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CPF MAGAZINE$6.95 • Free For MeMbersVoL 4 IssUe 2 • 2017
CANADIAN PAreNTs For FreNCH
What Canadians think about our offiCial languages 15
frenCh immersionand indigenousPersPeCtives:issues and context 25
visit QuebeC!travel Guide for cPffamilies in canada’sLa BeLLe Province 21
Starting in September 2017, you can earn a degree and learn French at the same time. Count French credits towards your program and graduate with no delay.
In the context of today’s highly competitive job market, bilingualism is a valuable asset that opens doors to employment opportunities nationally and internationally. By living, studying, working and playing in French 24 hours a day, you will develop the confidence and proficiency you need to succeed.
Announcing our all-new INTEGRATED FRENCH IMMERSION OPTION
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18voiCes of Youth in CPf
canadian parents for frenchSPRING/SUMMER 2017 | vol 4 issue 2
www.cpf.ca
EDITORIAL COMMITTEEMichael Tryon, Gail Lecky,
Nicole Thibault
EDITORIAL MANAGERShaunpal Jandu
CONTRIBUTORSShaunpal Jandu, Maryanne Bright,
and other authors and organizations, as noted in their articles.
GRAPHIC DESIGNStripe Graphics Ltd.
PRINTINGTrico Evolution
SUBMISSIONSEditorial: Shaunpal Jandu
Canadian Parents for French 1104 - 170 Laurier Ave. W.
Ottawa, ON K1P 5V5(613) 235-1481, www.cpf.ca
Email: [email protected]
Advertising: Cathy StoneCanadian Parents for French
Email: [email protected]
CPF Magazine is published two times per year for members of Canadian Parents for French. Our readership includes parents of students learning French as a second
language, French language teachers, school board or district staff, and provincial,
territorial and federal government staff responsible for official languages education.
CHANGE OF ADDRESSTo signal a change of address, contact
Canadian Parents for French at (613) 235-1481, or email: [email protected]
Editorial material contained in this publication may not be reproduced
without permission.
Publications Mail Agreement No. 40063218 Return undeliverable mail to Canadian
Parents for French at the address above.
To become an online subscriber, email [email protected]. For an online version
of this issue, visit www.cpf.ca.
This issue of CPF Magazine is printed on 70lb Creator Silk (10% PCW, FSC), using
vegetable based inks. The paper is FSC certified by the Forest Stewardship Council® (FSC®),
meaning it comes from well-managed forests and known sources, ensuring local communities
benefit and sensitive areas are protected.
cpf magazine
featureSA New Program for Parents from the Alliance Française 3Canadian Parents for French National Volunteer Award 8More French S.V.P.: Mary Booth Endowment 12Rendez-vous de la Francophonie 2017 14What Canadians Think About Our Official Languages 15Voices of Youth in CPF 18Visit Quebec! Travel Guide for CPF Families in Canada’s La Belle Province 21French Immersion and Indigenous Perspectives 25Perspectives d’avenir – Looking Ahead Symposium – A Success! 29
We acknowledge the financial support of the Department of Canadian Heritage.
departmentsMessage from the President 2CPF 40th Anniversary: Did You Know? 5CPF Programming: #CPFLaurier Wrap-up 10 CPF Programming: Canada a Great Place to Call Home 11Advertisers’ Directory 31 Key CPF Contacts Across Canada 32
12marY JoYCe booth endoWment
Canadian Parents for French is the national network of volunteers which values French as an integral part of Canada and which is dedicated to the promotion and creation of FSL learning opportunities for young Canadians.
C anada’s 150th birthday in 2017 marks an important historical milestone for Canada and especially for CPF
as it coincides with our 40th birthday! Festivals, banners, parades, books, scholarships, medals and history lessons are being prepared to create waves of pride in being Canadian, an understanding of what living in Canada means, and an appreciation of an unparalled quality of life – including the peaceful accom-modation of our two official languages, English and French.
National celebrations sometimes bring up old memories. For Canadian Parents for French (CPF), the dual milestone presents an opportunity to adapt and adjust our focus and purpose going forward. In Alberta in 1969, my younger brother started grade one in French Immersion. I well remember the angst my parents faced making this decision. They had never travelled outside of Alberta and only communicated in English, but they acted on the inkling that the world they were comfortable in was not the world in which their son was going to live. And they were right. Today the decision to extend our children’s world through mastering both English and French is not quite so momentous. Thanks to the vision, time, and passion of parents over the last 40 years, many English-speaking Canadian parents have educated their children in French. But not all Canadian parents can make their dream for their child’s bilingual education come true.
In our 40th year, in a world where multiple languages and high mobility are the norm for educated workforces, we need to develop more advanced digital literacy, new forms of civic engagement that reflect how Canadian parents want to expend their time and resources, and creative attitudes about funding voluntary sector organizations. When I served as the Executive Director of Volunteer Alberta, I often observed that gone are the days when a woman volunteered at the local hospital gift shop
every Tuesday afternoon from 1-4 pm for twenty years or more. Yet the approach to engaging volunteers in meaningful ways often falls short of how and why and what might attract CPF members. Similarly, the opportunity to engage in developing public policy that reflects the national aspirations for a bilingual country requires a heightened level of digital literacy and insightful coordination.
I recently came across a thought-provoking definition of leadership from author Umair Haque: The job of a leader is indeed to inspire people — but in the truer sense of the word: from the Latin inspirare, inspire, to breathe or blow into. Leaders breathe life into the organizations they lead, into the people they’re responsible for. They breathe life into possibilities. They make it more possible for the rest of us to dare, imagine, create, and build. They do not merely encourage us to do so; theirs is the hard work of crafting all the incentives, processes, systems, and roles that actually empower us to do so.
Among us are leaders who breathe life. Leaning on them and learning from them takes courage and insight. As CPF moves into its fifth decade, we need to be open to emerging leaders, to new
organizational models that reflect collaboration rather than competition, and perhaps to a new attitude – that being bilingual in Canada is the minimal expectation of our children, whose generation will lead our world into the next 40 years.
In closing, a group of CPF members at the 2016 CPF National Conference were challenged to write a 90 word description of what their vision of CPF is:
Canadian Parents for French (CPF) is a group of dedicated and hardwork-ing parents who are strong believers in bilingualism for our children and the youth in our communities.
We want our children to feel at home in every province and territory in the country and abroad.
As volunteers we promote and create opportunities for youth to learn and use French.
CPF is an organization that wants to have an impact on our kids’ lives. We use research to show that learning a second language has a positive influence on overall achievements.
I invite you to breathe life into bilingual education opportunities for our children and grandchildren that reflect this vision. n
Karen LynchPresident CPF National 2016-2017
2 Canadian Parents for French Vol 4 • Issue 2 • 2017
message FROM THE PRESIDENTCPF MAGAZINE
Canadian Parents for French Vol 4 • Issue 2 • 2017 3
the Alliances Françaises in Canada is a non-profit, non-partisan, and non-denominational organization. Participating in the cultural life of each region for close to a century, they have
developed a co-operative strategy in showcasing the quality of French cultural services and education with municipalities and local cultural centers. There are 9 Alliances Françaises offices in Canada which are part of a global network of 800 offices in 137 countries; their mission is to promote the French language and francophone culture.
