CPFMagazine_SPR-SUMM2017_v9_eVersion
A national network of volunteers, parents and stakeholders who value French as an integral part of Canada. CPF Magazine is dedicated to the promotion and creation of French-second-language learning opportunities for young Canadians.
A national network of volunteers, parents and stakeholders who value French as an integral part of Canada. CPF Magazine is dedicated to the promotion and creation of French-second-language learning opportunities for young Canadians.
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CANADIAN PARENTS FOR FRENCH<br />
CPF MAGAZINE<br />
VOL 4 ISSUE 2 • 2017<br />
$6.95 • Free for Members<br />
What Canadians<br />
think about our<br />
Official Languages 15<br />
French Immersion<br />
and Indigenous<br />
Perspectives:<br />
issues and context 25<br />
Visit Quebec!<br />
Travel Guide for CPF<br />
Families in Canada’s<br />
La Belle Province 21
|||||||||||||||||||||||||||||||||||||||||||<br />
Announcing our all-new<br />
INTEGRATED<br />
FRENCH IMMERSION<br />
OPTION<br />
Starting in September 2017, you can earn<br />
a degree and learn French at the same time.<br />
Count French credits towards your program<br />
and graduate with no delay.<br />
FOR MORE INFORMATION<br />
www.usainteanne.ca<br />
$2000 scholarship<br />
guaranteed!<br />
In the context of today’s highly competitive<br />
job market, bilingualism is a valuable asset<br />
that opens doors to employment opportunities<br />
nationally and internationally. By living, studying,<br />
working and playing in French 24 hours a day,<br />
you will develop the confidence and proficiency<br />
you need to succeed.<br />
Hughie Batherson<br />
hughie.batherson@usainteanne.ca<br />
902-778-2864
cpf magazine<br />
canadian parents for french<br />
<strong>SPR</strong>ING/SUMMER 2017 | vol 4 issue 2<br />
www.cpf.ca<br />
EDITORIAL COMMITTEE<br />
Michael Tryon, Gail Lecky,<br />
Nicole Thibault<br />
EDITORIAL MANAGER<br />
Shaunpal Jandu<br />
CONTRIBUTORS<br />
Shaunpal Jandu, Maryanne Bright,<br />
and other authors and organizations,<br />
as noted in their articles.<br />
GRAPHIC DESIGN<br />
Stripe Graphics Ltd.<br />
PRINTING<br />
Trico Evolution<br />
SUBMISSIONS<br />
Editorial: Shaunpal Jandu<br />
Canadian Parents for French<br />
1104 - 170 Laurier Ave. W.<br />
Ottawa, ON K1P 5V5<br />
(613) 235-1481, www.cpf.ca<br />
Email: sjandu@cpf.ca<br />
Advertising: Cathy Stone<br />
Canadian Parents for French<br />
Email: advertise@cpf.ca<br />
CPF Magazine is published two times per<br />
year for members of Canadian Parents for<br />
French. Our readership includes parents<br />
of students learning French as a second<br />
language, French language teachers,<br />
school board or district staff, and provincial,<br />
territorial and federal government staff<br />
responsible for official languages education.<br />
CHANGE OF ADDRESS<br />
To signal a change of address, contact<br />
Canadian Parents for French at (613) 235-1481,<br />
or email: cpf.magazine@cpf.ca<br />
Editorial material contained in this<br />
publication may not be reproduced<br />
without permission.<br />
Publications Mail Agreement No. 40063218<br />
Return undeliverable mail to Canadian<br />
Parents for French at the address above.<br />
To become an online subscriber, email<br />
cpf.magazine@cpf.ca. For an online version<br />
of this issue, visit www.cpf.ca.<br />
18<br />
Voices of Youth in CPF<br />
featureS<br />
A New Program for Parents from the Alliance Française 3<br />
Canadian Parents for French National Volunteer Award 8<br />
More French S.V.P.: Mary Booth Endowment 12<br />
Rendez-vous de la Francophonie 2017 14<br />
What Canadians Think About Our Official Languages 15<br />
Voices of Youth in CPF 18<br />
Visit Quebec! Travel Guide for CPF Families in Canada’s<br />
La Belle Province 21<br />
French Immersion and Indigenous Perspectives 25<br />
Perspectives d’avenir – Looking Ahead Symposium – A Success! 29<br />
departments<br />
12<br />
Mary Joyce Booth EndowmenT<br />
Message from the President 2<br />
CPF 40th Anniversary: Did You Know? 5<br />
CPF Programming: #CPFLaurier Wrap-up 10<br />
CPF Programming: Canada a Great Place to Call Home 11<br />
Advertisers’ Directory 31<br />
Key CPF Contacts Across Canada 32<br />
This issue of CPF Magazine is printed on<br />
70lb Creator Silk (10% PCW, FSC), using<br />
vegetable based inks. The paper is FSC certified<br />
by the Forest Stewardship Council® (FSC®),<br />
meaning it comes from well-managed forests<br />
and known sources, ensuring local communities<br />
benefit and sensitive areas are protected.<br />
Canadian Parents for French is the national network of volunteers which values French<br />
as an integral part of Canada and which is dedicated to the promotion and creation<br />
of FSL learning opportunities for young Canadians.<br />
We acknowledge the financial support of the Department<br />
of Canadian Heritage.
