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Le passage du milieu francophone minoritaire au milieu francophone majoritaire : étude d’une expérience d’enseignants en formation pour comprendre l’influence du milieu sur le développement professionnel
| Content Provider | Semantic Scholar |
|---|---|
| Author | Boutouchent, Fadila |
| Copyright Year | 2016 |
| Abstract | Resume Le programme de formation des maitres en francais langue premiere et seconde de l’Universite de Regina en Saskatchewan exige un niveau linguistique avance et astreint ses etudiants a passer leur deuxieme annee a l’Universite Laval, au Quebec. Au cours de leur premiere annee, ces etudiants vivent parfois leur premier contact entre francophiles et Fransaskois et apprennent a collaborer dans la langue minoritaire. Leurs croyances, leurs perceptions individuelles et leurs relations d’amitie sont renegociees au cours de la deuxieme annee, loin de leur province d’origine et de leurs reseaux habituels de contact. Durant une annee, ils vivent en milieu francophone majoritaire, developpent de nouvelles strategies et de nouvelles perspectives. Dans cette recherche qualitative exploratoire, des entrevues semi-dirigees ont permis d’explorer le changement de perceptions de sept participants apres leur experience en milieu francophone majoritaire. Des leur retour, ils etaient plus motives a utiliser le francais, deploraient le manque de ressources et d’opportunites dans leur region et pensaient apporter une contribution a leur environnement. Les participants, francophones de l’immersion ou d’origine, ont affirme a quel point le contact avec le francais « partout » avait aide leur developpement linguistique. Les resultats concordent avec ceux obtenus par d’autres recherches en milieu francophone minoritaire. Abstract The teacher education program for teaching French as a first and second language at the University of Regina in Saskatchewan demands advanced language skills, and requires students to spend their second year at Laval University in Quebec. During their first year, these students may experience their first contacts between Francophiles and Fransaskois learning the French minority language. Their beliefs, individual perceptions, and friendships are renegotiated during the second year, away from their home province and usual networks. For an entire year, these students live in a French majority environment, developing new learning strategies and perspectives. In this exploratory qualitative research, semistructured interviews were used to explore how the perceptions of seven participants changed after experiencing a French majority context. Upon their return, they were more motivated to use French, deplored the lack of resources and opportunities in their region, and were ready to contribute to increasing the number of French experiences within their home environment. The Francophone and French immersion participants described how contact with French “everywhere” had helped their language development. The results align with other studies situated in Francophone minority communities. |
| Starting Page | 84 |
| Ending Page | 108 |
| Page Count | 25 |
| File Format | PDF HTM / HTML |
| Volume Number | 19 |
| Alternate Webpage(s) | https://journals.lib.unb.ca/index.php/CJAL/article/download/24238/29104 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