For the first time, the Canadian chapters of the Alliances have come together to offer courses designed specifically for parents of children in French immersion or French first-language courses. This program aims to give parents the opportunity to extend their children’s immersion in French beyond the classroom despite the language spoken at home.
By allowing parents to familiarize themselves with textbooks and authentic documents, these courses offer non-francophone parents the opportunity to help their children with homework and understand their children’s lessons. Parents will also be able to improve their own day-to-day French, at an internationally recognized level of learning.
The courses for parents are supplemented by an offer for students interested in French language learning, as well as for teachers as part of their continuing education. By focusing on these three targets, the Alliance Française wishes to build on the remarkable development for French-language education which has occurred in recent years in Canada.
a new Program for Parents from the alliance française
Continued on next page 4
By Samuel Coeytaux, education officer, cultural Service, French embassy in canada
Victoria, BC www.afvictoria.ca [email protected]
Vancouver, BC www.alliancefrancaise.ca [email protected]
Calgary, AB www.afcalgary.ca [email protected]
4 Canadian Parents for French Vol 4 • Issue 2 • 2017
Edmonton, AB www.af.ca/edmonton [email protected]
Winnipeg, MB www.afmanitoba.ca [email protected]
Toronto, ON www.alliance-francaise.ca [email protected]
Ottawa, ON www.af.ca/ottawa [email protected]
Moncton, NB www.af.ca/moncton [email protected]
Halifax, NB www.af.ca/halifax [email protected]
For more information, please contact the Alliance Française office closest to you:
Canadian Parents for French Vol 4 • Issue 2 • 2017 5
CPF 40th anniversaryCPF MAGAZINE
Did You Know?
CANAdiAN PArENTs FOr FrENCH is CElEBrATiNg iTs 40TH ANNiVErsAry!for 40 years canadian Parents for french has been working
diligently to ensure every student in canada has the
opportunity to learn and use french.
to help with this celebration here are some facts about
canadian Parents for french to illustrate our impact over
the last 40 years.
6 Canadian Parents for French Vol 4 • Issue 2 • 2017
40th anniversaryCPF MAGAZINE
Keith Spicer, Canada’s First Commissioner of Official Languages helped start CPF.
Canadian Parents for French published their first website in 1997. That’s 20 years after CPF was created! And two years before the Internet was common place in households!
CPF published its first book , So You Want Your child to Learn French!, on the benefits of French second-language in 1980 – only three years after being created!
Currently Canadian Parents for French has 26,000 members across Canada. That is the equivalent of having over 7 members in every city, town, and village in Canada.
CPF launched its first The State of FSL Education in Canada report in 2000 (17 years ago).
In 2016, there were 401 local, provincial & territorial Concours d’art oratoire competitions, with over 62,000 participants across Canada.
The Proud of Two languages campaign was launched in 1995, and with it came everyone’s favorite littlemascot ... the POTL!
in 2016, Canadian Parents for French received the Commissioner of Official Language’s Award of Excellence — Promotion of linguistic duality.
For more facts about Canadian Parents for French visit cpf.ca
aAbBcC dDeE fFgGhH
Since 2015, Canadian Parents for French has a corporate font and three official corporate colours.
40th anniversaryCPF MAGAZINE
Canadian Parents for French Vol 4 • Issue 2 • 2017 7
1. Who was the first president of canadian Parents for french?2. When was the first canadian Parents for french
newsletter published?3. What is canadian Parents for french’s vision?4. How many types of membership does canadian Parents for
french have?5. How many position statements does canadian Parents for
french have? What are they?
6. What are the names of the 2 funds whereby you can donate to canadian Parents for french?
7. What year was the first issue of cPf magazine released?8. How many cPf Branches are there?9. How many sections are in the cPf network strategic
Plan 2015-2020? What are they?10. name one of canadian Parents for french’s
national partners.
if you need any help, all the answers to the quiz can be found on the canadian Parents for french national website.email your answers to [email protected] to be entered in the draw to win one of four $40 visa gift cards!!CPF QUIZ
8 Canadian Parents for French Vol 4 • Issue 2 • 2017
Jan finlaYit is with great pleasure that canadian Parents for french national honours the ongoing efforts of its volunteers. the cPf national volunteer award is an especially significant opportunity to recognize the contribution of an outstanding national volunteer whose support and commitment throughout the years has ensured cPf’s success as well the continued advancement of fsl education across canada.
Canadian Parents for french national volunteer award
Le Campus Saint-Jean, un leader pour son milieu de vie où chacun apprend au contact des autres.
csj.ualberta.ca
Canadian Parents for French Vol 4 • Issue 2 • 2017 9
This year the Volunteer Award, presented biennially, commends the work of longstanding member Jan Finlay.
Jan has dedicated her service and time to Canadian Parents for French for over 34 years — we cannot find an individual more deserving of this award. Her work with CPF began in 1982 as a member of the CPF – St. John’s Chapter. Since 1982, Jan has volunteered at various levels of CPF, including serving as President of CPF-National from 1993 to 1995, and continues to volunteer with CPF today. She can be found assisting with national conferences, CPF’s national and provincial Concours d’art oratoire, making annual presentations to the University of Ottawa’s Faculty of Education as well as supporting plans for the CPF 40th Anniversary Legacy Project.
Jan’s most lasting contribution to CPF has been her commitment to collabo-rating and building relationships with FSL stakeholders and decision-makers. She worked along side the Canadian
Association of Second Language Teachers (CASLT) and the Association canadienne des professeurs d’immersion (ACPI) to urge national and provincial governments to complete the Official Languages in Education Protocol (OLEP) negotiations; developed a French-language writing competition in conjunction with CASLT, ACPI, Experiences Canada (formerly the Society for Educational Visits and
Exchanges Canada) and SPEAQ (Société pour le perfectionnement de l’enseignement de l’anglais, langue seconde, au Québec); joined forces with Experiences Canada to develop a video exchange for immersion students; and collaborated with the FCFA (Fédération des communautés francophones et acadienne du Canada), Alliance Québec, Canadian Heritage and the Office of the Commissioner of Official Languages to promote the use of English and French in Canada.
Jan Finlay’s spirit of volunteerism and a work ethic that doesn’t quit has inspired many throughout the years and continues to do so today! Her service has laid a strong foundation which allows CPF to continue to create and promote French second language opportunities for students across Canada. Once again CPF National thanks Jan Finlay for bringing joy to our work and continually reminding us why volunteerism and advocacy remains at the heart of what we do! n
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Jan Finlay’s spirit of volunteerism and a work ethic that doesn’t quit has inspired many throughout the years, and continues to do so today!
In October, CPF National launched a new youth-centric Instagram account. The launch
consisted of a special project: #CPFLaurier. Twenty former Concours d’art oratoire partici-pants and provincial youth leaders were brought to Ottawa to make videos about their thoughts on Sir Wilfrid Laurier. The videos were posted on CPF National’s YouTube page www.youtube.com/CPfnational1977. In addition to this fun initiative #CPFLaurier encouraged people to enter a contest to win an iPad.
The winner of the contest was Sarah Hastelow of Prince Edward Island. Congratulations!
