Welcome to the University of Strasbourg

TSAMADOU-JACOBERGER, Irini: Professor of Greek linguistics and sociolinguistics at the University of Strasbourg, Former director of GEO, the Research Centre for Oriental, Slavic and Modern Greek Studies, and Associated Member of the Research Centre for Linguistics, Languages and Discourse. Her research and publications focus on General Linguistics, Discourse Analysis, Contact linguistics, Plurilingualism, Representations and their construction in discourse. She is Vice-President for European and International Affairs of the University of Strasbourg. Email: jacoberg[at]unistra.fr

Education and Democratic Citizenship

QIRIAZI, Villano: Head of the Council of Europe’s Education Policy Division, with experience in teaching and journalism, he has managed multilateral educational projects focusing on intercultural education, religious education, education for democratic citizenship and human rights, and the quality of education. He has been secretary of the Steering Committee on Education, an intergovernmental body responsible for designing and implementing new educational policies in the 47 member states of the Council of Europe.

The academic profile of the ECSPM

DENDRINOS, Bessie:  Professor Emerita of the National and Kapodistrian University of Athens Greece, Director of the Research Centre of Excellence for Multilingualism and Language Policy of the same university, and President of the examination board of the KPG, national multilingual proficiency testing suite in Greece. Her research and publications focus on the politics of foreign language teaching/testing, the hegemony of English, and ideological analysis of (multimodal) pedagogical texts. ECSPM president and Chair of CURUM constituency. Email: vdendrin[at]enl.uoa.gr

HE for social inclusion and linguistic justice

Two of the contributors in this session will be asked predetermined questions relating to the outcomes and the impact of two seminal research multilingualism projects, which were very different from one another and conducted in very dissimilar geopolitical settings. The third contributor will share the position of the European University Association (EUA), which represents more than 850 universities in 49 European countries, influencing EU policies on higher education, research, and innovation. Each contributor will have 10-15 minutes to respond to the question posed by the Chair. Then the audience, made up of scholars who are physically present at the symposium, will be invited to contribute to the session by addressing the speakers to ask additional questions and comment on what has transpired.

TSIMPLI, Ianthi: Chair of English and Applied Linguistics, Fellow of Fitzwilliam College at the University of Cambridge and on the academic staff of Cambridge Language Sciences is an Interdisciplinary Research Centre at the University of Cambridge. Her research focuses on multilingualism, language acquisition and impairment in children and adults. Recent research projects examine how linguistic diversity affects literacy, cognition and language in school-aged children in India and in the global north. Email: imt20[at]cam.ac.uk

LEQUY, Anne: Professor for Specialised Communication French and Rector (2014-2022) at the Magdeburg-Stendal University of Applied Sciences, Germany. Board member of the European University Association (EUA) and Chair of its Learning & Teaching Steering Committee. Her research interests cover translation didactics and corpus analysis, university governance, organisation and policy. Project manager of the German Jordanian University, member of the Advisory Board of the Centrum für Hochschulentwicklung gGmbH and of the University Council of the German-French University. (Profile photo: Dawin Mekel) Email: anne.lequy(at)h2.de

GRIN, François: Professor of Economics at the Faculty of Translation and Interpreting of the University of Geneva. He has published widely on interdisciplinary approaches to language policy design and evaluation. He was the coordinator of the large-scale research project “Mobility and Inclusion in Multilingual Europe” (MIME) for the European Commission. He is Editor-in-Chief of Language Problems and Language Planning. Email: francois.grin[at]unige.ch

Welcome on behalf of UNISTRA

DENEKEN, Michel: Professor at the Catholic Faculty of Unistra and since 2016, President of the University of Strasbourg. He leads the regional cluster for higher education alongside the University of Haute-Alsace and a number of other engineering schools located in the region. In 2012 he was appointed Knight of the French National Order of Merit and in 2022 he was appointed Knight of the French Legion of Honor. Since 2019 he is Chair of Epicur, an alliance of 8 European universities in 6 different countries. As of May 2022 he is President of Udice, a group of 10 prominent French research universities, of which he was Vice-president since 2021.