CPF MAGAZINE<br />
message FROM THE PRESIDENT<br />
C<br />
anada’s 150th birthday in 2017 marks<br />
an important historical milestone<br />
for Canada and especially for CPF<br />
as it coincides with our 40th birthday!<br />
Festivals, banners, parades, books,<br />
scholarships, medals and history lessons<br />
are being prepared to create waves of<br />
pride in being Canadian, an understanding<br />
of what living in Canada means, and an<br />
appreciation of an unparalled quality<br />
of life – including the peaceful accommodation<br />
of our two official languages,<br />
English and French.<br />
National celebrations sometimes<br />
bring up old memories. For Canadian<br />
Parents for French (CPF), the dual<br />
milestone presents an opportunity to<br />
adapt and adjust our focus and purpose<br />
going forward. In Alberta in 1969,<br />
my younger brother started grade one<br />
in French Immersion. I well remember<br />
the angst my parents faced making this<br />
decision. They had never travelled outside<br />
of Alberta and only communicated in<br />
English, but they acted on the inkling<br />
that the world they were comfortable in<br />
was not the world in which their son was<br />
going to live. And they were right. Today<br />
the decision to extend our children’s<br />
world through mastering both English<br />
and French is not quite so momentous.<br />
Thanks to the vision, time, and passion<br />
of parents over the last 40 years, many<br />
English-speaking Canadian parents have<br />
educated their children in French. But<br />
not all Canadian parents can make their<br />
dream for their child’s bilingual education<br />
come true.<br />
In our 40th year, in a world where<br />
multiple languages and high mobility are<br />
the norm for educated workforces, we<br />
need to develop more advanced digital<br />
literacy, new forms of civic engagement<br />
that reflect how Canadian parents want<br />
to expend their time and resources,<br />
and creative attitudes about funding<br />
voluntary sector organizations. When<br />
I served as the Executive Director of<br />
Volunteer Alberta, I often observed<br />
that gone are the days when a woman<br />
volunteered at the local hospital gift shop<br />
every Tuesday afternoon from 1-4 pm for<br />
twenty years or more. Yet the approach<br />
to engaging volunteers in meaningful<br />
ways often falls short of how and why<br />
and what might attract CPF members.<br />
Similarly, the opportunity to engage in<br />
developing public policy that reflects the<br />
national aspirations for a bilingual country<br />
requires a heightened level of digital<br />
literacy and insightful coordination.<br />
I recently came across a thoughtprovoking<br />
definition of leadership from<br />
author Umair Haque: The job of a leader<br />
is indeed to inspire people — but in the<br />
truer sense of the word: from the Latin<br />
inspirare, inspire, to breathe or blow<br />
into. Leaders breathe life into the<br />
organizations they lead, into the people<br />
they’re responsible for. They breathe<br />
life into possibilities. They make it more<br />
possible for the rest of us to dare,<br />
imagine, create, and build. They do not<br />
merely encourage us to do so; theirs is<br />
the hard work of crafting all the incentives,<br />
processes, systems, and roles that actually<br />
empower us to do so.<br />
Among us are leaders who breathe<br />
life. Leaning on them and learning from<br />
them takes courage and insight. As CPF<br />
moves into its fifth decade, we need to<br />
be open to emerging leaders, to new<br />
organizational models that reflect<br />
collaboration rather than competition,<br />
and perhaps to a new attitude – that<br />
being bilingual in Canada is the minimal<br />
expectation of our children, whose<br />
generation will lead our world into<br />
the next 40 years.<br />
In closing, a group of CPF members at<br />
the 2016 CPF National Conference were<br />
challenged to write a 90 word description<br />
of what their vision of CPF is:<br />
Canadian Parents for French (CPF) is<br />
a group of dedicated and hardworking<br />
parents who are strong believers<br />
in bilingualism for our children and<br />
the youth in our communities.<br />
We want our children to feel at<br />
home in every province and territory<br />
in the country and abroad.<br />
As volunteers we promote and<br />
create opportunities for youth to<br />
learn and use French.<br />
CPF is an organization that wants<br />
to have an impact on our kids’ lives.<br />
We use research to show that<br />
learning a second language has<br />
a positive influence on overall<br />
achievements.<br />
I invite you to breathe life into<br />
bilingual education opportunities for our<br />
children and grandchildren that reflect<br />
this vision. n<br />
Karen Lynch<br />
President<br />
CPF National<br />
2016-2017<br />
2 Canadian Parents for French Vol 4 • Issue 2 • 2017
A New Program for<br />
Parents from the<br />
Alliance Française<br />
By Samuel Coeytaux, Education Officer, Cultural Service, French Embassy in Canada<br />
the Alliances Françaises in Canada is a non-profit, non-partisan,<br />
and non-denominational organization. Participating in the<br />
cultural life of each region for close to a century, they have<br />
developed a co-operative strategy in showcasing the quality of French<br />
cultural services and education with municipalities and local cultural<br />
centers. There are 9 Alliances Françaises offices in Canada which are<br />
part of a global network of 800 offices in 137 countries; their mission is<br />
to promote the French language and francophone culture.<br />
