Standard Language Ideology and World Englishes: A Multiple Narrative Case Study of Immigrant Educators’ Experiences in Canada
Notice bibliographique
Résumé
The spread of English and its users across the world has made imperative, an exploration of the language education histories and experiences of immigrant educators who use Outer Circle English varieties in Inner Circle countries. Using an interpretivist approach, this multiple narrative case study explores tensions between standard language ideology and Outer Circle varieties of English as well as their effects on the experiences of educators in Canada who use Outer Circle English. In Inner Circle countries, power imbalances embedded in ideologies about standard English and varieties of English from Outer and Expanding Circle countries can influence the trajectories of immigrant educators. World Englishes scholars have focused on history, definitions, teaching models, native versus non-native speaker dichotomies, language testing and discrimination, while narratives from Outer Circle English users, educated in both Inner and Outer Circle countries are noticeably lacking. Kachru’s concentric circles English model, organized along geopolitical and ideological lines, underpins this discussion about the status and spread of world Englishes. Intersectionality Theory is deployed as the main heuristic in order to explore the experiences and identities of educators who use Outer Circle English varieties. Further, Bourdieu’s notions of linguistic capital - wherein language is understood as capital mediated by social and power relations - facilitate this inquiry into language as a site-of-struggle, its effects, as well as resilience and agency. This study culls from data collected from ten educators in Canada who come from one former American colony and six former British colonies. Data include questionnaires, semi-structured interviews and language autobiographies. Participants’ language education histories and how their language-related experiences have shaped various facets of their lives inform the results of this study. Findings include narratives about heritage, education, teaching practices and research activities that showcase participants’ linguistic, personal, cultural and professional identities. Narrative inquiry fosters a deeper understanding of how participating educators’ experiences influence their multiple and fluid identities, teaching philosophies and pedagogical practices. Narrative provides opportunities for showing connections between participants’ histories, professional trajectories and belongingness. Implications for further research into linguistic variation, social selection and opportunities for educators who use Outer Circle English are discussed.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».