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In French Immersion Ideologies in Canada, Sylvie Roy gives voice to people who have experiences with French immersion programs in Alberta, Canada. Using a sociolinguistics for change approach, she interprets questions related to language ideologies, as well as reasons people learn French as an additional language and why some students are asked to learn English first. She also reflects on what it means to become or to be bilingual or multilingual in a globalized world. Roy discusses teachers' and learners' linguistic and cultural practices and examines transculturality for the future. By questioning concepts that recur in participants' narratives, this book explores how power is reproduced, who is marginalized in the process, and what can be done to deconstruct ideologies about learning and teaching French in Canada and in the world. Roy demonstrates complex issues related to the French language and their consequences for learners, parents, teachers, and administrators.
List of contents
List of Tables
Acknowledgments
Introduction
Chapter 1: French Immersion Context
Chapter 2: Bilinguals and Multilinguals
Chapter 3: Who is Legitimate to Teach or to Speak French?
Chapter 4: Teaching and Learning
Conclusion
Bibliography
About the Author
About the author
By Sylvie Roy
Summary
French Immersion Ideologies in Canada looks at discourses that capture ideologies in the context of French immersion in Alberta, Canada, from a sociolinguistics for change lens.
