Chapter 10 French variations and language weaponization in US higher education
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Sandra Descourtis
Abstract
Despite their widespread presence in French language, language variations and especially slang, are seldom included in the curriculum of U.S. universitylevel French programs. Instruction is typically oriented towards “standardized” French, creating a gap between formal education and everyday communication (Petitpas, 2010). Variations are often vilified, leading to stigmatization (Silverstein, 1996). Informed by the symbolic power of language (Bourdieu, 1982) this chapter explores the perceptions of undergraduates about learning French slang in U.S. universities. Online surveys and interviews reveal that students’ perceptions about French slang are influenced by their primary language and by French language clichés. These clichés, perpetuated by society, institutions, and media, have served as weapons to stigmatize French slang users. Though most participants stated that they would like to learn French slang, they nurture reservations about it. This weaponization of the curriculum (Bryan & Gerald, 2020) has precluded students from learning an important part of the French language and culture and harms the overall view that students have about slang users, reinforcing the stigmatization of those who speak differently.
Abstract
Despite their widespread presence in French language, language variations and especially slang, are seldom included in the curriculum of U.S. universitylevel French programs. Instruction is typically oriented towards “standardized” French, creating a gap between formal education and everyday communication (Petitpas, 2010). Variations are often vilified, leading to stigmatization (Silverstein, 1996). Informed by the symbolic power of language (Bourdieu, 1982) this chapter explores the perceptions of undergraduates about learning French slang in U.S. universities. Online surveys and interviews reveal that students’ perceptions about French slang are influenced by their primary language and by French language clichés. These clichés, perpetuated by society, institutions, and media, have served as weapons to stigmatize French slang users. Though most participants stated that they would like to learn French slang, they nurture reservations about it. This weaponization of the curriculum (Bryan & Gerald, 2020) has precluded students from learning an important part of the French language and culture and harms the overall view that students have about slang users, reinforcing the stigmatization of those who speak differently.
Kapitel in diesem Buch
- Frontmatter I
- Preface V
- Contents VII
- Chapter 1 An introduction to the weaponizing of language in the classroom and beyond 1
- Chapter 2 Language weaponization, missed opportunities, and transformational spaces in Bangladeshi English departments: A biographical perspective 13
- Chapter 3 Flipping the script: A collaborative autoethnography of agency and voices in the weaponization of bilingual education in Taiwan 35
- Chapter 4 The price we pay: An autobiographical dialogue of linguistic violence in the African diaspora 63
- Chapter 5 “That’s easy”: An analysis of speech acts in an instance of cross-cultural miscommunication 89
- Chapter 6 A critical look at ‘Pato’ y ‘Maricón’: Puerto Rican Gay teachers’ interventions with homophobic language 109
- Chapter 7 The weaponization of Setswana: Implications for marginalized languages in Botswana 127
- Chapter 8 Using your own language against you: Spanish in U.S. classrooms 147
- Chapter 9 Banned books in K-12 classrooms: Weaponization of children and young adolescent literature 169
- Chapter 10 French variations and language weaponization in US higher education 191
- Chapter 11 Dismantling weaponizing language in teacher preparation programs 213
- Afterword: Language weaponization and its harm 231
- Editors 237
- Contributors 239
- Index 243
Kapitel in diesem Buch
- Frontmatter I
- Preface V
- Contents VII
- Chapter 1 An introduction to the weaponizing of language in the classroom and beyond 1
- Chapter 2 Language weaponization, missed opportunities, and transformational spaces in Bangladeshi English departments: A biographical perspective 13
- Chapter 3 Flipping the script: A collaborative autoethnography of agency and voices in the weaponization of bilingual education in Taiwan 35
- Chapter 4 The price we pay: An autobiographical dialogue of linguistic violence in the African diaspora 63
- Chapter 5 “That’s easy”: An analysis of speech acts in an instance of cross-cultural miscommunication 89
- Chapter 6 A critical look at ‘Pato’ y ‘Maricón’: Puerto Rican Gay teachers’ interventions with homophobic language 109
- Chapter 7 The weaponization of Setswana: Implications for marginalized languages in Botswana 127
- Chapter 8 Using your own language against you: Spanish in U.S. classrooms 147
- Chapter 9 Banned books in K-12 classrooms: Weaponization of children and young adolescent literature 169
- Chapter 10 French variations and language weaponization in US higher education 191
- Chapter 11 Dismantling weaponizing language in teacher preparation programs 213
- Afterword: Language weaponization and its harm 231
- Editors 237
- Contributors 239
- Index 243