The campaign was a resounding success, with CPF National beating all of their expected projections! Most impressive was how CPF National beat their social media reach by nearly 20 times!
CPF National encourages all members to join our new Instagram account and see what youth think of French in Canada! n
#CPflaurier WrAP-uP
10 Canadian Parents for French Vol 4 • Issue 2 • 2017
programmingCPF MAGAZINE
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Membre de la Fédération Laurentienne
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Consultez leusudbury.capour voir ce que l’on à vous offrir !
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CPF National has a new poster for teachers and community group youth leaders!
“Canada a Great Place to Call Home/ Le Canada – un chez soi formidable” is a bilingual poster which recognizes how responsible government started in 1841 (175 years ago) and helped lead to Canada’s Confederation. Based on four main concepts the poster focuses on:n A government responsible to the people
– A Canadian ideal since 1841 n Baldwin and La Fontaine who forged a
partnership uniting English and Frenchn An historic compromise in the spirit of
peace, union, friendship and fraternity n Achieving independence without revolution
The poster initiates dialogue, celebrates linguistic duality and second official language
learning and promotes unity in diversity and international understanding. The back of the poster provides background informa-tion and key questions for educational leaders to help youth recognize similarities and make connections to Canada today. Links can be made to the Grade 7 to 12 provincial curricula in Language Arts, History and Social Studies, and Citizenship depending on your province/territory. The reproducible student work page is available for free download on our CPF National website.
Encourage your child’s teacher to request a free poster by emailing us at [email protected]. Teachers may also purchase sets of 10 for only $10, including shipping and handling. n
Canadian Parents for French Canadian Parents for French Vol 4 • Issue 2 • 2017 11
programmingCPF MAGAZINE
Canada a great Place to Call homeResponsible government - a Canadian ideal since 1841! Un gouvernement responsable - un idéal canadien depuis 1841!
Canada a Great Place to Call Home Le Canada - un chez soi formidable
Independence without revolutionL'indépendance sans révolution
We are all united - La Fontaine and Baldwin forged partnership Nous sommes tous unis - La Fontaine et Baldwin partenariat
LOUIS HIPPOLYTE LA FONTAINEROBERT BALDWIN
Let us be English, let us be French, but most importantly let us be Canadian!
Soyons Anglais, soyons Français, mais par-dessus tout soyons Canadiens!
A spirit of peace, union, friendship and fraternity
Un esprit de paix, d'unité, d'amitié et de fraternité
Mary Joyce Booth Endowment Supports Youth Learning French
CPf trillium lakelands south Chapter in lindsay, ontario The Trillium South French Summer Camp offered three weeks of summer day camp in July for 46 students aged 4 to 12, enrolled in French immersion and Core French programs. The camp was facilitated by two French teachers and an adult volunteer. The youth enjoyed summer fun exploring nature, playing sports, creating art and so much more. The camp brought in French entertainers, had outings to splash pads and a conservation area and ran French cooking classes.
since 2010, cPf national has provided a $1000 grant each year to interested cPf Branches for projects that increase opportunities for youth to learn and use french. so far, the mary Joyce Booth endowment has provided additional support for individual youth participation in summer camps, student exchanges, local student forums and youth video competitions, to name but a few of the learning opportunities.
We are so pleased to share some good news stories received from our cPf Branches and chapters as well as a lovely letter received from a participant espousing the benefits of the french language learning opportunity for herself and for her learners.
CPf-Pei / CPf-ns branches We were able to subsidize two more students to attend the Saint-Pierre et Miquelon’s Francoforum. CPF-NS and CPF-PEI both send students to the same week annually when numbers warrant. The islands become a classroom as the participants explore the culture through language practice, tours, meetings with the locals, and a complete immersion in Saint-Pierre’s way of life. The Francoforum offers an opportunity to live the French experience!
12 Canadian Parents for French Vol 4 • Issue 2 • 2017
CPf-nb branch
Dear Canadian Parents for French,
During the summer, I was able to complete my second-year tutoring 20 local kids in French. The French Literacy Support Program was open to all French immersion students from Grade 3 to Grade 8. My co-worker and I made sure to try new and exciting activities each day with the kids. To remove them from the classroom setting, we would often go outside and play French related games. We would also find new innovative ways to teach French in a way that was different than how they would have learned it in school. We taught new vocabulary that will be very useful for them in everyday life. We quickly discovered what each child’s strengths and weaknesses were, and catered to them. For example, if one student was having more difficulty reading aloud, we would set aside a certain amount of time to make sure they were satisfied with their performance reading a certain book. If a student had more difficulty with reading comprehension, we would create questions that would progressively challenge their understanding, and we would not move on from a book until they fully understood it. Many students increased reading levels by up to 2 levels in just the short amount of time we had.
We also offered a Summer French Reading Program, in conjunction with the St. Croix Library, which was offered for students from K-8. This program lasted an hour and a half every Thursday, and as many as 10 kids showed up each day, ready to learn some French. During this program, we would have a craft for the kids to do, encouraging them to use French vocabulary when asking questions. After the craft, we would read a French story to them, with smaller copies for them to read along with and ask questions when needed. This program allowed students who were new to French or about to enter French immersion to further their skills before entering a classroom setting.
I very much enjoyed this summer employment, and I believe the kids did as well. I further developed my French skills, while helping them develop theirs as well. I think the students enjoyed coming in, and two on one, or two on two tutoring really helped them to feel comfortable and confident in their abilities. Overall this was a fantastic experience for both us as co-workers, and for the students. Sincerely,
Jane MacDougall St Stephen, New Brunswick
How Your donations make a difference. help us invest in Canada’s bilingual future!dr. mary Joyce Booth was an enthusiastic supporter of canadian Parents for french. she left a generous bequest to our organization, a portion of which is used annually to provide youth with additional french learning opportunities. Your gift to the mJB endowment allows us to extend our support to more youth learning opportunities across canada.
cPf is a registered charitable organization #11883 5131 rr0001. Donate online to the Mary Joyce Booth Endowment, on the CPF National website http://cpf.ca/en/donate/ Mary Joyce Booth Endowment Supports Youth Learning French
Canadian Parents for French Vol 4 • Issue 2 • 2017 13
14 Canadian Parents for French Vol 4 • Issue 2 • 2017
Félicitations!Congratulations to Canadian Parents for French
on 40 years of FSL advocacy. The manyaccomplishments of the board members, volunteers and
staff across the country are truly an inspiration.
Affiche ta Franco!Throughout the month of March CPF National is re-launching Affiche ta Franco on Instagram! CPF is encouraging students to share their thoughts on what it means to be French in Canada. A calendar is available with different tasks to take pictures of and share on Instagram with the hashtag #FrancoCPF2017. Students with the most entries will be entered in a draw to win gift certificates and VIA Rail vouchers valued at $100 each! The calendar can be downloaded from the CPF National website, cpf.ca. Show us your Franco!
Flash Mob à ton école! This year, our partner organization, Fondation dialogue des cultures has extended its successful “Flash Mob” contest to include all Canadian French Immersion and other FSL programs, schools and classes interested in displaying their collective pride and promoting their school. Students can learn the choreography with the help of the online video tutorial. Interested teachers and students can access the full contest details on the La Rendez-vous de la Francophonie website, rvf.ca. n
Rendez-vous de la Francophonie 2017Once again the month of March is a great opportunity to show our love and passion for The Canadian Francophonie and embody the theme of the The Francophonie in 3D: diversity, duality, dynamism!
