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When
second generation Canadians are asked if they speak their family's
language, they will often answer, "Well, no, we never really spoke
it at home. My mother didn't want us to have an accent." There is
a note of regret and apology in the reply.
Far
from having formal instruction in their heritage language, children
could actually be punished for speaking it at school and were made
to feel ashamed because of it. They felt that they had to reject
their home culture and language to be accepted by their friends.
In an article entitled "Bilingualism in the Home," in the March
1985 issue of Heritage Language Bulletin, Jim Cummins states: .
. . well-meaning educators still sometimes believe that bilingualism
causes confusion in thinking and that parents should use as much
English as possible.
These
educators are quite simply wrong and their advice to parents to
use English in the home can lower the quality of communication between
parents and children.... When parents actively develop the heritage
language in the home, children come to school with the necessary
foundation for acquiring high levels of reading and writing skills
in the school language.
Research
shows that these children consistently perform better than monolingual
children on both linguistic and educational tasks. Canadians of
all backgrounds have come to realize the value of a multicultural
society. Members of ethnic groups, instead of giving up their mother
culture and language, in fact integrate more readily into Canadian
society when they proudly retain their cultural and linguistic heritage.
There
are strong economic reasons for promoting multiculturalism. People
with a high level of competence in languages beyond English and
French are much in demand as Canada's world tourism and international
trade increase. Paul Simon, author of The Tongue-Tied American pointed
out, "You can buy in any language, but you can't sell in any language.
"
Many
levels of government are involved in international matters and require
good linguists. The Department of External Affairs has long relied
on the culturally rich and varied backgrounds of its employees to
carry out the demands of international diplomacy.
There
are more intangible factors as well. Instruction of heritage languages
provides a link with Canada's history, and with its development
in an international context. Heritage languages provide the possibility
of a more international outlook on the world. Native languages must
also be preserved.
The
Canadian government, recognizing the multicultural nature of Canadian
society, and advantages of cultural pluralism, has a policy of promoting
and developing heritage languages.
In
1969, the Report of the Royal Commission on Bilingualism and Biculturalism,
advocating a Canadian ethno-cultural mosaic, strongly recommended
the teaching of languages other than English and French.
A study
of non-official languages in Canada showed that loss of language
was viewed by ethno-cultural communities to be a major problem,
often considered more serious than job discrimination. The retention
of a non-official language was unanimously regarded as crucial in
maintaining group integrity and cultural viability.
In
1972, the Multiculturalism Directorate was established within the
Department of the Secretary of State. Multiculturalism Canada has
two targets: ethno-cultural groups and the general public.
It
encourages ethno-cultural groups to develop a feeling of belonging
in Canada, while retaining all the traditional wisdom and culture
that can contribute to Canadian society. In keeping their heritage
language they maintain a sense of pride in their origins.
Multiculturalism
Canada also helps other Canadians realize the great benefits Canada
gains through the contributions of its numerous racial and cultural
groups. The Cultural Enrichment Programme was approved by Cabinet
on 30 May 1977, "to provide assistance to voluntary groups for the
teaching of non-official languages."
The
introduction of this programme was received enthusiastically by
the ethnic communities, since it addressed a vital concern of Canadian
cultural minorities. Local offices of the Department of the Secretary
of State have been established in each province, making the programme
easily accessible to these groups.
The
Cultural Enrichment Programme aids ethno-cultural communities in
the retention and learning of their heritage languages in a number
of ways.
The
Supplementary School Assistance provides grant support through regional
and local offices for heritage language classes which operate outside
the public school curriculum. Schools receive $55 for each of the
first 20 students, $35 for each of the next 40 students, and $20
for each remaining student enrolled during the previous school year.
Factors
such as financial need, the manner in which schools are administered
or operated, and the nature of the curriculum offered are considered
in making grant recommendations for school operational support.
The per-student formula structure is such that smaller schools will
receive a higher per capita award than larger schools.
This
federal support goes to about 1000 supplementary language schools
across the country. In addition to this, the provinces, of course,
are also involved. The Prairie Provinces and Quebec were already
offering similar programmes in their public school systems when
the Cultural Enrichment Programme was introduced in 1977.
Heritage
languages were taught in the elementary schools either as a subject,
or, in subjects such as art, music and physical education, as the
language of instruction. Ontario also introduced its Heritage Language
Programme in 1977, as an extra-curricular option in elementary schools
by participating school boards.
Of
special interest to Ontarians is the Minister of Education's Proposal
for Action, which would expand heritage language instruction in
Ontario. Teacher Development Assistance is given to improve the
professional skills of teachers of heritage languages.
The
programme sponsors meetings to keep teachers informed of the latest
developments in their field, and to provide a forum for the exchange
of ideas and materials. Many supplementary language school teachers
received training in their home countries many years ago; others
have no professional qualifications.
Great
advances have been made in methods of teaching languages. The upgrading
of supplementary school teachers' skills is therefore crucially
important. Because most schools are small, they are encouraged to
work together to plan their professional development activities
and to obtain the support of experts as resource persons.
Finding
recent curriculum materials that are relevant to Canada has been
a problem. The Learning Aids Development Assistance subsidizes the
preparation and publication of Canadian oriented heritage language
educational materials.
