LA

IMPACT: How can foreign language teaching to immigrant populations impact identity,

language identity, and position.

A comparative case study reflecting on ethics, ethos, integration, identity, and language

policy.

The University ofWARWICK

Presentation represents a small section of a thesis study under the direction of Professor Jean-Paul

Narcy-Combes La Sorbonne Nouvelle, Paris 3

“TELL ME ABOUT X AND I WILL TELL YOU ABOUT WHO YOU ARE” 

FrenchCanadianLiving in France

?

Teacher?

Immigrant?

Academic ?

A BRIEF BACKGROUND:RESEARCH PROBLEM

The act of teaching and learning a forgien language in the host environment calls into question teaching practices, learner

need, and expectation of all invested parties (learner, institution, society). Despite having distinct approaches to immigration,

Canada and France seem to experience similar problems relating to language development, ‘finding comfort in ones own

(new) skin,’ and integration.

What links exist between these difficulties? Once we can better understand these links, how can they be addressed in the

immigrant language classroom?

GROUNDED RESEARCH METHODOLOGY

One on one

interviews

Internet based Survey

Post Survey Interviews

Interviews with

Teachers

Analysis - More

research is needed

DATA IN A NUT SHELL: LEARNER DATA

2-20 years in the host environment3 survey responses (2/3)9 interviews (8/9)

FRANCE2-25 years in host environment8 survey responses (7/8)6 interviews (6/6)

CANADA

From ToInterview length

30:55 mins 93:06 mins

Exchanges 79 279

SUCCESSFUL INTEGRATION

• Learner view of unsuccessful integration

• Learner view of successful integration

• Political view of unsuccessful integration

• Political view of successful integration

Tax payerEmployedEducated

Can speak the language (B2

level)Participant in national life

Financial Burden Not employedCannot speak the language (B2 level)Does not participate in national lifeHas no friends

Cannot be understood/can

not speakDoes not

participate in national lifeNot employed

Has friendsCan speak and be understoodParticipant in national life

Employed

IMPACT 1 : HOW CAN LANGUAGE IMPACT THE NEW IDENTITY BEING CONSTRUCTED?

What is languag

e?

user

Newcomer

Pedagogue

« Once a label is on something. It becomes an IT. Like it’s no longer alive »

(excerpt from New Your Couple Fight About, Mocheeba, 2002.)

IMPACT 2: HOW CAN LANGUAGE AND IDENTITY IMPACT INTEGRATION INTO A HOST COMMUNITY?

The research suggests: Philosophy

Psychology

Pedagogy

Limi

ted

IMPACT 3: HOW DOES PERCPETION BY THE HOST NATIONAL PLAY A ROLE ON INTEGRATION/POSITION AND HOW IS THIS RELATED TO LANGUAGE?

Nathalia: « I am told I am completly integrated, outside of my accent that betrays me »

Malika: « She (her mother in law) has seen it with her own eyes… she understands better that I can’t epress myslf so well in French… and now she saw… that my iq is normal .. And that I am not an idiot. »

Anna: « knowing English gives me a stronger voice…I can influence what happens to this country and what happens to me »

Kwan: - «I having a Canadian name – JAKE ».

IMPACT 4:WHAT IS NEEDED TO BECOME BE RECOGNIZED/ACCEPTED IN THE NEW HOST ENVIRONMENT?

Nadia: I felt more comfortable once I got a job working at Parc Asterix.

Kwan: Being part of being in Canada like they encourage people… it is ok, but I still have to pick up right word right concept.

Nathalia: Je suis parfaitement intégrée…. je suis française dans ma tête,mon coeur, je m’entoure, j’ai une vie, une vision française.

Anna: I think it wasn’t until I went to university that I finally felt comfortable being bilingual, being Canadian, and feeling like I belong.

IMPACT 5:HOW DOES THIS/SHOULD THIS AFFECT CLASSROOM PRACTICES DIRECTED TOWARDS IMMIGRANT LEARNERS?

LimitationsLitterature in general

My research

IMPACT 6:WHAT CAN LANGUAGE TEACHING DO TO IMPACT IMMIGRANT IDENTITY, POSITION, AND INTEGRATION?

MODEL OF MULTIPLE DIMENSIONS OF IDENTITY

Abes, E.S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making opacity in the construction of multiple identities. Journal of college Student development. 48 (1), 1-22.

“A MIND ENCLOSED IN LANGUAGE IS IN PRISON”

SIMONE WEIL

Thank you

ringnic@yahoo.com Nicole Divoux Ringuette

(Ringuette)