Practical information

GÍSLADÓTTIR, Guðrún: General Secretary of ECSPM, co-chair of EARights, fine arts photographer and translator, she studied Scandinavian Languages and Linguistics. A polyglot, she is author of “Languages as ways of being: The linguistic biography of a Nordic nomad”, in The Dominant Language Constellations Approach in Education and Language Acquisition (Springer 2022). Email: cc[at]gudrun.cc

Introduction to the theme of the symposium

DENDRINOS, Bessie:  Professor Emerita of the National and Kapodistrian University of Athens Greece, Director of the Research Centre of Excellence for Multilingualism and Language Policy of the same university, and President of the examination board of the KPG, national multilingual proficiency testing suite in Greece. Her research and publications focus on the politics of foreign language teaching/testing, the hegemony of English, and ideological analysis of (multimodal) pedagogical texts. ECSPM president and Chair of CURUM constituency. Email: vdendrin[at]enl.uoa.gr

Is enhanced creativity a valid argument for advocating multilingualism in higher education?

The existence of a positive link between “diversity” and “creativity” is often regarded as a forgone conclusion. Should the existence of such a link be demonstrated, it would provide a powerful argument for supporting multilingualism (as one of the chief manifestations of diversity) in various domains, not least in education. However, much of the evidence produced to date is of a general, often inconclusive nature. In this paper, I propose an overview of the conceptual questions that arise before presenting a selection of recent quantitative results about the effects of multilingualism on creative interests and achievements, at both the individual and group levels.

GRIN, François: Professor of Economics at the Faculty of Translation and Interpreting of the University of Geneva. He has published widely on interdisciplinary approaches to language policy design and evaluation. He was the coordinator of the large-scale research project “Mobility and Inclusion in Multilingual Europe” (MIME) for the European Commission. He is Editor-in-Chief of Language Problems and Language Planning. Email: francois.grin[at]unige.ch

VAN AVERMAET, Piet: Professor in the Department of Linguistics at the Faculty of Arts and Philosophy and Head of the Centre for Diversity and Learning, at Ghent University, Belgium. He researches multilingualism in education, social inequality in education, language policy and practice in education, language assessment, diversity, integration and participation, discrimination in education, migration. Email: Piet.VanAvermaet[at]UGent.be

EUA and multilingualism: “universities without walls” (a vision for 2030)

This talk will focus on the role of the European University Association (EUA) – one of the largest university representative bodies in the world – in reshaping European HE questions related to the challenges of multilingualism. Multilingualism is at the core of EUA mission, because its primary aim is to promote the mobility of students and staff across Europe, a multicultural-multilingual continent. “Universities without walls” is EUA’s vision for 2030 – a vision for open, sustainable and strong universities, serving Europe’s diverse societies towards a better future. It supports the development of the European Education Area and the European Research Area, as it centres on the four university missions, i.e., Learning & Teaching, Research, Innovation, Culture, all of which are linked to multilingualism.

Die European University Association (Eua) und Mehrsprachigkeit: „Universities Without Walls“ (Eine Vision für 2030)
Thema dieses Vortrags ist die Rolle der Europäischen Hochschulvereinigung (EUA) – einer der größten Hochschulvertretungen der Welt – bei den neuen Fragen der Hochschulbildung angesichts der Herausforderungen der Mehrsprachigkeit. Mehrsprachigkeit steht im Mittelpunkt der EUA-Mission, da ihr Hauptziel darin besteht, die Mobilität von Studierenden und Personal in ganz Europa, einem multikulturellen und mehrsprachigen Kontinent, zu fördern. „Universitäten ohne Mauern“ (“Universities without walls”) ist die Vision der EUA für 2030 – eine Vision für offene, nachhaltige und starke Universitäten, die den vielfältigen Gesellschaften Europas auf dem Weg zu einer besseren Zukunft dienen. Sie unterstützt die Entwicklung des Europäischen Bildungs- und Forschungsraums, da sie sich auf die vier Hochschulmissionen Lernen & Lehren, Forschung, Innovation, Kultur konzentriert, die alle mit Mehrsprachigkeit verbunden sind.

