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Towards a plurilingual language curriculum: fostering pluricultural communication in the digital age

28 novembre - 30 novembre

Bordeaux – IALIC – 24th international conference


This international conference is part of a multidisciplinary approach to languages and cultures in applied linguistics (didactique des langues), drawing in particular on language sciences, sociolinguistics, education sciences, political sciences and info-com.

This conference invites participants to (re)think languages and intercultural communication as a combined curriculum contribution through a plurilingual and pluricultural perspective, recognising all intercultural practices as a principle of critical social justice approaches to communication (Zarate et al. 2008/2011; Alao et al. 2013; Cenoz & Gorter, 2015; Beacco et al. 2016; Narcy-Combes et al. 2019; Auger & Le Pichon-Vorstman, 2021; Escudé & Derivry-Plard, 2022). In a changing world required to address such vital challenges as climate change, social and cultural inequalities, the digitalisation of societies and their democratic agendas, we need to envisage a radical shift in how we see language education. We define language education as both formal and informal in the way languages are or are not passed on to new generations, as forms that can generate equitable educational processes that are essential for democracy (Byram et al. 2023; Cummins, 2021; Council of Europe, 2022). We need to take into account that communication includes both online or offline practices (Blommaert, 2017, 2018) and that it is vital to better understand the multimodal natures of communication, the semiotics of language and their power relations (Kramsch, 2009, 2021). To foster such understandings, the development of multimodal learning environments, intercultural telecollaborations and virtual exchanges, which are blurring the lines between education, training and current practices, must be addressed (Potolia & Derivry-Plard, 2023). Human communication has to be reconsidered within a pluridisciplinary, decolonised framework (Mignolo and Walsh, 2018; Alvarez Valencia, 2023) that allows people to communicate through languages and cultures in order to mediate meaning-making (Liddicoat & Scarino, 2013, Liddicoat & Derivry-Plard, 2023). Intercultural communication becomes vital to find collective and imaginative solutions. From there, people can better position themselves as intercultural speakers, in order to face the challenges identified in building democratic societies (Deyrich & Majhanovic, 2017; Kramsch & Zhang, 2018). Pluricultural and intercultural communication is supported by language learning and teaching, in recognition of linguistic and cultural trajectories, and legitimate participation of diverse speakers in global discussions for intercultural citizenship (Byram et al. 2016;  Majhanovich & Malet, 2015; Orsini-Jones & Lee, 2018; Derivry-Plard, 2022; Lütge et al. 2023; Malet & Derivry-Plard, 2023).

The following themes are grouped within the overarching proposition to set up plurilinguistic sustainability (Agresti, 2018, 2019) acknowledging the linguistic rights of all (Skutnabb-Kangas et al. 2009). This calls for attention to conceptual and interdisciplinary innovations, as well as to renewed mixed methodologies that allow investigation of a variety of contexts and situations (from macro to meso and micro levels).

We invite proposals for individual papers, panels (up to 4 people and a discussant) and round table (up to 4 people and a moderator) around any of the following topics.

Theme 1: Language and communication ideologies such as linguicism, glottophobia, native-speakerism and language planning and policies

Theme 2: Intercultural telecollaboration for the integration of language and content (CLIL)

Theme 3: Linking intercultural telecollaboration or virtual exchanges with study abroad and civic service

Theme 4: Integrating L1 teaching and additional languages, including local and migrant populations

Theme 5: Inter-comprehension and intercultural practices across Romance, Germanic, African and Asian languages

Theme 6: Language teacher and language speaker development in pluricultural communication

Theme 7: Renewal of assessment for languages and intercultural education

Theme 8: Critical and social justice approaches to intercultural communication and understanding


Agresti, G. (2019), « La linguistique du développement social. De la théorie au terrain et retour », in Martine Boudet (coord.). Les langues-cultures, moteurs de démocratie et de développement. Les Editions du Croquant, p. 209-220.

Agresti, G. (Coord.) (2018), Diversité linguistique, progrès scientifique, développement durable. Numéro thématique de la revue Repères-Dorif. Autour du français : langues, cultures et plurilinguisme, 17,

Alao, G., Derivry-Plard, M., & Suzuki, E., Yun-Roger, S., (eds) (2013). Didactique plurilingue et pluriculturelle : l’acteur en contexte  mondialisé, Paris : Editions des archives contemporaines.

Álvarez Valencia, J. A., & Valencia, A. (2023). Indigenous students and university stakeholders’challenges and opportunities for intercultural decolonial dialogue. Profile: Issues in Teachers’ Professional Development, 25(2), 219–237.

Auger N. et Le Pichon-Vorstman E. (2021), Défis et richesses des classes multilingues. Construire des ponts entre les cultures. Préface J. Cummins. Coll. Philippe Mérieu, Paris : ESF éditions.

