Bilinguisme et métissage identitaire : vers un modèle conceptuel

Landry, Rodrigue; Allard, Réal; Deveau, Kenneth

doi:10.7202/1016688ar

Cited by 24 publications

(6 citation statements)

References 27 publications

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“…For example, in a number of the studies reviewed in this article, francophones often alluded to regional identities or identity profiles that involved their affiliations with other groups in their surroundings as well (e.g., Noël & Beaton, 2010). For minority francophones, bilingual identities have been found to be the predominant form of ethnolinguistic identification, reflecting their reality—that of affiliating with both the French and English communities (Freynet & Clément, 2015; Landry, Allard, & Deveau, 2013). As such, future studies may want to investigate whether accent discrimination affects identity profiles beyond the single original membership group.…”

Section: Discussionmentioning

confidence: 99%

Perceived Accent Discrimination: Psychosocial Consequences and Perceived Legitimacy

Freynet

Clement

2019

Journal of Language and Social Psychology

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Prior research has documented that nonstandard ways of speaking can be subject to discrimination, and that nonstandard speakers are aware of the biases toward their accents. However, few studies have investigated the consequences of this for the stigmatized speaker. The objectives of this study are to explore how perceived legitimacy of discrimination moderates the relationship between perceived accent discrimination and the following two variables: (a) situated francophone identity and (b) French language confidence. Participants were nonnative ( n = 113) and native ( n = 225) speakers of French who completed questionnaires assessing the above constructs. Moderated regression analyses revealed that language discrimination is significantly and negatively related to language confidence. For native speakers from a high vitality region, legitimacy was found to moderate the relation between language discrimination and identity. When discrimination was perceived to be less legitimate, the relation between perceived discrimination and situated identity was positive.

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Section: Discussionmentioning

confidence: 99%

Perceived Accent Discrimination: Psychosocial Consequences and Perceived Legitimacy

Freynet

Clement

2019

Journal of Language and Social Psychology

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“…As Noels (2017) defines ethnolinguistic identity as a personal experience of belonging to a social group that is distinctive in terms of members' shared ethnic ancestry and native language. Meanwhile, Landry et al (2013) propose that the objective vitality of ethnolinguistic groups offers affordances and constraints for interactions in the minority and the majority languages termed "social determination." These opportunities for language use can be construed as a network of linguistic contacts across different situational domains (e.g., family, friends, school, and public).…”

Section: Ethnolinguistic Theorymentioning

confidence: 99%

Tradition of Sesaji Rewandaat Goa Kreo as local wisdom

Fauzia

Abdullah

Purnanto

2022

Indonesian J. Appl. Linguist.

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Sesaji Rewanda tradition is a ceremonial ritual performed by the Gunungpati community in Goa Kreo which is an annual event on the fifth day of Shawwal a month in the Islamic calendar. The ritual ceremony of Sesaji Rewanda is a symbol of respect for the ancestors of the monkeys who had helped Sunan Kalijaga when taking teak wood to be used as the main pillar of the 'saka guru' at the Great Mosque of Demak. This study used descriptive methods with qualitative study forms. The data collection in this study utilized participation observation techniques, in-depth interviews, library studies, and documents. The data obtained were analyzed with an ethnolinguistic approach, then the data analysis technique was completed by ethnographic analysis methods covering domains, taxonomy, and components. In addition, informal and formal methods were applied in presenting data. The results of the study obtained the use of the term in the tradition of Sesaji Rewanda in Gunungpati. The terms used in traditional rituals are classified in monomorphemic and polymorphemic forms (fixation and composition). Through an ethnolinguistic approach, the traditional term Sesaji Rewanda contains lexical and cultural meanings. The mindset of the Gunungpati community is reflected in the terms used in the ritual tradition of Sesaji Rewanda. The use of terms in the lexicon of Sesaji Rewanda can be put as a guide or paradigm of life in behaving and living by the Gunungpati community.

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“…De plus, un prestige plus grand accordé à la langue majoritaire, l'utilisation des médias dans la langue de la majorité, les communications interpersonnelles en grande proportion dans la langue majoritaire et un capital politique moindre dans la langue de la minorité sont aussi des facteurs qui contribuent au bilinguisme soustractif 2 et qui occasionnent la perte de la langue de la minorité (Landry et al, 2010). En conséquence, des tensions identitaires se font sentir chez les élèves fréquentant des écoles francophones en CFM en raison de ce rapport de force entre les cultures anglophones et francophones, complexifiant ainsi leur construction identitaire (Cormier, 2005;Landry, 2015;Landry et al, 2013;Pilote et Magnan, 2008). Il est donc clair que les communautés en CFM vivent des enjeux et des inquiétudes qui leur sont propres et qui demandent à l'école de jouer un rôle important.…”

Section: Enjeux En Contexte Francophone Minoritaire Au Canadaunclassified

Conciliation du leadership des directions d’école en contexte francophone minoritaire et en contexte de diversité ethnoculturelle, linguistique et religieuse

Landry

Gélinas-Proulx

2018

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Les directions d’école font face à de nombreux enjeux en contexte francophone minoritaire au Canada. Dans cet environnement, il va sans dire que les directions d’école doivent exercer un leadership particulier. De plus, une diversité ethnoculturelle, linguistique et religieuse grandissante s’observe dans ces écoles. Dès lors, plusieurs études affirment que les directions d’école doivent aussi exercer un leadership particulier afin de permettre l’inclusion de la diversité ethnoculturelle, linguistique et religieuse. Nous argumentons que les directions des écoles qui se trouvent à la fois en contexte francophone minoritaire et en contexte de diversité ethnoculturelle, linguistique et religieuse doivent, en plus des tâches administratives et de nature pédagogique, concilier leur rôle de valorisation, transmission et protection de la langue française et des cultures francophones et l’inclusion de la diversité ethnoculturelle, linguistique et religieuse. Nous proposons donc une discussion théorique sur la nature du leadership à exercer pour assurer cette conciliation. Nous proposons finalement un modèle théorique de la conciliation du leadership des directions d’école en contexte francophone minoritaire et en contexte de diversité ethnoculturelle, linguistique et religieuse.

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Bilinguisme et métissage identitaire : vers un modèle conceptuel

Cited by 24 publications

References 27 publications

Perceived Accent Discrimination: Psychosocial Consequences and Perceived Legitimacy

Perceived Accent Discrimination: Psychosocial Consequences and Perceived Legitimacy

Tradition of Sesaji Rewandaat Goa Kreo as local wisdom

Conciliation du leadership des directions d’école en contexte francophone minoritaire et en contexte de diversité ethnoculturelle, linguistique et religieuse

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