That issue is a concern for the anglophone minority, in part because that minority has already suffered from asymmetry in the Constitution.
In section 23 of the charter, which concerns minority language educational rights, paragraph 23(1)(a) stipulates that anyone “whose first language learned and still understood is that of the English or French linguistic minority population” has the right to have their children receive instruction in that language. However, further on, in section 59, it is stated that paragraph 23(1)(a) shall come into force after a resolution of the National Assembly. That's an element of the Constitution. Anglophones who have not been educated in English in Canada don't have access to English schools in Quebec in the same way that francophones who settle elsewhere in Canada can have access to French schools.
Given that asymmetry, it's a matter of once bitten twice shy. On the one hand, there is considerable nervousness over the idea that there is no need to provide the anglophone minority with the same rights as those reserved for the francophone minority. On the other hand, if we broadly define what constitutes a minority community in Bill S-209, bilingual francophones may end up being considered as members of the minority community, when that is not really the case.
We sort of find ourselves between a rock and a hard place. I think that what's important is having a system that takes into account the community's real needs.
The mirror effect should in fact apply in some situations, and asymmetry may be more appropriate in others. I don't think we need to have a hard and fast rule that dictates how this should work, as the needs are so different in the country's minority communities.