Canadian Immersion Students' Investment in French

Autor/inn/en	Marshall, Kelle L.; Bokhorst-Heng, Wendy D.
Titel	Canadian Immersion Students' Investment in French
Quelle	In: Modern Language Journal, 104 (2020) 3, S.601-617 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshall, Kelle L.) ORCID (Bokhorst-Heng, Wendy D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12663
Schlagwörter	Immersion Programs; French; Second Language Learning; Second Language Instruction; Social Capital; Language Minorities; Language Attitudes; Foreign Countries; Grade 8; Neoliberalism; Self Concept; Cultural Capital; Profiles; Bilingualism; Student Attitudes; Intercultural Communication; English; Native Language; Official Languages; Canada + Suchen Sie Ihr Suchwort? Immersionsprogramm; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Sozialkapital; Sprachminderheit; Sprachverhalten; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Neo-liberalism; Neoliberalismus; Selbstkonzept; Charakterisierung; Profilanalyse; Bilingualismus; Schülerverhalten; Interkulturelle Kommunikation; English language; Englisch; Office language; Amtssprache; Kanada
Abstract	French second language education, including the option of one-way French immersion, is mandated for majority-language Anglophone children in New Brunswick, Canada's only officially bilingual province. Language ideological debates in the province surrounding official English--French bilingualism led us to investigate adolescent majority-language immersion students' investment in French, the co-official minority language, using Darvin and Norton's tripartite (capital, ideology, identity) model. We discuss 3 student profiles, drawing on data collected from multimodal focus groups conducted among 8th-grade French immersion students. Our analysis reveals a dominance of neoliberal ideologies in these students' investment in French, rendering it imbalanced and largely driven by imagined access to future economic capital. Language as cultural or social capital figures inconsistently in their investment. Drawing on our data, we conclude by proposing that Darvin and Norton's model, with a balanced focus on each kind of capital within the model, may be used conceptually by educators in program development. The model used in such a way would enable educators to give equal priority to students' identity and intercultural development as to their preparation for participation in economic marketplaces, thus potentially expanding majority-language students' investment in their co-official minority second language. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01