Overview

In French Immersion Ideologies in Canada , Sylvie Roy gives voices to people on their experiences related to French immersion programs in Alberta, Canada. Using a sociolinguistics for change approach, she interprets questions related to language ideologies. She examines reasons people learn French as an additional language and why some students are asked to learn English first. She also reflects on what it means to become or to be bilingual or multilingual in the global world. Roy discusses teachers and learners’ linguistic and cultural practices and examines transculturality for the future. By questioning concepts taken from participants’ discourses, this book explores an understanding of how power is reproduced, who is marginalized in the process, and what can be done to deconstruct ideologies about learning and teaching French in Canada and in the world. Roy demonstrates complex issues related to French and the consequences for learners, parents, teachers and administrators.

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9781793612717

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Reviews

French Immersion has been studied from different angles since its inception fifty years ago as 'the' original Canadian bilingual education model, but never had it been untangled so intimately from the inner perspectives of the primary stakeholders, i.e. students, parents, teachers, and program administrators, focusing on their conception of language, language learning, competency, bilingualism and multilingualism. Fifteen years of research in and around immersion programs lay the groundwork for Sylvie Roy to formulate all the right why?' questions and to provide insightful answers.--Normand Labrie, University of Toronto This book is essential reading for all who seek to understand how language ideologies frame perspectives and experiences with language immersion education and bi/multilingualism. In a highly readable style, Roy synthesizes over 15 years of analysis of compelling ethnographic accounts involving French immersion students, teachers, parents, and other stakeholders. Thought-provoking questions situated in sociolinguistics for change theory invite readers to reflect on current practices and examine deep-rooted ideologies to improve immersion education and allow it to thrive well into the future.--Diane J. Tedick, University of Minnesota

French Immersion has been studied from different angles since its inception fifty years ago as 'the' original Canadian bilingual education model, but never had it been untangled so intimately from the inner perspectives of the primary stakeholders, i.e. students, parents, teachers, and program administrators, focusing on their conception of language, language learning, competency, bilingualism and multilingualism. Fifteen years of research in and around immersion programs lay the groundwork for Sylvie Roy to formulate all the right why?' questions and to provide insightful answers. --Normand Labrie, University of Toronto This book is essential reading for all who seek to understand how language ideologies frame perspectives and experiences with language immersion education and bi/multilingualism. In a highly readable style, Roy synthesizes over 15 years of analysis of compelling ethnographic accounts involving French immersion students, teachers, parents, and other stakeholders. Thought-provoking questions situated in sociolinguistics for change theory invite readers to reflect on current practices and examine deep-rooted ideologies to improve immersion education and allow it to thrive well into the future. --Diane J. Tedick, University of Minnesota

Author Information

Sylvie Roy is professor in the Werklund School of Education at the University of Calgary.

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