PLIDAM research areas

Co-responsible: Shahzaman HAQUE and Thomas SZENDE

Axis members: George ALAO - Evelyne ARGAUD - Joël BELLASSEN - Frosa BOUCHEREAU - Amel BOUGHNIM - Stella CAMBRONE-LASNES - Isabelle CROS - Shahzaman HAQUE - Emmanuel KAMBAJA - Jin-Ok KIM - Diana KIRILOVA - Rei KOMAI - Heba LECOCQ - Françoise LE LIÈVRE - Min LIAO - Chi Miao LIN - Chanyueh LIU - Olivera MLADENOV - Céline PEIGNÉ - Judith RODRIGO - Natasha ROUDEIX - Elli SUZUKI - Françoise WOLF MANDROUX - Soyoung YUN-ROGER

This axis approaches language policies by situating them at the articulation of two scales, that of individuals and that of states. By formulating and implementing (or not) a language policy, states intervene in the relationship between the languages or languages present (vernacular, vehicular, national language(s), official, regional, minority, deterritorialized... etc.), and on individual and collective identities (community, regional, national etc.). Where appropriate, linguistic arrangements can also have an impact on mobility, and therefore on migrant populations, their integration and their appropriation of new language practices. Members of the axis are particularly interested in the processes of linguistic securitization/insecuritization, and hence in the emergence of various forms of domination, marginalization and social inequality.

The axis also aims to reflect on the ins and outs of various forms of language policies, whether they intervene at the level of language status or at the level of their corpus. In particular, it lies at the crossroads of sociolinguistic and didactic reflection, taking note of the educational and interventionist dimension of these policies.

The expected results may as well be of a nature to reinforce teachers' expertise in understanding the systems in or on which they are called upon to intervene, as to give rise to a training offer (continuing education, external action) and publications. In particular, this axis aims to provide food for thought for educational institutions or those focused on the analysis of language policies in a plurilingual context.

In addition, the members of this axis share a questioning of teacher and learner profiles, and are interested in the dynamics underlying the construction of social representations of languages, the constitution of plurilingual and pluricultural capital, the mobilization of mobility capital and the fuelling of reflection on the commodification of languages in an increasingly globalized space. The results of work by members of the axis may also provide resources that can be mobilized by learners and teachers as part of their training, as well as the continuing education of external educational actors.

Key words: language policies, representations, plurilingualism, globalization, mobility.

Co-responsible: Jing GUO and George ALAO

Axis members: Evelyne ARGAUD - Arnaud ARSLANGUL - Joël BELLASSEN - Georges GALANES - Jing GUO - Shin-Tae KANG - Jin-Ok KIM - Rei KOMAI - Georges KOSTAKIOTIS - Jovan KOSTOV - Jing LI LANTIGNER - Min LIAO - Chi Miao LIN - Chanyueh LIU - Olivera MLADENOV - Viet Anh NGUYEN - Patrice POGNAN - Iman SRIDI - Françoise WOLF MANDROUX - Xiang ZHANG - Rong ZHANG FERNANDEZ

In this axis we will be interested in all elements related to the teaching/learning of a foreign language in general and it comprises two work programs:

A. "language skills: construction and modes of appropriation"

piloted by Jing GUO and Georges GALANES

We are investigating, on the one hand, the ways in which the learner constructs language skills in different environments and, on the other, the factors influencing this construction. In this process, we analyze the relationships between micro-skills, strategies, motivations, scenarios, autonomy, memory, interactions, in implicit and explicit foreign language learning.

On the other hand, we are interested in the design and optimization of teaching devices. We'll be looking at ways of articulating different learning modalities, namely face-to-face and distance work, individual and group work, or learning in the form of games, projects or theatrical workshops. We look at the roles of different actors, their characteristics and how they evolve. 
The question of standardization and evaluation of these new learning modalities in institutional teaching is central to our concern.

B. RAFAL program (research, accompaniment, training and appropriation in languages)

piloted by Céline PEIGNÉ

This second program focuses on the issue of teacher training and proposes to conduct:

A research reflection on language teacher training (accompanying the development of critical reflexivity) that can benefit DDL training teams (at INALCO and elsewhere), students and, why not, teachers who would like to start a practice-sharing workshop articulating didactic training and research training for students. This includes, as teacher-researchers, reflexive and critical research on our practices and on ways to train better (in a self-training perspective, but also as trainers of trainers, on training practices for teaching and research, as language teachers...).