For the first time, the Canadian chapters of the Alliances have<br />
come together to offer courses designed specifically for parents<br />
of children in French immersion or French first-language courses.<br />
This program aims to give parents the opportunity to extend their<br />
children’s immersion in French beyond the classroom despite the<br />
language spoken at home.<br />
By allowing parents to familiarize themselves with textbooks<br />
and authentic documents, these courses offer non-francophone<br />
parents the opportunity to help their children with homework and<br />
understand their children’s lessons. Parents will also be able to<br />
improve their own day-to-day French, at an internationally<br />
recognized level of learning.<br />
The courses for parents are supplemented by an offer for<br />
students interested in French language learning, as well as for<br />
teachers as part of their continuing education. By focusing on<br />
these three targets, the Alliance Française wishes to build on the<br />
remarkable development for French-language education which<br />
has occurred in recent years in Canada.<br />
Continued on next page 4<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 3
For more information, please contact the Alliance Française office closest to you:<br />
Victoria, BC<br />
www.afvictoria.ca<br />
af@afvictoria.ca<br />
Vancouver, BC<br />
www.alliancefrancaise.ca<br />
info@alliancefrancaise.ca<br />
Calgary, AB<br />
www.afcalgary.ca<br />
info@afcalgary.ca<br />
Edmonton, AB<br />
www.af.ca/edmonton<br />
info@afedmonton.ca<br />
Winnipeg, MB<br />
www.afmanitoba.ca<br />
info@afmanitoba.ca<br />
Toronto, ON<br />
www.alliance-francaise.ca<br />
toronto@alliancefrancaise.ca<br />
Ottawa, ON<br />
www.af.ca/ottawa<br />
info@af.ca<br />
Moncton, NB<br />
www.af.ca/moncton<br />
info@afmoncton.ca<br />
Halifax, NB<br />
www.af.ca/halifax<br />
info@afhalifax.ca<br />
4 Canadian Parents for French Vol 4 • Issue 2 • 2017
CPF MAGAZINE<br />
CPF 40th anniversary<br />
Did<br />
You<br />
Know?<br />
Canadian Parents for French is<br />
celebrating Its 40th anniversary!<br />
For 40 years Canadian Parents for French has been working<br />
diligently to ensure every student in Canada has the<br />
opportunity to learn and use French.<br />
To help with this celebration here are some facts about<br />
Canadian Parents for French to illustrate our impact over<br />
the last 40 years.<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 5
CPF MAGAZINE<br />
40th anniversary<br />
CPF published its first book , So You Want<br />
Your Child to Learn French!, on the benefits<br />
of French second-language in 1980 – only<br />
three years after being created!<br />
CPF launched its first<br />
The State of FSL Education<br />
in Canada report in 2000<br />
(17 years ago).<br />
Keith Spicer, Canada’s First<br />
Commissioner of Official Languages<br />
helped start CPF.<br />
In 2016, there were 401 local, provincial & territorial Concours<br />
d’art oratoire competitions, with over 62,000 participants<br />
across Canada.<br />
Currently Canadian Parents for French<br />
has 26,000 members across<br />
Canada. That is the equivalent of<br />
having over 7 members in every city,<br />
town, and village in Canada.<br />
In 2016, Canadian Parents for<br />
French received the Commissioner<br />
of Official Language’s Award of<br />
Excellence — Promotion of<br />
Linguistic Duality.<br />
Canadian Parents for<br />
French published their<br />
first website in 1997.<br />
That’s 20 years after CPF<br />
was created! And two<br />
years before the Internet<br />
was common place in<br />
households!<br />
The Proud of Two Languages<br />
campaign was launched in 1995, and<br />
with it came everyone’s favorite little<br />
mascot ... the POTL!<br />
aAbBcC<br />
dDeE<br />
fFgGhH<br />
Since 2015, Canadian Parents<br />
for French has a corporate<br />
font and three official<br />
corporate colours.<br />
For more facts about Canadian Parents for French visit cpf.ca<br />
6 Canadian Parents for French Vol 4 • Issue 2 • 2017
CPF MAGAZINE<br />
40th anniversary<br />
CPF QUIZ in<br />
If you need any help, all the answers to the quiz can be<br />
found on the Canadian Parents for French National website.<br />
Email your answers to CPFmagazine@cpf.ca to be entered<br />
the draw to win one of four $40 VISA gift cards!!<br />
1. Who was the first president of Canadian Parents for French?<br />
2. When was the first Canadian Parents for French<br />
newsletter published?<br />
3. What is Canadian Parents for French’s vision?<br />
4. How many types of membership does Canadian Parents for<br />
French have?<br />
5. How many position statements does Canadian Parents for<br />
French have? What are they?<br />
6. What are the names of the 2 funds whereby you can donate<br />
to Canadian Parents for French?<br />
7. What year was the first issue of CPF Magazine released?<br />
8. How many CPF Branches are there?<br />
9. How many sections are in the CPF Network Strategic<br />
Plan 2015-2020? What are they?<br />
10. Name one of Canadian Parents for French’s<br />
national partners.<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 7
Canadian Parents<br />
for French National<br />
Volunteer Award<br />
Jan Finlay<br />
It is with great pleasure that Canadian Parents for French<br />
National honours the ongoing efforts of its volunteers. The<br />
CPF National Volunteer Award is an especially significant<br />
opportunity to recognize the contribution of an outstanding<br />
national volunteer whose support and commitment throughout<br />
the years has ensured CPF’s success as well the continued<br />
advancement of FSL education across Canada.<br />
