XXVI Congresso Internazionale di Studi dell’Associazione
Italiana di Linguistica Applicata (AItLA)
L’interazione comunicativa: relazioni, pratiche, prospettive
Communicative Interaction: Relationships, Practices, Perspectives
Interaction communicative : relations, pratiques, perspectives
Alma Mater Studiorum - Università di Bologna
Campus di Forlì
12 e 13 febbraio 2026
sito del congresso
Call for papers
invio delle proposte entro il 7 25 luglio 2025 (nuova data)
temario in italiano
call-for-papers in English
appel à communications en français
Temario
L’interazione comunicativa: relazioni, pratiche, prospettive
L’interazione comunicativa è un tema costante nel campo delle scienze umane e sociali. Le evoluzioni recenti – nella sua concettualizzazione, nella ricchezza delle analisi empiriche che ne sono alla base e nella pluralità di metodologie adottate – riflettono sia un interesse crescente verso le dinamiche dell’interazione scritta e orale, verbale e non verbale, in presenza e a distanza, in svariati ambiti socio-situazionali e istituzionali, sia i cambiamenti indotti dalle innovazioni digitali. A distanza di dieci anni dall’occasione del XVI Congresso AItLA (Università di Modena e Reggio Emilia) e dal volume che ne è seguito (Andorno & Grassi, 2016), e in una linea di continuità con i Congressi e volumi AItLA più recenti (Caruso & Maffia, 2023; Cirillo & Nodari, 2024) focalizzati, rispettivamente, sulla comunicazione diseguale e sulla comunicazione multimodale, il XXVI
Congresso internazionale AItLA, che si terrà all’Università di Bologna, nella sede di Forlì, pone nuovamente il tema dell’interazione al centro del dibattito. L’intento è duplice: mantenere l’interesse per oggetti di ricerca consolidati e seguirne gli avanzamenti; interrogare alcune declinazioni emergenti del tema. Il focus del XXVI Congresso è, infatti, sull’interazione comunicativa considerata in relazione a ‘oggetti’, processi, fenomeni (sistemi linguistici, mediazione, apprendimento, multilinguismo, intelligenza artificiale, ecc.) – oltre che ai metodi correnti, qualitativi e quantitativi – con l’obiettivo di identificarne, descriverne e interpretarne le peculiarità osservabili nell’interazione stessa. Richiamando le declinazioni principali, si sollecitano, di seguito, per ciascuna di esse, interventi teorici, metodologici e applicativi che possano contribuire a configurare lo stato corrente degli studi sull’interazione comunicativa e a tratteggiare prospettive future.
Interazione e sistema linguistico
Mentre in alcune discipline della linguistica (in senso ampio) l’interazione ha da tempo un ruolo centrale (si pensi all’analisi della conversazione, alla mediazione o all’apprendimento L2 (cfr. Fele, 2007; Zorzi, 2007; Andorno & Grassi, 2016), negli anni recenti è al centro dell’interesse anche delle ricerche sulla struttura delle lingue, tendenza evidenziata dalla pubblicazione del primo libro di testo su “Interactional Linguistics” (Couper-Kuhlen & Selting, 2018), dalla nascita dell’omonima rivista (curata da Mushin & Pekarek Doehler) e dall’uscita di diversi importanti volumi (in particolare, Selting & Barth-Weingarten, 2024). L’interazione diventa così un tema trasversale a pieno titolo, poiché investe la descrizione e l’analisi di tutti i livelli di struttura linguistica (De Stefani & Veronesi, 2020; Calaresu, 2022). Si auspicano quindi contributi che adottino un approccio allo studio delle lingue orientato verso l’interazione, ovvero verso le cornici di fonologia/morfologia/sintassi/semantica esaminate dalla prospettiva dell’interazione.
Interazione e apprendimento
“La nicchia fondamentale per la comunicazione umana”, scrive Levinson (2019), “è l’interazione sociale in un contesto faccia a faccia: è questo il contesto in cui il linguaggio è appreso, in cui avviene la maggior parte dell’uso linguistico e quasi certamente il contesto in cui si è evoluto”. Se questo postulato assume l’apprendimento come intrinsecamente legato all’interazione, una vasta ricerca empirica (cfr. ad es., Nystrand, 1997; Walsh, 2011; Fasulo & Pontecorvo, 2022 [1999]; Gardner, 2019; Caronia, 2021; Depperman & Pekarek-Doehler, 2021) evidenzia come le forme dell’interazione abbiano implicazioni dense per l'apprendimento e come la qualità di tali forme influenzi la qualità dell’apprendimento.
Apprendere tramite l’interazione e apprendere l’interazione, nella propria o in un’altra lingua, in contesti educativi guidati o di tipo incidentale, sono i leitmotiv che potranno orientare contributi sull’osservazione e analisi dei processi interazionali. Da questa prospettiva, l’interazione linguistica può essere osservata anche in riferimento ai contenuti (multi)mediali (Busch & Pfisterer, 2011), quali strumenti di autoformazione e/o materiali glottodidattici (Barrot, 2021), oppure rispetto alle specificità delle interazioni nei nuovi media e nelle attività di gaming (Hofstetter & Robles, 2023).
Interazione e pluri/multilinguismo
Sempre più numerosi sono gli studi che osservano l’interazione pluri/multilingue tra persone che non condividono la stessa lingua (parlata o dei segni) e cultura attraverso un’ampia varietà di strumenti concettuali e di pratiche, tra cui citiamo p.e. l’intercomprensione (cfr., ad es., Bonvino & Garbarino, 2022), l’inglese lingua franca (Jenkins, 2020), il translanguaging (García & Li, 2014) e il translingualism (Canagarajah, 2013). In questo ambito si possono anzitutto esplorare le caratteristiche dell’interazione scritta e orale da una duplice prospettiva: da un lato, l’analisi delle interazioni plurilingui, in riferimento alle specificità di alcuni contesti (familiari, educativi, istituzionali, professionali) e/o al plurilinguismo come tratto identitario delle persone o degli apprendenti; dall’altro, le proposte che promuovono il plurilinguismo nell’educazione. In riferimento all’analisi delle interazioni plurilingui, inoltre, vanno considerati gli studi sulla mediazione linguistico-culturale, che hanno messo in luce come la presenza di un/a interprete o mediatore/trice modifichi le dinamiche dell’interazione pluri/multilingue, che diventa un pas de trois (Wadensjö 1998): chi traduce non solo partecipa alla co-costruzione del significato ma assume (o gli/le vengono assegnati) una molteplicità di ruoli che influiscono sullo svolgimento dell’interazione stessa (Angelelli, 2004; Baraldi and Gavioli, 2012; Llewellyn-Jones and Lee, 2014). Si auspicano pertanto anche contributi che mettano in luce nuovi aspetti rilevanti dell’interazione mediata, possibilmente in contesti ancora poco esplorati.
