Call for papers : « Jeux en jeu dans l`enseignement/apprentissage

Call for papers : « Jeux en jeu dans l’enseignement/apprentissage des langues en Lansad »
« Playing roles: what are the stakes in LSP / LAP? »
In his work entitled L’anthropologie du geste, Marcel Jousse describes man as an “interactional mimic”
([1974] 2008) who cannot but replay the actions he sees around himself, actions which imprint upon him
and which he expresses through replaying them. Man thus constructs his identity, his role by replaying the
actions he sees around him. Playing roles allows him to “become the other” and by so doing, to understand
and memorise better (Lecoq 1997). As a result, the act of playing (and replaying) a role allows the
acquisition of skills and knowledge by bonding with others, because playing requires recognising and
adapting to the other’s needs. Finally, playing is a creative process, because replaying is never a simple
repetition or holding up of a mirror, but it is a personal and dynamic reaction. It is not a case of a figurative
representation of that which we observe and replay, but an acting out of its essence – a dynamic activity.
In this way, playing roles can be a fun an entertaining activity which we could encourage our students to
engage in in order to motivate them; it remains however a behaviour which is innate, which is “profoundly
anthropological” (ibid). In a similar vein, Berthoz considers that there can be no learning without action
because “the origin of thought resides in the necessity of movement” (2009). Other researchers in
neuroscience have underlined the importance of the body in learning, such as Rizzolatti, who suggests the
existence of mirror neurons which allow us to unconsciously imitate the actions of others.
The links between play and learning are numerous - both are eminently social phenomena which re-place
the individual in his or her environment. They allow the re-presentation of his or her identity and reinforce
the role of the body in understanding others. Play remains marginalised however in the language classroom
(Lapaire & Masse 2008; Aden 2008). How, under these conditions, should we envisage teaching & learning
LSP / LAP so as to give playing its due? This is the question which we will try to address at the next
APLIUT conference in Lyon. The notion of playing roles can be approached from a number of angles
(theatre, strategy games, video games, physical games, etc.) as well as its implications in terms of teaching
and leanrning languages (motivation, pleasure, autonomy, memorisation, etc.)
References
Aden J. 2008. « Compétences interculturelles en didactique des langues : développer l’empathie par la
théâtralisation », Apprentissages des langues et pratiques artistiques, Paris, Édition le Manuscrit, p. 67-102.
Berthoz A. 2009. La simplexité, Paris : Odile Jacob.
Jousse M. 2008. L’Anthropologie du Geste, Paris : Gallimard (1978)
Lecoq J. 1997. Le corps poétique : un enseignement de la création théâtrale, Arles : Actes Sud.
Lapaire, J.-R. & Masse J. (2008). « Danser la grammaire de l’anglais », dans Aden J., Apprentissages des
langues et pratiques artistiques, p. 149-176.
Rizzolati G., Sinigaglia C. 2007. Mirrors in the Brain. How our minds share actions and emotions, Oxford :
Oxford University Press.
Composition du Scientific Committee for the 38th annual APLIUT conference:
Anne-Laure DUBRAC (President of the Scientific Comittee) – MCF 11e section, UPEC
Dan FROST – MCF 11e section, Université de Savoie
Noëlla GAIGEOT – PRCE, Université du Mans
Marie-Annick MATTIOLI – MCF 11e section, IUT Paris-Descartes, Université Paris Descartes
Julie MORERE – MCF 11e section, IUT Nantes, Université de Nantes
Linda TERRIER – MCF 11e section, Université Toulouse 2-Le Mirail
Jean-Luc WOLF – PRCE, IUT Schiltigheim-Louis Pasteur, Université de Strasbourg
Below (pages 3 et 4): Form to be returned with the paper proposal
PAPER PROPOSAL
38th annual APLIUT Conference
« Jeux en jeu dans l’enseignement/apprentissage des langues en Lansad »
« Playing roles: what are the stakes in LSP / LAP? »
IUT de Lyon
2, 3, 4 June 2016
The proposal must be addressed by e-mail by completng the form below by
15 January 2016
to [email protected]
Scientific committee’s response: 11 March 2015
SPEAKER INFORMATION
Name: ..................................................................................................................................................................
University / institution: .......................................................................................................................................
Address: ..............................................................................................................................................................
..............................................................................................................................................................................
Telephone (professional): ...................................................................................................................................
Telephone (portable): ..........................................................................................................................................
E-mail: .................................................................................................................................................................
Other useful information: ....................................................................................................................................
Brief biography of the speaker(s) (Approx. 50 words per speaker):
Proposal theme
…………………………………………………………………………………………………………………..
Category for the paper:
Presentation of existing / new research
Presentation of teaching practice(s)
PC & videoprojector
Internet
Loudspeakers
Other (please specify): ………………………………………………………………..………….….
Abstract in English (150 - 200 words):
Résumé en français (150 - 200 mots):