Abstract

This thesis studies the integration process of a small sample of Chinese immigrant children in Quebec's public elementary schools. Specifically, it concentrates on the socio-cultural context of Quebec, and compares it with the Chinese home culture. It looks at the differing expectations of these two cultures, and determines whether they pose challenges for the academic and social achievement of Chinese children. The findings of the study show that Chinese immigrant children are experienced in facing a dual culture in their immigrant life. As China becomes the biggest immigrant resource country for Canada and Quebec, Chinese immigrant children are changing the composition of the Quebec classroom. The study also indicates that some teachers and educators are not very familiar with the Chinese culture, and tend to view the Chinese learner in a stereotypical way as 'inevitably destined for academic success'. There seems to be an urgent need for further research into ways to compromise the dual culture of the Chinese immigrant child.

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