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Call for papers – TIPA journal vol. 35, 2019

CALL FOR PAPERS

JOURNAL TIPA n°35, 2019

Travaux interdisciplinaires sur la parole et le langage

https://journals.openedition.org/tipa/?lang=en

Emo-language: Towards a transversal approach to languages in their emotional and creative dynamics

Invited editors

Françoise Berdal-Masuy
ECLE (Emotion and Creativity in Language Education)

Jacqueline Pairon
Université de Louvain

Presentation

For the last twenty years or so, emotions have been the focus of attention of researchers in many disciplines until giving birth to a new field of research, that of "affective sciences" (Sander, 2015). The proposals of the neuroscientist and philosopher Antonio Damasio (1995) on the links between reason and emotion have contributed to the awareness of their synergy in communication, including learning and teaching. In 2011, linguist Christian Plantin published his book "Les bonnes raisons des émotions" (The good reasons for emotions), which stimulated new approaches in the language sciences, now attentive to highlighting the "reasonable or reasoned" role played by emotions in speech. Numerous scientific events devoted to this subject during the academic year 2017-2018 alone bear witness to this interest: "Emotissage : Affects in language teaching and learning" 4-7 July 2017 in Louvain-la-Neuve (Belgium), "Affect in language" February 2 2018 in Helsinki (Finland), "Affects, emotions and expressiveness in specialised speeches" March 2 2018 in Lyon (France), "Langage et émotions" June 25-26 2018 in Montpellier (France) and "Language, Education and Emotions" November 26-28 2018 in Antwerp (Belgium) (non-exhaustive list). The theme is constantly evolving.

Rehabilitated by neurosciences, affects and their cultural dimension are thus considered as part of the construction of our representation of the world. This rise in research on emotions / affects goes far beyond the methodological and theoretical level, it goes hand in hand with changes in society and the inability of existing models to respond to them. A second dimension is therefore called, made necessary by a complex and changing world, that of creativity so that, combined with the emotional dimension, it makes possible the innovation (Lison, 2018) that gives life to the future.

It is therefore the triad of "emotions", "creativity" and "languages" and the study of their dynamic interaction that is the subject of this issue.

Emotions can be described in psychology according to two main approaches: either categorically by distinguishing primary emotions (joy, sadness, surprise, etc.) from secondary emotions related to the social relationship (shame, jealousy, happiness, etc.), or according to a dimensional approach on two axes: that of valence, which can be positive or negative, and that of level of awakening, which can correspond to a weak or strong physiological activation (Botella, 2015).

As for creativity, one must turn to Lubart's multivariate approach in differential psychology (2015) to discover that, fruit of several factors (cognitive, conative, environmental and emotional), it is defined as the capacity to produce a "new" product or process "adapted" to the context, the emotional factor playing an important role in the creative process (Capron Puozzo, 2015).

Finally, the term "language" here includes both verbal and body language. « Et…, pour autant que le réductionnisme n’entraîne pas les neurosciences, celles-ci pourraient bien contribuer à expliciter davantage comment le corps vient à se nouer au langage, ou vice-versa » (And..., as long as reductionism does not lead to neuroscience, these may well help to explain more clearly how the body comes to tie itself to language, or vice versa) (Crommelinck & Lebrun, 2017, 173). Antonio Damasio states that our organism contains a body proper, a nervous system and a spirit derived from these two elements (Damasio, 2017, 100). It is also appropriate to take into account the reflection of performing artists (actors and dancers), in overcoming the divide between science and the arts via bodies that translate extraordinarily the sharing of emotions (Pairon, 2018).

Several studies have highlighted the links between emotions and language (Dewaele, 2010; Pavlenko, 2014; Berdal-Masuy & Pairon, 2015; Baider, Cislaru and Coffey, 2015). With this issue, we invite members from different disciplines (psychology, neurosciences, sociology, pedagogy, language sciences, field of rehabilitation and performing arts) to mobilize plural methodologies and to share their contribution and experience in the form of text and/or video in order to stimulate original transversal connections between emotions, creativity and languages, for a stimulating approach to the dynamics at work between - and at the heart of - these three concepts.

