Examining Peer Language Use and Investment in a Distinct North American Immersion Context

ABSTRACT

Previous studies have shown that immersion students tend to speak the majority language during peer interactions, regardless of the language of instruction or their dominant language. Researchers have argued that the societal status of the majority language presents an obstacle to providing equitable support for both languages of instruction. To examine the effects of societal language status on students’ language use and identity investment, this study quantified students’ English and French language use in Quebec French immersion classrooms, a context where both languages of instruction hold equitable societal status. A microanalysis of their divergences from the languages of instruction was also undertaken using Norton’s model of investment. This study sheds light on how language status works at the societal, classroom, and individual level to impact learners’ classroom language use. Findings emphasize the importance of using both languages of instruction outside of school for development of learners’ bilingual proficiency and bilingual identity.

KEYWORDS:

• Peer interaction
• immersion
• language status
• language use

Notes

¹ Comparable immersion contexts may be found outside of North America—for example: Spanish-Catalan immersion in Catalonia, Spanish-Basque immersion in the Basque Country of Spain, Welsh-English immersion in Wales, and Irish-English immersion in Ireland.

² The remaining 21% speak a language other than English or French at home or speak multiple languages at home (combination of English, French, and other languages).

³ This percentage represents total number of turns divided by turns that included deviation from the language of instruction.

⁴ This percentage equals total number of turns in French or English class divided by number of turns that included a divergence from the LoI.