Interazione e intelligenza artificiale
L’intelligenza artificiale si è rapidamente diffusa in diversi ambiti della vita umana, rendendo sempre più frequenti le interazioni uomo-macchina; in ambito educativo, ad esempio, si osserva l’apprendimento o acquisizione delle lingue seconde con diversi chatbot nel ruolo di tutor o partner conversazionale (Bibauw et al., 2022; Chiu et al., 2023; Huang et al., 2022). L'IA ha inoltre suscitato interesse anche in riferimento al possibile impatto sull’uso e sul mutamento linguistico (Rudnicka, 2023). Nel panorama dei diversi tipi di interazione orale e scritta è quindi rilevante considerare anche quella con l’IA, sia per le caratteristiche discorsive e linguistiche inerenti alla produzione dei sistemi automatici (es. sintassi, lessico, pragmatica della produzione dei chatbot) e alla produzione dell’interlocutore umano (cfr., ad es., Mindner et al., 2023), sia per i tratti più tipicamente interazionali (es. dominanza, negoziazione del significato, feedback). Si invitano lavori che esplorino le applicazioni dell’IA (ad esempio, ma non solo, ChatGPT) nel campo della linguistica applicata e della linguistica, più in generale.
Interazione e multimodalità
Gli studi sull’interazione hanno da tempo messo in evidenza come gli elementi paralinguistici e cinetici siano strettamente legati a quelli verbali e contribuiscano alla co-costruzione del significato (Poyatos, 1997). Talvolta un messaggio può essere espresso esclusivamente utilizzando segni non verbali (uno sguardo, un gesto) e lo studio della comunicazione non verbale è oggi agevolato e reso ancor più sistematico dagli strumenti informatici e dall’analisi conversazionale multimodale (Mondada, 2014, 2016, 2019; Eilittä et al., 2023). Si accolgono quindi analisi dettagliate della multimodalità, basate su dati video in grado di far luce sugli aspetti co- e non verbali delle interazioni, che possano continuare ad alimentare gli studi avviati con il XXIII Congresso AItLA (Cirillo & Nodari 2024).
Interazione e silenzio
Gli studi sull’interazione comunicativa nelle varie forme sopra descritte si sono concentrati su ciò che gli interlocutori dicono e su ‘come’ il dire si realizza in diversi contesti. Ma si comunica anche nel silenzio (Goodwin, 2004; Mushin & Gardner, 2009), inteso non come mera assenza di suono, ma come percepibile assenza di parola laddove questa potrebbe essere pronunciata (Bilmes, 1994). Si auspicano quindi contributi sulla posizione, funzione e durata di diverse tipologie di silenzi osservabili nell’interazione (v. Sacks et al., 1974 e Hoey, 2020 sulla distinzione tra pause, gap e lapse) e sulle implicazioni professionali ed etiche della non-parola in interazioni mono- e plurilingue.
Interazione e patologia
Numerosi disturbi del linguaggio possono intaccare le abilità verbali dei parlanti e quindi minare la qualità delle loro interazioni comunicative nel contesto di una competenza linguistica matura (es. nelle afasie, nelle demenze oppure nelle psicopatologie), oppure impedirne il pieno ed efficace sviluppo nel corso dell’ontogenesi (es. nel Disturbo Primario del Linguaggio oppure nei Disturbi dello spettro autistico) (APA, 2022; Adornetti, 2018). Si incoraggia pertanto l'invio di contributi che esplorino le competenze interazionali in popolazioni cliniche di età evolutiva, adulta ed involutiva (pre-senile e senile).
Riferimenti bibliografici
Adornetti, I. (2018). Patologie del linguaggio e della comunicazione. Carocci
Andorno, C., & Grassi, R. (Cur.) (2016). Le dinamiche dell'interazione. Prospettive di analisi e contesti applicativi. Associazione Italiana di Linguistica Applicata.
Angelelli, C. (2004). Revisiting the interpreter’s role. Benjamins
American Psychiatric Association (2022). DSM-5-TR. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition. Text Revision. American Psychiatric Association. (Traduzione italiana: Nicolò, G. & Pompili E., cur., 2023, DSM-5-TR. Manuale diagnostico e statistico dei disturbi mentali. Text revision. Raffaello Cortina Editore)
Baraldi, C. & Gavioli, L. (Cur.) (2012). Coordinating Participation in Dialogue Interpreting.
Benjamins.
Barrot, J. S. (2021). Social media as a language learning environment: a systematic review of the literature (2008-2019). Computer Assisted Language Learning, 35(9), 2534-2562.
Bibauw, S., Van Den Noortgate, W., François, T., & Desmet, P. (2022). Dialogue systems for language learning: A meta-analysis. Language Learning & Technology, 26(1), 1-24.
Bilmes, J. (1994). Constituting silence: Life in the world of total meaning. Semiotica, 98, 73-87.
Bonvino, E., & Garbarino, S. (2024). Intercomprensione. Caissa Italia.
Busch, B., & Pfisterer, P. (2011). Interaction and media. In R. Wodak, B. Johnstone & P. Kerswill (Cur.), Sage Handbook of Sociolinguistics (pp. 420-434). Sage Publications Ltd.
Calaresu, E. (2022). La dialogicità nei testi scritti. Tracce e segnali dell'interazione tra autore e lettore. Pacini Editore.
Canagarajah, S. (2013). Translingual Practice. Global Englishes and Cosmopolitan Relations. Routledge. Caronia, L. (ed.) (2021). Language and Social Interaction at Home and School. John Benjamins.
Caruso, V., & Maffia, M. (Cur.) (2023). Vecchie e nuove forme di comunicazione diseguale: Canali, strutture e modelli. Associazione Italiana di Linguistica Applicata.
Chiu, T. K., Xia, Q., Zhou X., Chai C.S. & Cheng M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118.
Cirillo, L., & Nodari, R. (Cur.) (2024). Contesti, pratiche e risorse della comunicazione multimodale. Associazione Italiana di Linguistica Applicata.
Couper-Kuhlen, E. & Selting, M. (2018). Interactional Linguistics: Studying Language in Social Interaction. Cambridge University Press.
De Stefani, E., & Veronesi, D. (2020) Dagli studi sul parlato alla linguistica interazionale. Ricerche sull’uso ordinario della lingua italiana. Studi Italiani di Linguistica Teorica e Applicata, 49(3), 464-490. Deppermann, A., & Pekarek Doehler, S. (2021). Longitudinal conversation analysis - introduction to the special issue. Research on Language and Social Interaction, 54(2), 127-141.
Eilittä, T., Haddington, P., Kamunen, A., Kohonen-Aho, L., Rautiainen, I. & Vatanen, A. (2023).
