CPF MAGAZINE
fsl research
STUDENTS REAP the Employment Benefits of
BILINGUALISM
Through Post-Secondary Studies in French By Joan Hawkins, CPF National, Research Manager
20!!!Canadian Parents for French Fall/Winter 2014
CPF MAGAZINE
fsl research
This article provides guidance counsellors and academic advisors with information on the real world benefits of pursuing French as a second language throughout a student’s academic career. Employers value bilingual employees For individuals, bilingualism is a stepping stone toward global citizenship. For our country, it is an essential element in economic competitiveness. But in both cases, bilingualism matters not just for its inherent benefits, but because of the role it plays in fostering our multilingual and multicultural society.1
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!,*&,@&*.(1$&-(61,(&E9',+&&2($%@&( ĞƋƵĂů ƐŬŝůůƐ͕ ĐŽŵƉĂŶŝĞƐ ĂƌĞ ŵŽƌĞ ůŝŬĞůLJ ƚŽ ƉƌŽŵŽƚĞ Ă ďŝůŝŶŐƵĂů ĞŵƉůŽLJĞĞ͘ ŝůŝŶŐƵĂů &E9',+&&2(%*&(9&*#&"@&;(%2(E,*&(2,#"%5'&( %-;(E,*&(9&*2&@&*"->(W(U-*A%15$S%4%156*4$ &P%44&$%1$*$/*.%'4;$)-*15%15$O,/4'$0*'($+-($ (0.4,;(($06)-$0,/($24(L%S4($*1'$0,/($ A*46*S4($+,$+-($),0.*1;$%1$+-(%/$)*.*)%+;$$ +,$*'*.+<V EĞĂƌůLJ ŽŶĞ ƚŚŝƌĚ ŽĨ Ăůů ŚŝƌŝŶŐ ŵĂŶĂŐĞƌƐ ĐŽŶƚĂĐƚĞĚ ďLJ ĂƌĞĞƌ ƵŝůĚĞƌ͘ĐŽŵ "-(OQQN(#'%"E&;(6$%6(6$&+(1"''(*&#*8"6(E,*&( ďŝůŝŶŐƵĂů ĞŵƉůŽLJĞĞƐ͘ ^ŝŵŝůĂƌůLJ͕ Ă ƐƚƵĚLJ ďLJ A%-%;"%-(<&*"6%>&(#,-#'8;&;(6$%6(5"'"->8%'2( #%-(C"-;(%(U,5(%-;(#$%->&(U,52(E,*&(&%2"'+( ƚŚĂŶ ƚŚŽƐĞ ǁŚŽ ƐƉĞĂŬ ŽŶůLJ ŽŶĞ ůĂŶŐƵĂŐĞ͘R( ŵƉůŽLJĞƌƐ͛ ǀĂůƵĂƚŝŽŶ ŽĨ ďŝůŝŶŐƵĂů ĞŵƉůŽLJĞĞƐ ŝƐ ǁĞůů ĨŽƵŶĚĞĚ͘ ŝůŝŶŐƵĂůƐ ĂƌĞ 5&66&*(%5'&(6,(%-%'+H&(6$&"*(3-,1'&;>&( ŽĨ ůĂŶŐƵĂŐĞ͘ dŚĞLJ ĂƌĞ ĂďůĞ ƚŽ ĨŽĐƵƐ ŵŽƌĞ ,-(E&%-"->(%-;(6%3&("-6,(%##,8-6(,-'+( *&'&@%-6(C&%68*&2(1$&-(6$&*&("2(;"26*%#6"@&( ŝŶĨŽƌŵĂƚŝŽŶ͘ ŝůŝŶŐƵĂůƐ ĚĞŵŽŶƐƚƌĂƚĞ ŵŽƌĞ ŵĞŶƚĂů ĨůĞdžŝďŝůŝƚLJ ĂŶĚ ƉĞƌĨŽƌŵ ďĞƚƚĞƌ ŽŶ ƚĂƐŬƐ ƌĞƋƵŝƌŝŶŐ ŵĞŶƚĂů ŵĂŶŝƉƵůĂƚŝŽŶ͘ ( dŚĞLJ ĂƌĞ ŽƌŝŐŝŶĂů ŝŶ ǀĞƌďĂů ĞdžƉƌĞƐƐŝŽŶ͕ ( ;&E,-26*%6&(-,-G@&*5%'("-6&''">&-#&(%-;( ĐĂŶ ĂŶƐǁĞƌ ŽƉĞŶͲĞŶĚĞĚ ƋƵĞƐƚŝŽŶƐ ŵŽƌĞ ĨƌĞĞůLJ ƚŚĂŶ ŵŽŶŽůŝŶŐƵĂůƐ͘ϱ((( ?E9',+&*2(%'2,(@%'8&(6$&(C%#6(6$%6( 6$,2&(1"6$(61,(1&''G;&@&',9&;('%->8%>&2( ĂƌĞ ŵŽƌĞ ƐĞŶƐŝƚŝǀĞ ƚŽ ĐŽŵŵƵŶŝĐĂƚŝŽŶ͘ )$&*&("2(2,E&(&@";&-#&(6,(28>>&26(6$%6(6$&+( %*&(5&66&*(%5'&(6,(8-;&*26%-;(6$&(-&&;2( ŽĨ ŽƚŚĞƌƐ ĂŶĚ ƚŽ ƌĞƐƉŽŶĚ ĂƉƉƌŽƉƌŝĂƚĞůLJ͘ dŚƌŽƵŐŚ ĞdžƉŽƐƵƌĞ ƚŽ ĐƵůƚƵƌĂů ĚŝĨĨĞƌĞŶĐĞƐ 6$&+(E%+(5&#,E&(E,*&(*&29&#6C8'(,C(( ;"CC&*&-#&2(5&61&&-(9&,9'&(%-;(6$&"*(( #8'68*&2(%-;(E%+(5&(%5'&(6,(#,EE8-"#%6&( ǁŝƚŚ Ă ůĂƌŐĞ ǀĂƌŝĞƚLJ ŽĨ ƉĞŽƉůĞ͘N((( .%+$#+/-")%+)0',-)12
Canadian Parents for French Fall/Winter 2014!!!21
ENJOY THE EMPLOYMENT BENEFITS OF BILINGUALISM Canada’s economy is increasingly a knowledge economy in a world of disappearing borders and intense international competition. Language skills are more important than ever in this context. Our linguistic duality is an important part of Canada’s brand in the world. Our young people know the importance of speaking a second and even a third language, and want to learn.1
EMPLOYERS WANT BILINGUAL STAFF Employment rates in Canada are higher for those who speak both English and French (70%) than for those who speak only English or only French (about 60%)2
1/3 81%
Nearly one third of all hiring managers contacted by CareerBuilder.com say they will recruit more bilingual employees.3
of those who supervised bilingual employees considered them to be a valuable asset to their organizations.4
Recruiters see bilingualism as a sign of experience and education. When two employees have equal skills, companies are more likely to promote a bilingual employee. 5
Bilingual employees earned about 10% more than English-speaking and 40% higher than French-speaking individuals.2
84% of employers surveyed considered knowledge of both English and French to be an asset or gave preference to English-French bilinguals.4
20%
of employers anticipated greater demand for bilingual staff.4
Bilinguals can find and change jobs more easily than those who speak only one language.5
1. Office of the Commissioner of Official Languages (2009 ) Two Languages, a World of Opportunities: Second Language Learning in Canada’s Universities, Minister of Public Works and Government Services Canada, Ottawa http://www.ocol-clo.gc.ca/sites/default/files/uni_e.pdf 2. Statistics Canada (2006) Population Census of Canada, Government of Canada, Ottawa https://www12.statcan.gc.ca/census-recensement/2006/index-eng.cfm 3. CareerBuilder.com 4. IPSOS (2008) Survey of Supervisors of Bilingual Employees, Canadian Parents for French, Ottawa http://cpf.ca/en/files/IpsosReid_FSL2008_E.pdf 5. Canadian Council of Chief Executives (2009) Bilingualism And Canada’s Future In The Global Economy, Ottawa http://www.ceocouncil.ca/publication/bilingualism-and-canadas-future-in-the-global-economy
