Didactization of L2 French variation in a complex context

Abstract

[EN] Even though variation is an inherent element of language and its different aspects have been the subject of numerous studies, its didactization in Second Language classrooms remains, in general, marginal. The context of teaching variation in a French as a Second Language (FSL) classroom in Ontario (Canada) is even more complex. What kind of French to teach: European or Canadian? What is the place of local varieties of Canadian French? This paper investigates the sociolinguistic variation in the speech of first-year FSL students in a Canadian university who have learned their second language primarily in an educational context. A range of social factors that influence sociolinguistic competence are explored. Pedagogical implications of observed results are discussed. Designing didactic materials that value work on varieties of spoken French is emphasized. The role of CEFR-oriented professional development in FSL teaching is highlighted.