Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-06-08T19:14:06Z No. of bitstreams: 1 DISS_2014_Lediane Manfé de Souza.pdf: 2739230 bytes, checksum: 6d5d37ab34dd5a96fead8e0feb24e365 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-06-09T14:31:31Z (GMT) No. of bitstreams: 1 DISS_2014_Lediane Manfé de Souza.pdf: 2739230 bytes, checksum: 6d5d37ab34dd5a96fead8e0feb24e365 (MD5) / Made available in DSpace on 2017-06-09T14:31:31Z (GMT). No. of bitstreams: 1 DISS_2014_Lediane Manfé de Souza.pdf: 2739230 bytes, checksum: 6d5d37ab34dd5a96fead8e0feb24e365 (MD5) Previous issue date: 2014-11-26 / Este estudo investiga práticas culturais de professores de inglês de escola pública participantes do curso “Formação continuada de professores de inglês: ensino crítico”. Foi desenvolvido numa perspectiva etnográfica, com base em dados gerados através de observação participante, entrevistas (conversas informais) e análise documental. O objetivo deste estudo qualitativo interpretativo é compreender como os professores atribuíram sentidos ao que vivenciaram no curso ao trazerem significados de práticas locais motivados por discussões relacionadas a questões de ensino-aprendizagem, sobre as quais tiveram a oportunidade de refletir, e, a partir da reflexão, dar novos significados à própria prática. Situada na área da Linguística Aplicada, esta pesquisa está fundamentada na etnografia como teoria, que pode ser entendida, conforme Harry Wolcott, como uma atitude, “um modo de ver” orientado por teorias culturais. Duas perguntas orientaram esta pesquisa: 1. Em que acontecimentos os professores estão engajados? 2. O que os acontecimentos significam para os envolvidos? A análise mostra que os professores, inicialmente, justificam suas escolhas metodológicas a partir de restrições encontradas em seus contextos que se referem à obrigação de completar a apostila e de vencer o conteúdo e como reagem, ressignificando suas práticas a partir das reflexões do curso de formação continuada. Os resultados sugerem um movimento em direção a um maior protagonismo do professor num espaço de entremeio no qual podem refletir e decidir sobre que caminho seguir, o que manter e o que modificar, o que funciona e o que pode ser melhorado, um processo, um movimento, um terceiro espaço onde essas práticas se entrecruzam, se assentam, se modificam, podendo ou não se consolidar como uma prática cultural. Os resultados deste trabalho contribuem com a reflexão de professores de inglês e pesquisadores da LA interessados no ensino e na formação continuada de professores de inglês da escola pública. / This study investigates cultural practices of public school English teachers participating in the course “Continuing Education of English Teachers: Critical Teaching”. It was developed under an ethnographic perspective through participant observation, interviews (informal conversations) and analysis of documentation. The purpose of this interpretative qualitative study is to understand how teachers bring their local practices into the course and make sense of their experiences motivated by discussions related to questions of teaching-learning over which they had the opportunity to reflect and, after reflection, give new meanings back to their own practices. Situated in the area of Applied Linguistics, this research is founded in ethnography as theory that, according to Harry Wolcott, can be understood as an attitude, “a way of seeing”, orientated by cultural theories. Two questions directed this research: 1. In what events teachers are engaged? 2. What do the events mean for those involved? The analysis shows that the teachers initially justified their chosen methodologies based on restrictions encountered in their contexts that refer to the obligation to complete the material and to cover the content and how they reacted giving new meanings to their practices starting from reflections on the continuing education course. The results suggest a move towards a greater role of the teacher in the in-between space in which they can reflect and decide on which way to go, what to keep and what to change, what works and what can be improved, a process, a movement, a third space where these practices intersect, sit, change, consolidate or not as a cultural practice. The results of this work contribute with a reflection of English teachers and AL researchers interested in teaching and the continuing education of public school English teachers.

