Pour que les étudiants de FLS comprennent et participent à la francophonie canadienne
DOI:
https://doi.org/10.18192/olbiwp.v7i0.1367Keywords:
French second language learning, Sociocultural and sociolinguistic literaciesAbstract
This article is based on a second language teaching workshop drawing on the key findings of research into the academic pathways of future French as a second language (FSL) educators. The research reveals a lack of cultural
and linguistic literacy reported by future FSL teachers—including advanced learners of FSL—in terms of Canada’s francophone communities (Lamoureux and Cohen, 2012; Moor and Lamoureux, 2012). The two lines of thinking on pedagogical practice presented in this article demonstrate how these literacies can be developed in a university FSL program. The first pedagogical practice highlights the development of intercultural competency (Byram, 2003) through pedagogical projects that enable students to actively and autonomously participate in the Canadian “francophonie”. The second pedagogical practice demonstrates the importance of a didactic legitimization of students’ comprehension of local language varieties of French and their symbolic function (Cuq and Gruca, 2002). This awareness enables students to communicate effectively with local native speakers of French.
Downloads
Published
Issue
Section
License
Authors who publish with OLBI Journal agree to the following terms:
- Authors retain copyright and grant the OLBI Journal (OLBIJ) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in the OLBIJ.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the OLBIJ's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OLBIJ.
- Authors will not simultaneously submit the same piece of work for possible publication to more than one academic journal at a time.