What matters in the linguistic environment is not simply “what’s out there” physically or even socially surrounding learners, but rather what learners make of it, how they process (or not) the linguistic data and how they live and experience that environment. Discuss and reconcile this statement in relation to the article boys in FSL”
This week's reading Boys and French as a second language: A research agenda for greater understanding by Scott Kissau and Miles Turnbull, really resonated with me, as it documented much of what I experienced in French Immersion. The lack of boy/male representation was something that was very obvious to my pre-teen self, and even more so for my little brother, who by the time he started grade six found himself being, for the second year in a row, the only boy in his class. This had a huge influence on his schooling experience, and eventually he ended up switching into mainstream English program, simply because he felt isolated based on his gender. I really appreciated the articles analysis on how this process, the lack of male representation in these classes, comes to be influenced by the socialization of boys and men, and how second languages are “feminized” by school counsellors and teachers.