Abstract
This article presents an analysis of interactional data from a français langue étrangère (FLE) class to explore ideologies and policies implicated therein. The focal lesson involves the teaching of la cuisson and related vocabulary, which students repeatedly struggle to grasp. The study illustrates how Francohegemony, a dominant ideology which upholds normative French national ideals, extends beyond the purely linguistic in FLE curricula to include the sociocultural and culinary. The implications of this case extend to language policy and planning, working with linguistically and culturally diverse student populations, and reflexive praxis on the part of multilingual instructors.
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