1. Attitudes, Motivation and Ethnic Identity in French Immersion Graduates Erin Goldberg, Kimberly A. Noels, & Kristie Saumure University of Alberta

2. Outline Introduction French Immersion Faculté Saint-Jean Motivation Self-Determination Theory Hypothesis, Method, Quantitative & Qualitative Results Ethnic Identity & Language Use Situated Ethnic Identity Theory Hypothesis, Method, Quantitative & Qualitative Results Conclusions

3. What is French Immersion? Program in which children are immersed in French language instruction so that they are functional in two languages upon completion of the program. In 1999, 7.9% of Canadian students (and 7.3% of Alberta’s high school students) were enrolled in a second language immersion program, 92% of these outside of Quebec (Statistics Canada, 2004). French immersion in Alberta –early vs. late French immersion programs –French immersion in high school: an iffy topic. ALBERTA QUEBEC

4. Faculté Saint-Jean The only post-secondary institution west of Manitoba with an exclusively French curriculum. Offers degrees in education, arts and sciences, as well as business and engineering degrees in conjunction with University of Alberta. Approximately 500 students attend each year. Students come from diverse locations across Canada as well as other Francophone nations, particularly African countries.

5. Grand Design The purpose of this research is to discover: What motivates students to continue to learn French? What types of identities do French immersion high school graduates have? Are these identities situation- specific? Is there a fundamental difference in the identities of French immersion students who continue in a French university and those who do not? How does identity relate to language use? Motivation Ethnic IdentityLanguage Use ?

6. Motivation to Learn French Self-Determination Theory (Deci & Ryan, 1985) EXTERNAL REGULATION INTROJECTED REGULATION IDENTIFIED REGULATION EXTRINSIC MOTIVATION INTEGRATED REGULATION AMOTIVATION INTRINSIC MOTIVATION

7. Motivation to Learn French Self-Determination Theory (Deci & Ryan, 1985) Intrinsic Motivation The motivation to engage in an activity because it is enjoyable. “I love speaking, understanding, and the ability to use French.” AMOTIVATION EXTERNAL REGULATION INTROJECTED REGULATION IDENTIFIED REGULATION EXTRINSIC MOTIVATION INTEGRATED REGULATION AMOTIVATION INTRINSIC MOTIVATION

8. Motivation to Learn French Self-Determination Theory (Deci & Ryan, 1985) Integrated Regulation Extrinsically-motivated behavior fits in with the rest of the person’s life goals. “French is a part of my background and who I am.” EXTERNAL REGULATION INTROJECTED REGULATION IDENTIFIED REGULATION EXTRINSIC MOTIVATION INTEGRATED REGULATION AMOTIVATION INTRINSIC MOTIVATION

9. Motivation to Learn French Self-Determination Theory (Deci & Ryan, 1985) Identified Regulation Performing an activity due because of personally- relevant reasons. “Receiving a bilingual undergraduate degree will offer me so much in the future.” EXTERNAL REGULATION INTROJECTED REGULATION IDENTIFIED REGULATION EXTRINSIC MOTIVATION INTEGRATED REGULATION AMOTIVATION INTRINSIC MOTIVATION

10. Motivation to Learn French Self-Determination Theory (Deci & Ryan, 1985) Introjected Regulation Performing an activity due to internal pressure (i.e., guilt). “I figured as I already knew French, I’d best not lose it.” EXTERNAL REGULATION INTROJECTED REGULATION IDENTIFIED REGULATION EXTRINSIC MOTIVATION INTEGRATED REGULATION AMOTIVATION INTRINSIC MOTIVATION

11. Motivation to Learn French Self-Determination Theory (Deci & Ryan, 1985) External Regulation Performing an activity to achieve some instrumental end (i.e., earning a reward, avoiding punishment). “I got a lot of scholarships to continue French. Once they’re gone I will transfer to English.” EXTERNAL REGULATION INTROJECTED REGULATION IDENTIFIED REGULATION EXTRINSIC MOTIVATION INTEGRATED REGULATION AMOTIVATION INTRINSIC MOTIVATION

