DOCSLIB.ORG

Linguistic Identity, Boundary Work and Social Status

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Linguistic Identity, Boundary Work and Social Status LINGUISTIC IDENTITY, BOUNDARY WORK AND SOCIAL STATUS A COMPARATIVE STUDY OF QUEBEC ENGLISH-SPEAKING AND FRANCO-ONTARIAN POSTSECONDARY STUDENTS’ LINGUISTIC IDENTITY, BOUNDARY WORK AND SOCIAL STATUS JOHANNE JEAN-PIERRE, B.SC., B.A., M.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Doctor of Philosophy McMaster University © Copyright by Johanne Jean-Pierre, 2016 PhD Dissertation - Johanne Jean-Pierre, McMaster University, Department of Sociology MCMASTER UNIVERSITY DOCTOR OF PHILOSOPHY HAMILTON, ONTARIO (SOCIOLOGY) TITLE: A comparative study of Quebec English-Speaking and Franco-Ontarian postsecondary students’ linguistic identity, boundary work and social status AUTHOR: Johanne Jonathas Jean-Pierre B.Sc. (Université de Montréal), B.A. (University of Alberta), M.A. (Université d’Ottawa) SUPERVISOR: Professor Scott Davies NUMBER OF PAGES: 222 pages ii PhD Dissertation - Johanne Jean-Pierre, McMaster University, Department of Sociology LAY ABSTRACT: Francophones outside of Quebec and Quebec Anglophones are official language minorities with rights enshrined in the 1985 revised Official Languages Act. Their postsecondary experiences are less studied than their elementary and high school pathways. This dissertation summarizes the results of a study about the beliefs, attitudes and thoughts of Franco-Ontarian and Quebec English-speaking postsecondary students about their linguistic identity, culture, their education, and the role of bilingualism in their lives. In order to do so, interviews were completed in Montreal, Ottawa and Toronto with CEGEP, college and university students or recent graduates between January and June 2014 with a total of 36 participants. The results indicate that historical linguistic conflicts and the contemporary political context influence the responses of each group. The interviews also reveal that Quebec English-speaking participants want to be fully accepted as Quebecers while Franco-Ontarian participants worry for the future of their communities. iii PhD Dissertation - Johanne Jean-Pierre, McMaster University, Department of Sociology ABSTRACT: Kymlicka (2007) identifies three diversity silos in Canada: Indigenous peoples, official bilingualism, and multiculturalism encompassing immigrants and ethnic groups. This dissertation falls within the official bilingualism silo and explores linguistic identity, boundary work and social status amongst Franco-Ontarian and Quebec English- speaking postsecondary students. Using a qualitative approach, semi-structured interviews were conducted in Montreal, Ottawa and Toronto between January and June 2014 with 36 participants in English and French. First, this dissertation investigates how Franco-Ontarian and Quebec English-speaking postsecondary students choose to self- identify, define, and enact their linguistic identity. Second, many questions aim to gauge potential symbolic linguistic boundaries, their porosity, and the role of bilingualism. Third, this dissertation delves into participants’ experiences of discrimination based on language or linguicism. Fourth, this inquiry examines if: a) the participants believe that bilingualism is highly esteemed and respected as a social status, b) if they believe that language is a commodity, c) and independently of their belief, if bilingualism results in a cosmopolitan lifestyle. Certain themes permeate all the chapters. Franco-Ontarian postsecondary students experience linguistic insecurity and express concerns for the future of French in their communities. While Quebec English-speaking postsecondary students do not voice fear for the future of the English language, they reveal a deep desire to be recognized