22!!!Canadian Parents for French Fall/Winter 2014
STUDENTS WANT POST-SECONDARY OPPORTUNITIES STUDENTS WANT POST-SECONDARY French-language institutions OPPORTUNITIES outside Quebec report that significant enrollment comes from English-language students studying French-language institutions in French — nearly 70% at Campus outside Quebec report that Saint-Jean in Alberta and about 30% significant enrollment comes from at the Collège universitaire de English-language students studying Saint-Boniface in Manitoba.1 in French — nearly 70% at Campus Saint-Jean in Alberta and about 30% at the Collège universitaire de Saint-Boniface in Manitoba.1
Enrollment in undergraduate French Immersion Programs at the University of Ottawa increased by about 60% between 2008 and 2013.1 Enrollment in undergraduate French Immersion Programs at the University of Ottawa increased by about 60% between 2008 and 2013.1
400 400
The Ontario University Student Alliance supports French post-secondary programs and has the creation of The proposed Ontario University Student an Advisory Committee Alliance supports Frenchon Post-secondary with post-secondary Education programs and representatives from student has proposed the creation of groups, as well as experts from the an Advisory Committee on public, private, and non-profit Post-secondary Education with 2 sectors. representatives from student groups, as well as experts from the public, private, and non-profit sectors.2
Most students had no difficulty moving from high school French to university French, nor did they find the coursework too difficult. They were comfortable university students found the prospect of Most students had no difficulty moving with their understanding of lectures improved employment opportunities to be from high school French to3 university and the required readings. a compelling reason for pursuing French, nor did they find the coursework 3 post-secondary studies in French. too difficult. They were comfortable university students found