Discourses of Intercultural Understanding in Ontario French as a Second Language Curricula

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dc.contributor.advisorDlamini, Nombuso
dc.contributor.authorLofthouse, Tessa Marie
dc.date.accessioned2024-11-07T11:08:41Z
dc.date.available2024-11-07T11:08:41Z
dc.date.copyright2024-06-26
dc.date.issued2024-11-07
dc.date.updated2024-11-07T11:08:41Z
dc.degree.disciplineEducation
dc.degree.levelMaster's
dc.degree.nameMEd - Master of Education
dc.description.abstractThis study examines the discursive underpinnings of the 2013/2014 Ontario French as a Second Language (FSL) curriculum and associated documents. The primary aim of the study was to understand the orientation of the curriculum text to culture through the lens of an anti-racist and anti-colonial critical framework. This study employed critical discourse analysis that balanced structural and poststructural approaches to analysis to examine the sociopolitical and historical contexts of the documents, the material construction of discourses, and the ordering of discourses. The key findings of the study include the tendency of the FSL documents to perpetuate myths that glorify Canadian nationalism, reinforce established racial hierarchies that treat Indigenous nations as inferior to Francophones, encourage cultural generalizations and tokenism, and sanitize the violence of settler-colonialism. These findings suggest the importance for educators to engage with critical stances like culturally sustaining pedagogies to critique and question dominant power structures in FSL programming.
dc.identifier.urihttps://hdl.handle.net/10315/42448
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectMulticultural education
dc.subjectForeign language instruction
dc.subjectEducation policy
dc.subject.keywordsFrench as a Second Language (FSL)
dc.subject.keywordsOntario curriculum
dc.subject.keywordsOntario French as a Second Langauge (FSL) curriculum
dc.subject.keywordsAnti-racist education
dc.subject.keywordsAnti-colonial framework
dc.subject.keywordsCritical applied linguistics
dc.subject.keywordsApplied linguistics
dc.subject.keywordsCanadian nationalism
dc.subject.keywordsLanguage education policy
dc.subject.keywordsEquity in language education
dc.subject.keywordsCurriculum development
dc.subject.keywordsCultural competence
dc.subject.keywordsCritical discourse analysis
dc.subject.keywordsCross-cultural communication
dc.subject.keywordsCultural responsiveness
dc.subject.keywordsMulticultural education
dc.subject.keywordsSecond language acquisition (SLA)
dc.subject.keywordsIntercultural education
dc.subject.keywordsTranscultural education
dc.subject.keywordsMultilingual education
dc.subject.keywordsLanguage policy and planning
dc.subject.keywordsCritical interculturalism
dc.subject.keywordsCritical multiculturalism
dc.subject.keywordsCulturally sustaining pedagogies
dc.subject.keywordsIntercultural communication
dc.subject.keywordsIntercultural communicative competence (ICC)
dc.subject.keywordsIntercultural competence
dc.subject.keywordsIntercultural understanding
dc.subject.keywordsIntercultural awareness
dc.subject.keywordsCommon European Framework of Reference (CEFR)
dc.subject.keywordsCore French
dc.subject.keywordsFrench immersion
dc.titleDiscourses of Intercultural Understanding in Ontario French as a Second Language Curricula
dc.typeElectronic Thesis or Dissertation

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