SUMMARY OF CPF NETWORK MAIN POINTS

To the Standing Senate Committee on Official Languages:

                            SUMMARY OF CPF NETWORK MAIN POINTS
   Reform Paper titled English and French: Towards a substantive equality of official languages in
                                             Canada.

We were most pleased with the ambitious goal to address waitlists for French immersion programs. The fact
that it is not always possible for a child to learn the second official language limits the principle of equality of
opportunity and the realization of a bilingual Canada. CPF contends that it will require the concerted effort in
changing current perceptions held by educational authorities as they relate to FSL programs being “optional” to
move into the next phase of our democratic development, that of recognition of the right to equitable access
for second language learning.

CPF Supports the specific legislative changes and administrative proposals as outlined:
       - The Official Languages Act (OLA)
       - Mandate Of The Minister
       - Role Of The Commissioner
       - Recognizing Indigenous Languages
       - Provision For Regular Review
       - Pan-Canadian Strategy For Official Languages
       - CBC / Radio-Canada

CPF Recommends Going Further to incorporate a new section in the OL Act to:

        -   establish equal status, access or the right / guarantee to access to effective French second
            language (FSL) instruction / education for all Canadians, in all provinces/ territories, from early-
            childhood to post-secondary (for non-rights holders).
        -   recognize the role and impact of immigration and exogamy on both official language communities
            (e.g., Census question to include option of Franco, Anglo, Bilingual, other). The role played by
            individuals within Canadian families who are not necessarily meeting requirements of a minority
            rights holder and are often left in limbo between the majority and minority linguistic communities.
        -   Oblige the designated federal Minister to consult with FSL stakeholder organizations promoting FSL
            education (beyond the existing provision to consult with minority organizations) and enforce
            adherence to accountability measures related to Official Languages in Education Protocol.
        -   Increase the latitude of the scope of the Commissioner of Official Languages to mirror and enforce
            the mandate of PCH Section 43, enhancing the Promotion-Education-Liaison role to include a
            public education role and one working with P/T governments via the CMEC related to
            accountability efforts between the federal and provincial/territorial governments.

Submitted by Nicole Thibault, Executive Director, CPF National on behalf of the CPF Network; nthibault@cpf.ca;
613-235-1481, x224; May 2021.

CPF NETWORK POSITION
                 MODERNIZING CANADA’S OFFICIAL LANGUAGES ACT (OLA)
CPF VISION FOR A BILINGUAL CANADA

Our two official languages are an essential tool for inclusion and integration of all Canadians into our diverse
society. Setting out an overarching vision within a modernized Official Languages Act will ensure the
opportunity for all Canadians to learn their second official language and affirm the benefits of a bilingual and
multilingual Canada.

The current OLA specifically outlines protections for the minority language community. Canadians identifying
with the majority language group are not directly addressed. The Government of Canada has set an ambitious
target, to increase our national bilingualism rate from 17.9% to 20% by 2036.

   CPF Support for the Reform Paper titled English and French: Towards a substantive equality of
                                  official languages in Canada.

CPF applauds the Government of Canada for promoting substantive equality of status and use of English and
French in Canadian society and the establishment of modern legislation, regulations and policy tools that will
ensure equitable access and delivery of services of both official languages, so that everyone in Canada has the
opportunity to fully participate in the public life of our bilingual country. We were most pleased with the
ambitious goal to address waitlists for French immersion programs. This current state of “waiting lists in
immersion schools across the country” is detrimental to fostering bilingualism in Canada. The fact that it is not
always possible for a child to learn the second official language limits the principle of equality of opportunity
and the realization of a bilingual Canada.

CPF contends that it will require the cooperation of provincial and territorial governments and various other
educational stakeholders as well as a concerted effort in changing current perceptions held by educational
authorities as they relate to FSL programs being “optional” to move into the next phase of our democratic
development, that of recognition of the right to equitable access for second language learning.

CPF Supports the specific legislative changes and administrative proposals as outlined:
       - The Official Languages Act (OLA)
       - Mandate Of The Minister
       - Role Of The Commissioner
       - Recognizing Indigenous Languages
       - Provision For Regular Review
       - Pan-Canadian Strategy For Official Languages
       - CBC / Radio-Canada

Submitted by Nicole Thibault, Executive Director, CPF National on behalf of the CPF Network; nthibault@cpf.ca;
613-235-1481, x224; May 2021.

CPF FURTHER ADDITIONAL CONSIDERATIONS AND RECOMMENDATIONS

To meet the needs of today’s diverse Canadian society, responding to the increased demand for French second
language learning programs across the country, the modernized OL Act should:
       - Incorporate a new section to establish access to French second language (FSL) education as a right
            or guarantee to access for non-rights holders;
       - Expand to be more inclusive of and serve all Canadians, by
                o officially recognizing the role played by French speakers (rights and non-rights holders) in
                    the vitality of minority language communities and broadening the definition of
                    ‘francophones’ to be inclusive of Canadians whose mother tongue is not French (French
                    second language learners) but who are French speakers and have interest in accessing
                    services in French;
                o modifying Sections 43(2) and 45 in order to guarantee consultation with organizations
                    promoting FSL education;
       - Further expand and strengthen the mandate of the Minister of Canadian Heritage (or designated
            Minister) and the Commissioner of Official Languages.

THE OFFICIAL LANGUAGES ACT (OLA)

    o   Incorporate a new section specifically addressing education within the Act or a framework addressing
        education management and authority within the provincial and territorial jurisdiction and their
        obligations:
            • to establish equal status, access or the right / guarantee to access to effective* French second
                language (FSL) instruction / education** for all Canadians, in all provinces/ territories, from
                early-childhood to post-secondary (for non-rights holders).
                            *effective to be defined and assessed according to a common framework of
                            proficiency.
                            **including French immersion programs where numbers warrant.

    o   Recognize the role and impact of immigration and exogamy on both official language communities
        (e.g., Census question to include option of Franco, Anglo, Bilingual, other). The role played by
        individuals within Canadian families who are not necessarily meeting requirements of a minority rights
        holder and are often left in limbo between the majority and minority linguistic communities.

    o   Expand the Act to guarantee consultation with FSL stakeholder organizations promoting FSL education,
        beyond the existing provision to consult with minority organizations.

MANDATE OF THE MINISTER

   o    Oblige the designated federal Minister to consult with organizations promoting FSL education and
        enforce adherence to accountability measures related to Official Languages in Education Protocol.

Submitted by Nicole Thibault, Executive Director, CPF National on behalf of the CPF Network; nthibault@cpf.ca;
613-235-1481, x224; May 2021.

ROLE OF THE COMMISSIONER

    o   Increase the latitude of the scope of the Commissioner of Official Languages to mirror and enforce the
        mandate of PCH Section 43, enhancing the Promotion-Education-Liaison role to include working with
        P/T governments via the CMEC. This would:
            • broaden the public education role as Ombudsman to informing and educating all Canadians on
                their language rights, including the role that French speakers (non-rights holders) play in the
                vitality of minority language communities.

            •   strengthen the monitoring and reporting roles related to accountability efforts between the
                federal and provincial/territorial governments and among Commissioner’s representatives,
                Ministries of Education, Council of Ministers of Education (CMEC) and the public.

                   NEXT STEPS BEYOND THE AMENDMENTS TO THE OL Act
                specifically addressing FSL education quality and access issues
AMENDMENTS TO THE PROVINCIAL/TERRITORIAL EDUCATION ACTS

The Reform Document recognizes that provincial and territorial governments play a role in the evolution of
language rights. The provincial/territorial governments are responsible for setting education policy and the
fundamental decisions around the provision of French as a second language learning (core French and French
immersion) within their “Education Act”. Their provisions for second language Instruction vary from province to
province to territory. As well, many delegate FSL program delivery decisions to the school jurisdictions
(boards/districts) and in some cases, the individual school authorities.

With this knowledge, CPF proposes that the Government of Canada:
   o require a review of all existing Education Acts to identify barriers, required amendments or
        strengthening of the language to ensure equitable access and delivery of FSL programs across Canada,
   o explicitly require a statement that the delivery of French language instruction as complementary to
        instruction in the primary majority language is not an “option” in a bilingual country, and equitable
        access to French immersion programs must be provided where numbers warrant.

AMENDMENTS TO THE OLEP PROTOCOL and P/T BILATERAL AGREEMENTS

The Government of Canada has supported the learning of English and French as second languages through
agreements with provincial and territorial governments. The current Government’s goal is ambitious: work
with provincial and territorial governments to ensure that the population becomes more bilingual in the future,
ensuring that the Anglophone majority has access to opportunities that will allow it to become bilingual. To
ensure that access to French immersion programs meets supply of spaces available to meet the ambitious goal
of the Action Plan 2018-2023, of increasing the number of bilingual Canadians by 20%,
    o Establish and sign an updated Protocol for Second Language Instruction with similar details as per the
        Strategic Education Agreement signed for Minority-Language Education in July 2017 to underline the
        federal government’s strong commitment for the Second-Language Instruction Strand and expected

Submitted by Nicole Thibault, Executive Director, CPF National on behalf of the CPF Network; nthibault@cpf.ca;
613-235-1481, x224; May 2021.

investments on behalf FSL stakeholders; this cooperation agreement would ensure the commitment to
        the equitable delivery of second language programs as well as the implementation of the national
        training and recruitment strategy for French-language teachers. The key stakeholders being:
            o Council of Ministers of Education, Canada
            o Provincial and Territorial Ministries of Education
            o Canadian School Board Association
            o Canadian Association of School System Administrators

And within each Bilateral Agreement, there is a need to:
   o Suggest that P/T educational leaders adopt an aspirational approach to increase performance targets
       beyond their current status in each of the six established domains identified within the agreements,
       including,
       o strengthen the achievement results for core French programs to reach a clear expected proficiency
            target of B1 upon graduation;
       o strengthen delivery of a wide variety of effective, evidence based French as a second language
            (FSL) programs, including core French, from Grades 1 to 12 and into the post-secondary level,
            including via remote and online learning.

