Bilingualism amongst Canadians has been steadily increasing since 1961 (Statistics Canada, 2016). More and more people are becoming French and English bilingual, in a country that boasts bilingualism. Learning a language, how can this be harmful to an individual? Many studies between 1920 and 1960 attempted to correlate bilingualism with lower IQ and cognitive deficiencies. However, no credible evidence could maintain that bilingualism had negative effects on development (Bayram, 2018). Research supporting the positive aspects of bilingualism far outnumbers the latter (Bialystok,2011).
Acquiring a second language is not an easy task, learning the language is only half the battle. Maintaining a language and using it to benefit society is the real challenge. By ensuring that job positions require both the French and English language skills, will continue to encourage people to learn and maintain bilingualism.
Second language acquisition is better “for the long run” when the child begins early (Krashen, Long and Scarella, 1979), therefore it is of utmost importance that Canadian schools offer bilingual education programs. Bilingual programs should be offered continuously throughout Primary and Secondary school to ensure longevity.
In conclusion, bilingualism should be offered in school to prepare young Canadians for the increasing demand of bilingual job positions. Acquiring a language has many physiological and psychological benefits associated with it.
References
Bayram, F., Miller, D., Rothman, J. (2018). Bilingual Cognition and Language: The state of the science across its subfields. John Benjamin Publishing Company. DOI: 10.1075/sibil.54. https://books.google.ca/books?hl=en&lr=&id=CrZJDwAAQBAJ&oi=fnd&pg=PA81&dq=bilingualism+in+canada&ots=xAJvta3SLh&sig=hZNKNquyWSyb7aJXuPDH52K0HB8#v=onepage&q=bilingualism%20in%20canada&f=false
Krashen, S.D., Long, M.A., & Scarella, R.C. (1979). Age, Rate and Eventual Attainment in Second Language Acquisition. TESOL Quarterly, 13 (4), 573-582, DOI: 10.2307/3586451
Statistics Canada (2016) English-French bilingualism reaches new heights. Retrieved on February 15th 2018 from http://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016009/98-200-x2016009-eng.cfm
Bayram, F., Miller, D., Rothman, J. (2018). Bilingual Cognition and Language: The state of the science across its subfields. John Benjamin Publishing Company. DOI: 10.1075/sibil.54. https://books.google.ca/books?hl=en&lr=&id=CrZJDwAAQBAJ&oi=fnd&pg=PA81&dq=bilingualism+in+canada&ots=xAJvta3SLh&sig=hZNKNquyWSyb7aJXuPDH52K0HB8#v=onepage&q=bilingualism%20in%20canada&f=false
Krashen, S.D., Long, M.A., & Scarella, R.C. (1979). Age, Rate and Eventual Attainment in Second Language Acquisition. TESOL Quarterly, 13 (4), 573-582, DOI: 10.2307/3586451
Statistics Canada (2016) English-French bilingualism reaches new heights. Retrieved on February 15th 2018 from http://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016009/98-200-x2016009-eng.cfm
After reviewing the research for both the advantages and disadvantages of implementing a bilingual program across Canada, I have come to the conclusion that the advantages outweigh the disadvantages. The implementation of bilingual programs across Canada will benefit students through enhancing their cognitive function, increasing their cognitive health, strengthening their self-esteem and also by assisting the students to obtain jobs in the future. Although the disadvantages such as, lack of qualified teachers, increased cost, marginalization of ELS and special education students, and lowered cognitive response time are valid, the research in favour of bilingual programs is stronger.
Firstly, the proven executive function advantages demonstrate that being bilingual creates visual differences in the brain. This was discovered through experiments conducted by researchers such as Bialystok (2011) that investigated the Stroop Effect. In this study it was found that the monolingual students required significantly more time to resolve the conflict from the competing colour name than did the bilinguals in both age groups (Bialystok, 2011). Therefore, not only do bilinguals typically perform these executive control tasks more effectively than monolinguals but they also recruit different brain networks in those performances, otherwise known as dual-mechanisms of cognitive control (Bialystok, 2011). The reason why this advantage outweighs the opposing disadvantage, which states that bilingual individuals tend to say words in both known languages slower and need to engage additional cognitive control when speaking (Spitzer, M., 2016), is because the increased executive function allows bilinguals to better cope with Alzheimer’s disease (Bialystok, 2011). Therefore, the cognitive advantages are a significant reason why bilingual programs should be implemented across Canada.
The next aspect that I believe is important to discuss is the factors that contribute to implementation of a bilingual education across Canada. Firstly, statistics state that 17.9% of Canadians reported being able to conduct a conversation in both French and English (Statistics Canada, 2016). This statistic reflects the need for a bilingual education today. The two official languages of Canada are French and English, unfortunately, if we do not implement mandatory bilingual programs, these statistics may decline. In opposition, in Canada we are lucky enough to welcome many diverse cultures that speak multiple languages. I believe that a bilingual program should not homogenize our culture, but rather strengthen it to expose all individuals of our two official languages without losing their own. The trouble of implementing a bilingual program arises when students are learning through subtractive bilingualism. Situations in which students lose their first language in the process of acquiring their second language, learning through a bilingual education can become detrimental to their success (Roberts, C. A.,1995). Although I do understand this fact and I believe that as a teacher you need to adapt to the needs of all students, there have also been studies that prove that excluding Allophones from a bilingual program may prevent Allophones from developing knowledge of both of Canada’s official languages (Mady, 2010). The benefits of Allophones learning through a bilingual education also includes support to their linguistic duality and a personal benefit from the economic and socio-cultural provided by official language bilingualism (Mady, 2010).
Lastly, I would like to discuss how the implementation of a bilingual program can possibly reverse the need of qualified FSL teachers. In the advantages it is stated that implementing bilingual programs will lead to an increased chance of getting a job in Canada. In fact, 84% of federal employees believe that if you speak both French and English you will have a better chance of getting a job (Vaillancourt, 2009). Currently, Canadian school boards are having trouble finding teachers whose skills are high enough for immersion programs (Fitzpatrick, Y., 2017). Therefore, if the implementation of a bilingual system will increase the chance of people getting bilingual mandatory jobs, this will perhaps eliminate the issue of a lack of qualified FSL teachers.
In sum, I believe that the advantages in fact could negate some of the disadvantages of implementing bilingual programs. If all Canadians become fluent in both the official languages, this will not only benefit their well-being, but it will also assist with preserving the French language.
References
Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of
Experimental Psychology/Revue Canadienne De Psychologie Expérimentale, 65(4), 229-235. http://dx.doi.org.proxy.bib.uottawa.ca/10.1037/a0025406
Fitzpatrick, M. (2017, November 30). 'We're doing the best we can': French immersion teacher
shortage in Canada a chronic and stressful problem. Retrieved February 26, 2018, from
http://www.cbc.ca/news/canada/canada-french-immersion-teacher-shortage-1.4423050
Mady, C. (2010). Learning French as a Second Official Language: Reserved for Anglophones?
Canadian Journal of Educational Administration Policy, 99, 1-23.
Roberts, C. A. (1995). Bilingual education program models: A framework for
understanding. Bilingual Research Journal, 19(3-4), 369-378.
10.1080/15235882.1995.10162679
Spitzer, M. (2016). Bilingual benefits in education and health. Trends in Neuroscience and
Education, 5(2), 67-76. doi:10.1016/j.tine.2016.07.004
Statistics Canada (2016) English-French bilingualism reaches new heights. Retrieved on
February 15th 2018 from http://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016009/98-200-x2016009-eng.cfm
Vaillancourt, F. (2009). Official language policies at the federal level in Canada: costs and
benefits in 2006. Fraser Institute, 119-143.
Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of
Experimental Psychology/Revue Canadienne De Psychologie Expérimentale, 65(4), 229-235. http://dx.doi.org.proxy.bib.uottawa.ca/10.1037/a0025406
Fitzpatrick, M. (2017, November 30). 'We're doing the best we can': French immersion teacher
shortage in Canada a chronic and stressful problem. Retrieved February 26, 2018, from
http://www.cbc.ca/news/canada/canada-french-immersion-teacher-shortage-1.4423050
Mady, C. (2010). Learning French as a Second Official Language: Reserved for Anglophones?
Canadian Journal of Educational Administration Policy, 99, 1-23.
Roberts, C. A. (1995). Bilingual education program models: A framework for
understanding. Bilingual Research Journal, 19(3-4), 369-378.
10.1080/15235882.1995.10162679
Spitzer, M. (2016). Bilingual benefits in education and health. Trends in Neuroscience and
Education, 5(2), 67-76. doi:10.1016/j.tine.2016.07.004
Statistics Canada (2016) English-French bilingualism reaches new heights. Retrieved on
February 15th 2018 from http://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016009/98-200-x2016009-eng.cfm
Vaillancourt, F. (2009). Official language policies at the federal level in Canada: costs and
benefits in 2006. Fraser Institute, 119-143.
As an emerging bilingual educator, I am interested in exploring the issues of bilingualism, specifically, whether or not schools should offer bilingual programs. After considering the many sides of this issue, I do believe French as a Second Language (FSL) programs should be offered in schools.
Education in Canada operates under provincial jurisdiction, thus the extent of bilingual programs vary. In provinces, such as Ontario, British-Columbia, New Brunswick, and Alberta, French programs, including Core, Extended, and French Immersion, are regulated through official policies, contrary to other provinces, who offer minimal bilingual opportunities (Office of the Commissioner of Official Languages, 2018).Offering dual language programs at the elementary, and secondary level has proven to have profound positive effects on learners socially, and cognitively. The interest in FSL programs, has also become large, and is rising within the education system. Considering the evident benefits of bilingualism, why are not all schools offering bilingual programs?
The reasoning behind this is due to the fact that implementing FSL programs in some provinces is not logistically ideal. Although, French is one of Canada’s official languages, in comparison to English it is considered a linguistic minority, thus why move towards additive French programs? In 2016, only 29.8% of Canadians were reported to have French language knowledge (Statistics Canada, 2016). Therefore, while implementing bilingual programs is valuable, less than half of Canadians are knowledgeable in the language. Consequently, if such programs increase, the demand for qualified French teachers will rise. Unfortunately, Canada is currently facing a French teacher shortage; as a result schools cannot sustain FSL programs. This persistent issue has led to the possibility of international recruitment, and the threat of terminating some FSL programs (Fitzpatrick, 2017). Additionally, there are many different language groups represented among Canadians, and as linguistic diversity rises, for many, English is a second language (Markus, 2013). With students entering the classroom as English as a second language (ESL) learners, it may hinder academic development and success.
Despite language demographics, and increased ESL learners in classrooms, bilingual programs should remain in schools for the following reasons.It is evident that the benefits of bilingualism are more profound than social opportunities and having the ability to communicate with a wider range of individuals. Studies have shown that bilingual children surpass non-bilingual children in areas of brain organization and cognitive performance (Bialystock, 2011). Researchers have found that bilingual children outperform monolingual children in cognitive, visual, and auditory tests, in both single and multi-tasked circumstances (Bialystock, 2011). Additionally, children who learn a second language will have an increased competitiveness within the multicultural, and multilingual Canadian job market. In fact, to assume a public service position, many employers require candidates to have a working knowledge in both official languages (Government of Canada, 2017). According to research bilinguals typically do not acquire second language learning from pre-existing talents, or interests, yet become bilingual through education and environmental surroundings (Bialystock, 2011). Therefore in order to produce bilingual individuals and increase the number of bilingual secondary graduates, we must teach it.
