Language Projections for Canada, 2011 to 2036

Total Page:16

File Type:pdf, Size:1020Kb

Language Projections for Canada, 2011 to 2036 Catalogue no. 89-657-X2017001 ISBN 978-0-660-06842-8 Ethnicity, Language and Immigration Thematic Series Language Projections for Canada, 2011 to 2036 by René Houle and Jean-Pierre Corbeil Release date: January 25, 2017 How to obtain more information For information about this product or the wide range of services and data available from Statistics Canada, visit our website, www.statcan.gc.ca. You can also contact us by email at [email protected] telephone, from Monday to Friday, 8:30 a.m. to 4:30 p.m., at the following numbers: • Statistical Information Service 1-800-263-1136 • National telecommunications device for the hearing impaired 1-800-363-7629 • Fax line 1-514-283-9350 Depository Services Program • Inquiries line 1-800-635-7943 • Fax line 1-800-565-7757 Standards of service to the public Standard table symbols Statistics Canada is committed to serving its clients in a prompt, The following symbols are used in Statistics Canada reliable and courteous manner. To this end, Statistics Canada has publications: developed standards of service that its employees observe. To . not available for any reference period obtain a copy of these service standards, please contact Statistics .. not available for a specific reference period Canada toll-free at 1-800-263-1136. The service standards are ... not applicable also published on www.statcan.gc.ca under “Contact us” > 0 true zero or a value rounded to zero “Standards of service to the public.” 0s value rounded to 0 (zero) where there is a meaningful distinction between true zero and the value that was rounded p preliminary Note of appreciation r revised Canada owes the success of its statistical system to a x suppressed to meet the confidentiality requirements long-standing partnership between Statistics Canada, the of the Statistics Act citizens of Canada, its businesses, governments and other E use with caution institutions. Accurate and timely statistical information could not F too unreliable to be published be produced without their continued co-operation and goodwill. * significantly different from reference category (p < 0.05) Published by authority of the Minister responsible for Statistics Canada © Minister of Industry, 2017 All rights reserved. Use of this publication is governed by the Statistics Canada Open Licence Agreement. An HTML version is also available. Cette publication est aussi disponible en français. Language Projections for Canada, 2011 to 2036 Table of contents List of tables ..............................................................................................................................................................5 List of charts ..............................................................................................................................................................8 Acknowledgments ...................................................................................................................................................12 Cautionary note .......................................................................................................................................................13 Highlights ................................................................................................................................................................14 Introduction .............................................................................................................................................................17 Chapter 1 Context and methods .............................................................................................................................20 1.1 What projections can and cannot show us ....................................................................................................20 1.2 Previous language projection exercises ........................................................................................................20 1.3 Project what, project whom? Which projected language characteristics? ....................................................21 1.3.1 Language questions used for projection purposes .............................................................................23 1.4 What the Demosim microsimulation model can do .......................................................................................24 1.5 Scenarios analyzed in our study ....................................................................................................................27 Chapter 2 Factors affecting past and recent changes in language groups in Canada ...........................................31 2.1 Fertility ............................................................................................................................................................31 2.2 Intergenerational linguistic continuity .............................................................................................................32 2.3 Population age distribution ............................................................................................................................34 2.4 International immigration ...............................................................................................................................36 2.5 Place of birth and interprovincial migration ...................................................................................................38 2.6 Language transfers ........................................................................................................................................42 2.7 Overview ........................................................................................................................................................44 Chapter 3 Population projections by language group.............................................................................................45 3.1 Recent trends .................................................................................................................................................45 3.2 Canada, Quebec and Canada outside Quebec .............................................................................................49 3.2.1 Mother tongue ......................................................................................................................................49 3.2.2 Language spoken most often at home .................................................................................................53 3.2.3 First official language spoken (FOLS) ...................................................................................................56 3.3 Provinces and territories outside Quebec ......................................................................................................57 3.3.1 English-speaking population ................................................................................................................58 3.3.2 French-speaking population .................................................................................................................60 3.3.3 Non-official-language population .........................................................................................................61 3.4 Areas of contact .............................................................................................................................................62 3.4.1 Montréal census metropolitan area ......................................................................................................63 3.4.2 Ottawa–Gatineau census metropolitan area ........................................................................................67 3.4.3 Ontario’s French-speaking regions (excluding Ottawa) ........................................................................70 3.4.4 New Brunswick .....................................................................................................................................72 3.5 Official-language populations ........................................................................................................................74 3.6 French-language minorities outside Québec .................................................................................................78 3.7 Overview ........................................................................................................................................................79 Statistics Canada – Catalogue no. 89-657-X2016002 3 Language Projections for Canada, 2011 to 2036 Chapter 4 The composition of language groups, 2011 to 2036..............................................................................81 4.1 Language groups’ components of population growth ...................................................................................81 4.2 The evolution of age structures ......................................................................................................................83 4.3 Ethnocultural diversity in the official language groups ...................................................................................89 4.4 Language transfers ........................................................................................................................................92 4.5 Overview ........................................................................................................................................................97 Chapter 5 Evolution of the knowledge of official languages and of English–French bilingualism
Recommended publications
  • Francophone Historical Context Framework PDF
    Francophone Historic Places Historical Context Thematic Framework Canot du nord on the Fraser River. (www.dchp.ca); Fort Victoria c.1860. (City of Victoria); Fort St. James National Historic Site. (pc.gc.ca); Troupe de danse traditionnelle Les Cornouillers. (www. ffcb.ca) September 2019 Francophone Historic Places Historical Context Thematic Framework Francophone Historic Places Historical Context Thematic Framework Table of Contents Historical Context Thematic Framework . 3 Theme 1: Early Francophone Presence in British Columbia 7 Theme 2: Francophone Communities in B.C. 14 Theme 3: Contributing to B.C.’s Economy . 21 Theme 4: Francophones and Governance in B.C. 29 Theme 5: Francophone History, Language and Community 36 Theme 6: Embracing Francophone Culture . 43 In Closing . 49 Sources . 50 2 Francophone Historic Places Historical Context Thematic Framework - cb.com) - Simon Fraser et ses Voya ses et Fraser Simon (tourisme geurs. Historical contexts: Francophone Historic Places • Identify and explain the major themes, factors and processes Historical Context Thematic Framework that have influenced the history of an area, community or Introduction culture British Columbia is home to the fourth largest Francophone community • Provide a framework to in Canada, with approximately 70,000 Francophones with French as investigate and identify historic their first language. This includes places of origin such as France, places Québec, many African countries, Belgium, Switzerland, and many others, along with 300,000 Francophiles for whom French is not their 1 first language. The Francophone community of B.C. is culturally diverse and is more or less evenly spread across the province. Both Francophone and French immersion school programs are extremely popular, yet another indicator of the vitality of the language and culture on the Canadian 2 West Coast.
    [Show full text]
  • Local Labor Markets in Canada and the United States
    Staff Working Paper/Document de travail du personnel 2019-12 Local Labor Markets in Canada and the United States by David Albouy, Alex Chernoff, Chandler Lutz and Casey Warman Bank of Canada staff working papers provide a forum for staff to publish work-in-progress research independently from the Bank’s Governing Council. This research may support or challenge prevailing policy orthodoxy. Therefore, the views expressed in this paper are solely those of the authors and may differ from official Bank of Canada views. No responsibility for them should be attributed to the Bank. www.bank-banque-canada.ca Bank of Canada Staff Working Paper 2019-12 March 2019 Local Labor Markets in Canada and the United States by David Albouy,1 Alex Chernoff,2 Chandler Lutz3 and Casey Warman4 1Corrsponding author Department of Economics University of Illinois and NBER [email protected] 2 International Economic Analysis Department Bank of Canada Ottawa, Ontario, Canada K1A 0G9 [email protected] 3 Securities and Exchange Commission 4 Dalhousie University and NBER ISSN 1701-9397 © 2019 Bank of Canada Acknowledgements We appreciate helpful feedback from David Autor, David Card, Brian Kovak, Peter Kuhn, Ethan Lewis, Lance Lochner, Phil Oreopolous, and Matt Notowidigdo, as well as comments from participants at the 2016 NBER conference “Public Policies in Canada and the United States” in Gatineau, QC; the 2016 Canadian Economic Association Meetings in Ottawa, ON; and the 2016 Atlantic Canadian Economic Meetings in Sackville, NB. The Canadian Census analysis presented in this paper was conducted at the Atlantic Research Data Centre (ARDC), which is part of the Canadian Research Data Centre Network (CRDCN).