Com a finalidade de entender a origem das dificuldades apresentadas por crianças e adultos indígenas na produção de textos em português, surgiu a presente investigação. a partir da Linguística de Corpus. Para tanto, foi construído um corpus de 483 textos de crianças e 349 textos de adultos escritos em língua portuguesaproduzidos por crianças e adultos indígenas e não indígenas. A amostra do grupo das crianças contou um total de 175 crianças, sendo 111 indígenas (71 bilíngues Guarani/Kaiowá e 40 Terena monolíngues) e 64 não indígenas, falantes monolíngues de português, alunos do 4º e do 5º ano do Ensino Fundamental. O grupo de adultos foi formado por um total de 118 adultos, sendo 74 indígenas (36 bilíngues Guarani/Kaiowá e 38 Terena monolíngues) e 44 não indígenas, falantes monolíngues de português, do1o e do último ano do Ensino Superior. Os objetivos específicos da pesquisa foram: (a) verificar se existem diferenças entre o tipo de dificuldades reveladas pelos indígenas monolíngues e bilíngues de diferentes etnias – Kaiowá/Guarani e Terena – em comparação com os monolíngues não indígenas na produção de textos narrativos em português; (b) na comparação entre os dois grupos etários, crianças e adultos, observar em que medida o caminho percorrido do ensino básico à formação acadêmica interferiu no desenvolvimento da habilidade de escrita de textos; e (c) no caso dos grupos de participantes adultos, investigar se o tempo de permanência no curso de graduação (alunos que estão no primeiro e no quarto ano de curso) interfere no nível de dificuldade na produção de textos. Os dados foram analisados através da ferramenta AntConc, a partir do viés teórico da Linguística de Corpus. A partir dessa proposta de pesquisa espera-se contribuir para que os professores, tanto os que atendem os acadêmicos quanto os que atendem as crianças, compreendam como a escrita desses dois grupos indígenas se estrutura. Essas informações são essenciais para futuras orientações nos trabalhos de leitura e escritas propostos pela escola e pelos cursos universitários que recebem acadêmicos indígenas. / In order to underste the origin of the difficulties faced by indigenous children e adults in the production of texts in Portuguese, this research emerged, from Corpus Linguistics. To that end, was built a corpus of 483 children e 349 adults texts of texts written in Portuguese produced by children e indigenous e non-indigenous adults.The sample of children group counted a total of 175 children, with 111 indigenous (71 bilingual Guarani / Kaiowá e Terena 40 monolingual) e 64 non-indigenous, monolingual speakers of Portuguese, students of the 4th e 5th year of elementary school.The adult group consisted of a total of 118 adults, with 74 indigenous (36 bilingual Guarani / Kaiowá e Terena 38 monolingual) e 44 non-indigenous, monolingual speakers of Portuguese, the first e last years of higher education.The specific objectives of the research were: (a) determine whether there are differences between the kinds of problems revealed by monolingual e bilingual indigenous ethnic groups - Kaiowá / Guarani e Terena - compared to non-indigenous monolingual in the production of narrative texts in Portuguese;(b) the comparison between the two age groups, children e adults, to observe to what extent the traveled way of basic education to academic interfered in the development of written texts skill;e (c) in the case of adults participating groups, to investigate whether the time spent in the undergraduate course (students who are the first e fourth year of course) interferes with the level of difficulty in producing texts.Data were analyzed by AntConc tool from the theoretical bias of Corpus Linguistics. From this research proposal is expected to contribute to teachers, both those who meet the academic e the attending children, underste how the writing of these two indigenous groups structure.This information is essential for future guidance in reading e written work proposed by schools e university courses receiving indigenous academics.