On the complexities of interaction: An introduction. In P. Haddington, T. Eilittä, A. Kamunen, L.
Kohonen-Aho,
I. Rautiainen, & A. Vatanen (Cur.), Complexity of Interaction (pp. 1-25). Palgrave Macmillan.
Fasulo, A., & Pontecorvo, C. (2022 [1999]). Come si dice? Linguaggio e apprendimento in famiglia e a scuola. Valore Italiano Editor.
Fele, G. (2007). L'analisi della conversazione. Il Mulino.
García, O., & Li, W. (2014). Translanguaging. Language, Bilingualism and Education. Palgrave MacMillan.
Gardner R. (2019). Classroom interaction research: The state of the art. Research on Language and Social Interaction, 52(3), 212-226.
Goodwin, C. (2004) A competent speaker who can’t speak: The social life of aphasia. Journal of Linguistic Anthropology, 14(2), 151-170.
Hoey, E. (2020). When conversation lapses. Oxford University Press.
Hofstetter, E., & Robles, J. (2023). Metagaming and multiactivity: How board game players deal with progressivity. In P. Haddington, T. Eilittä, A. Kamunen, L. Kohonen-Aho, I. Rautiainen & A. Vatanen (Cur.), Complexity of interaction (pp. 65-97). Palgrave MacMillan.
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237-257.
Jenkins J. (Cur.) (2020). The Routledge Handbook of English as a Lingua Franca. Routledge. Levinson S. (2019). Natural forms of purposeful interaction among humans. What makes interaction effective? In K. A. Gluck & J. E. Laird (Cur.), Interactive task learning: Humans, robots, and agents acquiring new tasks through natural interactions (pp. 111-126). The MIT Press. Llewellyn-Jones, P. & Lee, R. G. (2014). Redefining the Role of the Community Interpreter: The Concept of Role-space. SLI Press.
Mercer, N., & Dawes, L. (2014). The study of talk between teachers and students, from the 1970s until the 2010s. Oxford Review of Education, 40(4), 430-445.
Mindner, L., Schlippe, T., & Schaaff, K. (2023). Classification of human- and AI-generated texts: Investigating features for ChatGPT. In T. Schlippe, E.C.K. Cheng & T. Wang (Cur.), Artificial Intelligence in education technologies: New development and innovative practices, 152-170. Springer.
Mondada, L. (2014). The local constitution of multimodal resources for social interaction. Journal of Pragmatics, 65, 137-156.
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336-366.
Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47-62.
Mushin, I., & Pekarek Doehler, S. (Cur.) (2021). Interactional Linguistics. John Benjamins. Mushin I., & Gardner, R. (2009). Silence is talk: Conversational silence in Australian Aboriginal talk-in- interaction. Journal of Pragmatics, 41, 2033-2052.
Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. Teachers College Press.
Poyatos, F. (Ed.) (1997). Nonverbal communication and translation: New perspectives and challenges in literature, interpretation, and the media. John Benjamins.
Rudnicka, K. (2023). Can Grammarly and ChatGPT accelerate language change? AI-powered technologies and their impact on the English language: wordiness vs. conciseness. Procesamiento de Lenguaje Natural, 71, 205-214.
Sacks H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735.
Selting, M., & Barth-Weingarten, D. (eds) (2024). New Perspectives in Interactional Linguistic Research. John Benjamins.
Walsh S. (2011). Exploring classroom discourse: Language in action. Routledge. Wadensjö, C. (1998). Interpreting as interaction. Longman.
Zorzi, D. (2007). La classe come ambiente di apprendimento attraverso l’interazione orale. In Ongini, V. (Cur.), Se la scuola incontra il mondo esperienze. Modelli e materiali per l'educazione interculturale (pp. 65-70). IDEST.
Comitato scientifico
● Amalia Amato (UNIBO)
● Laurie Anderson (Univ. di Siena)
● Serge Bibauw (Univ. di Louvain)
● Cristiana Cervini (UNIBO)
● Christian Degache (Univ. Grenoble Alpes)
● Maria Elena Favilla (Univ. di Modena e Reggio Emilia)
● Gloria Gagliardi (UNIBO)
● Maja Miličević Petrović (UNIBO)
● Natacha Niemants (UNIBO)
● Franca Orletti (Univ. Roma Tre)
● Rosa Pugliese (UNIBO)
● Véronique Traverso (Univ. Lumière Lyon 2)
Comitato organizzatore locale (UNIBO)
● Amalia Amato
● Claudia Borghetti
● Cristiana Cervini
● Gloria Gagliardi
● Anna Marchi
● Yahis Martari
● Maja Miličević Petrović
● Natacha Niemants
● Rosa Pugliese
● Greta Zanoni
Invio delle proposte
Le proposte di comunicazione potranno essere inviate entro il 7 luglio 2025 all’indirizzocongresso@aitla.it, inserendo nell’oggetto della e-mail “Abstract 2026”. L’indirizzo dovrà essere utilizzato esclusivamente per l’invio delle proposte; qualsiasi altra informazione potrà essere richiesta scrivendo all’indirizzo aitla2026@unibo.it.
La proposta dovrà avere una lunghezza compresa tra le 4000 e le 5000 battute spazi inclusi (bibliografia esclusa) e dovrà indicare la modalità di presentazione preferita, scelta tra:
● relazione (20 minuti di presentazione e 10 minuti di discussione);
● poster (5 minuti di presentazione in plenaria e discussione in sessione poster).
Si richiede l’invio della proposta, elaborata secondo il modello del call for papers, in due versioni: la prima riportante nome/i, cognome/i e affiliazione/i dell’autore/autrice o degli/delle autori/autrici; la seconda anonimizzata in ogni sua parte. I due documenti andranno salvati in .doc(x) e nominati nel seguente modo (usando il trattino basso _ in luogo degli spazi):
tipo proposta_titolo abbreviato_cognome/i:
p. es. relazione_inglese_lingua_franca_Bianchi.doc
tipo proposta_titolo abbreviato_anonimo:
p. es. poster_ inglese_lingua_franca _ANONIMO.doc
Le proposte saranno inoltrate al Comitato Scientifico e valutate alla luce dei seguenti criteri: (1) pertinenza rispetto al tema del Congresso; (2) qualità della ricerca; (3) originalità dei risultati attesi o raggiunti; (4) adeguatezza al formato di presentazione proposto.
Ogni autore/autrice può presentare una sola proposta; in caso di partecipazione a proposte con più autori/autrici, ogni autore/autrice può presentare al massimo una proposta come autore/autrice unico/a e una proposta come co-autore/co-autrice. Per ragioni di opportunità i membri del Comitato Scientifico non possono presentare proposte.
