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International Journal of the Sociology of Language

Founded by Fishman, Joshua A.

Ed. by Garcia Otheguy, Ofelia


SCImago Journal Rank (SJR) 2015: 0.309
Source Normalized Impact per Paper (SNIP) 2015: 0.858
Impact per Publication (IPP) 2015: 0.404

99,00 € / $149.00 / £75.00*

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ISSN
1613-3668
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Bilingual schooling of the Canadian Francophone minority: a cultural autonomy model

Rodrigue Landry1 / Réal Allard2 / Kenneth Deveau3

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Citation Information: International Journal of the Sociology of Language. Volume 2007, Issue 185, Pages 133–162, ISSN (Online) 1613-3668, ISSN (Print) 0165-2516, DOI: 10.1515/IJSL.2007.029, May 2007

Publication History

Published Online:
2007-05-30

Abstract

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.

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[1]
Rémi Léger
Ethnopolitics, 2014, Volume 13, Number 4, Page 418

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