L’association Des Universités Européennes (Eua) Et Le Multilinguisme : «Universités Sans Murs» (Une Vision Pour 2030)
Cette conférence portera sur le rôle de l’Association des universités européennes (EUA) – l’un des plus grands organismes universitaires au monde – dans les nouveaux enjeux de l’enseignement supérieur face aux défis du multilinguisme. Le multilinguisme est au cœur de la mission de l’EUA, car son objectif principal est d’encourager la mobilité des étudiants et du personnel à travers l’Europe, un continent multiculturel et multilingue. « Universités sans murs » (“Universities Without Walls”) est la vision de l’EUA pour 2030 – une vision pour des universités ouvertes, durables et fortes qui servent les diverses sociétés européennes sur la voie d’un avenir meilleur. Elle soutient le développement de l’Espace européen de l’éducation et de la recherche en se concentrant sur les quatre missions de l’enseignement supérieur que sont l’apprentissage et l’enseignement, la recherche, l’innovation et la culture, toutes liées au multilinguisme.

LEQUY, Anne: Professor for Specialised Communication French and Rector (2014-2022) at the Magdeburg-Stendal University of Applied Sciences, Germany. Board member of the European University Association (EUA) and Chair of its Learning & Teaching Steering Committee. Her research interests cover translation didactics and corpus analysis, university governance, organisation and policy. Project manager of the German Jordanian University, member of the Advisory Board of the Centrum für Hochschulentwicklung gGmbH and of the University Council of the German-French University. (Profile photo: Dawin Mekel) Email: anne.lequy(at)h2.de

MARINIS, Theodoros: Professor at the University of Konstanz, Germany and the University of Reading, UK, Chair in Multilingualism, Director of the Centre for Multilingualism and the MA in Multilingualism at the University of Konstanz. He is leading the EU funded Innovative Training Network ‘The Multilingual Mind’ www.multilingualmind.eu that provides multi-disciplinary training in multilingualism to 15 early-stage researchers across Europe. Email: t.marinis[at]uni-konstanz.de

Of Ethics and Multilingualism in Internationalising University Life: A dialogue

This dialogue will engage with ways of thinking language differently and the potential for responding to social, linguistic, and epistemic difference in a way that might be more justifiably described as ethical and multilingual. It will be grounded by Levinas’ notion of ‘ethical events’, defined here as interactions involving that which is not-known, normative, or ordinarily visible, but for which all involved are called upon to take responsibility. Luke and Caroline will discuss how daily encounters across difference in university classrooms, administration offices, and social spaces point towards the challenges and potential for ethical becoming and improved sociality in an internationalising university.

HOLMES, LukePhD in Applied Linguistics at the Centre for Research on Bilingualism, Stockholm University. His main interests are sociolinguistic in nature and his most recent research engagements have taken up issues relating to multilingualism, language policy and planning, and language ideologies in contemporary academia. Email: luke.holmes[at]biling.su.se

KERFOOT, Caroline: Professor in Bilingualism at the Centre for Research on Bilingualism, Stockholm University. She is a socio-applied linguist interested in multilingualisms and diversities in education, with a focus on southern theory, decolonial pedagogies, and epistemic justice. Email: caroline.kerfoot[at]biling.su.se

ZERVA, Maria:  Associate Professor in Neo-Hellenic Studies and Head of the Department of Modern Greek Studies at the University of Strasbourg. Member of the ANIME (Inclusiveness, Multilingualism and Excellence) Academic Network, initiated by the University of Strasbourg, her research interests are Language Teaching and Learning, Sociolinguistics and Critical Discourse Analysis. ZERVA, Maria: Maîtresse de conférences en études grecques modernes et directrice du département d’études néo-helléniques de l’Université de Strasbourg. Membre de l’UR Groupe d’Études orientales, slaves et néo-helléniques et du Réseau universitaire ANIME sur l’inclusion, le multilinguisme et l’excellence, ses intérêts scientifiques portent sur la sociolinguistique et l’analyse critique du discours, se concentrant sur les représentations épi- et métalinguistiques des langues, la variation, le pluri- et multilinguisme, les idéologies linguistiques et les identités. Email: mzerva[at]unistra.fr

PANEL: The role of universities in bridging research on multilingualism and society

Chair: Antonella Sorace
Contributors:
Carmit Altman, Monica Barni, Frances Blanchette, and Nicole Busby
Coordinator: Tanja Rinker

