Abstract:

While studying in the framework of a Quebec francophone University with présenciel or e-learning, allophone students can find themselves in a similar or divergent ethnolinguistics’ context from the one of first or second language and involved in a socio-educational system conveying standards, values and behaviors, similar, different or opposite to those they are used to.

Qualitative case studies (Merriam, 1988), three in présenciel at Laval University, and three in e-learning at TÉLUQ, demonstrate real-life experience of both cultural and educational shocks, and substantial representational transformations of education in both diffusion modes.

Cognitive and affective supports were provided in different ways within both communities of learning. For présenciel, the ethnic division (Juteau, 1999) took shape by leaving cognitive supports to student peers, Quebecker of origin, and socio-emotional support to allophone peers. In contrast, students in e-learning met these two same needs thanks to their student peers, both Quebecker of origin and allophone, and to their supervisor.

It is recommended that allophone students begin their e-learning integration in their country of origin. Examples of application of both presentation and production standards for academic works in Quebec taking support on typological trends expressed by Bloom and al. (1956) are suggested, and interactions should be facilitated with allophone students "experimented" in Quebec, if not with students Quebecker of origin, and teachers.

Keywords:

Community of practices, cultural adaptations' processes, e-learning, educational representations, cognitive and affective supports.