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ERIC Number: EJ1143591
Record Type: Journal
Publication Date: 2017-May
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0008-4506
Navigating Native-Speaker Ideologies as FSL Teacher
Wernicke, Meike
Canadian Modern Language Review, v73 n2 p208-236 May 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; France
Grant or Contract Numbers: N/A