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This chapter examines the construction of English monolingualism as a historical and ongoing normative educational practice in Canada. Canada presents an interesting case because, at first glance, it might appear not to fit the English monolingual mould. Since 1969, Canada has been an officially bilingual country (English and French) with notable levels of multilingualism, in urban centres. Yet, currently, 56% of Canadians are English monolinguals (Statistics Canada, Linguistic diversity and multilingualism in Canadian homes. Retrieved on April 20, 2019 from https://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016010/98-200-x2016010-eng.cfm, 2017). This chapter begins by examining the construction of English monolingualism as a historical normative educational practice in Canada with a particular focus on the policies and history of Saskatchewan, one province with particularly high levels of English monolingualism. Understanding the considerable state efforts towards producing Canada as a monolingual English country is useful for understanding the present-day monolingual mindsets of many Anglophone Canadians. Next, we explore how present-day Canadian official bilingualism policy is framed within ideologies of bilingualism as two parallel monolingualisms (Heller, M. ed. Bilingualism: A social approach. Palgrave Macmillan, London, 2007); (Heller, M. & McElhinny, B., Language, capitalism, colonialism: Toward a critical history. University of Toronto Press, Toronto, 2017); (Irvine, J. T., & Gal, S., Regimes of Language: Ideologies, Polities, and Identities. School of American Research Press, Santa Fe, 2000). Finally, drawing from contemporary examples in higher education policy and practices in Saskatchewan, we discuss examples of equitable educational initiatives to better support plurilingual competence of all language learners through educational policy, curriculum, and practices. |