Canadian Parents for French Vol 4 • Issue 2 • 2017 15
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CPF 2016 ad 2 printing.eps 1 6/29/2016 2:33:51 PM
Over the course of February and March 2016, the Office of the Commissioner of Official Languages (OCOL) conducted
telephone and online surveys on the level of support towards official languages and bilingualism in Canada. The findings were released on August 31st, 2016, and they illustrate how much Canada’s Official Languages mean to Canadians.
The survey had two main objectives. The first was to gauge public opinions, perceptions and experiences regarding official languages and bilingualism according to standard demographics for promotional purposes. The second was to gather a detailed sociocultural profile (habits, attitudes, values) of those who support and those who oppose official languages and bilingualism for internal strategic communications purposes.
The findings from the survey were very telling. For the first objective, OCOL found that a vast majority of Canadians support both the Official Languages Act (OLA) and bilingualism. Although there are some demographic differ-ences in support, every demographic group is more likely to support than oppose the OLA as is the case with bilingualism. Younger adults are more likely to strongly support each. The survey also illustrated the predictable regional differences in support for the OLA and for bilingualism exist, with Québec higher and the West lower, but the gap between them is actually narrow with high support in every region in Canada.
The information collected regarding OCOL’s second objective showed that when comparing supporters and opponents of the OLA, a determining factor is the level of exposure that respondents have to the other
official language in their community, culture and TV. Many respondents have misconcep-tions about the OLA and a majority actually believe many of the persistent myths. The most compelling reason respondents give for one to oppose the OLA is the cost of ensuring access to services in both official languages.
Some of the findings from the survey are presented in the infograph on the next page.
Read all about the Office of the Commissioner of Official Language’s survey on their website http://www.ocol-clo.gc.ca/en/publications/other/2016/official- languages-and-bilingualism-survey-researchDownload a copy of the infograph: www.ocol-clo.gc.ca/en/statistics/infographics/what-canadians-think-about-bilingualism-and-ola
What Canadians think about our official languages By Robin Cantin, Director of communications,
office of the commissioner of official Languages
Strongly support
Maybe because I’m a parent, I think a lot about how to educate for a career of the future. I remember in high school I had no idea what post-secondary path to take to best prepare me for a career; but I certainly wouldn’t have believed that bilingualism would be part of the strategy (my grade ten French teacher would have been equally skeptical). But, in the end, learning French provided me with the three attributes which I believe have made me employable. It taught me the value of human connections, about managing complexity and perhaps, most importantly, how to learn.
While I may have lacked direction at fifteen, I did know that I wanted to travel. When I filled out my form for a Rotary International Youth Exchange at 17, I put three countries on my application: Thailand, Japan and on a whim, Belgium. I didn’t really know where Belgium was, or what languages they spoke there (Belgian?) but, I soon found myself at the airport leaving my family for year on my way to a small Francophone village an hour from Brussels.
My first day there confirmed every-thing. This was what is was all about. This is where my life would start. My host sisters took me out with their friends to take photographs in Brussels. We drank coffee on terrasses de café and had great conversations… at least I think they did. I hadn’t a clue what they were saying.
Within an hour, I was wishing that I’d paid more attention to Madame Connelly in French 10. In those first months, when all I could do was grin at people, I began to learn about the importance of forging human connections.
New research out of Oxford University estimates 47% of jobs will be lost to computerization including pilots, real estate agents, accountants and telemar-keters (thank goodness). So, if you’re not building robots, what will you do? The research estimates that although many jobs will disappear, jobs requiring human connections and social intelligence, traditionally associated with high levels
of salary, will remain. So here’s the good news: everything I know about social intelligence and dealing with complex relationships, I learned by learning French.
For example, the bane of my existence: Tu vs. Vous. Le vouvoiement. This irritating grammatical conundrum of when you call someone you, and when to call them posh you (which I have yet to master) taught me respect. As much as I struggle with conjugating into the second person plural for irregular French verbs, I never take for granted that I can call someone a Tu. And, it’s something I apply in my professional interactions, because you can never be too respectful in the workplace, especially when managing complex human relationships.
Managing complexity and ambiguity in the workplace is another skill I learned from French. A recent study from McGill concludes that learning a language later in life – say at 18 – in Belgium, modifies the brain’s structure. Apparently, learning a new language stimulates new neuron connections in the brain’s inferior frontal cortex which plays a major role in cogni-tive functions such as thought, language, consciousness and memory; all essential for navigating complexity.
Managing complexity is also about identifying structures, making inferences and evaluating outcomes. In an immer-sion context, you must be able to develop strategies to identify structures to help you understand what’s going on around you. Every morning, my host mother would say “Allez, on y va!” (Let`s go!) I would listen for it in the sea of incom-prehensible chatter because it was a fragment of something I recognized and understood – it meant we’re leaving soon, get in the car. Later, if everyone started putting on their coats, I would make
18 Canadian Parents for French Vol 4 • Issue 2 • 2017
voices of Youth in CPf Hearing from youth leaders of cPf about the importance of french
kate PetersKate Peters is vice-President of canadian Parents for french, alberta Branch. Her relationship with cPf began when she was deputy director of the alliance française of calgary, and has been strengthened through her roles as community liaison officer for the francophone secretariat of the Government of alberta and executive director of the centre collégial de l’alberta with the university of alberta. she did her master’s thesis on the value of the delf for second-language learners in canada and is currently working on an edd in educational leadership and Policy with the university of toronto. she works in academic administration at the university of alberta.
Canadian Parents for French Vol 4 • Issue 2 • 2017 19
an inference and give a tentative… ”On y va?”
Finally, and maybe the most important skill French taught me, was to learn how to learn. Making language-learning goals in an immer-sion context is motivating because you apply everything immediately. In Belgium, listening comprehension became a priority when everyone started putting on their coats and leaving. (What did they say? Am I supposed to go with them? Where are we going? Can I wear pyjamas?)
Making goals, along with identi-fication of strengths, weaknesses and learning style, are metacognitive strategies used when learning a language, but are also vital for lifelong learning. Because I know that I was successful at learning a second language from scratch at 18 (granted, over ten years and with 700 hours of French courses), I believe that ability is not innate and that my competencies can be improved by learning. I have already made one career switch and feel confident that I could, and, given the longevity of today’s careers, will, do so again.
I think that Immersion and Core French grads have an incredible advantage in developing these skills. Their language acquisition is preparing them for the 21st century economy and life-long learning imperatives; but persistence is key. Resisting the temptation to drop French Immersion or a Core French option can be difficult. Doing some post-secondary studies in French or having an immersion experi-ence abroad (I recommend Belgium!) can make the language relevant and are key to becoming bilingual.
There may be many ways to build the skills I’ve just described, but I know this much to be true: Communication is vitally important and human connections continue to be how the world advances. The world is increasingly complex and we can only learn to be flexible and to adapt to prepare ourselves for the changes to come.
derrek bentleyMy first involvement with Canadian Parents for French was in the seventh grade when I was invited to attend monthly chapter meetings as a student representative. I started young! My opinion and thoughts were valued, and although I may not have organized any events, I had a say in the types of projects the chapter chose to organize. Without even realizing it, I quickly became hooked on French.
