Legitimizing Linguistic Diversity:  The Promise of Plurilingualism in Canadian Schools

Krasny, Karen A.; Sachar, Sonya

doi:10.20360/g2g02k

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…For these participants, teachers not speaking French or providing English translations to help them understand the French they were exposed often led to them "tuning out [any] French", since they knew the English translation was coming. Finding ways other than translation to connect to students' existing language repertoires aligns with recent research documenting plurilingual practices being implemented in Canada (e.g., Krasny & Sachar, 2017;Lotherington, 2013) and in the FSL context in particular (e.g., Prasad, 2012Prasad, , 2016Taylor, 2016). Ballinger, Lyster, Sterzuk, and Genesee (2017) further emphasize that plurilingual pedagogy in Canadian FSL contexts must move beyond an increased use of English (the majority language) and instead focus on crosslinguistic, biliteracy and language awareness activities that maintain distinct spaces for French (the minority language) to remain the predominant language used by students in the classroom.…”

Section: Future Efforts To Motivate Cf Studentssupporting

confidence: 64%

Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

Arnott

2020

mje

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This article explores student motivation to learn French as a second language (FSL) in school. Ontario Grade 9 students (N = 63) were surveyed on their intention to (dis)continue studying French in the Core French (CF) program in Grade 10 when FSL becomes optional. Survey participants shared their reasoning, and a subset (n = 7) took part in a focus group. Although motivating factors to (dis)continue in CF align with previous studies, participants openly contemplated the relevance of these factors to their lives. In response, this article explores the discourse on the benefits of learning French and debates its applicability to adolescent FSL learners. The implications for efforts to address CF attrition and promote FSL learning are also discussed.

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Section: Future Efforts To Motivate Cf Studentssupporting

confidence: 64%

Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

Arnott

2020

mje

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“…However, official language policies-such as Canada's (1969) Official Languages Act, or Québec's (1977) la Charte de la langue française-continue to influence how teachers encourage or discourage multilingualism in AL classrooms (Haque, 2012;Henderson, 2017;Krasny & Sachar, 2017). In Québec, there is a lack of teacher training promoting plurilingual mindsets among AL educators (Boisvert et al, 2020), especially for teachers of multilingual adult postsecondary learners (Blandford et al, 2019).…”

Section: Le Multilinguisme Et Le Multiculturalisme Canadien Augmente ...mentioning

confidence: 99%

“I Subtitle Myself”: Affordances and Challenges of Canadian EAL Students’ Plurilingual Learning Strategies in a Francophone College

Cruz¹

2022

TESL Canada

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Canadian multilingualism and multiculturalism are on the rise. Yet, monolingual language instruction remains the standard: students are often discouraged from using their additional languages and teaching materials still lack a plurilingual lens. To further inform the practice of plurilingual pedagogies, this paper reports on results of a convergent mixed methods study that investigated the plurilingual learning strategies of 20 adult English as an additional language (EAL) student tutors and tutees in a Francophone college in Montréal. The study asked (1) What plurilingual strategies do EAL tutors and tutees use to teach and learn English from each other? (2) What are their perceptions of the affordances and challenges of these plurilingual strategies? Data from an observation grid, fieldnotes, and semistructured interviews were analyzed deductively and inductively, and merged for convergence analysis. Results show that (1) participants regularly engaged in plurilingual practices including translation, translanguaging, and crosslinguistic comparisons during the tutoring sessions. Further, (2) participants perceived plurilingual strategies as useful for supporting English language development, fostering positive learning experience and conceptual links; however, they noted challenges pertaining to the monolingual posture of EAL instruction, to English oral production, and to the feasibility of plurilingual pedagogies. Implications for EAL education in multilingual contexts like Canada are discussed. Le multilinguisme et le multiculturalisme canadien augmente. Pourtant, l’instruction monolingue reste la norme: on décourage souvent les étudiants d’utiliser leurs autres langues et le matériel pédagogique manque encore d’optique plurilingue. Pour informer davantage la pratique de pédagogies plurilingues, cet article présente un rapport sur les résultats d’une étude de méthodes combinées convergentes qui se sont penchées sur les stratégies d’apprentissage de 20 adultes en anglais langue additionnelle (ALA) d’apprenants tuteurs et d’apprenants dans un collège francophone de Montréal. L’étude demandait (1) Quelles stratégies plurilingues les apprenants tuteurs et les apprenants mettent en œuvre pour enseigner et apprendre l’anglais les uns des autres? (2) Quelles sont leurs perceptions des affordances et des défis de ces stratégies plurilingues? Les données tirées d’une grille d’observation, les notes de terrain et des entrevues semistructurées ont été analysées de façon inductive et déductive et mises en commun pour une analyse de convergence. Les résultats ont montré que (1) les participants avaient régulièrement recours à des pratiques plurilingues comme la traduction, le translanguaging et les comparaisons translinguistiques lors des séances d’apprentissage. De plus, (2) les participants ont perçu l’utilité des stratégies plurilingues en ce qu’elles soutenaient le développement de l’anglais, favorisant une expérience d’apprentissage positive et des liens conceptuels; cependant, ils ont remarqué des défis liés à la posture monolingue de l’enseignement de l’ALA, à la production orale en anglais et à la faisabilité des pédagogies plurilingues. Nous discutons des implications pour l’enseignement de l’ALA dans des contextes multilingues comme le Canada.

