Reconceptualizing Sociolinguistic Competence as Mediated Action: Identity, Meaning‐Making, Agency

Abstract

This article presents 2 case studies of intermediate university students of French, Casey and Melanie (both pseudonyms), and their developing use and understanding of stylistic variation over the course of an academic semester. It draws from a variety of data sources: classroom observation, learners’ explanations of stylistic variants, learners’ analyses of variation in transcriptions of spoken French, interlearner online chat discussions, and interviews with a teacher‐researcher in French and English. The two case studies illustrate two dramatically different orientations to variation among second language learners of French. On the one hand, Casey uses variation during class assignments, and she is capable of creating and assigning social and symbolic meaning through its use. Yet variation for Casey remains an academic achievement and she resists incorporating variation into her natural speech. On the other hand, Melanie embraces variation as a mediating artifact that will afford her access to social, interpersonal interaction in the future, and enable her to engage in “being Melanie” in this additional language. In both cases, however, the importance of their personal histories, the role of language learning in their lives, and desired future access to French‐speaking communities of practice beyond a school setting come into sharp relief.

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