Le Campus Saint-Jean, un leader pour son milieu<br />
de vie où chacun apprend au contact des autres.<br />
csj.ualberta.ca<br />
8 Canadian Parents for French Vol 4 • Issue 2 • 2017
This year the Volunteer Award,<br />
presented biennially, commends the<br />
work of longstanding member Jan Finlay.<br />
Jan has dedicated her service and<br />
time to Canadian Parents for French<br />
for over 34 years — we cannot find an<br />
individual more deserving of this award.<br />
Her work with CPF began in 1982 as a<br />
member of the CPF – St. John’s Chapter.<br />
Since 1982, Jan has volunteered at<br />
various levels of CPF, including serving<br />
as President of CPF-National from 1993<br />
to 1995, and continues to volunteer with<br />
CPF today. She can be found assisting<br />
with national conferences, CPF’s national<br />
and provincial Concours d’art oratoire,<br />
making annual presentations to the<br />
University of Ottawa’s Faculty of<br />
Education as well as supporting plans for<br />
the CPF 40th Anniversary Legacy Project.<br />
Jan’s most lasting contribution to<br />
CPF has been her commitment to collaborating<br />
and building relationships with<br />
FSL stakeholders and decision-makers.<br />
She worked along side the Canadian<br />
Jan Finlay’s spirit of<br />
volunteerism and a work<br />
ethic that doesn’t quit<br />
has inspired many<br />
throughout the years,<br />
and continues to do<br />
so today!<br />
Association of Second Language Teachers<br />
(CASLT) and the Association canadienne<br />
des professeurs d’immersion (ACPI) to<br />
urge national and provincial governments<br />
to complete the Official Languages in<br />
Education Protocol (OLEP) negotiations;<br />
developed a French-language writing<br />
competition in conjunction with CASLT,<br />
ACPI, Experiences Canada (formerly<br />
the Society for Educational Visits and<br />
Exchanges Canada) and SPEAQ<br />
(Société pour le perfectionnement de<br />
l’enseignement de l’anglais, langue<br />
seconde, au Québec); joined forces with<br />
Experiences Canada to develop a video<br />
exchange for immersion students; and<br />
collaborated with the FCFA (Fédération<br />
des communautés francophones et<br />
acadienne du Canada), Alliance Québec,<br />
Canadian Heritage and the Office of the<br />
Commissioner of Official Languages to<br />
promote the use of English and French<br />
in Canada.<br />
Jan Finlay’s spirit of volunteerism<br />
and a work ethic that doesn’t quit has<br />
inspired many throughout the years and<br />
continues to do so today! Her service has<br />
laid a strong foundation which allows<br />
CPF to continue to create and promote<br />
French second language opportunities for<br />
students across Canada. Once again CPF<br />
National thanks Jan Finlay for bringing joy<br />
to our work and continually reminding us<br />
why volunteerism and advocacy remains<br />
at the heart of what we do! n<br />
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Canadian Parents for French Vol 4 • Issue 2 • 2017 9
CPF MAGAZINE<br />
programming<br />
#CPFLaurier<br />
Wrap-up<br />
In October, CPF National<br />
launched a new youth-centric<br />
Instagram account. The launch<br />
consisted of a special project:<br />
#CPFLaurier. Twenty former<br />
Concours d’art oratoire participants<br />
and provincial youth<br />
leaders were brought to Ottawa<br />
to make videos about their<br />
thoughts on Sir Wilfrid Laurier.<br />
The videos were posted on<br />
CPF National’s YouTube page<br />
www.youtube.com/CPFNational1977.<br />
In addition to this fun initiative<br />
#CPFLaurier encouraged people<br />
to enter a contest to win an iPad.<br />
The winner of the contest<br />
was Sarah Hastelow of Prince Edward Island. Congratulations!<br />
The campaign was a resounding success, with CPF National<br />
beating all of their expected projections! Most impressive was how<br />
CPF National beat their social media reach by nearly 20 times!<br />
CPF National encourages all members to join our new<br />
Instagram account and see what youth think of French in Canada! n<br />
l’Université de Sudbury...<br />
Une édUCation en français oU bilingUe<br />
« Dès le jour de la rentrée, j’ai<br />
découvert des professeurs<br />
passionnés qui m’ont montré<br />
les nombreuses opportunités<br />
que pouvait m’offrir cette<br />
université. »<br />
Sophia Bagaoui-Fradette, diplômée<br />
Consultez le<br />
usudbury.ca<br />
pour voir ce que l’on à<br />
vous offrir !<br />
Viens créer ton avenir 705-673-5661<br />
www.usudbury.ca<br />
Membre de la Fédération Laurentienne<br />
10 Canadian Parents for French Vol 4 • Issue 2 • 2017
CPF MAGAZINE<br />
programming<br />
Canada a Great Place to Call Home<br />
CPF National has a new poster for teachers<br />
and community group youth leaders!<br />
“Canada a Great Place to Call Home/<br />
Le Canada – un chez soi formidable” is a<br />
bilingual poster which recognizes how<br />
responsible government started in 1841<br />
(175 years ago) and helped lead to Canada’s<br />
Confederation. Based on four main concepts<br />
the poster focuses on:<br />
n A government responsible to the people<br />
– A Canadian ideal since 1841<br />
n Baldwin and La Fontaine who forged a<br />
partnership uniting English and French<br />
n An historic compromise in the spirit of<br />
peace, union, friendship and fraternity<br />
n Achieving independence without revolution<br />
The poster initiates dialogue, celebrates<br />
linguistic duality and second official language<br />
learning and promotes unity in diversity<br />
and international understanding. The back<br />
of the poster provides background information<br />
and key questions for educational leaders<br />
