We were thrilled to see the response to our French publications at the festival du livre de Paris. From bilingual education to cultural diversity, our books cover a wide array of topics aimed at promoting multilingualism, and they certainly seemed to strike a chord with the visitors. It was a pleasure to engage in thoughtful discussions and connect with fellow book lovers. We extend our heartfelt thanks to everyone who made the event a success!
Last week, we had the privilege of celebrating the launch of Ellen Bialystok’s latest book, “Bilingual Children,” in no less than the heart of France – the enchanting city of Paris. This event was more than just a book launch; it was a celebration of bilingualism, a testament to the power of language, and a testament to the growing recognition of the importance of bilingual education.
Our first rendezvous was at the Festival du Livre de Paris, an annual literary extravaganza that attracts authors, publishers, and book lovers from all corners of the world. Ellen Bialystok graced the event with her insightful discourse on her book, followed by a book signing session. It was a remarkable sight to see a line of people, young and old, waiting to get their copies of “Bilingual Children” signed by Ellen herself. This book is not just a read; it’s a journey into the world of bilingual children, filled with scientific research, personal narratives, and practical insights.
Our second event was an intellectual feast at the picturesque Salons of the Mairie in the 16th arrondissement. This discussion on bilingual education featured Ellen Bialystok, alongside esteemed experts Hélène H. Leone, and Fabrice Jaumont. The panel discussion was stimulating, with a palpable sense of passion in the room. The experts presented a compelling case for the benefits of bilingual education, not just for individual children but for families and communities as a whole.
Inspiring, educating, and promoting multilingualism is at the core of our mission at CALEC. The reception to “Bilingual Children” and our other French publications at the Festival du Livre de Paris, as well as the insightful discussion at Salons of the Mairie, reaffirms our commitment.
We extend our sincere thanks to the authors, Ellen Bialystok and Fabrice Jaumont, and to our incredible team in Paris for their hard work and dedication. The success of these events was a collaborative effort, and we couldn’t be more grateful.
Stay tuned for more exciting events, book releases, and initiatives from CALEC. Until next year, Paris! 📖
We are thrilled to share a recent thought-provoking discussion involving two of CALEC’s distinguished authors, Ellen Bialystok and Fabrice Jaumont, and our new partner, the Bilingual Canadian School of Paris, represented by its founder Dr. Hélène Leone. This engaging conversation, organized during the Festival du Livre of Paris, aligns with CALEC’s mission of promoting language and cultural excellence, while fostering global understanding and inclusiveness. The event took place in the magnificent Mairie of the 16th arrondissement in Paris.
Ellen Bialystok, a renowned Canadian psychology professor and Distinguished Research Professor at York University in Toronto, is also an Associate Scientist at the Rotman Research Institute at the Baycrest Centre for Geriatric Care. She has authored the insightful book “Enfants bilingues: familles, éducation et développement,” which delves into the cognitive, social, and emotional effects of learning and using foreign languages throughout life, as well as the benefits and challenges of bilingual education in the context of globalization and cultural diversity. Hélène Léone is a dedicated educator with an unwavering commitment to bilingual education and academic excellence. Fabrice Jaumont is an author, researcher, and education advisor, as well as CALEC’s founder.
During this enlightening conversation, the three panelists delved into various aspects of bilingualism and education. The discussion highlighted the cognitive, social, and emotional advantages of learning foreign languages throughout life, emphasizing how bilingualism fosters cognitive flexibility, problem-solving skills, and empathy. The panelists underscored the power of bilingual education in nurturing cognitive development, enriching family life, and bridging cultural gaps.
The speakers also addressed the challenges and opportunities presented by bilingual education in the context of globalization and cultural diversity. While bilingual education faces obstacles such as limited resources, teacher training, and cultural resistance, it offers a unique opportunity to promote global understanding, inclusiveness, and cultural exchange. Supporting bilingual education in educational systems and communities involves advocating for policy changes, providing resources and support to educators and families, and raising awareness of the benefits of bilingualism. The conversation emphasized the crucial role of ongoing research, collaboration between researchers and educators, and professional development opportunities for teachers in advancing the field of bilingual education.
Join us at CALEC in celebrating our authors and partners, as we continue to champion language and cultural excellence in a diverse and interconnected world. Support us by ordering our books.
Exciting news for language and education enthusiasts! A Bilingual Revolution for Africa, a new book examining the potential of multilingual education across Africa, has just been released. This book, edited by Ayé Clarisse Hager-M’Boua and myself, brings together educators, researchers, and actors on the ground to explore the benefits of dual-language education in various sectors and countries of Africa.
