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Educational issues and identity positioning among students enrolled in an English school board in Québec : a case study of three regions

dc.contributor.authorMagnan, Marie-Odile
dc.contributor.authorLevasseur, Catherine
dc.contributor.authorGrenier, Véronique
dc.contributor.authorDarchinian, Fahimeh
dc.date.accessioned2019-01-08T14:47:17Z
dc.date.availableMONTHS_WITHHELD:6fr
dc.date.available2019-01-08T14:47:17Z
dc.date.issued2018-09-04
dc.identifier.urihttp://hdl.handle.net/1866/21220
dc.titleEducational issues and identity positioning among students enrolled in an English school board in Québec : a case study of three regionsfr
dc.typeRapport / Reportfr
dc.contributor.affiliationUniversité de Montréal. Faculté des sciences de l'éducationfr
dcterms.alternativeEnjeux scolaires et positionnements identitaires chez les élèves fréquentant une école d’une commission scolaire anglophone au Québec : étude de cas de trois régionsfr
dcterms.descriptionCe rapport a été présenté au Ministère de l'Éducation et de l'Enseignement supérieur du Québec le 31 août 2018.fr
dcterms.descriptionÉgalement disponible en version originale française : http://hdl.handle.net/1866/21219fr
dcterms.languageengfr
dcterms.tableOfContentsINTRODUCTION ; THE ROLE OF THE ENGLISH-LANGUAGE SCHOOL ON YOUTH IDENTITY PATHWAYS ;ACADEMIC SUCCESS AND IDENTITY PROCESS IN THE QUÉBEC MINORITY MILIEU ; PRESENTATION OF THE STUDY REPORT SECTIONS ; CONCEPTUAL FRAMEWORK ; KEY CONCEPTS ; METHODOLOGY ; SECTION I: PRESENTATION OF THE STUDY’S SELECTED SCHOOL ENVIRONMENTS ; JAMIE-DAVID SCHOOL IN THE GASPÉSIE-ÎLES-DE-LA-MADELEINE-CÔTE-NORD ; Jamie-David School ; Jamie-David School participant profile ; Major challenges at Jamie-David School ; Academic success and future plans ; The rapport between languages and linguistic communities in Gaspésie-Îles-de-la-Madeleine-Côte-Nord ; Youth identity at Jamie-David School ; Conclusion ; LLOYD-BRASSEUR SCHOOL IN L’OUTAOUAIS ; Lloyd-Brasseur School ; Lloyd-Brasseur School participant profile ; Major challenges at Lloyd-Brasseur School Academic success and future plans ; The rapport between languages and linguistic communities in l’Outaouais ; Youth identity at Lloyd-Brasseur School ; Conclusion ; PAUL-UNDERHILL IN L’ESTRIE ; Paul-Underhill School ; Paul-Underhill School participant profile ; Major challenges at Paul-U ; Youth identity at Paul-Underhill School ; Conclusion ; SECTION II: TRANSVERSAL FINDINGS OF THE THREE STUDY REGIONS ; LANGUAGE RAPPORT ; Rapport with French ; Rapport with English ; Rapport with French-English bilingualism ; Conclusion ; RAPPORT WITH QUÉBEC FRANCOPHONE AND ANGLOPHONE COMMUNITIES ; Rapport with the francophone community ; Rapport with the anglophone community ; Conclusion ; YOUTH FEELINGS OF BELONGING, POSITIONING AND IDENTIFICATION ; Linguistic identities ; National or territorial allegiances ; Other significant allegiances ; Conclusion ; SUCCESS IN ENGLISH-LANGUAGE HIGH SCHOOL IN QUÉBEC ; High school graduation ; Success in French ; Pursuing post-secondary studies ; Future plans ; Academic success and self-identification of youth attending an English-language school ; Conclusion ; RECOMMENDATIONS ; Avenues for intergroup rapprochement ; Approaches to enable the deconstruction of the idealized “native French-speaker” ; Rethinking streams that produce imbalanced success in French ; BIBLIOGRAPHY ; APPENDIX 1: ETHICS CERTIFICATE – UNIVERSITÉ DE MONTRÉAL ; APPENDIX 2: INTERVIEW GUIDE – STUDENTS (ENGLISH AND FRENCH) ; APPENDIX 3: INTERVIEW GUIDE – PARENTS (ENGLISH AND FRENCH) ; APPENDIX 4: INTERVIEW GUIDE - SCHOOL STAFF (ENGLISH AND FRENCH) ; APPENDIX 5: SOCIODEMOGRAPHIC PROFILE – STUDENTS (ENGLISH AND FRENCH) ; APPENDIX 6: SOCIODEMOGRAPHIC PROFILE – PARENTS (ENGLISH AND FRENCH) ; APPENDIX 7: SOCIODEMOGRAPHIC PROFILE - SCHOOL STAFF (ENGLISH AND FRENCH) ; APPENDIX 8: CONSENT FORM – STUDENTS (ENGLISH AND FRENCH) ; APPENDIX 9: CONSENT FORM – PARENTS (ENGLISH AND FRENCH) ; APPENDIX 10: CONSENT FORM – SCHOOL STAFF (ENGLISH AND FRENCH)en
UdeM.ReferenceFournieParDeposantMagnan, M.-O., Grenier, V., Darchinian, F. et Levasseur, C. (2018). Educational issues and identity positioning among students enrolled in an English school board in Québec: A case study of three regions (p. 183). Québec, Qc: Ministère de l'éducation et enseignement supérieur (MEES).fr


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