Four years later, I was approached to become a member of the Manitoba Branch Board as the youth director. I jumped at the opportunity! This was my first board experience, and I am incredibly grateful to Canadian Parents for French in Manitoba for having a reserved seat on the board for a “youth” to ensure this representation. I later became a director-at-large on the board and actively participated for about five years. Again, always sharing a different perspective just as any other member.
As of May 2016, I have had the honour of being named and recently elected as a member of the National Board. At only 23 years of age, I bring a different perspective to the table that I believe is essential to any discussion. I am delighted to know that Canadian Parents for French nationally also values the voice of youth even though it is not the voice with the most years of experience.
For me, learning French through immersion pushed me to go to a French-first-language high school. I worked so hard to learn French as a second language, and by submersing myself in the Francophone culture, the language and culture quickly became natural parts of my everyday life. When I think about it, this passion comes through in many different ways. There are the specific tangible ways such as using French in every job I have worked so far and the ability to apply and be successful in bilingual positions. I would not have had access to my past six years of work without knowing French.
Moreover, for me, knowing French is so much more than employment opportunities; it is an entirely different way of thinking and experiencing life. My strongest friendships, my favourite social outings, and most of my treasured memories all come from moments where I was actively speaking French.
Participating in events such as la Ligue d’improvisation du Manitoba, le Festival théâtre jeunesse, le Parlement jeunesse pancanadien, les Jeux de la francophonie canadienne, and the 9th UNESCO Youth Forum would not have been possible without knowing French. These experiences have allowed me to travel from Winnipeg to Whitehorse to Ottawa to Paris and have an incredible worldwide network and many close friends.
To close, although French is my second language, I have come to love and live the francophone culture in Manitoba. When I am participating in events or out with friends, I feel just as Francophone as I do Anglophone when I am at home with my family. I cannot imagine my life without knowing both of Canada’s official languages …English and French are both core parts of my identity as a Winnipegger, Manitoban, and Canadian.
Although I might not have realized it when I was in elementary school, the work of Canadian Parents for French in my school and community influenced my later decisions to pursue my French education and live it entirely. I now see how partici-pating in those chapter meetings was already showing me how French is so much more than a language. Movies, books, events, friends, television, internet and so much more, can be experienced in French, and what an incredible op-portunity it is to have these experiences. For many years, Canadian Parents for French in Manitoba has worked tirelessly to promote the idea of French for Life and I could not agree more. French is and always will be, a central part of my life.
Continued on next page 4
20 Canadian Parents for French Vol 4 • Issue 2 • 2017
Le français pour l’avenir reçoit le soutien deFrench for the Future is supported by
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Apply online from April 3 to 28, 2017!
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Christina roseI was very fortunate to have a high school teacher who was a big supporter of CPF and encouraged a lot of participation in the Concours d’art oratoire. This teacher coached me in the Chapter competitions and through the provincials each year and also invited me to volunteer at Chapter events. I later encountered CPF when I was a member of the French Student Society at Memorial University of Newfoundland. CPF asked for volunteers for local Chapter events as well as provincially run programs. By chance, I came across my high school teacher who was the CPF-NL president and offered to volunteer with the Concours which was being planned for the spring. A couple of weeks later the same teacher called me saying they were a few weeks away from the Concours and had no executive director running the Branch. The board offered me a temporary position as Office Manager to organize the Concours and other upcoming programs. I took on the challenge with a lot of guidance from other branch executive directors and the NL Branch board of directors. The Concours went well and I was offered a permanent position as executive director.
As a student who benefited from the events of the organization, then as a volun-teer who saw the value of French for young students, then as an employee who saw the effective impact that CPF had on govern-ment decisions, I had a well rounded respect and appreciation for the organiza-tion. My firm belief that all Canadians should have access to French Second Language education was strengthened every day that I worked with the organization and I became so grateful for the teacher who supported
my program in high school. Learning French enabled me to connect with partners of the organization on a level that could be limited by not sharing a language. I believe when it came to representing the organization in meetings with our partners being bilingual myself gave a real testimony to the value of FSL education.
In Newfoundland there is a limited number of Francophones, so being able to speak French is a novelty at times. What I love most about being bilingual is that it allows me to connect with more people who visit the province who only speak French, and it has allowed me to interact with more people in my own travels. I’ve been able to host tourists and be a tour guide to them, as well as translating a zip-lining tour. While waitressing, I was able to accommodate guests who couldn’t read the menu or order their meals, and while in banking, I’ve been able to provide service to Francophone customers.
I believe the more languages we speak the fewer barriers there are to limit our society. I’m proud to be bilingual and proud to have been a contributor to the efforts of CPF. n
Canadian Parents for French Vol 4 • Issue 2 • 2017 21
visit Quebec! travel guide for CPf families in Canada’s La Belle Province
at this time of year when the wind is bitter and the snow just keeps piling up one can’t help but think about the next family vacation. Here at canadian Parents for french we have a great suggestion as to where to go: Quebec! Here are some tips we received from parents who’ve done just that and had a blast!
By Leanne Idzerda and CPF parents
22 Canadian Parents for French Vol 4 • Issue 2 • 2017
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making your trip easier and fun for the childrenlet Children be the photographer
Give children a camera (a strong, child friendly one of course). Tell them to go nuts and take pictures of what is around them. Make
a game of it and see how many pictures they can take of things which are unique to Quebec, or signs written in French (scenery, food, billboards, bus shelters, etc.)
take public transitIf possible try to use public transportation rather than renting a car. Watching children trying to repeat the names of the stops is always fun, and it’s a way for them to practice their French
(though they may only learn “Next stop is…”) and to chat with other passengers.
keep a postcard travel journalPick up postcards as often as possible and have your kids draw or write about the different things they have seen, eaten, or experienced during the day. After the trip your children will have a library of memories.
let older children make the planThe worst thing to have on a trip is someone who isn’t enjoying themselves. To help avoid this, have teenagers help pick what
to visit and do while on the trip. It will get them excited about the trip and keep them engaged … well that’s the hope right?
stay at kid-friendly hotels or rent an apartmentA hotel with a pool or games room will allow children to have some fun during down times. Also, see if they have a daycare service during the day, because parents should have some alone time fun too (even if it’s just to take a mid-day nap). If you can’t find a kid-friendly hotel consider renting an apartment. This way you get more space, a kitchen, and some amenities you may not have at a regular hotel.
Places to visit in Quebec, suggestions from our members There is a lot to do in Quebec, from city markets, to museums, to outdoor nature trails and amazing amusement parks. Quebec’s tourism sector is well developed and in most cases those who work in the industry are bilingual, so language shouldn’t be a concern. Your biggest challenge will be choosing what to do. For more information visit www.quebecoriginal.com/en-us
Quebec CityYes cobble streets and steep hills can be a challenge when pushing a stroller, but you can’t ask for a more French
experience than beautiful sights and welcoming people. Your Prince and Princess will enjoy walking around the castle-like Chateâu Frontenac and the quaint buildings of the Old City. The Musée de la
Civilisation offers a great costume station where your kids can recreate their own fairy tales with props, secret passages and a seven-headed monster ready to do battle. Also consider a visit to Ile d’Orléans, or hanging with some walruses, seals and polar bears at Aquarium du Québec or heading to the city’s beach, the Baie de Beauport where you might try a kitesurfing lesson. For more information visit quebecregion.com
Canadian Parents for French Vol 4 • Issue 2 • 2017 23
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here at Canadian Parents for french we have great suggestions as to where to go in Quebec!
