Ottawa, August 6, 1999
French Language Education in a Global Perspective
Speech given to the 52nd Conference of the ACELF
Dr. Dyane Adam - Commissioner of Official Languages
Check against delivery
Mr. President of ACELF,
Mr. Convention Chair,
Dear Friends,
I would like to thank Mr. Fernand Bégin for his kind words about me.
I have mixed feelings about standing here before you this lunch time. First of all, I am very pleased to be here. I am well acquainted with ACELF and I am particularly familiar with the field of francophone education in Canada and the challenges it must meet. I therefore feel that I am, to some extent, among family here and I find it meaningful that the fortuitousness of scheduling has resulted in my speaking for the first time, as the Commissioner of Official Languages for Canada, before such a large number of those involved in the educational world. I would like, today, to talk to you about the successes and challenges of French education in Canada and the rich resource that our collective experience as educators can represent internationally.
The second emotion that I feel is one of humility. You are certainly aware that I assumed my responsibilities as Commissioner only a few days ago. The tasks awaiting me are exhilarating and the challenges very great. The Commissioner of Official Languages plays an important role in one of the areas which best defines Canada, namely its linguistic duality. It is, perhaps, this duality which distinguishes us most in the world today. It is clearly part of the image that our country projects abroad. It is also a heritage from our past, a torch that we must pass on to the generations to come.
This duality is also, however, a permanent structure. It is a task that we must constantly work at. It will not look after itself and it is not cast in concrete. It must be defended, it must be enriched, it must be explained.
This is the role waiting for me, along with all those who are attached to this key value in our country. I mentioned, a few minutes ago, the happy coincidence that I am addressing the educational world as the new Commissioner. I do, in fact, believe that an important element of my mandate will be to explain, tirelessly, linguistic duality to Canadians across the country. I will therefore have to educate in the broadest and most elevated sense of the word. The Commissioner of Official Languages has a key educational role.
Another happy coincidence that I would like to draw attention to is the theme of your conference, L'éducation en langue française dans une perspective mondiale [Translation: French language education in a global perspective]. My career and interests have often, in fact, spanned the two elements of the title: French language education and a global perspective.
Education first of all: I taught psychology, most notably here at the University of Ottawa and at Laurentian University. Next, as Assistant Vice-President at Laurentian University and then Principal of Glendon College of York University, I was able to get a close-up view of the ongoing challenges that must be met to ensure a high quality post-secondary education in French outside Quebec: difficulties in funding, in accessibility of courses; difficulties in finding the appropriate teaching tools; often resistance or simply, indifference and problems from the surrounding environment. We should add to these difficulties, which are often social or political, a major cultural given: our integration as francophones in a continent where the overwhelming majority identify with the American language and culture. For young people in minority communities and even more, for young Quebec francophones, the attraction of this culture is increasingly strong. This is a phenomenon that it is difficult to resist. For us then, what is involved is to mediate between our young people's fascination with a dynamic and modern culture and their necessary attachment to their language and traditions.
I acquired my world perspective within the Francophonie. My responsibilities in the university world led me to become a member of the policy committee of the Université virtuelle francophone. This university is one of the major projects of the Agence universitaire de la Francophonie. Through contacts with my colleagues in other countries of the Francophonie, I was able to discover that certain issues in post secondary education are universal and certain other issues are specific to us here in Canada.
My experience with the international Francophonie gave me a strong conviction: our experience in Canada is already and may increasingly become a rich resource for other French-speaking countries. Thus, for example, in the university sphere, we have in Quebec some of the largest French-language universities on the planet; outside Quebec, certain universities have developed a very specific expertise in university teaching in French, in a minority environment. These conditions - majority and minority environment - are also to be found, at various levels, in a large part of the international Francophonie, particularly in Africa. Our experience and our diversity are assets to our French-speaking friends throughout the world. Could ACELF play, in this context, the role of a co-ordinator or a transmitter?
I have therefore had this extraordinary opportunity to work for a long time in the educational field. I have learned to love its challenges and demands. I have also had a close-up view of its difficulties. This has led me to think about issues relating to education in French internationally. Canada and the world, Canada and globalization in the context of education in French: these have been the two poles of your discussions and debates over the last two days. I hope you will allow me to share some of my thoughts on these issues with you.
During the course of your discussions over the last two days, the issue of education for citizenship in a global perspective was often discussed. I believe, however, that the essential prerequisite for such education to occur is to be firmly rooted in one's own environment.
