In his English 104 lecture today at Simon Fraser University (SFU), Dr. Paul Matthew St. Pierre argued that our posts, tweets, texts, online articles, and other written forms of expression in the digital sphere are published works.

By publishing via these new media forms, we become authors and contributors to digital culture. I, for one, am grateful that technology has made this access to publication possible. In almost three years of writing for my  blog, I’ve been able to put forward opinions on a range of topics for consideration.

However, by publishing on my blog, I’m certain readers know the content of each article represents my own personal opinion albeit informed by my experience, my work, my position, and my reflections on what I may have read, seen, and heard.

In contrast, opinion pieces published in traditional mainstream media publications, such as The Vancouver Sun, are imbued with the aura of a journalistic standard even when they too are statements of personal opinion.  Even when marked with the label “Opinion”, as with today’s column by Shelley Fralic, this apparent legitimized authority can be problematic.

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Why?

Simply put, because today’s contribution on the public education system by Ms. Fralic was poppycock.

The trouble with our schools is not spelled ESL as Ms. Fralic contends.  Rather than spotting an elephant in the room, she has spotted a mouse and while focused on the “wee … tim’rous beastie,” running across the room to escape, she’s missed the herd of elephants standing right behind her.

It is true that the number of English Language Learners (ELL, previously ESL) is rising in our classrooms, particularly in the Metro Vancouver area.  And it is true that more ELL students has contributed to greater complexities in terms of class composition.  But does Ms. Fralic — or anyone else for that matter — really believe that removing ELL students from our classrooms would somehow magically eliminate the issues we face?

It’s preposterous because the problem with our schools — the real elephant in the room — is the slow steady erosion of government support which has seen, based on court estimates, approximately $300 million per year kept out of the public education system.  That’s money which would have provided programs, resources, and services to all students including the help of specialist teachers.

And here’s the thing: the students who need the help of those specialists may be ELL students, and often they are not. Students arriving for kindergarten without adequate pre-literacy skills may be ELL students, and often they are not. The truth is obstacles to learning, whether speech impediments, learning disabilities, behavioural issues, or other, are not specific to any one culture or any one language.

Neither is poverty.

Neither is economic inequality.

And these are among the real obstacles to better functioning classrooms along with the lack of adequate community resources for all families, whether new to this country or not.

The reality is — as I witnessed in the school my child attended last year — a large number of ELL students introduces an amazing level of diversity into a school community.  The learning opportunities, with the exposure to a variety of cultures, are magnified. And the emphasis on inclusion introduces a depth of acceptance that is unparalleled.

That’s how we build understanding.  That’s how we build a society.  That’s how we build tolerance.

ELL students are the ones who will emerge from our public education system fluent in more than one language: an invaluable asset in our globalized world.

And, their multi-lingual, multi-cultural sensibility is one they will put to good use in making their contributions to Canada and to Canadian culture.