Canadian minister of citizenship, immigration and multiculturalism Jason Kenney sparked a controversy when he suggested that people without a satisfactory command of English or French should be denied citizenship. Let’s put aside the official bilingual farce, although, to be fair, speaking both languages does make sense in certain circumstances, for example, if a person happens to be an immigrant or wants to pursue a career in government.
Back to language tests. To demand a satisfactory command of the official and/or prevalent language is legitimate. Immigrants, in any major migrant destination, can spend their lives without the knowledge of English in some areas. Florida and China Towns are the most obvious examples. But the living is often reduced to survival as any involvement with the authorities requires help of other people. As a result, not knowing the language of majority confines individuals to their communities, limits their opportunities and fosters “ghettoization” of neighbourhoods.
On the other hand, authorities often make their announcements or application forms available in minority languages. The London borough of Tower Hamlets offered voter registration form and other documents and in many European and Asian languages. But while that can be viewed as a form of help and support, it also takes away an important opportunity for the new and old immigrants with poor majority language skills to become active members of the community beyond the borders of their language and culture.
Many of immigrants in Canada come from countries where even basic education is scarce and the opportunities to learn languages may be non-existent. The only way to learn English or French is to take a language course in Canada.
But the quality of teaching staff in various immigration centres is often questionable. An immigrant I know in Calgary went to English classes shortly after their arrival to Canada. Educated in Europe and fluent in three languages, they kept asking more profound grammar related questions such as “why is that”. The ubiquitous answer was “it’s like just that, English has no logic”. Which is a) rubbish, b) proof that the “teacher” was not really a teacher of English but merely an English speaking person without necessary qualification and lack of pedagogical skills.
It’s not an isolated case. In Canada and Britain, English language is not a part of standard school curriculum. English is reduced to teaching spelling and stylistics but it is not the same as teaching a language. People learn their mother tongue only by means of its everyday use. Asking an educated Briton or Canadian questions about an accusative or a plus quam perfectum (pluperfect tense) usually results in a pretty accusatory, i.e. dumb, look. Not to mention frequently misunderstood and thus potentially explosive “genitive case”.
According to the Conference board of Canada, about 40% of adult (working age) Canadians “do not have the literacy skills to cope with the demands of everyday life and work in modern society”. In other words, they are functionally illiterate. UN statistics from 2000 put Britain’s illiteracy rate to approximately 20%. UK government says that 42% of children leaving school at 16 “fail to achieve a basic level of functional English”. According to Daily Telegraph, one in six British adults lacks the literacy skills of an 11-year old.
A friend of mine spent two years teaching biology at two prestigious private boarding schools in Britain. That was her main assignment. As a secondary one – she taught overseas students English as a foreign language. In Britain.
This emphasizes the fact that teaching English to people who grew up in a non-English environment requires different methods, qualifications and skills which, apparently, most of the native speakers do not possess as they had no opportunity to acquire them.
If the federal government in Ottawa wants to make the command of official languages a condition for granting an applicant citizenship, it must reconcile its two often contradictory policies – granting substantial semi-autonomous language-related cultural and religious rights on the one hand and its integration policies. Second task would be to improve language learning programs for both immigrants and the Canadians.
Unfortunately, things are not that simple. Even if immigrants do speak perfect English or French and can present official diplomas from their home countries, they are often required to pass language tests because Canadian authorities or private companies chose not to accept their foreign qualification in a given language. But that’s a different story.