to help youth recognize similarities and make<br />
connections to Canada today. Links can<br />
be made to the Grade 7 to 12 provincial<br />
curricula in Language Arts, History and<br />
Social Studies, and Citizenship depending<br />
on your province/territory. The reproducible<br />
student work page is available for free<br />
download on our CPF National website.<br />
Encourage your child’s teacher to<br />
request a free poster by emailing us at<br />
cpf@cpf.ca. Teachers may also purchase<br />
sets of 10 for only $10, including shipping<br />
and handling. n<br />
Canada a Great Place to Call Home<br />
Le Canada - un chez soi formidable<br />
Responsible government -<br />
a Canadian ideal since 1841!<br />
Un gouvernement<br />
responsable - un idéal<br />
canadien depuis 1841!<br />
A spirit of peace,<br />
union, friendship<br />
and fraternity<br />
Un esprit de paix,<br />
d'unité, d'amitié et<br />
de fraternité<br />
LOUIS HIPPOLYTE LA FONTAINE ROBERT BALDWIN<br />
We are all united - La Fontaine<br />
and Baldwin forged<br />
partnership<br />
Nous sommes tous unis -<br />
La Fontaine et Baldwin<br />
partenariat<br />
Independence without revolution<br />
L'indépendance sans révolution<br />
Let us be English, let us be French, but most importantly let us be Canadian!<br />
Soyons Anglais, soyons Français, mais par-dessus tout soyons Canadiens!<br />
Canadian Parents for French Canadian Parents for French Vol 4 • Issue 2 • 2017 11
Mary Joyce Booth Endowment Supports Youth Learning French<br />
Since 2010, CPF National has provided a $1000 grant each year to interested CPF Branches for<br />
projects that increase opportunities for youth to learn and use French. So far, the Mary Joyce Booth<br />
Endowment has provided additional support for individual youth participation in summer camps,<br />
student exchanges, local student forums and youth video competitions, to name but a few of the<br />
learning opportunities.<br />
We are so pleased to share some good news stories received from our CPF Branches and Chapters<br />
as well as a lovely letter received from a participant espousing the benefits of the French language<br />
learning opportunity for herself and for her learners.<br />
CPF Trillium Lakelands South Chapter<br />
in Lindsay, Ontario<br />
The Trillium South French Summer Camp offered three<br />
weeks of summer day camp in July for 46 students aged<br />
4 to 12, enrolled in French immersion and Core French<br />
programs. The camp was facilitated by two French teachers<br />
and an adult volunteer. The youth enjoyed summer fun<br />
exploring nature, playing sports, creating art and so much<br />
more. The camp brought in French entertainers, had<br />
outings to splash pads and a conservation area and ran<br />
French cooking classes.<br />
CPF-PEI / CPF-NS Branches<br />
We were able to subsidize two more students to attend the Saint-Pierre et Miquelon’s<br />
Francoforum. CPF-NS and CPF-PEI both send students to the same week annually<br />
when numbers warrant. The islands become a classroom as the participants explore<br />
the culture through language practice, tours, meetings with the locals, and a complete<br />
immersion in Saint-Pierre’s way of life. The Francoforum offers an opportunity to live<br />
the French experience!<br />
12 Canadian Parents for French Vol 4 • Issue 2 • 2017
CPF-NB Branch<br />
Dear Canadian Parents for French,<br />
During the summer, I was able to complete my second-year tutoring 20 local kids in<br />
French. The French Literacy Support Program was open to all French immersion<br />
students from Grade 3 to Grade 8. My co-worker and I made sure to try new and<br />
exciting activities each day with the kids. To remove them from the classroom<br />
setting, we would often go outside and play French related games. We would also<br />
find new innovative ways to teach French in a way that was different than how<br />
they would have learned it in school. We taught new vocabulary that will be very<br />
useful for them in everyday life. We quickly discovered what each child’s strengths<br />
and weaknesses were, and catered to them. For example, if one student was having<br />
more difficulty reading aloud, we would set aside a certain amount of time to make<br />
sure they were satisfied with their performance reading a certain book. If a student<br />
had more difficulty with reading comprehension, we would create questions that<br />
would progressively challenge their understanding, and we would not move on<br />
from a book until they fully understood it. Many students increased reading levels<br />
by up to 2 levels in just the short amount of time we had.<br />
We also offered a Summer French Reading Program, in conjunction with the St. Croix Library, which was offered for students<br />
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<br />
French. During this program, we would have a craft for the kids to do, encouraging them to use French vocabulary when asking<br />
questions. After the craft, we would read a French story to them, with smaller copies for them to read along with and ask questions<br />
when needed. This program allowed students who were new to French or about to enter French immersion to further their skills<br />
before entering a classroom setting.<br />
I very much enjoyed this summer employment, and I believe the kids did as well. I further developed my French skills, while<br />
helping them develop theirs as well. I think the students enjoyed coming in, and two on one, or two on two tutoring really helped<br />
them to feel comfortable and confident in their abilities. Overall this was a fantastic experience for both us as co-workers, and for<br />
the students.<br />
Sincerely,<br />
