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

Canadian Journal of Applied Linguistics, 2021-01, Vol.24 (1), p.181-204 [Peer Reviewed Journal]

Copyright (c), 2021SteveMarshall, DanièleMoore, MarikoHimeta ;2021. This work is published under https://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;Distributed under a Creative Commons Attribution 4.0 International License ;ISSN: 1481-868X ;EISSN: 1920-1818 ;DOI: 10.37213/cjal.2021.29345

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Title:
French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors
Author: Marshall, Steve ; Moore, Danièle ; Himeta, Mariko
Subjects: Anglophones ; Bilingualism ; Chinese languages ; Classroom Communication ; College Faculty ; College students ; Colleges & universities ; Computer Assisted Instruction ; Education ; English ; English (Second Language) ; Faculty Mobility ; Foreign Countries ; Francophones ; French ; French as a second language ; French language ; Higher education ; Humanities and Social Sciences ; Ideology ; Immersion Programs ; Language Attitudes ; Language Dominance ; Language of Instruction ; Language policy ; Language Skills ; Language teachers ; Language Usage ; Learning ; Linguistic Competence ; Multilingualism ; Official Languages ; Public Administration ; Qualitative research ; Second Language Learning ; Student Attitudes ; Student writing ; Study abroad ; Teacher Attitudes ; Teacher recruitment ; Teacher Student Relationship ; Teachers ; Teaching Methods ; Undergraduate Students ; Universities ; Writing (Composition)
Is Part Of: Canadian Journal of Applied Linguistics, 2021-01, Vol.24 (1), p.181-204
Description: 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).
Publisher: Québec: University of New Brunswick
Language: English
Identifier: ISSN: 1481-868X
EISSN: 1920-1818
DOI: 10.37213/cjal.2021.29345
Source: HAL SHS: Archive ouverte en Sciences de l'Homme et de la Société (Open Access)
Hyper Article en Ligne (HAL) (Open Access)
ERIC Full Text Only (Discovery)
ProQuest Central

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

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