Japanese Women in Canada Vol. 32 Ai Mizuta

How long have you been living in Canada, and what brought you here?

After finishing my undergrad in Japan, I first came to Canada in 2001 to do my MA study at the University of Toronto. I had a genuine interest in language education and language policies, and since these were growing fields in Canada, I chose a Canadian university.

Please share how you became interested in English language education and language policy.

My interest in language education and language policy stems from my personal experiences. I lived in Australia from the age of 4 to 8, along with my older siblings who were 9 and 11 at the time. Initially, my older siblings struggled with language, and they had English tutors to help them catch up. However, by the time we returned to Japan, they were speaking English fluently like native speakers and excelling in their school grades. On the other hand, I was still too young to read and write even in Japanese. My parents seemed to believe that I would naturally pick up English without formal tutoring. I started attending a local kindergarten where I only knew “yes” and “no” in English. While I did become proficient in speaking English during our stay, looking back, I remember not fully comprehending what my school teachers were saying. Despite living there for four years, there was a lingering sense of being somewhat detached.

My older siblings faced challenges reintegrating into the Japanese education system upon returning from Australia. However, since they had maintained their Japanese reading and writing skills to some extent during our time abroad, they quickly caught up in Japanese schools. They managed to maintain their English proficiency as well. In contrast, I struggled with spoken Japanese and was even weaker in reading and writing when we returned. Desperate to adapt to the Japanese environment, I inadvertently lost my English proficiency in the process. Although I managed to regain it when English classes started in junior high, I still felt like the world was blurry, and my academic performance was inconsistent. Eventually, around 6 to 7 years after returning to Japan, something suddenly clicked. The fog lifted, I began comprehending very well what teachers were saying in class, even in subjects I had struggled with, and I developed a genuine love for studying.

Upon entering university, I encountered the fields of bilingual education and language policy. There, I learned about the immense importance of a child’s mother tongue. In my case, having gone to Australia before my Japanese skills were fully developed, I realized that although I could converse in English, I struggled to comprehend academic English. Similarly, after returning to Japan, it took years for me to catch up with the school curriculum even though I could speak Japanese. Furthermore, I learned that fostering pride in one’s heritage culture also contributes to the growth of a second language, not just in terms of linguistic proficiency, but also in forming one’s identity.

These personal experiences and realizations drove my interest in language education and language policy, shaping my academic and professional journey in this field.

Studying Abroad at the University of Toronto

In the past, cases like mine were often advised to speak English at home and avoid using our native language. However, this notion has been proven wrong by research that suggests improving proficiency in one’s native language can actually enhance English language skills (or second language skills) as well. Intrigued by these findings, I decided to delve deeper into the subject and discovered that Professor Jim Cummins, a leading scholar in bilingual education, taught at the University of Toronto.

Fortunately, I was granted a scholarship by the Canadian government, allowing me to pursue a Master’s program at the University of Toronto. With Canada’s bilingual policy in mind, I held high expectations as I embarked on my journey to Toronto. However, upon arriving, I found the reality to be quite different from my expectations. I encountered instances of racial discrimination, and the warmth of human interactions was not as abundant as I had hoped. Although I quickly made friends within the Chinese Canadian community, it was challenging to form connections with what could be considered white Canadian friends. Despite the country’s multicultural stance, I keenly realized that a social hierarchy existed where English-speaking individuals with a native accent held a prominent position, which highlighted the notion of linguistic hierarchy in society.

The Violin that Saved Me

Ever since I was young, learning the violin became an anchor for me during various transitions in life – whether it was when I moved to Australia, returned to Japan, or resided in Toronto. The violin provided me with a sense of belonging and served as a source of emotional support. During my time in Toronto, joining an orchestra became a pivotal experience that helped me navigate the challenges of city life.

For more details about how the violin played a crucial role in my life and provided solace during difficult times, you can read the comprehensive story in this article: Link to Article

（https://suzukiassociation.org/news/minijournal/2021/）

After completing my master’s degree,

I returned to Japan and initially took up work as a convention planner. Subsequently, I had the opportunity to work at Asia-Pacific Cultural Centre for UNESCO, where I was responsible for educational exchange programs. Following that, I embarked on a new journey as a researcher and advisor at the Consulate General of Japan in Vancouver, which was a position offered by the Ministry of Foreign Affairs.

Interestingly, when I was leaving Toronto, I never thought I would come back to Canada again. However, life took a different turn, and I found myself in Vancouver. Unlike my experiences in Toronto, Vancouver presented a more enjoyable and diverse social environment, where I had the chance to meet various people. Originally planning to stay for just two years, I ended up making Canada my permanent home, and this is where I am today.

