Call for papers

RANACLES XXI – Bordeaux Segalen – 28/29/30 novembre 2013
Quelle(s) formation(s) au cœur des Centres de Langues ?

Language Centres : Learning to teach? Training to learn? Learning to learn?

Our 2012 conference, the 20th anniversary of RANACLES, gave us the opportunity to look back over
the development of university language centres in France. This 21st RANACLES conference aims to
question the practices and organisation of language centres in the changing context of our universities
to develop language-learning projects for the years to come.

Learning has always been at the heart of the work of RANACLES but today questioning, exploring and
working towards a better understanding of learning has become even more essential. Our universities
are reorganising and merging. Pedagogical innovation seems to have moved up the agenda of our
governing bodies. Teacher-training institutes are undergoing extensive reforms and teacher training
specifically for university teachers is under discussion.

And what about the students in our learning centres? Today, faced with a plethora of language
resources it has never been easier to come into contact with a foreign language and language
learning tools. And yet this wealth of resources seems only to underline the importance of mediation
and support. How can we help learners to learn? What tools should we use? What do we need to do?

This brings us full circle – looking for the answers to these questions encourages us to think about our
own positioning as a teacher, facilitator, conceptor, organiser, interlocutor? What role or roles should
we play and what kind of training or learning is needed to teach/support/ tutor in the language centres
of our universities?

Food for thought…

Training to teach

The creation of new teacher-training institutes (ESPE), the training of university teachers – What kind
of training is needed? Not only for language teachers in our centres but also for the many other actors:
tutors, advisers working in presence and/or distance learning?

What is the required “profile” for language teachers in today’s university? Academics and/or teachers –
how can research and teaching practice come together?

How can we train to teach languages to a student body specialised in other disciplines.

How can we train teachers for task-based learning?

How can we train teachers for CLIL?

How can we train teachers for our university context? What ICT tools and skills will be useful?
What role can/ should language centres play in teacher training and more globally in pedagogical
innovation in our universities?

Training to learn

How can we develop the cognitive processes inherent to learning?

How can we encourage these cognitive processes in our centres?

What methods can we use to reach these objectives? Task-based learning? CLIL projects? What
pedagogical innovations?

What are the obstacles and limits to this learning?

How can we follow these processes? With what ICT tools? Within what kind of training set-up? Blended
learning? Distance learning?

Learning to learn

How can we encourage learning to learning?

What’s our objective? Teaching a language or developing a learning methodology?

What resources can we put in place to encourage metacognition?

What is to be gained from learner autonomy? Why should learners be more active in the learning process?

How can we support learners in the learning process?

 Please send your proposal (250 words) before 30th June 2013 to both :, and

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