The two purposes of this study are first, to provide an evaluation of an after-school basic mathematics program at the Demonstration School for the Deaf Junior Secondary School (DemoDeaf) in Mampong-Akuapim, Ghana. Second, it provides an ecological discussion exploring why DemoDeaf students do not have access to quality education. I designed and piloted the math program in 2005 and 2007 as an action researcher and volunteer with the Non-Government Organization (NGO), Signs of Hope International. The program was developed after finding six students in one JSS class could not count to one-hundred and all other students struggled with addition and/or subtraction. The program has been shown quantitatively and qualitatively to have statistically significant and positive effects on DemoDeaf students. In 2007, the number of students proficient in counting increased from thirty-four to forty-four. An analysis of the addition achievement test results indicate students advanced a total of twenty-nine levels; four students learned to add single-digit numbers together, eleven students learned how to add double-digit numbers together, and fourteen students learned how to add triple-digit numbers together. An analysis of the subtraction achievement tests indicate students advanced a total of nineteen levels; six students learned to subtract single-digit numbers, eight students learned how to subtract double-digit numbers, and five students learned how to subtract with triple-digit numbers. Sample-t-tests showed that the increase of students proficient in counting, addition, or subtraction (except for triple-digit subtraction) was statistically significant at the p-value of < .01 or < .05. The stigma and negative stereotypes embedded in the normative culture in Ghana and the majority/minority relations and power dynamics between hearing and deaf groups influence the socializing institutions of the family and deaf schools. The normative hearing culture influences the language choice parents/guardians give their deaf child and how they treat them. The perspectives and values of hearing educators and administrators influence deaf school design and create a hidden curriculum for deaf students. These separate forces meet in the classroom and not only prevent students from receiving a quality secular education, they also reinforce the low status ascription of deaf students in Ghana.

Cette thèse de doctorat contribue au champ de recherche sur l'immigration francophone en milieu minoritaire à partir du contexte acadien néo-brunswickois. Ce travail considère le phénomène de l'immigration francophone comme un analyseur de tensions et de confrontations socio-identitaires et linguistiques au sein de la société acadienne d'accueil. L'analyse fait ressortir un processus de transformation de la représentation politique ainsi que de l'identité collective de la communauté acadienne. De manière plus approfondie, cette recherche illustre le rôle des langues dans le projet migratoire et le projet d'intégration des immigrants francophones à Moncton en regard de sa situation de contacts de langues inégalitaires. Cette thèse adopte une approche interprétative et qualitative afin de privilégier le sens donné par les acteurs directement impliqués dans les phénomènes sociaux et linguistiques à l'étude. / This doctoral thesis is a contribution to the field of research on francophone immigration in a minority setting, more specifically in Acadian New Brunswick. This thesis is examining francophone immigration as a means of understanding and analysing identity and linguistic tensions amongst the Acadian host community. The analysis shows that Acadian society is undergoing a transformation process regarding its political representation and collective identity. The objective is to understand the role that languages play in the migration trajectory and the integration plans of francophone immigrants in Moncton with respect to its unequal linguistic situation. This thesis adopts an interpretative and qualitative approach that takes into account the points of view of the participants who are directly involved in the linguistic and social phenomena under review.

