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L’expérience sociale de l’école anglaise au Québec : Construction identitaire linguistique des jeunes à travers les interactions intergroupes
| Type of resource | |
|---|---|
| Author/collaborator |
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| Title |
L’expérience sociale de l’école anglaise au Québec : Construction identitaire linguistique des jeunes à travers les interactions intergroupes
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| Abstract |
The author points out that the English-speaking population in Quebec has always been a demographic minority, but only began to perceive themselves as a minority only in the 1970s when the appearance of the term "Québécois" led them to redefine themselves in the face of the proclamation of this "new" Other. She maintains that research on Quebec's English-speaking population begins during this period of societal redefinition. Few of these studies examined this minority in terms of the linguistic boundaries. This case study by the author examines the linguistic boundaries constructed in the context of Quebec City through the narrative of young adults who have attended English schools but are not necessarily drawn from two English-speaking parents. Qualitative interviews reveal the existence of a boundary between Francophone and Anglophone groups - a boundary shaping interaction and intergroup categorization. Her research highlights the role of the education system in the reproduction of linguistic borders. Her research is based on interviews with 33 individuals in 2008-2009, two-thirds of whom were female.
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| Publication |
Canadian Journal of Higher Education / Revue canadienne d’enseignement supérieur
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| Volume |
Vol. 43
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| Issue |
no. 1
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| Pages |
44-62
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| Date |
2013
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| Language |
fr
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| URL | |
| Citation |
Magnan, Marie-Odile. “L’expérience sociale de l’école anglaise au Québec : Construction identitaire linguistique des jeunes à travers les interactions intergroupes.” Canadian Journal of Higher Education / Revue canadienne d’enseignement supérieur Vol. 43, no. 1 (2013): 44–62. http://www.ceetum.umontreal.ca/documents/capsules/2012/ecole-anglaise-identite.pdf.
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