A parità di valutazione, anche per ragioni di distribuzione delle comunicazioni nel programma, il Comitato Scientifico potrebbe dare priorità alle proposte di poster rispetto a quelle di presentazione orale, e/o chiedere agli/alle autori/autrici di modificare il formato di presentazione della proposta.
L’esito del processo di revisione verrà comunicato entro il 30 settembre 2025. Si ricorda che solo i/le soci/socie AItLA in regola con il pagamento della quota di iscrizione 2026 potranno essere inseriti/e nel programma.
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English
Conference topics
Communicative Interaction: Relationships, Practices, Perspectives
Communicative interaction is a longstanding and constant research topic in the humanities and social sciences. Recent developments in its conceptualization, in the increasingly rich empirical analyses that underpin it, and in the variety of methods adopted, reflect on the one hand a growing interest in the dynamics of different types of interaction – written and oral, verbal and non-verbal, face-to-face and online – as well as a variety of social and institutional settings, and on the other hand the changes brought about by digital innovations.
This year’s AItLA meeting follows the trail of the XVI International Congress, held ten years ago at the University of Modena and Reggio Emilia, and the volume that followed (Andorno & Grassi, 2016), while also being in line with some of the most recent AItLA meetings and volumes (Caruso & Maffia, 2023; Cirillo & Nodari, 2024) which focused, respectively, on unbalanced and multimodal communication. The XXVI AItLA International Congress, to be held at the University of Bologna, in Forlì, will once again place interaction at the centre of the discussion, with a twofold objective: to keep alive the interest for the already established topics, following their evolution, and to discuss new emerging lines of research. The focus of the Congress is on communicative interaction in relation to ‘objects’, processes, phenomena (linguistic systems, language mediation and learning, multilingualism, artificial intelligence, etc.), as well as current qualitative and quantitative methods, with the aim of identifying, describing and interpreting interactional features. We welcome proposals that contribute to the current state of research and/or outline future prospects in this field of study; we summarize below the more specific topics to be addressed, in papers that can be theoretical, methodological or applied in nature.
Interaction and the linguistic system
While interaction has long played a central role in some disciplines of linguistics broadly conceived (e.g., conversation analysis, language mediation, or L2 learning; cf. Fele, 2007; Zorzi, 2007; Andorno & Grassi, 2016), in recent years it has also gained a central position in research on language structure. This trend was established through the publication of the first textbook on “Interactional Linguistics” (Couper-Kuhlen & Selting, 2018), the launch of the journal with the same title (edited by Mushin & Pekarek Doehler) and the publication of several important edited volumes (in particular, Selting & Barth-Weingarten, 2024). Interaction has thus become a crosscutting topic in its own right, encompassing the description and analysis of all levels of linguistic structure (De Stefani & Veronesi, 2020; Calaresu, 2022). We therefore invite papers that adopt an interaction-oriented approach to the study of languages, i.e. that explore the domains of phonology/morphology/syntax/semantics from the perspective of interaction.
Interaction and learning
“The fundamental niche for human communication”, writes Levinson (2019, 112), “is social interaction in a face-to-face context: this is the context in which language is learned, the bulk of usage occurs, and almost certainly the context in which it has evolved”. If this postulate assumes learning to be intrinsically linked to interaction, extensive empirical research highlights how forms of interaction have deep implications for learning and how the quality of these forms influences the quality of learning (see e.g., Nystrand, 1997; Walsh, 2011; Fasulo & Pontecorvo, 2022 [1999]; Gardner, 2019; Caronia, 2021; Depperman & Pekarek-Doehler, 2021). Learning through interaction and learning interaction, in one’s own or another language, in guided educational or incidental contexts, are the leitmotifs that can guide papers on the observation and analysis of interactional processes. From this perspective, linguistic interaction can also be observed with reference to (multi-)media content (Busch & Pfisterer, 2011), such as self-study tools and/or teaching materials (Barrot, 2021), or with respect to the specificities of interaction in new media and gaming activities (Hofstetter & Robles, 2023).
Interaction and multilingualism
A growing number of studies look at pluri/multilingual interaction between people who do not share the same (spoken or signed) language and culture and interact through a wide variety of conceptual tools and practices, including intercomprehension (see, e.g., Bonvino & Garbarino, 2022), English as a lingua franca (Jenkins, 2020), translanguaging (García & Li, 2014) and translingualism (Canagarajah, 2013). In this area of study, the characteristics of written and spoken interaction can be explored from a dual perspective: on the one hand, by analyzing plurilingual interactions with reference to the specificities of the context (educational, institutional, professional, family) and/or to plurilingualism as an identity trait of individual speakers; on the other hand, by formulating proposals to promote plurilingualism in education. As for the analysis of multilingual interactions, studies on linguistic and cultural mediation have highlighted how the presence of an interpreter or mediator changes the dynamics of the interaction, which becomes a pas de trois (Wadensjö 1998); whoever mediates not only participates in the co-construction of meaning but also takes on (or is assigned) multiple roles that influence the course of the interaction itself (Angelelli, 2004; Baraldi and Gavioli, 2012; Llewellyn-Jones and Lee, 2014). We therefore also welcome papers that shed light on new relevant aspects of mediated interaction, possibly in less-studied contexts.
Interaction and artificial intelligence
Artificial intelligence has rapidly spread into various areas of human life, making human-machine interactions increasingly frequent. In educational contexts, for instance, chatbots are increasingly being used as second language tutors or conversational partners (Bibauw et al., 2022; Chiu et al., 2023; Huang et al., 2022). AI has also attracted some attention in relation to the possible impact it might have on language usage and change (Rudnicka, 2023). Against the backdrop of different types of spoken and written interaction, it is therefore also relevant to consider interaction with AI, both for the discursive and linguistic features inherent to the production of automated systems (e.g., syntax, vocabulary, pragmatics of chatbot production) and the production of the human interlocutor (see, e.g., Mindner et al., 2023), as well as for the more typically interactional features (e.g., conversational dominance, negotiation of meaning, feedback). Papers are invited that explore applications of AI-based systems (such as, but not limited to, ChatGPT) in the field of applied linguistics and linguistics more generally.
Interaction and multimodality
Interaction studies have long highlighted that paralinguistic and kinetic elements are closely linked to the verbal ones and contribute to the co-construction of meaning (Poyatos, 1997). A message can sometimes be expressed exclusively using non-verbal signs (a glance, a gesture) and the study of non-verbal communication is nowadays facilitated and made even more systematic by computer tools and multimodal conversational analysis (Mondada, 2014, 2016, 2019; Eilittä et al., 2023). We therefore welcome detailed analyses of multimodality, based on video data that can shed light on the co- and non-verbal aspects of interaction, continuing to feed into the line of studies started with the XXIII AItLA Congress (Cirillo & Nodari 2024).
