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Autor/inn/enConrick, Maeve; Donovan, Paula
TitelImmigration and Language Policy and Planning in Quebec and Canada: Language Learning and Integration
QuelleIn: Journal of Multilingual and Multicultural Development, 31 (2010) 4, S.331-345 (15 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0143-4632
SchlagwörterLanguage Planning; Official Languages; Immigration; Immigrants; Social Integration; Acculturation; English (Second Language); French; Second Language Learning; Asians; Chinese; Native Speakers; Public Policy; Trend Analysis; Foreign Countries; Canada
AbstractThe connections between immigration and language policy and planning in Quebec and Canada are long established. With the continuing upward trajectory in levels of immigration to Canada and Quebec the linguistic integration of these new arrivals remains an important topic. In recent years, Asia has overtaken Europe as the leading source of immigrants; as a consequence there has been a further increase in Canada's linguistic heterogeneity. Demographic linguistic data (e.g. from Statistics Canada) provide evidence that the majority of Canada's newest immigrants no longer come from a European languages background but rather from diverse Asian language groups. This article discusses the approaches taken by Canada (federal level) and Quebec (provincial level) as evidenced in the various language and immigration policies put in place to support and encourage language learning and integration among Allophones (speakers of languages other than English and French). The article focuses particularly on immigrants of Chinese origin as this group is now the leading source of immigrants to Canada and Chinese languages are the most spoken non-official languages among Allophones. (Contains 5 tables and 8 notes.) (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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