Os ensinos técnicos e tecnológicos estão em pauta nas discussões e decisões governamentais. Esta pesquisa investiga o encontro entre a educação de língua inglesa e esses ensinos. Por meio de metodologias qualitativas de cunho etnográfico, analiso as visões de dois professores e de diversos alunos de duas escolas, uma escola técnica de nível médio e uma faculdade de tecnologia do ensino superior, pertencentes a um centro educacional tecnológico no Estado de São Paulo. Nesta, respondo a duas perguntas de pesquisa: qual é a percepção dos alunos e professores do segmento escolar técnico/tecnológico da presença da língua inglesa na sociedade? E qual é o reflexo da relação língua inglesa e sociedade neoliberal globalizada nos contextos de educação técnica/tecnológica, considerando-se a premissa da formação crítica na sociedade atual? Com base nas interpretações de dados, esta tese defende que as duas escolas investigadas têm realizado um trabalho educacional por meio das aulas de inglês que visa, concomitantemente, a formação tecnológica/instrumental, cidadã e crítica. A contribuição desta pesquisa é mostrar que esses contextos constituem espaços de mudança e que visam uma formação cidadã dos alunos, como indicado em suas diretrizes. Exponho este estudo em duas partes. A primeira parte apresenta uma introdução, na qual contextualizo o campo e as metodologias envolvidas na investigação sobre a língua inglesa, e as raízes teóricas desse estudo, embora a teorização se estenda ao longo dos capítulos, tecidos com dados, análise e reflexões. A segunda parte se constitui por cinco capítulos. Os sentidos construídos nesta parte se pautam em dados que me levaram a interpretações e compreensões sobre: as questões acerca do neoliberalismo que influencia os discursos sobre a língua inglesa, discutidas no primeiro capítulo; o ensino de língua inglesa e a educação na sociedade atual, ensino este analisado no contexto das relações globais-locais (glocais) e que é apresentado no segundo capítulo; a relação pedagogia convencional/tradicional e a pedagogia crítica analisada no ensino de língua inglesa no referido contexto de investigação, o que me permitiu reflexões e revisitas conceituais no terceiro capítulo; a adequação de uma proposta de formação crítica no contexto de educação técnica/tecnológica, numa análise que conta com as teorias dos novos letramentos e das novas tecnologias (NTICs) para a investigação da prática, compondo o quarto capítulo e da problematização da prática dessas teorias e respectivas perspectivas culturais no desenvolvimento de uma cidadania ativa, o que constitui o quinto capítulo. Ancorado nos movimentos educacionais contemporâneos, concluo afirmando que os novos letramentos, somados às práticas pedagógicas existentes nos ensinos técnicos/tecnológicos, podem colaborar com propostas educacionais renovadas. / The technical education and the technology/vocational education are at stake in government decisions and discussions. This research investigates the encounter between English language education and the technical and vocational education. Based on qualitative ethnographic methodologies, I analyze the discourses of two teachers and several students from two schools - a secondary level technical school and a faculty of technology both belonging to a technology educational institution in the State of São Paulo . Through this approach I seek to answer two main research questions: what is the perception of students and teachers from these schools in relation to the presence of English language in society? And how is the relationship between the English language and globalized neoliberal society reflected in technical/technology education, with regard to the premise of the necessity of critical education in today\'s society? Based on interpretations of data, this thesis argues that both schools have developed a pedagogical approach aimed at instrumental teaching at the same time as it focuses on citizenship and critical education. The contribution of this thesis is to suggest that these contexts provide spaces for change and that vocational education can contribute to students citizenship education, as indicated in its official orientations. I present this study in two parts. The first one comprises the introduction, the contextualization, the methodologies, and some theoretical roots of this research. The second part comprises the analysis of data intertwined with more theoretical grounding. In the first chapter, I discuss the influence of the neoliberal discourse on English language teaching and learning. In the second one, the interpretative analysis focuses on English language teaching and education in current society, in particular the notion of the global-local, or the glocal. In the third part I present an analysis based on a revisited critical pedagogy. I reflect upon some views of conventional/traditional pedagogy and critical pedagogy through English language education. The new literacies and new technologies (ICTs) are the focus of the fourth chapter. In the fifth and final chapter I reflect upon the concepts of culture and citizenship within foreign language education contexts. I understand that education, culture and citizenship should be in dialogue if they are to contribute to new teachings and new learnings. Based on contemporary educational movements, I conclude by stating that the new literacies, added to the existing pedagogical practices of this educational institution, might produce new educational proposals, which comprise the transformative dimensions of schooling.

