Student Motivation, Identity and Investment Construction in French Immersion Studies at the University of Ottawa
DOI:
https://doi.org/10.18192/olbiwp.v9i0.2318Keywords:
Immersion,Abstract
AbstractThis article focusses on the motivating factors behind the decision of first-year students in the French Immersion Studies (FIS) program at the University of Ottawa to continue their immersion studies at a university level, how they experience their studies within this program, and how this experience impacts their identity and investment in French language and culture. The findings presented are part of a study that demonstrates the positive influence that parents, teachers and relevant extracurricular experiences have on students’ decision to continue their immersion studies as well as the transformations of the students’ identity construction and investment which are enhanced through the FIS program, the bilingual environment which surrounds it, and students` activities.
Keywords: motivation, identity, investment, French Immersion Studies
Résumé
Cet article porte sur les facteurs qui ont motivé des étudiants en première année d’études à s’inscrire au programme du Régime d’Immersion Française (RIF) de l’Université d’Ottawa afin de poursuivre leurs études en immersion au niveau universitaire, leurs expériences dans ce programme ainsi que l’impact que ce programme a sur leur identité et investissement dans la langue et la culture françaises. Les résultats présentés font partie d’une étude qui montre l’influence positive des parents, enseignants, et expériences pertinentes hors programme sur la décision des étudiants de continuer leurs études en immersion ainsi que la transformation associée à leur construction identitaire à l’augmentation de leur investissement à la suite de participation dans le programme RIF, l’environnement bilingue qui l’environne et les activités des étudiants.
Mots -clés : motivation, identité, investissement, Régime d’Immersion Française
References
References
Alrabai, F. (2016). The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics 2016:37(3), 307-333.
Barker, C. (2004). The SAGE Dictionary of Cultural Studies. London: Sage Publications.
Bernaus, M, Wilson, A., Gardner, R. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12, 25-36.
Bialystok, E. (2011). Reshaping the Mind: The Benefits of Bilingualism. Canadian Journal of Experimental Psychology, 65,4, 229-235.
Bourdieu, P. and Passeron, J. (1977). Reproduction in education, society, and culture. London/Beverly Hills, CA: Sage Publications.
Byrd Clark, J. (2010). Making “Wiggle Room” in French as a Second Language/Français langue seconde: Reconfiguring Identity, Language, and Policy. Canadian Journal of Education 33(2), 379-406.
Clément, R., Gardner, R.C., and Smythe, P.C. (1977). Motivational variables in second language acquisition: A study of Francophones learning English. Canadian Journal of Behavioural Science 9 (2), 123-133.
Clément, R., Gardner, R.C., and Smythe, P.C. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioural Science 12 (4), 293-302.
CPF National (2006). Canadian Parents for French News 100th Issue. 100, 1-2.
Dornyei, Z. and Csizér, K. (1998). Ten Commandments for Motivating Language Learners: Results of an Empirical Study. Language Teaching Research, 2, 203-229.
Dornyei, Z. and Schmidt, R. (Eds.), (2001). Motivation and Second Language Acquisition. Second Language Teaching and Curriculum Centre. University of Hawai’I at Manoa.
Dornyei, Z. (2009). The L2 motivational self system. In Z. Dornyei, and E. Ushioda, (eds) Motivation, Language Identity and the L2 Self (pp. xxx). Bristol, UK: Multilingual Matters.
Dornyei, Z., Muir, C. and Ibrahim, Z. (2014). Directed Motivational Currents: Energizing language learning by creating intense motivational pathways. In D. Lasagabaster, A. Doiz and J.M. Sierra (eds) Motivation and Foreign Language Learning, From theory to practice (pp. 9-29). Amsterdam/Philadelphia. John Benjamins Publishing Company
Duff, P. (2014). Case Study Research on Language Learning and Use. Annual Review of Applied Linguistics, 34, 233-255.
Fortune, T.W. (2014). What the Research Says About Immersion. Center for Advanced Research on Language Acquisition, CARLA - University of Minnesota.
Fraser, G. (2012). Languages Commissioner Graham Fraser: French and English still matter in Canada. The National Post. Retrieved from http://news.nationalpost.com/full-comment/languages-commissioner-graham-fraser-french-and-english-still-matter-in-canada.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 31, 266-272.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning. Rowley, Mass.: Newbury House.
Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Baltimore: Edward Arnold.
Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Z. Dornyei and R. Schmidt (eds) Motivation and Second Language Acquisition (pp. 1-20). Honolulu, HI: University of Hawaii Press.
Gardner, R.C. (2004). Attitude/motivation test battery: International AMTB research project. Canada: The University of Western Ontario.
Gardner, R.C. (2009). Gardner and Lambert (1959): Fifty years and counting. In Canadian Association of Applied Linguistics Symposium, Ottawa, Ontario. Retrieved from http://publish.owo.ca/~gardner.
Gardner, R.C. (2010). Motivation and Second Language Acquisition: The Socio-Educational Model. New York: Peter Lang.
Government of Canada, Statistics Canada http://www.statcan.gc.ca/pub/81-004-x/2008004/article/10767-eng.htm#e
Guilloteaux, M.J., and Dornyei, Z. (2008). Motivated Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, 42 (1), 55-77.
Kanno, Y. and Norton, B. (2003). Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-249.
Lamoureux, S. (2013) L’expérience étudiante au Régime d’immersion en français : perspectives et constats. Cahiers de l’ILOB, 6, 109-121.
Lorenzo, F. (2014). Motivation meets bilingual models – Goal-oriented behavior in the CLIL classroom. In D. Lasagabaster, A. Doiz and J.M. Sierra (eds) Motivation and Foreign Language Learning, From theory to practice (pp. 139-155). Amsterdam/Philadelphia. John Benjamins Publishing Company.
Lyster, R. and Tedick, D. (2014). Research perspectives on immersion pedagogy – Looking back and looking forward. Journal of Immersion and Content-Based Education, 2(2) 210-224.
Makropoulos, J. (2010). Student Engagement in an Ottawa French Immersion High School Program. Canadian Journal of Education/Revue canadienne de l’éducation, 33(3), 515-540.
Maltais, A. (2012). Student Motivation and Identity Construction in an Intensive U.S. French Immersion Program. Masters Thesis, University of Ottawa, Ottawa, Ontario.
Mann, A., Brassell, M., and Bevan, D. (2011). The economic case for language learning and the role of employer engagement. Retrieved from the Education and Employers Taskforce website:http://www.ucml.ac.uk/sites/default/files/shapingthefuture/101/Language%20learning%20research%20report.pdf
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969. DOI: 10.1037/0003-066X.41.9.954
Norton Pierce, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29 (1), 9-31.
Norton, B. (2013). Identity and Language Learning: Extending the Conversation (2nd ed.). Bristol, UK: Multilingual Matters.
Norton, B. and Toohey, K. (2011). Identity, language learning, and social change. Language Teaching.44(4), 412-446.
Norton, B. (2010) Identity, Literacy, and English-Language Teaching. TESL Canada Journal/Revue TESL du Canada.28(1), 1-13.
Pearson Casanave, C. (2010). Continuum Companion to Research Methods in Applied Linguistics. New York, NY : Continuum International Publishing Group.
Rapport du Comité sénatorial permanant des langues officielles (2015). Viser plus haut : Augmenter le bilinguisme de nos jeunes Canadiens.
Rehner, K. (2011). The sociolinguistic competence of former immersion students at the post-secondary level: the case of lexical variation. International Journal of Bilingual Education and Bilingualism. Vol. 14, No. 3, 243-259
Roy, S. (2008). French Immersion Studies: From Second Language Acquisition (SLA) to Social Issues. Alberta Journal of Educational Research. 54(4), 396-406.
Sanz, C., (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 23-44.
Séror, J. & Lamoureux, S. (2014). Intégrer les étudiants anglophones dans le cadre d’un programme d’immersion universitaire au Canada. Les dossiers des sciences de l’éducation, 32, 95-100. DOI : 10.4000.dse.701
Séror, J. & Weinberg, A. (2013). Personal insights on a postsecondary immersion experience: Learning to step out of the comfort zone. Cahiers de l’ILOB, 6, 123-140.
Séror, J. & Weinberg, A. (2015). University of Ottawa Immersion Program. Identity construction at the intersection of Canada’s ‘two solitudes’. Journal of immersion and Content-Based Language Education 3(2), 241-267.