as belonging in Quebec society. Some policy implications are discussed in the conclusion. iv PhD Dissertation - Johanne Jean-Pierre, McMaster University, Department of Sociology ACKNOWLEDGEMENTS Thank you to all of you for: Hinting that I should pursue a Ph.D., Dr. Victor Da Rosa, my M.A. supervisor Answering my questions about the program, Vicky Maldonado Noting my potential, the Canadian Institute for Research on Linguistic Minorities Kindly designing the maps of appendices D and E, Mrs. Josée Guignard Noël. Your optimism and encouragement, Dr. Jeffrey Reitz Offering your support, Dr. Melanie Heath, Dr. Tina Fetner and Dr. Neil McLaughlin Urging me to work and persevere, Rochelle Wijesingha and Dr. Fernando Nunes. Making me dream and believe, Kaya Hamer-Small and Dr. Shiva Adel Exchanging your ideas on my committee, Dr. Jeffrey Denis and Dr. Victor Satzewich Responding with trust, respect and humour to my work, Dr. Scott Davies, my supervisor Championing and cherishing knowledge, culture and education, the Jean-Pierre family Imparting me opportunities with your conscious choices and vision, my parents. Always present in solidarity, my accomplice, my brother Kenny. This dissertation is dedicated to the memory of my late maternal grand-mother One who gave a lot, Anne Rose Marguerite Jean-Baptiste. Upon completion, I acknowledge and thank you all, Sailing into the wind with faith, hope and love. This research was supported by the Social Sciences and Humanities Research Council of Canada (2013-2014) and the Ontario Graduate Scholarship Program (2011-2012, 2014- 2015). v PhD Dissertation - Johanne Jean-Pierre, McMaster University, Department of Sociology TABLE OF CONTENTS Lay abstract iii Abstract iv Acknowledgement v Table of contents vi List of figures and tables ix Chapter 1: Literature review and theoretical framework 1 Literature review 5 Canadian higher education 6 Outcomes of postsecondary education 7 The environmental climate of postsecondary institutions 10 Higher education and official language minorities 12 Definitions of official language minorities 17 Community vitality and education 28 Quebec English-speakers and vitality 32 Franco-Ontarians and vitality 38 Linguistic insecurity 42 Theoretical framework 45 Linguistic self-identification and civic engagement 45 Linguistic symbolic boundaries 47 Social status, cosmopolitanism and commodification 50 Chapter 2: Methodology 58 Recruitment 58 Participants 67 Interviewing as a process 71 Limitations 74 Conclusion 80 Chapter 3: Linguistic identity 82 Self-identification 84 From Anglophone to bilingual: a continuum 84 From Francophone to bilingual: a continuum 87 Civic engagement 92 Quebec English-speakers’ commitment to linguistic identity 92 Franco-Ontarians’ commitment to linguistic identity 96 Conclusion 102 Chapter 4: Linguistic symbolic boundaries 108 Boundary work and the permeability of symbolic boundaries 111 Quebec English-speakers, boundary work and permeability 112 Franco-Ontarians, boundary work and permeability 114 Cultural Frames 117 Quebec English-speakers’ cultural frames 117 Speaking the language 117 Culture or no culture 118 Politics of recognition 119 Franco-Ontarians’ cultural frames 121 vi PhD Dissertation - Johanne Jean-Pierre, McMaster University, Department of Sociology Politics of recognition 121 Francophonie or being Francophone as a global identity 123 Beyond speaking a language: territory, history and culture 123 Cultural repertoires 126 Quebec English-speakers’ cultural repertoire 126 Code switching 126 Ambivalent attitude 127 Franco-Ontarians’ cultural repertoire 128 Code-switching 128 Pride and attachment 128 Conclusion 129 Chapter 5: Discrimination based on language or linguicism 133 Quebec English-speakers and discrimination 137 Out-group related discrimination 138 Responses to stigma and discrimination 