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Students' View of Inter-Group Tensions in Quebec: The Effect of Language Immersion Experience
| Type of resource | |
|---|---|
| Authors/collaborators |
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| Title |
Students' View of Inter-Group Tensions in Quebec: The Effect of Language Immersion Experience
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| Abstract |
Four subgroups of students in Grades 6 and 11 were surveyed by the authors with open-ended questions to obtain their (a) perceptions of similarities and differences between French and English-speaking Canadians, (b) evaluations of the degree of tension, (c) evaluations of conflicts, and (d) suggestions for improving intergroup relations. The subgroups surveyed comprised monolinguals and bilinguals. The authors contend that the results suggest that early bilingual and bicultural experiences promote more receptive and less ethnocentric attitudes at an earlier age, and provide bilingual students with unique insights into the nature of intergroup problems facing Canadians and ways of ameliorating intergroup relations.
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| Publication |
Canadian Journal of Behavioural Science/Revue canadienne des sciences de comportement
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| Volume |
Vol. 13
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| Issue |
no. 2
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| Pages |
144-160
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| Date |
April 1981
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| Language |
en
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| Citation |
Blake, Larry, Wallace E. Lambert, Nelly Sidoti, and David Wolfe. “Students’ View of Inter-Group Tensions in Quebec: The Effect of Language Immersion Experience.” Canadian Journal of Behavioural Science/Revue canadienne des sciences de comportement Vol. 13, no. 2 (April 1981): 144–160.
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