Could you provide information about the research topics you’re working on as a specialized researcher?

As a specialist researcher, I was tasked by the Ministry of Foreign Affairs with studying the “Current Status and Challenges of Multiculturalism” in Canada. Canada designates English and French as its two official languages, categorizing other languages as “other languages.” While bilingual education in English and French is widely implemented across Canada, the education for other languages varies significantly among provinces. For instance, despite having a significant Chinese population, Vancouver did not have an early Mandarin bilingual program until recently. On the other hand, Edmonton, a city in the neighboring province of Alberta, has a well-established Chinese bilingual program. Edmonton offers bilingual programs for seven languages, including Mandarin, with as many as 13 public schools having Mandarin bilingual programs. The question arises: Why did a province historically rich in Chinese heritage like British Columbia struggle to develop Mandarin bilingual programs?

British Columbia has a historical context where Asian communities settled earlier compared to other provinces. The completion of the Canadian Pacific Railway, connecting the western and eastern parts of Canada, in 1885 was largely attributed to the contributions of Chinese immigrants. However, ironically, the railway that brought many European immigrants to the western region also fueled discrimination against Asian communities. These newcomers were unhappy to see well-established Chinese and Japanese communities and intensified anti-Asian sentiments. In 1907, an “Anti-Asian Riot” took place in Vancouver, targeting Chinese and Japanese residents and causing significant harm. Despite Canada’s current reputation for promoting human rights and multiculturalism, its history reveals a different reality. Until 1947, non-white residents were denied voting rights, and in British Columbia (1949 for Japanese Canadians), they were barred from attending the same schools as white students. In addition, pursuing professions like medicine and law were not allowed, and faced many other discriminatory practices. In comparison, in the United States, Japanese Americans were released from internment camps shortly after World War II, had confiscated properties and lands returned, whereas in Canada, Japanese Canadians were not allowed to come back to British Columbia until 1949, and lost their properties due to government confiscation. This history underscores that, contrary to popular belief, Canada, especially in British Columbia, has a deeply rooted history of discrimination against Asian communities. This legacy continues to influence the present, which is reflected in the lack of support for Asian language education.

In 2008, a movement to establish an early Mandarin immersion program began, leading to the birth of the first Mandarin immersion program in Vancouver in 2011. However, the movement was predominantly driven by white families and English-speaking Chinese Canadian families. As a result, upon closer examination, it was revealed that children from families where Chinese was the primary language spoken at home were not eligible for enrollment. These families argued that comparing their children’s language abilities to those from English-speaking households would be unfair. Consequently, only children from English-speaking backgrounds were granted admission, effectively excluding those who spoke Chinese at home. However, research demonstrates that a Two-way bilingual program, where children of various language backgrounds are accepted, such as the one implemented in Edmonton and the United States, yields higher learning outcomes. Teachers and researchers in these bilingual programs have found that the Two-way bilingual model, where students of different language backgrounds learn together, is more effective than traditional Canadian immersion programs (e.g., French immersion) that isolate native language speakers of the target language.

Obtaining a Doctorate Degree from UBC

Why did parents in Vancouver want to implement a program that excluded children who speak Chinese, even contrary to the research findings? After encountering this theme, I wanted to delve deeper into the research, so after completing my term at the consulate general, I decided to pursue a doctoral degree at UBC. Specifically, I researched the differences in perspectives on language education for children between Canadian-born Chinese-Canadian parents and newly arrived parents from China. What I found is that Chinese-Canadian parents who were raised in Canada and speak English primarily consider Chinese not only as a means of cultural heritage but also as a skill that would be useful for their children’s future. These parents have the pride of having strived to assimilate without an accent and to be native English speakers by sacrificing the acquisition of Chinese. They hold the belief that their children, who are completely Canadian, are evaluated equally in school alongside children of immigrants who have just arrived in Canada. It bothers them that even if their children excel in English grades, immigrant children would most likely receive higher grades in Chinese language assessments. As a result, they suggest that children from Chinese-speaking households should learn English at regular elementary schools and Chinese at heritage language schools after school or on weekends. Ironically, many of these parents who make such suggestions actually had unpleasant experiences attending Chinese heritage language schools during their own childhood. This is because they had to attend Chinese schools while other children played with their friends after school or on weekends. Disliking attending heritage language schools so much, they ended up giving up on learning Chinese, resulting in them growing up as English monolinguals and becoming parents. However, when it comes to Chinese immigrants who recently arrived in Canada, their children are reluctant to join Mandarin immersion programs. Consequently, children from Chinese-speaking households eventually attend heritage language schools to learn their mother tongue, Chinese, and this creates a vicious cycle of developing an aversion to it.