Beacco, J-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M., Goullier, F., Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe. Available at:

Blommaert, J. (2018). Durkheim and the Internet: On sociolinguistics and the Sociological Imagination, London, Bloomsbury Academic.

Blommaert, J. (2017). Chronotopes, Scales and Complexity in the Study of Language in Society, in Arnaut, A., Sif Karrebaek, M., Spotti, M., Blommaert, J. Engaging Superdiversity, Bristol, Multilingual Matters.

Byram, M., Fleming, M., & Sheils, J. (Eds.). (2023). Quality and equity in education: a practical guide to the Council of Europe vision of education for plurilingual, intercultural and democratic citizenship. Channel View Publications.

Byram, M., Golubeva, I., Hui, H., & Wagner, M. (2016). From principles to practice in education for intercultural citizenship. Multilingual Matters.

Cenoz, J., Gorter, D. (2015). Multilingual Education. Between language learning and translanguaging, Cambridge, Cambridge University Press.

Council of Europe (2022). Recommendation CM/Rec(2022)1 of the Committee of Ministers to member States on the importance of plurilingual and intercultural education for democratic culture. Adopted by the Committee of Ministers on 2 February 2022 at the 1423rd meeting of the Ministers’ Deputies. Available at:

Cummins, J. (2021). Evaluating theoretical constructs underlying plurilingual pedagogies. The Routledge handbook of plurilingual language education, 112-129.

Derivry-Plard, M. (2020). La citoyenneté interculturelle et les défis de l’enseignement/apprentissage des langues, études de linguistique appliquée, n°197 : 15-27.

Dervin, F. Critical Interculturality : Lectures and Notes, Newcastle upon Tyne. Cambridge Scholars Publishing, 2017.

Deyrich, M.-C., & Majhanovic, S. (2017). Language Learning to Support Active Social Inclusion : Issues and Challenges for Lifelong Learning. International Review of Education

Escudé, P., Derivry-Plard, M. (2022). Re-conceptualiser le curriculum des langues et en langues, Paris, Éditions de l’École Polytechnique : 237-253.

Kern, R., Develotte, C. (2018). Screens and Scenes, Multimodal Communication in Online Intercultural Encounters ». London and New York, Routledge.

Kramsch, C.(2009). The Multilingual Subject, Oxford, Oxford University Press.

Kramsch, C., Zhang, L. (2018). The Multilingual Instructor: What foreign language teachers say about their experience and why it matters, Oxford, Oxford University Press.

Kramsch, C. (2021). Language as Symbolic Power, Cambridge, Cambridge University Press.

Liddicoat, A J., Derivry-Plard, M.(Coord.) (2023). Intercultural Mediation in Language Learning and Teaching/La Médiation interculturelle dans l’enseignement/apprentissage des langues, Paris, EAC.

Liddicoat A J., Scarino, A. (2023). Intercultural language teaching and learning. Chichester, Wiley Blackwell.

Lütge, C., Merse, T., Rauschert, P. (2023). Global Citizenship in Foreign Language Education, New York, Routledge.

Majhanovich, S., & Malet, R. (2015). Building Democracy through Education on Diversity. Sense Publishers

Malet, R., Derivry-Plard, M. (2023). Cultural, Curricular and Axiological Challenges of Training for the Education Profession in the Era of Globalization. In in B. Garnier, T. Balmon (dir.), Cultural, Training and Educational Spaces, A Renewal of relationships with Knowledge, ISTE/WILEY : 189-210.

Mignolo, W., Walsh, C. (2018). On Decoloniality, Duke, Duke University Press.

Narcy-Combes, M.F., J.P. Narcy-Combes, J. McAllister, Leclère M., Miras, G. (2019). Language   Learning and Teaching in a Multilingual World. Clevedon: Mutlilingual Matters.

Orsini-Jones, M., Lee, F. (2018). Intercultural Communicative Competence for Global Citizenship, Identifying cyberpragmatic rules of engagement in telecollaboration, London, Palgrave Macmillan.

Potolia, A., Derivry-Plard, M. (eds) (2023). Virtual Exchange For Intercultural Language Learning And Teaching: Fostering Communication For The Digital Age, London/New York, Routledge.

Skutnabb-Kangas, T., Phillipson, R., Mohanty A F., Panda, M. (2009). Social Justice Through Multilingual Education, Bristol, Multilingual Matters.

Zarate, G.,  Lévy D., et C. Kramsch (2008). Précis du plurilinguisme et du pluriculturalisme, Paris, Éditions des Archives Contemporaines.

Zarate, G., Liddicoat A. (2009). La circulation internationale des idées en didactique des langues, le français dans le monde, R & A, n°46.

Zarate, G.,  Lévy D.,  Kramsch, C.  (2011).Handbook of multilingualism and multiculturalism, Paris,



Début :
28 novembre
Fin :
30 novembre
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