This work is part of research on the subject of language appropriation and university practices of appropriation of a research approach and professionalism.

Co-responsible: Louise OUVRARD and Sibel BERK-BOZDEMIR

Axis members: Elena AKBORISOVA - Sibel BERK - Yohannes BEYENE - Frosa BOUCHEREAU - Nathalie CARRE - Lian CHEN - Nathalie DHERBEY CHAPUIS - Georgios GALANES - Emmanuel Kambaja - Heba LECOCQ - Diana LEMAY - Chanyueh LIU - Nana METREVELI - Delombera NEGGA - Viet Anh NGUYEN - Raphaël OTHO - Patrice POGNAN - Odile RACINE - Narivelo RAJAONARIMANANA - Alice Marie Linah RAVONJIARISOA - Iman SRIDI - Salif SY - Thomas SZENDE - Monika SZIRMAI - Soyoung YUN-ROGER - Xiang ZHANG - Rong ZHANG-FERNANDEZ

The word is a meeting point between language, society and history, and is imbued with particular values conferred by its insertion in various types of literary, scientific, ideological and other discourses. As the "sounding board" of the community that conveys it, the lexicon must be considered as a partially structured whole.

Based on the most recent linguistic and didactic research, this axis will help to outline the profile of lexicons in the most diverse languages and establish the broadest possible correlations between lexicons, cultures and their acquisition.

Members of different linguistic communities do not externalize their thoughts and express their sensibilities with the same linguistic equipment Learning the lexicon amounts to appropriating the multiple values and properties, explicit and implicit, of words that illustrate the ability of communities to oppose concepts that in other communities are not distinguished or, conversely, unify concepts distinguished in other communities.

If the contours of general vocabulary are perpetually called into question by the material evolution of society, specialized language is not spared from this phenomenon. Capturing the precise use of terms shared by a community and clearly delimiting the concepts they cover is often a delicate operation. The task becomes even more arduous when these terms extend beyond the specialist's discourse to include that of the ordinary user. Bilingual/multilingual lexicography and terminology presuppose a contrastive analysis of several lexicons, a consideration of the needs of the audience and the achievements of the didactics of the languages observed.

Such a set of questions offers an opening onto translation as language contact and a practice of re-expression and interpretation with social and ideological implications. The links between didactics and translation can be approached in different ways, depending on whether we consider pedagogical translation or professional translation, devices called upon to enrich each other: the academic exercise of "theme" or "version" in foreign language studies can be a prelude to a complex professional practice. For translation goes beyond the simple search for semantic "matches" between words: translating is a place of understanding, choice and linguistic and cultural mediation between modes of writing and traditions of textual production.

Research workshop: March 7, April 26 and October 4, 2017 (.docx / 15.71KB)

Co-supervisors : Frosa PEJOSKA-BOUCHEREAU and Madalina VARTEJANU-JOUBERT

Axis members: George ALAO - Evelyne ARGAUD - Ursula BAUMGARDT - Frosa BOUCHEREAU - Nathalie CARRE - San Simon COULIBALY - Isabelle CROS - Joëlle DALÈGRE - Diana KIRILOVA - Georges KOSTAKIOTIS - Diana LEMAY - Chanyueh LIU - Ildiko LORINSZKY - Nana METREVELI - Delombera NEGGA - Patrice POGNAN - Narivelo RAJAONARIMANANA - Alice Marie Linah RAVONJIARISOA - Soksereyvathnea SRENG - Thomas SZENDE - Monika SZIRMAI - Rong ZHANG-FERNANDEZ.

The "Literature and culture in language didactics" axis aims to study the place and function of oral or written literature in language didactics; to define a new approach to the literary text in order to think of new relationships and possible new uses. The aim is to understand literature as a language about the real, a product of the real, acting on the real, which includes expression and communication outside the oral, while making orality its founding and structural matrix. This language, which has all the modes of "saying" at its disposal, even to the point of overflowing and entrenchment, integrates both orality and writing, the dicible and the unspeakable, the thinkable and the unthinkable, the factual and the imaginary. And, because learning a language is above all about grasping and producing meaning, apprehending reality and the human in all its diversity, otherness and complexity, literature is inseparable from language teaching in that it expresses the meaning of reality and the human.