The book’s preface is written by Yao Ydo, Director of UNESCO International Bureau of Education, while the introduction is written by Ayé Clarisse and I. The book is divided into four parts, each containing essays on various topics related to bilingual education in Africa.
Part one, titled “Language and Cultural Identity,” includes four essays that focus on creating space for students’ linguistic and cultural heritage in the classroom, the assets and advantages of bilingualism, the particularities and limits of bilingual education in sub-Saharan Africa, and the importance and possibility of decolonial multilingual education through African mother tongues.
Part two, “Bi-Culturalism: African Culture and European Culture,” includes four essays on the place of heritage languages in the Cameroonian and Ontario school systems, visions for multilingual education in Côte d’Ivoire, translanguaging in indigenous Kenyan languages, and improving the quality of education in Africa using African languages for teaching.
Part three, “Multilingualism / Language Equity,” includes four essays on the urgent need for reorientation with regards to multilingual education advocacy in Africa, multilingual teachers for the multilingual classroom, multilingual glossaries for teaching and learning, and multilingual education for improved foreign language acquisition.
Part four, “Bilingual Education: Mother Tongue / French; Mother Tongue / English,” includes five essays on the need for bilingual education for the promotion of regional integration of communities in the eastern part of the Democratic Republic of Congo, bilingual schools as a social project, the power of multiliteracy in The Gambia and Ghana, the challenges and relevance of tone didactics, and Fulfulde-French bilingual education.
The book has received praise from various scholars and educators, including Zahra Kamil Ali, Permanent Representative of the International Organization of La Francophonie for the Americas, who notes the strength of the book’s approach in different linguistic contexts. Maya Angela Smith, Associate Professor at the University of Washington, praises the book for prioritizing the lived experiences of multilingual students and providing valuable models for the rest of the world. Teboho Moja, Professor at New York University and the University of the Western Cape, highlights the book’s evidence that children underperform in schools not because they lack the ability to learn, but because they struggle with the languages used in school.
A Bilingual Revolution for Africa provides a positive and constructive vision for the future of bilingual education in Africa. It challenges the myths and obstacles that have retarded the development of dual-language education and offers a means to achieve economic growth and develop human capital within Africa’s multilingual environments. This book is a must-read for anyone interested in the power of language and its impact on human development.
Congratulations to the authors: Agnès Ndiaye Tounkara, Ayé C. Hager-M’Boua, Ama E. Flora M’Baye & Pascaline A. Kouamé, Mbacké Diagne, Djeneba D. Bagayoko, Carole Fleuret & Julia E. Ndibnu-Messina, Michelle L. Solorio, Brenda A. Wawire, Maria J. Aaron, Daniel N. Obah, Pierre de Galbert & Cornelius Wambi Gulere, Feziwe Shoba & Koliswa Moropa, Tony V. Muzau, Félicien M. Maisha, Thomas Bearth et al., Ari Sherris & Joy K. Peyton, Venance Tokpa, and Djibrila Tetereou.
Le saviez-vous ? Les langues étrangères que nous apprenons et pratiquons tout au long de notre vie ont un impact significatif sur notre existence, tant sur le plan cognitif que social et émotionnel. Que ce soit à des âges différents et pour des objectifs multiples, le plurilinguisme s’acquiert de manière variée. Découvrez pourquoi il est crucial d’analyser ce phénomène et ses effets sur les individus et les familles.
Connaissez-vous Ellen Bialystok ? Cette éminente professeure de psychologie canadienne est titulaire du poste prestigieux de professeur de recherche distingué à la York University de Toronto. Elle dirige le Laboratoire de cognition et de développement et est également scientifique associée à l’Institut de recherche Rotman du centre Baycrest de soins gériatriques. Découvrez l’histoire de cette femme inspirante et de son travail de recherche sur la cognition et le développement.La conversation sera modérée par Hélène Leone, fondatrice de l’École Canadienne Bilingue de Paris et Fabrice Jaumont, auteur de La révolution bilingue : le futur de l’éducation s’écrit en deux langues.
CALEC, a publishing house that specializes in multilingual education, is excited to announce their participation in this year’s edition of the Festival du Livre de Paris. This book fair is hosted at Grand Palais Éphémère, located in front of the iconic Eiffel Tower, and is considered the leading book event in France. With CALEC Éditions and TBR Books, CALEC’s publications will be well represented at the festival. Visitors can find our booth (B27) located in the Aile Suffren.
