Language Ideologies and the Use of French in an English-Dominant Context of Canada: New Insights into Linguistic Insecurity
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| Title: | Language Ideologies and the Use of French in an English-Dominant Context of Canada: New Insights into Linguistic Insecurity |
|---|---|
| Language: | English |
| Authors: | Marie-Eve Bouchard (ORCID |
| Source: | Multilingua: Journal of Cross-Cultural and Interlanguage Communication. 2024 43(3):427-453. |
| Availability: | De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Language Attitudes, Language Usage, French, English (Second Language), Second Language Learning, Educational Policy, Classroom Communication, Teacher Role, Language Dominance, Foreign Countries, High School Teachers, Language of Instruction, Educational Practices, Native Language, Language Minorities |
| Geographic Terms: | Canada |
| DOI: | 10.1515/multi-2023-0109 |
| ISSN: | 0167-8507 1613-3684 |
| Abstract: | Teachers play an essential role in fostering linguistic security in their classrooms. The aim of this study is to identify the language ideologies articulated by teachers in the Francophone schools of the English-dominant context of British Columbia (Canada) in order to explore how the different practices they implement to foster the use of French in their multilingual classrooms and foster linguistic security may interact and expose contradictions. The findings are based on a thematic analysis of interviews with twenty-one French-speaking high school teachers. I argue that linguistic ideologies provide a useful locus for studying the tensions produced by institutional policies and practices and the possible impact on the students' feelings of linguistic insecurity. Building on excerpts from the interviews, the findings indicate that the practices the teachers use to implement the French-language policy in their classrooms must be examined further as they might be harming the efforts they are making to increase linguistic security. This paper is intended to contribute to the ongoing conversation about the practical process of engaging with linguistic insecurity. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423698 |
| Database: | ERIC |
| Abstract: | Teachers play an essential role in fostering linguistic security in their classrooms. The aim of this study is to identify the language ideologies articulated by teachers in the Francophone schools of the English-dominant context of British Columbia (Canada) in order to explore how the different practices they implement to foster the use of French in their multilingual classrooms and foster linguistic security may interact and expose contradictions. The findings are based on a thematic analysis of interviews with twenty-one French-speaking high school teachers. I argue that linguistic ideologies provide a useful locus for studying the tensions produced by institutional policies and practices and the possible impact on the students' feelings of linguistic insecurity. Building on excerpts from the interviews, the findings indicate that the practices the teachers use to implement the French-language policy in their classrooms must be examined further as they might be harming the efforts they are making to increase linguistic security. This paper is intended to contribute to the ongoing conversation about the practical process of engaging with linguistic insecurity. |
|---|---|
| ISSN: | 0167-8507 1613-3684 |
| DOI: | 10.1515/multi-2023-0109 |