Dissertation based on a comparative qualitative study of Franco-Ontarian and Quebec English-speaking postsecondary students. / Kymlicka (2007) identifies three diversity silos in Canada: Indigenous peoples, official bilingualism, and multiculturalism encompassing immigrants and ethnic groups. This dissertation falls within the official bilingualism silo and explores linguistic identity, boundary work and social status amongst Franco-Ontarian and Quebec English-Speaking postsecondary students. Using a qualitative approach, semi-structured interviews were conducted in Montreal, Ottawa and Toronto between January and June 2014 with 36 participants in English and French. First, this dissertation investigates how Franco-Ontarian and Quebec English-Speaking postsecondary students choose to self- identify, define, and enact their linguistic identity. Second, many questions aim to gauge potential symbolic linguistic boundaries, their porosity, and the role of bilingualism. Third, this dissertation delves into participants’ experiences of discrimination based on language or linguicism. Fourth, this inquiry examines if: a) the participants believe that bilingualism is highly esteemed and respected as a social status, b) if they believe that language is a commodity, c) and independently of their belief, if bilingualism results in a cosmopolitan lifestyle. Certain themes permeate all the chapters. Franco-Ontarian postsecondary students experience linguistic insecurity and express concerns for the future of French in their communities. While Quebec English-speaking postsecondary students do not voice fear for the future of the English language, they reveal a deep desire to be recognized as belonging in Quebec society. Some policy implications are discussed in the conclusion. / Dissertation / Doctor of Philosophy (PhD) / Francophones outside of Quebec and Quebec Anglophones are official language minorities with rights enshrined in the 1985 revised Official Languages Act. Their postsecondary experiences are less studied than their elementary and high school pathways. This dissertation summarizes the results of a study about the beliefs, attitudes and thoughts of Franco-Ontarian and Quebec English-Speaking postsecondary students about their linguistic identity, culture, their education, and the role of bilingualism in their lives. In order to do so, interviews were completed in Montreal, Ottawa and Toronto with CEGEP, college and university students or recent graduates between January and June 2014 with a total of 36 participants. The results indicate that historical linguistic conflicts and the contemporary political context influence the responses of each group. The interviews also reveal that Quebec English-speaking participants want to be fully accepted as Quebecers while Franco-Ontarian participants worry for the future of their communities.

Le contexte actuel de mondialisation et de mobilité des citoyens de tous les pays, qui parlent des langues diverses, change la composition culturelle et linguistique de la société québécoise. Cette diversification de la société remet en question la validité de certaines pratiques dans notre système judiciaire et, plus particulièrement, l’accessibilité à la justice pour tous les citoyens. La notion d’accès à la justice implique que tout justiciable possède le droit de participer en pleine égalité aux procédures qui se déroulent devant les tribunaux, ainsi que le droit à un procès équitable. La présente étude examine la pratique de l’un des plus importants tribunaux administratifs du Québec, le Tribunal administratif du travail (TAT), division santé et sécurité du travail. Le TAT offre aux travailleurs l’accès à la justice en pleine égalité, et dans le respect des règles de justice naturelle relativement aux demandes touchant leurs droits, mais sans fournir de services gratuits d’interprète aux travailleurs membres d’une minorité linguistique. Il s’agit des travailleurs qui ne parlent pas et ne comprennent pas la langue employée à l’audience, à savoir la langue française ou la langue anglaise. L’auteure examine le droit de ces travailleurs de bénéficier des services gratuits d’un interprète devant le TAT en raison du droit à l’égalité et du droit à un procès équitable garantis par les dispositions de la Charte canadienne des droits et libertés et de la Charte des droits et libertés de la personne. / The current context of globalization and mobility of citizens of all countries, who speak different languages, changes the cultural and linguistic composition of the Quebec society. This diversification of society challenges the validity of certain practices in our justice system, in particular the accessibility of justice for all citizens. The notion of access to justice implies that everyone has the right to participate fully in the proceedings before the courts, as well as the right to a fair trial. This study examines the practice of one of the largest administrative tribunals in Quebec, the Tribunal administratif du travail (TAT), Health and Safety Division. The TAT provides workers with equal access to justice, complying with the rules of natural justice with respect to claims affecting their rights, but without providing free interpreter services to minority language workers. These are workers who do not speak and do not understand the language used in a hearing, namely French or English. The author examines the right of these workers to free services of an interpreter before the TAT, pursuant to their right to equality and the right to a fair trial guaranteed by the provisions of the Canadian Charter of Rights and Freedoms and the Charter of Human Rights and Freedoms.