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This
programme component is administered at the national level. There
must be a fair degree of consensus of the communities nationwide
for proposed materials, so national ethno-cultural community organizations
most often act as the project sponsors.
more
info...(40k)
There
is a trend towards sharing resources, for example the printing of
posters illustrating seasons or objects. Teachers can then fill
in the names in the language desired.
To
encourage and up-grade Canadian content in the supplementary school
curriculum, money may be provided to assist supplementary school
students to become acquainted with the experience of their cultural
group in Canada and their contribution to Canadian life.
This
is done on the basis of special projects, for example, improving
school materials and teacher guides, acquiring expert curriculum
advisors, purchasing materials or resources with Canadian content.
As
well, the then Secretary of State, the Honourable David Crombie,
announced an initiative in support of the establishment of a Heritage
Language Institute in Western Canada, to focus on the need for learning
materials.
Dr.
Henry Kreisel of the University of Alberta was asked to carry out
consultations with interested parties, about the creation of the
Institute. Assistance is also available for the research and promotion
of heritage languages. This includes encouraging industry and the
private sector to use the skills of multilingual people.
The
Multiculturalism Programme commissioned the writing of the Heritage
Language Teachers' Resource Guidebook, which offers lists of ethnic
associations, and supplementary heritage language schools with addresses,
number of teachers and students, and a description of what each
school offers. It also made possible the publication of Heritage
Languages in Canada: Research Perspectives, a report of the conference
held in Ottawa in 1984.
In
addition to the Cultural Enrichment Programme, there are other activities
which encourage language maintenance. The range of these can be
seen in the various catalogues of publications sponsored by the
Multiculturalism Programme. Written in English, French, or a third
language, they include histories of the various communities in Canada,
fiction, folktales and poetry, accounts of adaptation difficulties,
problems encountered by immigrant women, and resource books.
The
National Heritage Language Resource Unit, at the Ontario Institute
for Studies in Education in Toronto, was established in 1984 by
means of a special three year grant. Headed by Professor Jim Cummins,
it makes information and resources available to ethnic groups, and
publishes quarterly the Heritage Language Bulletin.
It
has carried out several research and development projects, such
as training heritage language teachers to develop students' creative
writing. The students' writing and illustrations will be published
for use as supplementary reading material in heritage language classes.
New
activity-based materials will enable students to write social histories
of ethnic groups, experiences in Canada. Helped by funds from Wintario,
the Unit is also working with the Mon Sheong Foundation Chinese
School to create Chinese preschool materials that reflect the Canadian
context. The Unit organized a National Conference on Heritage Language
teacher certification, which was held in January, 1988.
It
is fascinating to visit heritage language classes, since most schools
have an "Open Day" when visitors, often parents who are thinking
of enrolling their children, can attend to observe. The Principal
of the Ottawa Chinese Language School, Mrs. May Luke, welcomed me
at the High School of Commerce, where close to 1000 students, from
kindergarten age to adults, are studying Mandarin or Cantonese.
On
the Saturday I visited, some were taking exams for credit courses,
others hurried by in Chinese costumes on their way to the dress
rehearsal for the following week's graduation. Affectionate teachers
coped with busy youngsters in their classrooms.
Teenagers
played badminton in the gymnasium, gathering in the hall afterwards
for an end-of-season buffet lunch that they had prepared themselves.
Rather than drop their children off and come back later, many parents
stay to play badminton or table tennis, or attend Tai Chi, Kung
Fu or language classes themselves.
These
activities are sponsored by the Ottawa Board of Education, and require
only a small fee. There are five other Ottawa schools offering heritage
language courses. At Glebe Collegiate Institute Mrs. Elke Barthel,
the Principal of the German Language School, showed me books, movies,
tapes, maps and cassettes that teachers may borrow for their classes.
Stressing
that language learning must be meaningful and fun, she also pointed
out the games, puppets, plasticene, tea sets, Lego(R) and musical
instruments used to develop vocabulary in younger children's classes.
We
went on to see a play put on in German by some young students in
the theatre where we experienced "standing room" only! There are
197 students in the Islamic School, headed by Mr. Abdul Kawach.
Arabic, spoken in 22 countries, varies considerably according to
local usage: the school teaches the standard "Koranic" language.
Glebe also offers other language courses.
The
Greek students had gone off to the Cultural Centre, but the Punjabi
classes included three young girls studying diligently on their
own, and group of younger children playing a lively game led by
their teacher. There were also classes in Lithuanian and Finnish.
There
are four other High Schools in Ottawa with heritage language classes.
The classes provide a wonderful opportunity for people from the
various communities to meet and be themselves. There is a feeling
of great exuberance and pride in their activities.
It
is by visiting the classes in action that one comes to appreciate
the enormous benefits of the Cultural Enrichment Programme. The
former Multiculturalism Minister David Crombie began, and his successor,
Gerry Weiner, succeeded in passing a Multiculturalism Act in the
House of Commons in 1988.
The
Bill guarantees the continued existence of heritage language training
and programmes to encourage integration of recent immigrants and
the improvement of race relations. As such it is to be warmly welcomed!
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