    o   Set ambitious targets to increase enrolment in FSL education programs including French immersion,
        intensive French, extended and core French, including,
        o set clear targets for equitable access, expectations of FSL program delivery according to population
            / number of projected student enrolments;
        o set clear targets (as done with FL1) requiring school boards to offer the French Immersion program
            “where numbers warrant” (parental demand).

    o   Require consistent interpretation and implementation of the principle of Community Stakeholder
        Consultation to include FSL stakeholders as well as minority community organizations.

    o   Dedicate senior staff/manager position for FSL education and establish provincial/ territorial French
        Second Language Advisory Committees by all provinces and territories - to include community
        organizations such as CPF as well as representatives of faculties of education, school board
        administrators and consultants, teacher federations, etc. -- with the purpose of determining the best
        use of funds and coordinating efforts to increase FSL student participation, learning and achievement.

    o   Establish with community partner participation a “proven practices project” to support optimal use of
        federal transfer payments and their impact in relation to targets and indicators set according to the
        Canada-wide official language objectives as well as transparency of this long term intergovernmental
        collaboration.

    o   Include standardized FSL teacher supply data in the Protocol for Agreements for Minority-Language
        Education and Second-Language Instruction.

    o   Include French-language post-secondary education student incentives and proficiency recognition in
        the next Official Languages in Education Protocol agreements for Second-Language Instruction.

ADDITIONAL OPPORTUNITIES FOR SUPPORT VIA THE ACTION PLAN FOR OFFICIAL LANGUAGES

Submitted by Nicole Thibault, Executive Director, CPF National on behalf of the CPF Network; nthibault@cpf.ca;
613-235-1481, x224; May 2021.

Since the publication of the Action Plan for Official Languages 2018–2023, federal–provincial cooperation now
includes the establishment of strategies for recruiting second-language teachers. The Government of Canada
wishes to go further and to work with provincial and territorial governments to recognize the qualifications of
Francophone teachers educated in Canada and to attract the best Francophone teachers from around the
world.
    o The establishment of a multi-year “Action Plan on Official Languages” (pan-Canadian strategy for
        official languages) must become a requirement within the OL Act going forward, removing the
        vagueness relative to the positive measures within the OLA and providing for specific directives with a
        focus on cooperation for education and access to other essential services.
    o Within the Action Plan, the Government of Canada must prioritize direct investments to provinces and
        territories who are committing to
                  a) matched spending and concrete actions on expanding French Immersion programs where
                       numbers warrant.
                  b) Increase funding for the educational and professional development needs of FSL teachers
                       including language and cultural exchanges.
    o Undertake research-based initiatives, under the direction of CMEC, to develop an agreed upon,
        standardized Framework with a lexicon of minimum time requirements, proficiency expectations and
        proven practices to guide innovations going forward to address the
                  a) lack of teachers able to teach the required subjects in French.
                  b) the variations within FSL school programs offered across Canada; and
                  c) the variations for the education of teachers and the recognition of credentials as required
                  for different programs across Canada.

                    SPECIFIC EFFORTS REQUIRED WITH KEY STAKEHOLDERS
Council of Ministers of Education, Canada
   • Establish measures and interprovincial agreements between the Ministries of Education to encourage
        and allow for the easy transfer and mobility of FSL teachers, reducing labour restrictions between
        provinces and territories.
   • Focus on measures to encourage interprovincial/territorial mobility for students and graduates in the
        area of education; including possible incentives such as financial measures to offset tuition fees,
        professional education costs, as well as relocation costs.
   • Establish mentoring and broad training support programs for internationally trained teachers to help
        them adapt and succeed in the Canadian FSL teaching context.

Minister of Immigration, Refugees and Citizenship
CPF looks forward to working with representatives of the Department of Immigration, Refugees and Citizenship
to support initiatives aimed at recruiting teachers to address the shortage of French-language teachers in
Canada, particularly outside of Quebec.

    •   Expand the existing agreement between Universities Canada, ACUFC and Embassy of France in Canada
        to attract French speaking citizens to Canada and encourage transferability of credentials.

CBC / Radio-Canada
Submitted by Nicole Thibault, Executive Director, CPF National on behalf of the CPF Network; nthibault@cpf.ca;
613-235-1481, x224; May 2021.

CPF looks forward to working with representatives of CBC/Radio-Canada to make the learning of English and
French more accessible.

   •   Expand the CBC/Radio-Canada mandate to include an early childhood learning and education role,
       informing Canadians and reflecting the different circumstances of the two official language
       communities across the country fostering the full recognition and use of both English and French in
       Canadian society.
   •   Strengthen the role of the CRTC in protecting the use of French in the digital sector to make French
       language learning more accessible for Anglophones living in majority communities.

CONCLUSION

Bilingualism is a core Canadian Value. Official languages foster mutual understanding among many communities
throughout Canada and help create bonds between all Canadians, regardless of their ancestry. By continuing to
promote English and French, it will help achieve a goal we all share building a fairer, more inclusive and
prosperous society for all Canadians, whether they speak English, French or both.

Submitted by Nicole Thibault, Executive Director, CPF National on behalf of the CPF Network; nthibault@cpf.ca;
613-235-1481, x224; May 2021.