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The Plurilingual Complexity of Students and Their Instructors  \nSteve Marshall  \nSimon Fraser University  \nDanièle Moore  \nSimon Fraser University  \nMariko Himeta  \nDaito Bunka University  \nAbstract  \nIn this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students’ writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors’ and students’ classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and normative practices previously experienced in French immersion schools (students) .  \nRésumé  \nDans cet article, nous analysons le plurilinguisme des instructeurs et de leurs étudiants dansun programme enseigné en français dans une université multilingue et anglophone de l'Ouest canadien. Nous utilisons les lentilles du plurilinguisme et de la compétence plurilingue dans l'analyse des données d'une étude qualitative d'un an sur le plurilinguisme à travers les disciplines à l'université. Nous analysons les données d’entretien et les échantillons d’écriture des élèves, en nous concentrant sur la manière dont le français et les autres langues sont utilisés par les instructeurs et les étudiants dans les classes, et sur le dilemme professionnel auquel les instructeurs sont confrontés dans ces cours: sont-ils des experts disciplinaires et / ou des professeurs d’immersion française? Dans notre discussion, nous suggérons que les pratiques de classe des enseignants et des étudiants sont le résultat de plusieurs facteurs, dont les discours institutionnels autour du plurilinguisme et de la langue française, les croyanceset idéologies personnelles, les expériences de mobilité de la France et du Québec vers la Colombie-Britannique (pour les instructeurs), et les pratiques normatives déjà expérimentées dans les écoles d'immersion française (pour les élèves) .  \nCanadian Journal of Applied Linguistics: 24, 1 (2021): 181-204  \nCJAL * RCLA Marshall, Moore & Himeta 182  \nFrench-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors  \nA large body of literature exists on the topic of English Medium Instruction (EMI) in global contexts, addressing the complex issues that come with teaching courses through English in higher education contexts where English is not the dominant language institutionally and/or locally (e.g., Doiz et al., 2012; Lin & Lo, 2018). Many questions have emerged in the literature: What are the aims of such programs? Why do students take them? Who should teach them? How do students and their instructors communicate in such classes? And what is the ultimate goal of such courses – to teach students disciplinary knowledge or to provide a language immersion environment through which they can improve their linguistic competence or a combination of the two? There is a notable lack of related studies, however, that focus on languages other than English (Doiz et al., 2012), and in particular, studies on French-medium instruction (FMI) in minority contexts in Anglophone universities, to which the same questions apply.  \nA small number of Canadian universities have adopted FMI programs at the postsecondary level, which have been the subject of s","cbCainL0Ki51RzXu","https://ap.wps.com/l/cbCainL0Ki51RzXu","pdf",583217,24,"English","# Abstract\n## Research focus and framework\n## Study design and data sources\n## Classroom language use and instructor dilemma","[{\"question\":\"What program context does the article examine?\",\"answer\":\"It examines a French-medium program at a multilingual, Anglophone university in Western Canada, located in Metro Vancouver, Canada.\"},{\"question\":\"What research materials are used in the study?\",\"answer\":\"The study uses one-year qualitative data, including interview data and students’ writing samples across disciplines.\"},{\"question\":\"What dilemma do instructors face in these French-medium courses?\",\"answer\":\"Instructors must navigate whether they function primarily as disciplinary experts, French immersion teachers, or both in classroom teaching and communication.\"}]","French-Medium Instruction in Anglophone Canadian Higher Education - The Plurilingual Complexity of Students and Their Instructors | PDF",1792082528]