Cross-Linguistic Pedagogy and Biliteracy in a Bilingual University: Students’ Stances, Practices, and Ideologies

Abstract

Inspiré de la notion de bilittératie comprise comme « la conjonction de la littératie et du bilinguisme », l’article qui suit rend compte d’études de cas multiples en cours avec des étudiantes universitaires multilingues développant des littératies universitaires simultanément en français et en anglais. Des entretiens et des documents textuels et vidéo décrivant les pratiques d’écriture des étudiantes ont servi à l’analyse des prises de position et des idéologies des étudiantes à l’égard de pratiques interlinguistiques et du développement de la bilittératie. Les perspectives des étudiantes témoignent de leurs divers positionnements par rapport à leurs langues d’héritage, d’expertise et d’affiliation, ainsi que de leurs expériences de littératies préuniversitaires. Les représentations des étudiantes font également écho à certaines tensions retrouvées dans les écrits liées aux idéologies qui prônent la séparation des langues, le souci de protéger les langues minoritaires et le potentiel éducatif de synergies interlinguistiques.

Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda

“…In studies of written academic discourse, analyzing textual changes across multiple drafts can provide evidence of socialization into (or resistance to) the writing practices and norms promoted through feedback or other socializing interactions (e.g., Anderson, 2021). Technologies such as screen capture recordings (Hamel & Séror, 2016) have also been used in a number of recent studies to document and analyze writing processes and how these may have been influenced by socializing messages (e.g., Beiler, 2020; Séror & Gentil, 2020). Interviews may be used to ascertain the perspectives of instructors and students on the outcomes of socialization (e.g., Anderson, 2021; Friedman, 2019a).…”

“…When multiple languages are used in the classroom, attention to how they are functionally distributed (e.g., English for academic work, the local language for small talk) can also be revealing of the implicit socializing messages regarding what each language is best suited for (e.g., Beiler, 2020). Interviews with instructors and students would provide both a window into participants’ perspectives and attitudes towards multilingual practices, as well as accounts of past socialization experiences that may have contributed to shaping these perspectives and attitudes (e.g., Séror & Gentil, 2020). Collection and analysis of classroom interaction and/or student-produced academic texts in a variety of genres (oral and/or written) could provide evidence regarding the extent to which students had taken up ideologies or practices related to multicompetence (e.g., Beiler, 2020; Cavazos, 2017).…”

“…For example, the Korean scholars interviewed by Cho (2010) claimed that owing to lack of attention to writing in the Korean educational system and the dominance of English in academic publishing, they had developed advanced academic literacy in English, but not in Korean. In addition, language ideologies can shape understandings regarding which languages are suitable for academic discourse (e.g., Beiler, 2020) or the acceptability of multilingual practices such as TRANSLANGUAGING in academic settings (e.g., Séror & Gentil, 2020).…”

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

“…These results echo findings from other studies showing that AL proficiency is tied to identifying as bilinguals (Sia & Dewaele, 2006;Zubrzycki, 2019), or that Canadians tend to identify as bilinguals due to the strong influence of the country's official English-French bilingualism on Canadian language education and civic identity (Churchill, 2003). Beyond Québec and its French-only policy, research on EAL students in French immersion or English-French bilingual Canadian post-secondary contexts also shows that institutional discourses within learners' educational settings and learners' language ideologies can foster, disrupt or lead them to negotiate their plurilingual identities (e.g., Marshall et al, 2021;Moore et al, 2015Moore et al, , 2020Séror & Gentil, 2020;Séror & Weinberg, 2021).…”

“…Overall, while past studies show that learners' PPC can be measured and are influenced by certain factors (Galante, 2020;Galante & dela Cruz, 2021), and that PPC and PI can be positively influenced by plurilingual instruction (Galante, 2018), none so far have investigated how exactly these two factors relate to each other. Further, while some trends have been identified regarding how AL learners perceive their PI (e.g., Bono & Stratilaki, 2009;Galante & dela Cruz, 2021;Oliveira & Ança, 2009;Sia & Dewaele, 2006;Zubrzycki, 2019), and despite emergent literature on EAL learners' PI in French immersion and bilingual Canadian higher education, (e.g., Marshall et al, 2021;Moore et al, 2015Moore et al, , 2020Séror & Gentil, 2020;Séror & Weinberg, 2021), postsecondary EAL learners' PI in officially French-only settings like Québec remain underexplored.…”