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A tale of two Montreal communities: parental perspectives on their children's multi-lingual and multi-literate development

Riches, C. and Curdt-Christiansen, X.-L. (2010) A tale of two Montreal communities: parental perspectives on their children's multi-lingual and multi-literate development. Canadian Modern Language Review, 66 (4). pp. 525-555. ISSN 1710-1131

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To link to this item DOI: 10.3138/cmlr.66.4.525

Abstract/Summary

This comparative inquiry examines the multi-/bilingual nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montreal – English speakers and Chinese speakers – with a 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.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:40481
Publisher:Toronto University Press

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