24 Canadian Parents for French Vol 4 • Issue 2 • 2017
Village Vacances Valcartier (Valcartier)This is a mega-water park where everyone can cool off in summer and play in the snow
in winter. This popular park features 35 waterslides, two lazy rivers, a wave pool, bucket dump, plus eateries and lounge chairs. Preschoolers can wiggle down a pint-sized slide and play in the water sprays at La Ferme CocoRico. Teens like to plunge down Everest, a 110-foot high waterslide, and swirl through the medieval-themed Dungeon City river ride. In winter, Everest morphs into a snow slide and you can also go snow rafting, sledding and skating at the park. The park has a hotel and spa on site, and a camping area in the summer.
Montreal, QuebecMore cobble-stones. This picturesque city is packed with tons of family-friendly activities
and children five and under ride free on the Metro. As a family, cycle along Lachine Canal and stop by Atwater Market for some gelato. Or head to Jean-Doré Beach where kids can climb on a floating obstacle course in the water and go kayaking. Voiles en Voiles is an Old Port of Montreal adventure park where kids of all ages climb aboard two life-size ship replicas (one is a pirate ship!). For science lovers, head over to the Montreal Science Centre and to the Biodôme to hang out with some otters, penguins and other animals in their natural habitats. The Biodôme is located on the Space for Life campus along with other kid-friendly attrac-tions such as the Rio Tinto Alcan Planetarium, Insectarium and Botanical Gardens. If your kids love rollercoasters, you’re going to want to stop by ‘La Ronde’, Canada’s second largest amusement park. For more information visit tourisme-montreal.org
Parc Oméga (Outaouais Region)Open year-round, Parc Oméga lets you discover Canadian wildlife such as moose,
elk, bison, wolves and bears all within their natural environment from the safety of your car. The park also offers picnic areas and hiking trails so you can really get close to the animals. In the summer you can even stay overnight. Visit parcomega.ca
The Eastern TownshipsAKA Montreal’s cottage country, is made up of a pretty string of towns and villages along
the American border known for its foodie culture, old-fashioned “milk bars” and activities attracting nature lovers. Putter your way through beachy Magog, cultured Sherbrooke and charming Orford. Walk and cycle through the mature forests of Parc national du Mont-Orford, visit the Zoo de Granby, the largest zoo in Quebec, splash around the Bromont Water Park and check out the Musée du Chocolat for homemade chocolates. There is an enormous playroom at The Hôtel Chéribourg in Orford that includes a bouncy castle, air hockey and foosball tables and a little petting zoo outside. For more information visit easterntownships.org
Aventure Inukshuk Ste-Catherine-de-la-Jacques-Cartier(a 45 minute drive from Quebec City)
Willing to leave the beaten path? The Super labyrinthe Inukshuk is a hilarious and educational two and a half hour rally featuring 276 one-way doors. The goal is to find the center of this circular wooden labyrinth, reminiscent of the western forts of pioneer days. Great chance to challenge some bored or restless teens?
Mont-Tremblant (Laurentides Region)Mont Tremblant is a world-class hiking, cycling and golfing destination
located in the Laurentian Mountains. As host of several summer music festivals and Iron-man triathlon races, it attracts families from around the world. Ride the gondola to take in some incredible views, for some acrobatic fun, try bungee jumping at Eurobungy where the whole family can safely perform gravity-defying stunts or check out the Akropark: a 20-foot-high structure where kids can move from one platform to another over suspend-ed bridges. For more information visit tourismemonttremblant.com
MontebelloThe area is most famous for its Château Montebello, a log structure hotel and retreat with its six-sided stone
fireplace, expanding over 65,000 acres of forested wildlife sanctuary and 70 lakes on the shore of the Ottawa River, between Ottawa and Montreal. Visit the Manoir Papineau, a unique example of a seignorial manor from 1850, take a hike to and picnic at Plaisance Falls, and check out an electric all terrain GeoBike for an unforgettable and non-polluting adventure. n
What have been your family’s favourite places to visit in Quebec? Email us to share your stories at: [email protected]
Canadian Parents for French Vol 4 • Issue 2 • 2017 25
The ACPI/APPIPC 2015 conference hosted a roundtable entitled “The New Reality of French Immersion”.
The integration of the indigenous perspec-tives in education in British Columbia is one component of this new reality for French immersion teachers. In this paper we first look at the international, national, and provincial context of teaching indigenous perspectives. In the second part, we explore questions linked to the specific issues of integrating indigenous perspectives into the French immersion program. But first it should be mentioned that I am not an expert on indigenous issues and this line of questioning comes from both my experience as a lecturer in teacher training for French immersion program teachers, as well as my practical experiences as a teacher in the program.
The Context at the international levelWhere does this new recognition of indigenous perspectives come from? It should be noted that the complexities related to indigenous issues are not unique to Canada. Conquests and coloni-zation have affected indigenous peoples all around the world. It is within this inter-national context that the United Nations published the United Nations Declaration on the Rights of Indigenous Peoples in 2007. This declaration is the product of 25 years of studies and debates in the UN. It contains 46 articles with sub-sections on culture and language, education, governance, health, and other areas essential to the wellbeing and growth of all cultural groups. Articles 8.1, 14.3, and 15.1 specifically relate to the rights to education by indigenous peoples at the international level.
french immersion and indigenous Perspectives: issues and context
By Isabelle Coté, simon fraser university, British columbia
oriGinallY Printed in frencH in Le journaL De L’immerSion : acteS Du congrèS 2015, aSSociation canaDienne DeS ProFeSSeurS D’immerSion
article 8.1indigenous peoples and individuals have the right not to be subjected to forced assimila-tion or destruction of their culture. (un, 2007, p.5)
article 14.3states shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their commu-nities, to have access, when possible, to an education in their own culture and provided in their own language. (un, 2007, p.7)
article 15.1indigenous peoples have the right to the dignity and diversity of their cultures, tradi-tions, histories and aspirations which shall be appropriately reflected in education and public information. (un, 2007, p.7)
objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next. In its dealings with indigenous peoples, the Canadian government has done that. (Truth and Reconciliation Commission of Canada, 2015)
As educators, our knowledge of Canadian history and the history of colonization is important. What is even more important, however, are the actions that have been taken and those which will be taken in the context of national reconciliation. The report contains a complete “Calls to Action” section whereby 94 recommendations are elaborated in key areas including health and justice. As members of the French immersion teaching community, the Calls to Action that touch us more closely are those for education. The following are two of the Calls to Action which can be found in the Education for Reconciliation section of the report (Calls to Action, page 7):
The Context in British ColumbiaEven before the publication of the Truth and Reconciliation Commission’s report in June 2015, British Columbia’s Ministry of Education had integrated indigenous perspectives in the design of new programs. This is not new insofar as there was a section “Common considerations for all programs” in French second language programs and all other subject areas where the integration of indigenous perspectives was indicated (BC Ministry of Education, 1995, 1997). The novel aspect of the new programs (K-9), which started in September 2016, is the much more explicit integration of indigenous perspectives in all subject areas and at all grade levels. This integration is accompanied by the flagship document: Aboriginal worldviews and perspectives in the classroom: Moving forward (BC Ministry of Education, 2015).
