‘Being bilingual will open doors for them’: Ideologies informing French immersion educators’ perspectives on bilingualism

IF 1.3 2区 文学 0 LANGUAGE & LINGUISTICS
Wendy D. Bokhorst-Heng, Kelle Marshall
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Abstract

Purpose:New Brunswick, Canada, established its English-French Official Languages Act (OLA) in 1969 to promote linguistic equality for historically minoritized Francophones, premised on a language-as-right ideology. The OLA has been presented to Anglophones, however, as creating access to English-French bilingualism for various kinds of capital through a neoliberal language-as-resource ideology. In this context of conflicting ideologies, we wondered about the perspective of French immersion (FI) educators – the interface between policy and practice – regarding the purposes of bilingualism. We frame our question within Bakhtin’s notion of ideological becoming, asking: As potential mediators of their students’ ideological becoming, what are the perspectives of FI teachers and principals regarding the purposes of bilingualism?Design/data:We examine nine principals’ and 17 FI teachers’ discourse in semi-structured interviews conducted in New Brunswick. Data were analysed using constructivist grounded theory procedures, and further categorized according to Bourdieu’s constructs of capital.Findings:Our analysis indicates the dialogic nature of ideological becoming. On the one hand, authoritative neoliberal ideologies dominate the educators’ discourse regarding the purposes of bilingualism for their students. There was little attention to a socially-situated view of bilingualism enacted in a variety of communities of practice. On the other hand, we also note evidence of resistance against and distancing from this dominant ideology in educators’ own ideological becoming regarding bilingualism’s purposes for themselves.Originality:Bakhtin’s theory of ideological becoming provides a way to consider the entangled workings of ideology within language education for both educators and students.Implications:We thus propose professional development for educators to understand their own ideological becoming and develop students’ ideological becoming and their identities as bi/multilingual speakers.
双语将为他们敞开大门":法语沉浸式教育工作者对双语教学的意识形态影响
目的:加拿大新不伦瑞克省于 1969 年制定了《英语-法语官方语言法》(OLA),以 "语言即 权利 "的意识形态为前提,促进历史上处于少数地位的法语国家的语言平等。然而,《官方语言法》在英语国家看来,是通过新自由主义语言即资源的意识形态,为各种资本创造使用英法双语的机会。在这种意识形态相互冲突的背景下,我们想知道沉浸式法语(FI)教育者--政策与实践的结合点--对双语教学目的的看法。我们根据巴赫金的 "意识形态化 "概念提出问题:设计/数据:在新不伦瑞克省进行的半结构式访谈中,我们研究了九位校长和十七位法语教育教师的论述。我们使用建构主义基础理论程序对数据进行了分析,并根据布迪厄的资本建构进行了进一步分类。一方面,权威性的新自由主义意识形态主导了教育者关于学生双语学习目的的论述。在各种实践社区中,人们很少关注双语教学的社会定位。原创性:巴赫金的 "意识形态化 "理论为教育者和学生提供了一种思考语言教育中纠缠不清的意识形态运作的方法。意义:因此,我们建议教育者进行专业发展,以了解自己的意识形态化,并发展学生的意识形态化和他们作为双语/多语使用者的身份。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.20
自引率
6.70%
发文量
76
期刊介绍: The International Journal of Bilingualism is an international forum for the dissemination of original research on the linguistic, psychological, neurological, and social issues which emerge from language contact. While stressing interdisciplinary links, the focus of the Journal is on the language behavior of the bi- and multilingual individual.
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