Abstract

This study is an exploration of the juncture of immigration, immigrant integration and adult citizenship education in the Province of Quebec. Some of the issues addressed revolve around the belief that many factors impact on immigrants' ability to integrate into Quebec society and that linguistic proximity is not sufficient to ensure smooth integration and full societal participation. For this reason, this study's emphasis is placed on the transitional learning needs of francophone immigrants integrating into Quebec society. Some of the areas explored are: Canadian and Quebec immigration policies, immigrant integration, theoretical propositions and approaches to immigrant education, and frameworks, practices and forms of adult citizenship education for immigrants. As it is believed that immigrants' transition, settlement and integration can be facilitated by participation in citizenship programmes, recommendations for the design and development of a citizenship programme for francophone immigrants are provided. This includes a discussion of programme objectives and evaluation, recommendations for the selection of a philosophical framework for programme design and delivery, and recommendations for the selection of andragogical practices. Conclusions are provided in the form of recommendations for a citizenship programme for francophone immigrants to Quebec. These recommendations include suggestions for three programme components: Life Skills: Day-to-Day Life; Civics: Rights and Responsibilities, and Critical Reflection. A fourth programme component for the non-immigrant segment of the population is also proposed. Suggestions in terms of adaptable modules for each of these components are provided.