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The Ideology of French Revitalization in Louisiana

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The Ideology of French Revitalization in Louisiana Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2015 L'essentiel ou Lagniappe: The deologI y of French Revitalization in Louisiana Albert Camp Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the French and Francophone Language and Literature Commons Recommended Citation Camp, Albert, "L'essentiel ou Lagniappe: The deI ology of French Revitalization in Louisiana" (2015). LSU Doctoral Dissertations. 3692. https://digitalcommons.lsu.edu/gradschool_dissertations/3692 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. L'ESSENTIEL OU LAGNIAPPE: THE IDEOLOGY OF FRENCH REVITALIZATION IN LOUISIANA A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of French Studies by Albert Camp B.A., Moody Bible Institute, 2006 M.A., Louisiana State University, 2010 August 2015 ©Copyright 2015 Albert Camp All rights reserved ii For Taylor, Isabelle, and Claire iii ACKNOWLEDGMENTS I would like to thank my dissertation director, Sylvie Dubois, without whom this project would not exist. I am extremely grateful for the direction, advice, and support that she has given me over the last seven years. I am very fortunate to have worked with her. I would also like to thank Lisi Oliver who passed away days after the defense of this dissertation. She worked so hard to keep the study of linguistics alive at Louisiana State University over past few years, and she was a great teacher and friend. I would like to Jack Yeager for his constant kindness and reassurance, and I also want to thank Hugh Buckingham who has been a great encouragement since the day I met him. I would like to thank my Dean's Representative Zevi Gutfreund for taking the time out of his summer to sit on my committee. I would also like the thank Denise Egéa-Kuehne for her guidance in the early stages of this project. I am also grateful to the research project Le Français à la mesure d'un continent who facilitated the cooperation of Annette Boudreau and Mourad Ali Khodja in the development of my interview guide. I am profoundly thankful for my wife Taylor who has supported me constantly throughout my endeavors. My daughter Isabelle has been my inspiration; she keeps me going. Words cannot express how important you both are to me. I would like to thank all of our friends who have helped us build a life here, and my parents who helped me get this far. iv TABLE OF CONTENTS ACKNOWLEDGMENTS .......................................................................................................................................... iv LIST OF TABLES .................................................................................................................................................... viii ABSTRACT .................................................................................................................................................................. ix INTRODUCTION ........................................................................................................................................................ 1 CHAPTER 1: LANGUAGE REVITALIZATION AND LINGUISTIC IDEOLOGY DEFINITION AND STUDIES ............................................................................................................................................................. 9 1.1 Introduction .................................................................................................................................................. 9 1.2 Language Revitalization: Definitions and Literature Review ................................................ 10 1.2.1 Modern Studies of Language Shift ............................................................................................. 11 1.2.2 Causes of Language Shift ............................................................................................................... 13 1.2.3 Reasons for Reversing Language Shift .................................................................................... 17 1.2.4 Defining Language Revitalization .............................................................................................. 19 1.3 Linguistic Ideology: Definitions and Literature Review ........................................................... 21 1.3.1 Ideology in Linguistics ................................................................................................................... 24 1.3.2 Definitions of Linguistic Ideology .............................................................................................. 27 1.3.3 Linguistic Ideology and Language Revitalization ............................................................... 29 1.4 Conclusion .................................................................................................................................................... 31 CHAPTER 2: LANGUAGE REVITALIZATION AND LINGUISTIC IDEOLOGY IN LOUISIANA STUDIES AND APPROACH ................................................................................................................................. 32 2.1 Introduction ................................................................................................................................................ 32 2.2 Language Shift and Revitalization in Louisiana............................................................................ 32 2.2.1 The Beginnings of Language Shift in Louisiana ................................................................... 34 2.2.2 Twentieth Century Language Shift in Louisiana ................................................................. 36 2.2.3 The Origins of Language Revitalization in Louisiana ........................................................ 38 2.2.4 CODOFIL and the Reintroduction of French at School ..................................................... 39 2.3 Linguistic Ideology in Louisiana ......................................................................................................... 43 2.4 Unknown Factors in the French Revitalization Movement ..................................................... 47 2.5 A Mixed Methods Approach to the Study of Ideology ................................................................ 52 2.5.1 The Use of Interviews for Collecting Quantitative and Qualitative Data .................. 53 2.6 Conclusion .................................................................................................................................................... 55 CHAPTER 3: METHODOLOGY ........................................................................................................................... 56 3.1 Creation of the Ideology of Revitalization Corpus ....................................................................... 56 3.2 Interview Methodology .......................................................................................................................... 58 3.3 Selection of the Candidates ................................................................................................................... 60 3.4 Selection of the Interview Questions ................................................................................................ 62 3.5 The Pilot Study ........................................................................................................................................... 68 3.6 Changes to the Methodology Based on the Pilot Study ............................................................. 69 3.7 Completion of the IRC Corpus .............................................................................................................. 71 3.8 The Coding Process .................................................................................................................................. 72 3.9 Creation of the IRC Database ................................................................................................................ 74 CHAPTER 4: DATA DISTRIBUTION ........................... ......... 76 4.1 Introduction ................................................................................................................................................ 76 OCIO-BIOGRAPHIC PROFILES ............... v 4.2 Profile: Students ........................................................................................................................................ 76 4.2.1 Race, Gender, and Class Considerations ................................................................................. 77 4.2.2 Family Background and Ethnicity ............................................................................................. 78 4.2.3 Exposure to French ......................................................................................................................... 79 4.2.4 Motivations for Teaching French .............................................................................................. 81 4.2.5 Student Profile Types ....................................................................................................................
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