Star InactiveStar InactiveStar InactiveStar InactiveStar Inactive
 

« Anglophones majoritaires et français langue seconde au Canada : effets complémentaires de la scolarisation et de l'environnement social »

Written by Louis-Patrick St-Pierre :: [Saturday, 29 October 2011 15:57] Last updated by Josée Guignard Noel :: [Thursday, 26 May 2016 15:41]
Average rating
Click to subscribe
Year: 2011 Authors and Collaborators
  • ; Saindon, Jacques
  • ; Landry, Rodrigue
  • ; Boutouchent, Fadila
  • Research Themes Anglophones
    Canada
    Education
    Francophones
    Volume and number: , 14 (1) Journal: , Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics Pages : , 64-85 Abstract
    This study compares the effects of schooling and out-of-school linguistic experiences regarding two aspects of the learning of French as a second language by Anglophones in a majority setting: oral and written proficiency in French and cognitive-affective predispositions toward the French language and Francophone community. The results obtained support the hypotheses that language experiences through schooling are to a greater extent associated with French proficiency and that out-of-school experiences are especially associated with cognitive-affective predispositions toward the French language and Francophone community. We discuss the relevance of including significant sociocultural contacts in second language study programs. Other research can contribute according to their capacity to further clarify the relationship that unites schooling and social environment to learning a second language in a majority setting.