141 Avoiding discrimination: code-switching and fluency 141 Ambivalent attitude 144 Franco-Ontarians and discrimination 146 In-group related discrimination 148 Responses to stigma and discrimination 150 Affirmation and pride 151 Avoiding discrimination: code-switching and fluency 152 Conclusion 152 Chapter 6: Social status, cosmopolitanism, the commodification of language and 155 postsecondary education experiences Social status 158 Social status among Quebec English-speakers 158 Social status among Franco-Ontarians 162 Cosmopolitanism 164 Cosmopolitan Quebec English-speakers 164 Cosmopolitan Franco-Ontarians 167 The Nuanced commodification of language 169 Nuanced commodification and Quebec English-speakers 169 Nuanced commodification and Franco-Ontarians 170 Postsecondary education experiences 172 Postsecondary education experience of Quebec English-speakers 173 Postsecondary education experiences of Franco-Ontarians 174 Conclusion 178 Chapter 7: Conclusion 185 References 191 Appendix A: Interview questions 212 Appendix B: Thermometer 213 Appendix C: Colleges and universities serving official language minorities (table) 214 Appendix D: Colleges and universities available to official language minorities in 215 Canada (map) Appendix E: Colleges and universities available to official language minorities (Ontario 216 vii PhD Dissertation - Johanne Jean-Pierre, McMaster University, Department of Sociology and Quebec) Appendix F: Statistics Canada map- Percentage of population reporting French as first 217 official language spoken in 2011 by 2011 census division/Percentage of population reporting English as first official language spoken in 2011 by 2011 census division Appendix G: List of national, provincial and territorial francophone advocacy 218 associations for communities in a minority situation Appendix H: List of francophone associations promoting educational and cultural 219 development for communities in a minority situation Appendix I: McMaster research ethics
Load more

Recommended publications
  • Bibliography of Education, 1911-11
    I UNITEDSTATESBUREAU ,OFEDUCATION 657 BULLETIN, 1915, NO. 30 - - - WHOLE NUMBER BIBLIOGRAPHYOFEDUCATION FOR 19,1 1-1 2 a at, Ab. WASHINGTON GOVERNMENT PRINTINGOFFICE 1915 ADDITIONAL COPIES PIMLICATION MAT DR PROCUREDFROM THE '1:PERIN-TENDERT OrDOCUMENTS GOVERNMENT PRINTING OPTICS WASHINGTON, D. C. AT 2O CENTS PER COPY 205570 .A AUG 28 1918 athl 3 a -3g CONTENTS. i9IS 30 -3 8 Generalities: Bibliography Page. New periodicals 7 9 Pulaications of associations, sociefies, conferences,etc. National State and local 9 14(i' Foreign 23 International Documents 23 Encyclopedias 23 24 History and description: General Ancient 24 25 Medieval 25 odena 25 United States . Ge.neral 25 Public-school system 28 Secondary education 28 Higher or university education 29 National education association 30 Canada s 30 South AmericaWest Indies 31 Great Britain 31 Secondary education 32 Higher or university education 32 Austria 32 France 33 Germany 33 Higher or university education 34 Italy Belgium 35 Denmark 35 Sweden 35 Iceland 35 Switzerland 35 Asia 35 .China 35 India Japan 38 Now Zealand 38 Philippine Islands 38' Biography 37 Theory of education 38 Principles and practice of teaching: General 42 Special methods of instruction 44 Moving pictures, phonographs, etc 44 Methods of study.. 45 Educational psychology 45 Child study 48 Child psychology 49 Plays, games, etc 49 4 CONTENTS. Principles and practice of teachingContinued. Pais. Kindergarten and primary education 50 Montessori method 52 Elementary or common-school education 54 Rural schools. 54 Curriculum. 57 Reading . 58 Penmanship 58 . Spelling 58 Composition and language study 59 Languages 59 History 59 Geography 59 Nature study and science 60 Arithmetic .
    [Show full text]
  • Ontario Report: Process Or Content?
