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Trust and reliance in language learning in Higher Education 

Call for paper Volume 37 N°1 (January 2018)


“Caring” is now part of the French ministry of Education’s official instructions, in relation with self-trust, trust in the peers and in the adults, within a pedagogical space made of convergent intentions.

In Higher Education, the notion of a pedagogical space seen as a place where a community of trust can emerge, needs to be enhanced by transdisciplinary theoretical elements, including among others cognitive science.

In the area of language for specific purposes, the stakes around trust are of particular salience, given that, by definition, the learners are not language specialists, some mastering the language, while others do not always perceive the role the foreign language can have in their domain of speciality. In this heterogeneous context (distance learning, face-to-face or digital), trust in one’s own language resources can find itself shaken by comparison with the peers (Chaplier & Crosnier 2014) or on the contrary scaffolded by reliance (Aden 2010), defined as the creation of links between distinct social actors (Bolle De Bal 1996 : 23, cited by Quintin & Masperi 2010 : 18).

Trust can be studied in relation with language or pedagogical risk-taking and the status of error, but also with the setting up of a context favorable to debating around “charged issues”. Temporality factors can usefully be called upon to shed light on construction processes. Relations between the teacher and the institution can also be relevant. Thus, contributions tackling identity and status issues will also be relevant in this context.

From a methodological standpoint, we may reflect on the constitution of the corpora needed to think over these questions and the type of markers to take into account so as to make scientific research progress.

Didactics is characterized by the way it appeals to contributory science (anthropology, sociology, psychology, linguistics, cognitive science, to name but a few) in order to shed light on teaching/learning or acquisition phenomena. This call for papers offers scholars from various fields an approach through the notions of trust and reliance, allowing each specialist to expose how the concepts from their specific framework can come together in language didactics and invest these notions.

Contributions must follow the journal’s editorial policy ( and fall within one of the four following categories:

  • research articles (25 000 to 40 000 characters without spaces, all texts included except summaries and key-word lists) ;

  • review articles and reports (10 000 to 20 000 characters without spaces, all texts included except summaries and key-word lists) ;

  • notes on teaching experiences (8000 to 15 000 characters without spaces, all texts included except summaries and key-word lists) ;

  • article or book reviews (8000 to 15 000 characters).

Key dates

Deadline for proposals: 30 March 2017

Please send your submission to: ; ;

Please respect the guidelines for authors ( - tocto1n3) and make sure that your proposal falls within the categories of texts published in our journal ( - tocto1n2). Your text will then be sent for peer-review.


Aden, A. 2010. « L’empathie, socle de la reliance en didactique des langues, in Enseigner les langues-cultures à l’ère de la complexité : Approches interdisciplinaires pour un monde en reliance / Teaching Language and Culture in an Era of Complexity: Interdisciplinarity Approaches for an Interrelated World ». In Aden, J. et al. (Eds). Etudes de linguistique française, 7, Bruxelles : Peter Lang, 23-44.

Chaplier, C. & E. Crosnier. 2014. « Dimension et autonomisation psycho-affectives dans deux dispositifs hybrides – Études de cas en master 2 ». Alsic 17.

Quintin, J.-J. & M. Masperi. 2010. « Reliance, liance et alliance : opérationnalité des concepts dans l'analyse du climat socio-relationnel de groupes restreints d'apprentissage en ligne ». Alsic 13.

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