Lessons in understanding Montreal heritage language contexts: Whose literacies and voices are privileged?

Abstract

In this article, I focus on six lessons learned from qualitative, ethnographic inquiries in Montreal Heritage language contexts, which challenge traditional representations of ‘language minority’ communities and identities. Through examples of multilingual children’s identity accounts, I argue for the need to recognize heritage literacies in academic discourse about multiple literacies and in mainstream inquiries. They signal the need for policy makers and educators to rethink assumptions about whose literacies are privileged, recognized and valued in particular contexts, increased funding for local Heritage Literacies, and dialogue among policy makers, educators and communities.