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

Dados Bibliográficos

ID12762162
AutoresValérie Amireault (Université du Québec à Montréal, autor correspondente)
Ano2019
Volume19
Fascículo6
Páginas365-378
Data de publicação2019-12-19
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Language Identity & Education (JOURNAL)
Identificadores do periódicoISSN: 1532-7701 • E-ISSN: 1534-8458
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348458.2019.1676159
OpenAlexW2995756166
IdiomaEN
Citações recebidas5
Referências citadas27

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