Langues et identités plurielles en contexte éducatif canadien francophone : comment une langue s’épanouit-elle au travers des mouvements de société ?

Abstract

Francophones form a distinctive minority context in Canada and, specifically, within Ontario. Preserving their linguistic vitality remains an important concern both on a daily basis and during periods of political tension. While the identity of francophones as a minority group was constructed in relation to anglo-dominant Canadian society, we are now observing increased interactions with several other languages. How can cultural and linguistic diversity be cultivated in a minority context? Is this counter to francophone vitality or can this diversity enhance the minority status of francophones? This article explores how the meaning conveyed to a language is actively transformed through social change. Through textual analysis of the sociology of francophone minority studies and policy documents from the Ontario Ministry of Education, we examine changes leading to the introduction of plurilingualism as a new social category. If it is accepted that certain forms of ambiguity in the policy documents raise contradictions in practice, we suggest that these disjunctures can usher in valuable opportunity for transformation, which may in turn produce an impetus for change in the Franco-Ontarian educational milieu.