The immigrant perspective: Eastern-European parental discourses about the value of French, plurilingualism and plurilingual literacy practices

References

• Antoniou, M. 2019. “The Advantages of Bilingualism Debate.” Annual Review of Linguistics 5 (1): 395–415. doi:10.1146/annurev-linguistics-011718-011820.
   Google Scholar
• Antony-Newman, M. 2018a. “Parental Involvement of Eastern European Immigrant Parents of Elementary School Students in Ontario.” PhD diss. https://tspace.library.utoronto.ca/handle/1807/91893.
   Google Scholar
• Antony-Newman, M. 2018b. “Literacy Engagement in the Extended French and French Immersion Programmes (Grades 4-6).” International Journal of Bilingual Education and Bilingualism. https://www.tandfonline.com/doi/abs/10.1080/13670050.2018.1491947
   Google Scholar
• Antony-Newman, M. 2020. “Curriculum Orientations and Their Role in Parental Involvement among Immigrant Parents.” The Curriculum Journal 31 (3): 340–356. doi:10.1002/curj.10.
   Web of Science ®Google Scholar
• Arias, M. B. 2015. “Parent and Community Involvement in Bilingual and Multilingual Education.” In The Handbook of Bilingual and Multilingual Education, edited by W. E. Wright, S. Boun, and O. García, 282–298. Oxford: Wiley-Blackwell. doi:10.1002/9781118533406.ch17.
   Google Scholar
• Arnett, K., and C. Mady. 2019. “The Influence of Classroom Experience on Teacher Belief Systems: New French Second Language Teachers’ Beliefs About Program Options for English Language Learners and Students with Learning Difficulties.” McGill Journal of Education 53 (3), doi:10.7202/1058418ar.
   Google Scholar
• Ballinger, S., M. Brouillard, A. Ahooja, R. Kircher, L. Polka, and K. Byers-Heinlein. 2020. “Intersections of Official and Family Language Policy in Quebec.” Journal of Multilingual and Multicultural Development, 1–15. doi:10.1080/01434632.2020.1752699.
   Google Scholar
• Bialystok, E., F. I. M. Craik, and G. Luk. 2012. “Bilingualism: Consequences for Mind and Brain.” Trends in Cognitive Sciences 16 (4): 240–250. doi:10.1016/j.tics.2012.03.001.
   PubMed Web of Science ®Google Scholar
• Bright, P., and R. Filippi. 2019. “Editorial: Perspectives on the “Bilingual Advantage”: Challenges and Opportunities.” Frontiers in Psychology 10: article 1346. doi:10.3389/fpsyg.2019.01346
   Google Scholar
• Canada. 1985a. Official Languages Act. https://laws-lois.justice.gc.ca/eng/acts/O-3.01/index.html.
   Google Scholar
• Canada. 1985b. Canadian Multiculturalism Act. https://laws-lois.justice.gc.ca/eng/acts/c-18.7/.
   Google Scholar
• Canadian Parents for French. 2010. The State of French-Second –Language Education in Canada 2017. https://cpf.ca/en/files/2010-FSL-Report4.pdf.
   Google Scholar
• Chen, L., M. Karas, M. Shalizar, and E. Piccardo. 2022. “From “Promising Controversies” to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts.” TESL Canada Journal 38 (2): 1–35. doi:10.18806/tesl.v38i2.1354.
   Web of Science ®Google Scholar
• Council of Europe. 2020. “Common European Framework of Reference for Languages: Learning, teaching, assessment.” Companion volume. http://www.coe.int/en/web/common-european-framework-reference-languages.
   Google Scholar
• Council of Ministers of Education, Canada. 2013. Speaking for Excellence: Language Competencies for Effective Teaching Practice. https://www.cmec.ca/Publications/Lists/Publications/Attachments/320/Speaking_for_Excellence.pdf.
   Google Scholar
• Crozier, G., and J. Davies. 2007. “Hard to Reach Parents or Hard to Reach Schools? A Discussion of Home–School Relations, with Particular Reference to Bangladeshi and Pakistani Parents.” British Educational Research Journal 33 (3): 295–313. doi:10.1080/01411920701243578.
   Web of Science ®Google Scholar
• Cummins, J. 2007. “Rethinking Monolingual Instructional Strategies in Multilingual Classrooms.” Canadian Journal of Applied Linguistics 10 (2): 221–240. https://journals.lib.unb.ca/index.php/CJAL/article/view/19743.
   Google Scholar
• Cummins, J. 2014. “To What Extent are Canadian Second Language Policies Evidence-Based? Reflections on the Intersections of Research and Policy.” Frontiers in Psychology 5. doi:10.3389/fpsyg.2014.00358.
   Google Scholar
• Dagenais, D. 2008. “La prise en compte du plurilinguisme d’enfants issus de familles immigrantes en contexte scolaire: Une analyse de CAS1.” Revue Des Sciences De L'éducation 34 (2): 351–375. doi:10.7202/019685ar.
   Google Scholar
• Dagenais, D. 2013. “Multilingualism in Canada: Policy and Education in Applied Linguistics Research.” Annual Review of Applied Linguistics 33: 286–301. doi:10.1017/s0267190513000056.
   Web of Science ®Google Scholar
• Dagenais, D., and D. Moore. 2008. “Représentations des Littératies Plurilingues, de L’immersion en Français et des Dynamiques Identitaires Chez des Parents Chinois.” The Canadian Modern Language Review 65 (1): 11–31. doi:10.3138/cmlr.65.1.11.
   Web of Science ®Google Scholar
• Dalley, P. 2009. “Choix scolaires des parents Rwandais et Congolais à Edmonton (Canada).” Clientèles et Interventions 21 (1-2): 305–327. doi:10.7202/045332ar.
   Google Scholar
• Davis, S., S. Ballinger, and M. Sarkar. 2019. “The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion.” Canadian Journal of Applied Linguistics 22 (2): 27–63. doi:10.7202/1063773ar.
   Google Scholar
• Delcourt, L. 2018. “Elitist, Inequitable and Exclusionary Practices: A Problem Within Ontario French Immersion Programs? A Literature Review.” Actes du Jean-Paul Dionne Symposium Proceedings 2 (1): 7–26. doi:10.18192/jpds-sjpd.v2i1.3152.
   Google Scholar
• Dicks, J., and F. Genesee. 2017. “Bilingual Education in Canada.” In Bilingual and Multilingual Education. Encyclopedia of Language and Education, edited by O. García, A. Lin A, and S. May, 3rd ed, 1–15. Cham: Springer. doi:10.1007/978-3-319-02258-1_32.
   Google Scholar
• Duff, P. 2007. “Multilingualism in Canadian Schools: Myths, Realities and Possibilities.” Canadian Journal of Applied Linguistics 10 (2): 149–163. https://journals.lib.unb.ca/index.php/CJAL/article/view/19739.
   Google Scholar
• Early, M. 2008. “Second and Foreign Language Teaching in Canada.” In Encyclopedia of Language and Education, edited by N. V. Deusen-Scholl and N. Hornberger, 198–208. Cham: Springer.
   Google Scholar
• Galante, A. 2019. “‘The Moment I Realized I am Plurilingual’: Plurilingual Tasks for Creative Representations in EAP at a Canadian University.” Applied Linguistics Review 11 (4): 551–580. doi:10.1515/applirev-2018-0116.
   Web of Science ®Google Scholar
• Galante, A. 2022. “Affordances of Plurilingual Instruction in Higher Education: A Mixed Methods Study with a Quasi Experiment in an English Language Program.” Applied Linguistics 43 (2): 316–339. doi:10.1093/applin/amab044.
   Google Scholar
• Gee, J., and J. L. Green. 1998. “Discourse Analysis, Learning and Social Practice: A Methodological Study.” Review of Research in Education 23: 119–169.
   Web of Science ®Google Scholar
• Genesee, F., and K. Lindholm-Leary. 2008. “Dual Language Education in Canada and the USA.” In Encyclopedia of Language and Education, edited by J. Cummins and N. Hornberger, 253–263. Cham: Springer.
   Google Scholar
• Haque, E. 2013. Multiculturalism Within a Bilingual Framework: Language, Race, and Belonging in Canada. Toronto: University of Toronto Press.
   Google Scholar
• Holborow, M. 2018. “Language Skills as Human Capital? Challenging the Neoliberal Frame.” Language and Intercultural Communication 18 (5): 520–532. doi:10.1080/14708477.2018.1501846.
   Web of Science ®Google Scholar
• Iwaniec, J., and R. Ullakonoja. 2016. “Polish and Finnish Teenagers’ Motivation to Learn English: The Role of Context.” European Journal of Applied Linguistics 4 (2): 277–300. doi:10.1515/eujal-2015-0034.
   Google Scholar
• Kalan, A. 2022. “Negotiating Writing Identities Across Languages: Translanguaging as Enrichment of Semiotic Trajectories.” TESL Canada Journal 38 (2): 63–87. doi:10.18806/tesl.v38i2.1357.
   Google Scholar
• Kim, H., J. L. Burton, T. Ahmed, and J. Bale. 2019. “Linguistic Hierarchisation in Education Policy Development: Ontario’s Heritage Languages Program.” Journal of Multilingual and Multicultural Development 41 (4): 320–332. doi:10.1080/01434632.2019.1618318.
   Google Scholar
• Kubota, R. 2004. “Critical Multiculturalism and Second Language Education.” In Critical Pedagogies and Language Learning, edited by B. Norton and K. Toohey, 30–52. Cambridge: Cambridge University Press.
   Google Scholar
• Kugler, J., and N. West-Burns. 2010. “The CUS Framework for Culturally Responsive and Relevant Pedagogy.” Our Schools, Our Selves 19 (3): 215–223.
   Google Scholar
• Lau, S. M. C., and S. Van Viegen, eds. 2020. Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language (in) Education. Cham: Springer.
   Google Scholar
• Lazaruk, W. 2007. “Linguistic, Academic, and Cognitive Benefits of French Immersion.” The Canadian Modern Language Review 63 (5): 605–627. doi:10.3138/cmlr.63.5.605.
   Web of Science ®Google Scholar
• Li, G. 2000. “Family Literacy and Cultural Identity: An Ethnographic Study of a Filipino Family in Canada.” McGill Journal of Education 35 (1): 9–30.
   Google Scholar
• Mady, C. 2014. “Immigrant Status as an Influential Factor in Additional Language Learning: A Comparison of French Language Achievement of Canadian-Born Monolinguals, Bilinguals and Bilingual Immigrants.” Journal of Language Teaching and Research 5 (1), doi:10.4304/jltr.5.1.12-20.
   Google Scholar
• Mady, C. 2017. “The Bilingual Advantage for Immigrant Students in French Immersion in Canada: Linking Advantages to Contextual Variables.” International Journal of Bilingual Education and Bilingualism 20 (3): 235–251. doi:10.1080/13670050.2015.1041875.
   Web of Science ®Google Scholar
• Mady, C., and M. Masson. 2018. “Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs.” Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée 21 (1): 71–93. doi:10.7202/1050811ar.
   Google Scholar
• Marshall, S., D. Moore, C. L. James, X. Ning, and P. Dos Santos. 2019. “Plurilingual Students’ Practices in a Canadian University: Chinese Language, Academic English, and Discursive Ambivalence.” TESL Canada Journal 36 (1): 1–20. doi:10.18806/tesl.v36i1.1300.
   Web of Science ®Google Scholar
• Masson, M., I. Knouzi, S. Arnott, and S. Lapkin. 2021. “Who is Being Investigated? A Critical Interpretive Synthesis of Post-Millennial Canadian FSL Research.” Canadian Modern Language Review 77 (2): 154–188. doi:10.3138/cmlr-2020-0025.
   Google Scholar
• Moore, D., and C. Sabatier. 2014. “Les approches plurielles et les livres plurilingues. de nouvelles ouvertures pour l’entrée dans l’écrit en milieu multilingue et multiculturel.” Nouveaux Cahiers De La Recherche En Éducation 17 (2): 32–65. doi:10.7202/1030887ar.
   Google Scholar
• Nygreen, K. 2018. “Neoliberal Reform and Family Engagement in Schools: An Intersectional Gender Analysis.” Policy Futures in Education 17 (2): 205–221. doi:10.1177/1478210318788416.
   Web of Science ®Google Scholar
• Palmer, D. K., R. A. Martínez, S. G. Mateus, and K. Henderson. 2014. “Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom.” The Modern Language Journal 98 (3): 757–772. doi:10.1111/modl.12121.
   Web of Science ®Google Scholar
• Parkin, A., and A. Turcotte. 2004. Bilingualism: Part of our past or part of our future? https://on.cpf.ca/wp-content/blogs.dir/1/files/Bilingaulism-Study-Andrew-Parkin.pdf.
   Google Scholar
• Perry, L. B. 2013. “Democratic Aspects of Communist and Post-Communist Schooling in Central and Eastern Europe.” In Logics of Socialist Education: Engaging with Crisis, Insecurity and Uncertainty, edited by T. G. Griffiths and Z. Millei, 155–172. Cham: Springer.
   Google Scholar
• Piccardo, E. 2017. “Plurilingualism as a Catalyst for Creativity in Superdiverse Societies: A Systemic Analysis.” Frontiers in Psychology 8: 1–13. doi:10.3389/fpsyg.2017.02169.
   PubMedGoogle Scholar
• Prasad, G. 2014. “Portraits of Plurilingualism in a French International School in Toronto: Exploring the Role of Visual Methods to Access Students’ Representations of Their Linguistically Diverse Identities.” The Canadian Journal of Applied Linguistics 17 (1): 51–77. https://journals.lib.unb.ca/index.php/CJAL/article/view/22126.
   Google Scholar
• Proulx, M-È, J. Giasson, and L. Saint-Laurent. 2008. “Évolution des styles d’intervention des parents en situation de lecture avec leur enfant.” McGill Journal of Education 43 (1): 49–64. doi:10.7202/019573ar.
   Google Scholar
• Rios-Aguilar, C., J. M. Kiyama, M. Gravitt, and L. C. Moll. 2011. “Funds of Knowledge for the Poor and Forms of Capital for the Rich? A Capital Approach to Examining Funds of Knowledge.” Theory and Research in Education 9 (2): 163–184. doi:10.1177/1477878511409776.
   Google Scholar
• Sadowski-Smith, C. 2018. The New Immigrant Whiteness: Race, Neoliberalism, and Post-Soviet Migration to the United States. New York: New York University Press.
   Google Scholar
• Saldaña, J. 2014. Thinking Qualitatively: Methods of Mind. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Silova, I. 2010. “Private Tutoring in Eastern Europe and Central Asia: Policy Choices and Implications.” Compare: A Journal of Comparative and International Education 40 (3): 327–344. doi:10.1080/03057920903361926.
   Web of Science ®Google Scholar
• Slavkov, N. 2016. “Family Language Policy and School Language Choice: Pathways to Bilingualism and Multilingualism in a Canadian Context.” International Journal of Multilingualism 14 (4): 378–400. doi:10.1080/14790718.2016.1229319.
   Google Scholar
• Statistics Canada. 2009. Languages. https://www150.statcan.gc.ca/n1/pub/11-402-x/2008/50000/ceb50000_000-eng.htm.
   Google Scholar
• Statistics Canada. 2016. Census Profile, 2016 Census. https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/prof/details/page.cfm?Lang = E&Geo1 = PR&Code1 = 01&Geo2 = PR&Code2 = 01&SearchText = Canada&SearchType = Begins&SearchPR = 01&B1 = Ethnic%20origin&TABID = 1&type = 0.
   Google Scholar
• Statistics Canada. 2017. Infographic: Language Projections for Canada – 2011 to 2036. https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2017003-eng.htm.
   Google Scholar
• Stitt, N. M., and N. J. Brooks. 2014. “Reconceptualizing Parent Involvement.” Schools 11 (1): 75–101. doi:10.1086/675750.
   Google Scholar
• Sung, H., and A. M. Padilla. 1998. “Student Motivation, Parental Attitudes, and Involvement in the Learning of Asian Languages in Elementary and Secondary Schools.” The Modern Language Journal 82 (ii): 205–216. doi:10.1111/j.1540-4781.1998.tb01193.x.
   Google Scholar
• Tereshchenko, A., A. Bradbury, and L. Archer. 2019. “Eastern European Migrants’ Experiences of Racism in English Schools: Positions of Marginal Whiteness and Linguistic Otherness.” Whiteness and Education 4 (1): 53–71. doi:10.1080/23793406.2019.1584048.
   Google Scholar
• Thobani, S. 2007. Exalted Subjects: Studies in the Making of Race and Nation in Canada. Toronto: University of Toronto Press.
   Google Scholar
• Turney, K., and G. Kao. 2009. “Barriers to School Involvement: Are Immigrant Parents Disadvantaged?” The Journal of Educational Research 102 (4): 257–271. doi:10.3200/joer.102.4.257-271.
   Web of Science ®Google Scholar
• Vallejo, C., and M. Dooly. 2019. “Plurilingualism and Translanguaging: Emergent Approaches and Shared Concerns. Introduction to the Special Issue.” International Journal of Bilingual Education and Bilingualism 23 (1): 1–16. doi:10.1080/13670050.2019.1600469.
   Google Scholar
• van Dijk, T. A. 2012. Society and Discourse: How Social Contexts Influence Text and Talk. Barcelona: Universitat Pompeu Fabra.
   Google Scholar
• van Dijk, T. A. 2015. “Critical Discourse Analysis.” In The Handbook of Discourse Analysis, edited by D. Tannen, H. E. Hamilton, and D. Schiffrin, 466–485. Oxford: John Wiley & Sons.
   Google Scholar