    Ontario Report: Process or Content? Murray G. Ross * The Learning Society. Report of the Commission on Post-Secondary Education in Ontario. Toronto : the Ministry of Government Services, 1972. The final report of the Commission on Post-Secondary Education in Ontario is such a vast improvement on its Draft Report that one is tempted to greet this new document with unqualified enthusiasm. The Draft Report published in January 1972 was a near disaster. Ill-conceived and badly written, it shocked the academic world — less by the ideas it proposed than by the level and quality of intellectual activity it represented. The final report, which is entitled The Learning Society, has been tidied up considerably : it is well-organized, clearly focused, and the writing has improved remarkably. But a comparison with the Draft Report is not an adequate basis upon which to judge the result of the Commission's work. One must see this latter in terms of the time, money and resources available. This is a Commission that has been in existence for four years, it had ample funds (spending $304,000 on its meetings, $671,000 for research, $273,000 for public hearings), members of the Commission visited 11 foreign countries including Japan, Norway, Denmark and West Germany, and it was in receipt of 742 briefs from individuals, groups, and institutions in the Province. Given these resources in time, money and ideas one has a right to expect a thorough examination of the post-secondary system of education in Ontario ; a well-documented and reason pre- sentation of problems, issues and solutions ; and a series of recommendations that give direction not only to the post-secondary educational system as a whole but for the various parts of that system as well.
    [Show full text]
  • The Quebec Education Program (QEP) Makes up the Core Curriculum for Elementary and Secondary School Students
    The Quebec History and Citizenship Education Curriculum and the Benchmarks of Historical Thinking (BHT): Convergence and Divergence David Lefrancois and Stephanie Demers The Quebec Education Program (QEP) makes up the core curriculum for elementary and secondary school students. It is divided according to levels (elementary and secondary), then according to cycles. Consequently, there is one elementary curriculum and two secondary curricula (one for the first cycle – grades seven and eight, known as secondary one and two, and another for the second cycle, grades nine through eleven, known as secondary three to five). In terms of structure and prescriptions, differences between the two secondary school curricula are minor. The only significant differences relate to content: the social phenomena which are studied change from one cycle to the next. The QEP structures the aims, objects and content of the Quebec history program. The Benchmarks of Historical Thinking (BHT), on the other hand, are not part of a curriculum, but rather make up a series of key reference points for evaluating what students should be able to accomplish in learning history. Collectively, they represent structural, cognitive concepts of historical thinking. Examples of tasks centred on the Benchmarks concepts illustrate what to expect of students putting them into practice. 1. Conceptions of history and the purpose of teaching history There exists some convergence in the aims put forth by the QEP and that of the BHT, particularly in regards to students building their identity and worldview, as well as in the development of skills or intellectual and critical competencies. Where these two programs diverge is in the origins of their theoretical foundations.
    [Show full text]
  • The Dynamics of Ethno-Linguistic Mobilisation in Canada: a Case Study of Alliance Québec
    UNIVERSITÉ D'OTTAWA UNIVERSITY OF OTTAWA TEEDYNNCS OF ETHNO-WGmSTIC MOBILISATIONIN CANADA: A CASE STUDY OFALLlANCE QUEBEC A Thesis Submitted to The School of Graduate Studies and Research In Candidacy for the Degree of Master of Artç Department of Politid Science Paul Prosperi University of Ottawa e (c)Paul Prosperi, Ottawa, Canada, 1995 BibliotMque nationale du Canada Aguisitions and Acquisitions et Bibliographie Services seMces bibliographiques 395 Wellington Street 395. rue Wellington Mtawa ON KIA ON4 Ottawa ON KIA ON4 Canada Canada The author has granted a non- L'auteur a accordé une Iicence non exclusive licence allowing the exclusive permettant à la National Lhrary of Canada to Bibliothèque nationale du Canada de reproduce, loan, distri'bute or seil reproduire, prêter, distrr'buer ou copies of this thesis in microfonn, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfichelfilm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts Eom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. 1 am exfremeIy grateful ta several people without whom this work could not have been compIeted. My thesis director J.A. Laponce, whose invaluable knowledge, patience and encouragement made the research and writing of the thesis most enjoyable. 1 would aiso like to thank John Trent and J.F.
