Ni francophone, ni francophile (by Dr Susan Ballinger)

This week’s blog post includes a linked audio file. Just click on the link below if you would like to hear the post read aloud. Scroll down to read the text.

A few years ago, I was attending a conference run by L’Association canadienne des professionnels de l’immersion (ACPI). It was an excellent conference. The quality of the workshops was high, it was extremely well organized, and everyone had a great time at the events. I would recommend the ACPI conferences to any French immersion teacher or administrator, and I have great respect for all of the fantastic projects run by the hard-working people at ACPI. That conference also helped me to understand why I’ve never fully fit under that organization’s umbrella despite the fact that one of my main areas of research and work is immersion teacher education. The light bulb went off when, in one of the opening talks, the since-deceased historian, Serge Bouchard, greeted the ACPI crowd as ‘francophones et francophiles.’ I looked out at the room, and everyone smiled back at him, many nodding enthusiastically. But I couldn’t relate to either of those labels.

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Stickiness of language and culture: Identity in the making (by Dr Sunny Man Chu Lau)

Sunny Man Chu Lau is Associate Professor in the School of Education at Bishop’s University in Quebec, Canada. Her interest in and advocacy for critical approaches to second language (L2) learning can be traced back to her English language experience both as a learner and as an educator in Hong Kong. Born and raised in this former British colony, since very young, she came to know and experience the hegemonic power of ESL, “English as a superior language” (Pennycook, 1998), in everyday life and how it impacted learners’ relationship with the language as well as with their life chances. For more about Sunny see our Active Members page.

Affect is an impingement or extrusion of a momentary or sometimes more sustained state of relation as well as the passage (and the duration of passage) of forces or intensities. That is, affect is found in those intensities that pass from body to body (human, nonhuman, part-body, and otherwise), in those resonances that circulate about, between, and sometimes stick to bodies and worlds, and in the very passages or variations between these intensities and resonances themselves. (Seigworth & Gregg, 2010, p. 1).

Seigworth and Gregg (2010) describe how affect is fundamentally visceral and material, circulating between bodies and environment, shaping and shaped by different political, economic, and cultural forces. This material and social view of emotions prompts to ask how one is affected, by one’s experience with language, into action or non-action regarding language learning. Our emotional attachment, the “stickiness” (Ahmed, 2004) of certain language and cultural practices is a “product of history and society” (Busch, 2015). My language portrait attempts to show the bricolage of my experiences, past, present and projective, and how they get attached onto my body:

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Bildungsroman: Sturm und Chung (by Rhonda Chung)

While packing away the mounds of leftovers last night, I wondered why I hadn’t properly prepared my fridge for all this party food. And that’s when it dawned on me: I had never had a birthday party before.

I am now 40 years old. Officially middle aged. My youth is now behind me. And apparently, this is the perfect time to throw a party.

Bildungs (education) roman (novel) is a German compound word that has entered the English literary vernacular, describing a character’s coming of age tale. The child leaves herself behind and sets foot in a new direction.

And when has travel not been exciting?

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