Jane MacDougall<br />
St Stephen, New Brunswick<br />
How Your Donations Make a Difference.<br />
Help Us Invest in Canada’s Bilingual Future!<br />
Dr. Mary Joyce Booth was an enthusiastic supporter of Canadian Parents for French. She left a<br />
generous bequest to our organization, a portion of which is used annually to provide youth with<br />
additional French learning opportunities. Your gift to the MJB Endowment allows us to extend<br />
our support to more youth learning opportunities across Canada.<br />
CPF is a registered charitable organization #11883 5131 RR0001.<br />
Donate online to the Mary Joyce Booth Endowment,<br />
on the CPF National website http://cpf.ca/en/donate/<br />
Mary Joyce Booth Endowment Supports Youth Learning French<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 13
Rendez-vous de la Francophonie 2017<br />
Once again the month of March is a great<br />
opportunity to show our love and passion for<br />
The Canadian Francophonie and embody the<br />
theme of the The Francophonie in 3D:<br />
Diversity, Duality, Dynamism!<br />
Affiche ta Franco!<br />
Throughout the month of March CPF National is re-launching<br />
Affiche ta Franco on Instagram! CPF is encouraging students to<br />
share their thoughts on what it means to be French in Canada.<br />
A calendar is available with different tasks to take pictures of<br />
and share on Instagram with the hashtag #FrancoCPF2017.<br />
Students with the most entries will be entered in a draw to<br />
win gift certificates and VIA Rail vouchers valued at $100 each!<br />
The calendar can be downloaded from the CPF National<br />
website, cpf.ca. Show us your Franco!<br />
Flash Mob à ton école!<br />
This year, our partner organization, Fondation dialogue des<br />
cultures has extended its successful “Flash Mob” contest to<br />
include all Canadian French Immersion and other FSL programs,<br />
schools and classes interested in displaying their collective<br />
pride and promoting their school. Students can learn the<br />
choreography with the help of the online video tutorial.<br />
Interested teachers and students can access the full contest<br />
details on the La Rendez-vous de la Francophonie<br />
website, rvf.ca. n<br />
Félicitations!<br />
Congratulations to Canadian Parents for French<br />
on 40 years of FSL advocacy. The many<br />
accomplishments of the board members, volunteers and<br />
staff across the country are truly an inspiration.<br />
14 Canadian Parents for French Vol 4 • Issue 2 • 2017
What Canadians Think About<br />
Our Official Languages<br />
By<br />
Robin Cantin, Director of Communications,<br />
Office of the Commissioner of Official Languages<br />
Over the course of February and March<br />
2016, the Office of the Commissioner<br />
of Official Languages (OCOL) conducted<br />
telephone and online surveys on the level<br />
of support towards official languages and<br />
bilingualism in Canada. The findings were<br />
released on August 31st, 2016, and they<br />
illustrate how much Canada’s Official<br />
Languages mean to Canadians.<br />
The survey had two main objectives.<br />
The first was to gauge public opinions,<br />
perceptions and experiences regarding<br />
official languages and bilingualism according<br />
to standard demographics for promotional<br />
purposes. The second was to gather a<br />
detailed sociocultural profile (habits,<br />
attitudes, values) of those who support<br />
and those who oppose official languages<br />
and bilingualism for internal strategic<br />
communications purposes.<br />
CPF 2016 ad 2 printing.eps 1 6/29/2016 2:33:51 PM<br />
The findings from the survey were very<br />
telling. For the first objective, OCOL found that<br />
a vast majority of Canadians support both the<br />
Official Languages Act (OLA) and bilingualism.<br />
Although there are some demographic differences<br />
in support, every demographic group is<br />
more likely to support than oppose the OLA as<br />
is the case with bilingualism. Younger adults<br />
are more likely to strongly support each. The<br />
survey also illustrated the predictable regional<br />
differences in support for the OLA and for<br />
bilingualism exist, with Québec higher and<br />
the West lower, but the gap between them<br />
is actually narrow with high support in every<br />
region in Canada.<br />
The information collected regarding<br />
OCOL’s second objective showed that when<br />
comparing supporters and opponents of<br />
the OLA, a determining factor is the level of<br />
exposure that respondents have to the other<br />
official language in their community, culture<br />
and TV. Many respondents have misconceptions<br />
about the OLA and a majority actually<br />
believe many of the persistent myths. The<br />
most compelling reason respondents give for<br />
one to oppose the OLA is the cost of ensuring<br />
access to services in both official languages.<br />
Some of the findings from the survey<br />
are presented in the infograph on the<br />
next page.<br />
Read all about the Office of the<br />
Commissioner of Official Language’s<br />
survey on their website http://www.ocol-clo.<br />
gc.ca/en/publications/other/2016/officiallanguages-and-bilingualism-survey-research<br />
Download a copy of the infograph:<br />
www.ocol-clo.gc.ca/en/statistics/infographics/<br />
what-canadians-think-about-bilingualism-and-ola<br />
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Canadian Parents for French Vol 4 • Issue 2 • 2017 15
Strongly support
HELLO<br />
BONJOUR<br />
CANADIANS AGREE
Voices of Youth in CPF<br />
Hearing from youth leaders of CPF about the importance of French<br />
Kate Peters<br />