    [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]
  • The College System Stong
    The College System Stong. The unique character of Calumet College life and governance developed during the many years in Atkinson when Calumet served only commuter students. Master Eric Winter opened the college's first computer A distinguishing feature of York University is the college system that lab and introduced computer-related college courses. In 1991, through the uniquely bridges the large multi-Faculty university to smaller units for a leadership of Master Peggy Keall, Calumet College and Calumet closer relationship between faculty members and students. York Colleges Residence buildings were opened. Calumet is affiliated with the Faculty of are small interdisciplinary communities, with distinctive characters and Arts; we also house the "Business History and Ethics" course in the BBA mandates, that offer a welcoming, innovative and convivial environment programme of the Schulich School of Business. supportive of students successful adjustment to the university and the successful completion of their degree requirements. Each undergraduate As do all colleges, Calumet aims to provide services, facilities and student entering York University for the first time is placed in a college. The opportunities for students in all aspects of university life: academic, social, seven colleges serving day students -- Calumet, Founders, McLaughlin, cultural, and recreational. All members of the Calumet community, Norman Bethune, Stong, Vanier and Winters -- provide a wide range of students, Fellows, alumni, alumnae, and administration are encouraged to academic and extra-curricular activities to complement the instructional participate. programmes of the various Faculties and to enrich the experience of the Behind all of Calumet's activities there is a fundamental point of view, a York student.
    [Show full text]
  • Quebec Education: the Unfinished Revolution
    Norman Henchty Quebec Education: The Unfinished Revolution Profound changes have taken place in the Province of Quebec since 1960. The period is described as the Quiet Revo­ lution and like all genuine revolutions change penetrated deeply into every aspect of the society - the identity, the culture, the institutions, and the people. The French-speaking Quebecer was once defined by his attachment to tradition, his allegiance to the Church, his elitist view of society, his distrust of change, and his detachment from the economic life of the continent. But a new definition has been emerging over the last decade: concern for the present, adherence to a secular and political ethic, an egalitarian view of society, a commit­ ment to change, an engagement in the technology and econ­ omics of the post-industrial state. As the identity of the French Quebecer alters, the tradi­ tional assumptions on which the English Quebecer has oper­ ated no longer hold. His economic and social cocoon has been broken open and he finds himself a member of a minority group, a stranger in a strange land. His identity is trans­ formed and in an ironic way he exchanges places with the French: it is now the English Quebecer who worries about the survival of his culture and language, who seeks his security in tradition, who stands on his constitutional rights. As identities change, so do cultures and institutions. Churches and convents, once the citadels of power, become shrines of a history turned aside; the theology and history of the classical college become the sociology and informatique of the Cegeps; the triumvirate of doctor-lawyer-priest becomes that of bureaucrat-accountant-animateur .
    [Show full text]
  • Community Development in English-Speaking Communities in Québec: Lessons Learned from a Participatory Action Research Project
    Community development in English-speaking communities in Québec: lessons learned from a participatory action research project INSTITUT NATIONAL DE SANTÉ PUBLIQUE DU QUÉBEC Community development in English-speaking communities in Québec: lessons learned from a participatory action research project Développement des individus et des communautés January 2014 AUTHORS Mary Richardson, PhD, Anthropologist Institut national de santé publique du Québec Shirley Jobson, research professional Institut national de santé publique du Québec Joëlle Gauvin-Racine, research professional Institut national de santé publique du Québec REVIEW COMMITTEE Cheryl Gosselin, Professor Bishop’s University Jennifer Johnson, Executive Director Community Health and Social Services Network Kit Malo Centre for Community Organizations Lorraine O’Donnell Québec English-Speaking Communities Research Network (Concordia University and Canadian Institute for Research on Linguistic Minorities) Louis Poirier, Chef d’unité Institut national de santé publique du Québec Paule Simard, Chercheure Institut national de santé publique du Québec Normand Trempe, Project coordinator Institut national de santé publique du Québec ACKNOWLEDGEMENTS This project was instigated by the Community Health and Social Services Network (CHSSN) and received financial support from Health Canada. We also wish to acknowledge the valuable comments and suggestions made by the review committee. Ce document est disponible intégralement en format électronique (PDF) sur le site Web de l’Institut national de santé publique du Québec au : http://www.inspq.qc.ca. Les reproductions à des fins d’étude privée ou de recherche sont autorisées en vertu de l’article 29 de la Loi sur le droit d’auteur. Toute autre utilisation doit faire l’objet d’une autorisation du gouvernement du Québec qui détient les droits exclusifs de propriété intellectuelle sur ce document.
