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.

So They Want Us to Learn French: Promoting and Opposing Bilingualism in English-Speaking Canada

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Hardback by Matthew Hayday

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Since the 1960s, bilingualism has become a defining aspect of Canadian identity. And yet, today, relatively few English Canadians speak... Read more

    Publisher: University of British Columbia Press
    Publication Date: 15/09/2015
    ISBN13: 9780774830041, 978-0774830041
    ISBN10: 0774830042

    Number of Pages: 364

    Non Fiction , History

    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.

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