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ERIC Number: EJ970545
Record Type: Journal
Publication Date: 2012-May
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0008-4506
Multiple Minorities or Culturally and Linguistically Diverse (CLD) Plurilingual Learners? Re-Envisioning Allophone Immigrant Children and Their Inclusion in French-Language Schools in Ontario
Prasad, Gail
Canadian Modern Language Review, v68 n2 p190-215 May 2012
Four out of five immigrants to Canada speak a language other than English or French as a first language. Immigration is increasingly transforming francophone minority communities. Allophone children acquire minority status on multiple levels within French-language schools, where they can become both a linguistic minority and a cultural minority within an official francophone minority in Canada. This article examines how culturally and linguistically diverse (CLD) allophones have been constructed historically through official language and multiculturalism policies in Canada and how this political framing limits language rights and schooling for allophone immigrant children. By examining recent language policies, this article argues that the ways in which policy makers, educators, and researchers conceptualize CLD children shape their integration into Canada. This article draws upon a case study of teachers' practices with allophone learners in one French-language school to highlight the potential for transformative third-space practices to support CLD children in French-language schools. (Contains 1 note and 1 table.)
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada