Identity, language identity, and position from the immigrant's perspective
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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 of WARWICK Presentation represents a small section of a thesis study under the direction of Professor Jean-Paul Narcy-Combes La Sorbonne Nouvelle, Paris 3
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Transcript of Identity, language identity, and position from the immigrant's perspective
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
[email protected] Nicole Divoux Ringuette
(Ringuette)