Articles submitted to TIPA are read and evaluated by the journal's editorial board. They can be written in French or English and present images, photos and videos (see "instructions for authors"). A length between 10 and 12 pages is desired for each article, approximately 35,000 - 48,000 characters or 6,000 - 8,000 words (bibliography, tables and appendices included). Authors are requested to provide a summary of the article in the language of the article (English or French between 700 - 1300 characters) as well as an abstract of approximately two pages (approximately 8,000 - 9,000 characters in the other language: French if the article is in English and vice versa), and 5 keywords in both languages (French-English).

Timetable

• 2 July 2018: first call for contributions

• 15 September 2018: second call for contributions

• 15 December 2018: submission of the article (version 1)

• 15 February 2019: return of the scientific committee; acceptance, proposed modifications (of version 1) or refusal

• 15 March 2019: submission of the amended version (version 2)

• 15 May 2019: return of the committee (concerning the final version)

• 15 June 2019: publication

Instructions for authors

Please send 3 files in electronic form to: tipa@lpl-aix.fr and francoise.masuy@uclouvain.be: a .doc file containing the title, name and affiliation of the author(s).

Two anonymous files, one in.doc format and the second in.pdf format.

For more details, please consult the "instructions for authors" page.

Bibliographical references

Baider, F., Cislaru, G., & Coffey, S. 2015. Apprentissage, enseignement et affects. Le langage et l’homme. L1.

Berdal-Masuy, F., & Pairon, J. 2015. Affects et acquisition des langues. Le langage et l’homme. L2.

Botella, M. 2015. « Les émotions en psychologie : définitions et descriptions ». Dans Le langage et l’homme. L(2), 9-22.

Capron Puozzo, I. 2015. « Emotions et apprentissage des langues dans une pédagogie de la créativité ». Affects et acquisition des langues. Le langage et l’homme. L(2), 95-114.

Crommelinck, M. et Lebrun, J.-P. 2017. Un cerveau pensant : entre plasticité et stabilité. Toulouse : Eres

Damasio, A. 1995. L’erreur de Descartes – La raison des émotions. Paris : Odile Jacob.

Damasio, A. 2017. L’ordre étrange des choses. Paris : Odile Jacob.

Dewaele, J.-M. 2010. Emotions in Multiple Languages. Basingstole / Palgrave / Mac Millan.

Lison, C. 2018. « Quand j’innove, qu’est-ce-que cela donne réellement ? », Conférence plénière au colloque de Lausanne Innovation et pédagogie 15-16 février 2018.

Lubart, T. 2015. Psychologie de la créativité (2 ed.). Paris : Colin.

Pairon, J. 2018. « Perception des émotions et élaboration des cultures ». Communication présentée à la 8e édition de la conférence internationale Intercultural pragmatics & Communication, Chypre, 8-10 juin 2018.

Pavlenko, A. 2014. The Bilingual Mind And What It Tells Us about Language and Thought. Cambridge : Cambridge University Press.

Plantin, C. 2011. Les bonnes raisons des émotions. Principes et méthode pour l’étude du discours émotionné. Berne : Peter Lang.

Sander, D. 2015. Le monde des émotions. Paris : Belin.

Scientific committee

The members of group ECLE (Emotion and Creativity in Language Education), network of AILA (International Association of Applied Linguistics)

Fabienne Baider, Université de Chypre

Françoise Berdal-Masuy, Université de Louvain

Marion Botella, Université Paris Descartes

Isabelle Capron Puozzo, Haute école pédagogique du canton de Vaud

Cristelle Cavalla, Université Sorbonne Nouvelle

Simon Coffey, King’s college London

Laurence Mettewie, Université de Namur

Jacqueline Pairon, Université de Louvain

Christian Plantin, Université de Lyon

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