The benefits of offering bilingual programs in schools are clear. The argument of hindering ESL learners’ success can be challenged through the added benefits of being multilingual. In many countries, specifically in Europe, it is not uncommon for individuals to be knowledgeable in more than two languages. Moreover, if a student is struggling in a specific subject, individual education plans can be implemented to meet academic needs.In response to the language demographics in Canada, bilingual programs should be offered in all provinces. In my opinion, the current education system has effectively implemented French programs. Due to the lack of French teachers, integrating French programs in every school is not viable.
Certainly having French programs in all schools would be advantageous, however the current number of French program is suffice and must be upheld. In order to raise the number of French programs, professional educational programs must graduate French teachers. Therefore the challenge also becomes, how will the Ministry of Education produce more qualified French teachers to meet the growing demands of bilingual programs?
- Danielle Horth
References
Bialystock, E. (2011). Reshaping the Mind: The Benefits of Bilingualism (Vol.65 (4). Canadian Journal of Experimental Psychology, 65(4), p.229-235. doi: 10.1037/a0025406
Fitzpatrick, M. (2017). School boards struggle to meet growing demand for French Immersion: CBC News Canada. Retrieved from http://www.cbc.ca/news/canada/canada-french-immersion-teacher-shortage-1.4423050
Government of Canada. (2017). Language requirements for candidates: Public Service Commission. Retrieved from https://www.canada.ca/en/public-service-commission/jobs/services/gc-jobs/information-candidates/language-requirements-candidates.html
Markus, P [colorincolorado]. (2013, January 9). Bilingual Education in Canada [Video file]. Retrieved from https://www.youtube.com/watch?v=E4B29Dk6wTU
Office of the Commissioner of Official Languages. (2018). Official languages in the provinces and territories. Retrieved from http://www.ocol-clo.gc.ca/en/language_rights/provinces_territories
Statistics Canada. (2017). English, French and official language minorities in Canada: Census Program. Retrieved from http://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016011/98-200-x2016011-eng.cfm
Bialystock, E. (2011). Reshaping the Mind: The Benefits of Bilingualism (Vol.65 (4). Canadian Journal of Experimental Psychology, 65(4), p.229-235. doi: 10.1037/a0025406
Fitzpatrick, M. (2017). School boards struggle to meet growing demand for French Immersion: CBC News Canada. Retrieved from http://www.cbc.ca/news/canada/canada-french-immersion-teacher-shortage-1.4423050
Government of Canada. (2017). Language requirements for candidates: Public Service Commission. Retrieved from https://www.canada.ca/en/public-service-commission/jobs/services/gc-jobs/information-candidates/language-requirements-candidates.html
Markus, P [colorincolorado]. (2013, January 9). Bilingual Education in Canada [Video file]. Retrieved from https://www.youtube.com/watch?v=E4B29Dk6wTU
Office of the Commissioner of Official Languages. (2018). Official languages in the provinces and territories. Retrieved from http://www.ocol-clo.gc.ca/en/language_rights/provinces_territories
Statistics Canada. (2017). English, French and official language minorities in Canada: Census Program. Retrieved from http://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016011/98-200-x2016011-eng.cfm
After reviewing the history, the laws, the statistics, and more importantly the positives and the negative aspects of bilingualism, I strongly believe that bilingualism is/can be beneficial to everyone. I will begin my personal conclusion by explaining the statement above with personal reasoning, followed by supported reasoning.
As a bilingual growing up, the ability to communicate in Canada’s two official languages always seemed normal to me. I completed elementary school at a French public school, followed by secondary school at an English school in an immersion program. However, as I grew older, I soon realized that there are many Canadian citizens who do not speak the two official languages of Canada, including the young individuals of the new generation. With that being said, having the ability to communicate in both languages has personally been beneficial for myself because it has allowed me to gain self-confidence, and to also obtain greater opportunities for my education, knowledge and development.
