中文摘要
各国政府长期以来对语言少数群体强加一种共同的学校语言，希望以此塑造共同的民族认同，但此类强制要求究竟能整合少数群体还是会引发反弹，仍存在争议。我们研究魁北克1977年的《法语宪章》，该法要求较年轻的移民子女群体入读法语学校而非英语学校。我们采用双重差分估计策略，将按要求须接受法语学校教育的群体与豁免该要求的群体进行比较。我们发现，在20至40年之后，被要求就读法语学校的儿童更可能将法语作为家庭语言，更不可能采用英语，而其中放弃英语的一部分转向了传承语言而非法语。这些语言上的转变延伸至身份认同与政治态度的变化：受处理群体更可能认同自己是魁北克人或法裔加拿大人，对加拿大的归属感更弱，并更支持魁北克独立。我们未发现对教育或收入有稳健的影响证据，也未发现在留在魁北克的人中存在文化或政治反弹的证据。最明显的抵制表现为退出，因为受处理家庭迁出该省的可能性是未受处理家庭的两倍。
Abstract
Governments have long imposed a common language of schooling on linguistic minorities in the hope of forging a shared national identity, yet whether such mandates integrate minorities or provoke backlash remains contested. We study Quebec’s 1977 Charter of the French Language, which required younger cohorts of immigrant children to enroll in French instead of English schools. Using a difference-in-differences estimation strategy we compare cohorts required to be schooled in French with those exempted from the requirement. We find that two to four decades later, children who were required to attend French schools were more likely to adopt French as a home language and less likely to adopt English, with part of the shift away from English going to heritage languages rather than to French. These shifts in language carry over to changes in identity and political attitudes: treated cohorts are more likely to identify as Québécois or French-Canadian, less attached to Canada, and more supportive of Quebec independence. We find no robust evidence of effects on education or income, and no evidence of cultural or political backlash among those who remained in Quebec. The clearest resistance took the form of exit, as treated families were twice as likely to leave the province.