La transition de l’école secondaire à l’université par des jeunes francophones bilingues en Ontario: pour une perspective sociolinguistique

This article explores how a sociolinguistic perspective is useful when exploring students’ experiences during the transition to university. The author investigates how issues related to identity of French first language students might be highlighted using a sociolinguistic ethnographic approach to study this transition. The author supports her statements drawing on preliminary findings from her Ph.D. dissertation research. The data analysis presented in this article pertains to the students’ experiences during the first few weeks at university with regards to their linguistic identity.