• Linguistical Exogamy and
University Students’ Language
Choice in a Francophone Minority
Environment
• Cameron Montgomery and Maud
Lemaire
General Context: Evolution of
Linguistical Groups
• 1951: francophones = -, anglophones= +.
• Factors :
–
–
–
–
Anglos superior to Franos (since 60s ----).
Immigration (intl, prov).
Language transmission (erratic; e.g.; endogamous or exogamous, community)
Linguistical transfer (change : French to English).
Increase in Exogamy (60s).
General Context: Evolution of
Linguistical Groups
• 1961increase in English and French knowledge
(francophones <).
• Factors related to French knowledge increase:
-Promotion (Educ. Sys).
-Improvement of status of French (usefulness).
Consequences :
– Increase in bilingualism (anglos).
– Increase in transmission of French (exogamous families).
General Context: Evolution of
Linguistical Groups
• Increase (linguistical transfer French > English = 1971:
exogamy increase and weak Francophone concentration).
• Drop of linguistical continuity = 20-24 and 25-29 :
–
–
–
–
Entering work force
Marriage
Leaving home
Leaving secondary school…
Tendency change in children=increase of French:
-Promotion of French (school)
-Bilingual parents
General Context: Summary
• Exogamy = main cause of linguistical transfer and
assimilation (vs endogamous families).
• Determining role of French schools = maintaining
French :
-Article 23 (Ont.) 1984.
– Numerous studies (Landry et Allard, 1997).
– Children speaking more French.
– Bilingualism.
Research Objective
Descriptive portrait of the motivations of
university language choice in exogamous
students in a Francophone minority
environment.
***Interest will specifically be on the choice
of studying in French.
Plan
•
•
•
•
Method
Results
Discussion
Conclusion
Method
• Subjects
• Six students University of Alberta (3 and 3).
• Fields: education, chemistry, political science,
business, arts.
Method
• Procedure and Instruments
• Exploratory Study.
• Interviews.
Method
• Interview protocole: (Landry and Allard, 1985;
1997 ; Tardif, 1995) six major themes:
– 1) Socio-demographic context
– 2) Use of French and English in different areas of daily
life
– 3) Confidence in linguistical competency
– 4) University language choice (French or English)
– 5) Perception of ethnolinguistical vitality in
Francophones and Anglophones
– 6) Identity and Feelings of Belonging.
Results: Socio-demographic
Context
• Anglophone Subjects :
• Francophone mothers (Québec & North
Africa).
• 2/3 fathers don’t speak French….
• 1 father learnt a « little » French thanks to
environment (Québec).
• English between parents.
Results: Socio-demographic
Context
• Francophone Subjects :
• 2=Francophone fathers, 1=Francophone
mother (Alberta, Québec, Saskatchewan).
• 1 father & 1 mother learnt French from their
spouses (they speak French together), 1
mother understands French.
Results: Use of French and English
Daily Life
• Anglophone Subjects :
• Mother tongue : French, English, Bilingual.
• Language spoken at home: English (occasionally French with
mother).
• Education in French : Grade 10 (2), Grade 9 (1).
• Brothers and sisters : English (« sometimes » French).
• Three subjects try to seize opportunities to speak French (e.g.
work, other Francophones, alone, etc).
Results: Use of French and English in
Daily Life
• Francophone Subjects :
•
•
•
•
Mother tongue: English, « half/half », French.
Language spoken at home : 2 =French (young).
Education in French : Grade 10 (1), 8 (2).
Sisters and Brothers : same education (2 subjects
try to speak French to them).
• Three subjects speak French at FSJ and seize
occasions (e.g. friends, bank, phone, etc).
Results: Confidence in Linguistical
Competency
• Anglophone and Francophone Subjects :
• More confortable in English=written, spoken
(lack of practice, forgetfullness).
Results: University Language
Choice
• Anglophone Subjects :
• Choice of English : more universities, easier, other
languages.
• Advantages: future job U.S.A, ease, language of majority.
• Disadvantage : loss of French (3).
• Satisfaction : more possibilities in English than French (3).
• Insatisfaction : loss of French (spoken shyness Results:
University Language Choice).
Results: University Language
Choice
• Francophone Subjects :
• Choice of French : loss of French (3 improve), quality of
profs, pride identity (loss of identity).
• Advantages : employment, bilingualism, travel.
• Disadvantages : none (3), refresh French.
• Satisfaction : Global et heritage.
• Importance given to French : perpetuation.
Results: Perception of
Ethnolinguistical Vitality in
Francophones
• Francophone Subjects :
• Less weight but more influence.
• Legitimacy of minority situation : « power comes with
number ».
• Evolution : 2=pessimistic (loss, schools), 1=optimistic
(children’s efforts, work, determination).
• Tous croient aux revendications mais difficulté parce
que minorité (aide du gouvernement par le statut même
du Canada).
Results: Perception of
ethnolinguistical vitality in
Anglophones
• Anglophone Subjects :
• Less weight because of anglo domination.
• Legitimacy : more opportunities and importance.
• Evolution : 2 optimistic.
• Understand revendications (reference to ties to Québec).
Results: Identity and Feelings of
Belonging
• Anglophone Subjects :
• 1=feels anglo, 1=equally anglo + franco, 1=franco.
• None participate in activities (franco community).
• All want to integrate both communities (1=depends on
family + prof. situation).
• All transmit French to children (depending on marital +
prof. status).
• 2=mix, 1=anglo.
Results: Identity and Feelings of
Belonging
• Francophone Subjects :
• 1=close to Frano community (family influence), 2=close to
Franco community since little (identity crisis because of
Anglo weight).
• General participation in Fraco community.
• All feel capable of integretating both communities.
• All want to transmet language.
• All feel bilingual/bicultural (1=anglo and half Franco).
Discussion : Socio-Demographic
Context
• Anglo’s subjects parents = English (Franco
mothers).
• Francos’ parents = French (Anglo mothers).
Use of French
• Francos spoke French at home during
childhood contrary to Anglos.
• Francos speak French at FSJ (all seek
occasions).
Confidence in Linguistical
Competency
• All more comfortable in English.
• Francos speak better French (than Anglos).
• All didn’t understand : “poids respectif,”
“révendications”.
• All reverted to English. (marks,disadvantages,
paranoid).
University Language Choice
• Francos : loss (language), identity.
• Anglos : facility.
• Advantages (francophones) : bilingual
employment.
• Advantages (anglophones) : intl
employment.
Reasons for University Language
Choice
• Disadvantages (anglos) : loss of French….
• Disadvantages (francos) : none.
• Satisfaction (anglos) : materialistic
(=employment).
• Satisfaction (francos) : cultural (heritage).
• Importance of French : materialistic and
cultural (Francos) vs. materialistic (Anglos).
Ethnolinguistic Vitality
• All realize influence difference between
Francos and Anglos.
• Francos perceive symbolic power of Franco
community (protection).
• Anglos = pessimistic regarding Francos
future.
Identity and Feelings of
Belonging
• Anglos : identity uncertainty.
• Francos : identity quest.
• All subjects feel capable of integrating 2
communities and will transmit French to
childen.
• Francos see themselves as bilingual +
bicultural.
Conclusion
• Francos’ understanding/realization of the role of
Franco culture in the construction of their identity.
• Realization of Anglo influence on Franco culture =
unsatisfaction.
• Anglo culture perceived as “non specific, unstable,
whatever” compared to francophone culture:
protection, gathering, specific.
• Anglophones and francophones reveal the job
opportunities related to their choice.
• Francos’ motivations=instrumental + cultural.
• Anglos’ motivations=instrumental.