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Éducation et frontières linguistiques au Québec : les parcours identitaires d'étudiants universitaires issus de l'école de langue anglaise
| Type of resource | |
|---|---|
| Author/collaborator |
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| Title |
Éducation et frontières linguistiques au Québec : les parcours identitaires d'étudiants universitaires issus de l'école de langue anglaise
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| Abstract |
The author set out to better understand the identity construction of young adults who were educated in Quebec's English language school system. Through interviews with thirty-three young adults who were educated in English language high schools in Quebec City, and now attending a French language university, the author found the existence of an Anglophone "imagined community", a result, she argues, that can be mainly explained by the way English education contributes to foster linguistic boundaries - the "imagined" English Canadian community constructing itself mainly through daily interactions with the "imagined" Francophone Québécois community. She concludes that the more young adults reduce their interactions with the Quebec "Anglophone community" through integration into French-language universities and the more they interact into this new school or territorial environment, the more they tend to free themselves from the "dichotoumous perspective" pertaining to the Francophone Québécois and English Canadian linguistic and ethno-national communities.
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| Type |
PhD dissertation
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| University |
Université Laval
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| Place |
Québec
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| Date |
2011
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| Language |
fr
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| URL | |
| Citation |
Magnan-Mac Kay, Marie-Odile. “Éducation et frontières linguistiques au Québec : les parcours identitaires d’étudiants universitaires issus de l’école de langue anglaise.” PhD dissertation, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27982/27982.pdf.
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