The Development of the Linguistic Risk-Taking Initiative at the University of Ottawa
Publication: Canadian Modern Language Review
Volume 75, Number 3
Résumé
Résumé
Les auteurs, prenant appui sur la notion de prise de risques linguistiques, s’intéressent à un nouveau projet pédagogique de l’Université d’Ottawa, établissement où les cours, les programmes et les services sont offerts à la fois en anglais et en français. Dans ce contexte bilingue, ils définissent les risques linguistiques comme étant des actes de communication authentiques dans la langue officielle seconde des apprenants (français ou anglais), susceptibles de présenter un « risque » en raison de divers facteurs liés notamment à la possibilité de commettre des erreurs, d’être mal compris, de mal comprendre les interlocuteurs, d’être jugé, de changer d’identité et de modifier des modèles de choix linguistique précédemment établis. Ces risques peuvent amener les apprenants à laisser passer les occasions qui leur sont offertes sur l’ensemble du campus de s’investir de manière authentique et signifiante dans l’apprentissage de la langue seconde. Afin d’encourager la prise de risques, les auteurs conçoivent un projet dans le cadre duquel ils proposent un passeport de prise de risques linguistiques (un livret de 26 pages dans lequel sont répertoriés plus de 70 risques) qu’ils distribuent à plus de 500 apprenants du français ou de l’anglais. Les risques répertoriés correspondent à des activités authentiques situées à l’extérieur des classes de langue (par exemple, parler dans la langue seconde à la bibliothèque, s’adresser à un passant pour demander sa route, commander des aliments à la cafétéria, interagir avec les professeurs ou les gestionnaires, participer à des événements, etc.). Les apprenants cochent eux-mêmes les risques énumérés dans leurs passeports à mesure qu’ils les prennent, formulent des observations sur les niveaux de difficulté, proposent d’autres risques et peuvent soumettre leurs passeports en vue de l’obtention de prix. Les auteurs recensent les concepts théoriques liés à la prise de risques linguistiques, précisent les détails de l’élaboration du projet et concluent par des orientations futures, notamment quant à l’usage de la technologie.
Abstract
This article capitalizes on the notion of linguistic risk-taking by focusing on a new pedagogical initiative at the University of Ottawa, an institution where courses, programs, and services in both English and French are available. In this bilingual context, we define linguistic risks as authentic communicative acts in learners’ second official language (French/English) which may be “risky” due to factors such as making mistakes, being misunderstood, misunderstanding others, being judged, taking on a different identity, and changing previously established language-choice patterns. This may cause learners to miss campus-wide opportunities for authentic and meaningful second language engagement. To encourage risk-taking, we designed an initiative offering a Linguistic Risk-Taking Passport (a 26-page booklet with over 70 risks) distributed to over 500 French/English learners. The risks represent authentic activities available outside the language classroom (e.g., speak the second language at the library, approach a passer-by for directions, order food at the cafeteria, interact with professors/administrators, attend events, etc.). Learners autonomously check off risks in their passports, comment on difficulty levels, propose additional risks, and can submit passports for prizes. We survey theoretical constructs related to linguistic risk-taking, detail the development of the initiative, and conclude with future directions, including technology use.
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Canadian Modern Language Review
Volume 75 • Number 3 • August / août 2019
Pages: 254 - 272
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Copyright © 2019.
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Published online: 26 June 2019
Published in print: August / août 2019
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The Canadian Modern Language Review 2019 75:3, 254-272
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