Représentations des littératies plurilingues, de l’immersion en français et des dynamiques identitaires chez des parents chinois

Focusing on the study of representations constructed by Chinese families in a large city in Western Canada, this article examines parents’ perceptions of the literacy practices of their multilingual children enrolled in French immersion programs. The authors consider how discursive identity construction has multiple prisms that enable families to surpass minority group designations and participate as citizens in Canadian democracy without renouncing their inherited affiliations. An analysis of their discourse provides a tool for understanding how representations are constructed and transform social thinking, revealing the close relationship between the dynamics of representation and identity.