The Festival du Livre de Paris is an opportunity for book lovers and industry professionals to come together, discover new books, and engage with authors. This year, CALEC is proud to host two notable authors during the festival. On Friday, April 21 at 3pm, Ellen Bialystok will give a talk and sign books at our booth. Ellen Bialystok is a renowned author who has published numerous books and articles on bilingualism and cognitive development.
On April 22 in the afternoon, Fabrice Jaumont will sign his latest books at our booth. Fabrice Jaumont is a leading expert on bilingual education and has published several books on the topic. His first book, “The Bilingual Revolution: The Future of Education is in Two Languages,” has been praised for its insights into the benefits of bilingual education and the importance of promoting multilingualism.
CALEC is thrilled to be part of this exciting event and to showcase our publications on multilingual education. We believe that promoting multilingualism is essential to fostering understanding and respect among different cultures and communities. We invite everyone to join us at the Festival du Livre de Paris to celebrate the power of language and diversity. Come visit our booth (B27) in the Aile Suffren and meet our authors, Ellen Bialystok and Fabrice Jaumont. We look forward to seeing you there!
Multilingualism and Cultural Fluency in the Professional World
Call for Papers / Appel à communications
The Center for the Advancement of Languages, Education, and Communities has announced the following call for papers. Le Centre pour l’avancement des langues, de l’éducation et des communautés lance cet appel à communications. Title: Multilingualism and Cultural Fluency in the Professional World Titre: Plurilinguisme et compétence interculturelle dans le monde professionnel
The study of multilingualism is a relatively young science. At the same time, the number of multilingual individuals worldwide is increasing , and the view of multilingualism is changing rapidly in the professional world.
In this book, Multilingualism and Cultural Fluency in the Professional World, we wish to examine the realities, opportunities, and challenges of being multilingual and culturally fluent in today’s and tomorrow’s professional world. This book, therefore, tries to answer two main questions: why are multilingualism and cultural fluency relevant in the professional world, and how can we effectively prepare future professionals best to be multilingual and culturally fluent?
The world economy is indeed more global and multicultural than ever before. In the global world, advanced personal and professional skills are needed, including communicating efficiently in different languages and across different cultures. In this context, multilinguals are not only sought after in niche professions such as diplomacy or translation services: nowadays, more traditional fields, organizations, and firms have a global reach, and multilinguals can bring a different view or perspective on a particular issue. They can help think “outside of the box” and offer creative solutions that can be decisive during the decision-making and problem-solving process.
In the last twenty years, the advantages of being multilingual have become increasingly apparent. The book aims to show that multilinguals can more efficiently help navigate language and cultural barriers and differences in various industries and company cultures. This is an asset in a world where cultural differences can tremendously affect organizations and teams. This need is reinforced by the fact that global teams are less bound by location since the covid crisis facilitated remote work.
In the meantime, multilingual education exists everywhere in the world. Canada’s immersion programs in North America started as early as the 1960s. From there, multilingual education spread to the United States and is now considered a very efficient education model. Multiple stakeholders are now involved in multilingual education, from groups protecting minority languages to states aiming for internationalization or unity. More and more, however, programs seem to revolve around a rationale including global and local benefits for individuals, shifting the target of multilingual programs from minority to majority groups. At the same time, the politics of multilingualism, the debate around teaching methods, or the shortage of highly qualified teachers can be ongoing issues in implementing and managing multilingual programs.
In the first book section, we will offer a diverse perspective on multilingualism and multiculturalism and answer the following questions: Do multilinguals with two or more majority languages have a competitive advantage in global economies? Is there a link between multilingualism and economic growth? Is mastering a heritage language beneficial or a hindrance in the professional world? Is multilingualism valuable for employment? Is cultural fluency a must-have along with multilingualism in the global workplace? Are multiculturalism and multilingualism the same? What is the relation between multilingualism and cross-cultural abilities or cultural fluency?
In the second section, we aim to discuss the conditions upon which educational systems or academic programs can prepare students for a global workplace. Guiding questions could include: How can we effectively train future workers to become multilinguals? Must any public and private education alike be multilingual to be future-ready? What forces can support or hinder the development of a multilingual education program? What kinds of teachers’ backgrounds, perceptions, or instructional practices support multilingual programs? What student outcomes promote democracy and human rights, and what types and proficiency levels allow individuals to take advantage of global opportunities? Are the skills and competencies needed for these outcomes different? What context and constraints exist in the policy and practice of multilingual education? At a different level, the book could discuss the different types of international organizations and see current recruitment conditions or language policies within these organizations or companies. More generally, it will be possible to determine which languages are most in demand and why? Finally, the book could look at further education institutions and examine their conceptualization of multilingualism.
