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Linguistical Exogamy and University Students Language Choice in a Francophone Minority Environment

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Linguistical Exogamy and University Students' Language Choice in a ... Anglos superior to Franos (since 60s ----). Immigration ... given to French : perpetuation. ... – PowerPoint PPT presentation

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Title: Linguistical Exogamy and University Students Language Choice in a Francophone Minority Environment


1
  • Linguistical Exogamy and University Students
    Language Choice in a Francophone Minority
    Environment
  • Cameron Montgomery and Maud Lemaire

2
General Context Evolution of Linguistical Groups
  • 1951 francophones -, anglophones .
  • Factors
  • Anglos superior to Franos (since 60s ----).
  • Immigration (intl, prov).
  • Language transmission (erratic e.g. endogamous
    or exogamous, community)
  • Linguistical transfer (change French to
    English).
  • Increase in Exogamy (60s).

3
General Context Evolution of Linguistical Groups
  • 1961?increase in English and French knowledge
    (francophones lt).
  • Factors related to French knowledge increase
  • -Promotion (Educ. Sys).
  • -Improvement of status of French (usefulness).
  • Consequences
  • Increase in bilingualism (anglos).
  • Increase in transmission of French (exogamous
    families).

4
General Context Evolution of Linguistical Groups
  • Increase (linguistical transfer French gt English
    1971 exogamy increase and weak Francophone
    concentration).
  • Drop of linguistical continuity 20-24 and 25-29
  • Entering work force
  • Marriage
  • Leaving home
  • Leaving secondary school
  • Tendency change in childrenincrease of French
  • -Promotion of French (school)
  • -Bilingual parents

5
General Context Summary
  • Exogamy main cause of linguistical transfer and
    assimilation (vs endogamous families).
  • Determining role of French schools maintaining
    French
  • -Article 23 (Ont.) 1984.
  • Numerous studies (Landry et Allard, 1997).
  • Children speaking more French.
  • Bilingualism.

6
Research Objective
  • Descriptive portrait of the motivations of
    university language choice in exogamous students
    in a Francophone minority environment.
  • Interest will specifically be on the choice of
    studying in French.

7
Plan
  • Method
  • Results
  • Discussion
  • Conclusion

8
Method
  • Subjects 
  • Six students University of Alberta (3 and 3).
  • Fields education, chemistry, political science,
    business, arts.

9
Method
  • Procedure and Instruments
  • Exploratory Study.
  • Interviews.

10
Method
  • Interview protocole (Landry and Allard, 1985
    1997 Tardif, 1995) six major themes
  • 1) Socio-demographic context 
  • 2) Use of French and English in different areas
    of daily life
  • 3) Confidence in linguistical competency
  • 4) University language choice (French or English)
  • 5) Perception of ethnolinguistical vitality in
    Francophones and Anglophones
  • 6) Identity and Feelings of Belonging.

11
Results Socio-demographic Context
  • Anglophone Subjects 
  • Francophone mothers (Québec North Africa).
  • 2/3 fathers dont speak French.
  • 1 father learnt a  little  French thanks to
    environment (Québec).
  • English between parents.

12
Results Socio-demographic Context
  • Francophone Subjects 
  • 2Francophone fathers, 1Francophone mother
    (Alberta, Québec, Saskatchewan).
  • 1 father 1 mother learnt French from their
    spouses (they speak French together), 1 mother
    understands French.

13
Results Use of French and English Daily Life
  • Anglophone Subjects 
  • Mother tongue  French, English, Bilingual.
  • Language spoken at home English (occasionally
    French with mother).
  • Education in French Grade 10 (2), Grade 9 (1).
  • Brothers and sisters English ( sometimes 
    French).
  • Three subjects try to seize opportunities to
    speak French (e.g. work, other Francophones,
    alone, etc).

14
Results Use of French and English in Daily Life
  • Francophone Subjects 
  • Mother tongue English,  half/half , French.
  • Language spoken at home  2 French (young).
  • Education in French  Grade 10 (1), 8 (2).
  • Sisters and Brothers same education (2 subjects
    try to speak French to them).
  • Three subjects speak French at FSJ and seize
    occasions (e.g. friends, bank, phone, etc).

