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Les communautés francophones dans les provinces majoritairement anglophones du Canada : aperçu et enjeux
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In: Travaux de linguistique, n 78, 1, 2019-10-08, pp.15-45 (2019)
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Intersections de l'oral et l'ecrit: Analyse Sociolinguistique de la Correspondance Historique de Guerre du Caporal Joseph Kaeble (1916-1918)
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La perception des normes textuelles, communicationnelles et linguistiques en écriture journalistique : une contribution à l'étude de la conscience linguistique des professionnels des médias écrits québécois
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BLLDB
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UB Frankfurt Linguistik
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The Linguistic Positionings of the French Immersion Speaker: A Post-Secondary Context ...
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The Linguistic Positionings of the French Immersion Speaker: A Post-Secondary Context
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Abstract:
A focal concern amid Canadian French immersion students upon completion of their secondary school studies is a shared belief and feeling that they are limited in their ability to communicate with francophone communities (Howard, 2007; Schaffer, 2013; The Globe and Mail, Friesen, 2013). Furthermore, it has been widely discussed that French immersion students are finding themselves in the midst of language identity crisis, unable to find a place among either of the dominant monolingual groups (Roy, 2010). This case study examined the potential persistence of language identity crisis in three French immersion students who extended their French as a second language education by pursuing post-secondary education in a French immersion program at a large bilingual university. The study reveals the linguistic identity construction of these students by clarifying how each participant positioned (Davies & Harré, 1990) herself towards Francophone language and culture. It exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular.
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Keyword:
Bilingualism in Canada; French as a Second Language (FSL); French Immersion; Linguistic Identity; Positioning; Post-Secondary Education; Second Language Education
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URL: http://hdl.handle.net/10393/35379
https://doi.org/10.20381/ruor-337
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Grammatical Variation and Change in Spoken Ontario French: The Subjunctive Mood and the Expression of Future Temporal Reference
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