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The
majority of Bengali-Canadians, like most East Indians, came to Canada
from India and settled in and around Toronto in the 1970s. Most
of them are educated professionals.
This
information is relevant to the learning of the Bengali language
by children from the Bengali-Canadian families of Toronto. Learning
an additional language is based on several factors: motivation of
the learner, exposure to communication in that language, consistent
use by the parents of the language with the children, and association
of the language with a specific context.1
Most
Bengali-Canadian homes, because of parental background and attitude
toward learning and culture, offer an atmosphere conducive to language
learning to their children. With a very few exceptions, most Bengali
parents not only expect or encourage their children to learn Bengali,
they demand it. When asked rhetorically "Why should the children
learn Bengali?" many parents become upset, and their response ranges
from incredulous to indignant.
The
very question is regarded as redundant, superfluous, or even insulting.
The outbursts range from the assertion of "keeping their own culture
and heritage" to "being a Bengali." Further probing into the matter
does not reveal any uniform reason, as the scope, depth, and nature
of "culture" varies widely.
The
most prevalent notion is that having just the ability to understand
the Bengali language is not enough, the children's perception and
behaviour need to be influenced by the values, beliefs, attitudes,
and customs of Bengali culture.
Children
are asked to learn the culture in addition to excelling academically
in their regular school courses and participating in other supervised
skill-building and hobby-type activities.
A
practical but important reason for learning the Bengali language
often mentioned is that children should be able to communicate,
both orally and in writing, with their relatives in India or Bangladesh.
Other advantages are that the learning of an additional language
may help with proficiency in another language.2
Ability
and understanding of their own language enhances self-esteem and
pride among Bengali children; the ability to use Bengali may offer
more career opportunities in international business and foreign
service.3
Above
all, Bengali is the language of West Bengal, a province in India,
and it is the national language of Bangladesh. It is used by over
eighty million people of the world and has a vibrant and rich literature.
This
would be reason enough to learn it. Many well-meaning but unilingual
teachers in Canada in the 1970s advised and recommended the exclusive
use of English at home by all ethnic families. This advice was based
on the belief that promoting a language other than English would
hinder progress in learning English, or the "Balance Effect Theory.
"4
It
was also thought that if children were raised differently, they
would be confused about their identity and about living with two
"clashing" cultures. Fortunately, further studies have proven the
result to be exactly opposite. Among bilingual children, "there
is an increased linguistic ability in both languages resulting in
significant improvement in the school language."5
Cummins
has stated that "Bilingualism appears to confer intellectual advantages
on the individual when proficiency in both languages continues to
develop."6
Further,
he has reviewed several studies on the issue and reported the positive
effects of bilingualism in the following areas: ability to analyse
and become aware of language, overall academic language skills,
general conceptual development, creative thinking, and sensitivity
to the communication needs of the listener.
A variety
of methods are used for learning Bengali. Many children visit India
regularly and stay for long periods of time. Many families use Bengali
exclusively at home. Over three hundred children study Bengali under
the Heritage Language programmes offered in five schools in and
around Toronto.
In
addition to these formal Bengali language classes, many cultural,
social, literary and religious organizations initiate, encourage
and co-ordinate various activities where the children have opportunities
to participate and use the Bengali language. Bengali classes are
offered by the North York, Etobicoke, Toronto and Peel Boards of
Education under the Heritage Language Programme.
In
all, over two hundred students, eight teachers, some aides, and
numerous parent volunteers are involved. In the Peel board, Bengali
language courses are offered at the grade nine and ten level for
credits toward the secondary school graduation diploma.
There
is definitely a need for Bengali courses at post-secondary level
for children who wish to learn Bengali. According to the Ministry
of Education guidelines, all Heritage Language Programmes are to
be based on The Formative Years 7,
and equally balance the components of language use: listening, reading,
speaking and writing.
In
reality, individual teachers provide each class with unique characteristics:
stressing "shows," such as dramas and musical performances, or learning
about Bengal and Bengali culture, or activities leading to the development
of language-usage skills. Once a year, most boards with the Heritage
Language Programmes organize a day of multicultural celebration.
All
participating language classes display students' work and stage
performances by students. Starting in 1989, an evening of drama,
dance, recitation, and songs performed by the students of all Bengali
classes has been organized on the day of Saraswati Puja, or the
day of the Hindu Goddess of Learning.
These
experiences and exposures help students to excel, build self- confidence,
enhance cooperation and competition, and offer opportunities to
appreciate each others' talents. Methodologies used in the classroom
also vary widely. Many teachers use rote repetitive drill method
based on their own experience to develop Bengali language skills.
Others,
being experienced in other teaching techniques, use more varied,
interesting and refined teaching strategies. Activities include
role playing, story telling and creating, describing sequential
pictures, using word games and puzzles, and reciting rhymes. Availability
of resources and learning materials, according to teachers, remain
as problems.
