Wading into the debate over early French immersion in New Brunswick is a little like walking barefoot into a snakepit. Which is exactly what an ad-hoc committee comprised of the province’s leading Francophone businesspeople, educators and cultural figures did the other week – with the predictable results.
After insisting, in an “open letter to Anglophones”, that early French immersion is emblematic of New Brunswick’s status as Canada’s “only officially bilingual province” – and chastising Shawn Graham’s government for precipitously dumping the program in favour of new “Intensive French” and “Core” curricula in the English primary and secondary school systems – it called for a moratorium on further government action until 2009 when, presumably, cooler heads might prevail.
Within days, however, the Saint John Telegraph-Journal published an editorial which said, among other things: “The Anglophone school system today runs counter to the equality of opportunity Premier Louis J. Robichaud proclaimed more than 40 years ago. While the segregation produced by early immersion has been limited to Anglophones, it does no good for the Francophone community. The streaming produced by early immersion is creating a unilingual underclass, with all the resentments one might expect among those who have been denied the opportunity to learn a skill that is essential for government employment. Provide all students access to an effective education.”
By juxtaposing the words, “Robichaud”, “segregation”, and “underclass”, the newspaper effectively co-opted the rallying cries of the previous generation of Francophone activists who fought successfully for fairness and equity in a system that had been patently unfair and inequitable. Now, it seems, is the time for the poor, downtrodden Anglophone. The pendulum swings, and the moderates had better duck lest they lose their cooler heads.
In fact, this is one of those rare wedge issues that manages to divide Anglophones, Francophones, and cultural warriors of all linguistic stripes and proclivities. If there is such a thing as a no-win, zero-sum public policy option, this is it. Still, the bottom line is simpler than it seems.
Early French immersion is indisputably the best, most effective way to teach English kids their second language. Buckets of research all over the world support this conclusion if only because youngsters learn faster and more enduringly than teenagers and adults. But, here’s the thing: So what?
I can make an equally persuasive case that, under the right circumstances, home schooling produces more literate, numerically accomplished, and civically engaged students than institutionalized classroom learning. Unless, however, my government supports my efforts, recognizes my credentials, and fast-tracks my demonstrably superior pupils to circles of higher education, my argument means nothing.
The problem with early French immersion in this province, at this time, is that it is not working for most people (except as a publicity stunt for those wedded to the theory, if not the practice, of linguistic achievement). That’s a huge shame, to be sure. But it’s also the cold, hard truth. The majority of English children are stuck in the profoundly dysfunctional core program and are, as a result, falling behind in every academic area that matters to a world in which brain power increasingly supplants raw power as the gold standard of economic success. Math, science, history, geography, and, yes, language, are languishing in understaffed, under-equipped, overburdened schools.
Those who do have access to early French immersion have it because their circumstances are efficacious: they are the right age for admission; they live in cities or built-up rural areas; they have money; they come from doting, nurturing parents. This renders them a fortunate minority in a publicly and pathetically funded school system. In effect, they benefit from a private education in everything but name.
The issue is not about language, per se, but education and equal opportunity. The provincial government’s determination to improve access to French instruction runs tandem to its desire to elevate the quality of learning across the board. The assumption that its withdrawal from early immersion amounts to a repudiation of those crucial victories won during the Robichaud era is flat wrong.
If anything, it supports them.