Official Languages Committee on Sept. 25th, 2023

[Tanya Saumure, 2nd Vice-President , Fédération nationale des conseils scolaires francophones]

Mr. Chair and dear members of this committee, thank you for inviting the Fédération nationale des conseils scolaires francophones to appear as part of your study on increasing francophone immigration to Canada. I am accompanied today by our general manager, Valérie Morand.

I'd like to wish you a happy Franco-Ontarian Day, on this September 25.

I look forward to the committee's effective follow-up on this important issue to ensure the sustainability and growth of francophone minority communities across the country.

I would like to talk about the opportunities associated with increased francophone immigration. With the exception of the pandemic period, during which enrolment declined slightly, French-language schools in minority settings are growing steadily across the country. For example, since 2016, more than 13,000 new students have joined the network, while 73 new schools have opened. Many rights holders are discovering that they can send their children to school in French. Many want to pass on their mother tongue to their children, or reclaim it for themselves, as they were previously forbidden to learn French. This growth in school enrolment is largely due to students from recent immigrant families. They are helping to redefine the Francophonie, which is now highly diverse and resolutely plural.

Following the 2021 census, Statistics Canada revealed that the country's linguistic diversity continues to grow. We are also seeing this in our schools, for example at the Conseil des écoles publiques de l'Est de l'Ontario, one of our members that covers the greater national capital region, students and staff from over 130 countries speak 96 languages. Once again, according to the latest data by Statistics Canada, just over four out of every 10 school-age children who attended an official language minority school came from an immigrant background. This, once again, is confirmed by the attendance of students in our schools.

In Ontario, the identity survey recently carried out by the Ontario government to determine students' country of origin, year of arrival and place of birth showed that nearly one in two students in the province's French-language schools, or 44%, came from an immigrant background. This is significant when you consider that 65% of the students in our national school network are in Ontario.

School plays a role that goes far beyond educating children. It is a key player in the integration of these students and their families. Unfortunately, this role is not sufficiently recognized by the federal, provincial and territorial governments. The French-language school system must not only ensure the recruitment, reception and retention of students from recent immigration—what is known in school circles as “RAM” in French—it must promote the transmission of francophone culture and help families settle in our communities. To play effectively this role, the school needs to work hand in hand with organizations that help French-speaking newcomers.

Many of the French-speaking immigrants in our network come from countries in conflict, and therefore need support to ensure their academic success and well-being at school. Yet French-language schools face a chronic underfunding problem. In 2009, the Protocol for Agreements for Minority-Language Education and Second-Language Instruction provided $5,200 per student for the additional costs associated with French-language schooling in a minority context. In 2023, due to network growth and the rising cost of living, each student will receive just over half of this amount, despite the program enhancement announced by the federal government in the new action plan for official languages.

Ottawa must continue to catch up financially, while the provincial and territorial governments must adapt their funding formulas to reflect the specific nature of French-language schools.

During the current school year, the Supreme Court of Canada will deliver its ruling on the issue of admission management for French-language schools in the Northwest Territories. Immigrant families and Francophile parents would like to be able to enrol their children in French-language schools.

Section 23 of the Canadian Charter of Rights and Freedoms, created 40 years ago, must be able to reflect the new reality of our communities.

[The Chair, Liberal, René Arseneault]

You have 15 seconds left, Mrs. Saumure.

[Tanya Saumure]

Okay.

The Fédération nationale des conseils scolaires francophones also welcomes the upward revision of francophone immigration targets, not only to ensure the demographic weight of francophone communities outside Quebec, but also to meet the crying need for manpower in French-language schools.

[The Chair, Liberal, René Arseneault]

Thank you very much, Mrs. Saumure.

The witness who was supposed to be here hasn't arrived yet, so we're going to begin the first round of questions. Each political party will have six minutes.

Mr. Godin, the first vice-chair of the committee, you have six minutes.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

Thank you, Mr. Chair.

I would like to take this opportunity to wish our Franco-Ontarian friends all the best. It is important that the Standing Committee on Official Languages keep them in mind today.

Ladies and gentlemen, thank you for participating in our meeting. It's important that you give us the necessary tools so that we can do a better job.

Ms. Forest, earlier you mentioned that we need to support the integration process and pathway. I think that's important. You also mentioned that you received a mandate from the Department of Citizenship and Immigration. What was the purpose of the mandate? Has the mission been accomplished?

[Mariève Forest]

Thank you for the question.

In fact, there are a number of elements. I didn't receive a mandate from IRCC to carry out this integration pathway. The first thing I talked about was temporary residents. But I think you are referring to the second point I raised.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

In your opening remarks, you talked about a request from the Department of Citizenship and Immigration. I simply want to know what the objective of that request was and whether that objective was achieved.