The authors will offer various insights into different multilingualism and multiculturalism practice models. Chapters will cover different world areas, disciplinary approaches, and languages. This book will also provide insights into developing multilingual and multicultural teams as a strategy for a diversity of thoughts and means to achieve more significant results. Through selected cases, this book will also highlight the commitment of various education systems to multiple forms of multilingual and language education to ensure that the next generation is prepared to thrive in our global reality. Finally, the book will propose solutions to advance students’ language and cultural competencies, preparing them to be future productive bilingual and multicultural citizens.
Description du livre
L’étude du plurilinguisme est encore une science assez jeune, alors que le nombre de personnes plurilingues dans le monde augmente, de sorte que la vision du plurilinguisme est appelée à évoluer rapidement dans le monde professionnel. Dans ce livre, intitulé Plurilinguisme et compétence interculturelle dans le monde professionnel, nous souhaitons examiner les réalités, les opportunités et les défis que représentent le plurilinguisme et la maîtrise de la compétence interculturelle dans le monde professionnel d’aujourd’hui et de demain. Ce livre, dans cette perspective, tente de répondre à deux questions centrales: pourquoi le plurilinguisme et la compétence interculturelle sont-ils pertinents dans le monde professionnel, et comment préparer au mieux les futurs professionnels à être plurilingues et compétents interculturellement ?
L’économie mondiale est plus globale et multiculturelle que jamais. Dans ce monde globalisé, des compétences interpersonnelles et interprofessionnelles avancées sont nécessaires, notamment la capacité à communiquer efficacement dans différentes langues et à travers différentes cultures. Dans ce contexte, les plurilingues ne sont pas seulement recherchés dans des professions de niche telles que la diplomatie ou les services de traduction ; les plurilingues peuvent apporter une vision ou une perspective différente sur une question particulière de nos jours dans des domaines plus traditionnels, ou au sein d’organisations et d’entreprises à portée mondiale. Les plurilingues peuvent aider à sortir des sentiers battus et proposer des solutions créatives souvent décisives dans le processus de prise de décision et de résolution des problèmes.
Au cours des vingt dernières années, les avantages du plurilinguisme (des individus) et du multilinguisme (des organisations et des sociétés) sont devenus de plus en plus évidents. Ce livre vise à montrer que les plurilingues sont des personnes capables de surmonter, avec beaucoup d’efficacité, de nombreuses barrières linguistiques et culturelles, ainsi que les différences entre les multiples secteurs et cultures d’entreprise. Véritable atout dans un monde où les différences culturelles peuvent affecter considérablement nos modes d’organisation et de cohésion au sein des équipes, cette compétence est renforcée par la pratique du télétravail qui peut distendre les liens entre collaborateurs éparpillés sur la planète sans lieu de travail physique en commun, un phénomène qui s’est accentué avec la pandémie de COVID-19.
Parallèlement, l’éducation multilingue existe maintenant partout dans le monde. Les programmes d’immersion ont commencé au Canada dès les années 1960. A partir de là, l’éducation multilingue s’est répandue et est maintenant considérée comme un modèle très efficace. De multiples acteurs sont impliqués dans l’éducation multilingue, que ce soit des groupes protégeant les langues minoritaires ou des États visant l’internationalisation de leur population ou une certaine unité identitaire. Néanmoins, il semble que de plus en plus, les programmes semblent s’articuler autour d’une logique mettant en avant les bénéfices globaux et locaux pour les individus, déplaçant la cible des programmes multilingues des groupes minoritaires vers les groupes majoritaires. En même temps, les aspects politiques du multilinguisme, le débat autour des méthodes d’enseignement ou la pénurie d’enseignants hautement qualifiés peuvent être des problèmes récurrents concernant la mise en place et la gestion des programmes multilingues.
Dans la première partie du livre, nous offrirons une perspective diversifiée sur le plurilinguisme et tenterons de répondre aux questions suivantes : les personnes plurilingues possédant deux langues majoritaires ou plus ont-elles un avantage concurrentiel dans les économies mondialisées ? La maîtrise d’une langue d’origine est-elle un avantage ou un obstacle dans le monde professionnel ? Le plurilinguisme est-il utile pour l’emploi ? La maîtrise de compétences interculturelles est-elle indispensable, au même titre que le plurilinguisme, dans un marché du travail globalisé ? Existe-t-il un lien entre multilinguisme et croissance économique ? Multiculturalisme et le multilinguisme sont-ils synonymes ? Quelle est la relation entre plurilinguisme et compétences interculturelles ?
Dans la deuxième partie du livre, nous souhaitons discuter des conditions nécessaires afin de préparer les futurs professionnels à un marché du travail globalisé. Pour cela, les auteurs pourront tenter de répondre aux questions suivantes : comment former les futurs travailleurs à devenir plurilingues ? L’enseignement public comme privé doit-il être multilingue pour être tourné vers l’avenir? Quelles forces peuvent encourager ou entraver le développement d’un programme d’éducation multilingue ? Quel type d’expériences, de mentalités ou de pratiques pédagogiques les enseignants doivent avoir afin de promouvoir les programmes multilingues ? Quel type de compétences favorise la démocratie et les droits de l’homme, et quel type de compétences donne aux individus la possibilité de tirer parti d’opportunités professionnelles mondiales ? Les aptitudes et compétences requises pour ces objectifs sont-elles différentes ? Quel contexte et quelles contraintes existent dans la politique et la pratique de l’éducation multilingue ? Le livre abordera également les conditions de recrutement ou les politiques linguistiques actuelles des différents types d’organisations internationales. Plus généralement, il sera possible de s’interroger sur le statut des langues dans le monde: quelles langues sont les plus demandées et pourquoi ? Enfin, le livre pourrait aborder les établissements d’enseignement supérieur et examiner leur conceptualisation du plurilinguisme.
Ce livre souhaite offrir une perspective diversifiée sur le plurilinguisme et le multiculturalisme dans le monde professionnel. Les chapitres offriront une large gamme d’approches disciplinaires et couvriront différentes zones géographiques et langues d’utilisation. Les auteurs proposeront également divers modèles de pratique du plurilinguisme et du multiculturalisme au travail. Ce livre donnera également un aperçu du développement d’équipes multilingues et multiculturelles en tant que stratégie pour une diversité de pensées et de moyens afin d’obtenir des résultats plus significatifs. Par le biais d’études de cas sélectionnés, ce livre mettra également en lumière l’engagement de divers systèmes éducatifs envers de multiples formes d’éducation multilingue et linguistique afin de garantir que la prochaine génération soit préparée à prospérer dans notre réalité mondiale.
Target Audience
Our target audience comprises people with diverse backgrounds, such as working professionals, educators, academics, policymakers, and members of civil society. The goal is to make this book widely accessible.
Public visé
Notre public cible est composé de personnes d’origines diverses telles que des professionnels, les éducateurs, chercheurs, les décideurs politiques, les membres de la société civile. Nous espérons donc que ce livre soit largement accessible.
Submission Guidelines
Authors who are working on the topic and are interested in having their work considered for this book must submit the following to the CALEC’S editorial team at editors-ac@calec.org before May 1st, 2023.
Statement of interest (half a page)
Title and subtitle of the chapter
A 200-word abstract outlining the paper and responding to the questions:
What does the author expect to achieve with their essay?
What are they offering? (Topic and solutions)
Writing sample (1.5 to 2 pages, Times New Roman, 250-300 words)
Description of illustrations (black and white only), if applicable
If applicable.
A brief biographical note (half a page) should include the author’s experience in bilingual environments and affiliation to an institution if applicable.
Authors can write in French or English. Everything must be turned in in Word and a PDF document, Times New Roman, size 12, double spaced.
Directives de soumission
Les auteurs qui travaillent sur le sujet et qui souhaitent que leur travail soit pris en compte pour ce livre doivent soumettre ce qui suit à l’équipe éditoriale de CALEC à l’adresse editors-ac@calec.org avant le 1er mai 2023.
Déclaration d’intérêt (une demi-page)
Titre et sous-titre du chapitre
Un résumé de 200 mots décrivant l’article et répondant aux questions:
Qu’est-ce que l’auteur s’attend à accomplir avec son essai ?
Que propose-t-il ? (Sujet et solutions)
Échantillon d’écriture (1,5 à 2 pages, Times New Roman, 250-300 mots)
Description des illustrations (noir et blanc uniquement), le cas échéant.