Literary text - the product of a specific culture - is the privileged place for its expression. To discover a text in its original language is to penetrate a cultural universe and its codes, so literature offers a particular corpus for entering the culture of the Other and, by mirror effect, one's own culture: it constitutes a privileged space for readings of otherness and identities. Aesthetically shaping representations shared by members of the same community, revealing historical, political and social contexts, the literary text opens doors, through individual consciousness and singular writing, to modes of thought, relationships to the world, all of which reveal a collective social and cultural imaginary recognized by the community.

Literary traces in minority languages, integrating hybrid languages such as creoles, pidgins, are summoned for the study and teaching of these languages, in the absence of dictionaries, grammars, manuals or learning methods. Literature accompanies minority languages, or even serves as their foundations, in their project to achieve official status as a "literary language", itself inseparable from the political project of autonomization or independence.

The other avenues explored by the axis are:

• the study of the circulation and "metamorphoses" of the literary text and the way in which it can be enhanced in teaching through the various media (audiovisual, new technologies) by which it circulates
• does recourse to the digital transform the literary text, does it enable better circulation, knowledge and exploitation? (the genetics of texts and the digital).
• digital publishing: questioning the use of hypertext links (image, text, sound)
• creation: how does one begin to write? And how does one learn to compose: poetic learning or jousting in Sardinia (gara poetica), Crete or Karpathos (mandinadhès), the Brazilian Nordeste (cantoria) or the Swahili coast, to name but a few examples, calls for different impregnation/memory techniques than those developed in France, where the written tradition is deeply rooted. Can we learn to compose in foreign languages, and if so, how? Experiences of writing workshops, creative writing, but also poetic improvisations can be studied, as well as the "text-model" dimension that literary texts often take on.
• Reflection on the text-reader relationship and on the reception of literary text
• How to develop a corpus of literary texts for language teaching

Thinking about the place and uses of literature in language didactics can lead us to adopt multidisciplinary approaches with which, in concert, the didactician, the literary theorist, the semiotician and specialists in intercultural communication and new media work.

Annual Doctoral Seminar 2016-2017 (.pdf / 193.84KB)

Mission report Lancaster Seminar 02 May 2017 (.docx / 21.35KB)

Powerpoint Frosa Bouchereau Lancaster Seminar 02 May 2017 (.pdf / 1.18MB)

Co-responsible: Odile RACINE and Ivan SMILAUER

Axis members: Elena AKBORISOVA - Sibel BERK - Amel BOUGHNIM - Stella CAMBRONE-LASNES - Nathalie DHERBEY CHAPUIS - Thierry GEOFFRE - Jing GUO - Liliane HODIEB - Shin-Tae KANG - Jovan KOSTOV - Diana LEMAY - Jing LI LANTIGNER - Chi Miao LIN - Chanyueh LIU - Ildiko LORINSZKY - Viet Anh NGUYEN - Raphaël OTHO - Louise OUVRARD - Patrice POGNAN - Odile RACINE - Ivan SMILAUER - Iman SRIDI - Elli SUZUKI - Salif SY - Thomas SZENDE - Jue WANG SZILAS - Françoise WOLF MANDROUX - Xiang ZHANG

Many Plidam members are authors of dictionaries, grammars and language learning methods. These tools are necessary for learning and/or using a language. Some of these tools can be emblematic: the monolingual dictionary is one of the tangible marks of the existence of a linguistic community.

The Internet will increasingly make it possible to bring linguistic tools with it, wherever it may arrive. This also means having policies that enable us to appropriate, not only the use of the Internet, but above all to appropriate the multidisciplinary know-how that enables the creation of tools whose so-called "dematerialized" forms, it should be noted, do not do away with the concrete forms of the book, but impose a relationship of order, with the material forms gaining considerably from having been conceived with the help of dematerialized forms.

Our perspectives must be multiplatform and multilingual. In terms of the design and distribution of tools, all Internet media must be taken into account: from mainframes and telephones to laptops and tablets. Having a multilingual outlook means considering the sum of languages for the generality of tools for making linguistic tools, but also tailoring adequate tools to a group of languages.

