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Discourse analysis of interviews, observations, and focus groups shows diverse and complex social identities and language practices that existing FSL policies and classroom practices fail to represent. The study argues for creating “wiggle room” to better align FSL with pluralistic society and to support more inclusive policy and teacher preparation.",{"@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/making-wiggle-room-in-french-as-a-second-language-reconfiguring-identity-language-and-policy/597461/",{"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/making-wiggle-room-in-french-as-a-second-language-reconfiguring-identity-language-and-policy/597461.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","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},"What does the study investigate about French as a Second Language (FSL)?","Question",{"text":112,"@type":113},"It critically examines how the construct of FSL is problematic and how participants’ lived experiences shape meanings of language education and identity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the evidence collected and analyzed?",{"text":117,"@type":113},"The study uses discourse analysis of interviews, observations, and focus groups drawn from a two-year, multi-site ethnographic design.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do current FSL policies and practices matter according to the findings?",{"text":121,"@type":113},"They do not reflect the participants’ diversity and multidimensionality, prompting a call to create “wiggle room” in how FSL is constructed and taught.","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},597461,1792166007,{"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},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Making “Wiggle Room” in French as a Second Language/Français langue seconde:  \nReconfiguring Identity, Language, and Policy  \nJulie Byrd Clark University of Western Ontario  \nIn this two‐year ethnographic study, I critically examined the problematic nature of the construct French as a Second Language (FSL), drawing specifically from the lived experiences of Canadian youth of Italian origin, participating in a teacher education course to prepare teachers of French. Using discourse analysis of interviews, observa‐ tions, and focus groups, I found that participants’ social identities and linguistic prac‐ tices were complex and varied. However, current FSL policies and practice do not reflect such diversity or multidimensionality. To conclude, I demonstrate the import‐ ance of making some “wiggle room” regarding the construction of French as a Second Language (FSL) to reflect a more pluralistic society.  \nKey words: identity construction, Italian Canadian youth, ideologies, official language policies, teacher education, Ontario education  \nDans cet article, basé sur une étude ethnographique de deux ans, j’ai examiné la nature problématique du construit « français langue seconde (FLS) » en portant spécifiquement sur les expériences vécues de jeunes Italo‐canadiens durant leur formation pour devenirenseignants de français langue seconde dans le paysage multiculturel de Toronto. En fai‐ sant une analyse de discours des entrevues audio et vidéo semi‐dirigées, des réunions avec les groupes cibles, et des observations, j’ai découvert que les identités sociales ainsi que les pratiques langagières de ces jeunes étaient complexes et variées. La politique et les pra‐ tiques actuelles du français langue seconde, pourtant, ne reflètent pas une telle diversité ou la multidimensionalité des réalités sociales des jeunes. Pour conclure, je soulignel’importance de créer des « zones du confort » ou « Wiggle room » en ce qui concerne le construit « français langue seconde » afin qu’il corresponde plus à la société qui est mar‐ quée par le pluralisme.  \nMots clés: Construction identitaire, français langue seconde (FLS), jeunes italo‐canadiens, idéologies, politique officielle des langues, formation des maîtres, éducation en Ontario  \nCANADIAN JOURNAL OF EDUCATION 33, 2 (2010): 379‐406 ©2010 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nIn this article, I put forth a call to reconceptualize the constructed curri‐ cular label, French as a Second Language education, not only to reflect the linguistic and cultural diversity of a pluralistic society, but more im‐ portantly to take into account the complex significance that multilingual‐ ism (including French, in this case) represents for individuals. As such, I have based this article on a two‐year, multi‐site ethnographic study (Byrd Clark, 2008a), which critically and closely examined the import‐ ance of French language education, in particular, for seven 1 (out of 25 participants), multi‐generational, self‐identified Italian Canadians, train‐ ing to become teachers of French in the Greater Toronto Area (GTA) .  \nAlthough considerable advances have occurred in sociolinguistics, critical pedagogy, and applied linguistics as regards the fluidity, multip‐ licity, and heterogeneity of social identity construction, conceptualiza‐ tions of languages (including notions of proficiency and competence) and language education remain rather divisive, fixed, homogeneous, and unidimensional. Thus, using an interdisciplinary approach with reflexive discourse analysis (Byrd Clark, 2008a, 2009; Fairclough, 1995; Heller & Labrie, 2003), I have set the goal of this article to illustrate that people and languages do not fit neatly into social categories, and that some cat‐ egories, such as French as a Second Language, are problematic, particu‐ larly because of the impact of globalization, rapid technological change, and mobility on the everyday lives of individuals.  \nAlthoug","cbCaimwvTzVHpHJq","https://ap.wps.com/l/cbCaimwvTzVHpHJq","pdf",489898,28,"English","# Introduction\n## Research purpose and approach\n## Key findings: diversity and policy mismatch\n# Theoretical framework and problem statement\n## Globalization, mobility, and category divisiveness\n## Research questions","[{\"question\":\"What does the study investigate about French as a Second Language (FSL)?\",\"answer\":\"It critically examines how the construct of FSL is problematic and how participants’ lived experiences shape meanings of language education and identity.\"},{\"question\":\"How is the evidence collected and analyzed?\",\"answer\":\"The study uses discourse analysis of interviews, observations, and focus groups drawn from a two-year, multi-site ethnographic design.\"},{\"question\":\"Why do current FSL policies and practices matter according to the findings?\",\"answer\":\"They do not reflect the participants’ diversity and multidimensionality, prompting a call to create “wiggle room” in how FSL is constructed and taught.\"}]","Making “Wiggle Room” in French as a Second Language - Reconfiguring Identity, Language, and Policy | PDF",1792085055,71]