    [Show full text]
  • Linguistic Profile of the Bilingual Visible Minority Population in Canada Prepared for the Office of the Commissioner of Official Languages
    Linguistic Profile of the Bilingual Visible Minority Population in Canada Prepared for the Office of the Commissioner of Official Languages Fall 2007 Ce document est également offert en français. Overview The Office of the Commissioner of Official Languages (OCOL) works to ensure the implementation of the Official Languages Act. The Commissioner of Official Languages is required to take all actions and measures within his authority to ensure recognition of the status of each of the official languages and compliance with the spirit and intent of the Official Languages Act in the administration of the affairs of federal institutions, including any of their activities relating to the advancement of English and French in Canadian society. In order to obtain a general picture of the bilingual visible minority population in Canada, Government Consulting Services undertook for OCOL, an analysis using data from the 2001 Census of Canada carried out by Statistics Canada. The analysis looks at bilingualism and education levels of visible minorities and where visible minority populations are located in Canada. Particular attention is given to visible minorities between the ages of 20 and 49, the ideal age for recruitment into the work force. For the purposes of this study, the term "bilingual" refers to the two official languages of Canada. The term "Canadians" is used in this study to refer to people living in Canada, without regard to citizenship. It should be noted that 23% of the visible minority population residing in Canada are not Canadian
    [Show full text]
  • The Vitality of Quebec's English-Speaking Communities: from Myth to Reality
    SENATE SÉNAT CANADA THE VITALITY OF QUEBEC’S ENGLISH-SPEAKING COMMUNITIES: FROM MYTH TO REALITY Report of the Standing Senate Committee on Official Languages The Honourable Maria Chaput, Chair The Honourable Andrée Champagne, P.C., Deputy Chair October 2011 (first published in March 2011) For more information please contact us by email: [email protected] by phone: (613) 990-0088 toll-free: 1 800 267-7362 by mail: Senate Committee on Official Languages The Senate of Canada, Ottawa, Ontario, Canada, K1A 0A4 This report can be downloaded at: http://senate-senat.ca/ol-lo-e.asp Ce rapport est également disponible en français. Top photo on cover: courtesy of Morrin Centre CONTENTS Page MEMBERS ORDER OF REFERENCE PREFACE INTRODUCTION .................................................................................... 1 QUEBEC‘S ENGLISH-SPEAKING COMMUNITIES: A SOCIO-DEMOGRAPHIC PROFILE ........................................................... 4 QUEBEC‘S ENGLISH-SPEAKING COMMUNITIES: CHALLENGES AND SUCCESS STORIES ...................................................... 11 A. Community life ............................................................................. 11 1. Vitality: identity, inclusion and sense of belonging ......................... 11 2. Relationship with the Francophone majority ................................. 12 3. Regional diversity ..................................................................... 14 4. Government support for community organizations and delivery of services to the communities ................................
    [Show full text]
  • Modelling Mixed Languages: Some Remarks on the Case of Old Helsinki Slang1
    MODELLING MIXED LANGUAGES: SOME REMARKS ON THE CASE OF OLD HELSINKI SLANG1 Merlijn de Smit Stockholm University Abstract Old Helsinki Slang (OHS) a linguistic variety spoken in the working-class quarters of Helsinki from approx. 1900 to 1945, is marked by the usage of a virtually wholly Swedish vocabulary in a Finnish morphosyntactic framework. It has recently been subject of two interestingly contrasting treatments by Petri Kallio and Vesa Jarva. Kallio argues that the morphosyntactic base of OHS gives cause to analyzing it as unambiguously Finnic, and therefore Uralic, from a genetic perspective, whereas Jarva, drawing attention to the possible origins of OHS in frequent code-switching, believes it deserves consideration as a mixed language alongside such cases as Ma’a and Media Lengua. The contrasting approaches of the two authors involve contrasting presuppositions which deserve to be spelled out: should the genetic origin of a language be based on the pedigree of its structure (with mixed structures pointing to a mixed genetic origin) or on the sociolinguistic history of its speakers? Taking the latter course, I argue that the most valid model for the emergence of genetically mixed languages is the code-switching one proposed by Peter Auer. Measuring OHS against Auer’s model, however, it is a marginal case for a mixed language, particularly as Auer’s and similar models imply some composition in structural domains, which seems wholly absent in the case of OHS. Thus OHS is not a genetically mixed language, even if it may have developed as one, had early OHS taken a different course as it eventually did.
    [Show full text]
  • Negotiating Ludic Normativity in Facebook Meme Pages
    in ilburg apers ulture tudies 247 T P C S Negotiating Ludic Normativity in Facebook Meme Pages by Ondřej Procházka Tilburg University [email protected] December 2020 This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd/4.0/ Negotiating ludic normativity in Facebook meme pages Negotiating ludic normativity in Facebook meme pages PROEFSCHRIFT ter verkrijging van de graad van doctor aan Tilburg University, op gezag van de rector magnificus, prof. dr. W.B.H.J. van de Donk, in het openbaar te verdedigen ten overstaan van een door het college voor promoties aangewezen commissie in de Portrettenzaal van de Universiteit op maandag 7 december 2020 om 16.00 uur door Ondřej Procházka geboren te Kyjov, Tsjechië Promotores: prof. J.M.E. Blommaert prof. A.M. Backus Copromotor: dr. P.K. Varis Overige leden van de promotiecommissie: prof. A. Georgakopoulou prof. A. Jaworski prof. A.P.C. Swanenberg dr. R. Moore dr. T. Van Hout ISBN 978-94-6416-307-0 Cover design by Veronika Voglová Layout and editing by Karin Berkhout, Department of Culture Studies, Tilburg University Printed by Ridderprint BV, the Netherlands © Ondřej Procházka, 2020 The back cover contains a graphic reinterpretation of the material from the ‘Faceblock’ article posted by user ‘Taha Banoglu’ on the Polandball wiki and is licensed under the Creative Commons Attribution- Share Alike License. All rights reserved. No other parts of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any other means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the author.
    [Show full text]
  • Or, the Textual Production of Michif Voices As Cultural Weaponry
    Intersections of Memory, Ancestral Language, and Imagination; or, the Textual Production of Michif Voices as Cultural Weaponry Pamela V. Sing n his overview of the historic origins in modern thought of ideas playing a central role in the current debate over matters of iden- tity and recognition, Charles Taylor emphasizes that, whether it is a Iquestion of individual or of collective identity, “we become full human agents, capable of understanding ourselves, and hence of defining our identity, through our acquisition of rich human languages of expression” (32). Languages, in this context, signify modes of expression used to iden- tify ourselves, including those of art and literature, and all evolve, are de- veloped, and are acquired in a dialogical manner — that is to say, through exchanges with others. By underscoring the socially derived character of identity, this perspective explains the importance of external recognition, both on an individual basis and on a cultural one. In this article, I intend to focus on an aesthetic that, grounded in memory, demonstrates and requests recognition for a particular type of “love of words.” The words in question belong to Michif, an oral ancestral language that, despite (or perhaps because of) its endangered status, proves to be a powerful identity symbol. Relegated to an underground existence during the latter part of the nineteenth century, the resurgence of Michif words and expressions in literary texts reminds the community to which they belong, and that they are telling (back) into existence, of its historic, cultural, and linguistic sources, thus re-laying claim to a specific and distinct, but unrecognized space on the Canadian word/landscape.
