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So They Want Us to Learn French: Promoting and Opposing Bilingualism in English-Speaking Canada, by Matthew Hayday
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Bilingualism has become a defining aspect of the Canadian identity. But why do so few English Canadians actually speak French? So They Want Us to Learn French explores the various ways in which bilingualism was promoted to English-speaking Canadians from the 1960s to the late 1990s. It analyzes the strategies and tactics employed by organizations on both sides of the bilingualism debate. Attentive to the dramatic background of constitutional changes, economic turmoil, demographic shifts, and Quebec separatism, Matthew Hayday's vivid account places the personal experience of Canadians faced with the issue and reality of Canadian bilingualism within a historical, political, and social context.
- Sales Rank: #7064140 in Books
- Published on: 2015-09-23
- Original language: English
- Number of items: 1
- Dimensions: 9.10" h x 1.10" w x 6.30" l, .0 pounds
- Binding: Hardcover
- 304 pages
Review
Since the 1960s, bilingualism has become a defining aspect of the Canadian identity. And yet, fifty years after the Royal Commission on Bilingualism and Biculturalism was formed and with over forty years of federal government funding and supports for second-language education, relatively few English Canadians speak or choose to speak French. What happened? Why has personal bilingualism failed to increase as much as attitudes about bilingualism as a Canadian value?
Historian 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 changes and controversies, economic turmoil, demographic shifts, and the on-again, off-again possibility of Quebec separatism, English-speaking Canadians had to respond to the bilingualism issue and face the decision of whether they and their children should learn French.
So They Want Us to Learn French places these personal and national experiences within a historical, political, and social context. For anyone interested in language, education, national identity, and Canadian political history, this book provides a vivid narrative of a complex, controversial, and fundamentally Canadian question.
Review
"Hayday marshals his sources smoothly and elegantly and weaves a balanced, coherent, and fluid narrative. His scholarship is flawless."―Jose Igartua, author of The Other Quiet Revolution: National Identities in English Canada, 1945-71
"The history of language policy in Canada has tended to be more political than social. . . . One of the many refreshing things about the approach in this book is that Matthew Hayday broadens the perspective for looking at the policy-making process beyond politicians and public servants to consider other players . . . and key actors in a democratic society, ordinary people who mobilized on behalf of something that they thought critical: the education of their children."―From the foreword by Graham Fraser, Commissioner of Official Languages
About the Author
Matthew Hayday is associate professor of Canadian history at the University of Guelph. He is the author of Bilingual Today, United Tomorrow: Official Languages in Education and Canadian Federalism and coeditor of Mobilizations, Protests and Engagements: Canadian Perspectives on Social Movements and Contemporary Quebec: Selected Readings and Commentarie.
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