Fay

Hello! I'm Fay. I'm in the languages profile and it has been great so far. I love watching TV shows and movies and I believe my love for learning languages emerged from watching foreign films and series. I have no idea what I want to do after college or even if it will relate to languages, but I have decided to take it one step at a time. I like to travel which hopefully I will be able to do once the pandemic ends. I have enjoyed my Spanish classes so far, therefore I hope to reach a more fluent level and travel to Spain and Latin America.

Topic Ideas

The History of the Spanish Language

The Arabic Influence on Spain

Blog Entry #1

I presented my first topic ideas (the history of the Spanish language and the Arabic influence on Spain) to my peers and they advised me to narrow it down and try to find more specific points to talk about. Upon starting my research, I found it a bit difficult to find sources and if I did find sources, they ended up being similar. The research process kind of made me lose interest in this topic. Also, I wasn't able to find good subtopics, therefore, I have decided to change my topic, but I have no idea what to change it to yet.

Blog Entry #2

I have decided to do my project on Quebec's Bill 101, because of a personal experience that happened to me at work. A customer got mad at me (miscommunication) because I spoke English to him. The man had his mask on and was mumbling, therefore, I was struggling to understand what he was saying and I thought he was speaking in English. I said "sorry?", and that is when the customer completely lost it. He started swearing at me, cussing me out (in French, of course). He told me I had to speak French because we live in Quebec, there is no space for English here, why was I hired if I didn't speak French (I speak french very well, mind you)? To make a long story short, he was really offended and his behaviour was extremely nasty towards me. He was really disrespectful and to be quite honest, I had to contain myself because if I had responded to his nonsense, I'm pretty sure I would have been fired on the spot. In hindsight, I was trying to figure out why he reacted that way and infuriated me along the way. I came to the conclusion that this man believes that French is part of the Québécois identity and that my speaking to him in English, was disrespectful not only to him, but the province as well. Personally, I like to see the good in every situation, so I would like to thank this man for giving me a new topic idea.

Final Topic Choice

The Correlation Between Language and Identity: How Language Shapes Identity.

Introduction

I have decided to do my project on the correlation between language and one’s identity, with the example of Quebec’s famous 1977 law, Bill 101. Bill 101 has been around for 45 years now and it is still an ongoing debate. In my opinion, it’s a very important issue and an interesting one because there are two sides, with strong beliefs in regards to this law. On one hand, Bill 101’s fanatics love it because it reinforces their cultural identity, as Québécois. On the other, those against the law, mainly Quebec Anglophones and Anglophones nationwide, feel as if it infringes on their rights as individuals and as a community. My project will present the birth of this law and the reasons behind it. Also, the various reactions after its implementation. Finally, I will discuss why Bill 101 is a bit problematic and has not worked like the quebecois government thought it would.

Blog Entry #3

I haven't really started reading any sources, but I have tried looking for them and just how many I could find. I found much more sources than the first time, for my previous topic, which is a big relief. The only thing I did was basic research about the Bill on the internet, like on The Canadian Encyclopedia. So far, so good. It looks interesting and promising.

Blog Entry #4

I have started reading and annotating the articles I have found, highlighting what I find to be relevant and of the utmost importance for my research. In terms of finding reliable sources, it is going extremely well so far. Reading them has been very interesting because I'm learning a bunch of new stuff. Also, the sources that I have found discuss both sides affected by this law, which is great for me because it gives me more content to work with and more arguments to present. I have started uploading my annotations of sources in the section of my page entitled "Sources".

Blog Entry #5

The hunt for sources has become a bit redundant. I keep finding sources that are similar in content, which does not benefit me. I have switched from trying to find articles to books, and I found one that seems to be useful. The book is a collection of articles written by various authors, about the The Charter of the French Language (or Bill 101, for short). I got the book and it looks like we're back on track. Upon first inspection, the articles seem like they differ from one another, thankfully. I have found new sources that I have added to my page.

Sources

Dion, Stéphane. “The Quebec Challenge to Canadian Unity.” PS: Political Science and Politics, Vol. 26, No. 1, American Political Science Associations, 1993, pp. 38-43, JSTOR, https://www.jstor.org/stable/419502.

Dion is a Canadian diplomat, academic and former politician. He has previously worked for the Liberal government. This article is about feelings of inclusion, this case being Quebec not feeling like it is included or part of Canada. It discusses the idea of nationalism and sovereignty. Also, the need for a strong French identity because Quebecers fear they may lose who they are because of the English influence coming from the rest of the Canadian provinces (Quebec being the only province that is mostly “French”). The decrease in French speakers will then in turn, make them lose who they are culturally and on a personal level because language shapes one’s identity. The article also discusses the city of Montreal, once mainly an English city. Quebec needs to make it fully French, since it is a big city and many Anglophones live there. This source will help me in proving how Quebec feels like it does not belong in Canada, with the help of the example of The Lake Meech Accord. Essentially, how Bill 101 is an action taken by the Quebec government that proves it. Moreover, the importance of Montreal and making the shift to a fully French city, for Quebec. This article will help me in proving how some Quebecois Anglophones are against Bill 101.