    [Show full text]
  • Can the Reggio Emilia Approach Help with the Implementation of the New Quebec Curriculum?
    ADAPTING TO CHANGE: CAN THE REGGIO EMILIA APPROACH HELP WITH THE IMPLEMENTATION OF THE NEW QUEBEC CURRICULUM? PAULINE MESHER & HELEN AMORIGGI McGiII University ABSTRACT. Educators in Quebec are faced with implementation of a curricu­ lum reform, which places particular emphasis on young children's learning. One of the most highly regarded approaches to early childhood education is the Reggio Emilia approach, which began in Italy after the Second World War. Documentation of the success of this approach reveals imaginative and creative work produced by three-, four- and five-year-old children. The Reggio Emilia approach has significant similarities to the new Quebec curriculum. These include building on children's previous experiences; allowing children to set goals for themselves and decide on choice of projects; and drawing on a variety of 'languages' to represent children's ideas (e.g. artistic, verbal, or symbolic). In this article, we explore three relevant components of the Reggio Emilia approach which could assist in the impIe­ mentation of the new Quebec curriculum: 1) the environment, 2) project­ based learning, and 3) documentation. AJUSTEMENT AU CHANGEMENT: LA DÉMARCHE DE REGGIO EMILIA PEUT-ELLE CONTRIBUER À LA MISE EN ŒUVRE DU NOUVEAU CURSUS DU QUÉBEC? RÉSUMÉ. Les éducateurs du Québec sont tenus de mettre en œuvre une réforme du programme scolaire qui attache plus d'importance à l'apprentissage des jeunes enfants. L'une des méthodes d'enseignement préscolaire particulièrement prisées est la méthode de Reggio Emilia, qui a débuté en Italie après la Deuxième guerre mondiale. Le succès de cette méthode est attesté par des œuvres imaginatives et créatives conçues par des enfants de trois, quatre et cinq ans.
    [Show full text]
  • The Case of the Second Person Plural Form Memòria D’ Investigació
    Pronominal variation in Southeast Asian Englishes: the case of the second person plural form Memòria d’ investigació Autora: Eva María Vives Centelles Directora: Cristina Suárez Gómez Departament de Filologia Espanyola, Moderna i Clàssica Universitat de les Illes Balears Data 10 Gener 2014 OUTLINE 1. Introduction …………………………………………………………...........2 2. Brief history of World Englishes ……………………………………............4 3. Theoretical framework: Models of analysis………………………………...6 3.1 Kachru’s Three Concentric Circles……………………………..7 3.2.McArthur’s Circle of World English…………………………..10 3.3.Görlach’s A circle of International English…………………….12 3.4.Schneider’s Dynamic Model of Postcolonial Englishes……….14 4. East and South-East Asian Englishes………………………………………25 4.1. Indian English (IndE) .…………………………………………26 4.2. Hong Kong English (HKE)…………………………………….34 4.3 Singapore English (SingE)……………………………………...38 4.4. The Philippines English (PhilE)………………………………44 5. Second person plural forms in the English language……………………....48 6. Description of the corpus and data analysis……………………………….58 6.1. Description of the corpus………………………………………58 6.2. Data Analysis…………………………………………………..61 7. Conclusions……………………………………………………...................80 8. Limitations of the study…………………………………………………….84 9. Questions for further research……………………………………………...84 10. References.....................................................................................................85 11. Appendix…………………………………………………………………...93 1 1. INTRODUCTION When the American president John Adams (1735-1826)