Com a finalidade de entender a origem das dificuldades apresentadas por crianças e adultos indígenas na produção de textos em português, surgiu a presente investigação. a partir da Linguística de Corpus. Para tanto, foi construído um corpus de 483 textos de crianças e 349 textos de adultos escritos em língua portuguesaproduzidos por crianças e adultos indígenas e não indígenas. A amostra do grupo das crianças contou um total de 175 crianças, sendo 111 indígenas (71 bilíngues Guarani/Kaiowá e 40 Terena monolíngues) e 64 não indígenas, falantes monolíngues de português, alunos do 4º e do 5º ano do Ensino Fundamental. O grupo de adultos foi formado por um total de 118 adultos, sendo 74 indígenas (36 bilíngues Guarani/Kaiowá e 38 Terena monolíngues) e 44 não indígenas, falantes monolíngues de português, do1o e do último ano do Ensino Superior. Os objetivos específicos da pesquisa foram: (a) verificar se existem diferenças entre o tipo de dificuldades reveladas pelos indígenas monolíngues e bilíngues de diferentes etnias – Kaiowá/Guarani e Terena – em comparação com os monolíngues não indígenas na produção de textos narrativos em português; (b) na comparação entre os dois grupos etários, crianças e adultos, observar em que medida o caminho percorrido do ensino básico à formação acadêmica interferiu no desenvolvimento da habilidade de escrita de textos; e (c) no caso dos grupos de participantes adultos, investigar se o tempo de permanência no curso de graduação (alunos que estão no primeiro e no quarto ano de curso) interfere no nível de dificuldade na produção de textos. Os dados foram analisados através da ferramenta AntConc, a partir do viés teórico da Linguística de Corpus. A partir dessa proposta de pesquisa espera-se contribuir para que os professores, tanto os que atendem os acadêmicos quanto os que atendem as crianças, compreendam como a escrita desses dois grupos indígenas se estrutura. Essas informações são essenciais para futuras orientações nos trabalhos de leitura e escritas propostos pela escola e pelos cursos universitários que recebem acadêmicos indígenas. / In order to underste the origin of the difficulties faced by indigenous children e adults in the production of texts in Portuguese, this research emerged, from Corpus Linguistics. To that end, was built a corpus of 483 children e 349 adults texts of texts written in Portuguese produced by children e indigenous e non-indigenous adults.The sample of children group counted a total of 175 children, with 111 indigenous (71 bilingual Guarani / Kaiowá e Terena 40 monolingual) e 64 non-indigenous, monolingual speakers of Portuguese, students of the 4th e 5th year of elementary school.The adult group consisted of a total of 118 adults, with 74 indigenous (36 bilingual Guarani / Kaiowá e Terena 38 monolingual) e 44 non-indigenous, monolingual speakers of Portuguese, the first e last years of higher education.The specific objectives of the research were: (a) determine whether there are differences between the kinds of problems revealed by monolingual e bilingual indigenous ethnic groups - Kaiowá / Guarani e Terena - compared to non-indigenous monolingual in the production of narrative texts in Portuguese;(b) the comparison between the two age groups, children e adults, to observe to what extent the traveled way of basic education to academic interfered in the development of written texts skill;e (c) in the case of adults participating groups, to investigate whether the time spent in the undergraduate course (students who are the first e fourth year of course) interferes with the level of difficulty in producing texts.Data were analyzed by AntConc tool from the theoretical bias of Corpus Linguistics. From this research proposal is expected to contribute to teachers, both those who meet the academic e the attending children, underste how the writing of these two indigenous groups structure.This information is essential for future guidance in reading e written work proposed by schools e university courses receiving indigenous academics.

Language plays an important part in our lives and the effects of language are remarkable and include much of what people believe. This study is about language and seeks to evaluate the extent of the problems of equivalence and non-equivalence in the texts translated from English into IsiXhosa by identifying those problems in the translated text. Translators strive to carry the meaning across from one language to another, as much as they can. Sometimes a translation shows non-equivalence and therefore the meaning gets lost. There are a number of reasons why this occurs. This study will examine some of them and propose solutions to address them.