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“…Yet, mainstream additional language (AL) instruction remains monolingual: learners' plurilingual practices in the classroom -such as using their ALs or mixing languages -are often seen as a problem rather than an asset, and are often discouraged (Cummins, 2007(Cummins, , 2017Piccardo, 2017). In turn, this monolingual approach disparages students' plurilingual identity (Bono & Stratilaki, 2009;Krasny & Sachar, 2017;Oliveira & Ançã, 2009) in favour of an idealized monolingual native speaker model (Cook, 2016), which ignores the role of learners' plurilingualism in fostering AL development (Piccardo, 2019). In Canadian English as an Additional Language (EAL) education, many teachers and students still find it challenging to overcome this 'monolingual disposition' (Gogolin, 1994;Piccardo, 2013) despite research evidence pointing to the benefits of using learners' full repertoires when learning ALs (Lau, 2020;Lau & Van Viegen, 2020;Lightbown & Spada, 2020;Marshall, 2020a) like English (Göbel & Vieluf, 2014).…”

Section: Introductionmentioning

confidence: 99%

Plurilingual or not plurilingual? Plurilingual competence and identity of Canadian EAL peers in a francophone post-secondary context

Cruz

2022

OLBIJ

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Despite emergent research on Canadian additional language (AL) learners’ plurilingualism in post-secondary and officially monolingual school contexts, challenges persist in implementing plurilingual instruction: learners’ plurilingual identities (PI) and plurilingual and pluricultural competence (PPC) are often ignored in favour of the monolingual native speaker model. To help validate learners’ PPC and PI in AL classrooms, this article discusses parts of the results of a mixed-methods study pertaining to the self-perceived PPC and self-reported linguistic identities of adult English as AL student tutors and tutees (N = 20) in a francophone Montréal college. Data from a PI questionnaire, a PPC scale, and interviews reveal that: tutors tend to have higher PPC and identify as bi- or plurilingual; tutees tend to have lower PPC and identify as mono- or bilingual; a lower PPC level is directly related to identifying as monolingual; factors including AL competence level influence participants’ PI. Implications for AL education are discussed.

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Legitimizing Linguistic Diversity: The Promise of Plurilingualism in Canadian Schools

Abstract: Policies and practice related to the production and treatment of human difference and diversity figure prominently in educational discourse related to language and identity (Piccardo, 2013;Schecter & Cummins, 2003;Wenger, 1999

Cited by 7 publications

References 11 publications

Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

“I Subtitle Myself”: Affordances and Challenges of Canadian EAL Students’ Plurilingual Learning Strategies in a Francophone College

Plurilingual or not plurilingual? Plurilingual competence and identity of Canadian EAL peers in a francophone post-secondary context

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