the prospect of with their understanding of lectures improved employment opportunities to be and the required readings.3 a compelling reason for(2013) pursuing 1. Official Languages and Bilingualism Institute Annual Report, Ottawa http://www.olbi.uottawa.ca/files/report-annual-en-2013.pdf Please feel free to photocopy and distribute this infograph to anyone you feel Up, Toronto 2. Ontario University Student Alliance (2014) The Rise of French Immersion in Ontario – How Universities Are Not Keeping post-secondary studies in French.3 http://www.ousa.ca/2014/03/20/the-rise-of-french-immersion-in-ontario-how-universities-arent-keeping-up would benefit from knowing about the advantages of FSL in the work place. 3. CPF (2005) Survey
1. Official Languages and Bilingualism Institute (2013) Annual Report, Ottawa http://www.olbi.uottawa.ca/files/report-annual-en-2013.pdf 2. Ontario University Student Alliance (2014) The Rise of French Immersion in Ontario – How Universities Are Not Keeping Up, Toronto http://www.ousa.ca/2014/03/20/the-rise-of-french-immersion-in-ontario-how-universities-arent-keeping-up 3. CPF (2005) Survey
Canadian Parents for French Fall/Winter 2014!!!23
CPF MAGAZINE
fsl research
Students value post-secondary French Second-Language studies “Now [that] I’m at university, I really realize how important (a second language) is going to be to me in the future. That’s why I’m determined to master French by the time I graduate and start looking for work.”7 7,E&(D*&-#$G'%->8%>&("-26"686",-2(,862";&(_8&5&#(*&9,*6(( 6$%6(2">-"C"#%-6(&-*,''E&-6(#,E&2(C*,E(?->'"2$G'%->8%>&(268;&-62[( ĨŽƌ ĞdžĂŵƉůĞ͕ ĂůŵŽƐƚ ϳϬй Ăƚ ĂŵƉƵƐ ^ĂŝŶƚͲ:ĞĂŶ ŝŶ ůďĞƌƚĂ ĂŶĚ ( ũƵƐƚ ďĞůŽǁ ϯϬй Ăƚ ƚŚĞ ŽůůğŐĞ ƵŶŝǀĞƌƐŝƚĂŝƌĞ ĚĞ ^ĂŝŶƚͲ ŽŶŝĨĂĐĞ ŝŶ ( DĂŶŝƚŽďĂ͘ ƚ ƚŚĞ hŶŝǀĞƌƐŝƚLJ ŽĨ KƚƚĂǁĂ͕ ĞŶƌŽůůŵĞŶƚ ŝŶ ƵŶĚĞƌŐƌĂĚƵG ĂƚĞ &ƌĞŶĐŚ /ŵŵĞƌƐŝŽŶ WƌŽŐƌĂŵƐ ŝŶĐƌĞĂƐĞĚ ďLJ ĂďŽƵƚ ϲϬй ďĞƚǁĞĞŶ ϮϬϬϴ ĂŶĚ ϮϬϭϯ͘ϴ((((( dŚĞ KŶƚĂƌŝŽ hŶŝǀĞƌƐŝƚLJ ^ƚƵĚĞŶƚ ůůŝĂŶĐĞ ŚĂƐ ĞdžƉƌĞƐƐĞĚ ( 2899,*6(C,*(D*&-#$(9,26G2&#,-;%*+(9*,>*%E2(%-;(-,6&2(6$%6(( \26&92(%*&(#8**&-6'+("-(E,6",-(6,("E9*,@&(6$&(26%6&(,C(D*&-#$(( ƉƌŽŐƌĂŵƐ ŝŶ ƉŽƐƚͲƐĞĐŽŶĚĂƌLJ ĞĚƵĐĂƚŝŽŶ ĂŶĚ ƐƚƵĚĞŶƚ ĞŶƌŽůůŵĞŶƚ͘͟ dŚĞ KŶƚĂƌŝŽ ŝƐƚĂŶĐĞ 'ƌĂŶƚ ŚĂƐ ďĞĞŶ ĞdžƉĂŶĚĞĚ ƚŽ ŝŶĐůƵĚĞ ĨƵůůͲƚŝŵĞ( 268;&-62(&-*,''&;("-(D*&-#$(9*,>*%E2.(%-;(%(9*,9,2%'($%2(5&&-( E%;&(6,(&26%5'"2$(%-(X;@"2,*+(A,EE"66&&(,-(B,26G2&#,-;%*+(( ?;8#%6",-.(#,E9,2&;(,C(*&9*&2&-6%6"@&2(C*,E(268;&-6(>*,892.(%2( ǁĞůů ĂƐ ĞdžƉĞƌƚƐ ĨƌŽŵ ƚŚĞ ƉƵďůŝĐ͕ ƉƌŝǀĂƚĞ͕ ĂŶĚ ŶŽŶͲƉƌŽĨŝƚ ƐĞĐƚŽƌƐ͘P((
