Not Truly, Not Entirely - Pas comme les Francophones
Year:
2010
Author :
Volume and number:
, 33
Collection:
, 3
Journal:
, Canadian Journal of Education / Revue canadienne de l'éducation
Pages :
, 541-563
Abstract
In this study, I investigate how French immersion students in two junior high schools in Alberta see themselves in Canadian society. The data come from three years of ethnographic research that included classroom observations and 94 interviews with students, teachers, administrators, and parents. This study shows how French immersion students do not belong to either legitimized group in Canada; they develop their own bilingual world and identities, which are not recognized in Canadian soci-ety. I argue for inclusion of all learners of French with varying linguistic and cultural competencies in schools and workplaces so they can contribute to Canadian political, societal, and social spheres.
Theme :
BilingualismFrancophonesSchool SettingLanguage Policy
Database: This is a bibliographic reference. Please note that the majority of references in our database do not contain full texts.
- To consult references on the health of official‑language minority communities (OLMC): click here
