Linguistic Ideologies in the Speech of French Language Teachers
DOI:
https://doi.org/10.21747/21833958/red17a5Keywords:
Linguistic Ideologies, French Language, Teachers of French as a Foreign Language, João PessoaAbstract
This article aims to describe the linguistic ideologies present in the speech of French as a foreign language (FFL). The study draws on the concepts of linguistic ideologies developed by Kroskrity (2004), Del Valle (2007), and Del Valle and Meirinho-Guede (2016). Given our objective of describing the participants’ perspectives, the research is framed within an interpretivist paradigm (Lin, 2015). For analytical purposes, we used the thematic analysis method (Braun & Clarke, 2006) to identify the themes (or patterns) present in the teachers’ statements. The data were drawn from three questions in a questionnaire tracked by 13 instructors at teaching non-degree non-degree courses in the city of João Pessoa, Paraíba, Brazil, based on Koffmann’s (2018) master’s dissertation; this work also presented students’ responses, revisited here for purposes of comparison and analysis. We identified the following linguistic ideologies: French and affectivity, French and personal development, French and distinctive culture, French as the language of science, French and aesthetics, French as a gateway, and French as the language of France, French as a symbol of resistance, and French and lack of prestige. One contribution of this study is the uncovering of teachers’ language ideologies about the French language and the possible awareness of their role in the (de)construction of stereotypes or myths related to this language within the school domain. Additionally, this research fosters the line of inquiry into French language ideologies, following the path of studies such as Koffmann (2018) and Sousa et al. (2023).
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