"I Am Not a Francophone": Identity Choices and Discourses of Youth Associating with a Powerful Minority

Autor/inn/en	Groff, Cynthia; Pilote, Annie; Vieux-Fort, Karine
Titel	"I Am Not a Francophone": Identity Choices and Discourses of Youth Associating with a Powerful Minority
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 2, S.83-99 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.1137476
Schlagwörter	Self Concept; French; Language Minorities; Sociolinguistics; Foreign Countries; Qualitative Research; Interviews; Language of Instruction; Educational Policy; Language Attitudes; English; Language Role; Student Attitudes; French Canadians; English (Second Language); Second Language Learning; College Students; Canada + Suchen Sie Ihr Suchwort? Selbstkonzept; Französisch; Sprachminderheit; Soziolinguistik; Ausland; Qualitative Forschung; Interviewing; Interviewtechnik; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Sprachverhalten; English language; Englisch; Schülerverhalten; Frankokanadier; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Kanada
Abstract	Taking a broad interest in the linguistic, educational, and identity issues relevant to young people, this article examines the experiences and discourses of linguistic minority youth in the French-dominant context of Québec City. Our analysis is based on qualitative interviews conducted with 10 young people who speak a language other than French at home and who chose to study in English at the postsecondary level. Beyond exploring the local impact of language policies, we focus on the identity choices these youth make in positioning themselves and the discourses that they appropriate in describing their sociolinguistic context. Findings suggest that tensions between linguistic groups in Québec are perpetuated through discourses that distance one group from another, including discourses of closed-mindedness and superiority. What the students in our study appear to be doing is rejecting a minority identity by invoking national and international scales through their discourses, scales in which English is dominant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01