There are many universities where research on different aspects of multilingualism is conducted. One could argue that these universities have a special responsibility for linking research to societal issues, as part of the general impact that universities are expected to have. What is often not recognized is that this responsibility involves two aspects: how to create an environment where this kind of impact is visible and effective, and how to enable the links with society to feed back into research in a significant way. During this session, we will discuss this interaction by focusing on the activities of Bilingualism Matters, a centre for public engagement with an international network and wide-ranging experience of communicating research on multilingualism and language learning in different countries, linguistic environments and political contexts.
Il ruolo delle università per connettere la ricerca sul multilinguismo con la società
Ci sono molte università che conducono ricerca su diversi aspetti del multilinguismo. Ci ci potrebbe aspettare che queste università abbiano una responsabilità particolare per connettere la ricerca ai problemi sociali, come parte dell’impatto generale che le università dovrebbero avere. Tuttavia spesso non viene riconosciuto che questa responsabilità comprende due componenti: come creare un ambiente in cui questo tipo di impatto sia visibile ed efficace, e come far sì che le connessioni con la società possano a loro volta migliorare la ricerca in modo significativo.  In questa sessione discuteremo come questi obiettivi sono realizzati da Bilingualism Matters, un centro di comunicazione e impegno sociale con una rete internazionale e un’ampia gamma di esperienze di comunicazione della ricerca sul multilinguismo e l’apprendimento delle lingue in diversi paesi, ambienti linguistici e contesti politici.

ALTMAN, Carmit: Head of the Child Development Program in the Faculty of Education and affiliated with the Gonda Multidisciplinary Brain Research Center, Bar Ilan University. Her academic career has followed a psycholinguistics – sociolinguistics interdisciplinary trajectory and her research has focused on bilingual language development and narrative intervention, funded by BSF, ISF and Ministry of Education grants. She is co-director of Bilingualism Matters, Israel. Email: carmit.altman[at]biu.ac.il

BARNI, Monica: Full professor of Educational Linguistics at the Università per Stranieri of Siena. She currently coordinates the research line Foreign Languages in Italy at the University’s Center of Excellence for Research. Her research activity focus on teaching, learning and assessment of languages and analysis and impact of national and European language policies. Email: barni[at]unistrasi.it

BLANCHETTE, Frances: Research professor in Psychology at Penn State, and Director of the Bilingualism Matters branch. Her primary research examines linguistic diversity in American English dialects. Her experience as a dual-language educator of bilingual children informs her current outreach work with multilingual families and educators in the US. Email: fkb1[at]psu.edu

BUSBY, Nicole: Associate professor at the Language and Literature department at the Norwegian University of Science and Technology (NTNU) in Trondheim. She researches language acquisition and has particularly focused on investigating the challenges that Norwegian university students may face when reading academic texts in English as their second language. Email: nicole.busby[at]ntnu.no

SORACE, Antonella: Professor of Developmental Linguistics at the University of Edinburgh. She is internationally known for her interdisciplinary research on bilingualism across the lifespan, and for her commitment to building bridges between research and society. She is the founding director of the non-profit organisation Bilingualism Matters, which currently has 30 branches in three different continents. Email: A.Sorace[at]ed.ac.uk

RINKER, Tanja: Professor of German as a Second and Foreign Language at the Catholic University Eichstätt-Ingolstadt, DE. Since 2016, she has been leader of the “Multilingualism in the Classroom” project, funded by the Ministry of Education and Research in Baden-Württemberg. In 2018, she became part of the EU-consortium “MultiMind” which aims at training PhD students in the area of multilingualism. Email: Tanja.Rinker[at]ku.de

Academic literacies and (inter)disciplinary assemblages: Thinking through languaging in higher education

Internationally, there is a pressing need for students to become literate across academic disciplines, particularly to address challenges such as environmental sustainability and health crises. Academic language educators understand well that developing students’ academic literacy skills is a process best embedded within disciplines of practice – that is, students learn to communicate about disciplinary matters of concern while immersed in the study of these, shaped by epistemic and ontological parameters which are particular to disciplines. In this presentation, I engage the Deleuzian assemblage to think through languaging and academic literacies in higher education. I discuss key challenges which academic language educators face when preparing students for interdisciplinary study and practice, and I suggest a reframing of academic disciplines as assemblages as a productive way of understanding and grappling with these challenges.

