TY - JOUR
T1 - A Tale of Two Montréal Communities: Parents’ Perspectives on Their Children's Language and Literacy Development in a Multilingual Context
AU - Riches, Caroline
AU - Curdt-christiansen, Xiao Lan
PY - 2010/6/1
Y1 - 2010/6/1
N2 - This comparative inquiry examines the multi-/bilingual nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montréal – 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.
AB - This comparative inquiry examines the multi-/bilingual nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montréal – 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.
U2 - 10.3138/cmlr.66.4.525
DO - 10.3138/cmlr.66.4.525
M3 - Article
SN - 0008-4506
VL - 66
SP - 525
EP - 555
JO - Canadian Modern Language Review
JF - Canadian Modern Language Review
IS - 4
ER -