In order to better support new teachers in the integration of indigenous perspectives in the classroom, in Spring of 2012 the Teacher Regulation Branch (TRB) of British Columbia mandated that the nine institutions which offer teacher training programs include a class (or its equivalent) on indigenous issues. It should be noted that the TRB also mandated that a special education course be offered as well. As a result, as of Fall 2012, all teacher education candidate cohorts of the province, including those training
26 Canadian Parents for French Vol 4 • Issue 2 • 2017
It is important to note that in 2007, as a member of the UN, the Canadian government refused to sign the United Nations Declaration on the Rights of Indigenous Peoples. In 2010, Canada endorsed the Declaration as a “non-legally binding aspirational document” (Truth and Reconciliation Commission of Canada, 2015). Not having the expertise to debate the judicial aspects of Canada’s position, we are simply highlighting the fact that at the international level, Canada still has work to do in order to position itself as a leader in matters concerning indigenous peoples. (Note: After the federal election in Canada in October 2015, the new Canadian government set itself apart from the previous government by announcing in December 2015 a National Inquiry into Missing and Murdered Indigenous Women and Girls, major investments in education for First Nations’ peoples, ratifying the recommendations of the Truth and Reconciliation Commission of Canada’s report of 2015, and finally a revision of all indigenous laws decreed by the former government).
The Context at the National levelRegarding the national context, the United Nations Declaration on the Rights of Indigenous Peoples served as the framework for the Truth and Reconciliation Commission of Canada, whose 500-plus page report was pub-lished in June 2015. The lawyers and judges who worked for the Commission traveled across Canada for more than 6 years to hear the testimonials of over 6000 survivors and family members of residential school survivors (Truth and Reconciliation Commission of Canada, 2015).
The Findings and Conclusions of the Commission are unequivocalCultural genocide is the destruction of those structures and practices that enable the group to live as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the targeted group. Land is seized and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual leaders are persecut-ed, spiritual practices are forbidden, and
62)We call upon the federal, provincial, and territorial governments, in consultation and collaboration with survivors, aboriginal peoples, and educators, to
i. make age-appropriate curriculum on residential schools, treaties, and aboriginal peoples’ historical and contemporary contributions to canada a mandatory education requirement for Kindergarten to Grade twelve students.
ii. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate indige-nous knowledge and teaching methods into classrooms.
iii. Provide the necessary funding to aboriginal schools to utilize indigenous knowledge and teaching methods in classrooms.
iv. establish senior-level positions in government at the assistant deputy minister level or higher dedicated to aboriginal content in education.
63)We call upon the council of ministers of education, canada to maintain an annual commitment to aboriginal education issues, including:
i. developing and implementing Kindergarten to Grade twelve curriculum and learning resources on aboriginal peoples in canadian history, and the history and legacy of residential schools.
ii. sharing information and best practices on teaching curriculum related to residential schools and aboriginal history.
iii. Building student capacity for intercultural understanding, empathy, and mutual respect.
iv. identifying teacher-training needs relating to the above.
Canadian Parents for French Vol 4 • Issue 2 • 2017 27
to become French immersion teachers, will have taken a course on the main issues of indigenous education. One course (or its equivalent) does not suffice for in-depth training on indigenous perspectives, however it certainly represents a start in awareness, dialogue, and reconciliation.
issues for the immersion Program and its TeachersNow that we have a better overview of the international, national, and provincial rights, recommendations, and measures taken to integrate indigenous perspec-tives in education programs, here are four issues which have been raised in the French immersion program.
The first issue is historical in nature in the sense that all French immersion teachers must recognize that the colonization of Canada was under-taken by the British and the French. The French language and culture, which we are teaching and bringing to life in the classroom, has also been a language and culture of colonization of the indigenous peoples. This is a historical reality within which we must work. How should we reposition and (re)contextualize the French language and culture to our students? What type of discussion would be constructive to recognize that the French language is an official language, a minority language in the Canadian context, and also a language of coloniza-tion? How should we develop a critical and socio-historical dialogue on the balance of power between the languages and cultures in the context of plurilin-gualism in Canada? Which indigenous languages should have official language status, such as the Inuit language (Inuktitut and Inuinnaqtun) in Nunavut? These are just a few avenues to frame a critical reflection on the history of education in a country where realities evolve.
The second issue is that of accessibil-ity of the French immersion program to all Canadian students, including indigenous students. We became fully aware of this issue at the 2013 provincial conference of the First Nation Education Steering Committee (FNESC) in Vancouver. During a discussion with an administrator who works in a British Columbia school board where there are is a high percentage of indigenous students (roughly 40%), she was asked how many of these students
were enrolled in the French immersion program. After some reflexion, the admin-istrator replied that none were enrolled in the program as the school board did not offer this “enriched” program as an option to indigenous students. This was obviously not a policy of the school district, however it revealed the implicit practices of the school staff, administrators, and teachers who viewed the French immer-sion program as being reserved for a specific student population. It seems that there is an urgent need to take a critical look at the practices of school districts in order to allow all indigenous Canadian students, who have a French immersion program in their community, to have equal access to a bilingual education.
The third issue is linked to the accessibility of quality educational resources appropriate for second lan-guage learners in the areas of history, cultures, and current practices of the different indigenous peoples. Firstly, resources in French on these topics are normally created for the francophone majority in Québec and are not adapted for teaching French as a second language which is the foundational framework for the French immersion program. Further-more, because the content of curricula are provincial, there is a need to develop French resources on the indigenous peoples of each province. For example, in British Columbia, there is a lack of quality
resources in French on the Nisga’a, Haida, Coast Salish, Okanagan, Squamish, and Sto:lo nations, just to name a few.
The fourth major issue for French immersion teachers is the need for in-service training and in particular the development of intercultural skills. From a pedagogical standpoint, we need to think of ways to better equip teachers to understand and incorporate indigenous peoples’ perspectives into French immer-sion programs. We must see, understand, and study gateways and logical connec-tions where we can create links with indigenous peoples’ perspectives to transform and enrich the curriculum.