In addition, even though studies show that bilingualism can result to a slower reaction time in certain communication tasks (Spizter, 2016), the French programs are costly to implement, there is a great shortage of qualified French teachers across Canada, and it can also cause subtractive bilingualism (Roberts, 1995), I do believe the positive aspects of bilingualism outweigh the negatives aspects. Firstly, according to Spitzer M, individuals who are capable of speaking two or more languages adapt a better cognitive development and attain better cognitive control; in other words, having this ability can not only allow students to ultimately succeed better than monolingual students in school by giving them the advantage to perform better in overall tasks, but bilingual individuals seem to have a longer life span, are more self-confident, and have a better chance of obtaining a job specifically in Canada (Vaillancourt, 2009).
In conclusion, I believe it should be a necessity for all individuals, especially for the youth, to learn both official languages of Canada. The reason I focus on the youth learning French as a second language is because it is known that learning a second language at a young age is easier; according to Harvard University “During this stage of development (18- to 36- months old), children are rapidly expanding their language skills. Language plays an important role in the development of executive function and self-regulation…parents who are fluent in more than one language should use those languages with their children (Harvard University, 2014). With that being said, if French programs were to be implemented in all schools, I believe the success of the majority of the students would be at a better rate, there would be less learning disabilities in the classrooms, and it would open many more job opportunities for all young individuals. Therefore, bilingual programs should be offered in schools to guarantee a brighter future for all and to also improve the youth’s knowledge, and skills in order to participate as a true Canadian citizen by speaking the two official languages of Canada, French and English.
References
Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved from www.developingchild.harvard.edu.
Roberts, C. A. (1995). Bilingual education program models: A framework for
understanding. Bilingual Research Journal, 19(3-4), 369-378.
10.1080/15235882.1995.10162679
Spitzer, M. (2016). Bilingual benefits in education and health. Trends in Neuroscience and
Education, 5(2), 67-76. doi:10.1016/j.tine.2016.07.004
Vaillancourt, F. (2009). Official language policies at the federal level in Canada: costs and
benefits in 2006. Fraser Institute , 119-143.
Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved from www.developingchild.harvard.edu.
Roberts, C. A. (1995). Bilingual education program models: A framework for
understanding. Bilingual Research Journal, 19(3-4), 369-378.
10.1080/15235882.1995.10162679
Spitzer, M. (2016). Bilingual benefits in education and health. Trends in Neuroscience and
Education, 5(2), 67-76. doi:10.1016/j.tine.2016.07.004
Vaillancourt, F. (2009). Official language policies at the federal level in Canada: costs and
benefits in 2006. Fraser Institute , 119-143.
I strongly believe that being bilingual is an asset for any individual. The Ontario Ministry of Education states that learning both official languages will “help strengthen their problem-solving, reasoning and creative thinking skills, develop their understanding and appreciation of diverse cultures, increase their competitiveness in an increasingly global job market, enhance their first-language and overall literacy skills” (Ontario Ministry of Education, 2013).
Although they have core, extended and immersion French programs implemented in English schools, the French language is still a minority. Growing up, I attended a francophone elementary school, high school and continued my post-secondary studies in a full French program. I also speak French at home, however I still do not feel as my French language is being strengthened as much as the English language is. My French professor from the University of Ottawa, Rhéal Allain, said earlier this semester “you don’t learn English, it’s something you catch!” This resonated with me because academically, I was not introduced to English learning until grade 5 for a mere few hours once every few weeks, however I had no issues speaking, reading, writing or understanding the language. Despite the fact that living in the nation’s capital prides itself on advocating for both official languages, we need to note that we must work harder to provide authentic French opportunities for our learners.
Furthermore, after the research that was conducted for the means of this assignment, it is evident that the pros outweigh the cons and I cannot think of a reason why a student would not want to expose themselves to the French language. For example, being bilingual also increases student’s self-confidence because they can operate across different cultures and social groups (Conteh, J. & Brock, A., 2006). We often only talk about the employment benefits knowing multiple languages can offer people, yet we should emphasize the opportunities to connect with people which we often take for granted. In this day and age, it is important to be encouraging students to be global citizens and the importance of building relationships with others and how learning multiple languages can help us achieve that.