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Some
teachers use materials imported from India. When these are used
by older learners, as their reading skills come to match those of
younger learners in India, the themes are found to be inappropriate.
Often,
the content matter of these imported books is unsuitable because
of differences in life styles. Many teachers prepare their own materials.
One textbook for the Bengali classes has been produced by a local
teacher. It has not received wide acceptance.
Many
parents objected to the content matter as being too alien to Bengali
culture. Classroom evaluation of students in Bengali classes needs
more co-ordination. In the regular schools, most students receive
anecdotal reports but for Bengali classes parents demand marks expressed
in percentiles.
Some
parents also want to know the ranking order in a classroom. In some
boards, the community or a small group of vocal parents decides
on the teacher to be appointed, making the process very political
and divisive in the community.
Very
often the community is divided over many issues of the Bengali language
learning programme: goals, objectives, content, teaching methodology,
and evaluation practices. These need to be resolved for the programme
to become more effective. The very expression "Heritage, " according
to the South Central Ontario Heritage Language Administrators 8,
is "problematic and there is a need to search for another
title."
The
heritage-culture aspects seems to dominate the study and use of
the language. The term "heritage" evokes strong emotions and feelings
among people.9 Heritage and culture
need to be seen "as one of the several purposes for studying and
using the language."10
Instead
of "Heritage Language," other less emotional expressions are suggested:
Additional Language, Community Language or Third Language. In addition
to the formal Bengali language learning classes under the Heritage
Language Programme, there are several other activities in and around
Toronto which offer opportunities to foster and use Bengali.
Many
parents have brought text and resource books, learning materials,
musical instruments, religious articles, and audio-visual materials
from India. Several cultural, social and religious organizations
initiate, encourage, and co-ordinate activities to offer opportunities
for participating in dramas, learning Bengali songs, meeting visiting
authors, attending workshops and discussion groups on language and
literature, and visiting book fairs.
There
is a regular weekly radio programme in Bengali, and several Bengali
movies are available in video rental stores. A local drama group
stages "Jatra," an old Bengali art, and there is a music school
which is totally devoted to the teaching of the music composed by
the great Bengali master, Rabindranath Tagore. A survey of fifty
graduates of the Heritage Language Programme by the author of this
article reveals very positive results.
All
graduates are able to use the Bengali language effectively and are
succeeding in academic, athletic, artistic, and leadership ventures
in school and the community. In addition to being Ontario scholars
many are also recipients of various scholastic awards. Several have
represented their schools and boards of education in music, band,
and athletic teams. Some have been valedictorians, others editors
of yearbooks, and still others have been elected by their peers
for leadership roles. Almost all of them are successful in pursuing
post-secondary education.
Teachers
and parents notice a remarkable maturity, self-esteem and confidence
in these graduates. Although a more systematic study is needed there
is much anecdotal evidence available which suggests the positive
results of Bengali language learning. Graduates responded very positively
when asked about the effects of Bengali learning.
Their
responses showed them to be elated with their additional skill,
and they reported experiencing an enhanced capacity to think. They
also described the socializing aspect of Bengali classes which afforded
them opportunities to meet and build friendships with others. It
should be mentioned, however, that most younger Bengali-Canadian
children use the English language whenever they have a choice, particularly
when they communicate among themselves.
A very
common comment made by the parents is that the children understand
but do not readily use the Bengali language.In
knowing, participating and enjoying "Bengali" cultural and traditional
activities, the Bengali-Canadian children have another source to
enrich their lives. This has not limited or reduced their involvement
in, or enjoyment of the activities commonly undertaken by their
peers at school or in the community.
In
summary, children of Bengali-Canadian families are thriving in schools,
competing successfully in the community, and participating in two
cultures. With more co-ordinated effort and planned application
of resources, Bengali-Canadian children may grow up being proficient
in two languages, enjoy two cultures, and be proud of themselves.
NOTES
1.
Ontario, Ministry of Culture and Recreation, Ontario's Ethnocultural
Profiles: East Indians, 1979.
2.
J. Cummins, Bilingualism and Minority-Language Children, Toronto:
Ontario Institute For Studies in Education, 1981.
3.
Cummins, ibid.
4.
P. Barat, Bengali Curriculum, Ontario, Ministry of Education, 1985.
5.
Cummins, ibid.
6.
A. Di Giovanni & M. Danesi, "The Role of Mother Tongue in the Development
of the Ethnic Child," Orbit, Toronto: Ontario Institute for Studies
in Education, 1988.
7.
Cummins, ibid.
8.
Ontario, Ministry of Education, The Formative Years, 1975.
9.
South Central Ontario Heritage Language Administrators, Response
to the Ministry of Education "Proposal for Action," 1987.
10.
Ibid.
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