E. Howard, Rhoda. “The National Question in Canada: Quebec.” Human Rights Quarterly, Vol. 13, No. 3, The Johns Hopkins University Press, 1991, pp. 412-419, JSTOR, https://www.jstor.org/stable/762624.

Howard is a Canadian social scientist and she mainly focuses on international human rights. This article discusses the differences in status between the francophones and anglophones living in Quebec, during the second half of the 20^th century. Commerce was dominated by the anglophones even though Quebec’s population was mostly francophone. The francophones wanted to get better jobs because it was mostly the anglophones who had the best jobs or positions, due to the fact that the English language was dominating at the time (past British influence). This source also presents the idea of Quebec nationalists, the idea of Quebec’s sovereignty and the election of the Parti Quebecois in 1976, the latter playing a big role in birthing Bill 101. The author also briefly details how the Bill has affected the education system, in other words, limiting access to English schools and promoting French schools. Moreover, Quebec’s demand for the province to be unilingual. This article will help me in my project because this source will allow me to present Quebec nationalists’ strong attachment to their culture and language based on actions they have taken demanding for change. For example, bombings that occurred between 1963 to 1970. I will also present the law on the banning of public signs (signs have to be in French only). Lastly, this article will help me in explaining how Bill 101 was a measure taken to start the process of Quebec’s emancipation.

O. Rousseau, Mark. “The Politics of Language and Trade in Québec, Canada: Toward an Autonomous Francophone State.” Berkeley Journal of Sociology, Vol. 37, Regents of the University of California, 1992, pp. 163-179, JSTOR, https://www.jstor.org/stable/41035459.

Rousseau is a professor of sociology and anthropology. His input will help me since he talks about Quebec’s society at the time and how Bill 101 affected their society. This article goes more in depth about the how the economy was in Quebec before the implementation of the Bill. Mainly, how everything was controlled by anglophones because English was the most used language at the time. Essentially, not only were the anglophones dominating (Quebec francophone’s perspective) the economy but they were also dominating with their language. This, in turn, created fear of losing the French language for the Francophones in Quebec. Also, Quebec’s feelings of exclusion are reiterated in this article and tensions are created between anglophones and francophones because of the law. Bill 101 was put in place to favour the Quebecois market and allow the francophones to hold the same positions that the anglophones once held, rendering the latter the new minority. This source will help me in demonstrating how Bill 101 was put in place in order to start the francization process of the workplace because francophones spoke no English. Also, to integrate immigrants into a French atmosphere as an assurance to maintain and increase the usage of French in the province and in the workplace. Finally, how Bill 101 could be a hindrance to the province’s economy in terms of international trade and business.

Y. Bourhis, Richard and Rana Sioufi. “Anglophone and Francophone Desire to Stay or Leave Quebec: A Study of Quebec-Born Undergraduates in Montreal.” La Charte: La loi 101 et les Québécois d’expression anglaise/The Charter: Bill 101 and English- Speaking Quebec, edited by Lorraine O’Donnell, Patrick Donovan and Brian Lewis, Presses de l’Université de Laval, 2021, p. 85-118.

Bourhis and Sioufi are both psychologists, specializing in social psychology. Their work touches on cross-cultural and community relations as well as communication. Their article will be useful to me because the authors are scholars. Moreover, the article will help me prove the social consequences of Bill 101 on Quebec Anglophones and Francophones. This book chapter consists of a study conducted to find out the effects of the implementation of Bill 101 today, more specifically, between Quebec Anglophones and Francophones, which group would be more likely to leave Quebec. The reasons behind their choice. The authors also touch on the topic of discrimination and assimilation imposed on Quebec Anglophones. Moreover, they discuss how Quebec Anglophones are more open- minded than Quebec Francophones in terms of accepting the other party’s language. This section of the book also discusses some Anglophones’ strong opposition to the Bill and the measures that were taken by the government to ensure and protect the French language, at the expense of Anglophones. This chapter will help me in proving how Bill 101 has had negative consequences on the English-speaking population of Quebec, up until today. I will prove the latter with the example of the “Anglophone Exodus” that happened between 1966 to 1981. Additionally, I will present how Quebec Francophones are doing the exact same thing that they have been fearing for the longest time onto the Anglophones. Also, the measures placed in the name of Bill 101 that have affected the Anglophone community of Quebec. Finally, I will explain the results of the study, mainly the reasons behind why some participants decided to leave Quebec all because of this law.

McDougall, Andrew. “Bill 101 As God and Demon: The Charter of the French Language and English Canada.” La Charte: La loi 101 et les Québécois d’expression anglaise/The Charter: Bill 101 and English-Speaking Quebec, edited by Lorraine O’Donnell, Patrick Donovan and Brian Lewis, Presses de l’Université de Laval, 2021, p. 127-141.