[Mariève Forest]

Okay.

The request was for research on the transition of qualified francophone temporary foreign workers to permanent residence. We needed to understand how this transition was taking place and the difficulties experienced, as well as how this transition could be improved. In our research, we looked at three regions: the west, Ontario and the Atlantic region.

The reports are not published yet, but we have tabled them and they will be published. They are currently being translated.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

You talked about the fact that Canada is an international model, but you also said that the lack of substantive equality between the integration of anglophones and francophones was a problem here in Canada. Can you tell us more about that?

[Mariève Forest]

The perception is that Canada is a model for the integration of immigrants in general. However, I don't think that Canada is a model for the integration of francophone immigrants.

Is there substantive equality at each stage of the integration journey? Are we achieving substantive equality when it comes to recruitment? The answer is no. Is substantive equality achieved in terms of the services provided? Do francophone immigrants receive quality settlement services? To that, I would say that the quality and quantity of services are different between the anglophone and francophone sectors.

In my opening remarks, I also talked about resettlement services. There aren't really a lot of services offered in French to refugees. In addition, no active offer is made to these people when they arrive in Canada. In other words, we aren't telling them that they have the right to be welcomed in French, and we're not asking them what their preference is in that regard. I think that's something that could be done.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

Thank you, Ms. Forest. I would have liked to ask you many more questions, but my time is limited. Later, I will come back to the targets and their consequences, as well as the fact that we are in catch-up mode.

Mrs. Saumure, earlier, I really liked the fact that you talked about the fact that, in 2009, there was $5,200 per student, but that in 2023, it's only about 50% of that. What is the impact on the current development of francophone students, considering that the action plan for official languages reduces the federal government's financial participation by about 50%?

[Tanya Saumure]

Welcoming and supporting students and staff from immigrant backgrounds has a cost for our institutions. We can't do it with 50% of the funds when enrolments are growing. The funding has to increase accordingly.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

I'll ask my question another way. Does this situation mean that immigrants in our communities who want to learn French aren't encouraged to do so because they have fewer services?

[Tanya Saumure]

Most of them don't know about our school system. Not everyone knows that they can get an education in French.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

That's what Ms. Forest mentioned.

[Tanya Saumure]

Yes. Immigration, Refugees, Citizenship Canada officers, embassies, consulates and high commissions can be part of the solution.

I see that Ms. Morand would like to add something.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

What I understand is that it's not a question of money, but a question of will and intent, and that the agencies and people who are in contact with these immigrants could provide them with the information, which would not cost a penny more.

[Valérie Morand]

I would qualify the answer by saying that both elements are valid.

Yes, the programs need to be better targeted. As Ms. Forest mentioned, there is no substantive equality at all stages of welcoming and supporting immigrants. So there has to be a will to better target the programs. They were modelled on others. For example, the settlement workers in schools program has been modelled on the anglophone model, but it doesn't meet the needs of French-language schools.

We also need better funding to hire officers like those in Ontario, which is a model. Whether it's the newcomer settlement program or the professional integration program for immigrant teachers, funding is granted by the province to each school to hire officers to support the students. Hiring that staff comes at a cost.

[The Chair, Liberal, René Arseneault]

Thank you, Ms. Morand. You'll have an opportunity to say more later. I gave you an extra 30 seconds, and I have to be fair to everybody.

Our next round of questions goes to the Liberals.

Mr. Iacono, you have the floor.

[Angelo Iacono, Liberal, Alfred-Pellan, QC]

Thank you, Mr. Chair.

Thank you to the witnesses for being here this morning.

Ms. Forest, could you prove that there is a correlation between the participation of francophone minority communities in on-the-ground recruitment programs and an increase in francophone immigration to these same communities?

[Mariève Forest]

Recruitment is done internationally. Are you talking about that? Are you asking me whether francophone communities travelling abroad to recruit has an impact on those specific communities?

[Angelo Iacono, Liberal, Alfred-Pellan, QC]

Yes.

[Mariève Forest]

I don't have specific data on that correlation. When we interview immigrants, many tell us that they travelled to Canada after interacting with Destination Canada.

I can also add that there are fewer opportunities to advertise internationally, fewer francophone immigration recruitment activities and fewer offices to process applications in countries with a francophone tradition. This has a negative impact on recruitment capacity.

[Angelo Iacono, Liberal, Alfred-Pellan, QC]

Does that mean there are not many or they are held to a minimum?

[Mariève Forest]

That's not the right word, I'm sorry. I would say that international promotional activities remain limited.