Abstract
This chapter argues that while higher education in the United States is becoming more diverse, the French foreign language curriculum continues to present a very narrow and specific model of a French speaker. As a result, there often is a disconnect between students’ identities and the ideal they hope to achieve, which leads to linguistic insecurity and anxiety. Drawing on literature in Second Language Acquisition, the authors articulate pedagogical strategies to help students better understand the role of language ideologies and identity formation in their language learning. The authors then incorporate real-world examples of multilingual usage in the French language context to invite students to center their experiences as multilingual speakers and creative language users instead of simply as imitators of monolingual French native speakers.
Original language | English |
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Title of host publication | Diversity and Decolonization in French Studies |
Subtitle of host publication | New Approaches to Teaching |
Publisher | Springer International Publishing |
Pages | 17-32 |
Number of pages | 16 |
ISBN (Electronic) | 9783030953577 |
ISBN (Print) | 9783030953560 |
DOIs | |
Publication status | Published - 1 Jan 2022 |