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13-15 Oct 2021 Besançon (France)
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REFLECTIONS ON COMPLEXITY
International Symposium Onsite
Reflections on Complexity: Which tools and approaches in plural or multilingual contexts ?
Date for the Symposium : 13th-15th of October 2021 Place : Besançon, France La Maison des sciences de l’homme et de l’environnement (MSHE) Claude Nicolas Ledoux University of Franche-Comté (France)
Complexity is currently considered as a theoretical notion that federates a vast number of different and divergent scientific research fields, from natural to information sciences, but also the humanities, social sciences and education. While this notion is present in almost all disciplines, it still remains a challenging concept to fully apprehend. It could first be described in opposition to the notion of simplicity, a notion with which it is etymologically linked, as the following excerpt shows: Tandis que le terme de complexité vient d’un terme signifiant plié avec, entrelacé, serré, attaché, plié en plusieurs fois, le mot simplicité dérive des mots latins simplex, simplicis adjectif et substantif, qui signifie : ‘ce qui ne fait qu’un pli’, ‘ce qui n’a qu’une manière d’être’, ‘ce qui n’a que telle ou telle manière d’être, et rien de plus’ (Mukungu Kakangu, 2007 : 174, cité d’après Glaudert 2011 : 20). According to Glaudert (2011:22), it is crucial not to mistake, as is often the case, complexity for complication. Indeed, neither refers to the same concept, even though they are both set against simplicity. Complexity is, for instance, characterized by (i) the proliferation of elements, their relationships, their interactions and their interpretations, and (ii) by the impossibility to reduce this interpretation to a unique interpretation system (Dahl, 2004; Miestamo, 2008; Sampson, et al. 2009; Fraisopi; 2012). If complexity is an epistemic attribute, insofar as it deals with the knowledge of a system built by an observer, complication, for its part, is a pragmatic attribute which is felt by someone faced with a complex environment in matters of decision-making, orientation and action. In other words, a complex pedagogy, described as such by education experts, can, in practice, be experienced as simple or complicated by its learners (Bottineau, 2015). This symposium aims to gather scholars who question the notion of complexity fromdifferent perspectives and in a variety of fields. It will focus on three main thematic axes: Panel 1: Language(s) and Translation The topic of complexity has been extensively studied within language sciences for around two decades, in particular in typological and comparative linguistics, but also in such research fields such as language acquisition. In France, it has been the focus of numerous conferences (Complexités linguistiques, 2012, Paris, MoDyCo-CRL ; Simplicité et complexité des langues dans l’histoire des théories linguistiques, Paris, SHESL-HTL, 2020), in Bulgaria (Complexité des structures et des systèmes linguistiques : le cas des langues romanes, Sofia, 2018), and many French publications (La complexité. Ses formes, ses traitements, ses effets, 2005, PUC ; La complexité en langue et son acquisition, 2012, Lublin; Sur le thème : linguistique et complexité, 2013, NPSS ; Représentations du sens linguistique. Les interfaces de la complexité, 2016, Gramm-R ; La complexité et la comparaison des langues, 2017, ELA ; Complexité des structures et des systèmes linguistiques : le cas des langues romanes, 2019, CU Romanistika, Sofia). It is important to note that many studies on this subject have also been conducted by numerous English-speaking researchers (see Dahl, 2004 ; Kusters, 2008 ; Miestamo, 2008, 2017). Experts distinguish between different types of complexity, such as relative complexity vs. absolute complexity; global complexity vs. local complexity; computational complexity vs. effective complexity. The functioning of these types of complexities has recently been synthesized in the introductory text of the collective work by Burov and Fiorentino (2019). In addition, Miestamo (2008: 24-26) had already explained that absolute complexity was part of theory and the objective stance, whereas relative complexity depended on the subjective position of the learner. Complexity not only affects the intralinguistic