Sociolinguistic Attitudes, Ethnolinguistic Identity,and L2 Proficiency: The Quebec Context

Type of resource
Author/collaborator
Title
Sociolinguistic Attitudes, Ethnolinguistic Identity,and L2 Proficiency: The Quebec Context
Abstract
Focussing on the case of Francophone-Anglophone intergroup relations in Quebec, the author examines the role of social context in second language (L2) classroom learning. Specifically, she examines the relationships between attitudes toward the L2, the L2 community, and language policy and planning on the one hand, and L2 proficiency on the other. As a secondary objective, the author examines the role played by students' relationship with their first language (L1) and L1 community (i.e., their ethnolinguistic identity) in the construction of these attitudes. In total, 121 Francophone and Anglophone high school students responded to a multi-part questionnaire, and their data was analyzed with respect to their scores on provincial L2 tests. Significant relationships between attitudes toward language policy and planning, attitudes toward the L2, and proficiency were confirmed as was the role of ethnolinguistic identity in the construction of these attitudes. One result of the author's examination was that, among the students who participated in her study, Francophone students collectively had a slightly positive attitude toward English while their Anglophone counterparts possessed a slightly negative attitude toward French.
Type
Master's Thesis
University
Université Laval
Place
Québec
Date
2013
Language
en
URL
Citation
Kiely, Siobhán. “Sociolinguistic Attitudes, Ethnolinguistic Identity,and L2 Proficiency: The Quebec Context.” Master’s Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30155/30155.pdf.
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