The creation and pursuit of official languages programmes in Canada has had a marked positive effect in promoting a sense of identity, though this identity has neither replaced nor submerged in local identities. Multiculturalism have made alternative multiple ethnic and cultural identities acceptable, but these have not eclipsed feelings of Canadian citizenship and belonging.
In the last few decades, Canadian public opinion has become extremely sensitized to issues of language and the learning of languages. This sensitivity is a direct result of the ongoing attempt to forge a national identity – or at least a civic identity – that is capable of encompassing all major groups living within Canada. Language learning – and language loss – have become major symbols relating to the status of different groups, their role within the framework of the state, and the personal identities of group members.
This paper is anchored around a success story of the last 35 years – the promotion of English and French as official languages of Canada, including the massive expansion of opportunities for Canadians1 to acquire functional English-French bilingualism and for minority French-speaking Canadians living outside Quebec to pursue an education in French-language elementary and secondary schools. In acknowledging the strengths of the official languages model, we must also examine critically other aspects of policy on language education that have negative impacts on the personal and civic identities of many citizens, including Aboriginal Peoples and immigrant citizens-to-be.
This paper is anchored around a success story of the last 35 years – the promotion of English and French as official languages of Canada, including the massive expansion of opportunities for Canadians1 to acquire functional English-French bilingualism and for minority French-speaking Canadians living outside Quebec to pursue an education in French-language elementary and secondary schools. In acknowledging the strengths of the official languages model, we must also examine critically other aspects of policy on language education that have negative impacts on the personal and civic identities of many citizens, including Aboriginal Peoples and immigrant citizens-to-be.
CHURCHILL, S., 2003. Language Education, Canadian Civic identity and the identities of Canadians. Strasbourg: Council of Europe