Vanderveen, T. (2015). Life after French Immersion: expectations, motivation, and outcomes of secondary school French Immersion programs in the Greater Toronto Area. Doctoral thesis, York University, Toronto, Ontario.
Weinberg, A., Boukacem, D., et Burger, S. (2012). L’enseignement d’un vocabulaire disciplinaire dans deux contextes d’immersion universitaire : Quelle approche favoriser ? The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68 (1), 1-27.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
Wesely, P. (2009). The Language Learning Motivation of Early Adolescent French Immersion Graduates. Foreign Language Annals. 42(2), 270-286.
Woods, D. (2014). Transana. Qualitative analysis software for text, still images, video and audio data. Developed at the University of Wisconsin-Madison Center for Education Research.
Alrabai, F. (2016). The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics 2016:37(3), 307-333.
Barker, C. (2004). The SAGE Dictionary of Cultural Studies. London: Sage Publications.
Bernaus, M, Wilson, A., Gardner, R. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12, 25-36.
Bialystok, E. (2011). Reshaping the Mind: The Benefits of Bilingualism. Canadian Journal of Experimental Psychology, 65,4, 229-235.
Bourdieu, P. and Passeron, J. (1977). Reproduction in education, society, and culture. London/Beverly Hills, CA: Sage Publications.
Byrd Clark, J. (2010). Making “Wiggle Room” in French as a Second Language/Français langue seconde: Reconfiguring Identity, Language, and Policy. Canadian Journal of Education 33(2), 379-406.
Clément, R., Gardner, R.C., and Smythe, P.C. (1977). Motivational variables in second language acquisition: A study of Francophones learning English. Canadian Journal of Behavioural Science 9 (2), 123-133.
Clément, R., Gardner, R.C., and Smythe, P.C. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioural Science 12 (4), 293-302.
CPF National (2006). Canadian Parents for French News 100th Issue. 100, 1-2.
Dornyei, Z. and Csizér, K. (1998). Ten Commandments for Motivating Language Learners: Results of an Empirical Study. Language Teaching Research, 2, 203-229.
Dornyei, Z. and Schmidt, R. (Eds.), (2001). Motivation and Second Language Acquisition. Second Language Teaching and Curriculum Centre. University of Hawai’I at Manoa.
Dornyei, Z. (2009). The L2 motivational self system. In Z. Dornyei, and E. Ushioda, (eds) Motivation, Language Identity and the L2 Self (pp. xxx). Bristol, UK: Multilingual Matters.
Dornyei, Z., Muir, C. and Ibrahim, Z. (2014). Directed Motivational Currents: Energizing language learning by creating intense motivational pathways. In D. Lasagabaster, A. Doiz and J.M. Sierra (eds) Motivation and Foreign Language Learning, From theory to practice (pp. 9-29). Amsterdam/Philadelphia. John Benjamins Publishing Company
Duff, P. (2014). Case Study Research on Language Learning and Use. Annual Review of Applied Linguistics, 34, 233-255.
Fortune, T.W. (2014). What the Research Says About Immersion. Center for Advanced Research on Language Acquisition, CARLA - University of Minnesota.
Fraser, G. (2012). Languages Commissioner Graham Fraser: French and English still matter in Canada. The National Post. Retrieved from http://news.nationalpost.com/full-comment/languages-commissioner-graham-fraser-french-and-english-still-matter-in-canada.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 31, 266-272.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning. Rowley, Mass.: Newbury House.
Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Baltimore: Edward Arnold.
Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Z. Dornyei and R. Schmidt (eds) Motivation and Second Language Acquisition (pp. 1-20). Honolulu, HI: University of Hawaii Press.
Gardner, R.C. (2004). Attitude/motivation test battery: International AMTB research project. Canada: The University of Western Ontario.
Gardner, R.C. (2009). Gardner and Lambert (1959): Fifty years and counting. In Canadian Association of Applied Linguistics Symposium, Ottawa, Ontario. Retrieved from http://publish.owo.ca/~gardner.
Gardner, R.C. (2010). Motivation and Second Language Acquisition: The Socio-Educational Model. New York: Peter Lang.