Interaction and silence
Studies on communicative interaction in various forms described above have focused on what interlocutors say and on ‘how’ talking comes about in different contexts. But we also communicate with silence (Goodwin, 2004; Mushin & Gardner, 2009), understood not as the mere absence of sound, but as the perceivable absence of speech where it could be uttered (Bilmes, 1994). Papers on the position, function and duration of different types of observable silences in interaction (see Sacks et al., 1974 and Hoey, 2020 on the distinction between pauses, gaps and lapses) and on the professional and ethical implications of non-speech in mono- and multilingual interactions are therefore invited.
Interaction and pathology
Numerous language disorders can impair speakers’ verbal abilities and thus undermine the quality of their communicative interactions in situations of mature language competence (e.g., in the case of aphasia, dementia, or psychopathology), or prevent their full and effective development during ontogeny (e.g., in Specific Language Impairment or in Autism Spectrum Disorders) (APA, 2022; Adornetti, 2018). Proposals exploring interactional competence in clinical populations of developmental, adult and involutional (pre-senile and senile) ages are therefore invited.
References
Calaresu, E. (2022). La dialogicità nei testi scritti. Tracce e segnali dell'interazione tra autore e lettore. Pacini Editore.
Canagarajah, S. (2013). Translingual Practice. Global Englishes and Cosmopolitan Relations. Routledge. Caronia, L. (ed.) (2021). Language and Social Interaction at Home and School. John Benjamins.
Caruso, V., & Maffia, M. (Cur.) (2023). Vecchie e nuove forme di comunicazione diseguale: Canali, strutture e modelli. Associazione Italiana di Linguistica Applicata.
Chiu, T. K., Xia, Q., Zhou X., Chai C.S. & Cheng M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118.
Cirillo, L., & Nodari, R. (Cur.) (2024). Contesti, pratiche e risorse della comunicazione multimodale. Associazione Italiana di Linguistica Applicata.
Couper-Kuhlen, E. & Selting, M. (2018). Interactional Linguistics: Studying Language in Social Interaction. Cambridge University Press.
De Stefani, E., & Veronesi, D. (2020) Dagli studi sul parlato alla linguistica interazionale. Ricerche sull’uso ordinario della lingua italiana. Studi Italiani di Linguistica Teorica e Applicata, 49(3), 464-490. Deppermann, A., & Pekarek Doehler, S. (2021). Longitudinal conversation analysis - introduction to the special issue. Research on Language and Social Interaction, 54(2), 127-141.
Eilittä, T., Haddington, P., Kamunen, A., Kohonen-Aho, L., Rautiainen, I. & Vatanen, A. (2023).
On the complexities of interaction: An introduction. In P. Haddington, T. Eilittä, A. Kamunen, L.
Kohonen-Aho,
I. Rautiainen, & A. Vatanen (Cur.), Complexity of Interaction (pp. 1-25). Palgrave Macmillan.
Fasulo, A., & Pontecorvo, C. (2022 [1999]). Come si dice? Linguaggio e apprendimento in famiglia e a scuola. Valore Italiano Editor.
Fele, G. (2007). L'analisi della conversazione. Il Mulino.
García, O., & Li, W. (2014). Translanguaging. Language, Bilingualism and Education. Palgrave MacMillan.
Gardner R. (2019). Classroom interaction research: The state of the art. Research on Language and Social Interaction, 52(3), 212-226.
Goodwin, C. (2004) A competent speaker who can’t speak: The social life of aphasia. Journal of Linguistic Anthropology, 14(2), 151-170.
Hoey, E. (2020). When conversation lapses. Oxford University Press.
Hofstetter, E., & Robles, J. (2023). Metagaming and multiactivity: How board game players deal with progressivity. In P. Haddington, T. Eilittä, A. Kamunen, L. Kohonen-Aho, I. Rautiainen & A. Vatanen (Cur.), Complexity of interaction (pp. 65-97). Palgrave MacMillan.
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237-257.
Jenkins J. (Cur.) (2020). The Routledge Handbook of English as a Lingua Franca. Routledge. Levinson S. (2019). Natural forms of purposeful interaction among humans. What makes interaction effective? In K. A. Gluck & J. E. Laird (Cur.), Interactive task learning: Humans, robots, and agents acquiring new tasks through natural interactions (pp. 111-126). The MIT Press. Llewellyn-Jones, P. & Lee, R. G. (2014). Redefining the Role of the Community Interpreter: The Concept of Role-space. SLI Press.
Mercer, N., & Dawes, L. (2014). The study of talk between teachers and students, from the 1970s until the 2010s. Oxford Review of Education, 40(4), 430-445.
Mindner, L., Schlippe, T., & Schaaff, K. (2023). Classification of human- and AI-generated texts: Investigating features for ChatGPT. In T. Schlippe, E.C.K. Cheng & T. Wang (Cur.), Artificial Intelligence in education technologies: New development and innovative practices, 152-170. Springer.
Mondada, L. (2014). The local constitution of multimodal resources for social interaction. Journal of Pragmatics, 65, 137-156.
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336-366.
Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47-62.
Mushin, I., & Pekarek Doehler, S. (Cur.) (2021). Interactional Linguistics. John Benjamins. Mushin I., & Gardner, R. (2009). Silence is talk: Conversational silence in Australian Aboriginal talk-in- interaction. Journal of Pragmatics, 41, 2033-2052.
Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. Teachers College Press.
Poyatos, F. (Ed.) (1997). Nonverbal communication and translation: New perspectives and challenges in literature, interpretation, and the media. John Benjamins.
Rudnicka, K. (2023). Can Grammarly and ChatGPT accelerate language change? AI-powered technologies and their impact on the English language: wordiness vs. conciseness. Procesamiento de Lenguaje Natural, 71, 205-214.
Sacks H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735.
Selting, M., & Barth-Weingarten, D. (eds) (2024). New Perspectives in Interactional Linguistic Research. John Benjamins.
Walsh S. (2011). Exploring classroom discourse: Language in action. Routledge. Wadensjö, C. (1998). Interpreting as interaction. Longman.
Zorzi, D. (2007). La classe come ambiente di apprendimento attraverso l’interazione orale. In Ongini, V. (Cur.), Se la scuola incontra il mondo esperienze. Modelli e materiali per l'educazione interculturale (pp. 65-70). IDEST.
