‘Being bilingual will open doors for them’: Ideologies informing French immersion educators’ perspectives on bilingualism
Bibliographic record
Abstract
Purpose: New Brunswick, Canada, established its English-French Official Languages Act (OLA) in 1969 to promote linguistic equality for historically minoritized Francophones, premised on a language-as-right ideology. The OLA has been presented to Anglophones, however, as creating access to English-French bilingualism for various kinds of capital through a neoliberal language-as-resource ideology. In this context of conflicting ideologies, we wondered about the perspective of French immersion (FI) educators – the interface between policy and practice – regarding the purposes of bilingualism. We frame our question within Bakhtin’s notion of ideological becoming, asking: As potential mediators of their students’ ideological becoming, what are the perspectives of FI teachers and principals regarding the purposes of bilingualism? Design/data: We examine nine principals’ and 17 FI teachers’ discourse in semi-structured interviews conducted in New Brunswick. Data were analysed using constructivist grounded theory procedures, and further categorized according to Bourdieu’s constructs of capital. Findings: Our analysis indicates the dialogic nature of ideological becoming. On the one hand, authoritative neoliberal ideologies dominate the educators’ discourse regarding the purposes of bilingualism for their students. There was little attention to a socially-situated view of bilingualism enacted in a variety of communities of practice. On the other hand, we also note evidence of resistance against and distancing from this dominant ideology in educators’ own ideological becoming regarding bilingualism’s purposes for themselves. Originality: Bakhtin’s theory of ideological becoming provides a way to consider the entangled workings of ideology within language education for both educators and students. Implications: We thus propose professional development for educators to understand their own ideological becoming and develop students’ ideological becoming and their identities as bi/multilingual speakers.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".