Language Planning and Education of Adult Immigrants in Canada: Contrasting the Provinces of Quebec and British Columbia, and the Cities of Montreal and Vancouver
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| Authors/collaborators |
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| Title |
Language Planning and Education of Adult Immigrants in Canada: Contrasting the Provinces of Quebec and British Columbia, and the Cities of Montreal and Vancouver
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| Abstract |
Combining policy analysis with language policy and planning analysis, the authors comparatively assess two models of adult immigrants’ language education in two very different Canadian provinces. In order to do so, they focus specifically on two questions: ‘Why do governments provide language education to adults?’ and ‘How is it provided in the concrete setting of two of the biggest cities in Canada?’ Beyond describing the two models of adult
immigrants’ language education in Quebec, British Columbia, and their respective largest cities, the authors ponder whether and in what sense demography, language history, and the common federal framework can explain the similarities and differences between the two.They believe that these contextual elements can explain why cities continue to have so few responsibilities regarding the settlement, integration, and language education of newcomers. They conclude that only such understanding will eventually allow for proper reforms in terms of cities’ responsibilities regarding immigration.
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| Publication |
London Review of Education
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| Volume |
Vol. 14
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| Issue |
no. 2
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| Pages |
134-156
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| Date |
September 2016
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| Language |
en
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| Citation |
Ellyson, Catherine, Caroline Andrew, and Richard Clément. “Language Planning and Education of Adult Immigrants in Canada: Contrasting the Provinces of Quebec and British Columbia, and the Cities of Montreal and Vancouver.” London Review of Education Vol. 14, no. 2 (September 2016): 134–156. https://files.eric.ed.gov/fulltext/EJ1160106.pdf.
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