Scientific Committee
● Amalia Amato (UNIBO)
● Laurie Anderson (Univ. of Siena)
● Serge Bibauw (Univ. of Louvain)
● Cristiana Cervini (UNIBO)
● Christian Degache (Univ. Grenoble Alpes)
● Maria Elena Favilla (Univ. of Modena and Reggio Emilia)
● Gloria Gagliardi (UNIBO)
● Maja Miličević Petrović (UNIBO)
● Natacha Niemants (UNIBO)
● Franca Orletti (Univ. Roma Tre)
● Rosa Pugliese (UNIBO)
● Véronique Traverso (Univ. Lumière Lyon 2)
Local organizing committee (UNIBO)
● Amalia Amato
● Claudia Borghetti
● Cristiana Cervini
● Gloria Gagliardi
● Anna Marchi
● Yahis Martari
● Maja Miličević Petrović
● Natacha Niemants
● Rosa Pugliese
● Greta Zanoni
Proposal submission
Proposals should be submitted by 7 July 2025 to the e-mail address congresso@aitla.it, with ‘Abstract 2026’ in the subject line of the e-mail. This address should be used exclusively for proposals submission; for any other inquiries, please contact us at aitla2026@unibo.it.
Proposals should be between 4,000 and 5,000 characters in length, including spaces (but excluding bibliographical references), and they should indicate the preferred mode of presentation, choosing between:
● Oral presentation (20-minute presentation followed by a 10-minute discussion);
● Poster presentation (5-minute plenary session presentation followed by discussion during the poster session).
The proposals, written following the instructions outlined in the call for papers, should be submitted in two versions: one including the name(s), surname(s) and affiliation(s) of the author(s), and the other fully anonymized. Both documents should be saved in .doc(x) format and named as follows (using underscores (_) instead of spaces):
proposal type_short title_surname(s):
e.g. oral_presentation_English_language_Franca_Bianchi.docx
proposal type_short title_ anonymous:
e.g. poster_English_language_anonymous.docx
Proposals will be forwarded to the Scientific Committee and evaluated based on the following criteria: (1) relevance to the Congress theme(s); (2) quality of the research; (3) novelty of findings; (4) suitability for the proposed presentation format.
Each author can submit only one proposal; in the case of multi-author proposals, each author may submit one proposal as the sole author and one proposal as co-author. Members of the Scientific Committee cannot submit proposals.
The Scientific Committee may give priority to poster proposals over oral presentation proposals, and/or ask the authors to change the presentation format of the proposal to have an equal representation of topics or for reasons of space in the programme.
The outcome of the review process will be communicated by 30 September 2025. Please note that only AItLA members who have paid their membership fee for 2026 will be included in the conference programme.
***
Français
Appel à communications
Interaction communicative : relations, pratiques, perspectives
L’interaction communicative est un thème constant dans les sciences humaines et sociales. Les évolutions récentes – dans la conceptualisation de l’interaction, dans la richesse des analyses empiriques qui la sous-tendent et dans la pluralité des méthodologies adoptées – reflètent d’une part un intérêt croissant pour la dynamique de l’interaction écrite et orale, verbale et non verbale, en présence et à distance, dans une variété de contextes socio-situationnels et institutionnels, et de l’autre les changements induits par les innovations numériques.
Dix ans après le XVIe Congrès de l’AItLA (Université de Modène et Reggio Emilia) et le volume qui l’a suivi (Andorno & Grassi, 2016), et dans la continuité des plus récents Congrès et volumes de l’AItLA (Caruso & Maffia, 2023 ; Cirillo & Nodari, 2024), axés respectivement sur la communication inégale et sur la communication multimodale, le XXVIe Congrès international de l’AItLA place à nouveau le thème de l’interaction au centre du débat. L’objectif est double : maintenir l’intérêt pour des objets de recherche consolidés et suivre leurs avancées ; s’interroger sur certaines déclinaisons émergentes du thème. Le XXVIe Congrès, qui se tiendra à l’Université de Bologne, à Forlì, se concentre en effet sur l’interaction communicative considérée en relation avec des ‘objets’, des processus, des phénomènes (systèmes linguistiques, médiation, apprentissage, multilinguisme, intelligence artificielle, etc.) – ainsi qu’avec les méthodes qualitatives et quantitatives actuelles – dans le but d’identifier, de décrire et d’interpréter les particularités observables dans l’interaction elle-même. En rappelant les principales déclinaisons du thème, nous sollicitons ci-dessous, pour chacune d’entre elles, des interventions théoriques, méthodologiques et applicatives qui peuvent contribuer à configurer l’état actuel des études sur l’interaction communicative et à esquisser des perspectives futures.
Interaction et système linguistique
Alors que dans certaines disciplines de la linguistique (au sens large) l’interaction joue depuis longtemps un rôle central (pensons à l’analyse conversationnelle, à la médiation ou à l’apprentissage des L2 (v. Fele, 2007 ; Zorzi, 2007 ; Andorno & Grassi, 2016), depuis quelques années elle est aussi au centre de l’intérêt des recherches sur la structure des langues. Cette tendance est soulignée par la publication du premier manuel de Interactional Linguistics(CouperKuhlen & Selting, 2018), la naissance de la revue du même nom (dirigée par Mushin & Pekarek Doehler) et la sortie de plusieurs volumes importants (notamment, Selting & Barth-Weingarten, 2024). L’interaction devient ainsi un sujet transversal à part entière, puisqu’elle investit la description et l’analyse de tous les niveaux de la structure linguistique (De Stefani & Veronesi, 2020 ; Calaresu, 2022). L’on souhaite donc des contributions qui adoptent une approche orientée vers l’interaction dans l’étude des langues, c’est-à-dire vers les cadres de la phonologie / morphologie / syntaxe / sémantique examinés du point de vue de l’interaction.
Interaction et apprentissage
“The fundamental niche for human communication is social interaction in a face-to-face context: this is the context in which language is learned, the bulk of usage occurs, and almost certainly the context in which it has evolved” (Levinson, 2019 : 112). Si ce postulat suppose que l’apprentissage est intrinsèquement lié à l’interaction, de nombreuses recherches empiriques (voir par exemple Nystrand, 1997 ; Walsh, 2011 ; Fasulo & Pontecorvo, 2022 [1999] ; Gardner, 2019 ; Caronia, 2021 ; Depperman & Pekarek-Doehler, 2021) soulignent comment les formes d’interaction ont des implications denses pour l’apprentissage et comment la qualité de ces formes influe sur la qualité de l’apprentissage.
Apprendre par l’interaction et apprendre l’interaction, dans sa propre langue ou dans une autre, dans des contextes éducatifs guidés ou informels, sont les fils rouges qui peuvent orienter les contributions sur l’observation et l’analyse des processus interactionnels. Dans cette perspective, l’interaction linguistique peut également être observée en référence à des contenus multimédias (Busch & Pfisterer, 2011), tels que des outils d’auto-formation et/ou des matériaux didactiques (Barrot, 2021), ou en ce qui concerne les spécificités des interactions dans les nouveaux médias et les activités de gaming (Hofstetter & Robles, 2023).
