Examining Peer Language Use and Investment in a Distinct North American Immersion Context

Autor/in	Ballinger, Susan
Titel	Examining Peer Language Use and Investment in a Distinct North American Immersion Context
Quelle	In: International Multilingual Research Journal, 11 (2017) 3, S.184-198 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2017.1330066
Schlagwörter	Peer Relationship; Language Usage; Second Language Learning; Second Language Instruction; Immersion Programs; Bilingualism; Language Proficiency; Self Concept; Social Status; Language of Instruction; French; English; Native Language; English (Second Language); Language Attitudes; Classroom Communication; Foreign Countries; Grade 3; Elementary School Students; Language Dominance; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Bilingualismus; Language skill; Language skills; Sprachkompetenz; Selbstkonzept; Sozialer Status; Teaching language; Unterrichtssprache; Französisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Klassengespräch; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Sprachliche Dominanz; Statistische Analyse; Kanada
Abstract	Previous studies have shown that immersion students tend to speak the majority language during peer interactions, regardless of the language of instruction or their dominant language. Researchers have argued that the societal status of the majority language presents an obstacle to providing equitable support for both languages of instruction. To examine the effects of societal language status on students' language use and identity investment, this study quantified students' English and French language use in Quebec French immersion classrooms, a context where both languages of instruction hold equitable societal status. A microanalysis of their divergences from the languages of instruction was also undertaken using Norton's model of investment. This study sheds light on how language status works at the societal, classroom, and individual level to impact learners' classroom language use. Findings emphasize the importance of using both languages of instruction outside of school for development of learners' bilingual proficiency and bilingual identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01