Rea Lujić

This study examines the relationship between the participation of multilingual students in FAL (French as an additional language) classroom and language learners' identities associated with the related community of practice. Classroom participation, a key concept of the study, is defined as a verbal form of learners' investment in language learning, which can both enhance language learning and change the identity of language learners. The research was conducted in an international multilingual school in Croatia among eight 5 th grade multilingual and multicultural students learning French as an additional language. For data collection purposes, French language lessons and twelve video recordings with a total length of approx. 480 minutes were observed and taped. A qualitative analysis of the participation of each student was conducted with the regard to the power relations among members of the classroom. The analysis revealed that, from the chosen theoretical perspective where an additional language is seen both as a tool of power and a tool for power, the identity of language learners can be described as a dynamic combination of some of the following identity positions: a language learner in a position of power, a language learner in a higher position of power than others, a language learner in a reduced position of power but eager for a position of power, a language learner in a reduced position of power but not eager for a position of power. The results of this study are consistent with the main assumptions about the identity of language learners made by other socially oriented authors in SLA (Norton-Peirce, 1995; Pavlenko & Blackledge, 2004; Darvin & Norton, 2015), according to which language learners' identity is multiple, dynamic, discursively shaped and context-dependent.

Identitet učitelja inoga jezika nedovoljno je istražen koncept na području Republike Hrvatske. Stoga se u ovome radu navedeni koncept ponajprije teorijski razmatra, a potom se prikazuju rezultati istraživanja profesionalnog identiteta učitelja francuskoga jezika u RH. U istraživačkome dijelu rada razmatramo mijenjaju li učitelji francuskog jezika svoj profesionalni identitet ili ne mijenjaju, a ako mijenjaju, u kojoj je to mjeri i koji su razlozi tomu. Rezultati su pokazali kako učitelji svoj učiteljski identitet najčešće mijenjaju sudjelujući na lokalnim stručnim usavršavanjima, a najmanje sudjelovanjem u organiziranim e-tečajevima. Glavnim razlogom za sudjelovanje u aktivnostima stručnoga usavršavanja pokazao se njihov unutarnji poticaj, dok su se glavnim razlogom za nesudjelovanjem pokazali financijski čimbenici. Dulje radno iskustvo, članstvo u Hrvatskoj udruzi profesora francuskoga jezika i obvezni status jezika pokazali su se faktorima koji statistički značajno pozitivno utječ...

In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.

La présente recherche a pour objectif d’étudier les représentations de futurs enseignants de français langue étrangère à propos des langues médiatrices en classe de langue étrangère dans un contexte d’enseignement-apprentissage du FLE en Croatie. Dans la première partie de l’article nous introduisons deux paradigmes théoriques qui traitent différemment la place des langues non-cibles en classe de langue, le paradigme monoglossique, dont le principe didactique est d’empêcher le contact des langues, et le paradigme hétéroglossique, dont les représentants trouvent le contact des langues bénéfique dans l’enseignement-apprentissage des langues. Dans la deuxième partie de l’article, à partir des analyses des journaux de bord des étudiants de Master FLE, nous essayons de faire une esquisse de leurs représentations des choix de langues médiatrices utilisées en classe du FLE par les enseignantes observées, et, ainsi, essayer de mieux connaître la place que le plurilinguisme pourrait prendre ...

La présente recherche a pour objectif d’étudier les représentations de futurs enseignants de français langue étrangère à propos des langues médiatrices en classe de langue étrangère dans un contexte d’enseignement-apprentissage du FLE en Croatie. Dans la première partie de l’article nous introduisons deux paradigmes théoriques qui traitent différemment la place des langues non-cibles en classe de langue, le paradigme monoglossique, dont le principe didactique est d’empêcher le contact des langues, et le paradigme hétéroglossique, dont les représentants trouvent le contact des langues bénéfique dans l’enseignement-apprentissage des langues. Dans la deuxième partie de l’article, à partir des analyses des journaux de bord des étudiants de Master FLE, nous essayons de faire une esquisse de leurs représentations des choix de langues médiatrices utilisées en classe du FLE par les enseignantes observées, et, ainsi, essayer de mieux connaître la place que le plurilinguisme pourrait prendre dans l'avenir du FLE en Croatie. L'analyse qualitative des journaux de bord a montré que, selon les étudiants, le cours du FLE devrait se faire entièrement en langue cible, et que le recours à la langue maternelle devrait être accepté seulement si les élèves ne réussissent pas à comprendre le discours de l’enseignant en langue cible. Ces résultats indiquent que le paradigme hétéroglossique et ses valeurs plurilingues dans le domaine du FLE en Croatie semblent loin d'être mis en œuvre.

This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students' language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.