Abstract

The laws governing public and government-subsidized education in the province of Quebec, Canada, make for a unique situation in which few parents have the luxury – or the burden, as the case may be – of choosing the language of instruction that their child will receive. The decision-making process is often fraught with concerns over which system – French or English – will better serve the child as he or she prepares for a future in the province. The following thesis reports on how parents experience deciding which system best suits their children and the parents’ perspectives on the outcomes of their decision.