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

Bibliographic Data

ID12762162
AuthorsValérie Amireault (Université du Québec à Montréal, corresponding author)
Year2019
Volume19
Issue6
Pages365-378
Publication date2019-12-19
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Language Identity & Education (JOURNAL)
Journal identifiersISSN: 1532-7701 • E-ISSN: 1534-8458
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348458.2019.1676159
OpenAlexW2995756166
LanguageEN
Citations received5
References cited27

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

Aesthetics · Art · Chinese language · Identity (music · Linguistics · Process (computing · Programming language · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching