. https://acedle.org/old/spip.php?article3364
Tuesday October 29, 2019
3 pm. Registration
3:30 Opening session
5 Session 1
6:30 Social gathering
Wednesday October 30, 2019
8:30 am Registration
9:00 Round table
10:00 Coffee Break
10:30 Session 2
2:00 pm Session 2
3:20 Coffee Break
5:00 Round table (until 6:30 pm)
Thursday October 31, 2019
08:30 am Round table
09:30 Coffee Break
10:00 Session 4
2:00 pm Session 5
4:00 Coffee Break
4:30 Round table (until 6:45)
 The DIPROlínguas project ("Distance and proximity between Portuguese, French and other languages: comparative reflection potential", 2018-2021) has the partnership of 10 universities: Federal University of Minas Gerais (UFMG, Belo Horizonte, coordination), State University of Campinas (UNICMAP, Brazil), Federal University of Paraná (UFPR, Curitiba, Brazil), Université Grenoble Alpes (UGA, France), Université Lumière Lyon 2 (ULL2, France), Federal University of Rio Grande do Norte (UFRN, Natal, Brazil), University of São Paulo (USP, Brazil), Federal University of Ouro Preto (UFOP, Brazil), Federal University of Uberlândia (UFU, Brazil), Federal University of Paraíba (UFPA).
 This congress is organized with the support of CAPES, Coordination for the Improvement of Higher Education Personnel - Brazil, under the Capes / Cofecub Program.