GURNEY, Laura: Senior Lecturer at Te Kura Toi Tangata School of Education, University of Waikato, New Zealand. Laura is an applied linguist specialising in the theorisation of language practice and languages in higher education, and her research is informed by poststructuralist, posthumanist and new materialist approaches. Email: laura.gurney[at]waikato.ac.nz

FISHER, Linda: Professor in Languages Education, University of Cambridge, UK Education Strand Lead, the MEITS project and co-investigator, Education strand of Creative Multilingualism. Her current research interests are in multilingualism, multilingual identity, motivation, the academic and social integration of learners with English as an Additional Language, second language teacher education, and metaphor in relation to belief formation. Email: lgf20[at]cam.ac.uk

Learn in language, through language, and about language

Starting with the claim that everyone is a linguist, we argue that building awareness of languaging in education can start from here given that people reflect to varying degrees on how language is inseparably tied up with and arises from their embodied experience, their social positioning, their identity, and the skilled activities that our embodiment makes possible. With this idea in mind, we present our work on the development of analysis and theorization of learning that focuses on the multi-scalar ecological inter-connectedness of learners with teachers, with artefacts, with cultural patterns and resources, with places, with social activities and practices, with social institutions, with time and temporality, and with technologies. Learning reflects inter-individual dynamics that are shaped by biology and culture and what we term ecologies of learning and teaching.

KING, Mark E: Professor at RMIT University in Singapore, specializing in educational and learning sciences. He has held positions at UNSW Sydney and the Universities of Melbourne and Hong Kong, and has been engaged as a HE consultant in Uganda, Saudi Arabia, Kazakhstan, China, Vietnam, and Australia. Presently, he is researching in the areas of human interactivity and learning and has pioneered Multimodal Event Analysis as a methodology for studying human learning within distributed cognitive systems. Email: drmarkking2020[at]gmail.com

THIBAULT, Paul: Professor in linguistics and communication studies at UiA, Kristiansand, Norway. He has held academic posts in Australia, China, Denmark, Italy, and Hong Kong. His two-volume project, Languaging: Distributed language, affective dynamics, and the human ecology was published in 2021 by Routledge, and is currently researching student learning in tertiary settings (with Mark King, RMIT) and multimodal ecological literacy (with Anthony Baldry (Messina). Email: pauljthibault[at]yahoo.com

MONTESANO MONTESSORI, Nicolina: Associate Professor at HU Utrecht University of Applied Sciences, Netherlands, holding a PhD in Linguistics (Lancaster University, 2008), specializing in Critical Policy Discourse Analysis. Her research focuses on social justice and complexity in education; sustainability, commons and deep ecology. She sustains the view that both social -linguistic- and biological diversity are essential to reach a socially and ecologically just world. Email: n.montessori[at]gmail.com

Plurlingual citizens in multilingual societies: research domains and challenges

This talk will depart from some basic concepts and research results in two domains – health and education – involving plurilingual citizens in multilingual societies and will show how (little) they are taken into account by public policies and the collective imagination in France. I will particularly build on my own experience in the French overseas territories, both as a researcher and as an interlocutor with the public authorities and with partners at all levels of the society in French Guiana for the last 20 years.

“Des citoyens plurilingues dans des sociétés multilingues : quelques enjeux dans deux domaines de recherche”
Cette présentation prendra pour point de départ quelques notions élémentaires et résultats de recherche dans deux domaines – la santé et l’éducation – impliquant des citoyens plurilingues dans des sociétés multilingues et montrera comment ces résultats sont (peu) pris en compte par les politiques publiques, les discours circulants et les imaginaires collectifs en France. Je m’appuierai en particulier sur ma propre expérience dans les territoires français d’Outre-mer, en tant que chercheuse et qu’interlocutrice des pouvoirs publics et de différents acteurs de la société guyanaise ces vingt dernières années.

