Navigating Native-Speaker Ideologies as FSL Teacher
- 1 May 2017
- journal article
- research article
- Published by University of Toronto Press Inc. (UTPress) in The Canadian Modern Language Review / La revue canadienne des langues vivantes
- Vol. 73 (2), 208-236
- https://doi.org/10.3138/cmlr.2951
Abstract
Although a well-established domain of research in English language teaching, native-speaker ideologies have received little attention in French language education. This article reports on a study that examined the salience of “authentic French” in the identity construction of French as a second language (FSL) teachers in English-speaking Canada. Adopting a discursive-constructionist approach, the qualitative multiple case study analyzed FSL teachers’ discursive representations of their experiences while on professional development in France. Findings point to FSL teachers’ continuing orientation to a native-speaker ideal and its significant impact on their professional self-conceptions. The discussion focuses on how non-francophone teachers in particular negotiate a legitimate identity as FSL teachers through various discursive processes. Implications of the study foreground identity as a key factor in how teachers learn and practise their profession and remind us that non–native-speaker teachers must be given opportunities to develop alternative ideas about what it means to be a competent language teacher.Keywords
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