It is a universal fact of nature that, in order for a tree to grow, it must have strong roots. In order for a house to stand for a long time, it must have solid foundations. In the same way, in order for young Canadian francophones of today to be able to adequately fill their role as citizens of the world, they must root themselves deeply and firmly in their francophone reality, in their culture and in their environment.
It is because we know this that we fight constantly for education in French. For the last thirty years in Quebec, the entire society has understood that rallying, in an ongoing and resolute manner, to ensure a quality education for all was essential for its development. The French-language minority communities, for their part, have always known that education in French was the cornerstone of their existence and vitality as communities. They have known this since 1912 in Ontario. They knew this well before the Mahé case in Alberta and in Manitoba well before the Manitoba Reference. For a hundred years we have constantly rallied; we have never stopped fighting to ensure our rights in this essential area: education in French.
We have now succeeded in partly winning this battle. Everywhere in Canada, section 23 of the Charter, which guarantees our right to education in French, is recognized, at least officially. Nevertheless, its application still raises some difficulties and this is unacceptable 17 years after the adoption of the Charter. It is unacceptable that some parents must still turn to the Courts to implement constitutional right.
The resources dedicated to education in French moreover, are not always adequate considering the required catch-up. The fight by minority communities for education in French has been long and arduous; they have won what is essential; but constant vigilance is required to maintain and improve it. We do not want bargain basement education in French. We want our pupils and students to have the most complete and solid education; in short an excellent education. My experience has taught me that technology can be deployed in the search for excellence. Even where the critical mass of students does not justify massive infrastructure investments, we can use modern technology to ensure that isolated students, or teachers with only a modest library available, can still access the most recent knowledge, at the cutting-edge of their discipline. The Internet and other communications technologies are allies whose impact and role in education we have scarcely begun to measure.
I said that the right of minority communities to an education in French is now assured, at least in theory. We are now ready to build on this foundation. We want to ensure that a living and vibrant culture continues to evolve in French. Here also the signs of progress are many: La Nouvelle Scène is firmly rooted in Ottawa and has solidly established the cultural presence of the French-speaking minority communities in the nation's capital. Moreover, the worldwide success of a Luc Plamondon, a Robert Lepage or a Céline Dion provides a strong demonstration of the fact that French Québecois culture is enjoying unprecedented success on the international stage, while a Roch Voisine in France or a Daniel Lavoie in Notre-Dame de Paris prove that French-speaking minority community artists are already of the highest calibre.
We also want to build, on the foundation of an education in French, a better economic future for our communities. Here, as well, there are signs of progress: the economic forum for young people, which has already been held twice; the growing number of businesses owned or managed by francophones; the spectacular catch-up in the salaries of French-speaking Canadians as compared to other Canadians; all this augurs well for a more prosperous future for our communities. With regard to the salary catch-up, it is worth remembering that Franco-Ontarian women have, for several years, had average salaries that are slightly higher than those of Ontarians as a whole.
These successes should not lead us to ignore the areas in the shadows. Too many minority community francophones become detached first from their culture and then from their language. Too many francophones, in Quebec and elsewhere, particularly young people, are so attracted by the American language, the vehicle for movies and rock music, that they are starting to forget the language of Molière and Tremblay. Too many francophones, both young and adult, torn between their own language and that of their continent, end up without a firm grasp of either.
Don't worry, I have not forgotten the theme of your conference. In fact, it is because our young people now have better opportunities to develop in their own language and culture and to feel comfortable as French-speaking Canadians, that they can become better world citizens. You will remember my analogy of the tree: it is only when their linguistic, community and psychological roots are solid that our young people will be able to extend the branches of their knowledge, skills and support in all directions toward the big, wide world. The challenge of education in a global perspective is at the outset, the challenge of education here, in the French language, to our own values.
I believe that we are now at the point where, having proved the strength of our roots, we are increasingly turning towards the outside world. A simple example illustrates this. Just recently, the Fédération des communautés francophones et acadienne proposed to the Canadian International Development Agency the establishment of a francophone partnership program focusing on community economic development. This partnership program would provide an innovative contribution by francophone and Acadian communities to the development of countries of the Francophonie.
In its presentation of this project, the FCFA wrote: "[Translation] At the point when the major international development agencies are focusing on this type of development, the French-speaking communities could be front-line, international partners. Drawing on the richness of their experience, Canadian francophones can participate actively as partners in the development of the French-speaking countries of the South."
