ABSTRACT
Communication in the classroom has been the object of considerable research from a variety of perspectives, including discourse analysis and the, research focused on the use of sociolinguistic variants by teachers in the classroom is an area of study. Previous sociolinguistic research on these variants in Ontario and Quebec spoken French serves as a backdrop for the present study, which is based on a corpus of recordings collected in the classrooms in the French-medium high schools of four Ontario localities. To assess the effect of the aforementioned factors on variant choice, we have used GoldVarb. In our own limited corpus of student classroom speech, while interacting with the teachers under study the students display more frequent use of the standard variant je vais than during informal semi-directed interviews. Lastly, the present study has found that the teachers' place of origin, echoing the similarity of sociolinguistic patterns documented by research on ordinary Ontario and Quebec French.