This set aims to make data available to those involved in language teaching for the design and production of various works for pedagogical purposes (language (self-) learning devices and methods, lexicons and dictionaries, grammars), to speed up their production processes and to enable reflection on their appropriation by trainers, language teachers and learners.

We organize axis 5 into three groups of complementary tasks:

I. Automatic text processing, corpora and databases:

• Construction of textual, linguistic and cultural corpora
• Automatic processing chains in preparation for automatic analysis and lexicographic studies
• Multilingual and multifunctional databases for dictionnary

II. Language teaching platforms:

• Portable lexicons (tablets, smartphones)
• Teaching platforms (Moodle, MOOCs)

III. Distance learning portals:

• Project to design information/training websites for languages using CMS such as WordPress.Web 2.0 communities of language learners: design and implementation of training devices.

Co-supervisors: Peter STOCKINGER and Mylène HARDY

Axis members: Mylène HARDY, Rick RAZANADRAKOTO, Jue WANG SZILAS

Created in 2016, the research program comprises several projects that have the particularity of being funded from specific budgets. The themes involved are interconnected; by their transversality, and by the broad spectrum of skills mobilized they concern all the axes of the PLIDAM team and, beyond, INALCO. It has the following objectives:

• To provide a platform for consultation and scientific exchange for PLIDAM researchers involved in research projects around digital, cultural and linguistic heritage, and cultural and linguistic mediation.
• Contribute to the constitution and enhancement of the scientific and cultural heritage of INALCO, PLIDAM and its institutional partners in France and abroad in the form of concrete actions of "fields of capture, constitution, archiving and dissemination of corpora, notably audiovisual (filmic and photographic)".
• Contribute to the development of a coherent scientific discourse and a concerted R&D activity on the issue of scientific and cultural heritage, audiovisual archives, cultural mediation and computer and digital instrumentation for the analysis and valorization of heritage corpora.
• Contribute to the training of stakeholders (researchers, PhD students, students) in the practices of patrimonialization and valorization of heritage. PLIDAM's SemioMed program currently brings together the following 5 R&D projects:The MIGROBJETS project, which focuses on the objects of migrants' material culture and their mediatization in the digital space - a project funded by INALCO's Scientific Council since the end of March 2016 for a duration of 2 (scientific leaders: Alexandra Galitzine and Peter Stockinger).
• The project "Un patrimoine oral malgache en voie de disparition. Collecte, analyse, préservation, diffusion et didactisation" - project funded by INALCO's Scientific Council since May 2016 for a duration of 2 years (scientific manager: Louise Ouvrard)
• The ANR project "MemoMines" which focuses on the constitution of the heritage of former mines in northern France and its use in cultural mediation programs (project coordinator: Sylvie Merviel-Leleu, Univ. de Valenciennes; scientific manager for the INALCO-PLIDAM part: Peter Stockinger; project start: January 2017; project duration: 4 years; other PLIDAM researchers involved in this project: Louise Ouvrard and Heba Lecocq)
• The AAI (Archives Audiovisuelles de l'INALCO) program, which aims to make a concrete contribution to the constitution of INALCO's audiovisual heritage using the CCSD's national HAL archiving and dissemination infrastructures (url of the AAI portal: https://hal.campus-aar.fr/AAI). The AAI program was set up in May 2016 as part of the ANR Campus AAR project (2014 - 2017; coordinator: Peter Stockinger)
  The HAL Campus AAR program also set up as part of the ANR Campus AAR project. HAL Campus AAR is a cooperation with the CCSD (Centre de Communication Scientifique Directe) of the CNRS, which is the contracting authority for the national HAL infrastructure. HAL Campus AAR is the central portal for the permanent deposit on HAL of videos documenting scientific or cultural heritage (url: https://hal.campus-aar.fr/). The program maintains close links with INALCO's CFI (Communication et Formation Interculturelle) department, and relies on institutional partnerships in France and abroad: HAL/MédiHAL du CCSD - CNRS, INA Recherche, Université de Valenciennes (DeVisu laboratory), Université de Lille 3 (GERIICO laboratory), Université de Paris VIII - Equipe Paragraphe 6)

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