McDougall is an assistant professor in Canadian politics and public law at the University of Toronto in Scarborough. His article will prove useful to me because Canadian law and politics is his area of expertise. The author here presents the dilemma present in the Anglophone community of Quebec before the creation of Bill 101. The English-speaking community of Quebec was having an identity crisis after the departure of the British. They did not know how to label themselves. Bill 101 arrived and disturbed whatever peace was left in Anglophones’ lives. This new bill made them feel excluded, just like the Francophones felt because of the presence of Quebec Anglophones. This chapter of the book highlights the importance of having two official languages, as part of the Canadian identity, one thing that Quebec is adamantly against. Bill 101 wishes to make the province unilingual. This section will help me in my project by demonstrating how Bill 101 has greatly affected the Anglophones of Quebec. Also, how the Bill only benefits Quebec more specifically the people that support it. Lastly, this chapter will help me in proving how bilingualism is vital in Quebec and is not such a bad thing.

Tetley, William. “Language and Education Rights in Quebec and Canada (A Legislative History and Political Diary).” Law and Contemporary Problems, Vol. 45, No. 4 Canadian Constitution, 1982, p. 177-219, https://www.jstor.org/stable/1191550.

This source is mainly about the effects of Bill 101 on the education system in Quebec. Tetley is a former member of the National Assembly of Quebec. He was also a lawyer and professor at McGill University. Therefore, this source is great for the purpose of my research because he has lived and experienced the beginning of Bill 101 and because he is an academic figure. Before bill 101, Bill 22 was in place. The latter was more lenient in regards to who could attend an English school. Then, the Quebec government came out with Bill 101 and the law was detailed and included more restrictions. The 1977 Bill now prevents people from choosing where they want to send their children to school. They have to fit a certain criteria to be able to be schooled in English. For immigrants and allophones, they do not even have the illusion of a choice, they have to attend a French school. People affected by this law showed their dissatisfaction. This law was put in place to promote the French language in any way possible, by imposing it on people. This, in turn, will cause people to dislike the language, create division and tensions between the communities involved. This article will be useful for my project because this aspect of the Bill is one of the biggest issues people have with it. I will present how this problem is causing people to leave Quebec, how it is hurting English schools and lastly, how it is infringing on people’s rights.

Sources

William Hagy, James. “RENÉ LÉVESQUE AND THE QUEBEC SEPARATISTS.” The Western Quarterly, Vol. 24, No. 1, University of Utah, March 1971, pp. 55-58. JSTOR, https://www.jstor.org/stable/446264.

Hagy is an academic scholar, he specializes in the field of history. His article mainly touches on an important political figure from Quebec, René Lévesque. The author writes in detail about the beginning of Lévesque’s journey in the political sector. All the way from his start in a liberal cabinet to being the symbol of the separatist movement. Furthermore, he writes a bit about how the PQ, the Parti Québécois came to be. The author also talks about the separatist movement and the question of Quebec’s independence. This article will be useful in my essay because it talks about the nationalists of Quebec and the separatist movement. It could help me in demonstrating how Quebec nationalists view the French language as part of their identity.

Naidu, M.V. “DEMOCRACY VS TERRORISM: FLQ TERRORISM IN QUEBEC: A CASE STUDY.” Peace Research, Vol. 27, No. 4, Canadian Mennonite University, November 1995, pp. 1-15. JSTOR, https://www.jstor.org/stable/23607375.

M.V. Naidu was a professor in political science at Brandon University, in Manitoba. His article compares the concept of democracy with the concept of terrorism. He mainly writes about how a democratic government cannot fight terrorism and remain democratic, because both groups’ values differ immensely. In his article, he gives the example of how the federal government decided to act against the FLQ, the Front de libération du Québec. Later on in the article, the author explains the reasons behind the FLQ’s actions and how the government invoked the War Measures Act. The author tries to assess if figures in power are abusing of their powers, figures like the government. Furthermore, how does one know when to declare a state of emergency and deploy its military forces to protect its country. Naidu tries to understand and explain this with the example of the FLQ. This article may be useful to me to present the FLQ’’s actions towards an independent Quebec, how serious this group was about their cause.

T. Sherrill, Peter. “Separatism and Quebec.” Current History, Vol. 79, No. 460, University of California Press, November 1980, pp. 134-137, pp. 144-145. JSTOR, https://www.jstor.org/stable/45314888.