Kate Peters is Vice-President of Canadian Parents for French, Alberta Branch. Her relationship<br />
with CPF began when she was Deputy Director of the Alliance Française of Calgary, and has<br />
been strengthened through her roles as Community Liaison Officer for the Francophone<br />
Secretariat of the Government of Alberta and Executive Director of the Centre Collégial de<br />
l’Alberta with the University of Alberta. She did her Master’s thesis on the value of the DELF<br />
for second-language learners in Canada and is currently working on an EdD in Educational<br />
Leadership and Policy with the University of Toronto. She works in academic administration<br />
at the University of Alberta.<br />
Maybe because I’m a parent, I think<br />
a lot about how to educate for a career<br />
of the future. I remember in high school<br />
I had no idea what post-secondary path<br />
to take to best prepare me for a career;<br />
but I certainly wouldn’t have believed<br />
that bilingualism would be part of the<br />
strategy (my grade ten French teacher<br />
would have been equally skeptical). But,<br />
in the end, learning French provided me<br />
with the three attributes which I believe<br />
have made me employable. It taught me<br />
the value of human connections, about<br />
managing complexity and perhaps, most<br />
importantly, how to learn.<br />
While I may have lacked direction at<br />
fifteen, I did know that I wanted to travel.<br />
When I filled out my form for a Rotary<br />
International Youth Exchange at 17, I put<br />
three countries on my application:<br />
Thailand, Japan and on a whim, Belgium.<br />
I didn’t really know where Belgium was,<br />
or what languages they spoke there<br />
(Belgian?) but, I soon found myself at the<br />
airport leaving my family for year on my<br />
way to a small Francophone village an<br />
hour from Brussels.<br />
My first day there confirmed everything.<br />
This was what is was all about. This<br />
is where my life would start. My host<br />
sisters took me out with their friends to<br />
take photographs in Brussels. We drank<br />
coffee on terrasses de café and had great<br />
conversations… at least I think they did.<br />
I hadn’t a clue what they were saying.<br />
Within an hour, I was wishing that I’d paid<br />
more attention to Madame Connelly in<br />
French 10. In those first months, when<br />
all I could do was grin at people, I began<br />
to learn about the importance of forging<br />
human connections.<br />
New research out of Oxford University<br />
estimates 47% of jobs will be lost to<br />
computerization including pilots, real<br />
estate agents, accountants and telemarketers<br />
(thank goodness). So, if you’re not<br />
building robots, what will you do? The<br />
research estimates that although many<br />
jobs will disappear, jobs requiring<br />
human connections and social intelligence,<br />
traditionally associated with high levels<br />
of salary, will remain. So here’s the<br />
good news: everything I know about<br />
social intelligence and dealing with<br />
complex relationships, I learned by<br />
learning French.<br />
For example, the bane of my<br />
existence: Tu vs. Vous. Le vouvoiement.<br />
This irritating grammatical conundrum of<br />
when you call someone you, and when to<br />
call them posh you (which I have yet to<br />
master) taught me respect. As much as I<br />
struggle with conjugating into the second<br />
person plural for irregular French verbs,<br />
I never take for granted that I can call<br />
someone a Tu. And, it’s something I apply<br />
in my professional interactions, because<br />
you can never be too respectful in the<br />
workplace, especially when managing<br />
complex human relationships.<br />
Managing complexity and ambiguity<br />
in the workplace is another skill I learned<br />
from French. A recent study from McGill<br />
concludes that learning a language later<br />
in life – say at 18 – in Belgium, modifies<br />
the brain’s structure. Apparently, learning<br />
a new language stimulates new neuron<br />
connections in the brain’s inferior frontal<br />
cortex which plays a major role in cognitive<br />
functions such as thought, language,<br />
consciousness and memory; all essential<br />
for navigating complexity.<br />
Managing complexity is also about<br />
identifying structures, making inferences<br />
and evaluating outcomes. In an immersion<br />
context, you must be able to develop<br />
strategies to identify structures to help<br />
you understand what’s going on around<br />
you. Every morning, my host mother<br />
would say “Allez, on y va!” (Let`s go!)<br />
I would listen for it in the sea of incomprehensible<br />
chatter because it was a<br />
fragment of something I recognized and<br />
understood – it meant we’re leaving soon,<br />
get in the car. Later, if everyone started<br />
putting on their coats, I would make<br />
18 Canadian Parents for French Vol 4 • Issue 2 • 2017
an inference and give a tentative…<br />
”On y va?”<br />
Finally, and maybe the most<br />
important skill French taught me,<br />
was to learn how to learn. Making<br />
language-learning goals in an immersion<br />
context is motivating because<br />
you apply everything immediately.<br />
In Belgium, listening comprehension<br />
became a priority when everyone<br />
started putting on their coats and<br />
leaving. (What did they say? Am I<br />
supposed to go with them? Where<br />
are we going? Can I wear pyjamas?)<br />
Making goals, along with identification<br />
of strengths, weaknesses and<br />
learning style, are metacognitive<br />
strategies used when learning a<br />
language, but are also vital for lifelong<br />
learning. Because I know that I was<br />