Interaction et multilinguisme
De plus en plus d’études observent l’interaction plurilingue/multilingue entre des personnes qui ne partagent pas la même langue (vocale ou des signes) et la même culture à travers une grande variété d’outils conceptuels et de pratiques, notamment l’intercompréhension (voir, par exemple, Bonvino & Garbarino, 2022), l’anglais lingua franca (Jenkins, 2020), le translanguaging (García & Li, 2014) et le translingualism (Canagarajah, 2013). Dans ce domaine, on peut d’abord explorer les caractéristiques de l’interaction écrite et orale dans une double perspective : d’une part, l’analyse des interactions plurilingues, en référence aux spécificités de certains contextes (familiaux, éducatifs, institutionnels, professionnels) et/ou au plurilinguisme comme trait identitaire des personnes ou des apprenants ; d’autre part, les propositions qui promeuvent le plurilinguisme dans l’éducation. En ce qui concerne l’analyse des interactions multilingues, il convient en outre de prendre en considération les études sur la médiation linguistique et culturelle, qui ont mis en évidence la manière dont la présence d’un interprète ou d’un médiateur modifie la dynamique de l’interaction multilingue, qui devient un pas de trois (Wadensjö 1998) : l’interprète ne participe pas seulement à la co-construction du sens mais assume (ou se voit attribuer) une multiplicité de rôles qui influencent le déroulement de l’interaction elle-même (Angelelli, 2004 ; Baraldi et Gavioli, 2012 ; Llewellyn-Jones et Lee, 2014). Des contributions qui mettent en lumière de nouveaux aspects pertinents de l’interaction interprétée, éventuellement dans des contextes encore peu explorés, sont donc également attendues.
Interaction et intelligence artificielle
L’intelligence artificielle s’est rapidement diffusée dans différents domaines de la vie humaine, rendant les interactions homme-machine de plus en plus fréquentes ; dans l’éducation, par exemple, on observe l’apprentissage ou l’acquisition d’une deuxième langue avec divers chatbots jouant le rôle de tuteurs ou de partenaires conversationnels (Bibauw et al., 2022 ; Chiu et al., 2023 ; Huang et al., 2022). L’IA a également suscité de l’intérêt en ce qui concerne son impact éventuel sur l’utilisation des langues et les changements linguistiques (Rudnicka, 2023). Dans le panorama des différents types d’interaction orale et écrite, il est donc également pertinent d’envisager celle avec l’IA, tant pour les caractéristiques discursives et linguistiques inhérentes à la production des systèmes automatiques (par exemple, la syntaxe, le vocabulaire, la pragmatique de la production des chatbots) que pour la production de l’interlocuteur humain (voir, par exemple, Mindner et al., 2023), ainsi que pour les caractéristiques plus typiquement interactionnelles (par exemple, la domination, la négociation du sens, le feedback). Des travaux explorant les applications de l’IA (par exemple, mais sans s’y limiter, ChatGPT) dans le domaine de la linguistique appliquée et de la linguistique en général sont les bienvenus.
Interaction et multimodalité
Les études sur l’interaction ont depuis longtemps mis en évidence la façon dont les éléments paralinguistiques et cinétiques sont étroitement liés aux éléments verbaux et contribuent à la coconstruction du sens (Poyatos, 1997). Parfois, un message peut être exprimé exclusivement à l’aide de signes non verbaux (un regard, un geste) et l’étude de la communication non verbale est aujourd’hui facilitée et rendue encore plus systématique par les outils informatiques et l’analyse conversationnelle multimodale (Mondada, 2014, 2016, 2019 ; Eilittä et al., 2023). Nous accueillons donc favorablement des analyses détaillées de la multimodalité, basées sur des données vidéo pouvant éclairer les aspects co- et non-verbaux des interactions, qui pourront continuer à alimenter les études initiées avec le XXIIIe Congrès de l’AItLA (Cirillo & Nodari 2024).
Interaction et silence
Les études sur l’interaction communicative dans les différentes formes décrites ci-dessus se sont concentrées sur ce que les interlocuteurs disent et sur ‘comment’ la parole est réalisée dans différents contextes. Mais nous communiquons aussi dans le silence (Goodwin, 2004 ; Mushin & Gardner, 2009), entendu non pas comme la simple absence de son, mais comme l’absence perceptible de parole là où elle pourrait être prononcée (Bilmes, 1994). L’on accueille donc des contributions sur la position, la fonction et la durée des différents types de silences observables dans l’interaction (voir Sacks et al., 1974 et Hoey, 2020 sur la distinction entre pauses, gaps et lapses) et sur les implications professionnelles et éthiques de la non-parole dans les interactions monolingues et multilingues.
Interaction et pathologie
De nombreux troubles du langage peuvent altérer les capacités verbales des locuteurs et ainsi compromettre la qualité de leurs interactions communicatives dans le contexte d’une compétence linguistique mature (par exemple, l’aphasie, la démence ou la psychopathologie), ou empêcher leur développement complet et efficace au cours de l’ontogenèse (par exemple, dans le trouble primaire du langage ou dans les troubles du spectre de l’autisme) (APA, 2022 ; Adornetti, 2018). Les propositions explorant la compétence interactionnelle dans les populations cliniques de l’enfance, de l’âge adulte et des personnes âgées (en phase pré-sénile et sénile) sont donc encouragées.
Références bibliographiques
Calaresu, E. (2022). La dialogicità nei testi scritti. Tracce e segnali dell'interazione tra autore e lettore. Pacini Editore.
Canagarajah, S. (2013). Translingual Practice. Global Englishes and Cosmopolitan Relations. Routledge. Caronia, L. (ed.) (2021). Language and Social Interaction at Home and School. John Benjamins.
Caruso, V., & Maffia, M. (Cur.) (2023). Vecchie e nuove forme di comunicazione diseguale: Canali, strutture e modelli. Associazione Italiana di Linguistica Applicata.
Chiu, T. K., Xia, Q., Zhou X., Chai C.S. & Cheng M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118.
Cirillo, L., & Nodari, R. (Cur.) (2024). Contesti, pratiche e risorse della comunicazione multimodale. Associazione Italiana di Linguistica Applicata.
Couper-Kuhlen, E. & Selting, M. (2018). Interactional Linguistics: Studying Language in Social Interaction. Cambridge University Press.
De Stefani, E., & Veronesi, D. (2020) Dagli studi sul parlato alla linguistica interazionale. Ricerche sull’uso ordinario della lingua italiana. Studi Italiani di Linguistica Teorica e Applicata, 49(3), 464-490. Deppermann, A., & Pekarek Doehler, S. (2021). Longitudinal conversation analysis - introduction to the special issue. Research on Language and Social Interaction, 54(2), 127-141.
Eilittä, T., Haddington, P., Kamunen, A., Kohonen-Aho, L., Rautiainen, I. & Vatanen, A. (2023).
On the complexities of interaction: An introduction. In P. Haddington, T. Eilittä, A. Kamunen, L.