The author writes a bit about the country’s colonial history, influences of English in French in Canada and its provinces. He also touches on Canada being a nation with a dual identity because of its colonial history. Also, he discusses actions taken by the government both parties being the Anglophones and the Francophones. For instance, the creation of institutions to protect the French language. Moreover, the author presents René Lévesque and his work, mainly his influence in terms of the separatist movement the question of Quebec’s independence. This article also presents the referendums done in the past about Quebec’s separation from Canada, and how both referendums were failures. This article is similar to other articles I have found. Sherrill’s work may prove to be useful for me in my essay when presenting the topic of Quebec’s independence. Also, with this text, I will be able to link the demand for Quebec’s separation to Bill 101.

Parizeau, Jacques. “The Case for a Sovereign Quebec.” Foreign Policy, No. 99, Slate Group LLC, 1995, pp. 69-77. JSTOR, https://www.jstor.org/stable/1149006.

This text was written by Jacques Parizeau. He was a politician and a member of the Parti Québécois. He was also a former premier of Quebec. The author was in favour of Quebec’s independence from Canada. In his text, Parizeau discusses what he would do once Quebec becomes sovereign. Also, he talks about his work as the premier of Quebec, at the time. He lists the reasons for the province wanting to be independent, mainly how Canada does not want to acknowledge Quebec as its own society. Also, he believes Quebec has contributed greatly in making Canada what it is today. He believes that without Quebec, Canada would not have been as successful as it is. Parizeau generalizes at some points. At times, when he refers to the separatists, he groups the whole population of Quebec, even though not all Quebec Francophones are for Quebec’s independence. I felt like he was trying to brainwash people in believing in his cause. He feels like Quebec has to become sovereign because Canada is not appreciative of Quebec and is denying their existence. Moreover, he presents the potential benefits of a sovereign Quebec and how the PQ will lead once Quebec’s separation is achieved. This source may prove to be useful because of the author’s status, what with being a separatist and a Quebec nationalist, in other words, straight from the source. Also, this text will help me in the section of my essay where I will present the question of Quebec’s independence.

D. Coleman, William. “From Bill 22 to Bill 101: The Politics of Language under the Parti Québécois.” Canadian Journal of Political Science/Revue Canadienne de science politique, Vol. 14, No. 3, Canadian Political Science Association and the Société Québécoise de science politique, September 1981, pp. 459-485. JSTOR, https://www.jstor.org/stable/3230345.

William D. Coleman is a professor of Political Science at the University of Waterloo and the Balsillie School of International Affairs. He specializes in: public policy, globalization studies, global governance and politics of Indigenous Peoples. In his text, he approaches the concept of a société pluraliste. Coleman also touches on the effects of language policies in various sectors and how they will affect them. His text is mainly a comparison between Bill 22 (previous version of Bill 101) and Bill 101, the actual law. He comes to the conclusion that Bill 101 is stricter than the previous version, putting more measures in place in order to limit and restrict the usage of English, in all sectors. His text also discusses how Bill 101 and the language issue in the education system, again, restricting access to English-language schools. Additionally, he presents the reactions to this law, from the different groups affected. On the one hand, Quebec nationalists are in favour and in agreement because this law helps their cause, in other words, encourages the case for a sovereign Quebec. On the other hand, Quebec Anglophones are not very happy because Bill 101 does not consider them and their cultural rights, favouring French over English. This article may prove to be useful to me in presenting the effects of the Charter, the Bill’s evolution and how it affects different parts of Quebec’s society.

Jiwani, Yasmin et al. “LANGUAGE AS A TECHNOLOGY OF POWER: AN INTERSECTIONAL ANALYSIS OF THE CHARTER OF THE FRENCH LANGUAGE.” La Charte: La loi 101 et les Québécois d’expression anglaise/The Charter: Bill 101 and English-Speaking Quebec, edited by Lorraine O’Donnell, Patrick Donovan and Brian Lewis, Presses de l’Université de Laval, 2021, p. 249-279.

Yasmin Jiwani is a professor at Concordia University. She is also an activist and a feminist. She has created the Intersectionality Research Hub. Her and some students, who are members of the Hub, have written this text. This chapter of the book discusses mainly the effects on Allophones. Also, how la Charte de la langue française has made Anglophones and Allophones a minority and has also created a sense of rejection in the Allophones communities. Moreover, the authors describe how Allophones were subject to racial discrimination because they are not Francophones. Also, how hard it is for Allophones to integrate themselves in the Québécois culture because of the linguistic differences. Moreover, the text presents the racial tensions between Francophones and Allophones, simply because of linguistic reasons. The Charter only benefits Francophones and no other minorities. Once again, the article presents the Allophones’ openness to learn French and the Québécois culture, yet some Francophones are not ready to do the same, they are more reserved. This, in turn, creates tensions and social division. This article may be useful if I choose to present the consequences of the Bill on the Allophone minority.

Thomson, Dale. “Language, Identity, and the Nationalist Impulse: Quebec.” The Annals of the American Academy of Political and Social Science, Vol. 538, Sage Publications, Inc. in association with the American Academy of Political and Social Science, March 1995, pp. 69-82. JSTOR, https://www.jstor.org/stable/1048327.

