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A tale of two Montreal communities: parental perspectives on their children's multi-lingual and multi-literate development
This comparative inquiry examines the multi-/bilingual
nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montreal – English speakers and Chinese speakers – with a focus on the multi/bilingual and multi/biliterate development of children from these two communities who attend French-language schools, by choice in one case and by law in the other. In both of these communities, children
traditionally achieve academic success. The authors approach this investigation from the perspective of the parents’ aspirations and expectations for, and their
support of and involvement in, their children’s education. These two communities share key similarities and differences that, when considered together, help to clarify a number of issues involving multi/biliteracy
development, socio-economic and linguistic capital, minority/majority language status, mother-tongue support, home–school continuities, and linguistic identity