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EXECUTIVE SUMMARY

Page 2 of 8

On behalf of the Office of the Commissioner of Official Languages (OCOL), NRG Research Group conducted a situational analysis and benchmark study to research the factors influencing or driving public opinion and interests in Saskatchewan with regard to French culture and learning French.

The goal of the project was to report in depth on the perceptions Saskatchewan residents have of French language and culture. This detailed portrait will serve as a benchmark to measure and track progress during the next five-year period. It will also be used to further understanding of what motivates Canadians to learn or embrace a second language.

This project consisted of three phases, as follows:

• Phase I: A review of prior research, followed by stakeholder interviews to gain a broad understanding of the research topic and uncover gaps in current information. The research review report was presented to stakeholders for discussion and feedback.
• Phase II: Qualitative research with Saskatchewan residents, including focus groups, to explore the gaps and further understanding of the factors affecting French language and culture in Saskatchewan.
• Phase III: Final report, synthesizing the findings of previous phases and providing tangible benchmarks for monitoring and further research.

Each phase encompassed the conclusions and suggested courses of action of the other phases.

Figure 1: Phases and Milestones of the Situational Analysis and Benchmark Study

A number of observations were made on the factors affecting French language and culture in Saskatchewan during the research review as well as the qualitative research. Comprehensive reports were provided to OCOL at the end of each of these phases.

The findings of the research review phase as well as the qualitative research phase required that the following questions be addressed, and as such they were integrated into the situational analysis:

• What is happening on the Canadian scene? What are the underlying macro environmental factors that affect the opinions and attitudes of Canadians toward French language and culture? Is the Canadian environment positive or negative toward French language and culture?
• What are the factors affecting the opinions and attitudes of Saskatchewan residents toward French language and culture in Saskatchewan?
• Is Saskatchewan a unique environment, or are the factors that affect the perceptions and attitudes toward French language and culture unique to Saskatchewan?
• What can be done to enhance the image of French culture and learning French as a second language in Saskatchewan?

The following observations summarize the findings of the situational analysis. Suggestions have also been made to address these findings.

The research review shows an environment where French culture and heritage in Saskatchewan are in decline. Birth rates and interprovincial migration reveal a declining presence in the province compared to 50 years ago. Like the general provincial demographic, the Francophone population is ageing. To the lessened presence of the culture we must add the historic fact that Francophones settled in small rural pockets across Saskatchewan, which are not immune to the pressures and strains that the changing reality of agricultural economies has imposed on all rural Prairie communities over the last few decades. The shrinking and decrease in economic selfsufficiency of these communities has led to a greater scattering of Francophones, who move beyond their immediate area for work and seek employment elsewhere in the province.

This is particularly the case for young people: living and working in other areas of the province, they have increased chances of entering exogamous relationships. The literature^* shows that such relationships are another factor contributing to the decline of French cultural practices and language.

Public perception that French culture is less prominent than a few decades ago is furthered by the recognition that other cultural groups—in some cases new to the province—are becoming increasingly active. During the focus groups in the qualitative research phase, many Saskatchewan parents mentioned that “It may not be that the French culture is any less active, but it competes with other multicultural organizations for Saskatchewan’s attention.”

The above factors translate into a low awareness of Francophone presence in Saskatchewan. The result is that Francophones are not perceived as an active cultural unit in the province.

Besides the perception of a declining francophone presence and awareness in the Saskatchewan general public, French culture itself presents some perceptual challenges.

Non-Francophone residents provide many positive references to French culture. These mentions can generally be traced back to European cultural influence (the sophistication of Paris and France) or specific local area associations. The general perception of local Francophone communities is positive.

Nevertheless, a significant segment of the Saskatchewan population has a less positive underlying opinion. This relates to the perceived negative influence of the Quebec political scene on French culture, either through current or historic events. It amounts, however, to the same thing—a negative impression because of the separatist movement, which appears to have infiltrated and adversely affected the impressions of French culture among the mainstream non-Francophone Saskatchewan public.

Suggested Courses of Action:

• Local Francophone organizations need to continue and if possible expand activities to promote local cultural heritage and traditions. It is important to try to supplant Quebec news and issues with more positive homegrown cultural information.
  
