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CULTIVATING OUR MOSAIC: UNDERSTANDING THE LANGUAGE CHOICES OF CANADIAN IMMIGRANT STUDENTS Julia E. Kiernan December, 2010 This dissertation examines the competing views of multilingualism that shape U.S. and Canadian post-secondary literacy education. Drawing on education, English studies, globalization theory, applied linguistics, translation studies, multiculturalism, and second-language studies, this project engages in a study of multilingual students from writing courses at a Canadian university. The analysis focuses on the relationships between Canadian multilingualism and current U.S. scholarship surrounding English monolingualism in terms of eradicationism, language segregation, and language interaction. The findings challenge previous research and popular opinion, as well as Canadian government policy, all of which tend to designate Canadian classrooms and society as definitively accepting of cultural and linguistic diversity. Instead, this project positions Canadian writing classrooms as aligned with eradicationist ideologies, which is a noteworthy contrast to growing calls by composition scholars for teaching trans lingual composition. The data collected situates Canadian students (like U.S. students) as extremely ethno-linguistically diverse; however, in Canada, this diversity continues to be confined to home communities. This research offers a critical assessment of how U.S. and Canadian postsecondary institutions can employ multilingualism as a resource, suggesting ways in

Cultivating our mosaic : understanding the language choices of Canadian immigrant students.