Language Planning and Education of Adult Immigrants in Canada: Contrasting the Provinces of Quebec and British Columbia, and the Cities of Montreal and Vancouver

Autor/inn/en	Ellyson, Catherine; Andrew, Caroline; Clément, Richard
Titel	Language Planning and Education of Adult Immigrants in Canada: Contrasting the Provinces of Quebec and British Columbia, and the Cities of Montreal and Vancouver
Quelle	In: London Review of Education, 14 (2016) 2, S.134-156 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Language Planning; Second Language Learning; Immigrants; Land Settlement; Social Integration; Foreign Countries; Policy Analysis; Second Language Instruction; Metropolitan Areas; Immigration; Multilingualism; Cultural Pluralism; Laws; French; English; Official Languages; Adult Education; Comparative Analysis; Canada + Suchen Sie Ihr Suchwort? Sprachwechsel; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Siedlungsraum; Soziale Integration; Ausland; Politikfeldanalyse; Fremdsprachenunterricht; Ballungsraum; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Law; Recht; Französisch; English language; Englisch; Office language; Amtssprache; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kanada
Abstract	Combining policy analysis with language policy and planning analysis, our article comparatively assesses two models of adult immigrants' language education in two very different provinces of the same federal country. In order to do so, we focus specifically on two questions: "'Why' do governments provide language education to adults?" and "'How' is it provided in the concrete setting of two of the biggest cities in Canada?" Beyond describing the two models of adult immigrants' language education in Quebec, British Columbia, and their respective largest cities, our article ponders whether and in what sense demography, language history, and the common federal framework can explain the similarities and differences between the two. These contextual elements can explain why cities continue to have so few responsibilities regarding the settlement, integration, and language education of newcomers. Only such understanding will eventually allow for proper reforms in terms of cities' responsibilities regarding immigration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01