Processus d’évaluation des besoins à l’école québécoise: idéologies linguistiques d’orthophonistes scolaires et sentiment d’in/sécurité linguistique d’élèves plurilingues

Abstract

When implemented with students with an immigrant background or racialized, the needs assessment process can lead to over- or underrepresentation of these students in special education. Knowing that the representations of school actors on students have a major impact on the implementation of equitable practices, this article aims to identify the linguistic ideologies of school speech-language pathologists from the analysis of 21 assessment reports of plurilingual students. The results show that imposed and assimilationist monolingualism, segregationist multilingualism and plurilingualism are unevenly present in the corpus. The discussion addresses the presence of fluctuating linguistic ideologies between the participants and within one specific participant, the low recognition of the linguistic repertoire of the students and the crystallization of the latter through the considered “mother tongue” as well as the possible links between the results and student’s feeling of linguistic in/security.