Kohonen-Aho,
I. Rautiainen, & A. Vatanen (Cur.), Complexity of Interaction (pp. 1-25). Palgrave Macmillan.
Fasulo, A., & Pontecorvo, C. (2022 [1999]). Come si dice? Linguaggio e apprendimento in famiglia e a scuola. Valore Italiano Editor.
Fele, G. (2007). L'analisi della conversazione. Il Mulino.
García, O., & Li, W. (2014). Translanguaging. Language, Bilingualism and Education. Palgrave MacMillan.
Gardner R. (2019). Classroom interaction research: The state of the art. Research on Language and Social Interaction, 52(3), 212-226.
Goodwin, C. (2004) A competent speaker who can’t speak: The social life of aphasia. Journal of Linguistic Anthropology, 14(2), 151-170.
Hoey, E. (2020). When conversation lapses. Oxford University Press.
Hofstetter, E., & Robles, J. (2023). Metagaming and multiactivity: How board game players deal with progressivity. In P. Haddington, T. Eilittä, A. Kamunen, L. Kohonen-Aho, I. Rautiainen & A. Vatanen (Cur.), Complexity of interaction (pp. 65-97). Palgrave MacMillan.
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237-257.
Jenkins J. (Cur.) (2020). The Routledge Handbook of English as a Lingua Franca. Routledge. Levinson S. (2019). Natural forms of purposeful interaction among humans. What makes interaction effective? In K. A. Gluck & J. E. Laird (Cur.), Interactive task learning: Humans, robots, and agents acquiring new tasks through natural interactions (pp. 111-126). The MIT Press. Llewellyn-Jones, P. & Lee, R. G. (2014). Redefining the Role of the Community Interpreter: The Concept of Role-space. SLI Press.
Mercer, N., & Dawes, L. (2014). The study of talk between teachers and students, from the 1970s until the 2010s. Oxford Review of Education, 40(4), 430-445.
Mindner, L., Schlippe, T., & Schaaff, K. (2023). Classification of human- and AI-generated texts: Investigating features for ChatGPT. In T. Schlippe, E.C.K. Cheng & T. Wang (Cur.), Artificial Intelligence in education technologies: New development and innovative practices, 152-170. Springer.
Mondada, L. (2014). The local constitution of multimodal resources for social interaction. Journal of Pragmatics, 65, 137-156.
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336-366.
Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47-62.
Mushin, I., & Pekarek Doehler, S. (Cur.) (2021). Interactional Linguistics. John Benjamins. Mushin I., & Gardner, R. (2009). Silence is talk: Conversational silence in Australian Aboriginal talk-in- interaction. Journal of Pragmatics, 41, 2033-2052.
Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. Teachers College Press.
Poyatos, F. (Ed.) (1997). Nonverbal communication and translation: New perspectives and challenges in literature, interpretation, and the media. John Benjamins.
Rudnicka, K. (2023). Can Grammarly and ChatGPT accelerate language change? AI-powered technologies and their impact on the English language: wordiness vs. conciseness. Procesamiento de Lenguaje Natural, 71, 205-214.
Sacks H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735.
Selting, M., & Barth-Weingarten, D. (eds) (2024). New Perspectives in Interactional Linguistic Research. John Benjamins.
Walsh S. (2011). Exploring classroom discourse: Language in action. Routledge. Wadensjö, C. (1998). Interpreting as interaction. Longman.
Zorzi, D. (2007). La classe come ambiente di apprendimento attraverso l’interazione orale. In Ongini, V. (Cur.), Se la scuola incontra il mondo esperienze. Modelli e materiali per l'educazione interculturale (pp. 65-70). IDEST.
Comité scientifique
● Amalia Amato (UNIBO)
● Laurie Anderson (Université de Sienne)
● Serge Bibauw (Univ. de Louvain)
● Cristiana Cervini (UNIBO)
● Christian Degache (Univ. Grenoble Alpes)
● Maria Elena Favilla (Univ. de Modène et Reggio Emilia)
● Gloria Gagliardi (UNIBO)
● Maja Miličević Petrović (UNIBO)
● Natacha Niemants (UNIBO)
● Franca Orletti (Univ. Roma Tre)
● Rosa Pugliese (UNIBO)
● Véronique Traverso (Univ. Lumière Lyon 2)
Comité d’organisation local (UNIBO)
● Amalia Amato
● Claudia Borghetti
● Cristiana Cervini
● Gloria Gagliardi
● Anna Marchi
● Yahis Martari
● Maja Miličević Petrović
● Natacha Niemants
● Rosa Pugliese
● Greta Zanoni
Soumission des propositions
Les propositions peuvent être envoyées avant le 7 juillet 2025 à l’adresse congresso@aitla.it, en indiquant ‘Abstract 2026’ dans l’objet du courrier. Cette adresse doit être utilisée exclusivement pour l’envoi des propositions ; toute autre information peut être demandée en écrivant à : aitla2026@unibo.it.
La proposition doit comporter entre 4 000 et 5 000 caractères espaces compris (bibliographie exclue) et doit indiquer le mode de présentation préféré, parmi les suivants :
● Communication (20 minutes de présentation et 10 minutes de discussion) ;
● Poster (5 minutes de présentation en plénière et discussion en session poster).
La proposition, rédigée selon le modèle de l’appel à contributions, doit être envoyée en deux versions : la première avec le(s) nom(s), prénom(s) et affiliation(s) de l’auteur ; la seconde anonymisée dans toutes ses parties. Les deux documents doivent être sauvegardés en .doc(x) et nommés comme suit (en utilisant le trait de soulignement _ à la place des espaces) :
type de proposition_titre abrégé_nom(s)
par ex. communication_anglais_lingua_franca_Bianchi.doc
type de proposition_titre abrégé_anonyme par ex. poster_anglais_lingua_franca_ANONYME.doc
Les propositions seront transmises au comité scientifique et évaluées à la lumière des critères suivants : (1) pertinence par rapport au thème du congrès ; (2) qualité de la recherche ; (3) originalité des résultats attendus ou obtenus ; (4) adéquation avec le format de présentation proposé.
Chaque auteur ne peut soumettre qu’une seule proposition ; en cas de propositions multi-auteurs, chaque auteur peut soumettre au maximum une proposition en tant qu’auteur unique et une proposition en tant que co-auteur. Pour des raisons d’opportunité, les membres du comité scientifique ne peuvent pas soumettre de propositions.
Pour la même évaluation, et également pour des raisons de distribution des communications dans le programme, le comité scientifique peut donner la priorité aux propositions de posters par rapport aux propositions de présentations orales, et/ou demander aux auteurs de changer le format de présentation de la proposition.
Le résultat du processus de révision sera communiqué avant le 30 septembre 2025. Veuillez noter que seuls les membres de l’AItLA à jour de leur cotisation 2026 pourront être inclus dans le programme.
