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Language and Identity Theories and experiences in lexicography and linguistic policies in a global world
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L’harmonie de la musique et l’identité linguistique : l’a/r/tographie avec des futurs enseignants
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Cormier, Gail. - : Faculty of Education, McGill University, 2020. : Érudit, 2020
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Abstract:
En employant l’a/r/tographie, ce texte tissera le lien entre la musique et l’identité linguistique en éducation. À travers mes expériences en tant qu’enseignante du français au niveau secondaire en milieu minoritaire francophone au Canada et comme professeure à la Faculté d’éducation, j’évoque les possibilités de l’a/r/tographie et les risques de cette méthodologie. Exploiter la musique au moyen de l’a/r/tographie peut susciter un intérêt envers la langue française chez les élèves et les étudiants, pour ensuite contribuer à la valorisation de l’identité francophone. Ce parcours identitaire linguistique raconte la diversité des espaces dynamiques de l’enseignement et le potentiel d’échanges positifs dans ces espaces pour l’identité linguistique des futurs enseignants et des professeurs. ; By adopting an a/r/tography lens, this text will explore the relationship between music, linguistic identity and education. Through my experiences teaching high school French immersion classes and later my transition to teaching at the Faculty of Education, I will explore the risks and possibilities associated with this methodology. Bringing music into the classroom through a/r/tography can contribute to a heightened interest in the French language and a reinforcement of the francophone identity among students. My own identity journey shows the diversity of dynamic spaces in the field of education and presents the potential for positive exchanges within these spaces for the development of linguistic identity among future teachers and professors.
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Keyword:
a/r/tographie; a/r/tography; French-language teaching; futurs enseignants; Identité linguistique; linguistic identity; milieu minoritaire francophone; minority language pedagogy; music; musique; prise de risques; risk-taking; student teacher
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URL: http://id.erudit.org/iderudit/1083433ar
https://doi.org/10.7202/1083433ar
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Què se'ns diu des d'Europa als docents de català quant al plurilingüisme i la diversitat lingüística? Implicacions de la política educativa lingüística europea per al País Valencià
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Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores
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In: Special Education and Communication Disorders Faculty Publications (2020)
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The Legal Rights of Aragonese-Speaking Schoolchildren: The Current State of Aragonese Language Teaching (Spain)
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Language Ecology in Cyprus, Sweden and Estonia: Bilingual Russian-Speaking Families in Multicultural Settings
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In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 107-117 ; 2399-9101 (2018)
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A Sentence Construction Intervention for Elementary-Aged Spanish-Speaking Language-Minority Students with Writing Difficulties
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In: Public Access Theses and Dissertations from the College of Education and Human Sciences (2018)
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Le rapport à l'écrit en français et en anglais d'étudiants francophones universitaires issus d'un milieu francophone minoritaire ...
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Identity Construction and Language Use by Immigrant Women in a Microenterprise Development Program
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In: Dissertations and Theses (2016)
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Belgiens Bildungspolitik vor dem Hintergrund personenbezogener Föderalisierung
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In: 61 ; IPW Selected Student Paper ; 34 (2016)
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Mediating Structures in Sámi Language Revitalisation
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In: Social Inclusion ; 4 ; 1 ; 11-18 ; Multidisciplinary Studies in Social Inclusion (2016)
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Le rapport à l'écrit en français et en anglais d'étudiants francophones universitaires issus d'un milieu francophone minoritaire
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Revisiting Orientations in Language Planning: Problem, Right, and Resource as an Analytical Heuristic
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In: GSE Faculty Research (2016)
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Talking in, talking around and talking about the L2: Three literacy teaching responses to L2 medium of instruction in the Lao PDR
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In: Compare: a journal of comparative and international education (2015)
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