• As part of this, local Francophone organizations need to extend their audience to other cultures, in addition to their own. For example, non-French speakers should be included as a target audience for promoting the positive experience of French culture.
  
• Another idea worth considering would be to explore opportunities to combine French and Métis cultural events in Saskatchewan. There is some shared language and cultural background which might make this possible. This step would provide an additional opportunity for Francophones to expose French culture to the general public in a different and more positive light than what often appears on the 6 o’clock news on Quebec politics.

It was observed during the research review and the qualitative research phases that parents have several common goals to determine the eventual success and happiness for their children. Regardless of where they live, parents consistently want their children to reach adulthood with:

• a measure of personal success
• a positive social environment
• a given educational level
• financial security
  

Again, existing literature and previous research studies with parents, including recent ones in Saskatchewan, indicate that many parents see a link between reaching these goals for their children and second-language learning. Learning a second language resonates on a number of levels, all of them positive. A second language can expand cultural horizons, make international travel possible and offer financial rewards according to career choices. Learning a second language can also “stretch the mind” in a positive sense.

Drawing upon the qualitative research conducted with Saskatchewan residents, people’s impression of a culture does not appear to be strongly linked to the decision to learn the language of that culture as a second language. Although there are sectors with a far from positive impression of the French culture, there is still strong support and a desire for learning French as a second language.

Nevertheless, there is a very important attitudinal consideration associated with learning French. The qualitative research phase showed that there is a strong shared opinion among Saskatchewan parents that the learning of French is being “forced” upon their children. This feeling appears to arise in part from the policy of official bilingualism and associated negative connotations. As well, the feeling of having no choice but to learn French comes from experiences in high school, where they or their children “had to” take Core French up to a certain grade.

Suggested Courses of Action:

• From the qualitative research, a sense emerges that too much emphasis is sometimes placed on second-language learning simply as a means to career or salary enhancement. The reasons for learning a second language are broader and should be communicated as such. Focusing solely on job opportunities implies “government” jobs to some parents, which then leads to views of French being forced in association with official bilingualism.
  
• Benefits such as individual enrichment, expanding one’s cross-cultural perspective and opening a range of options, both career and personal, should not be overlooked. In addition, the positive effect of second-language learning on an individual’s first language is not well understood. This benefit should be better communicated.
  
• Particular efforts should be made to avoid the criticism that French is somehow being forced on the general population. One approach would be through the adoption of a second-language policy similar to Alberta’s. Allowing for the learning of a range of second languages, including French, would shed a more positive light on French-language learning.

There are three entry points for children to learn French:

• Core French
• French Immersion
• French School System

During the qualitative research phase, the French School System was not studied in detail, since the target qualitative research population was non-French-speaking parents. Anecdotally, from key stakeholders and references in various sources in the literature, non-French-speaking parents expressed concerns about school admission rules. Specifically, these rules are seen as exclusionary, since they only apply to students of Francophone heritage.

In terms of Core French and French Immersion, there is a clear distinction between the perceived merits of these various educational streams when it comes to learning French.

Core French is not viewed favourably. This view is supported in various sources as well as interviews with Saskatchewan parents. Past students, and those with children who have taken or are taking Core French generally find it boring, tedious and not particularly helpful in terms of learning the language. Concerns the parents commonly express range from the course curriculum to the quality of Core French teachers. Core French is not viewed as an effective tool to learn French or provide an introduction to French culture in general.

French Immersion, on the other hand, is viewed very positively in terms of its ability to provide children with a good base in French. Immersing in the language is clearly recognized as the approach to take to learn and become fluent in a second language. It is generally accepted that the earlier a child starts this process, the better the chances of mastering the desired language skill.

However, even with the parents’ positive view of French Immersion and the previously enunciated benefits of second-language learning, they remain reluctant to pursue this course of action for their children. They still are confronted with several significant barriers if they decide that their children should learn a second language. These obstacles can be organized into two groups: practical challenges and perceptual challenges.

Practical Challenges

• The location of the school and commuting requirements.
• Taking one’s child out of the neighbourhood and away from friends.
• Religious or non-religious affiliation.
• Entry point limitations (perceived to be at Kindergarten or Grade One only).

