'Transmitting more than a Model: Spoken English and Language Ideologies in French (Higher) Education'

International audience ; Any form of language teaching and learning almost necessarily involves the use, and transmission, of model(s) of reference. Using such models inevitably leads to the transmission of more than the model in the shape of representations, attitudes and imaginaries. In this position paper, we aim to explore some of these “secondary” transmissions within the teaching/learning of English pronunciation in French higher education. To do so, we draw upon different sources of empirical data in an attempt to identify, and question, some of the language ideologies at play in this context. We pay particular attention to the role of native-speakerism, national, raciolinguistic, and standard language ideologies in the elaboration of (an) idealised model(s) of English pronunciation. Such models are shown to be potentially highly exclusive and a possible vector of linguistic insecurity. Working on the basis that this goes against what language learning/teaching is trying to achieve, we review alternative pronunciation models, highlighting their advantages and disadvantages from practical, pedagogical and ideological standpoints. Following this, we set out our position with regards to the different issues raised by proposing the transmission of a model based on an Amalgam English Core, which acknowledges the learner’s agency and is accompanied by attention and value being given over to pluriphonia and (socio)linguistic variation more generally. Framing English as a simultaneously global and local language, this model provides a pragmatic pronunciation model which constitutes a realistic target for most students, while also helping to limit the presence, transmission, and secondary effects of restrictive language ideologies typically related to most “traditional” standard-based models.