Discrimination based on race is something that is not easily eradicated, isn’t it? Creating a lower stratum to secure one’s own dominance. Even though they worked so hard to assimilate into Canadian culture, they tend to think that recent immigrants aren’t making the same effort, and feel that new immigrants should not be exempt from assimilation. 

Completing a PhD While Raising Children

I completed my PhD over a span of seven years, including a two-year period that encompassed maternity leave and child-rearing, all while raising two children. It was incredibly challenging, and there were moments when I contemplated quitting. However, I drew strength from friends who were also pursuing their PhDs while managing childbirth and childcare. Simultaneously, I sensed a stark difference between myself and colleagues who considered their passion in research is paramount and sending their children to daycare for extended periods while prioritizing their work is normal. For me, spending time with my children was paramount. 

I held the ideal of raising my daughters bilingually, yet the moment I placed them in daycare to continue my research, their English proficiency grew stronger, resulting in a parenting journey that diverged from my aspirations. Despite the internal conflict, I managed to write my doctoral thesis and successfully obtained my PhD. However, afterwards, I wholeheartedly embraced a life prioritizing child-rearing, leading me to where I am now.

The Significance of Mother Tongue

Cultivating a strong foundation in one’s mother tongue is crucial. This foundation not only supports the development of subsequent languages but also results in overall linguistic enhancement as indicated by research findings. For instance, a solid understanding of the concept of “photosynthesis” in one’s mother tongue facilitates an immediate comprehension of the term in English when encountered. Furthermore, a secure grasp of one’s mother tongue helps prevent identity crises such as questioning, “Who am I?”.

However, there can be challenges in translating theoretical knowledge into practical application, and the transition from research to actual parenting can be an eye-opening experience.

Personal Experience with Parenting

I had made a firm decision to speak to my own children exclusively in Japanese, but there were instances when I found myself hesitating to use Japanese when English speakers were present at the park. In those moments, I consciously raised my voice slightly and spoke to my children in English. I realized that there’s a distinction between what you understand in your mind and what you might instinctively do based on emotions. During my early childhood in Australia, it was around the time that white Australia policy was ending. We, as Japanese people (especially expatriates), were taught that we needed to present ourselves neatly and distinguish ourselves from other Asian people. It was like, “We’re Asian, but a bit different. We’re closer to the white side.” Whether I like it or not, this mindset was deeply ingrained inside me. You can read more about it on my blog: link.

A Moment of Enlightenment and Transformation

There’s a book titled “Black Skin, White Masks” written by the philosopher Frantz Fanon. In this book, he discusses the concept of black individuals adopting white behaviors to find their place in society, using the metaphor of the “white mask.” When I encountered this book, I felt that it resonated with my own experiences. However, the realization that wearing a “white mask” is futile struck me during the COVID-19 pandemic when there was a resurge in Anti-Asian hate crimes. There was a period when I, too, felt afraid to speak Japanese outside. I refrained from speaking Japanese to my children in public for fear of being targeted, opting to speak English instead. However, I came to understand the futility of these actions when Selwyn Romilly, the first Black judge in the British Columbia Supreme Court, was wrongfully arrested in English Bay.

Witnessing how someone could be apprehended based solely on the color of their skin, regardless of their scholarly achievements, career, or social status, was a stark awakening. It made me realize how foolish it was to have worn a metaphorical “white mask” all along. I understood that to a racial discriminator, my actions wouldn’t change their perception of me. This realization allowed me to embrace my identity more fully. Today, I can confidently speak Japanese in a loud voice without hesitation.

Thoughts Since Gaining Awareness

Within the Asian community, there are those who have strived diligently to assimilate into Canadian society, as well as some newcomers who are unapologetically themselves, often defying the unwritten rules of “fitting in” with Canadian society. As an Asian family, I’ve come to realize the importance of seeking a third path, a middle ground, to navigate this journey.

Through my column in the Japanese Canadian magazine “Monthly Fraser,” I aim to empower Japanese mothers to embrace their authentic selves and recognize that they are enough just as they are. I hope to offer guidance on how parents can respond when their child experiences bullying in a Canadian context. Moreover, I believe that nurturing the skills for children to face and overcome racism and bullying on their own is one of the goals of parenting.

