TY - JOUR
AU - Benjamin Bryce
AB - This article analyzes the relationship between German and English in Ontario's educational system between 1880 and 1912. It examines textbooks, curriculum, and the linguistic ideology of the Education Department. It charts the transition of German from one of three languages of instruction alongside English and French to an elective subject. By connecting German to other language debates in the period, this study expands our view of English-French relations in Ontario. The analysis of several languages also contributes new perspectives on bilingual education in North America. In addition, the focus on linguistic and cultural policies reassesses the layers of state power and the rising authority of the provincial education bureaucracy. Finally, by situating the educational experience of German-speaking children and the goals of German-speaking parents within the broader context of projects of standardization in the late nineteenth century, the author challenges the assumption about the singular importance of the First World War on German language and culture in Ontario and more broadly in Canada and the United States. Adapted from the source document.
BT - The Canadian Historical Review
DA - 06/2013
IS - 2
PY - 2013
SE - 207
EP - 27
T1 - Linguistic Ideology and State Power: German and English Education in Ontario, 1880-1912
T2 - The Canadian Historical Review
VL - 94
SN - 0008-3755
ER -