References
A Framework for Teaching French as a Second Language in Ontario Schools, Kindergarten to Grade 12. (2013). [ebook] Ontario Ministry of Education. Available at: http://www.edu.gov.on.ca/eng/amenagement/frameworkFLS.pdf [Accessed 1 Mar. 2018].
Conteh, J. & Brock, A. (2006). Introduction: principles and practices for teaching bilingual
learners. In J. Conteh (Ed.), Promoting learning for bilingual pupils 3–11: Opening doors to success (pp. 1-12). London: SAGE Publications Ltd. doi: 10.4135/9781446213469.n1
A Framework for Teaching French as a Second Language in Ontario Schools, Kindergarten to Grade 12. (2013). [ebook] Ontario Ministry of Education. Available at: http://www.edu.gov.on.ca/eng/amenagement/frameworkFLS.pdf [Accessed 1 Mar. 2018].
Conteh, J. & Brock, A. (2006). Introduction: principles and practices for teaching bilingual
learners. In J. Conteh (Ed.), Promoting learning for bilingual pupils 3–11: Opening doors to success (pp. 1-12). London: SAGE Publications Ltd. doi: 10.4135/9781446213469.n1
After reviewing the history and statistics, it is clear that bilingualism has been far-fetched in Canada. However, I am of the opinion that bilingual programs should be offered in our schools.
Linguistic duality is not only rooted in our past but is an asset for our future (Government of Canada, 2013). Therefore, the best thing we can do is to endeavour to promote bilingualism in our schools in order to give more value to the Canadian official languages. Besides, the international stature of our two official languages can be compared to wide open windows that give us access to the world. So isolating these two languages in separated education will not help our development, but with bilingual programs, it would be more accurate to say that our two official languages will make us complete (Government of Canada, 2013).
Additionally, the presence of English, French or other native languages in Canada is not a coincidence, but it is part of Canadian heritage and culture. As such introducing bilingualism in school programs, encourages multiculturalism within a bilingual framework, formalizes the underlying notions that the maintenance of ethnic identities and participation in Canadian society were complementary (Burnet & Palmer, 1988). In other words, bilingual programs will play an important role in promoting student's appreciation of multicultural values. For example, bilingual students are most likely to adapt to new environments because they are already aware of cultural diversity.
Lastly, there is no evidence for bilingual programs being harmful to the development of students’ brain, instead, it has been proven that it provides a lot of positive effects in the brain. Therefore, promoting it must go in line with adequate teaching resources that will enhance learning. In Ontario for example, because lots of students are enrolling in the French immersion, there is an incessant demand for French teachers. According to Marahaj, because school boards are struggling to keep up with the demand, students in French immersion classrooms are increasingly likely to be taught by a teacher who can speak French, but who may not actually be a good teacher. One GTA school board recently reported that 80 percent of its principals had great difficulty finding French teachers who were of similar quality to the English teachers in their schools (Marahaj, 2017). So, offering bilingual programs will require adequate resources and qualified French teachers.
References
Maharaj (2017), Breaking the Spell of French Immersion. Retrieved February 20, 2017 from theStar.com : https://www.thestar.com/opinion/commentary/2017/11/09/breaking-the-spell-of-french-immersion.html
« The Next Act : New Momentum for Canada’s Linguistic Duality, the Action plan for Official Languages » Government of Canada, 2003. Retrieved February 24, 2018 from :http://publications.gc.ca/site/archivee-archived.html?url=http://publications.gc.ca/collections/Collection/CP22-68-2003E.pdf
Maharaj (2017), Breaking the Spell of French Immersion. Retrieved February 20, 2017 from theStar.com : https://www.thestar.com/opinion/commentary/2017/11/09/breaking-the-spell-of-french-immersion.html
« The Next Act : New Momentum for Canada’s Linguistic Duality, the Action plan for Official Languages » Government of Canada, 2003. Retrieved February 24, 2018 from :http://publications.gc.ca/site/archivee-archived.html?url=http://publications.gc.ca/collections/Collection/CP22-68-2003E.pdf