Dale Thomson was a professor at the Université de Montréal McGill. He was a liberal. His work consisted mainly of Canadian politics. In this article, he presents the importance of group identity, as well as the factors that come into play that shape individual and group identities. He discusses the decrease in the French-speaking population and the immigration solution. Moreover, he presents the idea that history plays a big part in shaping one’s identity. He also presents some of Canada’s past promises to recognize the country’s dual identity and recognize Quebec as a “distinct society”. The promises were not fulfilled, therefore, inciting Quebec to demand its independence and become its own nation. He talks about the shift in terms of what it used to mean to be Québécois and what it means to be Québécois nowadays. Before the law of 1977, religion used to be the emblem of the Québécois identity. In recent years, the French language is now the most integral part of being Québécois. He also says that in this day and age, it will be harder to impose the French language and French culture on the younger generations since American culture (English language included) has spread and continues to spread worldwide. Youngsters are attracted to American culture, therefore, measures like Bill 101 have to be put in place. This article is in ways similar to some of the other articles I have found.

Blog Entry #6

It has been really hard trying to find different articles with different content. I have shifted my focus on the topic of Quebec’s independence, since it is a recurring topic throughout previous articles I have found. A connection can be made: language is linked to identity, and so for Quebecers to be able to be themselves, they need to create their own nation. How will they achieve this? By separating itself from the rest of Canada and branding itself as a unilingual French-speaking country. Bill 101 can help in achieving their independence or sovereignty.

Blog Entry #7

Three important figures linked to La Charte de la langue française: Camille Laurin, René Lévesque and Jacques Parizeau.

Camille Laurin (1922-1999)

René Lévesque (1922-1987)

Jacques Parizeau (1930-2015)

Blog Entry #8

"LE QUÉBEC EST UNE NATION.

Le Parti Québécois a toujours milité pour sa souveraineté afin qu'il devienne, enfin, un jour, indépendant" - Parti Québécois

During my research, I stumbled upon the issue of Quebec's independence and I decided to go look at the PQ's website and see what they were all about. I found the section entitled Plan d'urgence pour la langue française that I, personally, found very intriguing. I found it interesting, because firstly, I do not share the Parti's values and concerns, so it was nice to explore the other side of this issue. Also, after having read said section, I noticed how serious this problem was for them and other Quebecers who support Quebec's sovereignty. I decided to include the link to the website, to the section I'm referring to because I believe it pertains to all of us (as students in an English-language institution).

https://pq.org/urgence/ (L'enseignement supérieur)

*just a side note: there is no English version to their website, which says a lot, to be honest.

Images below by Steve Nease

(Bill 101 brings or fuels separatist feelings)

Blog Entry #9

During my research, I also found this organization called the Office québécois de la langue française (Quebec Board of the French Language). This group basically manages the usage of the French language and ries to see that La Charte de la langue française is respected in Québec. They are also in charge of the "francization" of Québec, by removing anglicisms and defining what words are acceptable to use in French. I find this to be very interesting because it's such a detailed job. The Office's main two roles are to see that the Charter is applied well and they also take care of the Grand dictionnaire terminologique du Québec.

https://www.oqlf.gouv.qc.ca/

https://www.thecanadianencyclopedia.ca/en/article/office-de-la-langue-francaise

Fay Baraz

Prof. Nathalie Lachance

Integrating Activity (section 2)

29 April 2022

The Importance of Language and How It Shapes Identity

Language is more than just knowing how to form sentences and the ability to vocalize one’s thoughts. For some, language can be a crucial part of identity. The Francophones of Quebec have been struggling with their identity for quite some time now, even to this day. The French language is considered by most Quebecers to be the symbol of their province, in other words, what makes Quebec truly Quebec. One of the ways the Quebec government has decided to protect their identity and culture is by passing Bill 101, also known as La Charte de la langue française. This paper will examine the connection between language and identity through the law’s history, the repercussions of the Charter on Quebec’s society, and last but not least, the Quebec Sovereignty movement and its relation to Bill 101.

To start things off, this section will be about Quebec’s climate prior to Bill 101 and what pushed the government to come up with this law. Bill 101 was passed in 1977, by the PQ, also known as the Parti Québécois. The law was presented by Camille Laurin, a politician in the PQ. Many factors contributed to the creation of this law, one of them being the Anglophone dominance in Quebec. Tensions erupted during the Quiet Revolution prompting Quebec to demand changes. The Quiet Revolution influenced the province to try and take control of the economy and started the feelings of nationalism, because the Anglophones and North America as a whole, were dominating in that specific field (D. Coleman 461). Different sectors of the economy were run by Anglophones since the language used to conduct business on a global level was English (O. Rousseau 166). With that being said, French-speaking Quebecers had less chances of getting good-paying jobs, which were held by the Anglophones, because of the dominance of the English language (O. Rousseau 169). Consequently, the Parti Quebecois decided to implement Bill 101, making “French the official language of Québec in education, government and the workplace from the shop floor to the board room” (O. Rousseau 146). By implementing this law, this gives the possibility for all Francophones to prosper financially, since everything must be in French now. This also means that the Anglophones, being once the primary leader of the economy, have been put to the side, allowing the Francophones to take over. The implementation of this Bill was very important in terms of letting the Francophones lead the economy. It forbade the use of English at work and in the business world thus, in turn, allowing the French-speaking population to dominate the market.

