French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors

Autor/inn/en	Marshall, Steve; Moore, Danièle; Himeta, Mariko
Titel	French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 1, S.181-204 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	French; Language of Instruction; Multilingualism; Second Language Learning; Language Usage; Teaching Methods; Teacher Attitudes; Foreign Countries; Universities; Writing (Composition); College Faculty; Undergraduate Students; Classroom Communication; Language Attitudes; Student Attitudes; Faculty Mobility; Immersion Programs; English; English (Second Language); Teacher Student Relationship; Canada + Suchen Sie Ihr Suchwort? Französisch; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Ausland; University; Universität; Schreibübung; Fakultät; Klassengespräch; Sprachverhalten; Schülerverhalten; Immersionsprogramm; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Kanada
Abstract	In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students' writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors' and students' classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and normative practices previously experienced in French immersion schools (students). (As Provided).
Anmerkungen	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: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01