{'fraction_non_alphanumeric': 0.01483924154987634, 'fraction_numerical': 0.0016488046166529267, 'mean_word_length': 5.457446808510638, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Integration Process and Identity Redefinition of Chinese Adult Learners of French as a Second Language in Quebec

ABSTRACT This study explores the perceptions of integration and cultural identity redefinitions expressed by Chinese adult learners of French as a second language (FSL) in Quebec (Canada). We present their reflections from their perspective of learning and using French, Quebec’s main language. Interviews were conducted in French with 15 newly-arrived immigrants, intermediate speakers of the language. The study shows that these Chinese immigrants mostly develop a utilitarian relationship with the French language. French courses are first and foremost perceived as a first step toward their linguistic and professional integration. Results show that learning the language and using it outside of the formal learning context constitute essential components of the integration process into the host society. French learning is also perceived as a space in which to build one’s identity, a sort of negotiation between the culture of origin and the host culture. Study results help to better understand Chinese learners in FSL classrooms and consider relevant pedagogical actions for these learners.