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

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Abstract

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.
Original languageEnglish
Pages (from-to)525-555
Number of pages31
JournalCanadian Modern Language Review
Volume66
Issue number4
DOIs
Publication statusPublished - 1 Jun 2010

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