/Ŷ Ă ϮϬϬϱ W& ƐƵƌǀĞLJ ŽĨ ϰϬϬ ƵŶŝǀĞƌƐŝƚLJ ƐƚƵĚĞŶƚƐ͕ ƚŚĞ ŵŽƐƚ ( #,E9&''"->(*&%2,-(C,*(#$,,2"->(6,(#,-6"-8&(D*&-#$("-(Z-"@&*2"6+( ǁĂƐ ƚŚĞŝƌ ĞŶũŽLJŵĞŶƚ ŽĨ ƚŚĞŝƌ ŚŝŐŚ ƐĐŚŽŽů &ƌĞŶĐŚ ƉƌŽŐƌĂŵƐ͘ dŚĞŝƌ ŶĞdžƚ ĐŚŽŝĐĞƐ ǁĞƌĞ ƚŚĞ ƉƌŽƐƉĞĐƚ ŽĨ ŝŵƉƌŽǀĞĚ ĞŵƉůŽLJŵĞŶƚ ŽƉƉŽƌƚƵG -"6"&2.(6$&(82&C8'-&22(,C(D*&-#$(1$&-(6*%@&''"->.(%-;(6$&(5&'"&C(6$%6( &ƌĞŶĐŚ ǁĂƐ ĞĂƐLJ͘MQ(( !%-+(9,26G2&#,-;%*+(268;&-62(9%*6"#"9%6"->("-(C,#82(>*,892( $,26&;(5+(6$&(TCC"#&(,C(6$&(A,EE"22",-&*(,C(TCC"#"%'(0%->8%>&2( #"6&;(2&#,-;G'%->8%>&(23"''2(%2(5&"->(%(*&%'(%22&6(C,*(&E9',+E&-6( ĂŶĚ ĐĂƌĞĞƌ ŽƉƉŽƌƚƵŶŝƚŝĞƐ͘ dŚĞLJ ǀŝĞǁĞĚ ƚŚĞ ŶĞĞĚ ĨŽƌ ŬŶŽǁůĞĚŐĞ ( ,C(,6$&*('%->8%>&2(%2(%(>"@&-("-(6$&(E,;&*-.("-#*&%2"->'+(>',5%'( ĐŽŶƚĞdžƚͶĂŶĚ ƚŚĞƌĞĨŽƌĞ ĂƐ ĂŶ ŝŶƚĞŐƌĂů ƉĂƌƚ ŽĨ ƉŽƐƚͲƐĞĐŽŶĚĂƌLJ ( ĞĚƵĐĂƚŝŽŶ ŝŶ ƚŽĚĂLJ͛Ɛ ǁŽƌůĚ͘MM(((
Students thrive in post-secondary French Second-Language studies “When entering a French course at the beginning of the year, we were told what was expected of us in terms of our level of proficiency in French. The professor was available if we did not understand subjects discussed in class.”12 dŚĞ ϮϬϬϱ W& ƐƵƌǀĞLJ ĂůƐŽ ĨŽƵŶĚ ƚŚĂƚ ŵŽƐƚ ƐƚƵĚĞŶƚƐ ǁŚŽ ( ƚŽŽŬ ƵŶŝǀĞƌƐŝƚLJ &ƌĞŶĐŚ ĐŽƵƌƐĞƐ ǁĞƌĞ ƉůĞĂƐĞĚ ǁŝƚŚ ƚŚĞ ƋƵĂůŝƚLJ ŽĨ ƚŚĞŝƌ ƐĞĐŽŶĚĂƌLJ &ƌĞŶĐŚ ĐŽƵƌƐĞƐ͘ DŽƐƚ ŚĂĚ ŶŽ ĚŝĨĨŝĐƵůƚLJ ǁŝƚŚ ƚŚĞ 6*%-2"6",-(C*,E($">$(2#$,,'(D*&-#$(6,(8-"@&*2"6+(D*&-#$(%-;(C&'6(( ƚŚĂƚ ƚŚĞ ĐŽƵƌƐĞǁŽƌŬ ǁĂƐ ŶŽƚ ƚŽŽ ĚŝĨĨŝĐƵůƚ͘ dŚĞLJ ǁĞƌĞ ĐŽŵĨŽƌƚĂďůĞ ǁŝƚŚ ƚŚĞŝƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ůĞĐƚƵƌĞƐ ĂŶĚ ƚŚĞ ƌĞƋƵŝƌĞĚ ƌĞĂĚŝŶŐƐ͕ ďƵƚ ǁĞƌĞ ůĞƐƐ ĐŽŵĨŽƌƚĂďůĞ ǁƌŝƚŝŶŐ ĞƐƐĂLJƐ ŝŶ &ƌĞŶĐŚ͘ tŚĞŶ ĂƐŬĞĚ ĂďŽƵƚ
6$&(6+9&(,C($&'9(6$&+(1,8';('"3&(6$&(8-"@&*2"6"&2(6,(,CC&*.(268;&-62( ƌĞƋƵĞƐƚĞĚ ŵŽƌĞ ĨƌĞƋƵĞŶƚ ŽƉƉŽƌƚƵŶŝƚŝĞƐ ƚŽ ƐƉĞĂŬ ǁŝƚŚ &ƌĂŶĐŽG 9$,-&2.(6$&(,99,*68-"6+(6,(268;+(%6(%(D*&-#$G'%->8%>&(8-"@&*2"6+.( %-;(6$&(,99,*68-"6+(6,(*&285E"6(1*"66&-(1,*3(%C6&*(6$&(9*,C&22,*( ŚĂĚ ĐŽƌƌĞĐƚĞĚ ƚŚĞ ŐƌĂŵŵĂƌ͘ ^ŽŵĞ ƐƚƵĚĞŶƚƐ ǁĞƌĞ ŝŶ ĨĂǀŽƵƌ ŽĨ ( ůĂŶŐƵĂŐĞ ƵƉŐƌĂĚŝŶŐ ĐŽƵƌƐĞƐ͘ML(Q
