Well, our institutions take in temporary residents, not immigrants. We can't just ignore English; that would be impossible.
Take, for example, someone studying in a co‑op program or for a regulated occupation that requires an internship. It's reasonable to expect those candidates to be fluent in English once they're in the job market to complete an internship, whether it's because most of the clientele speaks English or because the employers are anglophone and those are the only internships available.
For international students from a country where English is not spoken who come to minority communities in Canada, provisions must be made for them to achieve a certain level of competency in English so they can achieve successful economic integration.
One thing to keep in mind is that, in addition to enabling these students to learn English, our institutions also have to support employers, the public sector and community organizations and help them understand the added value that bilingual professionals bring to their workplaces, which may serve disadvantaged individuals or clients they wouldn't otherwise be able to connect with.
That support has to be available to international students, but it also has to be available to the host community to ensure successful economic integration.