Next, the second reason why Bill 101 was created was because Quebecers felt as if their culture and identity were going to fade away. English, as a language, was very present and presiding in Quebec and in the whole continent, prior to the passing of Bill 101. This instilled anxiety in the population of Quebec, thinking that the Anglophones would take over and eradicate the Québécois culture (Dion 38). Additionally, Quebec, as a province, has always felt excluded since it is one of the only different provinces, linguistically speaking, within the country of Canada. One event that fortifies this feeling is the Lake Meech Accord of 1990. This accord was supposed to acknowledge the province of Quebec as a “distinct society” (Dion 42), but it never happened. Hence, Quebecers felt excluded from Canada. Moreover, this demand from Quebec did not go well with Canadian nationalists. The latter believed that this would eventually lead to Quebec wanting its independence from Canada, something that goes against their values, what with being nationalists (Thomson 81). One thing that terrifies the Francophones of Québec (or the supporters of Bill 101), is the situation in Montreal. Montreal is the biggest city of the province and was once almost fully anglophone (Dion 40). Therefore, the government of Quebec has to fully "francisize" the city in order to successfully spread the usage of the French language. All in all, this distress present in the French-speaking population of Quebec comes from this worry that their Québécois identity and culture might be erased and replaced with the presence of Anglophones and the English language. Bill 101 was put in place to save and defend the Québécois identity and language.

Following, this section will present the various consequences of the Charter of the French Language on the society of Quebec. The enactment of Bill 101 has affected the education system in many ways. First, by restricting access to English-language schools. For instance, one had to fit certain criteria in order to attend an English school: the new law requires students to study in French unless they have an English background, one or both parents having previously studied in an English-language institution (Tetley 200). This was done to encourage the usage and learning of the French language. Moreover, this law has had a tremendous impact on immigrants. Newcomers to the province had to be educated in French, they did not have the option to choose where or which school they could let their kids attend (E. Howard 416). It is important to mention that not all Francophones in Quebec are supporters of Bill 101. Some of them were also affected by this law. They, also, could not let their children attend English-language schools, they had to attend French-language schools (E. Howard 416). Bill 101 has legally limited the access to English-language schools, in order to favour, to protect and to promote the usage of French, province-wide. In doing so, less people would be able to attend English schools, increasing the French-speaking population and maintaining the French identity.

Next, another consequence brought by the Charter is the decrease of the Anglophone population in Quebec. Starting from 1966, Quebec Anglophones had started to leave the province for a number of different reasons. This period in time is called the “Anglophone Exodus”. For instance, some of the reasons they have decided to leave was because of the FLQ (Front de Libération du Québec), a terrorist group, the Quebec nationalist government in place at the time, the Parti Québécois and, last but not least, the previous laws that came into existence before the passing of the current one (Bourhis & Sioufi 95). All of these things were factors that contributed to the leaving of the Anglophones of the province, because they felt uncomfortable and rejected just like the Francophones did with the Anglophones’ presence. The PQ passing the Charter and being a Quebec nationalist party, did not make the Quebec Anglophones feel included or welcomed in their own province (Bourhis & Soufi 97). Also, one important thing to notice in regards to vocabulary, with terms such as “Anglophones” and “Francophones”, these words imply a sort of division or separation of groups. Instead of being one whole nation, the province is divided into groups based on the language they speak. This demonstrates how language is a powerful component that aids in the forming of personal identities and communities. To summarize, the Quebec government has put measures in place that do not give consideration to most of the Anglophones’ needs, thus, resulting in them leaving the province.

Additionally, Bill 101 has created tensions between Quebec Anglophones and Quebec Francophones, as expected. Bourhis and Soufi have conducted a study in trying to find out the effects of the Charter, more specifically which linguistic group would be more likely to leave the province, after the passing of the law. They have come to the conclusion that Quebec Francophones felt the need to strengthen their identity, through the French language, because of how uneasy the Anglophones’ presence made them feel, therefore less open to learn English (Bourhis & Soufi 111). The case differs a bit on the Anglophones’ side. They, too, feel uneasy, but are more eager to learn French and integrate in the Québécois culture than Francophones (Bourhis & Soufi 111-112). The study has shown that Anglophones have no issues staying in the province, but in some cases, they do not feel like they belong anymore (Bourhis & Soufi 113), in consequence, many of them have left the province. Some Quebec Anglophones dislike Bill 101 because it clashes with their dual identity, which they like having. Quebec Francophones on the other hand, prefer one single identity: the French one (McDougall 131). In summary, both groups feel threatened by the other, causing tensions and problems. The Francophones in Quebec are afraid of the Anglophone influence because they worry their French (Québécois) culture and identity will be replaced by the Anglophones. Quebec’s actions to protect their language and identity is establishing the same fear in the Anglophone community, by imposing French and controlling the usage of English in the province. This is a problem because both groups are attached to their identity, in other words, their language.

