A Youth Perspective on the Challenges Related to Fostering Linguistic Security in the Classroom: New Insights from the English-Dominant Context of British Columbia
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| Title: | A Youth Perspective on the Challenges Related to Fostering Linguistic Security in the Classroom: New Insights from the English-Dominant Context of British Columbia |
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| Language: | English |
| Authors: | Marie-Eve Bouchard |
| Source: | Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée. 2024 27(3):102-119. |
| Availability: | Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: https://journals.lib.unb.ca/index.php/CJAL |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, High School Teachers, Language Variation, Language Attitudes, Security (Psychology), Sociolinguistics, Language Minorities, French, Language Planning, Language Usage |
| Geographic Terms: | Canada |
| ISSN: | 1481-868X 1920-1818 |
| Abstract: | This study aims to identify factors contributing to linguistic insecurity and provides suggestions to support teachers in fostering linguistic security in their classrooms. The findings are based on data from interviews with 21 high school teachers from across the province of British Columbia (Canada) and a focus group with eight members of the Linguistic Security Committee. A thematic analysis of the data led to the identification of five sets of teacher beliefs associated with challenges about the fostering of linguistic security in their classrooms. For each of these challenges, the Linguistic Security Committee made recommendations, and these may prove helpful to teachers in French-speaking minority contexts across Canada. Three main conclusions are drawn from this study: attention to teacher beliefs should be a focus of educational research, teacher preparation grounded in a sociolinguistic understanding of linguistic variation is necessary, and linguistic security should be a priority. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473823 |
| Database: | ERIC |
| Abstract: | This study aims to identify factors contributing to linguistic insecurity and provides suggestions to support teachers in fostering linguistic security in their classrooms. The findings are based on data from interviews with 21 high school teachers from across the province of British Columbia (Canada) and a focus group with eight members of the Linguistic Security Committee. A thematic analysis of the data led to the identification of five sets of teacher beliefs associated with challenges about the fostering of linguistic security in their classrooms. For each of these challenges, the Linguistic Security Committee made recommendations, and these may prove helpful to teachers in French-speaking minority contexts across Canada. Three main conclusions are drawn from this study: attention to teacher beliefs should be a focus of educational research, teacher preparation grounded in a sociolinguistic understanding of linguistic variation is necessary, and linguistic security should be a priority. |
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| ISSN: | 1481-868X 1920-1818 |
