L’insécurité linguistique, une caractéristique (socio)professionnelle de l’enseignant de FLE/S ? Regards francophones
This article addresses the issue of linguistic insecurity in relation to the professional identity of teachers of French as a foreign/second language (FFL/FSL) in various Francophone contexts (Switzerland, metropolitan France, French West Indies). Qualitative analysis of interviews and classroom obs...
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| Format: | Article |
| Language: | English |
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ACEDLE
2025-05-01
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| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | https://journals.openedition.org/rdlc/15691 |
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| Summary: | This article addresses the issue of linguistic insecurity in relation to the professional identity of teachers of French as a foreign/second language (FFL/FSL) in various Francophone contexts (Switzerland, metropolitan France, French West Indies). Qualitative analysis of interviews and classroom observations suggests that a link may exist between the ability to contextualize one's teaching, the appropriation of French language variation, and feelings of linguistic and professional security. The more a teacher appropriates the range of variation in French and navigates easily along its normative continuum, the more linguistic security they feel. The contextualization of teaching would thus foster the development of a security aptitude. The importance of training teachers in French language variation and contextualization is thus highlighted. The article also suggests exploring the notions of displayed linguistic security and latent linguistic insecurity in relation to the concept of teachers' face and presentation of self. |
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| ISSN: | 1958-5772 |