Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Tytuł pozycji:

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

Tytuł:
French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors
Autorzy:
Marshall, Steve
Moore, Danièle
Himeta, Mariko
Temat:
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
Język:
English
Źródło:
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée. 2021 24(1):181-204.
Dostępność:
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
Recenzowane naukowo:
Y
Page Count:
24
Data publikacji:
2021
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
ISSN:
1481-868X
Abstractor:
As Provided
Data wpisu:
2021
Numer akcesji:
EJ1289113
Czasopismo naukowe
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).

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies