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Full Description
Since the 1960s, bilingualism has become a defining aspect of Canadian identity. And yet, today, relatively few English Canadians speak or choose to speak French. Why has personal bilingualism failed to increase as much as attitudes about bilingualism as a Canadian value?
In So They Want Us to Learn French, 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 change and controvery, economic turmoil, demographic shifts, and the on-again, off-again possibility of Quebec separatism, English-speaking Canadians had to decide whether they and their children should learn French. Highlighting the personal experiences of proponents and advocates, Hayday provides a vivid narrative of a complex, controversial, and fundamentally Canadian question.
Contents
Foreword / Graham Fraser
Preface and Acknowledgments
Introduction: Canada's Bilingualism Conundrum
1 Bilingualism and Official Languages in Canada
2 From Chez Hélène to the First French Immersion Experiments
3 Playing Games with the Language Czar: The First Commissioner of Official Languages
4 Social Movement Activism, 1969-76
5 Canadian Parents for French and its Adversaries, 1977-86
6 Internationalization and Higher Education: The Second Commissioner of Official Languages
7 Canadian Parents for French and Local Activism, 1977-87
8 Shifting Priorities in the Commissioner's Office
9 Squaring off the Foes of Bilingualism in the Meech Lake Years, 1986-90
10 Constitutional Crises and Economic Challenges in the Early 1990s
11 A Millennial Reprieve
Conclusion: We Learned French! Well, Many Canadians Did
Appendices
Notes
List of Unpublished Primary Sources
Index
