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Researching and Teaching Languages for Specific Purposes in the Arts and the Humanities

Volume 38, Numéro spécial 2 (octobre 2019) of Researching and Teaching Languages for Specific Purposes

The expansion of language teaching to specialists in other fields has raised numerous linguistic, didactic, epistemological and political questions that require responses from both researchers and practitioners interested in language and culture issues within the field of higher education.

In 2011, the Teaching Commission of France’s Société des Anglicistes de l’Enseignement Supérieur (SAES) helped differentiate between language teaching for specialists in other fields (“Lansad”) from other related research fields by providing clear definitions of three key terms: Lansad, English for students of English (“Asp”) and Specialised Languages (“LSP”).

The Commission identified language didactics, which investigates ways of helping learners of a given language overcome the difficulties they encounter, as a second major research subject within Lansad.

“Lansad and LSP” is a series of special issues that was launched in 2016 by the journal “Researching and Teaching Languages for Specific Purposes” (Recherche et pratiques pédagogiques en langues de spécialité) in order to develop a better understanding of the interactions between Lansad and LSP throughout higher education and for all languages. The remit of the first special issue, published in October 2016, was quite large, as its objective was to define a framework in which to explore the complex links between a specific sector of language teaching – Lansad – and its research subjects. The second special issue, due to be published in October 2019, will focus on language teaching in the arts and the humanities.

Although Van der Yeught recently noted that the Lansad teaching project has yet to be precisely defined, the links between teaching project and research project are closer than in other fields, as the structure of language courses is based not only on pure research but also on action-research (Macaire) and development-research (Guichon). Furthermore, even though the shared objective is to master one and, if possible, several languages-cultures to a certain level in relation to identified needs, the contours of these “languages-cultures” remain to be defined, especially in the case of the arts and the humanities. In fact, the comparative analyses carried out by Memet and Van der Yeught and by Trouillon show that the arts and humanities are underrepresented in Lansad-related research.

According to Trouillon (2010), research conducted in France into language teaching for specialists in other fields has, for the moment, concentrated on fields in which language teacher-researchers are asked to teach. Hence, the relatively late introduction of Lansad into departments in French universities where arts and the humanities are taught and the corresponding delay in “professionalizing” Lansad teaching in these fields could explain the underrepresentation of Lansad-related research in these fields compared with science and law (Terrier & Maury).

Two workshops, jointly organised by the CAS research group (EA 801) at the University of Toulouse-Jean Jaurès and the LLSETI research group (EA 3706) at the University of Savoie-Mont Blanc, focused on LSP in psychology and philosophy, and then in sociology and history. Presentations from these two workshops will form the core of the October 2019 special issue of the RPPLSP. In addition, we would like to expand the issue’s scope by inviting teachers and researchers in all languages to share their research relating to Lansad and LSP in the arts and humanities.

Contributions may be written in French or in English and may be:

  • papers (between 25,000 and 40,000 characters, excluding spaces and excluding the abstract and keywords);

  • research or university teaching notes (between 10,000 and 20,000 characters, excluding spaces and excluding the abstract and keywords);

  • accounts of teaching experiences in the form of Teachers' Notes (between 8,000 and 15,000 characters, excluding spaces and excluding the abstract and keywords);

  • comparative analyses (between 8,000 and 15,000 characters, excluding spaces).

Deadline for proposals: March 1st, 2019.

Please send your submission to: apliut@revues.org ; linda.terrier@univ-tlse2.fr; alice.henderson@univ-grenoble-alpes.fr ; cedric.sarre@espe-paris.fr

In order to be submitted to the peer-review process, contributions must respect the guidelines for authors as well as the maximum lengths indicated above. See recommendations for authors: http://apliut.revues.org/1965.

Bibliographie

Commission Formations de la SAES. « Évolutions et enjeux des formations et de la recherche dans le secteur LANSAD. » 2011, saesfrance.org, sha.univ-poitiers.fr/saesfrance/spip.php?article262, dernière consultation le 16 mai 2018.

Memet, Monique, et Michel Van der Yeught,. « Bref historique de Asp, la revue du GERAS. » Asp, Les trente ans du GERAS, numéro spécial – année 2008, 2008, pp. 25-28, disponible en ligne asp.revues.org/4471?file=1, dernière consultation le 16 mai 2018.

Terrier, Linda, et Cristelle Maury. « De la gestion des masses à une offre de formation individualisée en anglais-LANSAD : tensions et structuration. » Recherche et pratiques pédagogiques en langues de spécialité, vol. XXXIV, n°1, 2015, apliut.revues.org/5029.

Trouillon, Jean-Louis. Approches de l’anglais de spécialité. Presses Universitaires de Perpignan, Collection Études, 2010.

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