Navigating Native-Speaker Ideologies as FSL Teacher

Wernicke, Meike

doi:10.3138/cmlr.2951

Cited by 42EFL/ESL Teaching and LearningFrench Language Learning MethodsTeacher Education and Leadership Studies

Navigating Native-Speaker Ideologies as FSL Teacher

Wernicke, Meike·2017·The Canadian Modern Language Review

DOI 10.3138/cmlr.2951

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Abstract

Although a well-established domain of research in English language teaching, native-speaker ideologies have received little attention in French language education. This article reports on a study that examined the salience of “authentic French” in the identity construction of French as a second language (FSL) teachers in English-speaking Canada. Adopting a discursive-constructionist approach, the qualitative multiple case study analyzed FSL teachers’ discursive representations of their experiences while on professional development in France. Findings point to FSL teachers’ continuing orientation to a native-speaker ideal and its significant impact on their professional self-conceptions. The discussion focuses on how non-francophone teachers in particular negotiate a legitimate identity as FSL teachers through various discursive processes. Implications of the study foreground identity as a key factor in how teachers learn and practise their profession and remind us that non–native-speaker teachers must be given opportunities to develop alternative ideas about what it means to be a competent language teacher.

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In the research project (Wernicke, 2017) with teachers during a stay in France, linguistic insecurity manifested more evidently, in different ways, notably because participants found themselves in a place of linguistic contact.
“Finalement, c'est dans le projet de recherche (Wernicke, 2017) menée auprès des enseignantes et enseignants pendant un séjour en France que l'insécurité linguistique s'est manifestée de façon plus évidente, de différentes manières, notamment parce que les participantes et participants se sont trouvés dans un endroit de contact linguistique.”
From L'insécurité linguistique dans l'enseignement du français langue seconde : de quoi parle-t-on ? (2024) · cites this paper as Wernicke, 2017

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Authors: Wernicke, M.
Corresponding author: Wernicke, Meike
ORCID: Wernicke, Meike
Venue: The Canadian Modern Language Review
Publisher: University of Toronto Press Inc. (UTPress)
Published: 2017-05
Volume: 73
Issue: 2
Pages: 208-236
ISSN: 0008-4506 (ISSN-L)
1710-1131
DOI: 10.3138/cmlr.2951
OpenAlex: W2609676614
Cited by: 42
References: 102
Citations by year: 2026: 3 · 2025: 4 · 2024: 9 · 2023: 7 · 2022: 6 · 2021: 2 · 2020: 2 · 2019: 5 · 2018: 3 · 2017: 1
FWCI: 17.46
Type: journal article
Language: en
Open access: closed
Locations: Canadian Modern Language Review/ La Revue canadienne des langues vivantes (publishedVersion)
Project Muse (Johns Hopkins University) (submittedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Linguistics and Language › French Language Learning Methods
Social Sciences › Education › Teacher Education and Leadership Studies
Keywords: native speaker ideology, teacher identity, non-native speakers, discursive representation, language teacher competence, English-speaking Canada

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Navigating Native-Speaker Ideologies as FSL Teacher

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