Bilingual schooling of the Canadian Francophone minority

A Cultural Autonomy Model

Bibliographic Data

ID4178522
AuthorsRodrigue Landry (0000-0002-8817-2071), Réal Allard (0009-0004-9319-0815), Kenneth Deveau
Year2007
Volume2007
Issue185
Publication date2007-01-23
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of the Sociology of Language (JOURNAL)
Journal identifiersISSN: 0165-2516 • E-ISSN: 1613-3668
PublisherWalter de Gruyter GmbH (PUBLISHER • DE)
DOI10.1515/ijsl.2007.029
OpenAlexW1999343292
LanguageEN
Citations received15
References cited19

The article gives an overview of the sociopolitical context that led to the provision of educational rights to Francophone minorities outside Quebec. It also presents a conceptual framework that distinguishes between French immersion, a bilingual program intended to promote additive bilingualism for majority group members, and French schooling, an approach developed to foster additive bilingualism for minority group members. French schooling is described as a cornerstone to cultural autonomy, a process that leads to cultural survival and ethnolinguistic vitality. The concept of cultural autonomy is defined as well as each of its components: social proximity, institutional completeness, and ideological legitimacy. Finally, the article discusses the challenges of the Canadian Francophone minorities in their quest for cultural autonomy. This cultural autonomy model of minority education is seen as unique and as an approach to minority education that could be applied to other linguistic minorities

Autonomy · Biculturalism · Bilingual education · French · French immersion · Ideology · Legitimacy · Linguistics · Minority language · Neuroscience of multilingualism · Pedagogy · Political science · Politics · Sociology · Vitality · Canadian Identity and History · Gender Studies · Law · Linguistic and Sociocultural Studies · Multilingual Education and Policy

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