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The Impact of Social Contexts and Educational Policy/Practice on Biliteracy Development: Ethnolinguistic Minority Children in English Primary Schools in Ottawa and Montreal
| Type of resource | |
|---|---|
| Authors/collaborators |
|
| Title |
The Impact of Social Contexts and Educational Policy/Practice on Biliteracy Development: Ethnolinguistic Minority Children in English Primary Schools in Ottawa and Montreal
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| Abstract |
The authors analyze educational policies in Quebec and Ontario for second and third language primary school education of ethnolinguistic minority children as an element in their biliteracy development and school success. The students were enrolled in four English-language schools in Montreal and Ottawa. The authors found that translation of provincial policy to the local level was uneven, and school achievement often depended on financial considerations, school culture and teacher attitudes.
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| Publication |
Journal of the Canadian Association of Applied Linguistics/Revue canadienne de linguistique appliquée
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| Volume |
Vol. 18
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| Issue |
no. 2
|
| Pages |
85-101
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| Date |
1996
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| Language |
en
|
| Citation |
Taaffe, Ruth, Mary Maguire, and Ian Pringle. “The Impact of Social Contexts and Educational Policy/Practice on Biliteracy Development: Ethnolinguistic Minority Children in English Primary Schools in Ottawa and Montreal.” Journal of the Canadian Association of Applied Linguistics/Revue canadienne de linguistique appliquée Vol. 18, no. 2 (1996): 85–101.
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