    [Show full text]
  • From European Contact to Canadian Independence
    From European Contact to Canadian Independence Standards SS6H4 The student will describe the impact of European contact on Canada. a. Describe the influence of the French and the English on the language and religion of Canada. b. Explain how Canada became an independent nation. From European Contact to Quebec’s Independence Movement • The First Nations are the native peoples of Canada. • They came from Asia over 12,000 years ago. • They crossed the Bering Land Bridge that joined Russia to Alaska. • There were 12 tribes that made up the First Nations. • The Inuit are one of the First Nation tribes. • They still live in Canada today. • In 1999, Canada’s government gave the Inuit Nunavut Territory in northeast Canada. • The first explorers to settle Canada were Norse invaders from the Scandinavian Peninsula. • In 1000 CE, they built a town on the northeast coast of Canada and established a trading relationship with the Inuit. • The Norse deserted the settlement for unknown reasons. • Europeans did not return to Canada until almost 500 years later… • The Italian explorer, John Cabot, sailed to Canada’s east coast in 1497. • Cabot claimed an area of land for England (his sponsor) and named it “Newfoundland”. •Jacques Cartier sailed up the St. Lawrence River in 1534. •He claimed the land for France. •French colonists named the area “New France”. • In 1608, Samuel de Champlain built the first permanent French settlement in New France— called Quebec. • The population grew slowly. • Many people moved inland to trap animals. • Hats made of beaver fur were in high demand in Europe.
    [Show full text]
  • Québec French in Florida: North American Francophone Language Practices on the Road
    Québec French in Florida: North American Francophone Language Practices on the Road HÉLÈNE BLONDEAU Introduction Most of the sociolinguistic research on French in North America has focused on stable speech communities and long-established francophone groups in Canada or in the US, including Franco-Americans, Cajuns, Québécois and Acadians.1 However, since mobility has become an integral part of an increasingly globalized society, research on the language practices of transient groups of speakers is crucial for a better understanding of twenty-first-century francophone North America. The current article sheds light on the language practices of a group of speakers who experience a high degree of mobility and regular back-and-forth contact between francophone Canada and the US: francophone peoples of Québécois origin who move in and out of South Florida. For years, Florida has been a destination for many Canadians, some of whom have French as their mother tongue. A significant number of these people are part of the so-called “snowbird” population, a group that regularly travels south in an attempt to escape the rigorous northern winter. Snowbirds stay in the Sunshine State only temporarily. Others have established themselves in the US permanently, forming the first generation of Canado-Floridians, and another segment of the population is comprised of second-generation immigrants. By studying the language practices of such speakers, we can document the status of a mobile francophone group that has been largely under-examined in the body of research on French in North America. In this case, the mobility involves the crossing of national borders, and members of this community come in contact with English through their interactions with the American population in Florida.
    [Show full text]
  • French in Québec: a Standard to Be Described and Uses to Be Prioritized
    The French Language in Québec: 400 Years of History and Life Part Four II – French a Shared Language Chapter 13 – Which Language for the Future? 52. French in Québec: A Standard to be Described and Uses to Be Prioritized PIERRE MARTEL and HÉLÈNE CAJOLET-LAGANIÈRE The Evolution of the Standard for Written and Spoken French in Québec For more than two centuries, Québécois have lived in a twofold linguistic insecurity. On the one hand, French was rendered a second-class language by English, which was widely dominant in a number of social spheres and, on the other, its status was undermined compared to the French of France, the one and only benchmark. The “ Joual dispute” of the 1960s and 1970s crystallized opinions around a simplistic alternative: either the language of Québécois was the French of France (most usually termed International French 1, chiefly in order to indicate no dependence on the mother country), in which case every effort would have to be made to conform to it on every point, or else theirs was the popular language of those who were little educated, that is, vernacular speech, stigmatized by the term “ Joual ,” which some associated with the very identity of the Québécois. This black and white representation of the state of our language was ideological and unrealistic. It was as if French was made up of only a “standard” level, the correct written usage, and as if Québec French had only one language level, the vernacular, and even the lax and vulgar language. The Charter of the French Language, promulgated in 1977, contained no provision aimed at defining “French in Québec,” the “standard” or the “quality of the language.” However, the 1 The French Language in Québec: 400 Years of History and Life Part Four II – French a Shared Language Chapter 13 – Which Language for the Future? Policy Statement that gave birth to the Charter drew attention to the necessity of having a quality language.