Une brève notice biographique (une demi-page) qui doit inclure l’expérience de l’auteur dans des environnements bilingues et l’affiliation à une institution, le cas échéant.
Les auteurs peuvent écrire en français ou en anglais. Tous ces éléments doivent être transmis ensemble dans un document Word et PDF, Times New Roman, taille 12, double interligne.
Selection Process
The committee will choose 15-20 chapters. If the author’s work is accepted, they will be contacted before May 1st, 2023. The author must turn in their finished chapters before July 30, 2023. Each essay must be submitted both in a Word and a PDF document. It may have a minimum of 10 and a maximum of 12 double-spaced pages. Times New Roman, 1-inch margins all the way around (250-300 words or around 1700 characters, including spaces, per page).
Processus de sélection
Le comité choisira 15-20 chapitres. Si le travail de l’auteur est accepté, il/elle sera contacté(e) avant le 1er mai 2023. L’auteur devra remettre ses chapitres terminés avant le 30 juillet 2023. Chaque essai doit être soumis à la fois dans un document Word et PDF. Il peut comporter un minimum de 10 et un maximum de 12 pages à double interligne. Times New Roman, marges de 1 pouce tout autour (250-300 mots ou environ 1700 caractères, espaces compris, par page).
Dr. Fabrice Jaumont is a scholar-practitioner, award-winning author, non-profit leader, and education advisor based in New York. He will give several talks in Rome and Naples in February 2023. On February 22, he will present his work at the University Roma Tre at the invitation of the Language Center. On February 23, the University of Naples Federico II will host his talk entitled: The Bilingual Revolution / La Rivoluzione bilingue : The Future of Education is in Two Languages / Il futuro dell’istruzione in due lingue, in partnership with Bilingualism Matters. In addition, he will meet with officials at the Italian Ministry of Education and Merit, as well as take part in discussions and book signings with several organizations.
CALEC and its editorial branches TBR Books and CALEC France Éditions participated in the 2022 Frankfurt Book Fair from October 19 to October 23.
Author Barbara Schindelhauer signed her new book, My Garden is a Square, co-authored with Mark Hansen, and author Fabrice Jaumont gave a talk and signed copies of his new book, Conversations on Bilingualism.
The Word of the Month book launch and signing on 24th October 2022 at 6 p.m.
Sortie du livre The Word of the Month suivi d’une séance de dédicaces le 24 octobre 2022 à 18h
TBR Books, maison d’édition de CALEC le Centre pour l’Avancement des Langues, de l’Éducation et des Communautés, organisation à but non lucratif engagée dans la pro-motion du plurilinguisme, et Gymglish, spécialiste de cours de langues en ligne, ont le plaisir de vous annoncer la sortie du livre The Word of Month. Pour l’occasion, CALEC et Gymglish vous invitent à une séance de dédicaces, suivi d’un moment d’échanges et un apéritif dinatoire en compagnie des auteurs.
Quand ? Lundi 24 octobre 2022 à 18h
Où ? Au Lavoir (chez Gymglish) au 65 rue de Reuilly, 75012 Paris
TBR BOOK, the publishing arm of CALEC, Center for the Advancement of Languages, Education and Communities, a non-profit organization focused on promoting mul-tilingualism alongside Gymglish, specialist in online language courses, are pleased to announce the launch of The Word of the Month book. On this occasion, CALEC and Gymglish are hosting a book signing and discussion with the authors followed by a Q&A session and cocktail reception.
When? Monday 24th October at 6 p.m
Where? Le Lavoir (Gymglish headquarters), 65 rue de Reuilly, 75012 Paris.
CALEC était présent lors de l’université d’été de l’association D’une langue à l’autre (DULALA) à Paris, sur un thème central à notre mission, celui des livres multilingues. Pendant deux jours, un public de médiathécaires et de spécialistes s’est réuni à la médiathèque Françoise Sagan autour de présentations d’éditeurs, de traducteurs et d’auteurs pour tenter de répondre à la question “Quelles langues parlent les livres ? Les ateliers étaient proposés par DULALA en partenariat avec l’Agence Quand les Livres Relient et la médiathèque Sagan. Dulala est membre de l’Alliance pour la lecture. Pour CALEC, c’était l’occasion de tenir une table et présenter un échantillon de son catalogue de livres multilingues, ainsi que la sortie du livre Marimba, écrit par Patricia Velasco et Christine Hélot, l’actuelle présidente de DULALA, et illustré par Antun Kojton.