    [Show full text]
  • Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: a 21St Century Perspective
    MULTILINGUAL MATTERS 116 Series Editor: John Edwards Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st Century Perspective Edited by Joshua A. Fishman MULTILINGUAL MATTERS LTD Clevedon • Buffalo • Toronto • Sydney Library of Congress Cataloging in Publication Data Can Threatened Languages Be Saved? Reversing Language Shift Revisited: A 21st Century Perspective/Edited by Joshua A. Fishman. Multilingual Matters: 116 Includes bibliographical references and index. 1. Language attrition. I. Fishman, Joshua A. II. Multilingual Matters (Series): 116 P40.5.L28 C36 2000 306.4’4–dc21 00-024283 British Library Cataloguing in Publication Data A CIP catalogue record for this book is available from the British Library. ISBN 1-85359-493-8 (hbk) ISBN 1-85359-492-X (pbk) Multilingual Matters Ltd UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7HH. USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA. Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada. Australia: P.O. Box 586, Artarmon, NSW, Australia. Copyright © 2001 Joshua A. Fishman and the authors of individual chapters. All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Index compiled by Meg Davies (Society of Indexers). Typeset by Archetype-IT Ltd (http://www.archetype-it.com). Printed and bound in Great Britain by Biddles Ltd. In memory of Charles A. Ferguson 1921–1998 thanks to whom sociolinguistics became both an intellectual and a moral quest Contents Contributors . vii Preface . xii 1 Why is it so Hard to Save a Threatened Language? J.A.
    [Show full text]
  • TORONTO RENAISSANCE and REFORMATION COLLOQUIUM Members
    - 87 - TORONTO RENAISSANCE AND REFORMATION COLLOQUIUM Members. 1967-68 Miss Anne Begor, Dept. of English, University College, Univ. of Toronto Mrs, Lita-Rose Betcherman, k Gardiner Road, Toronto 10, Ontario William P. Blissett, Depto of English, University College, Univ. of Toronto David A„ Blostein, Dept. of English, Victoria College, Univ» of Toronto A.H.Brodie, Dept. of English, University of Guelph, Guelph, Ontario Miss Marion Bro\m, Rare Book Room, University of Toronto Library Mrs. Patricia L. Briickmann, Dept. of English, Trinity College, Univ. of Toronto Allen Bo Cameron, Dept. of English, New College, Univ. of Toronto James A. Carscallen, Dept. of English, Victoria College, Univ. of Toronto Miss A.L.Cook, 3^ Tranby Avenue, Toronto 5, Ontario Miss Beatrice M. Corrigan, Dept. of Italian and Hispanic Studies, Univ. of Toronto L. Cummings, St. Jerome's College, Univ. of Waterloo, Waterloo, Ontario John P. Cutts, Dept. of English, Wayne State Univ., Detroit, Mich» 48202 U.S.A. Mrs. Natalie Z. Davis, Dept. of History, Univ. of Toronto Miss Ellen Denoon, Dept, of English, University College, Univ. of Toronto EoJoDevereux, Dept. of English, Univ. of Western Ontario, London, Ontario ReVo R.B.Donovan, Dept. of French, St. Michael's College, Univ. of Toronto Stillman Drake, Inst, for the History and Philosophy of Science and Technology, 'it. Univ. of Toronto (621 Spadina Ave,, Toronto) -__ - G.Warren Drake, Faculty of Music, Univ. of Toronto Thomas F, Dunn, Dept. of English, Canisius College, Buffalo 1^4-208 N.Y., U.S.A. Alvin J. Dust, Dept. of English, Univ. of Waterloo, Waterloo, Ontario Miss L.Diane Dyer, Depto of Romance Languages, McMaster Univ., Hamilton, Ontario Mrs, Gwenda Echard, Dept.
    [Show full text]