Les représentations sociales sur les langues des élèves de la fin de l’élémentaire en contexte francophone minoritaire
Year:
2017
Authors and Collaborators :
Volume and number:
, 1
Collection:
, 1
Journal:
, Journal of Belonging, Identity, Language, and Diversity
Pages :
, 45-61
Abstract
This article presents the results of a multiple case study conducted with eight pupils who were schooled in French at the end of the elementary years in Southwestern Ontario. It describes, on the one hand, their social representations of languages and, on the other, the potential connections between these representations and how they made verbs agree in number with their subject when they write. Results show that participants constructed positive representations towards languages and plurilingualism; for this reason, it is difficult to formulate reliable hypotheses vis-à-vis their influence on subject-verb agreement. In our discussion, we examine the homogenizing mission of French schools in minority settings and support that teachers should take their students’ plurilingualism into account in their practice.
Theme :
EducationLanguageLinguistic minorities
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