<p> Online foreign language course offerings have grown exponentially in secondary and post-secondary schools during the last two decades. Although numerous instruments and surveys exist to assess readiness for a student to take online courses, insufficient research has dealt with the particularities of learning a foreign language online. This study was designed to ascertain the attributes that determine readiness for the online foreign language student. In addition, questions used in the Educational Success Prediction Instrument 2^nd Version, ESPRI V-2, an instrument created to test online readiness for secondary students, were presented to the participants to determine if the instrument would be efficient to evaluate online foreign language readiness. Those surveyed and interviewed were online instructors of foreign language who: taught the foreign language at least two years; taught foreign language at least six months online; and were willing to participate. Data were gathered via a 25 question Google Survey, as condensed by John Siko (2014), which included four open ended questions pertaining to foreign language instructors&rsquo; experience and opinions as well as one to assess their willingness to participate in an interview. The results led to verification of the appropriateness of four attributes used in the ESPRI V-2: achievement and self-esteem beliefs (motivation), responsibility/risk-taking, technology skills and access, and organization and self-regulation (learner autonomy). In addition, a sub-component of motivation, or having a concrete motive for learning the foreign language, was found to be an indicator for online FL readiness.</p><p>

Abstract The purpose of this study is to navigate the complexity of change in the field of foreign language education. The study follows ethnographic guidelines. Thus, it aims at analysing various learning and teaching situations and, additionally, at offering possibilities for new reflections and practices. The empirical cases of the study have been analysed with nexus analysis. The multiple data include, for example, answers to online surveys, videos, various presentations, papers and learning journals by students as well as ethnographic observation. The study will map the main development of foreign language education in Finland, the major views on learning and on the related research in the field. In addition, the study presents five nexus-analytic explorations within foreign language education and discusses the findings of these cases. The five nexus-analytic cases were conducted during four years. The research participants were pupils, language students and teachers as well as education authorities of foreign language education. The research cases aimed at answering two research questions: (1) “What kinds of motives do the research participants ascribe for foreign language learning and teaching?” and (2) “What kinds of discourses, interaction order and historical bodies emerge in the research cases?” These questions provided answers to the main goal of the research; to gain understanding about factors which contribute to the complexity of change in foreign language education. The findings of the research suggest that change is challenging both in formal education and in teacher education. However, some changes are needed in order to have innovative new language teachers who can motivate young foreign language learners in the spirit of life-long learning and plurilingualism in the future, too. The study has implications for language teacher education, material and curriculum design and for language teachers’ practical work. Additionally, the study presents examples of working methods, which may be used in designing new teaching practices. Finally, the study offers insight of the use of nexus analysis as a concrete research tool. / Tiivistelmä Tämän väitöstyön tarkoitus on kartoittaa muutoksen monimutkaisuutta vieraiden kielten koulutuksessa. Työ noudattaa etnografisia suuntaviivoja. Näin ollen se pyrkii analysoimaan erilaisia oppimis- ja opetustilanteita sekä tarjoamaan mahdollisuuksia uusille reflektioille ja käytänteille. Työssä esitetyt empiiriset osatutkimukset on analysoitu neksusanalyysin avulla. Monipuolinen aineisto sisältää esimerkiksi internet-kyselyn vastauksia, videoita, erilaisia opiskelijoiden tekemiä esityksiä, tutkielmia ja oppimispäiväkirjoja sekä etnografisia havaintoja. Väitöstyössä luodaan katsaus vieraiden kielten koulutuksen kehitykseen Suomessa, kielenopetuksen taustalla vaikuttaneisiin oppimisteorioihin sekä alan tutkimukseen. Lisäksi esitellään väitöskirjan viisi neksusanalyyttistä osatutkimusta ja analyysin tuottamat johtopäätökset. Työssä esitetyt viisi neksusanalyyttistä tutkimusta suoritettiin neljän vuoden aikana. Tutkimuksiin osallistui oppilaita, kieltenopiskelijoita ja -opettajia sekä viranomaisia kielikoulutuksen alalta. Tutkimusten avulla pyrittiin vastaamaan kahteen tutkimuskysymykseen: (1) Millaisia motiiveja tutkimukseen osallistujat tuottavat vieraiden kielten oppimiselle ja opettamiselle? ja (2) Millaisia diskursseja, vuorovaikutusjärjestyksiä ja henkilöhistorioita nousee esiin osatutkimuksissa? Näiden kysymysten avulla saavutettiin tutkimuksen päätavoite eli kartutettiin ymmärrystä siitä, millaisia tekijöitä muutoksen monimutkaisuuteen liittyy vieraiden kielten koulutuksessa. Tutkimuksen tulokset osoittavat, että muutos on haasteellista sekä formaalissa koulutuksessa että opettajankoulutuksessa. Muutoksia kuitenkin tarvitaan, jotta meillä olisi innovatiivisia kieltenopettajia motivoimaan nuoria kielten opiskelijoita elinikäisen oppimisen ja monikielisyyden hengessä myös tulevaisuudessa. Työn tuloksia voidaan hyödyntää kieltenopettajien koulutuksessa, oppimateriaalin sekä opetussuunnitelmien suunnittelussa. Tämän lisäksi työssä on esimerkkejä työmuodoista, joita voi soveltaa vieraiden kielten opetuksessa. Lopuksi, työssä esitetään, kuinka neksusanalyysi toimii konkreettisena tutkimustyökaluna sekä muutoksen edistäjänä.