LÉGLISE, Isabelle: Director of research in Linguistics at the French National Centre for Scientific Research (CNRS) and head of the Federation of Centers on Social Sciences in the Global South. Engaged in research projects in French Guiana, Suriname, Brazil, and recently in Cambodia with a special focus on multilingualism related to migration and educational issues. Her publications are on contact linguistics and variation, multilingual practices, heterogeneous corpora, and language policy related to education and health in postcolonial settings. Email: isabelle.leglise[at]cnrs.fr

SLAVKOV, Nikolay: Associate Professor at the Official Languages and Bilingualism Institute (OLBI) of the University of Ottawa and Director of the Canadian Centre for Studies and Research in Bilingualism and Language Planning (CCERBAL). Editor in chief of the bilingual journal Cahiers de l’ILOB. His work centres on language pedagogy and innovation, technology, language development, family language policy, and bi-/multilingualism. Email: nikolay.slavkov[at]uottawa.ca

Linguistic diversity and inequality at Dutch universities and the consequences for society

In the Netherlands, universities adapted their language policies to a large increase of internationalization of their student population. Over the last years, universities became officially bilingual (e.g., Tilburg University) or switched to English only-policies (Eindhoven University of Technology). In practice, most of those universities have English as lingua franca on campus, also so-called bilingual universities. Simultaneously, we ignore the many languages students bring to campus and to society, some languages more than others. This paper offers a plea against linguicism and a plea for linguistic fairness at universities to also improve the treatment of diversity in future society.

SWANENBERG, Jos: Full professor of Diversity in Language and Culture at Tilburg University, and senior researcher at the Meertens Institute of the Royal Netherlands Academy of Arts and Sciences in Amsterdam. He co-edited Language and Culture on the Margins. Global/Local Interactions (2019) and Language Policies and the Politics of Language Practices (2021). Email: A.P.C.Swanenberg[at]tilburguniversity.edu

SPOTTI, Massimiliano: Associate Professor of Digital Literacies and Ethnography at the Department of Culture Studies, Faculty of Humanities and Digital Sciences, Tilburg University, NL. Deputy Director of the Babylon Centre for the Study of Superdiversity at the same institution and Research Leader of the Programme Rapid Social and Cultural Transformations Online and Offline. His research has recently focused on asylum-seeking practices, the implications of socio-technological digital platforms and the processes of inclusion/exclusion in Dutch as second language classrooms.
Email: m.spotti[at]tilburguniversity.edu

Towards a global and plurilingual strategy of curriculum internationalization at the University of Strasbourg

Some studies propose an alternative to the EMI approach (English as a Medium of Instruction) of the internationalization of higher education, resting on a vision respectful of the variety of languages and cultures, essential to the development of global citizens.
At the University of Strasbourg, where we were asked to design an experimental training programme to prepare teachers and researchers for internationalization, the project, initially focused solely on English language training, evolved into an action research strategy encompassing didactics, interculturality and plurilingualism. Our results document the impact of the programme on participants’ representations and stances, showing most of the teachers shifting back and forth between pragmatic justifications in favor of English and preference for plurilingualism, on both scientific and social grounds.

CANDAS, Peggy: Associate professor at the Department of Applied Linguistics and Language Didactics at the University of Strasbourg. She is currently co-director of the Pôle Lansad, the department in charge of language teaching to students whose majors are not languages. Her research focuses on learner autonomy and development. She is currently involved in the internationalization training project led by Chloé Faucompré. CANDAS, Peggy: Maîtresse de conférences au Département de Linguistique Appliquée et Didactique des Langues à l’Université de Strasbourg, est actuellement co-directrice du Pôle Lansad, le pôle en charge de l’enseignement des langues étrangères aux étudiants d’autres disciplines. Ses recherches portent sur l’autonomie de l’apprenant et son développement. Elle est actuellement engagée dans le projet de formation à l’internationalisation piloté par Chloé Faucompré. Email: pcandas[at]unistra.fr

