Integration Process and Identity Redefinition of Chinese Adult Learners of French as a Second Language in Quebec

Autor/in	Amireault, Valérie
Titel	Integration Process and Identity Redefinition of Chinese Adult Learners of French as a Second Language in Quebec
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 6, S.365-378 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1676159
Schlagwörter	Self Concept; Second Language Learning; Second Language Instruction; French; Foreign Countries; Immigrants; Teaching Methods; Adult Students; Language Attitudes; Employment; Social Integration; Asians; Canada + Suchen Sie Ihr Suchwort? Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Ausland; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Sprachverhalten; Dienstverhältnis; Soziale Integration; Asian; Asiat; Asiatin; Asiaten; Asiate; Kanada
Abstract	This study explores the perceptions of integration and cultural identity redefinitions expressed by Chinese adult learners of French as a second language (FSL) in Quebec (Canada). We present their reflections from their perspective of learning and using French, Quebec's main language. Interviews were conducted in French with 15 newly-arrived immigrants, intermediate speakers of the language. The study shows that these Chinese immigrants mostly develop a utilitarian relationship with the French language. French courses are first and foremost perceived as a first step toward their linguistic and professional integration. Results show that learning the language and using it outside of the formal learning context constitute essential components of the integration process into the host society. French learning is also perceived as a space in which to build one's identity, a sort of negotiation between the culture of origin and the host culture. Study results help to better understand Chinese learners in FSL classrooms and consider relevant pedagogical actions for these learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01