French Immersion has been studied from different angles since its inception fifty years ago as ‘the’ original Canadian bilingual education model, but never had it been untangled so intimately from the inner perspectives of the primary stakeholders, i.e. students, parents, teachers, and program administrators, focusing on their conception of language, language learning, competency, bilingualism and multilingualism. Fifteen years of research in and around immersion programs lay the groundwork for Sylvie Roy to formulate all the right “why?’ questions and to provide insightful answers.

Normand Labrie, University of Toronto

This book is essential reading for all who seek to understand how language ideologies frame perspectives and experiences with language immersion education and bi/multilingualism. In a highly readable style, Roy synthesizes over 15 years of analysis of compelling ethnographic accounts involving French immersion students, teachers, parents, and other stakeholders. Thought-provoking questions situated in sociolinguistics for change theory invite readers to reflect on current practices and examine deep-rooted ideologies to improve immersion education and allow it to thrive well into the future.

Diane J. Tedick, University of Minnesota