Expérience du déficit : les étudiants internationaux multilingues au baccalauréat parlent d’identité

Auteurs-es

  • Vander Tavares Norway University of Applied Science

Mots-clés :

multilinguisme, étudiants internationaux, internationalisation, identité, Canada, ALS, enseignement supérieur

Résumé

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.

Biographie de l'auteur-e

Vander Tavares, Norway University of Applied Science

est un chercheur postdoctoral en éducation à Inland Norway University of Applied Sciences en Norvège et détient un doctorat de l’Université York au Canada. Ses intérêts de recherche comprennent le développement de l’identité des enseignants de langue, l’éducation critique en langue seconde, l’internationalisation de l’enseignement supérieur et l’identité dans des contextes multilingues et multiculturels. En 2021, il a reçu le prix Équité, Diversité et Inclusion (EDI) du Bureau canadien de l’éducation internationale. Il est l’auteur de l’ouvrage International Students in Higher Education: Language, Identity, and Experience from a Holistic Perspective  (Rowman & Littlefield) et éditeur de  Social Justice, Decoloniality, and Southern Epistemologies within Language Education  (Routledge). vander.tavares@inn.no

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2023-12-13

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Tavares, V. (2023). Expérience du déficit : les étudiants internationaux multilingues au baccalauréat parlent d’identité. Revue Des Sciences De l’éducation De McGill. Consulté à l’adresse https://mje.mcgill.ca/article/view/10025

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