Current scholarship in translation pedagogy calls for a paradigm shift towards a learner-centered and socio-constructivist approach to translator education. This view is founded on translating as a socially situated act of intercultural communication anchored in socio-cognitive abilities, and translation learning as multi-componential and sequential. Instruction in translation is thus seen to benefit from process- rather than product-oriented teaching and a focus on learners' textual and discursive competence. In spite of significant progress over the last decade the empirical basis of translation teaching theory and methods remains scant. A lack of attention to the "human factor" in translator education research (students and educators, in favor of processes, content and activities) is particularly conspicuous (Kelly 2008). As the field of translation pedagogy consolidates with ever more refined frameworks that pull teaching designs away from teacher- and text-centered classes to become more learner and learning/teaching-based, little is known about the nature of translation pedagogy ‘on the ground’ in diverse locations of the globe: by whom and how is translation taught, under what constraints, and to what effects. This qualitative study is grounded in second language (L2) teacher cognition research (e.g. Borg 2006, Phipps and Borg 2009), representations of translation as 'inquiry' (Sakai 2010, Cronin 2000, 2003, Venuti 2016) and recent socio-constructivist and sequenced and process-focused translation teaching approaches (Kiraly 2000, Colina 2003, 2015, Hurtado Albir 1999, González Davies 2004, Kelly 2005). From these frameworks, it examines the professional biographies, knowledge base, beliefs and practices of Chilean translation instructors at three different universities, as well as the views and experiences of approximately 50 of these instructors' students regarding their understanding and experiences of translation and instruction in the classroom. Additionally, in order to contribute to the developing 'rapprochement' between translation studies and second language education, findings on the strengths and challenges of undergraduate translation pedagogy derived from these two studies are discussed in a third article in light of the contributions from socio-culturally-oriented L2 education research, particularly multiliteracies approaches to FL teaching (Kern 2000, Byrnes 2005, 2006, Maxim 2009, Kramsch 2011, 2006, Paesani et al. 2015, Swaffar and Arens 2005).

This research explores dynamics around Aboriginal language learning and use in Vancouver, British Columbia. With many different First Nations and Aboriginal languages represented in the city, urban Aboriginal language revitalization is complex and challenging. Sixteen research participants talked with me about competing priorities for urban Aboriginal individuals and families, the linguistic diversity of the British Columbia First Nations, and how demographic urbanization of Aboriginal peoples intersects with movements of language revitalization. The resulting analysis highlights some emerging language ideologies connected to urban Aboriginal language use and learning. Language ideologies have been defined as “the cultural system of ideas about social and linguistic relationships, together with their loading of moral and political interests” (Irvine, cited in Kroskrity 2000:5). By identifying some commonalities in research participants’ attitudes around Aboriginal languages in the city, I argue that ‘placing language’ and ‘finding a place for language’ are critical issues for looking at Aboriginal language use and learning in Vancouver. By ‘placing language’, I mean that participants stressed the locality of Aboriginal languages, drawing important connections between land and language. Many honoured local languages by stating that their use and preservation should be top priorities in urban-specific language revitalization initiatives. They also recognized that other Native languages are represented in the city and could be fostered by collaboration with home communities, including reserve language programs. By ‘finding a place for language’, I mean taking time and making effort toward language learning and use in the fast-paced urban environment. Determining a place and a time for language in daily life or during events is crucial for language revitalization efforts in the city. This thesis specifies some suggestions for finding a place for language, highlighting different ideas shared by participants about public school language education, community centres as places for language learning, and use of local languages in service organizations and educational institutions and in the public sphere. / Arts, Faculty of / Anthropology, Department of / Graduate

Socio-economic processes have long underlined the value of language and ethno-linguistic categories in Canada. The Quiet Revolution, widely considered to be one such process, has resulted in the production of Quebec's English-speaking minority. Although recent studies pertaining to Quebec's English-speaking minority have largely focused on the construction of identity, little research has explored the perceived value of language. While Quebec City’s English-speaking minority is increasingly bilingual, figures suggest that its youth continues to migrate. Through a critical perspective, this thesis explores how Quebec City’s English-speaking minority is navigating the uneven distribution and rising value of bilingualism. Using a qualitative approach, I conducted 15 interviews with participants who attended an English-language high school in Quebec City. Results revealed that participants mobilized ethnic and economic language ideologies as a means to negotiate the value of their linguistic practices and that these language ideologies structured mobility and enabled participants to reposition themselves within a new linguistic market.