AbstractsEducation Research & Administration

The use of French L1 in English L2 secondary school classrooms in Quebec

by Sophia Moiseeva




Institution: McGill University
Department: Department of Integrated Studies in Education
Degree: MA
Year: 2015
Keywords: Education - Language and Literature
Record ID: 2063346
Full text PDF: http://digitool.library.mcgill.ca/thesisfile130341.pdf


Abstract

Teaching English as a Second Language (ESL) in Quebec has its own particularities due to language laws and its geographical position, i.e. that it is a French province surrounded by English-speaking provinces within a federally bilingual country. This study investigates the reasons why ESL teachers use the French (L1) language (which is shared by all the students and teachers in this study) in ESL classrooms in Quebec, although it is prescribed to use English (L2) as the language of instruction. This study investigates the matter from two different standpoints: the linguistic perspective as well as the socio-cultural and political perspectives. For this study, nine secondary school students and two ESL teachers were initially interviewed, then observed in the classroom, and interviewed after observation to get a more in-depth perception of why and when they use French (L1) and English (L2) in the classroom. The interviews and observations were audio-recorded, transcribed and thematically analyzed to identify emerging themes amongst teachers and students. After the themes were analyzed, the results were found to be consistent with previous research, in which teachers used the L1 to explain grammar and complicated concepts, to discipline, for classroom management, and to clarify tasks. The political and socio-cultural perspectives revealed that although Quebecois students said they wanted to speak more English and have stricter rules about speaking French in class, they are still not ready to take on native-like English speech. They also can't help but fall back on French when working in groups, negotiating meaning or during off-task behavior. Some students also have confidence issues when it comes to expressing themselves, especially if they feel less proficient than their bilingual peers. L'enseignement de l'anglais langue seconde (ALS) au Québec est particulier suite aux nombreuses lois sur la langue, ainsi que l'emplacement géographique de la province qui côtoie d'autres provinces anglophones, dans un pays bilingue. La présente étude explore les raisons pour lesquelles les enseignant(e)s d'ALS continuent d'utiliser le Français (qui est une langue commune des enseignant(e)s) dans les cours d'ALS, même si le Ministère de l'Éducation prescrit le contraire. L'étude explore ce sujet selon deux perspectives: une perspective linguistique et une perspective socioculturelle et politique. Pour cette étude, neuf élèves du secondaire et deux enseignants du secondaire en ALS ont été interviewés, ensuite observés dans leurs cours d'ALS et ensuite interviewés pour une deuxième fois. Les observations ont été enregistrées sous format audio, transcrits et compilés avec les grilles d'observation, pour ensuite analyser le tout pour trouver les thèmes émergents. Après l'analyse des thèmes, les résultats correspondaient avec les résultats de recherches antérieurs. Les enseignant(e)s utilisaient le français pour expliquer des notions de grammaire ou des concepts linguistiques complexes, ainsi que faire de la discipline, la…