At first glance, “ELT without boundaries” sounds like a perplexing theme. The post modifier “without” may stimulate conflicting views and competing paradigms. Does it imply legitimating “anything goes” (Feyerabend, 1987), or debunking conventional methods and methodologies, or is a call for radical change heralding an order-less enterprise? ELT without boundaries, or ELT with softer boundaries, or ELT with novel frontiers…, with or without, a real conundrum, so to speak, because of the arcane register.
ENGLISH LANGUAGE TEACHING WITHOUT BOUNDARIES
TATE 2022 conference attempts to find out how ‘boundaries’ in ELT are constructed and reconstructed in an age of openness and exchange. It is also an opportunity to revisit the notion of ‘boundary’ in an age of globalization and study how the text (literary or otherwise) rewrites notions of ‘border’, ‘non-border’ or ‘border crossing’ in such a context of fast change and mobility.
Topics related to aboriginal cultures, canonical vs. non-canonical literature, notions of place, space and identity will likewise be addressed in the conference.
This conference is an opportunity to settle these questions and appease practitioners’ apprehension about a field massively influenced by virtual and physical shuttling between borders and communities. Accordingly, re-conceptualizing languages and cultures, re-demarcating speech communities, re-visiting competence, and re-weaving identities necessitate border contestation. The conference is not meant to tear down boundaries, but rather to look critically at the processes that create and sustain them and to creatively imagine alternatives (Kostoulas, 2019).
While creativity implies an informed ability to follow and flout rules and norms, “criticality entails using available evidence insightfully to question and problematize received wisdom in ELT (LiWei, 2011).
testimonials
As a case in point, Sharifian (2013) called for the “glocalization of English” whereby speakers around the world adopt English to encode and express their cultural conceptualizations to achieve transcultural mobility (p.1).
Farzad Sharifian
In her postulation of English as a Lingua Franca, and inspired by Bhabha’s (1994) notion of the “Third Space,” Kramsch’s (1993a) third culture or third place (1993b), and Rampton’s (1995) “liminality/crossings,” Jennifer Jenkins (2006b) opted for a lingua franca third space in an attempt to de-foreignize English.
Jennifer Jenkins
The process of decentering English is a resourceful venture already initiated by Jacque Derrida’s pronouncement about the myth of the centre, and Michele Foucault’s assertion of the death of Man as well as the death of the ‘king’.
Jacque Derrida
If ELT is to transform itself and not be a shadow of what it should be, then an emancipatory mood within a “cool” space (Maher, 2005) shall inspire a dialogic perception of languages, cultures, speech communities, ethnicities, linguistic repertoires, competence, and learner identities. Cases of such “cool conceptualizations” could be discerned in Maher’s (2005) “metroethnicity”, Alim (2011, p. 134), Ill-literacy, Canagarajah’s (2011), “code-meshing”, Cook’s multicompetence (1992), Otsuji and Pennycook’s (2010) “metrolingualism”, Garcia’ (2009) “translanguaging”, Risager’s (1998) transculturality, and Gao’s (2014) “playful creator”. These instances of ELT border violations testify to a fast changing world where the digital sign is constantly migrating to the conventional text. ELT needs to keep pace by re-shuffling its borders, or else it might risk losing its luster.
We welcome abstracts for a 20-minute presentation dealing with topics that might include (but are not limited to) the following axes:
- Linguistics/applied linguistics
- Literature and literary theories
- Culture studies
TATE 8th International Conference and Exhibition invites participants from diverse disciplines to take part in a constructive dialogue about the possibilities of implementing “Pedagogy of the Glocal,” contesting the local, the global, and venturing in a third space. The conference will also be a chance for ELT professionals to try out new approaches and discuss major challenges in teaching English in a periphery country like Tunisia.
We welcome abstracts for a 20-minute presentation dealing with topics that might include (but are not limited to) the following axes:
Linguistics/applied linguistics
Literature and literary theories
Culture studies
The conference organizing committee invites you to submit a proposal related, but not necessarily limited, to the following areas of research:
ELT and vocational education in a digital world
Quality assurance of language learningin ELT without borders
Educational policies/ reforms and implementation: Multilingual perspective
Languages and global employability
Language testing and NON-standardization
Technology in teaching, learning and the global job market
Quality assurance of language learningin ELT without borders
Educational policies/ reforms and implementation: Multilingual perspective
Languages and global employability
Language testing and NON-standardization
Technology in teaching, learning and the global job market
Literature and teaching: redefining the text
Teaching / learning needs in the 21st century
ESP without borders
Teacher education in ELT without borders
Literature without boundaries: film, music, painting and choreography, etc.
Teaching / learning needs in the 21st century
ESP without borders
Teacher education in ELT without borders
Literature without boundaries: film, music, painting and choreography, etc.
ELT and vocational education in a global world
Deconstruction of borders in language education
Language re-conceptualization in a borderless world
Fluid ethnicities and linguistic identities
Non-fragmented language skills
Psycholinguistic competence of the multilingual
Communicative competence of the multilingual
Sociolinguistics of globalization
Language variation in a superdiverse world
Deconstruction of borders in language education
Language re-conceptualization in a borderless world
Fluid ethnicities and linguistic identities
Non-fragmented language skills
Psycholinguistic competence of the multilingual
Communicative competence of the multilingual
Sociolinguistics of globalization
Language variation in a superdiverse world
Translanguaging and transculturing
Revisiting literacy in the digital age
Multicompetence and translanguaging
Codemeshing
Contesting authority-providing Center methodology
Metroethnicity and metrolingualism
Pedagogy in a brave new world
Creativity and criticality to bring down boundaries
Borderless pedagogy - Utopian pedagogy
Contrived micro-macro borders
Revisiting literacy in the digital age
Multicompetence and translanguaging
Codemeshing
Contesting authority-providing Center methodology
Metroethnicity and metrolingualism
Pedagogy in a brave new world
Creativity and criticality to bring down boundaries
Borderless pedagogy - Utopian pedagogy
Contrived micro-macro borders
Event Fees List / including accommodation
Pack 1
320Euros
Pack 2
300Euros
Pack 3
320Tnd
Pack 4
300Tnd
Pack 1
280Tnd
Tunisian participant (Student Attendee)
For MA or BA students. Full package (Including accommodation ; 2 nights)
Pack 2
160Tnd
Participation in conference + coffee breaks without accommodation
Pack 3
350Euros
Commercial presentation
- Students can benefit from a 20-dinar discount
- TATE members whose membership card is still valid at the time of the conference can benefit from a 20-dinar discount
- Order forms (Bons de commande) are accepted
- Participants’ spouses and children can benefit from a 20% discount on the total participation fees.
