A Look at Franglais in a Work of Quebec Fiction: noms fictifs

Brian

As Heller (2008) describes, culture in Quebec is something in which the government and Quebec society have invested a great deal of energy and money. As a result, the arts are thriving, and Quebec writers are able to take advantage of subsidized publishers, an enthusiastic public, and opportunities to export their work to francophone countries in Europe, where it is promoted as Quebec culture. This is in contrast to English Canadian writers, who have greater opportunity to see their work get recognized by the Anglo-American mainstream, but more barriers to publishing and less local support. I’m generalizing to an extent, but these are factors in why English-Canadian writers from Montreal are less likely to use vernacular than their francophone counterparts. 

noms fictifs, by Olivier Sylvestre, was released in 2018 and was a finalist for the French-language Governor-General’s award in fiction, among other prizes. While a work of fiction, the entire book is told in verse, another trait that is unusual for English-language fiction. Because of this structure, there is extra focus on language, which makes it a good study for both Quebec slang and franglais, or, as we could also call it, bilingual repertoire. 

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Sociolinguistic noticing for language learners

By Melissa J. Enns

Have you ever noticed how effortlessly you switch registers in your first language? Have you ever wondered why it’s easy for you to identify where a character in a story or movie is from based on the way she speaks? Probably not, because mostly, you just know.

It may be easy for you, but second language learners are often at a disadvantage in picking up on these subtleties, and this can be socially and academically problematic. Van Herk (2012) states that “although teachers are aware of the stylistic range that their students might need, their own language ideologies or limited teaching time lead them to focus on the standard end of language” (183). While I agree with his statement, I dislike the truth of it. As teachers, we (hopefully) strive to meet students’ linguistic needs to the very best of our abilities, but failing to give them the tools of sociolinguistic evaluation leaves them disadvantaged socially and academically. Please allow me to explain.

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