Looking at schools, it’s apparent that the majority of principals and vice-principals are white. While my daughters’ school delves deeply into Black History Month, Asian Heritage Month receives minimal attention. Despite around 90% of students being of East Asian descent, Asian culture is often seen as foreign, exotic, and separate from Canadian culture. Coming from a background familiar with Australia’s history, I can’t help but find Canada’s current state of inclusivity and diversity a great improvement, but the essence of the issue remains unchanged.

The underrepresentation and misrepresentation in education and society, along with the perceived exoticization of Asian cultures, continue to underscore the need for ongoing efforts toward inclusivity and cultural understanding. While progress has been made, there is still much work to be done to create an equitable and inclusive society.

Current Job and Mission

I currently work as a Digital Storytelling Coordinator at a social impact startup called Hikma Strategies. Our mission is to bridge academia and society to create a better world. We conduct workshops on essential storytelling techniques for scholars, provide training for young researchers, and assist scholars in securing grants, all with the goal of increasing the social impact of their research.

Often, academia operates in isolation from the broader society, which can lead to valuable research not reaching its potential impact. Even in my own research, I observed a significant gap between the wealth of bilingual education research data and how much it actually benefits mothers who are raising bilingual children. Based on these experiences, my mission is to serve as a bridge that connects research with society.

The importance of translating complex academic knowledge into accessible and relatable narratives cannot be overstated. It enables scholars to communicate their findings effectively to a wider audience, including policymakers, educators, and the general public. By closing the gap between research and its application, we can contribute to positive changes and address real-world challenges. My work is focused on fostering this connection between scholarly expertise and societal needs.

Future Challenges and Goals

In the future, I aspire to provide training and coaching for Japanese residents in Canada, focusing on essential skills for various aspects of daily life. I want to address topics like how to make effective phone calls and how to communicate with teachers and staff in schools. My goal is to help individuals overcome challenges living in Canada; feeling less confident and becoming quieter in social interactions due to living in a new cultural context. I hope to reduce the number of Japanese mothers who feel this way.

Research has shown that East Asian individuals face difficulties in advancing within Western companies due to both racial biases and issues related to communication styles. Recent studies highlight the importance of “assertive communication” in Western workplaces, where clearly conveying one’s intentions is key. However, it’s a complex issue for Asian women. If they practice assertive communication, they might be labeled as “Dragon Lady,” yet staying silent might lead to being called “Asian Doll.” This challenge is genuinely intricate.

On the positive side, there’s a growing trend where employers and recruitment agencies are starting to value candidates based on their track records rather than just their communication skills during interviews. Alongside providing assertive communication training for Asians, I believe that educating employers about diverse communication styles is equally crucial. By promoting understanding on both sides, we can foster a more inclusive work environment where individuals can succeed regardless of their cultural background.

A Message to Immigrants Living in Canada:

When things don’t go smoothly in your daily life, please don’t blame yourself. I want to convey the message that “it’s okay to be your true self.” Living abroad comes with various challenges, but please don’t blame yourself by saying it’s because your English isn’t good enough or because you don’t understand Canadian ways. Struggling with English or feeling like you haven’t fully adapted to Canadian society is completely natural. Within those challenges, please be proud of  yourself for your efforts. It’s okay to make mistakes, and we should not be embarrassed by the mistakes we make, as that’s where learning begins.

As I mentioned earlier, this also relates to finding a balance between adjusting to Canadian culture and not being afraid of breaking the unwritten rules of Canadian society. I hope that by embracing our true selves, we can someday create an event focused on honing the skills needed to confidently live in Canadian society as a Japanese person.

Editor’s Note

I heard about a talented woman who was raising young children while studying for her PhD ten years ago. I’m very happy to have this opportunity to meet and talk with her finally.

Ai, who conducts research in language education based on her own experiences, married internationally and is now raising two children in Canada. It’s natural to develop a strong interest in how children can become bilingual or trilingual when raising them abroad. I also learned about the relevance of Asian history and current language education in British Columbia. It’s evident that despite the significant Asian population in the state, Asian language education hasn’t caught up, and the reasons behind this, often rooted in historical context, are not widely discussed. Even with a large Asian population, we are still treated as minorities, prompting us to reconsider how we should conduct ourselves in society.

Children at their schools come from various racial and cultural backgrounds. Observing them, it’s clear that they don’t have a consciousness of distinguishing between each other. They simply have relationships with one another. Is it possible to create a society that doesn’t differentiate based on race or ethnicity? Or is it impossible once we embrace these differences as part of our identity? Perhaps we are simply enjoying finding distinctions and differences in each other.