Multiple Minorities or Culturally and Linguistically Diverse (CLD) Plurilingual Learners? Re-Envisioning Allophone Immigrant Children and Their Inclusion in French-Language Schools in Ontario

Autor/in	Prasad, Gail
Titel	Multiple Minorities or Culturally and Linguistically Diverse (CLD) Plurilingual Learners? Re-Envisioning Allophone Immigrant Children and Their Inclusion in French-Language Schools in Ontario
Quelle	In: Canadian Modern Language Review, 68 (2012) 2, S.190-215 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.68.2.190
Schlagwörter	Language Minorities; Official Languages; Cultural Pluralism; Foreign Countries; French; Immigrants; Multilingualism; French Canadians; Language Planning; English; Social Integration; Cultural Differences; Case Studies; Teaching Methods; Second Language Learning; Canada + Suchen Sie Ihr Suchwort? Sprachminderheit; Office language; Amtssprache; Kulturpluralismus; Ausland; Französisch; Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; Frankokanadier; Sprachwechsel; English language; Englisch; Soziale Integration; Kultureller Unterschied; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Kanada
Abstract	Four out of five immigrants to Canada speak a language other than English or French as a first language. Immigration is increasingly transforming francophone minority communities. Allophone children acquire minority status on multiple levels within French-language schools, where they can become both a linguistic minority and a cultural minority within an official francophone minority in Canada. This article examines how culturally and linguistically diverse (CLD) allophones have been constructed historically through official language and multiculturalism policies in Canada and how this political framing limits language rights and schooling for allophone immigrant children. By examining recent language policies, this article argues that the ways in which policy makers, educators, and researchers conceptualize CLD children shape their integration into Canada. This article draws upon a case study of teachers' practices with allophone learners in one French-language school to highlight the potential for transformative third-space practices to support CLD children in French-language schools. (Contains 1 note and 1 table.) (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10