    [Show full text]
  • The Expert Panel on the Socio-Economic Impacts of Innovation Investments
    INNOVATION IMPACTS: MEASUREMENT AND ASSESSMENT The Expert Panel on the Socio-economic Impacts of Innovation Investments Science Advice in the Public Interest INNOVATION IMPACTS: MEASUREMENT AND ASSESSMENT The Expert Panel on the Socio-economic Impacts of Innovation Investments ii Innovation Impacts: Measurement and Assessment THE COUNCIL OF CANADIAN ACADEMIES 180 Elgin Street, Suite 1401, Ottawa, ON Canada K2P 2K3 Notice: The project that is the subject of this report was undertaken with the approval of the Board of Governors of the Council of Canadian Academies. Board members are drawn from the Royal Society of Canada (RSC), the Canadian Academy of Engineering (CAE), and the Canadian Academy of Health Sciences (CAHS), as well as from the general public. The members of the expert panel responsible for the report were selected by the Council for their special competencies and with regard for appropriate balance. This report was prepared in response to a request from the Ontario Ministry of Research and Innovation. Any opinions, findings, or conclusions expressed in this publication are those of the authors, the Expert Panel on the Socio-economic Impacts of Innovation Investments, and do not necessarily represent the views of their organizations of affiliation or employment. Library and Archives Canada Cataloguing in Publication Innovation impacts: measurement and assessment [electronic resource] : socio-economic impacts of innovation investments of the government of Ontario/ Council of Canadian Academies. Includes bibliographical references and index. Electronic monograph in PDF format. Issued also in print format. ISBN 978-1-926558-58-5 1. Public investments – Ontario – Measurement. 2. Public investments – Ontario – Evaluation. 3. Technological innovations – Government policy – Ontario.
    [Show full text]
  • “Goat-Sheep-Mixed-Sign” in Lhasa – Deaf Tibetans' Language Ideologies
    Theresia Hofer “Goat-Sheep-Mixed-Sign” in Lhasa – Deaf Tibetans’ language ideologies and unimodal codeswitching in Tibetan and Chinese sign languages, Tibet Autonomous Region, China 1 Introduction Among Tibetan signers in Lhasa, there is a growing tendency to mix Tibetan Sign Language (TSL) and Chinese Sign Language (CSL). I have been learning TSL from deaf TSL teachers and other deaf, signing Tibetan friends since 2007, but in more recent conversations with them I have been more and more exposed to CSL. In such contexts, signing includes not only loan signs, loan blends or loan trans- lations from CSL that have been used in TSL since its emergence, such as signs for new technical inventions or scientific terms. It also includes codeswitching to CSL lexical items related to core social acts, kinship terms or daily necessities, for which TSL has its own signs, such as for concepts including “to marry”, “mother”, “father”, “teacher”, “house”, “at home”, “real”, “fake”, “wait”, “why”, “thank you” and so on.1 Some Tibetan signers refer to the resulting mixed sign language as “neither- goat-nor-sheep sign” (in Tibetan ra-ma-luk lak-da). This phrase is partly derived from the standard Lhasa Tibetan expression of something or somebody being “neither-goat-nor-sheep” (in Tibetan ra-ma-luk), an expression widely used in the context of codeswitching between Lhasa Tibetan and Putunghua (i.e. stan- dard Chinese) and the resulting “neither-goat-nor-sheep language” (in Tibetan 1 Although the acronym TSL is also used for Taiwan Sign Language and Thai Sign Language, I use it here, because it is used in the English designations of many TSL-related publications written in the Tibetan language, co-authored by deaf Tibetans.
    [Show full text]