Glottophobia, discrimination and linguistic insecurity in the courses of five MST trainees of FFL.
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Abstract
This research aims to show that in FFL, there is a correlation between linguistic discrimination and the failure of the teaching-learning process. It also sheds light on the importance of training novice teachers to manage a heterogeneous class in order to develop learner’s language.
The trainee uses a sociolinguistic domination of French to homogenize his teaching methods and deal with heterogeneity and disruptive behaviors. Therefore, plurality and heterogeneity in the classroom leaves room for an explicit rejection to minored language practices seen as faulty. The power and domination in this case causes a feeling of linguistic insecurity and school failure.
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