TITLE

L'ÉDUCATION DANS LE CADRE DE LA DUALITÉ LINGUISTIQUE CANADIENNE. QUELS DÉFIS POUR LES COMMUNAUTÉS EN SITUATION MINORITAIRE ?

AUTHOR(S)
Pilote, Annie; Magnan, Marie-Odile
PUB. DATE
July 2008
SOURCE
Canadian Issues / Thèmes Canadiens;Summer2008, Special section p47
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Although the French-speaking linguistic minority communities have a cultural and historical affiliation with the majority French-speaking Quebecois in Quebec, this article seeks instead to observe the challenges of education through the lens of linguistic duality. It seeks to compare the situations of the two linguistic minorities in Canada: either the French-speakers outside Quebec or the English-speakers in Quebec. Since 1982, the role of education for linguistic minorities (speaking one of Canada's official languages), is marked by a legal framework so that schools now have the constitutional responsibility to ensure passing on of the culture and language of official language minority communities. Considering this legal context, we develop the following thesis: one of the main challenges shared by the two official language minorities in Canada is linked to individual patterns of schooling and identity of young people in these groups, a process which helps widen the gap between the constitutional mandate (legal) granted to schools and the conditions (sociological) of teaching. This article examines the challenges facing education of linguistic minorities within Canadian linguistic duality in regard to diverse academic and social experiences of youth from adolescence to adulthood (15-30 years).
ACCESSION #
35156140

 

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