15
Results Confidence in Linguistical Competency
  • Anglophone and Francophone Subjects 
  • More confortable in Englishwritten, spoken (lack
    of practice, forgetfullness).

16
Results University Language Choice
  • Anglophone Subjects
  • Choice of English  more universities, easier,
    other languages.
  • Advantages future job U.S.A, ease, language of
    majority.
  • Disadvantage  loss of French (3).
  • Satisfaction  more possibilities in English than
    French (3).
  • Insatisfaction  loss of French (spoken shyness
    Results University Language Choice).

17
Results University Language Choice
  • Francophone Subjects 
  • Choice of French  loss of French (3 improve),
    quality of profs, pride identity (loss of
    identity).
  • Advantages  employment, bilingualism, travel.
  • Disadvantages  none (3), refresh French.
  • Satisfaction  Global et heritage.
  • Importance given to French  perpetuation.

18
Results Perception of Ethnolinguistical Vitality
in Francophones
  • Francophone Subjects 
  • Less weight but more influence.
  • Legitimacy of minority situation  power comes
    with number .
  • Evolution  2pessimistic (loss, schools),
    1optimistic (childrens efforts, work,
    determination).
  • Tous croient aux revendications mais difficulté
    parce que minorité (aide du gouvernement par le
    statut même du Canada).

19
Results Perception of ethnolinguistical vitality
in Anglophones
  • Anglophone Subjects 
  • Less weight because of anglo domination.
  • Legitimacy  more opportunities and importance.
  • Evolution  2 optimistic.
  • Understand revendications (reference to ties to
    Québec).

20
Results Identity and Feelings of Belonging
  • Anglophone Subjects 
  • 1feels anglo, 1equally anglo franco,
    1franco.
  • None participate in activities (franco
    community).
  • All want to integrate both communities (1depends
    on family prof. situation).
  • All transmit French to children (depending on
    marital prof. status).
  • 2mix, 1anglo.

21
Results Identity and Feelings of Belonging
  • Francophone Subjects 
  • 1close to Frano community (family influence),
    2close to Franco community since little
    (identity crisis because of Anglo weight).
  • General participation in Fraco community.
  • All feel capable of integretating both
    communities.
  • All want to transmet language.
  • All feel bilingual/bicultural (1anglo and half
    Franco).

22
Discussion Socio-Demographic Context
  • Anglos subjects parents English (Franco
    mothers).
  • Francos parents French (Anglo mothers).

23
Use of French
  • Francos spoke French at home during childhood
    contrary to Anglos.
  • Francos speak French at FSJ (all seek occasions).

24
Confidence in Linguistical Competency
  • All more comfortable in English.
  • Francos speak better French (than Anglos).
  • All didnt understand poids respectif,
    révendications.
  • All reverted to English. (marks,disadvantages,
    paranoid).

25
University Language Choice
  • Francos loss (language), identity.
  • Anglos facility.
  • Advantages (francophones) bilingual employment.
  • Advantages (anglophones) intl employment.

26
Reasons for University Language Choice
  • Disadvantages (anglos) loss of French.
  • Disadvantages (francos) none.
  • Satisfaction (anglos) materialistic
    (employment).
  • Satisfaction (francos) cultural (heritage).
  • Importance of French materialistic and cultural
    (Francos) vs. materialistic (Anglos).

27
Ethnolinguistic Vitality
  • All realize influence difference between Francos
    and Anglos.
  • Francos perceive symbolic power of Franco
    community (protection).
  • Anglos pessimistic regarding Francos future.

28
Identity and Feelings of Belonging
  • Anglos identity uncertainty.
  • Francos identity quest.
  • All subjects feel capable of integrating 2
    communities and will transmit French to childen.
  • Francos see themselves as bilingual bicultural.

29
Conclusion
  • Francos understanding/realization of the role of
    Franco culture in the construction of their
    identity.
  • Realization of Anglo influence on Franco culture
    unsatisfaction.
  • Anglo culture perceived as non specific,
    unstable, whatever compared to francophone
    culture protection, gathering, specific.
  • Anglophones and francophones reveal the job
    opportunities related to their choice.
  • Francos motivationsinstrumental cultural.
  • Anglos motivationsinstrumental.
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