Comparing Supplementary Ethnic Schools and the Academic Achievement of Chinese Immigrant Students in Quebec and Flanders

Comparing Supplementary Ethnic Schools and the Academic Achievement of Chinese Immigrant Students in Quebec and Flanders

Comparing Supplementary Ethnic Schools and the Academic Achievement of Chinese Immigrant Students in Quebec and Flanders

Comparing Supplementary Ethnic Schools and the Academic Achievement of Chinese Immigrant Students in Quebec and Flanderss

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Référence bibliographique [11526]

Sun, Ming et Braeye, Sarah. 2012. «Comparing Supplementary Ethnic Schools and the Academic Achievement of Chinese Immigrant Students in Quebec and Flanders ». Diversité urbaine, vol. 12, no 1, p. 105-124.

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Fiche synthèse

1. Objectifs


Intentions :
«Dans la littérature académique, peu d’attention a été accordée aux écoles ethniques complémentaires, surtout dans un contexte non ou peu anglophone comme le Québec et la Flandre. Cependant, elles jouent un rôle important dans la compréhension de l’influence des structures sociales ethniques sur l’intégration et la réussite scolaire des élèves issus de l’immigration. Dans une perspective comparative, cet article se concentre sur le rôle que jouent les écoles de langue chinoise en répondant aux besoins éducatifs des élèves d’origine chinoise.» (p. 105)

2. Méthode


Échantillon/Matériau :
«The research was conducted with the participation of members from five different Chinese schools in two different sites. Three are located in Montreal (Canada), a city in which nearly 80% of Quebec’s total Chinese population resides (MICC 2010). The other two schools are situated in two major cities in Flanders (Belgium).» (p. 107) «[T]he research methods included repeated individual semi-structured and in-depth interviews with school personnel (Montreal: n=10, Flanders: n=11), pupils (Montreal: n=17, Flanders: n=26) and parents (Montreal: n=10, Flanders: n=21), as well as ethnographic observation and notetaking during lessons and break times within the selected schools and at pupils’ homes.» (p. 107-108)

Instrument:
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé


Lorsqu’il s’agit d’aborder la question du rôle de certaines structures sociales des immigrants mandarins à Montréal et de l’intégration de ces derniers dans le système d’éducation québecois, les auteures concluent que «[m]ost Chinese schools in Montreal have an additional shared objective, which is to help Chinese immigrant families better integrate into mainstream Canadian society by teaching Western culture and encouraging them to participate in mainstream activities. These lessons and activities offer opportunities for immigrant families to interact with mainstream Quebec society.» (p. 118). Dans l’ensemble, «[t]he Chinese schools in Montreal clearly represent a main source of capital for Chinese families through their formal, institutionalized support system […] However, throughout the text, [the authors] have highlighted further possible advantages of Chinese schooling, such as the transmission of ethnic language and culture, which not only generates instrumental benefits such as extra credentials and improved inter-generational communication, but also the development of an ethnic learner identity that can promote educational success. In Quebec and in Flanders, the Chinese schools also represent important sites for the provision of social networks and support, and especially in Canada, for interaction with mainstream society.» (p. 119)