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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 0000-0002-0525-0821)
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
FullText Text:
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  Data: Language Ideologies and the Use of French in an English-Dominant Context of Canada: New Insights into Linguistic Insecurity
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  Data: <searchLink fieldCode="AR" term="%22Marie-Eve+Bouchard%22">Marie-Eve Bouchard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0525-0821">0000-0002-0525-0821</externalLink>)
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  Data: 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
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  Data: 27
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Dominance%22">Language Dominance</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1515/multi-2023-0109
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  Data: 0167-8507<br />1613-3684
– Name: Abstract
  Label: Abstract
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  Data: 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.
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      – SubjectFull: Teacher Role
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      – SubjectFull: Language Dominance
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      – SubjectFull: Canada
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