Maeve Conrick

Immigration and language policy and planning in Québec and Canada: language learning and integration

Abstract The connections between immigration and language policy and planning in Québec and Canada are long established. With the continuing upward trajectory in levels of immigration to Canada and Québec the linguistic integration of these new arrivals remains an important topic. In recent years, Asia has overtaken Europe as the leading source of immigrants; as a consequence there has been a further increase in Canadas linguistic heterogeneity. Demographic linguistic data (e.g. from Statistics Canada) provide evidence that the majority of Canadas newest immigrants no longer come from a European languages background but rather from diverse Asian language groups. This article discusses the approaches taken by Canada (federal level) and Québec (provincial level) as evidenced in the various language and immigration policies put in place to support and encourage language learning and integration among Allophones (speakers of languages other than English and French). The article focuses particularly on immigrants of Chinese origin as this group is now the leading source of immigrants to Canada and Chinese languages are the most spoken non-official languages among Allophones.

Linguistic conflict and language laws : understanding the Quebec question

Notes On Contributors Introduction Language Policy and Planning Issues in Multicultural Societies C.Williams The History of Quebec in the Perspective of the French Language J-P.Warren Federal Language Policy in Canada and the Quebec Challenge C.M. MacMillan A Language Policy for a Language in Exile M.Chevrier Anglophones and Allophones in Quebec P.Larrivee A Final Note on Culture, Quebec Native Languages and the Quebec Question P. Larrivee

Book review: LIA LITOSSELITI, Gender and Language: Theory and Practice. London: Hodder Arnold, 2006, 192 pp:

Billig, M. (1999) Freudian Repression: Conversation Creating the Unconscious. Cambridge: Cambridge University Press. Cohen, S. (2000) States of Denial: Knowing About Atrocities and Suffering. Cambridge: Polity. Foucault, M. (1978) The History of Sexuality: An Introduction, trans. R. Hurley. Harmondsworth: Penguin. Kulick, D. (2005) ‘The Importance of What Gets Left Out’, Discourse Studies 7(4–5): 615–24.

Problem-solving in a university setting: The role of the ombudsperson

European Universities an ombudsperson is a rare phenomenon. This is very much in contrast to the situation in the US and Canada, where ombuds offices are commonly an integral part of university and college structures. Most of the members of the University and College Ombuds Association (UCOA) – the professional body for ombudspeople practising in the higher education sphere – are located in North America. During the years I was a member of UCOA, I was also the only European member, attending most of their annual conferences (1993/1999). This may seem surprising since the notion and title of ombudsperson originated in Europe, specifically in Sweden. In Europe, ombudspeople are not uncommon in areas other than higher education. For example, in Ireland there are four such posts, in the following domains: