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While many decolonization theories are rooted in issues related to the hegemony of the English language (e.g., Heller & McElhinny, 2017; Macedo, 2019), this chapter illuminates a lesser-known area of decolonization scholarship by considering the context of French Language Education across national settings (see also Bouamer & Bourdeau, 2022). This focus on French Language Education seems even more important as it takes place in the context of a struggle against the domination of Global English (e.g., Al-Hajebi, 2019; Červenková, 2020; Vallini, 2019), the rise of China and India as economic powers challenging the world order established in the wake of WW2 (e.g., Gazibo & Chantal, 2011), and the loss of influence of France on traditional French-speaking areas grouped within a geopolitical concept that has no real equivalence in English: La Francophonie.

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Towards Decolonizing French Language Education: Examples from Scotland (UK) and British Columbia (Canada)

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  • 出版模式：

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  • 发表日期：

    2025年

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  • Florence Bonacina-Pugh,
  • Cécile Bullock

摘要

While many decolonization theories are rooted in issues related to the hegemony of the English language (e.g., Heller & McElhinny, 2017; Macedo, 2019), this chapter illuminates a lesser-known area of decolonization scholarship by considering the context of French Language Education across national settings (see also Bouamer & Bourdeau, 2022). This focus on French Language Education seems even more important as it takes place in the context of a struggle against the domination of Global English (e.g., Al-Hajebi, 2019; Červenková, 2020; Vallini, 2019), the rise of China and India as economic powers challenging the world order established in the wake of WW2 (e.g., Gazibo & Chantal, 2011), and the loss of influence of France on traditional French-speaking areas grouped within a geopolitical concept that has no real equivalence in English: La Francophonie.