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

The authors undertake a comparative inquiry examination into the multi-/bilingual nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montreal - English speakers and Chinese speakers. They 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.

Canadian Modern Language Review/La revue canadienne des langues vivantes

Vol. 66

no. 4

525-555

June 2010

en