You will have noted the phrase: "Richness of their experience...". It is because they have developed and flourished, it is because they have garnered experience, it is because they have become more authentically themselves that these communities can now extend a helping hand abroad. We can only share what we really own.
In the presentation at one of your workshops, several questions were raised: "What is the place of specific identities, such as language, in the framework of globalization? What place does language occupy in a world where the economy seems to be the key vector in our society?" These questions are real, even cause for anguish, but for my part, I have a simple answer. Language and culture are central. Even in economic development, we will be better actors and more productive participants if we as citizens are comfortable at home in our identity as francophones.
Another question was also posed: "Should we give priority to being citizens of the world or citizens of our country?" In my view, the choice should not be put in those terms. Just as the tree is the extension of its roots, just as the house only exists because of its foundations, citizenship of the world is at one end of a continuum of which citizenship of our own country is the other end.
Bilingualism represents a significant underlying dimension of your discussions. In fact, the sociological reality of French-speaking minority communities means that, even if our young people receive all their education in French, they become, in most cases, bilingual. You will not be surprised, however, if I tell you that as far as I am concerned, real bilingualism is a major asset.
Many people are aware, moreover, that bilingualism is a step along the path of a better training for citizenship in a global perspective. The colloquium of the Canadian Association of Immersion Teachers is going to be held in a few weeks. Their theme this year is quite illuminating and touches on the issue in your discussions. This theme is in fact: Enfant bilingue, citoyen mondial [Translation: Bilingual child, World citizen]. Furthermore, the awareness of the importance of second languages is already moving beyond the discussion of bilingualism, since an important international conference will be held a month from now, on third language acquisition.
However, bilingualism and in particular, the acquisition of English by our young francophones, occurs as you are well aware, in very special conditions. Just as this can become enriching and open doors, so can it also become a source of alienation. English can open doors for our young people, but it can also close the door on their deepest identity.
This is why we need to pay particular attention to the concept of "additive" bilingualism, developed by Professor Rodrigue Landry of the University of Moncton. He contrasts this with what he calls "subtractive" bilingualism. The words speak for themselves: in the first case, bilingualism adds a valuable dimension to the personality of the acquirer. In the second case, it takes away a valuable dimension, namely the grasp of your own language and the deepening sense of your own culture. In short, it separates the individual from what he or she most deeply is.
In his message, the Chair of your conference, Mr. Rodrigue Landriault, recalled that the Task Force on Education for the Twenty-First Century had prepared a report, which went to the heart of the educational mission. In its famous Delors report, the Task Force made a clear distinction between two educational purposes: either to prepare exclusively individuals ready to integrate immediately into the labour market, or to educate children in terms of their entire human personality. In other words, give them skills of course, but give them also that which may appear superfluous to some: the ability to analyze, the ability to communicate, the ability to make sound judgements and well-rooted values.
The thing that is most noteworthy is that this liberal education creates in the end, individuals capable of continually developing and therefore capable of adapting to the changing conditions of the labour market. The dichotomy between training technicians and the humanistic training of complete citizens is in reality, a false distinction. It is by training complete individuals that we obtain, as a bonus, good working technicians.
I am sure that you share my deep conviction that there is no opposition - in fact the opposite is true - between the modern world and the education of the entire person. And even though the word may be a little out of fashion, I would still say that a liberal education is the key to success, both for our children and the future of their society.
At the end of his message, Mr. Landriault posed the following question: "The young people in our schools will have to make decisions on global sustainable development. What knowledge and skills will they require to face these challenges?" The answers to this question are many and diverse. I firmly believe for myself, as I have attempted to say to you, that the prerequisite for these answers is a firm mastery of their mother tongue and thus, of their culture and their psychological identity.
To sum up, what I have tried to convey today is the necessity of having an education in French of the highest excellence, in order to strengthen our essential identity and thus become useful citizens of our country and the world. We can also draw from our incredibly rich experience and diversity as Quebeckers and other French-speaking Canadians riches that we will be able to share with the rest of the world Francophonie.
I know that my duties as Commissioner of Official Languages will have an impact on the vitality of the French language in our country. I know that your daily work in your schools represents the cornerstone of that vitality. I am, therefore, convinced that you and I are in broad agreement: we are working for the future of our children, our communities and our country.
Thank you for your attention.