Always in the realm of continual professional growth (but this time on a personal level) an honest self-reflection must be done. We strongly believe in Parker J. Palmer’s philosophy: “We teach who we are”. That said, if teachers view the adoption of the indigenous perspec-tive as just another box to check off in their list of things to do, and are not truly investing themselves in the national reconciliation project, Canadian students will learn that indigenous perspectives do not hold the same value as the dominant Eurocentric perspective. In his opening statements at the FNESC conference in 2012, the Honourable Judge Sinclair, Chief Justice of the Truth and Reconciliation Commission of Canada, stated “… the educational system of this
28 Canadian Parents for French Vol 4 • Issue 2 • 2017
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referencestruth and reconciliation commission of canada (trc). (2015). Honoring the truth, reconciling for the future – summary of the final report. retrieved from the commission’s website: www.trc.ca/websites/trcinstitution/file/2015/findings/exec_summary_2015_05_31_web_o.pdfBc ministry of education (mecB). (1995). ensemble des ressources intégrées. Français langue seconde : programme d’immersion française, m-7. retrieved from the ministry’s website: www.bced.gov.bc.ca/irp/pdfs/english_language_arts/f_1995fls_immerK7.pdfBc ministry of education (mecB). (1997). ensemble des ressources intégrées. Français langue seconde : programme d’immersion française, 1112. retrieved from the ministry’s website: www.bced.gov.bc.ca/irp/pdfs/english_language_arts/f_1997fls_immer1112.pdfBc ministry of education (mecB). (2015). aboriginal worldviews and perspectives in the classroom: moving forward. retrieved from the ministry’s website: www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/awp_moving_forward.pdfunited nations (un). (2007). united nations declaration on the rights of indigenous Peoples. retrieved from the un’s website: www.un.org/esa/socdev/unpfii/documents/driPs_en.pdfPalmer, Parker J. (1997, nov.-dec.). the heart of a teacher. an essay. change: the magazine of Higher learning, 29 (6), 14–21. retrieved from the center for courage & renewal website: www.couragerenewal.org/parker/writings/heart-of-a-teacher/sinclair, J. (2012). Keynote—18th annual Provincial conference on aboriginal education. fnesc, vancouver, canada. [vidéo, 41 min]. retrieved from: https://vimeo.com/54399099
country bears a large share of responsibil-ity for the current state of affairs, but it has the capacity to fix what it has broken” (Sinclair, 2012). So at the foundation of teachers’ professional and personal development is an important question about our role as educators in a country where the education system has been at the very heart of a cultural genocide. The following quote by Parker J. Palmer illustrates the essence of the challenge of reconciliation, and how teachers will have to show great courage:
The courage to teach is the courage to keep one’s heart open in those very moments when the heart is asked to hold more than it is able, so that teachers and students and subjects can
be woven into the fabric of community that learning, and living, require.
As highlighted in the Truth and Reconciliation Commission of Canada’s report, the process of reconciliation will not be fast or simple (2015, p.11). We
have a lot of work to do in education and much of this work relates to the context of the French immersion program. We hope that the educational leaders on the national and provincial levels discuss
these issues and develop joint resources and practices compatible with indigenous perspectives and the different contexts in which the French immersion program is found. n
Canadian Parents for French Vol 4 • Issue 2 • 2017 29
option-études ChâteauguayThis is a unique opportunity for Quebec secondary school students educated in linguistically divided school boards to come together in a shared second-language learning experience. A structured program coordinating youth interaction opportunities between Anglophones, Francophones and Allophones. It allows students to crossover to the other educational sector and spend half the year in a Francophone school and the other half in an Anglophone school, while respect-ing the educational clauses of Quebec’s Charter of the French Language.
This program is unique in two ways: it is based on an intergroup contact model developed in social psychology; and it brings together students in a shared schooling experience in their second language, organized around themes that draw on common interests, such as sports and entrepreneurial studies.
Perspectives d’avenir looking ahead symposium a success!In November 2016, Canadian Parents for French, Quebec Project and the Office of the Commissioner of Official Languages held a symposium Perspectives d’avenir – Looking Ahead: What Now for French Immersion? at Vanier College in Montreal, Quebec. This bilingual conference examined the state of French Second Language programs and their outcomes for English-speaking youth in Quebec, both pedagogically and socially. During the morning, several researchers spoke to these issues and informed the audience of new and innovative programs in Quebec schools. Benoît Côté, researcher from l’Université de Sherbrooke shared results of an innovative school program that was launched in 2007.
Professor Coté shared the assessed results of this qualitative and longitudinal research study and the perceived short- and mid-term impacts of this experience on students’ intercommunity relation-ships and identities.
intercommunity relationsOverall, the results of this research show that the development of a network of friends, which crosses the traditional ethnolinguistic boundaries between the francophone and anglophone students, remains relatively good over time after several years, in a context where the students pursue their education in linguistically separated school systems after they have left the program.
identities The passage through this intergroup contact model does not lead to any significant change in the ethnolinguis-tic and cultural identity of students. It was found that the students individually interviewed at the beginning and at the end of the program had exactly the same
linguistic identity in both interviews: students who identified themselves as Francophones at the beginning were still identifying as Francophone at the end of the program. The same phenomenon was observed among Anglophone as well as students who identified as ‘bilinguals’ from both language communities.
The professor felt that the results of the pilot project are conclusive and are ready to be exported: the program provides a positive inter-community experience for the students creating an inclusive identity, without opposition to their original identity. It expands the students’ network of acquaintances, friends and relationships. It cultivates open-mindedness toward the second language and motivation to learn the second language. It improves competence in the second language and the feeling of competence in the second language.
The full article as well as the slide presentation shared at the Symposium is available for download on the CPF Quebec Project Website qc.cpf.ca.
30 Canadian Parents for French Vol 4 • Issue 2 • 2017
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Canadian Parents for French Vol 4 • Issue 2 • 2017 31
advertisers’ directoryCPF MAGAZINE
Association québécoise des écoles de français langue étrangère (AQEFLE)W: www.aqefle.comSee the Inside Back Cover for more information.
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Camp Tournesol 25-366 Revus Ave #25, Mississauga, ON L5G 4S5T: 1.888.892.1889 F: 1.877.815.4421W: www.campt.ca E: [email protected] See page 22 for more information.
Campus Saint-Jean – University of Alberta8406, rue Marie-Anne Gaboury (91 Street) Edmonton, AB T6C 4G9T: 780.465.8763 F: 780.465.8760W: www.csj.ualberta.ca E: [email protected] page 8 for more information.
Canadian Parents for French – Saskatchewan 303-115, 2nd Avenue North, Saskatoon, SK S7K 2B1T: 306.244.6151 F: 306.244.8872 W: sk.cpf.ca E: [email protected] See page 14 for more information.
Centre Linguistique du Collège de Jonquière2505 rue Saint Hubert, Jonquière, QC G7X 7W2T: 418.542.0352 TF: 1.800.622.0352 F: 418.542.3536W: www.langues-jonquiere.ca E: [email protected] page 9 for more information.
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La Cité Universitaire Francophone – University of Regina3737 Wascana Parkway, Regina, SK S4S 0A2T: 306.585.4828 F: 306.585.5183W: www.lacite.uregina.ca E: [email protected] page 30 for more information.
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32 Canadian Parents for French Vol 4 • Issue 2 • 2017
KEY CPF CONTACTSNational office1104 - 170 Laurier Ave. W., Ottawa, ON K1P 5V5T: 613.235.1481 F: [email protected] cpf.ca
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Saskatchewan303-115 2nd Ave. N., Saskatoon, SK S7K 2B1T: 306.244.6151 TF: 1.800.561.6151 (in Saskatchewan only)[email protected] sk.cpf.ca
Manitoba101-475 Provencher Blvd., Winnipeg, MB R2J 4A7T: 204.222.6537 TF: 1.877.737.7036 (in Manitoba only)[email protected] mb.cpf.ca
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