12. Motivation to Learn French Self-Determination Theory (Deci & Ryan, 1985) Amotivation Having no reason, intrinsic or extrinsic, for performing an activity. “I am not continuing French language training cause it is not the most important thing for me right now.” EXTERNAL REGULATION INTROJECTED REGULATION IDENTIFIED REGULATION EXTRINSIC MOTIVATION INTEGRATED REGULATION AMOTIVATION INTRINSIC MOTIVATION

13. Motivation to Learn French Gardner, 1985 Integrative Orientation The desire to learn a second language in order to have contact and identify with members of the second language community. “I am happy to be able to communicate with a segment of our population that comes from another cultural tradition.” INTEGRATIVE ORIENTATION

14. Hypothesis 1.Faculté Saint-Jean (FSJ) students are more motivated to learn French for self-determined intrinsic reasons (e.g., enjoyment), while University of Alberta (UofA) students are more motivated to learn French for external regulation reasons (e.g., course credit).

15. Method Participants –47 University of Alberta students in introductory psychology classes. –25 Faculté Saint-Jean students in introductory classes. –All participants speak English as a native language and were registered in a French immersion program in high school. Materials –Language Learning Orientation Scale (Noels et al., 2000) e.g., I would feel embarrassed or ashamed if I didn’t know French.

16. Eureka! All students had a clear reason for learning French. French is important and personally relevant to both groups of students. No significant differences between the motivational orientations of the UofA and FSJ students in the quantitative analysis.

17. Qualitative Analysis BUT… Qualitative analysis suggests that Faculté Saint- Jean students reported that they are learning French for identified regulation reasons more often than University of Alberta students. IntrinsicIntegratedIdentified*IntrojectedExternalIntegrative UofAn424739 %8.34.28.314.66.318.8 SR-0.80.0-2.3-0.1-0.50.2 FSJn5114434 %20.04.056.016.08.016.0 SR1.10.03.20.11.0-0.2 * x 2 = 23.173, p <.05

18. Ethnic Identity –Allegiance to a group with which one has shared experiences. –Subtractive bilingualism –Additive bilingualism –Situated Ethnic Identity One’s ethnic identity may depend on the situation one is in (e.g., public vs. private). Native Language & Culture New Language & Culture Native Language & Culture New Language & Culture

19. Hypotheses 2.FSJ students have a higher Francophone identity than do UofA students, especially in the school domain. 3.Francophone identity is higher in situations involving school and friends, which parallels patterns of language use.

20. Method Materials –Situated Ethnic Identity Scale (Noels, 2003) e.g., I am discussing an assignment with a student in my class. I feel… –Language Use Index e.g., How often do you speak French at home? 1 Not at all Anglophone 2 3 Slightly Anglophone 45 Quite a bit Anglophone 67 Very strongly Anglophone 1 Not at all Francophone 2 3 Slightly Francophone 45 Quite a bit Francophone 67 Very strongly Francophone Never been in this situation

21. Eureka! Additive bilingualism is demonstrated in both groups. UofA students show a constant Anglophone identity and a variable Francophone identity. Compared to the UofA students, FSJ students have a higher Francophone identity at school and a higher Anglophone identity with family.

22. Eureka! Patterns of language use parallel patterns of ethnic identity within and between the two groups of students. FSJ students speak French significantly more than UofA students at school and with friends.

23. Qualitative Analysis Ethnic Identity Labels Bilingual- Canadian English- Canadian CanadianOther (e.g., French- Canadian, Chinese- Canadian, etc.) University of Alberta 44.6%27.6%14.9%12.9% Faculté Saint-Jean 60.0%12.0%24.0%4.0%

24. Qualitative Analysis When asked about the link between language and their ethnic identity, participants responded with the following themes: –French makes me feel proud. –French makes me feel Canadian. –French connects me to French Canadians and their culture. –French is a character-building skill that will be advantageous in the future. –French helps me understand my cultural and historical heritage. –I’m just Canadian – knowing French does not change that. –French does not affect my ethnic identity at all.

25. Therefore… FSJ students were not found to be more intrinsically motivated than UofA students…  but qualitative analysis suggests that they have a greater identified regulation. FSJ students have a higher Francophone identity than UofA students in the school and public domains, and a higher Anglophone identity in the family domain. Language use parallels the patterns of ethnic identity.

26. Questions?