Language Education Policy Studies
An International Network

LEP by World Region

LEP by World Region

 
New Members Welcome!

Registration
(forthcoming) 
University of Wisconsin-Madison, USA
Wisconsin Center for Education Research

Language Education Policy and Identities Inclusion: 

Cultivating Distinctiveness

Perceived Identities of Immigrant, Displaced and Refugee Children

MARCH 15-17, 2017

Main Sponsor for the Bi-Continental Conference: Spencer Foundation
Co-Sponsors: 

University of Wisconsin-Madison School of Education University of Wisconsin-Madison Latin-American, Caribbean, and Iberian Studies Program University of Wisconsin-Madison Institute for Regional and International Studies University of Wisconsin-Whitewater University of Paris 3 Sorbonne Nouvelle University La Sorbonne-Paris Cité Labosfor, University of Granada Deep University

University of Paris 3, Sorbonne Nouvelle, France
IDAP and the DILTEC Lab

Language Education Policy and Inclusion

MAY 22-24, 2017 (new dates)

Language Education Policy is a burgeoning field of scholarship that grounds its legitimation on broad frameworks such as Language Policy, Education Policy, Curriculum Studies and Critical Language Studies. 


This Conference focuses on policies that bring deep, open curricula to the fore, in relation to Francois Victor Tochon's recent book titled Language Education Policy Unlimited: Global Perspectives and Local Practices

The conference focuses on language education policy and the crisis of refugee or migrant children in the schools of the heightened security environment of Western nations. The focus is on cultures and ways of life that often are misrepresented, and also on languages and repositories of knowledge as affected by the expected linguistic assimilation through schooling. Linguistic diversity and humanity’s knowledge base are also affected. This process produces difficulties tied to identities, which displaced children and youth must negotiate. With the main focus on the role of teachers, teacher education vs. media representation and fear factors like Islamophobia, the Conference addresses the reality for the very young up to university students who are faced with often hostile conditions. By bringing together scholars of relevant areas to discuss these issues in an open, productive, and calm manner, we hope to explore methodological as well as conceptual issues, review the extensive work that has already documented post-9/11 experiences and ways out of the conundrum, create materials and databases for teachers, and expand the field for researchers of all ages and many related specialties.

Overview

This bi-continental conference will address:

  • Teacher training on issues of identity, language and culture to meet the specific needs of the new migrant populations served; 

  • School adaptation to the linguistic, cultural and social situation emerging from mass migration; 

  • The urgent need for new policy solutions; 

  • Repositories of knowledge in immigrants’ languages and way of life, and the trauma migrant and refugee children have been through and still face, in order to create approaches that deal equitably with their losses and rights. 


Issues that will be debated:

A. Documentation (Policy) Issues

  • Language education policies in place. 

  • Teacher preparation to welcome migrant and 
refugee children. 

  • LEP linking linguistic, cultural, and social integration with identity processes. 

  • B. Teacher-focused Issues related to these students 
  • Multilingual education experiences of families— the home languages and schooling experiences in the new country, types of literacy by culture, intergenerational language shifts; Nation-state1 and nation-state 2 connections (ie ties to the home country, heritage language classes, community events); 

  • Language challenges and the clash between home values and the dominant society’s values; school and social contexts as beneficial or hostile; 

  • Potential for teachers to intervene positively on migrant children’s identity formation both linguistically and culturally valuing the home culture. 

  • C. Pedagogy-focused Issues 
  • Teacher-initiated strategies; 

  • Prospects for change: input from teachers on what is needed in terms of resources, training, and so on; 

  • How policy can respond to the actual pedagogical demands as well as students’ linguistic/cultural realities. 

  • D. Institutional issues 
  • How schools are organized to support new kinds of students; 

  • Assumptions about graded learning that force teachers to classify and assess students in particular ways; 

  • Boundaries between schools and local communities that impede organizational learning to support plurilingual schools 

SCIENTIFIC COMMITTEE

ANGLOPHONE SCIENTIFIC COMMITTEE (by alphabetic order)

Gregory A. Cheatham, University of Kansas

Anne D’Antonio Stinson, University of Wisconsin-Whitewater

Peter Haney, Chicla program, University of Wisconsin-Madison

Elizabeth Kozleski  - University of Kansas 

Donaldo Macedo, UMass-Boston

Ben Marquez, Chicla program, University of Wisconsin-Madison

Sumin L. Mullins, University of Kansas

Shirley O’Neill, University of Southern Queensland

Mariana Pacheco - University of Wisconsin-Madison 

Shirley Steinberg, University of Calgary, Canada and University of the West of Scotland, UK

Francois Victor Tochon - University of Wisconsin-Madison 

 

FRANCOPHONE SCIENTIFIC COMMITTEE

José Aguilar, University of Paris 3 Sorbonne Nouvelle 

Nathalie Auger, Montpellier III

Corina Borri-Anadon, University of Quebec in Trois-Rivieres, Québec

Jean Claude Beacco, ENS, European Council, Paris 

Daniel Coste, ENS Superior Normal School, Lyon, European Council 

Pierre Escudé, University of Bordeaux 

Stéphanie Fonvielle, ESPE, University of Aix-Marseille 

Laurent Gajo, University of Geneva, Switzerland

Cécile Goï, François Rabelais de Tours 

Philippe Masson, Lille 2 University

Christina Romain, ESPE, University of Aix-Marseille

Nathalie Thamin, University of Bourgogne Franche-Comté

 

HISPANOPHONE SCIENTIFIC COMMITTEE

José Aguilar, University of Paris 3 Sorbonne Nouvelle

Araceli Alonso, University of Wisconsin-Madison,

Miguel Aranda, University of Wisconsin-Whitewater

Manuel Fernandez-Cruz, University of Granada,

Kristine M. Harrison, University of Puerto Rico – Rio Piedras

José Gijón Puerta, University of Granada, Spain

Jaime Usma Wilches, Antioquia University, Colombia