Moreover, this paragraph will explore the effects of Bill 101 on the issue of immigration and the Allophones of Quebec. Before the passing of the Charter of the French language, the Francophone population of Quebec was dropping in numbers due to the Anglophone dominance. Accordingly, the province decided to increase its French-speaking population by means of immigration. The respective provincial and federal governments, at the time, came to a mutual agreement to allow the provincial Quebec government to be in charge of their own immigration policies (Thomson 79). Consequently, Quebec was hoping to acquire immigrants from French-speaking countries, such as France, to increase and spread the usage of French, but not many applicants came from European countries (Thomson 79). Nevertheless, after the enactment of Bill 101, the French-speaking population did increase through immigration. Immigrants from Middle Eastern and African countries came to the province, but were faced with difficulties. Despite the fact that these newcomers knew how to speak French, they were still the group with the higher proportion of unemployment (Jiwani et al. 263). This does not make sense since the Charter forces the workplace environment to be in French. They should be able to prosper in such an environment. This simply goes to show that Bill 101 benefits the Francophones of Quebec, at most. Since French is linked to the Québécois identity, Allophones or Anglophones will never be considered Québécois because for those two groups, French is not their mother-tongue (Jiwani et al. 269). As stated, the 1977 law affected not only the Anglophones of Quebec, but has also affected the Allophones, or immigrants. Whether an immigrant learns or already knows how to speak French, it will not matter much, since they will never be seen as a true Québécois, therefore, still building tensions between different linguistic communities in the province.

Succeeding, this section will mainly be about the question of Québec Independence and the Québécois identity. It could have been approached in the beginning of the paper, but this subject is far too important, it deserves its own section, simply because the province’s potential independence played a big role in birthing Bill 101. René Lévesque was one of the most prominent figures when it comes to Québec nationalism. He was a former premier of Quebec and he is also the reason why the separatist movement was so strong. To start things off, he was part of the Liberal government, until one day he was let go because of his separatist views (Hagy William 55). Following his departure, he started the MSA (Mouvement souveraineté-association) and shortly after, other members from different separatist groups joined the MSA (Hagy William 56). With the members of the MSA, he then founded the PQ (Hagy William 57), still existing today and the same party that created the Charter. Separatism was seen as a way of saving Quebec or preserving the Québécois identity. Quebec’s separation from the rest of Canada would officially render the province French (T. Sherrill 136), with no influence or traces of English. To conclude, one of the ways the government wanted to make this possible is by applying Bill 101, reinforcing the Québécois identity by implementing the usage of French in all sectors and fields of Quebec society. Additionally, the separatist movement never would have gotten this far without René Lévesque. Also, Bill 101 probably would not have been put in place if not for him, his influence and the Parti Québécois.

Moreover, many powerful and influential people, such as politicians like René Lévesque, have shaped or paved the way in an effort to realize Bill 101 and the separatist movement. Jacques Parizeau, also a former premier of Quebec and member of the Parti Québécois, has had a great influence on the people of Quebec. He has written: “What is really driving Quebecers’ desire for independence is a need for identity, a wish for a more defined sense of personality in an increasingly impersonal world” (Parizeau 72). This means that the population of Quebec, according to him, does not feel like it belongs with the rest of Canada, being Canadian does not reflect who they really are, their true identity, as Québécois. Also, to gain people’s trust, mainly Anglophones, he had promised to give them more rights since they are now the minority group and not the Francophones (Parizeau 74). Based on the schooling situation, this was proven to be a false promise because with the passing of Bill 101, the Anglophone population of Quebec are prohibited from doing certain things, to this day, such as choosing which school to send their child to, as mentioned previously.

Additionally, some supporters of Quebec’s independence have voiced their opinion on the matter, rather aggressively. For instance, the creation of the FLQ (Front de libération du Québec), in 1963. This group committed many crimes in the name of the province’s separation. In 1970, they abducted a minister from the Quebec government, Pierre Laporte. The FLQ then killed him (Naidu 2). Also, the terrorist group has also participated in some bombings (T. Sherrill 135). The FLQ performed these heinous actions to request their beloved province’s independence from the rest of Canada. This simply goes to show how far one is willing to go in order to achieve something. Also, it depicts how strongly they felt about their cause and how strongly they felt about the menace they thought they were up against, to save their French identity. In other words, the FLQ saw it fit to commit crimes in the name of Quebec’s sovereignty.