Government of Canada, Statistics Canada http://www.statcan.gc.ca/pub/81-004-x/2008004/article/10767-eng.htm#e
Guilloteaux, M.J., and Dornyei, Z. (2008). Motivated Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, 42 (1), 55-77.
Kanno, Y. and Norton, B. (2003). Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-249.
Lamoureux, S. (2013) L’expérience étudiante au Régime d’immersion en français : perspectives et constats. Cahiers de l’ILOB, 6, 109-121.
Lorenzo, F. (2014). Motivation meets bilingual models – Goal-oriented behavior in the CLIL classroom. In D. Lasagabaster, A. Doiz and J.M. Sierra (eds) Motivation and Foreign Language Learning, From theory to practice (pp. 139-155). Amsterdam/Philadelphia. John Benjamins Publishing Company.
Lyster, R. and Tedick, D. (2014). Research perspectives on immersion pedagogy – Looking back and looking forward. Journal of Immersion and Content-Based Education, 2(2) 210-224.
Makropoulos, J. (2010). Student Engagement in an Ottawa French Immersion High School Program. Canadian Journal of Education/Revue canadienne de l’éducation, 33(3), 515-540.
Maltais, A. (2012). Student Motivation and Identity Construction in an Intensive U.S. French Immersion Program. Masters Thesis, University of Ottawa, Ottawa, Ontario.
Mann, A., Brassell, M., and Bevan, D. (2011). The economic case for language learning and the role of employer engagement. Retrieved from the Education and Employers Taskforce website:http://www.ucml.ac.uk/sites/default/files/shapingthefuture/101/Language%20learning%20research%20report.pdf
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969. DOI: 10.1037/0003-066X.41.9.954
Norton Pierce, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29 (1), 9-31.
Norton, B. (2013). Identity and Language Learning: Extending the Conversation (2nd ed.). Bristol, UK: Multilingual Matters.
Norton, B. and Toohey, K. (2011). Identity, language learning, and social change. Language Teaching.44(4), 412-446.
Norton, B. (2010) Identity, Literacy, and English-Language Teaching. TESL Canada Journal/Revue TESL du Canada.28(1), 1-13.
Pearson Casanave, C. (2010). Continuum Companion to Research Methods in Applied Linguistics. New York, NY : Continuum International Publishing Group.
Rapport du Comité sénatorial permanant des langues officielles (2015). Viser plus haut : Augmenter le bilinguisme de nos jeunes Canadiens.
Rehner, K. (2011). The sociolinguistic competence of former immersion students at the post-secondary level: the case of lexical variation. International Journal of Bilingual Education and Bilingualism. Vol. 14, No. 3, 243-259
Roy, S. (2008). French Immersion Studies: From Second Language Acquisition (SLA) to Social Issues. Alberta Journal of Educational Research. 54(4), 396-406.
Sanz, C., (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 23-44.
Séror, J. & Lamoureux, S. (2014). Intégrer les étudiants anglophones dans le cadre d’un programme d’immersion universitaire au Canada. Les dossiers des sciences de l’éducation, 32, 95-100. DOI : 10.4000.dse.701
Séror, J. & Weinberg, A. (2013). Personal insights on a postsecondary immersion experience: Learning to step out of the comfort zone. Cahiers de l’ILOB, 6, 123-140.
Séror, J. & Weinberg, A. (2015). University of Ottawa Immersion Program. Identity construction at the intersection of Canada’s ‘two solitudes’. Journal of immersion and Content-Based Language Education 3(2), 241-267.
Vanderveen, T. (2015). Life after French Immersion: expectations, motivation, and outcomes of secondary school French Immersion programs in the Greater Toronto Area. Doctoral thesis, York University, Toronto, Ontario.
Weinberg, A., Boukacem, D., et Burger, S. (2012). L’enseignement d’un vocabulaire disciplinaire dans deux contextes d’immersion universitaire : Quelle approche favoriser ? The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68 (1), 1-27.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
Wesely, P. (2009). The Language Learning Motivation of Early Adolescent French Immersion Graduates. Foreign Language Annals. 42(2), 270-286.
Woods, D. (2014). Transana. Qualitative analysis software for text, still images, video and audio data. Developed at the University of Wisconsin-Madison Center for Education Research.
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