The Role of Plurilingual Pedagogy in Affirming Immigrants’ Identities in Canada

Lana Zeaiter

doi:10.17323/jle.2022.13682

Лана Зейтер Университет Макгилла https://orcid.org/0000-0001-5293-9683

DOI: https://doi.org/10.17323/jle.2022.13682

Ключевые слова: идентичность, иммигранты, мультикультурная компетенция, мультилингвальная компетенция, мультилингвальная педагогика

Аннотация

Предпосылки и цель исследования: данная статья имеет актуальность для удовлетворения необходимости в альтернативной полилингвальной модели в обучении языкам в целях укрепления идентичности иммигрантов в Канаде.

Методы: в статье рассматривается взаимодействие между языком и идентичностью в контексте иммиграции, а также исследуются современные модели преподавания языка, включая ограничения, принятые в Канаде. Хотя в статье рассматривается пример Квебека, где официальным языком является французский, она не ограничивается конкретным примером. Квебек приведен лишь в качестве примера, иллюстрирующего потенциальные проблемы, с которыми могут столкнуться иммигранты в Канаде.

Результаты и выводы: эта статья проливает свет на перспективные направления будущих исследований, связанных с идентичностью иммигрантов в процессе изучения языка. Она также может стать полезной для языковой методики и педагогики в Канаде и других иммиграционных средах.

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