So They Want Us to Learn French: Promoting and Opposing Bilingualism in English-Speaking Canada
Since the 1960s, bilingualism has become a defining aspect of Canadian identity. And yet, today, relatively few English Canadians speak or choose to speak French. Why has personal bilingualism failed to increase as much as attitudes about bilingualism as a Canadian value?
In So They Want Us to Learn French, Matthew Hayday explores the various ways in which bilingualism was promoted to English-speaking Canadians from the 1960s to the late 1990s. He analyzes the strategies and tactics employed by organizations on both sides of the bilingualism debate. Against a dramatic background of constitutional change and controvery, economic turmoil, demographic shifts, and the on-again, off-again possibility of Quebec separatism, English-speaking Canadians had to decide whether they and their children should learn French. Highlighting the personal experiences of proponents and advocates, Hayday provides a vivid narrative of a complex, controversial, and fundamentally Canadian question.
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1 Bilingualism and Official Languages in Canada
2 From Chez Hélène to the First French Immersion Experiments
3 Playing Games with the Language Czar
4 Social Movement Activism 196976
5 Canadian Parents for French and Its Adversaries 197786
6 Internationalization and Higher Education
7 Canadian Parents for French and Local Activism 197787
9 Squaring Off with the Foes of Bilingualism in the Meech Lake Years 198690
10 Constitutional Crises and Economic Challenges in the Early 1990s
11 A Millennial Reprieve
Unpublished Primary Sources
8 Shifting Priorities in the Commissioners Office
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So They Want Us to Learn French: Promoting and Opposing Bilingualism in ...
No preview available - 2015