Datos requeridos

The discourse of globalization concerned the international importance of Canada‟s official languages as well as Canada‟s role as a leader in language policy making and bilingual education. One of the central messages emanating from this discourse was the notion that knowledge of Canada‟s two official languages presents numerous advantages for the nation in terms of accessing opportunities abroad. Another key message stemming from the discourse of globalization was the importance of Canada‟s official bilingualism as a testament to the nation‟s status as a global leader when it comes to investment in two of the most internationally recognized languages.

The discourse strand of globalization was featured in most of the stakeholder documents included in the study. However, as will be outlined in the sub-sections to follow, the extent to which it was utilized in each individual document varied greatly. Out of all the documents, it was especially prevalent in OCOL’s 2004-2005 Vol. 1 annual report, the 2003 Action plan for official languages, and French for the Future‟s promotional poster entitled Pourquoi parler français?

4.9.1

Sub-strand of international competitiveness and prestige of

Canada’s official languages

The sub-strand of international competitiveness and prestige of Canada‟s official

languages focused primarily on the positive reputation that Canada enjoys because of its investment in two languages of international importance. Specific topics of discussion included the competitive advantage that the nation has on the international stage because of its official bilingualism, and the elevated status that Canada has in the international community when it comes to language policy making and bilingual education. Overall, the aim of this sub-strand was to increase investment in official bilingualism and FSL education by drawing awareness to the utility and elevated status of English and French on the international scene.

4.9.1.1

The international competitive advantage of Canada’s

official languages

Throughout the sub-strand of the international competitiveness and prestige of Canada‟s official languages, the image of a bilingual nation firmly grounded in the culture of two of the most widely recognized and utilized global languages, English and French, appeared quite frequently as a message of support for continued investment in official bilingualism and FSL education (see Table 11). This image appeared in various forms throughout the stakeholder documents all with the same goal in mind: to offer concrete proof of the vast international scope of Canada‟s official languages. The dominant message that supported this image was that Canada‟s official languages offer the nation, and its citizens, a substantial competitive edge when it comes to competing

internationally because of the high level of “international stature” (Government of Canada, 2003, p. 2) associated with English and French in the international community.

Table 11: The international competitive advantage of official bilingualism

Stakeholder organization/document Examples

Government of Canada

(2003-2008 Action plan for official languages)

“[Canada‟s] two official languages, both a major presence on the international scene, enhance its competitiveness and its influence” (Government of Canada, 2003, p. vii).

“Canada is extremely fortunate to have two official languages of international stature” (Government of Canada, 2003, p. 2). “Canada must build on its linguistic duality and the international nature of its two official languages more than ever. That gives it a substantial competitive edge” (Government of Canada, 2003, p. 2).

Government of Canada

(2008-2013 Roadmap for Canada’s linguistic duality)

“Having two languages of international scope” (Government of Canada, 2009, p. 13).

Government of Canada

(2013-2018 Roadmap for Canada’s official languages)

“Our two official languages enhance Canada‟s competitive advantage, both domestically and internationally” (Government of Canada, 2013, p. 1).

CPF

(Stay in French!)

“French is a principal language of world diplomacy. It‟s also an official language of the United Nations, the European

Community and the International Olympic movement” (CPF, 2003c).

OCOL

(2008-2009 Annual report)

“…bilingualism…[is] one of the factors contributing to Canada‟s prestige abroad” (OCOL, 2009, p. 44).

Ontario Ministry of Education

(A framework for French as a second language in Ontario schools)

“French is not only a global language” (Ontario Ministry of Education, 2013a, p. 7).

“French is not only one of Canada‟s two official languages but is also widely used around the world” (Ontario Ministry of Education, 2013a, p. 15).

French for the Future

(French A career booster! poster)

“French is also the 3rd

most useful business language in the world” (French for the Future, 2011a).

French for the Future

(Pourquoi parler francais? poster)

« Le français est une des langues officielles de travail des nations unies, de l‟Otan et de l‟UNESCO » (French for the future, 2011b)3.

« Le français est une langue importante

3

dans le monde des affaires et de la technologie » (French for the Future, 2011b)4.

Upon closely examining the discourse fragments that contained this discursive strategy, I noticed that the international competitiveness of Canada‟s official bilingualism was continually reinforced by drawing the reader‟s attention to the worldwide use of English and French as major international languages. Contained within the statements that employed this strategy was the argument that by continually investing in official bilingualism, Canadians are not only ensuring Canada‟s prestige on the international stage, but they also giving themselves a competitive advantage when accessing lucrative international opportunities. Participation in official bilingualism and FSL education, as it was conceptualized in the stakeholder documents, was therefore presented as a path towards a successful future for both individual Canadians and the nation as a whole.

4.9.1.2

Canada as a global leader in bilingual education and policy

making

The second discursive strategy that I uncovered during my analysis of the sub-strand of the international competitiveness and prestige of Canada‟s official languages was the idea that due to Canada‟s positive reputation as a global leader in bilingual education planning and policy making, the nation often serves a model to other countries when it comes to implementing bilingual education programs and policies. In terms of this discursive strategy, the central message was that by investing in official bilingualism and FSL education, Canadian citizens help to ensure that Canada remains a global leader in these two areas (see Table 12). Additionally, the messaging suggested that Canada‟s bilingual framework, and by extension, its bilingual education programs, have garnered so much international attention that they are now globally recognized as effective models of state- sponsored official bilingualism (see Table 12).

4

Table 12: Canada as a global leader in bilingual education planning and policy

Stakeholder organization/document Examples

Government of Canada

(2003-2008 Action plan for official languages)

“I was aware that our immersion schools were exemplary, and copied by many other countries” (Government of Canada, 2003, p. ix).

OCOL

(2004-2005 Vol. 1 annual report)

“It [official bilingualism] travels, having acquired experience that is, in many

respects, recognized and sought out around the world” (OCOL, 2005, ii).

“Interestingly, French immersion is also one of Canada‟s major exports in

international education, with educators in Japan, Wales, Spain and the USA applying made-in-Canada immersion methodology to the teaching of second languages…” (OCOL, 2005, p. 25).

“Innovation in teaching methods through the introduction of immersion is a model for the world” (OCOL, 2005, p. 62)

OCOL

(2008-2009 Annual report).

“Canada should promote its linguistic duality abroad more effectively, not only to respect this fundamental characteristic but also to help spread this concept around the world” (OCOL, 2005, p. 60).

CPF

(I want my child to be bilingual: Benefits of French Immersion)

“Why not offer your child the advantages of Canada‟s world-renowned French immersion program?” (CPF, 2003b). Contained within all of the examples presented in Table 12 is the notion that Canada is a global leader when it comes to language policy making and bilingual educational

parallel language policies and bilingual education programs around the world. As a result of my analysis of the discourse fragments that contained this particular discursive

strategy, I was therefore able to conclude that by positioning Canada as an international leader in language policy making and bilingual educational programming, the stakeholder promotion efforts sought to increase investment in official bilingualism and FSL

education by continuously drawing attention to the positive international reputation that Canada enjoys because of its innovations in the realm of language policy making and bilingual education programs.