Purpose:New Brunswick, Canada, established its English-French Official Languages Act (OLA) in 1969 to promote linguistic equality for historically minoritized Francophones, premised on a language-as-right ideology. The OLA has been presented to Anglophones, however, as creating access to English-French bilingualism for various kinds of capital through a neoliberal language-as-resource ideology. In this context of conflicting ideologies, we wondered about the perspective of French immersion (FI) educators – the interface between policy and practice – regarding the purposes of bilingualism. We frame our question within Bakhtin’s notion of ideological becoming, asking: As potential mediators of their students’ ideological becoming, what are the perspectives of FI teachers and principals regarding the purposes of bilingualism?Design/data:We examine nine principals’ and 17 FI teachers’ discourse in semi-structured interviews conducted in New Brunswick. Data were analysed using constructivist grounded theory procedures, and further categorized according to Bourdieu’s constructs of capital.Findings:Our analysis indicates the dialogic nature of ideological becoming. On the one hand, authoritative neoliberal ideologies dominate the educators’ discourse regarding the purposes of bilingualism for their students. There was little attention to a socially-situated view of bilingualism enacted in a variety of communities of practice. On the other hand, we also note evidence of resistance against and distancing from this dominant ideology in educators’ own ideological becoming regarding bilingualism’s purposes for themselves.Originality:Bakhtin’s theory of ideological becoming provides a way to consider the entangled workings of ideology within language education for both educators and students.Implications:We thus propose professional development for educators to understand their own ideological becoming and develop students’ ideological becoming and their identities as bi/multilingual speakers.

中文翻译：

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“双语将为他们打开大门”：法国浸入式教育者对双语的看法的意识形态

目的：加拿大新不伦瑞克省于 1969 年制定了英语-法语官方语言法案 (OLA)，以语言为权利的意识形态为前提，促进历史上少数法语国家的语言平等。然而，OLA 已向英语国家提出，通过新自由主义语言作为资源的意识形态为各种资本创造了使用英法双语的机会。在这种意识形态冲突的背景下，我们想知道法国浸入式（FI）教育者对双语目的的看法——政策与实践之间的界面。我们在巴赫金的意识形态生成概念中提出我们的问题，问道：作为学生意识形态生成的潜在调解者，FI教师和校长对双语目的有何看法？设计/数据：我们研究了九名校长和17名FI新不伦瑞克省进行的半结构化访谈中教师的话语。使用建构主义扎根理论程序对数据进行分析，并根据布迪厄的资本结构进一步分类。研究结果：我们的分析表明了意识形态生成的对话本质。一方面，权威的新自由主义意识形态主导了教育工作者关于学生双语目的的论述。人们很少关注在各种实践社区中制定的双语的社会情境观点。另一方面，我们也注意到，在教育者自身的意识形态生成中，对于双语的自身目的，我们也注意到了对这种主导意识形态的抵制和疏远。原创性：巴赫金的意识形态生成理论提供了一种思考语言教育中意识形态纠缠不清的运作方式。对教育者和学生来说。启示：因此，我们建议教育者进行专业发展，以了解他们自己的意识形态发展，并培养学生的意识形态发展和他们作为双语/多语使用者的身份。