L’insécurité linguistique dans le rapport à la lecture et à l’écriture d’étudiants anglophones évoluant dans un milieu universitaire immersif en français au Canada

Abstract

In Canada, French-English bilingualism has become for several people a requirement and an advantage for the job market. As a result, many Anglophone students upgrade their French skills during their university studies. Since mastery of language skills is essential to academic success, we studied the relationship to reading and writing in French and English of Anglophone students enrolled in an undergraduate university program that offers a French immersion academic experience. In addition to uncovering attitudes, conceptions, representations, emotions, and feelings related to reading and writing, this study establishes a link between linguistic insecurity and a student’s willingness to learn and choose French as a means of communication and information. The use of the relationship to reading and writing is therefore a tool for identifying linguistic insecurity a student may feel and a catalyst for inclusion and self-esteem.