RADELAS (Ressources linguistiques, méthodes et Applications Didactiques en Langues de Spécialité) follows previous international conferences held at the University of Grenoble Alpes in recent years in the field of Languages for Specific Purposes at the crossroads of linguistics and didactics (Langues sur objectifs spécifiques – LOSP) as well as Lexicology, Terminology and Translation (LTT). In 2020, RADELAS will take place in the week of 20 – 21st February.
RADELAS aims at fostering research on specialized languages with a focus on building linguistic resources and designing methods for data analysis as well as developing didactic applications. This research field has become of paramount importance for grasping genre-specific language uses and for building resources aimed at better training students and promoting their employment potential, i.e. facilitating their school-to-work transition.
Therefore, the conference will address issues related to building linguistic resources dedicated to Languages for Specific Purposes (henceforth, LSP) as well as issues related to modeling data for linguistic analysis. The conference will also emphasize one very specific aspect of didactic applications related to how to turn linguistic data into didactic material for teaching and learning LSP.
The purpose of the conference is to bring together teachers and researchers from different linguistic and cultural areas (e.g. English, French, German, Italian, Spanish) involved in a wide variety of specialized domains – e.g. economic, legal or medical. Our objective is to provide participants with an overall perspective of the different and nonetheless complementary approaches developed by all comunities interested in specialised languages.
The conference will feature three thematic streams as follows:
1) Building Linguistic Resources
Building linguistic resources for specialized languages often turns out to be compulsory due to the lack of resources and linguists and didacticians alike are very often faced with poor-quality resources. In addition, existing resources are hardly suited to the linguistics and didactic objectives at stake. As a consequence, new resources have to be built, which implies collecting written/oral data using methods from Natural Language Processing or conducting field investigations, interviews and deploying questionnaires (Divoux 2017; Bert et al. 2010).
Building linguistic resources raises a number of issues related to how data should be collected and whether they are freely available as well as reliable – with a potential impact on the quality of the linguistic analysis. Other issues address the extent to which the data need to be processed once it has been collected – e.g. cleaning, transcription, tagging. Overall, those issues are real challenges for all teachers and/or researchers involved in collecting, using and disseminating resources for specialised languages (Kraif, 2016, 2017). Besides, the time-consuming dimension makes it necessary to develop alternatives aimed at reducing the cost be it human or material. To this regard, the online issue of Points Communs (2015, vol. 2) was entirely dedicated to methods aimed at collecting data for French for Specific Purposes.
Existing resources which need to be customised raises the thorny issue of how to articulate building resources and targeted applications, which involves questions at the crossroads of computer science, linguistics and ergonomics - should users’ needs be taken into account in designing tools/interfaces (Falaise et al. 2011).
2) Methods of analysis
The conference will also cover topics related to methods of linguistics analysis for specialised languages and the diversified array of approaches which deal with discourse analysis oriented towards interactions (Cicurel & Doury, 2001 ; Mercelot, 2006 ; Alvarez Martinez, 2018), enunciation (Fløttum et al. 2006) or professional framework (Mourlhon-Dallies, 2008).
Other methods of analysis involve syntax, lexicology or phraseology – as illustrated by the research on transdisciplinary scientific lexicon (Jacques & Tutin, 2018) – as well as terminology, whether it is text-based (Condamines, 2018; Cabré & Vidal 2004) or cognitive-oriented (Faber 2009; 2012).
In the field of French as a Foreign Language Teaching, French for Specific Purposes or French for Academic Purposes, data analysis includes both linguistics and discourse areas with a view to defining content to be taught (Mangiante & Parpette, 2004, 2011). The research conducted within the field of English for Specific Purposes shows how the various approaches differ and complement each other (Van Der Yeut, 2016a; Gledhill & Kübler 2016). Spanish for Specific Purposes has received growing attention over the past ten years with research carried out on corpus linguistics, terminology, lexicography and contrastive linguistics (Díaz Rodríguez, 2010; Pujol, 2018).
3) Didactic Applications
What Chevallard (1988) has termed the didactic transposition of knowledge - “the transition from knowledge regarded as a tool to be put to use, to knowledge as something to be taught and learnt” – is of particular interest to didacticians as linguistic resources for LSP and the related analyses can not be used as such in the classroom.
Within a constructivist approach to teaching and learning LSP, our purpose is to engage in a discussion on the didactic transposition of LSP bearing in mind the linguistic, discourse and cultural features of LSP as well as the educational/institutional framework where LSP are taught. For instance, “French higher education traditionnally separates language specialists – students of a modern language taking language-specific courses in linguistics, literary and cultural studies – from non-specialists – students in disciplines other than languages who are offered ESP classes (Sarré, Whyte 2016 : 5)”. Non-specialists study languages as part of what is commonly known as LANSAD (LANgues pour Spécialistes d’Autres Disciplines) while yet another category brings together students of applied foreign languages (Langues Etrangères Appliquées, LEA). Those distinctive features need to be carefully considered when it comes to the didactic transposition of LSP. And while didacticians in LSP rely on the research and knowledge from didacticians in general languages, one very specific aspect of didactics in LSP is to determine how teaching and learning LSP relates to and/or differentiates from teaching and learning general languages.
The conference will offer insights into all topics covered by the three thematic streams. All those interested in engaging with these questions are invited to submit proposals for presentations.
After the conference, authors will be welcome to submit a paper to be published in the online journal Lidl, UGA Editions, https://journals.openedition.org/lidil/
References
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Bert, M., Bruxelles S., Etienne C. et alii ( 2010). Grands corpus et linguistique outillée pour l'étude du français en interaction (plateforme CLAPI et corpus CIEL), Pratiques 147-148 "Interactions et corpus oraux", 17-35.
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