Enseignement de l'interculturel : Perceptions du personnel enseignant de français de la Colombie-Britannique.
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| Title: | Enseignement de l'interculturel : Perceptions du personnel enseignant de français de la Colombie-Britannique. |
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| Authors: | Ruest, Carl1 carl.ruest@ubc.ca, Wenicke, Meike1, Burchell, Diana2 |
| Source: | Canadian Modern Language Review. Aug2025, Vol. 81 Issue 3, p167-192. 26p. |
| Abstract (English): | In recent decades, approaches to second language teaching have treated culture first as an object of study, then more recently as a component inextricably linked to language (Kramsch, 1995, 2011) and engagement with human experience (Crozet, 2017). However, the question remains whether teachers have embraced these new approaches to teaching (inter)culturality. In this study, anchored in critical intercultural studies, we explore the perceptions that teachers of French in British Columbia have about teaching for (inter)cultural understanding. Based on data from 80 questionnaires completed online, our quantitative and qualitative analysis suggests that, although teachers perceive (inter)culturality as an important component of teaching French as a second language, they see the goals of this teaching as being primarily the exploration of cultural products and the transmission of cultural knowledge. Deeper engagement with (inter)cultural learning and teaching, whether more analytical in nature (i.e., understanding cultural processes) or more social (i.e. conflict management), is seen as less important. These results suggest that support for teaching that leads students to question and analyse cultural processes more deeply, going beyond the mere experience of cultural products, could prove useful. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Au cours des dernières décennies, les approches de l'enseignement des langues secondes ont traité la culture d'abord comme objet d'étude, puis plus récemment comme composante inextricablement liée à la langue (Kramsch, 2011) et à l'engagement avec l'expérience humaine (Crozet, 2017). Cependant, la question demeure de savoir si les enseignants ont adopté ces nouvelles approches pour enseigner l'interculturel. Dans cette étude, qui s'inscrit dans une perspective critique des études interculturelles, nous explorons les perceptions que des enseignants de français en Colombie-Britannique entretiennent sur l'enseignement de l'(inter)culturel. À partir des données de 80 questionnaires remplis en ligne, notre analyse quantitative et qualitative propose que, bien que les enseignants perçoivent l'(inter)culturel comme une composante importante de l'enseignement du français langue seconde, ils considèrent les objectifs de cet enseignement comme étant d'abord l'exploration de produits culturels et la transmission de connaissances. L'engagement plus approfondi avec l'(inter)culturel, qu'il soit plus analytique de nature (c.-à-d. analyser des processus culturels) ou plus social (c.-à-d. la gestion de conflits), est jugé moins important. Ces résultats suggèrent qu'un soutien pour un enseignement qui amène davantage les élèves à se questionner et à analyser les processus culturels en allant au-delà de la simple expérience de produits culturels pourrait s'avérer utile. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Modern Language Review is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187619261 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enseignement de l'interculturel : Perceptions du personnel enseignant de français de la Colombie-Britannique. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ruest%2C+Carl%22">Ruest, Carl</searchLink><relatesTo>1</relatesTo><i> carl.ruest@ubc.ca</i><br /><searchLink fieldCode="AR" term="%22Wenicke%2C+Meike%22">Wenicke, Meike</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Burchell%2C+Diana%22">Burchell, Diana</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Modern+Language+Review%22">Canadian Modern Language Review</searchLink>. Aug2025, Vol. 81 Issue 3, p167-192. 26p. – Name: Abstract Label: Abstract (English) Group: Ab Data: In recent decades, approaches to second language teaching have treated culture first as an object of study, then more recently as a component inextricably linked to language (Kramsch, 1995, 2011) and engagement with human experience (Crozet, 2017). However, the question remains whether teachers have embraced these new approaches to teaching (inter)culturality. In this study, anchored in critical intercultural studies, we explore the perceptions that teachers of French in British Columbia have about teaching for (inter)cultural understanding. Based on data from 80 questionnaires completed online, our quantitative and qualitative analysis suggests that, although teachers perceive (inter)culturality as an important component of teaching French as a second language, they see the goals of this teaching as being primarily the exploration of cultural products and the transmission of cultural knowledge. Deeper engagement with (inter)cultural learning and teaching, whether more analytical in nature (i.e., understanding cultural processes) or more social (i.e. conflict management), is seen as less important. These results suggest that support for teaching that leads students to question and analyse cultural processes more deeply, going beyond the mere experience of cultural products, could prove useful. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Au cours des dernières décennies, les approches de l'enseignement des langues secondes ont traité la culture d'abord comme objet d'étude, puis plus récemment comme composante inextricablement liée à la langue (Kramsch, 2011) et à l'engagement avec l'expérience humaine (Crozet, 2017). Cependant, la question demeure de savoir si les enseignants ont adopté ces nouvelles approches pour enseigner l'interculturel. Dans cette étude, qui s'inscrit dans une perspective critique des études interculturelles, nous explorons les perceptions que des enseignants de français en Colombie-Britannique entretiennent sur l'enseignement de l'(inter)culturel. À partir des données de 80 questionnaires remplis en ligne, notre analyse quantitative et qualitative propose que, bien que les enseignants perçoivent l'(inter)culturel comme une composante importante de l'enseignement du français langue seconde, ils considèrent les objectifs de cet enseignement comme étant d'abord l'exploration de produits culturels et la transmission de connaissances. L'engagement plus approfondi avec l'(inter)culturel, qu'il soit plus analytique de nature (c.-à-d. analyser des processus culturels) ou plus social (c.-à-d. la gestion de conflits), est jugé moins important. Ces résultats suggèrent qu'un soutien pour un enseignement qui amène davantage les élèves à se questionner et à analyser les processus culturels en allant au-delà de la simple expérience de produits culturels pourrait s'avérer utile. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Modern Language Review is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/cmlr-2024-0039 Languages: – Code: fre Text: French PhysicalDescription: Pagination: PageCount: 26 StartPage: 167 Titles: – TitleFull: Enseignement de l'interculturel : Perceptions du personnel enseignant de français de la Colombie-Britannique. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ruest, Carl – PersonEntity: Name: NameFull: Wenicke, Meike – PersonEntity: Name: NameFull: Burchell, Diana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00084506 Numbering: – Type: volume Value: 81 – Type: issue Value: 3 Titles: – TitleFull: Canadian Modern Language Review Type: main |
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