analysis, but also interlinguistic comparison. The latter brings us to the issues surrounding translation, but also to the problem of using translation in the process of learning languages. Indeed, school translation exercises present isolated and independent texts, thus hiding the correlation between the text’s environment, as well as the translator’s subjectivity. Translators illustrate the notion of complexity in translation studies due to their identity as translators, both individually and collectively as translators, as the relationship between translation and gender shows (Tymoczko, 2019). They must not only use their linguistic and cultural knowledge, but also their accumulated expertise, while taking into account the communication situation, which renders translation specifically complex. In translation studies, even if the notion of complexity is rarely mentioned and would benefit from being explicitly thematized, there is a current line of research aimed at re-founding the translation process as a complex holistic system that interweaves various fields of practice, as well as semiotization and heterogeneous disciplinary theorizations, and to have these aforementioned proposals considered within the teaching practices of translation and translation studies, which are otherwise often limited to simplified processes with a normative aim (Lautel-Ribstein, 2013). This symposium will offer a forum to debate these questions by confronting diverse perspectives on language and/or specific languages. Papers will thus address:
Panel 2: Appropriation of languages and cultures: Approaches for a complex issue Appropriation invites us to think of the development of new plural language skills while taking into account the diversity of linguistic and cultural contexts and the diverse plans and supports for teaching/learning languages and cultures. This notion triggered much interest in various disciplines within the humanities (education sciences, language sciences, didactics, sociology, information and communication sciences, and sociolinguistics). It has been developed, among other things, to reflect on academic learning and professional practices linked to formal and non formal contexts (Krashen, 1981 et Besse & Porquier, 1984). We must acknowledge that those related fields have progressively assisted learners in better understanding, describing and analyzing the process of language appropriation. It has also assisted in spurring the evolution of this complex process, which establishes itself today as fundamental reflection whist (re)interrogating our present, and culturally heterogenous, schools. Consequently, language appropriation is closely linked to the development of (linguistic, cultural, and specialized) skills in intercultural communication situations (Abdallah-Pretceille, 2017). This symposium will question the underlying foundations of language appropriation in terms of theoretical and practical approaches to the teaching and learning of both language and culture. It will focus on the acquisition of non-native language(s) and culture(s) : first language, native language, secondary language, language of instruction (Vigner, 2009 ; Verdelhan, 2002), teaching language (Chiss, 2018), reference language, parent language, pivot language (Maurer & Puren, 2019) and bring together topics which are generally dispersed across various areas of expertise (linguistics, didactics, sociolinguistics, and psycholinguistics) to work on the complexity of the language appropriation process. The main goal here is to create an interdisciplinary reflection based on recent field study, taking into account the complexity and diversity of linguistic and cultural contexts with a praxeological aim. The papers will feature recent or ongoing work and focus on questions that address the:
Given that language appropriation greatly depends on sociocultural context and is founded on the interactions of an individual within their linguistic environment, we can also ponder over the specificity of allophone speakers and how new migration contexts have influenced plural didactic approaches. These reflections invite us to revisit these questions and enable us to renew the debate on the process of language appropriation. It is perceived as a double process which entails both language learning in schools, and unguided language acquisition in informal contexts, since language learning and acquisition is constructed simultaneously and successively (Porquier, 1995). Panel 3: Theoretical and methodological tools to comprehend the complexity of teaching practices According to German sociologist Max Weber, reality is by essence ‘infinite’ (1904: 138). Almost a century later, Edgar Morin (1990) offered a particular approach of reality, which he considered in its ‘complexity’ through a systemic perspective aiming to join and forge links rather than encouraging division or separation. What are the different approaches and stances by which scholars are currently trying to comprehend the complexity of what is considered real? Contrary to natural sciences, researchers in the field of education and training within the humanities are interested in educational practices taken in their natural and situated contexts. Consequently, « les phénomènes (…) sont toujours donnés dans le devenir du monde historique qui n’offre ni répétition spontanée, ni possibilité d’isoler des variables en laboratoire » (Passeron, 2006 : 81). The researcher cannot, or else can, but not without great difficulty, artificially isolate the factors whose respective effects they wish to identify and measure. Moreover, the data is not obtained in a social vacuum; it is connected to singular contexts. Therefore, in order to reflect on complexity, which theoretical and methodological tools do scholars have at their disposal? The papers presented at this symposium will aim to propose elements for reflection, which address the following issues:
The symposium will bring together scholars who question the notion of complexity in one of the fields cited above. Selected proposals will be presented in the form of 20-minute oral presentations (followed by 10 minutes of discussion) or posters. The symposium will take place at the Maison des Sciences de l’Homme et de l’Environnement (MSHE) Claude-Nicolas Ledoux, of the University of Franche-Comté from the 13th to the 15th of October, 2021. References Abdallah-Pretceille Martine, 2017, L’éducation interculturelle, Paris, PUF. Berthoz Alain, 2009, La Simplexité, Paris, Odile Jacob. Besse Henri et Porquier Rémy, 1984, Grammaire et didactique des langues, Paris, Hatier-Crédif. Bourguignon Lucien, 1998, Histoire et didactique : les défis de la complexité, Futuroscope (Poitier), CNDP. Bottineau Didier, 2015, « Les langues naturelles, objets complexes, systèmes simplexes : le cas du basque », in Begioni et Placella (dir.), Problématiques de langues romanes, Linguistique, politique des langues, didactique, culture, Hommages à Alvaro Rocchetti, Linguistica 69, Fasano, Schena Editore, pp. 55-85. Burov Ivaylo et Fiorentino Giuliana (dir.), 2019, Complexité des structures et des systèmes linguistiques : le cas des langues romanes, Sofia, CU Romanistika. Chiss Jean-Louis, 2018, « La langue française et le plurilinguisme : en même temps ? », Recherches et applications 64, pp. 189-192. Dahl Östen, 2004, The growth and maintenance of linguistic complexity, Amsterdam/Philadelphia, Benjamins. Do-Hurinville Danh-Thành et Dao Huy-Linh (dir.), 2017, La complexité et la comparaison des langues, ÉLA. Études de linguistique appliquée, n°185. Do-Hurinville Danh-Thành, 2020, « Quand la transcatégorialité peut devenir source de complexité. Exemple de limite en français », in Burov & Fiorentino (dir.), Complexité des strucutres et des systèmes linguistiques : le cas des langues romanes, Sofia, CU Romanistika, pp. 241-264. Do-Hurinville Danh-Thành et Dao Huy-Linh, 2017, « La complexité du verbe de mouvement centrifuge đi en vietnamien », in ÉLA, Études de linguistique appliquée n° 185, La complexité et la comparaison des langues, pp. 21-34. Fraisopi Fausto, 2012, La complexité et les phénomènes, Nouvelles ouvertures entre science et philosophie, Paris, Hermann. Galatanu Olga, Cozma Ana-Maria et Bellachhab Abdelhadi (dir.), 2016, Représentations du sens linguistique. Les interfaces de la complexité, Bruxelles, Peter Lang, Gramm-R. Glaudert Nathalie, 2011, La complexité linguistique : essai de théorisation et d’application dans un cadre comparatiste, thèse de doctorat soutenue à l’Université de la Réunion. Krashen Stephen D. (dir.), 1981, Second language acquisition and second language learning, Oxford/New York, Pergamon Press. Kusters Wouter, 2008, « Complexity in linguistic theory, language learning and language