Prasad, G. (2012). Multiple minorities or Culturally and Linguistically Diverse (CLD) plurilingual learners? Re-envisioning allophone immigrant children and their inclusion in French-Language schools in Ontario. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(2), 190-215.
摘要: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. Adapted from the source document
关键词:sociolinguistics, language planning/policy, applied linguistics, applied linguistics/language education policy, French, Minority Groups, Language Policy, Educational Policy, Canada, Multiculturalism, Immigrants, Language Rights