The Lack of Pedagogical Ethics in Bill 101
Why can't I educate my child in the language of instruction that I choose? This question has been posed by many immigrant families as they come to Quebec and realize that Bill 101 will complicate the language of instruction for their child. La charte de la langue francaise, or Bill 101 has been modified slightly over the years but in its original 1977 format, families could not send their children to English school unless one of the parents had gone to English school in Quebec. I was lucky enough to have the choice, since my mother went to English school and my father went to French school. Thus, I could go to either school, and the choice my parents made was English school.
So my question is: shouldn't the ethical pedagogical choice be exactly the opportunity to have an option? One should not be forced, legally or otherwise to send your child to a specific type of school. A month ago a law that closed a loophole in that language charter was overturned, giving immigrant families the opportunity to send their children to private school for a short time, which would then give them the credentials required under Bill 101 to enroll their child in public English school. See here
In my opinion, it is ludicrous that parents have to go to such measures just to give their children the opportunity to be taught in the language they prefer or are more comfortable with. A truly ethical educational experience should occur in a comfortable space. This comfort relies heavily on the level of diction, on the way that concepts and ideas are discussed, and ultimately it relies on the fact that the education is given in a language that the students understand.
The lack of options for language of instruction is the reason I moved from Quebec to Ontario. The pedagogical climate was like the political climate - too stifling. I needed and desired the opportunity to explore various types of educational options and where I came from these options were limited. Laws and bills that prevent and circumscribe instruction in terms of language, religion, etc. are necessarily creating an exclusionary pedagogical space. Ethical pedagogy is about inclusion, not exclusion.
French immersion is something that I have been thinking of lately as an ethical alternative pedagogical model. It allows languages to share a space and not necessarily dominate each other. This is how it should be. It allows for a dialogue that crosses language barriers, a dialogue of inclusion, a dialogue that opens up the classroom space to many possibilities.
After 33 years of language laws dictating things in Quebec for the sake of what is understood as falling under the banner of patrimoine et heritage, maybe it is time to look at things from another angle. Imagine a society where French language and culture is promoted not because it is the only option available, but because French is part of bigger inclusive educational space where languages and culture share equal time and importance.
So my question is: shouldn't the ethical pedagogical choice be exactly the opportunity to have an option? One should not be forced, legally or otherwise to send your child to a specific type of school. A month ago a law that closed a loophole in that language charter was overturned, giving immigrant families the opportunity to send their children to private school for a short time, which would then give them the credentials required under Bill 101 to enroll their child in public English school. See here
In my opinion, it is ludicrous that parents have to go to such measures just to give their children the opportunity to be taught in the language they prefer or are more comfortable with. A truly ethical educational experience should occur in a comfortable space. This comfort relies heavily on the level of diction, on the way that concepts and ideas are discussed, and ultimately it relies on the fact that the education is given in a language that the students understand.
The lack of options for language of instruction is the reason I moved from Quebec to Ontario. The pedagogical climate was like the political climate - too stifling. I needed and desired the opportunity to explore various types of educational options and where I came from these options were limited. Laws and bills that prevent and circumscribe instruction in terms of language, religion, etc. are necessarily creating an exclusionary pedagogical space. Ethical pedagogy is about inclusion, not exclusion.
French immersion is something that I have been thinking of lately as an ethical alternative pedagogical model. It allows languages to share a space and not necessarily dominate each other. This is how it should be. It allows for a dialogue that crosses language barriers, a dialogue of inclusion, a dialogue that opens up the classroom space to many possibilities.
After 33 years of language laws dictating things in Quebec for the sake of what is understood as falling under the banner of patrimoine et heritage, maybe it is time to look at things from another angle. Imagine a society where French language and culture is promoted not because it is the only option available, but because French is part of bigger inclusive educational space where languages and culture share equal time and importance.
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