{"pk":2277,"title":"Examining Students’ Co-construction of Language Ideologies through Multimodal Text","subtitle":null,"abstract":"French immersion (FI), one of the hallmarks of French as a Second Language education in Canada and mandated in New Brunswick, Canada’s only officially English/French bilingual province, is often the target of language ideological debates surrounding its purposes and expected outcomes. Yet, notably absent in FI scholarship has been a focus on the ideologies informing students’ investment in French, including what bilingualism might mean for their language learning and identity. In this article, we discuss nine Grade 8 French immersion students’ co-construction of language ideologies regarding bilingualism. In a focus group, these students created a promotional video regarding the merits of bilingualism whose audience was comprised of fictional peers in a predominantly Anglophone province. Our analysis was guided by Darvin and Norton’s (2015) model of investment. We employed the tools of multimodal critical discourse analysis to consider the students’ construction of language ideologies through their video production. Through macro and micro analyses, we identified five primary ideologies: Bilingualism (a) is a matter of personal decision; (b) provides access to jobs; (c) provides access to economic capital; (d) provides access to Francophone communities of practice; and (e) provides access to symbolic capital. We discuss how the students have “remixed” the dominant provincial ideologies on bilingualism into their own, considering the implications of these ideologies on their investment in French. Finally, we suggest how multimodal practices provide a means to develop language students’ meta-cognition and expand their investment in their target language.","language":"en","license":{"name":"Creative Commons Attribution-NonCommercial-NoDerivatives  4.0","short_name":"CC BY-NC-ND 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by-nc-nd/4.0"},"keywords":[{"word":"French immersion"},{"word":"multimodal text"},{"word":"language ideologies"},{"word":"bilingualism"},{"word":"New Brunswick"},{"word":"language investment"},{"word":"adolescents"},{"word":"Critical discourse analysis"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7b48k9c0","frozenauthors":[{"first_name":"Wendy","middle_name":"D.","last_name":"Bokhorst-Heng","name_suffix":"","institution":"Crandall University","department":"None"},{"first_name":"Kelle","middle_name":"L.","last_name":"Marshall","name_suffix":"","institution":"Pepperdine University","department":"None"}],"date_submitted":"2019-11-24T14:21:10+01:00","date_accepted":"2019-11-24T14:21:10+01:00","date_published":"2020-10-03T18:53:32+02:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/l2/article/2277/galley/1430/download/"}]}