Personal insights on a postsecondary immersion experience: Learning to step out of the comfort zone

Séror, Jérémie; Weinberg, Alysse

doi:10.18192/olbiwp.v6i0.1135

Cited by 6 publications

(6 citation statements)

References 19 publications

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“…Only a handful of Canadian universities have adapted a French immersion program for post-secondary studies (Gohard-Radenkovic, 2013;Séror & Weinberg, 2013). Séror and Weinberg (2012) explain that it has only been since the early 2000s that Canadian students have been given the option to continue to study FSL in an FI program at the post-secondary level.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In a postsecondary context, a FI program, in contrast to FSL classes, allows students to pursue the study of their major (e.g., Biology) while continuing their FSL studies. Séror and Weinberg (2013) explain that "in this context [post-secondary FI studies], students can combine the pursuit of advanced literacy and disciplinary skills in a second language. These skills lay the ground work for their entry in the work force and society" (p. 124).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

Durepos

2018

OLBIWP

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An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular. Résumé Un domaine de recherche important, mais encore relativement sous-étudié pour la recherche en immersion concerne la recherche sur l'immersion universitaire. Encore plus, il y a peu de recherche qui étudie les expériences de ces étudiants en immersion universitaire. Les participants de cette étude de cas se retrouvent dans une période turbulente de leur vie, alors qu'ils passent du système d'enseignement en immersion de la maternelle à la 12e année à un établissement d'enseignement postsecondaire bilingue. Durant cette transition, l'étude examine comment les étudiants du Régime d'immersion en français de l'Université d'Ottawa se positionnent et sont positionnés (Davies et Harré, 1990) vers la langue et la culture francophones. Cette étude met le point de mire sur les expériences d'apprentissage de trois étudiantes de première année du premier cycle du Régime d'immersion en français avec accent particulier sur leur identité linguistique. Se considèrent-elles comme bilingues, multilingues, francophones, francophiles, anglophones ou autres? De plus, leurs pairs francophones légitiment-ils ou contestent-ils ces positionnements autoproclamés? L'étude expose les facteurs qui ont influencé le positionnement linguistique des participantes et explore ces facteurs qui ont particulièrement influencé leurs identités linguistiques.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

Durepos

2018

OLBIWP

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“…In order to help manage these feelings, support and networks were also identified as key components without which the virtuous circle cannot begin. Students emphasized, for example, the value of various program initiatives established to help students gain confidence and take the "leap of faith" necessary to pursue postsecondary studies in their second official language (Séror & Weinberg, 2013). These include the benefits associated with a mentorship program, the adjunct courses, writing centers, and the presence of academic advisors.…”

Section: Figure 1 Impact Of the Virtuous Circle In French Immersionmentioning

confidence: 99%

The University of Ottawa Immersion Program

Séror

Weinberg²

2015

JICB

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This article reports on case studies of university students participating in the University of Ottawa French Immersion Study (FIS) program, the largest tertiary immersion option in Canada. This program allows Anglophone students to complete an undergraduate degree while taking academic courses in their second official language (French). Semi-structured interviews with case study participants were used to analyze immersion students' accounts of their experiences within this program. Findings focus on the interactions offered to FIS students and their role in shaping students' identities and orientation to French and Francophones. Through the FIS, students are able not only to acquire linguistic and disciplinary knowledge, but also engage, often for the first time, in in-depth and daily interactions with the French community. As a result, their discourse reflects an identification and coming together with the Francophone community thereby seeming to bridge a gap between English speakers and French speakers typically found in elementary and secondary immersion programs.French abstract at end.

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“…Students at the University of Ottawa who choose to register in the FIS program study in French content courses in their chosen fields alongside native speakers have the option to enroll in an adjunct language course designed to complement the content course (Séror & Weinberg, 2013). They must complete a minimum of 14 courses taught in French over the course of their fouryear program to develop skills relevant to their field of study and receive the French Immersion designation on their diploma.…”

Section: Introductionmentioning

confidence: 99%

“…The students can also take advantage of several established support systems such as scholarships, individualized programs, a student mentoring program, conversation workshops, the use of the Academic Writing Help Centre, and an immersion club. All these forms of support give students the ability to take the risk that is involved in completing their undergraduate degree with the immersion option (Séror & Weinberg, 2013).…”

Section: Introductionmentioning

confidence: 99%

Student Motivation, Identity and Investment Construction in French Immersion Studies at the University of Ottawa

Flynn

2018

OLBIWP

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This article focusses on the motivating factors behind the decision of first-year students in the French Immersion Studies (FIS) program at the University of Ottawa to continue their immersion studies at a university level, how they experience their studies within this program, and how this experience impacts their identity and investment in French language and culture. The findings presented are part of a study that demonstrates the positive influence that parents, teachers and relevant extracurricular experiences have on students’ decision to continue their immersion studies as well as the transformations of the students’ identity construction and investment which are enhanced through the FIS program, the bilingual environment which surrounds it, and students` activities.Keywords: motivation, identity, investment, French Immersion Studies RésuméCet article porte sur les facteurs qui ont motivé des étudiants en première année d’études à s’inscrire au programme du Régime d’Immersion Française (RIF) de l’Université d’Ottawa afin de poursuivre leurs études en immersion au niveau universitaire, leurs expériences dans ce programme ainsi que l’impact que ce programme a sur leur identité et investissement dans la langue et la culture françaises. Les résultats présentés font partie d’une étude qui montre l’influence positive des parents, enseignants, et expériences pertinentes hors programme sur la décision des étudiants de continuer leurs études en immersion ainsi que la transformation associée à leur construction identitaire à l’augmentation de leur investissement à la suite de participation dans le programme RIF, l’environnement bilingue qui l’environne et les activités des étudiants. Mots -clés : motivation, identité, investissement, Régime d’Immersion Française

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Personal insights on a postsecondary immersion experience: Learning to step out of the comfort zone

Cited by 6 publications

References 19 publications

uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

The University of Ottawa Immersion Program

Student Motivation, Identity and Investment Construction in French Immersion Studies at the University of Ottawa

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