Date: June 5-7, 2025
Place: University of Insubria, Como, Italy
Organisers: Mario Corveddu, Gilberto Giannacchi, Martina Guzzetti, Paolo Nitti, Daniel Russo, Alessandra Vicentini (University of Insubria), Hugo E. Lombardini (University of Bologna), Polina Shvanyukova (University of Udine)
Submission deadline for abstracts: January 15, 2025. For individual papers, send 300-word proposals; for panels, send individual proposals plus a 300-word panel description to ichollt@uninsubria.it Conference website: https://www.uninsubria.eu/ichollt
This conference aims to examine and interpret past developments and challenges in the field of language teaching and learning in order to shed light on contemporary issues. In particular, the objective is to study how socio-cultural and political trends and events have influenced practices and methods in the field of language education over the centuries, as is happening today. What insights can the history of language teaching offer? Have problems similar to those faced today already been addressed in the past? If so, what solutions, tools and methods were adopted, and with what specific intent? These are some of the research questions that the conference participants will be invited to explore.
Over the centuries, economic, political and socio-cultural transformations, including migratory crises, globalisation and advancements in information and communication technologies (Motteram 2013), have had a significant impact on language teaching and learning (Doff & Smith 2022), while historical phenomena such as colonialism and fascism have influenced language policies and educational approaches (Capstick 2020). During wartime conflicts (e.g., world wars), language teaching strategies tied to the military context emerged, with the use of specialised teaching materials and the presence of atypical actors (e.g., interpreters and translators working at the front who were employed as teachers). Moreover, teachers and students are and have been a reflection of the social dynamics of their time, also implicated in ideologies determined by socio-cultural and political circumstances (Ricento 2000). For example, one can observe differences in education, pedagogical approaches and teaching materials used by female teachers or directed at female learners, rather than males, in specific historical contexts; or, consider how the theme of psychological and social well-being was addressed in the past from the perspective of individual improvement through learning a new language or enhancing one’s linguistic skills.
History provides us with a valuable perspective to critically assess current practices and inform future decisions in the field of language education (McLelland & Smith 2018; Castillo & San Vicente 2023; Smith & Giesler 2023). At the same time, writing the history of language learning and teaching can be seen as a political act. Papers will be welcome which relate to the issue of whether the history of language education can itself ever be apolitical or neutral.
Keynote speakers: Marc Debono (University of Tours), John Gallagher (University of Leeds), Carmen Castillo Peña (University of Padua).