Sustaining Multiculturalism: Problems and Priorities for Heritage Languages Anjali Lowe Honours B.A., McMaster University, 2001 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Linguistics O Anjali Lowe, 2005 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. Supervisor: Dr. Joseph F. Kess Canada actively promotes itself as a multicultural nation. Seeing that in the 2001 census, almost half of all Canadians reported an origin other than British, French, or Aboriginal, it can be said that Canada truly contains the globe within its borders. As the global economy becomes increasingly interdependent, and as linguistic and cultural diversity rapidly increase, it is as important as ever to address how Canada can fulfill its desire to become a multilingual and multicultural society. The 1971 federal policy of multiculturalism positioned the retention of heritage languages [HLs] as integral to maintaining cultural diversity. Yet, since the early nineties, HLs have been neglected by both federal and provincial governments. For many communities, language is at the core of ethnic identity. It has been Iong argued that the two are inextricably linked. Though the relationship between language and culture is a contentious issue, few deny the benefits of a multihngual society. Th~sthesis asks whether the government's laissez-faire approach to linguistic diversity has impaired cultural diversity and its maintenance. It investigates how the language policies of the Canadian government and three of its provinces, British Columbia, Ontario, and Alberta, have supported the maintenance of HLs, in talk and action, over the past thirty years. Through a critical analysis of federal and provincial discourse, it is demonstrated that government policy and action have excluded and diminished the value of languages and their role in sustaining multiculturalism. What is more, the lack of support for HLs, at both levels of government, has demonstrated an attack on culture and the core value of multiculturalism; the creation of an inclusive society that ensures all Canadians access to and participation in Canada's social, cultural and economic institutions. The goal of this study is to develop a policy framework which works to decelerate the loss of one of Canada's most valuable assets -- its hguistic and cultural mosaic. Supervisor: Dr. J.F. I<ess (Department of Linguistics) 1.0. INTRODUCTION................................................................................................................ 1 1.1. Purpose of the Study............................................................................................................ 1 1.2. What are 'Heritage Languages ................................................................................................ 6 1.3. Statement of the Problem ...................................................................................................... 8 1.4. Significance of the Problem ................................................................................................. 11 2.0. LITERATUREREVIEW ........................................................................................................ 19 . 2.1. Language Policy and Legda~on........................................................................................... 20 . 2.1 .1. Language Policy & Legslauon in Canada .................................................................. 28 2.1.2. Language Policy & Legislation in the Canadian Provinces ......................................... 35 2.1.2.1. Alberta ......................................................................................................................... 37 2.1.2.2. Ontario .................................................................................................................. 43 2.1.2.3. British Columbia .......................................................................................................... 49 2.2. Language Maintenance & Loss ............................................................................................. 54 2.2.1. Language Shift = Cultural Assimilation?................................................................... 55 2.2.2. Why does Shift Occur? .......................................................................................... 59 2.3. Successful Programs of Language Learning and Maintenance .............................................. 65 2.3.1. Language in Education .............................................................................................66 2.3.2. Language Programs .................................................................................................. 68 2.3.3. The Pre-Kindergarten Years ..................................................................................... 72 2.3.4. Other Innovations .................................................................................................... 73 2.3.5. \What is Needed for Successful Heritage Language Learning and Maintenance? ........ 74 3.0. CRITICALDISCOURSE ANALYSIS ........................................................................................ 76 3.1. Canadian Context .................................................................................................................78 3.1 .1. 'Languaget in Multiculturalism ................................................................................... 80 3.1.1. 1. The CanadianMulticulturalism Act ............................................................................... 80 3.1.1.2. The Annual Reports, Other Discourse, and Federal Liction.......................................... 85 3.1 .I.3. Valuing our Diversity? Language-as-a-Problem......................................................... 89 3.1.2. The Results of the 34-year-old Multiculturalism Policy ............................................. 93 3.1.3. Federal Responsibilit_y........................................................................................ 98 3.2. Provincial Context ...................................................................................................... 100 3.2.1. Ontario................................................................................................................... 102 3.2.1 .1. Ontario Policy on Multiculturalism 1977, 1988 .......................................................... 102 3.2.1.2. Proposal for Action: Ontario's Heritage Language Policy .......................................... 108 3.2.1.3. Royal Commission on Learning, 1994 ........................................................................ 110 3.2.2. British Columbia ..................................................................................................... 114 3.2.2.1. Multiculturalism Act, the Sullivan Commission, and Government Response ............... 115 3.2.2.2. Annual Reports .......................................................................................................... 118 3.2.3. From East to West: Ontario, Albertam, and British Columbia in Contrast .............. 122 4.0. PLANOF ACTION............................................................................................................. 130 . 4.1. Recognition of Languages in Legslatlon ............................................................................ 133 4.1.1. Multiculuralism and Multihgualism in Policy ......................................................... 133 4.1.2. Provincial Language Policy ..................................................................................... 133 4.1.3. Federal Language Policy ......................................................................................... 134 4.2. Access, Choice. and Flexibility ........................................................................................... 136 4.2.1. Languages of Instruction ........................................................................................137 4.2.2. Language in the Curriculum .................................................................................... 138 4.2.3. Bilingual and Immersion Programs ......................................................................... 139 4.2.4. Equality of Access .................................................................................................. 140 4.3. Alternative Learning Options ....................................................................................... 144 4.3.1. Pre-School .............................................................................................................. 144 4.3.2. After Graduation and Outside the Classroom ....................................................... 145 4.3.3. Study Abroad, Exchanges, and Summer Immersion ............................................... 146 4.3.4. Challenge and Equivalency Exams .........................................................................148 4.4. Communication. Research. and Resources ......................................................................... 150 4.4.1. A National Heritage Language Institute .................................................................. 150 4.4.2. Support for Teachers .............................................................................................. 151 4.5. Language Outside the Curriculum ..................................................................................153 APPENDICES..........................................................................................................................