Expérience du déficit : les étudiants internationaux multilingues au baccalauréat parlent d’identité
Mots-clés :
multilinguisme, étudiants internationaux, internationalisation, identité, Canada, ALS, enseignement supérieurRésumé
Cet article explore les expériences d’identité de trois étudiants internationaux multilingues dans une université canadienne. Les étudiants internationaux multilingues qui parlent l’anglais comme langue supplémentaire sont appelés des étudiants en anglais langue seconde (ALS). Cette catégorie d’identité ALS peut avoir des impacts négatifs sur les expériences sociales, psychologiques et académiques des étudiants internationaux multilingues. Les expériences des trois étudiants ont été explorées avec des entrevues détaillées, et des perspectives issues de la théorie post-structuraliste sur l’identité ont été utilisées pour les contextualiser. Les résultats montrent que les étudiants ont ressenti un sentiment de déficit en raison de leur statut d’étudiants ALS, de locuteurs non natifs et d’étudiants internationaux. Ce déficit s’est manifesté par des expériences d’infériorité, d’altérité et de marginalisation.
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