Discrimination linguistique dans un programme d’enseignement d’anglais : Les voix des autres invisibles
DOI :
https://doi.org/10.17533/udea.ikala.v21n02a02Mots-clés :
performance académique linguistique, discrimination linguistique, ségrégation linguistique, positionnalité, facteurs socio-affectifs, langue standardRésumé
Cet article présente les résultats d’une recherche descriptive sur la manière dont la discrimination linguistique influence la performance académique des étudiants du programme de licence d’anglais à la Fondation Universitaire Luis Amigó de Medellín. Cinq groupes ont été observés à quatre moments, afin de collecter les informations les plus importantes. Quatre professeurs et 12 étudiants ont été interrogés afin de préciser les attitudes et les croyances apparaissant dans la salle de classe. L’analyse des données a montré que la langue standard, l´idéalisation d’un locuteur natif, la pression du professeur, le mépris du propre niveau de langue affectent négativement , les facteurs socioaffectifs, la peur de l’évaluation négative, l’appréhension communicative, la dévaluation des variations langagières des étudiants, l’homogénéisation de la performance académique, la restriction de la langue maternelle, l’extra visibilité des étudiants les plus compétents, les attitudes discriminatoires, la ségrégation linguistique, difficulté de l’interaction et auto-isolement des étudiants. De telles comportements produisent entre autres des réactions telles que la peur, la discrimination, l’anxiété et l’appréhension, qui restreignent et limitent lesopportunités de participation en classe, la qualité de l’interaction, l’appropriation de nouveaux concepts et la motivation pour l’apprentissage de la langue et les contenus du cours.
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