Québec, November 13, 2008
Notes for an address at the Annual Convention of the Society for the Promotion
of the Teaching of English as a Second Language in Quebec (SPEAQ)
Graham Fraser – Commissioner of Official Languages
Check against delivery
Madam Schink, Ladies and Gentleman, good evening.
I am particularly happy to be here tonight. Many of my speaking engagements over the last two years have been in minority-language communities, but tonight is different. Some of you are part of the English-speaking community of Quebec and some, of the province’s French-speaking majority. And together, the work you do here is very important.
Next year, the Official Languages Act will be turning 40. And in these four decades, our language policies, both federal and provincial, have come a long way.
Through the Act, French- and English-speaking Canadians in minority settings can now work and obtain services within the federal public service in the official language of their choice, in designated areas. But those are the basics. Because of the Act, the federal government also has an obligation to promote bilingualism, as well as to support and contribute to enhancing the vitality of official language minority communities.
The purpose of the Act has never been to make every Canadian bilingual. However, many have worked hard to become bilingual, out of a sense of discovery, a point of pride or the need to fulfil a professional requirement.
Here in Quebec, the situation is quite different than in the rest of Canada, and so are the needs. While much-needed measures have helped the French language take its full place in Quebec society, the new dynamic also led to a sense of unease about bilingualism.
French-speaking Quebec has always had a love-hate relationship with the English language—and I am sure that you are often caught in the cross-fire of those conflicting emotions. Paradoxically, the success of the Charte de la langue française has taken some of the tension and bitterness out of discussions of language in Quebec. This enables you to present the English language, not as a burden or an obligation, but as a bridge and an open door—to the English-speaking minority, to the rest of Canada, and, perhaps most appealing, to the rest of the world.
According to Statistics Canada, the bilingualism rate in Quebec is around 40 percent, far beyond that of any other province except New Brunswick. However, English-speaking Quebeckers are bilingual at twice the rate of their French counterparts.1
With an economy that is increasingly knowledge-based, knowing more than one language will become essential in many fields. This argument was also made last year by La Presse’s André Pratte.2 Incidentally, Mr. Pratte pointed out that Quebeckers might be more comfortable learning English if the contributions of the English-speaking minority to the development of Quebec’s society were taught in school.
English remains one of the world’s major languages and allows for sharing information and communicating with people from many different countries. Already in Quebec, a number of post-secondary institutions are recognizing the importance of this language by offering English-as-a-second-language programs, as is the case with McGill University. HEC Montréal has gone a step further, offering a trilingual business administration program in French, English and Spanish—of which the first cohort graduated this past summer. If we are to catch up to the numerous European countries, where most citizens have a grasp of at least three languages, such programs will need to be offered more globally.
The Ministère de l’Éducation, having recognized these challenges, as well as the need for language learning, has indicated in its latest strategic plan that learning a second, or even a third language is unavoidable for the future of an open society such as Quebec’s.3 Over the past three years, English-language learning has increased by one and a half hours per week, and ESL programs were introduced in the first cycle of primary education. It is of course too early to see whether this recent initiative has had a significant impact.
But simply increasing class time does not solve the problem. We must go above and beyond this initiative to ensure that our students have opportunities to learn and practice their second—or third—language.
There are nearly one million English-speaking Quebeckers. And English-speaking communities are present in most regions of Quebec: the Magdalen Islands, the Gaspé, the Eastern Townships, Québec City, the Lower North Shore, Rouyn-Noranda—the list goes on. These communities, which are active and vibrant, can be of great use to you in your work, and I encourage you to seek them out as partners on different initiatives.
After all, English-speaking communities of Quebec are rich in culture, arts and historical resources, which can give your students a fuller understanding of the language they are learning. They can also provide your students with an opportunity to practice what they have learned, and serve to break down stereotypes and build bridges between both official language communities.
Learning another language in a classroom can sometimes seem like a huge challenge. But a change of scenery can help. This was certainly the case in terms of my own language learning. It was only when I came to Quebec on a summer project in my first year of university that I moved on to the next level. In one summer, I went from being a mediocre student to being able to speak and understand the language.
Of course, speaking a language is not like riding a bicycle—a skill that is never lost once acquired. Language requires practice. The old cliché applies: use it or lose it.
I therefore encourage you to seek out the resources you need to provide various opportunities to your students. Contribute to improving dialogue between schools, communities, organizations and governments in order to get the necessary support for you to continue your important work. And continue to be innovative in your approach to second-language learning.
Of course, for ESL to remain relevant, students must understand the benefits of participating in such a program. Although many young people are enthusiastic about learning English, they don’t always pursue their language learning beyond a basic understanding. This is a tendency I hope will be turned around.
First and foremost, students need to know that ESL doesn’t stop at the high school or CEGEP level. An education continuum is crucial in the learning process, and most universities in the province offer ESL programs and courses. As teachers, you are in the perfect position to make sure your students are aware of these possibilities.
Following post-secondary studies, your students will have the upper hand. Labour markets, whether at the provincial, national or global level, can barely keep up with the demand for bilingual and plurilingual candidates. Those with more than one language under their belt will be at an advantage. According to the 2006 census, 2.8 million Canadians use more than one language at work.4 And these numbers are on the rise.
This knowledge of other languages can also break down isolation and distance from others. This is just as true for French-speaking Quebeckers, who wish to better communicate with their English-speaking counterparts, as it is for those who simply want to travel or work elsewhere in the country—or abroad.
Conclusion
ESL teachers in Quebec are, in my opinion, ambassadors of linguistic duality. Through your efforts, your students have all aspects of Canadian society—and the world—at their doorstep. I encourage you to continually look for new opportunities to keep learning relevant and interesting, through partnerships with your English counterparts, your community, local organizations and all levels of government.
My office can also be a resource in your work. Please take a moment to visit our booth and speak with Charles Taker about the learning tools that we have developed to assist you.
Thank you.
1. Statistics Canada, The Evolving Linguistic Portrait, 2006 Census: Highlights, http://www12.statcan.ca/francais/census06/analysis/language/highlights.cfm
.
2. André Pratte, “A History of the Conquest,” La Presse, February 7, 2007, p. A20.
3. Ministère de l’Éducation du Québec, Plan stratégique du Ministère de l’Éducation du Québec, 2005, p. 9. Available online at www.mels.gouv.qc.ca/sections/publications/publications/BSM/PlanStrat05-08_.pdf
.
4. Statistics Canada, Using Language at Work in Canada, 2006 Census: Canada, http://www12.statcan.ca/english/census06/analysis/langwork/increase.cfm.