change », in Matti Miestamo, Kaius Sinnemäki, Fred Karlsson (dir), Language complexity: typology, contact, change, Amsterdam/Philadelphia, Benjamins, pp. 3-22. Lautel-Ribstein Florence, 2013, « For a clear definition of Translation Studies, or why the earth is not flat », The European English Messenger, vol. 22.2, Winter 2013, pp. 50-54. Martinot, Claire, 2017, Comment la langue se complexifie entre 6 et 10 ans ? Quelques pistes de réponse auprès d’enfants francophones et germanophones, La complexité et la comparaison des langues, Etudes de linguistique appliquée (ELA)n°185, 51- 65. Martinot Claire, 2013, « La complexité d’un phénomène linguistique est-elle toujours source de difficulté ? Cas de l’acquisition des relatives en langue première (français et allemand) », Nouvelles Perspectives en Sciences Sociales, vol. 9, n°1, Sudbury, Ontario, Canada, Editions Prise de parole, pp. 123-169. Martinot, Claire, 2013. (éd.) Acquisition de la complexité en français langue maternelle et étrangère, Travaux de linguistique n° 66. Maurer Bruno et Puren Christian, 2019, CECR : par ici la sortie ! Paris, Éditions archives contemporaines. Miestamo Matti, 2017, « Linguistic diversity and complexity », Lingue a Linguaggio 16 (2), pp. 227-253. Miestamo Matti, 2008, « Grammatical complexity in cross-linguistic perspective », in Matti Miestamo, Kaius Sinnemäki, Fred Karlsson (dir.), Language complexity: typology, contact, change, Amsterdam/Philadelphia, Benjamins, pp. 23-41. Morin Edgar, 1990, Introduction à la pensée complexe, Paris, Le Seuil. Mukungu Kakangu Marius, 2007, Vocabulaire de la complexité : Post-scriptum à La Méthode d’Edgar Morin, Paris, L’Harmattan. Passeron Jean-Claude, [1991] 2006, Le raisonnement sociologique, un espace non-poppérien de l’argumentation, Paris, Albin Michel. Porquier Rémy, 1995, « Trajectoires d’apprentissage des langues : diversité et multiplicité des parcours », Études de linguistique appliquée 98, pp. 92-102. Paolo Ramat, 2012, « De la complexité des langues. A propos de l’axiome ‘ALEC’ (All Languages are Equally Complex) », communication à la journée d’étude La nature de la complexité linguistique, organisée par Claire Martinot, 2 et 3 juillet 2012, Maison de la recherche (Paris). Sampson Geoffrey, Gil David, Trudgill Peter (dir.), 2009, Language Complexity as an Evolving Variable, Oxford Linguistics. Tymoczko Maria, 2019, “Translation as Organized Complexity, Implications for Translation Theory” in Complexity Thinking in Translation Studies: Methodological Considerations, Marais&Meylaerts (eds). Routledge: New-York. Verdelhan-Bourgade Michèle, 2002, Le français de scolarisation. Pour une didactique réaliste, Paris, PUF. Vigner Gérard, 2009, Le Français langue seconde. Comment apprendre le français aux élèves nouvellement arrivés ? Paris, Hachette-Éducation. Weber Max, [1904] 1992, « L’objectivité de la connaissance dans les sciences et la politique sociales », in Essais sur la théorie de la science [1922], Paris, Plon.
Keynote speakers: Bottineau Didier (CNRS) Marlot Corinne (HEP Vaud, Suisse) Martinot Claire (Sorbonne Université)
Symposium languages: French, English
Scientific event organized by: ELLIADD EA4661 (University of Franche-Comté) CRLAO UMR8563 (CNRS-EHESS-INALCO)
Contact (only for request information) : complexite2021@gmail.com Schedule: 1 of November 2020: Call for Papers 15th of March 2021: Deadline for submissions 15th of June 2021: Notification to speakers 13th-15th of October 2021: Symposium
Selection process: Communication proposals must include a title, a summary of the objectives, clear arguments, as well as a list of references. The originality of the submission will also be evaluated. In addition, submissions will meet the following criteria:
Submissions should be sent to this website. Your email will include your name and affiliation, as well as the name and affiliation of possible co-authors, and the title of the paper. It will receive double blind review by two members of the scientific committee. The symposium will lead to a call for publications for the conference proceedings, which will be subject to peer review and open to both symposium participants and the wider scientific community.
Conference registration fees: Researchers: 80€ Doctoral students: 40€ The above registration fee includes coffee/tea breaks and lunch.
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