Perceptual Challenges

• Not being fluent in the language of instruction, parents are concerned about helping their children with homework and ultimately being involved in their education. In addition, parents are concerned that they would not be able to tell if their children are doing well or not if they themselves are unable to understand the language of instruction.
• Concerns that their children’s English-language skills would suffer.
• Perceptions that Immersion is “elitist”—for “gifted” children.
• Saskatchewan’s distance from any critical mass of Francophone population lessens the perceived benefits of immersing in French.
• Concerns that children will not be prepared for university or college, particularly as it is likely that college or university courses will be in English.

Suggested Courses of Action:

• Work with the English school system to effect change in the Core French curriculum and try to inject some fun into the program. It should be viewed as a means to provide non-French speakers with a first impression of the language, and to some extent the culture. Like any first impression, it should be a positive one.
• Increase information campaigns featuring the option of expanding access to Core French in the early grades—Kindergarten/Grade One--as opposed to limiting one's access to later grades where it is generally introduced (Grades 4 and 5).
• Increase information campaigns targeting parents, teachers and school administrators, featuring the option of expanding entry points for French Immersion, allowing entry at later grades such as Grade 3 or 4. This may help alleviate parental concerns about not knowing how their children are doing in the initial elementary years. Perhaps this could be tied to expanded access to Core French in the early elementary grades.
• Increase communication activities to parents on French Immersion programming, addressing how the programs work and how non-French-speaking parents can be involved in their children’s education. In addition, communicate the benefits of French Immersion, not only for second-language learning, but also in improving the understanding and use of the children’s first language. Take a direct approach in addressing the parents’ common perceptual challenges outlined above.
• When communicating with parents, acknowledge the practical challenges noted above. These will be difficult (in some cases impossible) to address fully, but appreciating their existence when communicating with parents will help.
• Focus communication activities on key influencers of parental decisions—other parents, teachers and school officials/administrators. For example, conduct open houses where potential French Immersion parents can meet current Immersion parents to discuss experiences. It would be particularly valuable to have non-French-speaking parents available to share their Immersion experiences with other non-French-speaking parents who are considering enrolling their children in the program.

Mandatory second-language policy is another tool that can be explored further in the Saskatchewan school system. This report describes the Alberta initiative for a mandatory second-language policy. Statistics indicate that a mandatory second-language policy actually has a positive influence on enrolment in French courses. The Alberta section of this report provides a brief overview of developments in Alberta related to the mandatory second-language policy.

A snapshot of the factors affecting French language and culture in Saskatchewan is also presented in the quadrant analysis and actionable factors section of this report. The actionable factors section also summarizes the recommended actions that should be taken to address educational system factors, government/public policy factors, public attitudinal factors and perceptual factors.

Figure 2: Strategy to Promote French Language and Culture in Saskatchewan

Based upon the situational analysis, we suggest that, within a framework for the promotion of French language and culture in Saskatchewan, a series of public communication campaigns could not only promote the positive factors enumerated in the situational analysis, but also counter existing misconceptions. One way of conceptualizing a promotional strategy would be to establish the following milestones:

• For promotional purposes, further profiling and mapping of the major audiences in Saskatchewan identified in this project: parents, students, teachers, school boards/councillors/administrators and second-language public policy officials.
• Creating and conducting a series of communication campaigns that target these major audiences. These campaigns could be as simple as distributing information to specific audiences, such as public policy officials and school boards/councillors/administrators, or broader radio, TV and print campaigns for more diverse audiences, like parents and students.
• The objective of these promotional campaigns should be to generate interest and enthusiasm toward French language and culture.
• The attitude of target audiences should then be measured using the advertisement/promotional effectiveness evaluation techniques, through various quantitative and qualitative research methodologies. A visible increase in positive attitudes toward French language and culture in major target audiences would be a logical general indicator of the success of the promotional campaigns.
• Increases in enrolment in French courses, participation in French festivals, availability of French teachers and public momentum toward French language and cultural activities in Saskatchewan would be the expected end results of these promotional campaigns.

^* Languages in Canada: 2001 Census, by Louise Marmen and Jean-Pierre Corbeil.

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