Next, this paragraph will express the reason behind the importance of the French language to most Francophones in Quebec, or more specifically the shift from being Canadian to Québécois. The reason for the presence of English and French in the North-American country of Canada, dates back to the country’s history of colonization from Britain and France. Quebec has always felt more attached to France, because of the province’s French roots (Bourhis & Soufi 88). Hence, this attachment has prompted the need for Quebec’s separation from the rest of Canada. In order to detach themselves from the English, Quebecers used the French language as a medium to reformulate and reassert their true selves, not as French-Canadians, but as Québécois (Jiwani et al. 253). Evidently, the past still continues to affect the present. In this case, history has had a great impact on the province of Quebec and its population in terms of personal and collective identity. Furthermore, Quebec feels the need to show and prove their identity, heavily influenced by the French.

To conclude everything that was explored through this essay, language is one of the main elements that molds one’s identity, as seen with the case of Quebec and its Francophones. Many factors came into play when Quebec decided to reclaim its identity as a fully French-speaking province: the complete Anglophone authority and predominance before the passing of Bill 101, the dismissal of recognizing Quebec as a “distinct society” by the rest of Canada, resulting in clashes between linguistic groups, and lastly, the rapidly growing views of Quebec nationalism and the separatist movement, demanding Quebec’s independence. La Charte de la langue française of 1977 was seen as controversial and as far as one can see, has caused issues throughout the province and general discomfort for some. The question of the French language has been and continues to be one of the biggest issues in Quebec. Something so simple like a collection of words and grammar has caused almost half a century of problems, dividing people instead of uniting them. This proves how much power language holds, how dangerous it can make people be, and how important and vital it is to some people, because it can be a big part of someone’s identity

Works Cited

D. Coleman, William. “From Bill 22 to Bill 101: The Politics of Language under the Parti Québécois.” Canadian Journal of Political Science/Revue Canadienne de science politique, Vol. 14, No. 3, Canadian Political Science Association and the Société Québécoise de science politique, September 1981, pp.459-485. JSTOR, https://www.jstor.org/stable/3230345.

Dion, Stéphane. “The Quebec Challenge to Canadian Unity.” PS: Political Science and Politics, Vol. 26, No. 1, American Political Science Associations, 1993, pp. 38-43, JSTOR, https://www.jstor.org/stable/419502.

E. Howard, Rhoda. “The National Question in Canada: Quebec.” Human Rights Quarterly, Vol. 13, No. 3, The Johns Hopkins University Press, 1991, pp. 412-419, JSTOR, https://www.jstor.org/stable/762624.

McDougall, Andrew. “Bill 101 As God and Demon: The Charter of the French Language and English Canada.” La Charte: La loi 101 et les Québécois d’expression anglaise/The Charter: Bill 101 and English-Speaking Quebec, edited by Lorraine O’Donnell, Patrick Donovan and Brian Lewis, Presses de l’Université de Laval, 2021, p. 127-141.

O. Rousseau, Mark. “The Politics of Language and Trade in Québec, Canada: Toward an Autonomous Francophone State.” Berkeley Journal of Sociology, Vol. 37, Regents of the University of California, 1992, pp. 163-179, JSTOR, https://www.jstor.org/stable/41035459.

Parizeau, Jacques. “The Case for a Sovereign Quebec.” Foreign Policy, No. 99, Slate Group LLC, 1995, pp. 69-77. JSTOR, https://www.jstor.org/stable/1149006.

Tetley, William. “Language and Education Rights in Quebec and Canada (A Legislative History and Political Diary).” Law and Contemporary Problems, Vol. 45, No. 4 Canadian Constitution, 1982, p. 177-219, https://www.jstor.org/stable/1191550.

Y. Bourhis, Richard and Rana Sioufi. “Anglophone and Francophone Desire to Stay or Leave Quebec: A Study of Quebec-Born Undergraduates in Montreal.” La Charte: La loi 101 et les Québécois d’expression anglaise/The Charter: Bill 101 and English-Speaking Quebec, edited by Lorraine O’Donnell, Patrick Donovan and Brian Lewis, Presses de l’Université de Laval, 2021, p. 85-118.

Blog Entry #10

This project is finally done! The hardest part for me was the beginning, to be more specific, trying to find a good and interesting topic with enough articles to write my paper with. Also, I wasn't expecting the video presentation aspect of the project to be this complicated for me. I thought the essay was hard, but trying to fit and shorten what I wanted to present in only 3 mins proved to be even more difficult. Also, posting the video on the blog was a pain. Despite the technical difficulties that I was faced with, the project, as a whole, turned out to be nice. It was mostly due to the fact that I learned a bunch of new stuff during my research. I hope you also like it!

Video Presentation

Attached is my presentation. If the video below does not work, copying and pasting the link in another tab should do the trick.

https://www.youtube.com/watch?v=O3tSTcQaHEA