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Grounded in an interactional perspective, the article analyzes how Canadian FSL teachers negotiate language subordination discourses that construct Canadian French as less authentic than French from France. Findings show teachers using these hierarchies to authenticate a French language-expert identity by contrasting varieties or projecting France as the locus of authentic “Frenchness.”",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/hierarchies-of-authenticity-in-study-abroad-french-from-canada-versus-french-from-france/595624/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/hierarchies-of-authenticity-in-study-abroad-french-from-canada-versus-french-from-france/595624.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is authenticity central in study abroad for second language education?","Question",{"text":112,"@type":113},"Study abroad culture is built on notions of authenticity that define language, speakers, and cultural practices. Learners seek “real” language and “real” culture through interaction with “real” speakers abroad.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article explain the hierarchization of language varieties?",{"text":117,"@type":113},"It argues that pluricentric languages can be hierarchized by perceived proximity to an “authentic” norm. When multiple standards exist, this proximity-based ranking becomes especially salient in study abroad contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings show about how teachers authenticate French language expertise?",{"text":121,"@type":113},"Some teachers use hierarchies between European and Canadian varieties to “authenticate” their identity as French language experts. They do so by contrasting European and Canadian French or by framing France as the exclusive source of authentic “Frenchness.”","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595624,1792161190,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Hierarchies of Authenticity in Study Abroad: French From Canada Versus French From France?  \nMeike Wernicke  \nUniversity of British Columbia  \nAbstract  \nFor many decades, Francophone regions in Canada have provided language study exchanges for French as a second language (FSL) learners within their own country. At the same time, FSL students and teachers in Canada continue to orient to a native speaker standard associated with European French. This Eurocentric orientation manifested itself ina recent study examining conceptions of authentic language among Canadian FSL teacherson professional study abroad in France. Taking an interactional perspective (De Fina & Georgakopoulou, 2012), this article examines how the teachers negotiated discourses of language subordination (Lippi-Green, 1997) that construct Canadian French as less authentic than French from France. Findings show some teachers drawing on this hierarchization of French to “authenticate” (Coupland, 2010) an identity as French language expert, either by contrasting European and Canadian varieties of French or by projecting France as the locus of French language and culture as exclusively representative of authentic “Frenchness.”  \nRésumé  \nDepuis des décennies, les régions francophones au Canada ont offert aux apprenants de français langue seconde (FLS) des programmes d’échange linguistique dans leur proprepays. Toutefois, les étudiants et les enseignants de FLS au Canada ont tendance à toujours se référer à la norme standard du locuteur natif parlant le français européen. Cette orientation eurocentrique a été relevée récemment dans une enquête examinant la notion d’authenticité linguistique auprès d’un groupe d’enseignants de FLS à la suite d’un stage deformation en France. S’appuyant sur une perspective interactionnelle (De Fina et Georgakopoulou, 2012), cet article examine la façon dont les enseignants font face aux discours de subordination linguistique (Lippi-Green, 1997) qui contribuent à renforcerl’idée que le Canadien français est moins authentique que le français de France. L’analyse montre que certains enseignants utilisaient cette hiérarchie du français pour se justifier comme experts linguistiques en français dans leur processus d’authentification (Coupland, 2010) en contrastant les variétés canadiennes et européennes du français ou en privilégiant le français et la culture de la France comme seule variété authentique.  \nThe Canadian Journal of Applied Linguistics: 19, 2 (2016): 1-21  \nCJAL * RCLA Wernicke 2  \nHierarchies of Authenticity in Study Abroad: French From Canada1 Versus French From France?  \nIntroduction  \nThe culture of study abroad (SA) in second language (L2) education is predicatedon notions of authenticity, specifically as these define language, speakers, and the cultural practices associated with the SA context. While language is traditionally thought of in the singular, there is growing acknowledgement of the pluricentric nature of the languages we use (e.g., Lüdi, 2011 ; Taylor & Snoddon, 2013) . With this pluricentricity comes the hierarchization of language varieties in terms of their proximity to a so-called authentic norm, especially when there is more than one standard associated with that language. In the SA context, this hierarchization of authenticity can be especially salient since sojourners are focused on accessing “real” language and “real” culture by interacting with “real”speakers while abroad. This was indeed one of the main findings in a study investigating the documented experiences of French as a second language (FSL) teachers from Canada on professional development abroad in France (Wernicke-Heinrichs, 2013) . The qualitative multiple case study, which investigated conceptions of authenticity in FSL teacher professional identity construction, showed evidence of participants orientating to ahierarchization of European versus Canadian French varieties in their narratives, in some cases even drawing on a Eurocentric pers","cbCailV5u0imr6W5","https://ap.wps.com/l/cbCailV5u0imr6W5","pdf",519595,21,"English","# Introduction\n## Authenticity and pluricentric language in study abroad\n## Discursive shaping of French in Canada\n## Language subordination, purism, and Eurocentrism\n## Focus of the article","[{\"question\":\"Why is authenticity central in study abroad for second language education?\",\"answer\":\"Study abroad culture is built on notions of authenticity that define language, speakers, and cultural practices. Learners seek “real” language and “real” culture through interaction with “real” speakers abroad.\"},{\"question\":\"How does the article explain the hierarchization of language varieties?\",\"answer\":\"It argues that pluricentric languages can be hierarchized by perceived proximity to an “authentic” norm. When multiple standards exist, this proximity-based ranking becomes especially salient in study abroad contexts.\"},{\"question\":\"What do the findings show about how teachers authenticate French language expertise?\",\"answer\":\"Some teachers use hierarchies between European and Canadian varieties to “authenticate” their identity as French language experts. They do so by contrasting European and Canadian French or by framing France as the exclusive source of authentic “Frenchness.”\"}]","Hierarchies of Authenticity in Study Abroad: French From Canada Versus French From France? | PDF",1792081500,53]