FAUCOMPRÉ, Chloé: Has a PhD in language didactics and is a specialist of the teaching of the neighbour’s language in border regions. She is currently a Fellow at the Pôle Lansad of the University of Strasbourg. She is the head of the internationalization training project for the university’s teaching staff and head of the Pôle FLE-IIEF, the language centre for international students learning French as a foreign language at the Faculty of Languages.FAUCOMPRÉ, Chloé: Docteure en sciences du langage spécialiste de l’enseignement de la langue du voisin en contexte frontalier, occupe un poste de fellow au Pôle Lansad de l’Université de Strasbourg. Elle est responsable scientifique du projet de formation à l’internationalisation des personnels enseignant de l’université et co-coordinatrice du Pôle FLE-IIEF, le centre de langues pour les étudiants internationaux apprenant le français langue étrangère à la Faculté des langues.   Email: c.faucompre[at]unistra.fr

YOUNG, Andrea: Professor of English and Language Education at the Faculty of Education and Lifelong Learning (INSPÉ) of the University of Strasbourg, France. Responsible for the Centre d’Apprentissages et de Ressources pour une Education aux Langues, her interests include teacher education for the support of SLA, home-school educational partnerships, teacher language awareness and plurilingual/cultural education. Email: andrea.young[at]unistra.fr

Roundtable: 2023 symposium conclusions and future steps

This session aims to provide a synthesis of questions, claims, and suggestions made by the speakers in preceding sessions, linking their proposals to the symposium theme, and discussing the implications of their proposals for higher education, given its responsibility to make space for multilingualism in connection with epistemological knowledge, and legitimate the university as an institution that serves all students, democracy, social justice, the common good, and public welfare. After a résumé of the contributions, each participant will take a position regarding the symposium outcomes. Collectively, these will form the basis for the validation of the “ECSPM Declaration for Multilingualism in HE”, and possibly for additional recommendations.

TSAMADOU-JACOBERGER, Irini: Professor of Greek linguistics and sociolinguistics at the University of Strasbourg, Former director of GEO, the Research Centre for Oriental, Slavic and Modern Greek Studies, and Associated Member of the Research Centre for Linguistics, Languages and Discourse. Her research and publications focus on General Linguistics, Discourse Analysis, Contact linguistics, Plurilingualism, Representations and their construction in discourse. She is Vice-President for European and International Affairs of the University of Strasbourg. Email: jacoberg[at]unistra.fr

symb2020-LAMB

LAMB, Terry: Professor of Languages and Interdisciplinary Pedagogy at the University of Westminster, and Director of its Centre for Teaching Innovation. He has published extensively in the areas of learner autonomy, multilingualism and language teacher development. He has been involved in numerous research projects, including several at the ECML of the Council of Europe. Terry has been awarded the honour of Chevalier des Palmes Académiques by the French Prime Minister. He is Vice President of FIPLV (Fédération Internationale des Professeurs de Langues Vivantes). Lamb, T: Profesor. Email: T.Lamb[at]westminster.ac.uk

MARTYNIUK, Waldemar: Professor at the Institute of Polish Language and Culture for Foreigners of the Jagiellonian University in Krakow, Poland. Teacher trainer, author of textbooks, curricula, and testing materials for Polish as a foreign language. Executive Director of ECML of the Council of Europe (2008-2013). Since 2019, Chair of the Board of Trustees at the Association of Language Testers in Europe (ALTE). Email: waldemar.1.martyniuk[at]uj.edu.pl

TINNEFELD, Thomas: Professor of Applied Languages at Saarland University of Applied Sciences in Germany. He is President of the Language Council of Saarland and sits on the Board of ICC – the International Language Association. His research interests cover applied linguistics, language methodology, grammaticography, and interculturality. Tinnefeld, T: Professeur des universités en langues appliquées à l’université des sciences appliquées de la Sarre. Il est président du Conseil linguistique de la Sarre et membre du comité de l’ICC – the International Language Association. Ses intérêts de recherche portent sur la linguistique appliquée, la didactique des langues étrangères, la grammaticographie et l’interculturalité. Email: thomas.tinnefeld@htwsaar.de

YOUNG, Andrea: Professor of English and Language Education at the Faculty of Education and Lifelong Learning (INSPÉ) of the University of Strasbourg, France. Responsible for the Centre d’Apprentissages et de Ressources pour une Education aux Langues, her interests include teacher education for the support of SLA, home-school educational partnerships, teacher language awareness and plurilingual/cultural education. Email: andrea.young[at]unistra.fr