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Teaching and Learning French Language Variations : = Beliefs and Attitudes of Educators and Learners of French in Higher Education in the US = Enseignement et apprentissage des variations de langue francaise : Perceptions et attitudes des educateurs et des apprenants de francais dans l'enseignement superieur aux Etats-Unis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching and Learning French Language Variations :/
Reminder of title:	Beliefs and Attitudes of Educators and Learners of French in Higher Education in the US = Enseignement et apprentissage des variations de langue francaise : Perceptions et attitudes des educateurs et des apprenants de francais dans l'enseignement superieur aux Etats-Unis.
remainder title:	Enseignement et apprentissage des variations de langue francaise :
Author:	Descourtis, Sandra.
Description:	1 online resource (203 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29321167click for full text (PQDT)
ISBN:	9798841726067

Teaching and Learning French Language Variations : = Beliefs and Attitudes of Educators and Learners of French in Higher Education in the US = Enseignement et apprentissage des variations de langue francaise : Perceptions et attitudes des educateurs et des apprenants de francais dans l'enseignement superieur aux Etats-Unis.
Descourtis, Sandra.

Teaching and Learning French Language Variations :Beliefs and Attitudes of Educators and Learners of French in Higher Education in the US = Enseignement et apprentissage des variations de langue francaise : Perceptions et attitudes des educateurs et des apprenants de francais dans l'enseignement superieur aux Etats-Unis.Enseignement et apprentissage des variations de langue francaise :Perceptions et attitudes des educateurs et des apprenants de francais dans l'enseignement superieur aux Etats-Unis. - 1 online resource (203 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2022.

Includes bibliographical references

Despite their permeation in standard French, language variations, such as argot and verlan are seldom included in the curriculum of French university language programs in the US. Variations are often perceived negatively, leading to stigmatization towards the social groups who use them (Bourdieu 1982; Devereaux and Palmer, 2019; Lippi-Green, 2012; Metz, 2019). However, argot and verlan have been long an integral part of daily speech, attested in dictionaries, in literature, and in the media (Torreira, Adda-Decker and Ernestus, 2010; Cervenkova, 2013).This research focuses on the teaching and learning of French variations, and especially the attitudes and beliefs of educators and learners of French towards argot and verlan at the university level in the US. Informed by Sociocultural Theory (Vygotsky, 1978), the concept of the symbolic power of language (Bourdieu, 1982), and raciolinguistics (Rosa and Flores, 2017) my study asks:1) What are the beliefs and attitudes of educators about teaching French variations and especially argot and verlan, in foreign language classrooms? 2) How do educators' beliefs and attitudes about French variations influence the teaching of argot, and verlan in foreign language classrooms? 3) What are the beliefs and attitudes of students about learning French variations and especially argot and verlan in the foreign language classroom?I conducted online surveys, one-on-one and focus-group interviews with a language program director, instructors, and learners of French at a large university. The findings reveal that participants' social representations and the ways variations are presented in class suggest a racialization of the language and a stigmatization of their speakers. While students think it is important to know the language as it is spoken, they also want to speak "proper" French, coded implicitly as "white, upper-middle class" French, implying that educators' attitudes impact students' beliefs. As a result, the stigmatization of languages is perpetuated, and students miss the opportunity to learn not only an important part of the French language, but also a cultural, social, and historical aspect. More broadly, my research documents the necessity of deconstructing the cliche of standard languages and creating a more diverse and inclusive space in the classroom and beyond.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841726067Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Argot and verlanIndex Terms--Genre/Form:

542853
Electronic books.

Teaching and Learning French Language Variations : = Beliefs and Attitudes of Educators and Learners of French in Higher Education in the US = Enseignement et apprentissage des variations de langue francaise : Perceptions et attitudes des educateurs et des apprenants de francais dans l'enseignement superieur aux Etats-Unis.
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500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Vieira, Catherine; Prasad, Gail.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2022.
504 $a Includes bibliographical references
520 $a Despite their permeation in standard French, language variations, such as argot and verlan are seldom included in the curriculum of French university language programs in the US. Variations are often perceived negatively, leading to stigmatization towards the social groups who use them (Bourdieu 1982; Devereaux and Palmer, 2019; Lippi-Green, 2012; Metz, 2019). However, argot and verlan have been long an integral part of daily speech, attested in dictionaries, in literature, and in the media (Torreira, Adda-Decker and Ernestus, 2010; Cervenkova, 2013).This research focuses on the teaching and learning of French variations, and especially the attitudes and beliefs of educators and learners of French towards argot and verlan at the university level in the US. Informed by Sociocultural Theory (Vygotsky, 1978), the concept of the symbolic power of language (Bourdieu, 1982), and raciolinguistics (Rosa and Flores, 2017) my study asks:1) What are the beliefs and attitudes of educators about teaching French variations and especially argot and verlan, in foreign language classrooms? 2) How do educators' beliefs and attitudes about French variations influence the teaching of argot, and verlan in foreign language classrooms? 3) What are the beliefs and attitudes of students about learning French variations and especially argot and verlan in the foreign language classroom?I conducted online surveys, one-on-one and focus-group interviews with a language program director, instructors, and learners of French at a large university. The findings reveal that participants' social representations and the ways variations are presented in class suggest a racialization of the language and a stigmatization of their speakers. While students think it is important to know the language as it is spoken, they also want to speak "proper" French, coded implicitly as "white, upper-middle class" French, implying that educators' attitudes impact students' beliefs. As a result, the stigmatization of languages is perpetuated, and students miss the opportunity to learn not only an important part of the French language, but also a cultural, social, and historical aspect. More broadly, my research documents the necessity of deconstructing the cliche of standard languages and creating a more diverse and inclusive space in the classroom and beyond.
520 $a Malgre leur presence dans le francais standard, les variations linguistiques, telles que l'argot et le verlan, sont rarement incluses dans les programmes de francais a l'universite aux Etats-Unis. Les variations sont souvent percues negativement, conduisant a une stigmatisation vis-a-vis des groupes sociaux qui les utilisent (Bourdieu 1982 ; Devereaux et Palmer, 2019; Lippi-Green, 2012; Metz, 2019). Cependant, l'argot et le verlan font depuis longtemps partie integrante du discours quotidien, attestes dans les dictionnaires, dans la litterature et dans les medias (Torreira, Adda-Decker et Ernestus, 2010; Cervenkova, 2013).Cette recherche porte sur l'enseignement et l'apprentissage des variations du francais, et en particulier sur les attitudes et les perceptions des educateurs et des apprenants de francais envers l'argot et le verlan au niveau universitaire aux Etats-Unis. Encadree par la theorie socioculturelle (Vygotsky, 1978), le concept de pouvoir symbolique du langage (Bourdieu, 1982) et la raciolinguistique (Rosa et Flores, 2017), mon etude pose les questions suivantes :1) Quelles sont les perceptions et les attitudes des educateurs concernant l'enseignement des variations du francais, en particulier de l'argot et du verlan, dans les classes de langue etrangere? 2) Comment les perceptions et les attitudes des educateurs a l'egard des variations du francais influencent-elles l'enseignement de l'argot et du verlan dans les classes de langues etrangeres? 3) Quelles sont les perceptions et les attitudes des eleves concernant l'apprentissage des variations du francais, en particulier de l'argot et du verlan, en classe de langue etrangere? Les donnees incluent des questionnaires en ligne, des entretiens individuels et des groupes de discussion avec un directeur de programme, des instructeurs et des apprenants de francais dans une grande universite. Les resultats revelent que les representations sociales des participants et la maniere dont les variations sont presentees en classe suggerent une racialisation de la langue et une stigmatisation de leurs locuteurs. Alors que les eleves pensent qu'il est important de connaitre la langue telle qu'elle est parlee, ils veulent aussi parler le «bon» francais, code implicitement comme francais «blanc, de classe moyenne superieure», ce qui demontre que les attitudes des educateurs ont un impact sur les perceptions des eleves. En consequence, la stigmatisation des langues se perpetue et les eleves manquent l'opportunite d'apprendre non seulement une partie importante de la langue francaise, mais aussi l'aspect culturel, social et historique. Plus largement, cette recherche met en relief la necessite de deconstruire le cliche des langues standard et de favoriser la diversite et l'inclusion dans la salle de classe et au-dela.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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650 4 $a Foreign language instruction. $3 3541319
650 4 $a Higher education. $3 641065
650 4 $a Educational psychology. $3 517650
650 4 $a Multicultural education. $3 526718
650 4 $a Sociolinguistics. $3 524467
653 $a Argot and verlan
653 $a French language variations
653 $a Linguistics stigmatization
653 $a Raciolinguistics
653 $a Teaching languages
653 $a Learning languages
655 7 $a Electronic books. $2 lcsh $3 542853
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710 2 $a The University of Wisconsin - Madison. $b Second Language Acquisition. $3 3169851
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