END NOTES: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Canadian Council of Chief Executives (2009) Bilingualism and Canada’s Future in the Global Economy http://www.ceocouncil.ca/publication/bilingualism-and-canadas-future-in-the-global-economy Canadian Council on Learning (2008) Lessons in Learning, October 2008, Ottawa Canadian Council on Learning (2008) Lessons in Learning, October 2008, Ottawa Hardy-Vallée, B. (2014) Canadian Bilingualism: pourquoi c’est important? Canadian Newcomer Magazine #22 http://www.cnmag.ca/issue-22/855-canadian-bilingualism-e08 Lazaruk, W. (2007) Linguistic, Academic and Cognitive Benefits of French Immersion, Canadian Modern Language Review 63(5), University of Toronto Press, Ontario Lazaruk, W. (2007) Linguistic, Academic and Cognitive Benefits of French Immersion, Canadian Modern Language Review 63(5), University of Toronto Press, Ontario Student focus group participant, Office of the Commissioner of Official Languages (2009) Two Languages, a World of Opportunities: Second Language Learning in Canada’s Universities, Minister of Public Works and Government Services Canada, Ottawa http://www.ocol-clo.gc.ca/sites/default/files/uni_e.pdf Official Languages and Bilingualism Institute (2013) Annual Report, Ottawa http://www.olbi.uottawa.ca/files/report-annual-en-2013.pdf Ontario University Student Alliance (2014) The Rise of French Immersion in Ontario – How Universities Are Not Keeping Up, Toronto http://www.ousa.ca/2014/03/20/the-rise-of-french-immersion-in-ontario-how-universities-arent-keeping-up Canadian Parents for French (2005) University Students and French Immersion Programs, The State of French Second-Language Education in Canada 2005, Ottawa http://cpf.ca/en/files/FSL-2005-EN.pdf Office of the Commissioner of Official Languages (2009) Two Languages, A World of Opportunities: Second Language Learning in Canada’s Universities, Minister of Public Works and Government Services Canada, Ottawa http://www.ocol-clo.gc.ca/sites/default/files/uni_e.pdf University Student, CPF (2005) Student Survey Report, The State of French Second-Language Education in Canada 2005, Canadian Parents for French, Ottawa CPF (2005) Student Survey Report, The State of French Second-Language Education in Canada 2005, Canadian Parents for French, Ottawa
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