A Tale of Two Montreal Communities: Parents' Perspectives on Their Children's Language and Literacy Development in a Multilingual Context

Autor/inn/en	Riches, Caroline; Curdt-Christiansen, Xiao Lan
Titel	A Tale of Two Montreal Communities: Parents' Perspectives on Their Children's Language and Literacy Development in a Multilingual Context
Quelle	In: Canadian Modern Language Review, 66 (2010) 4, S.525-555 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.66.4.525
Schlagwörter	Multilingualism; Cultural Pluralism; Second Language Learning; Bilingualism; Comparative Analysis; Bilingual Students; French; Academic Achievement; Parent Attitudes; Student Diversity; Language Minorities; Immigrants; English (Second Language); Heritage Education; Chinese; Parent Aspiration; Interviews; Language Usage; Canada + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Zweitsprachenerwerb; Bilingualismus; Französisch; Schulleistung; Elternverhalten; Sprachminderheit; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Elternwille; Interviewing; Interviewtechnik; Sprachgebrauch; Kanada
Abstract	This comparative inquiry examines the multi-/bilingual nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montreal--English speakers and Chinese speakers--with a focus on the multi/bilingual and multi/biliterate development of children from these two communities who attend French-language schools, by choice in one case and by law in the other. In both of these communities, children traditionally achieve academic success. The authors approach this investigation from the perspective of the parents' aspirations and expectations for, and their support of and involvement in, their children's education. These two communities share key similarities and differences that, when considered together, help to clarify a number of issues involving multi/biliteracy development, socio-economic and linguistic capital, minority/majority language status, mother-tongue support, home-school continuities, and linguistic identity. (Contains 4 notes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10