Abstracts
Résumé
En contextes universitaires, les étudiants sont souvent confrontés à des tâches intégrées d’écriture qui demandent de la compréhension d’informations afin de produire des textes. Ces tâches académiques complexes ont fréquemment été étudiées comme des tâches unilingues avec des anglophones ou des apprenants de l’anglais étudiant dans des universités anglophones. Pourtant, le développement du savoir scientifique à l’université nécessite souvent la lecture en anglais, peu importe la langue d’enseignement, ce qui rend ces tâches plurilingues dans certains contextes. Plusieurs étudiants d’universités non anglophones se trouvent dans des programmes requérant la lecture d’articles scientifiques en anglais alors qu’ils ne sont pas des apprenants de l’anglais. Pourtant, les expériences de ces utilisateurs sont généralement peu étudiées dans la littérature scientifique actuelle. Pour mieux soutenir cette population étudiante dans le développement de leur littératie académique plurilingue et dans la réussite de leurs études universitaires, il est impératif d'examiner comment les utilisateurs de l'anglais accomplissent des tâches d'écriture plurilingue. Cette étude qualitative répond partiellement à ces préoccupations en examinant les perceptions et les pratiques déclarées de trois étudiants face à une tâche intégrée plurilingue. Les résultats démontrent que les étudiants rencontrent des difficultés différentes en fonction de leurs niveaux de compétence langagière et de leur cheminement scolaire. De futures recherches doivent se pencher sur le rôle des programmes universitaires et des professeurs qui demandent aux étudiants d’accomplir des tâches intégrées plurilingues pour mieux comprendre quelles adaptations sont possibles et souhaitables pour que tous les étudiants aient accès au développement de la littératie académique et disciplinaire.
Abstract
In academic contexts, students are often asked to complete integrated writing tasks that require comprehension of information for text production. These complex academic tasks have frequently been studied as monolingual tasks with English speakers or English language learners studying at English-medium universities. However, as the development of scientific knowledge often involves reading in English, regardless of the language of instruction, in certain contexts, these tasks are plurilingual. At present, the experiences of students from non-English-medium universities, who are required to complete plurilingual integrated writing tasks (e.g., reading in English to write in French), have largely been ignored in research. To better support this student population, it is important to examine how users of English, not active learners, complete plurilingual integrated writing tasks in the language of instruction, in this case, French. This qualitative study examines the perceptions and reported practices of three students when completing a plurilingual integrated task while studying at a francophone university. The results show that students experience different challenges depending on their levels of language proficiency and their academic path. Future research needs to examine the roles of academic programs and professors that expect students to complete plurilingual integrated tasks in order to better understand what support is possible and desirable to ensure all students can develop their academic and disciplinary literacy.
Appendices
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