successful at learning a second<br />
language from scratch at 18 (granted,<br />
over ten years and with 700 hours of<br />
French courses), I believe that ability is<br />
not innate and that my competencies<br />
can be improved by learning. I have<br />
already made one career switch and<br />
feel confident that I could, and, given<br />
the longevity of today’s careers, will,<br />
do so again.<br />
I think that Immersion and Core<br />
French grads have an incredible<br />
advantage in developing these skills.<br />
Their language acquisition is preparing<br />
them for the 21st century economy<br />
and life-long learning imperatives;<br />
but persistence is key. Resisting the<br />
temptation to drop French Immersion<br />
or a Core French option can be difficult.<br />
Doing some post-secondary studies in<br />
French or having an immersion experience<br />
abroad (I recommend Belgium!)<br />
can make the language relevant and<br />
are key to becoming bilingual.<br />
There may be many ways to<br />
build the skills I’ve just described,<br />
but I know this much to be true:<br />
Communication is vitally important<br />
and human connections continue to be<br />
how the world advances. The world is<br />
increasingly complex and we can only<br />
learn to be flexible and to adapt to<br />
prepare ourselves for the changes<br />
to come.<br />
Derrek Bentley<br />
My first involvement with Canadian<br />
Parents for French was in the seventh<br />
grade when I was invited to attend<br />
monthly chapter meetings as a student<br />
representative. I started young! My opinion<br />
and thoughts were valued, and although I<br />
may not have organized any events, I had<br />
a say in the types of projects the chapter<br />
chose to organize. Without even realizing<br />
it, I quickly became hooked on French.<br />
Four years later, I was approached<br />
to become a member of the Manitoba<br />
Branch Board as the youth director. I<br />
jumped at the opportunity! This was<br />
my first board experience, and I am<br />
incredibly grateful to Canadian Parents<br />
for French in Manitoba for having a<br />
reserved seat on the board for a “youth”<br />
to ensure this representation. I later<br />
became a director-at-large on the board<br />
and actively participated for about five<br />
years. Again, always sharing a different<br />
perspective just as any other member.<br />
As of May 2016, I have had the<br />
honour of being named and recently<br />
elected as a member of the National<br />
Board. At only 23 years of age, I bring a<br />
different perspective to the table that I<br />
believe is essential to any discussion. I am<br />
delighted to know that Canadian Parents<br />
for French nationally also values the voice<br />
of youth even though it is not the voice<br />
with the most years of experience.<br />
For me, learning French through<br />
immersion pushed me to go to a Frenchfirst-language<br />
high school. I worked<br />
so hard to learn French as a second<br />
language, and by submersing myself in<br />
the Francophone culture, the language<br />
and culture quickly became natural parts<br />
of my everyday life. When I think about<br />
it, this passion comes through in many<br />
different ways. There are the specific<br />
tangible ways such as using French in<br />
every job I have worked so far and the<br />
ability to apply and be successful in<br />
bilingual positions. I would not have<br />
had access to my past six years of work<br />
without knowing French.<br />
Moreover, for me, knowing French<br />
is so much more than employment<br />
opportunities; it is an entirely different<br />
way of thinking and experiencing life.<br />
My strongest friendships, my favourite<br />
social outings, and most of my treasured<br />
memories all come from moments where<br />
I was actively speaking French.<br />
Participating in events such as<br />
la Ligue d’improvisation du Manitoba,<br />
le Festival théâtre jeunesse, le Parlement<br />
jeunesse pancanadien, les Jeux de la<br />
francophonie canadienne, and the 9th<br />
UNESCO Youth Forum would not have<br />
been possible without knowing French.<br />
These experiences have allowed me to<br />
travel from Winnipeg to Whitehorse to<br />
Ottawa to Paris and have an incredible<br />
worldwide network and many<br />
close friends.<br />
To close, although French is my second<br />
language, I have come to love and live the<br />
francophone culture in Manitoba. When<br />
I am participating in events or out with<br />
friends, I feel just as Francophone as I do<br />
Anglophone when I am at home with my<br />
family. I cannot imagine my life without<br />
knowing both of Canada’s official languages<br />
…English and French are both core parts of<br />
my identity as a Winnipegger, Manitoban,<br />
and Canadian.<br />
Although I might not have realized<br />
it when I was in elementary school, the<br />
work of Canadian Parents for French in my<br />
school and community influenced my later<br />
decisions to pursue my French education<br />
and live it entirely. I now see how participating<br />
in those chapter meetings was<br />
already showing me how French is so<br />
much more than a language. Movies,<br />
books, events, friends, television, internet<br />
and so much more, can be experienced<br />
in French, and what an incredible opportunity<br />
it is to have these experiences.<br />
For many years, Canadian Parents for<br />
French in Manitoba has worked tirelessly<br />
to promote the idea of French for Life<br />
and I could not agree more. French is and<br />
always will be, a central part of my life.<br />
Continued on next page 4<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 19
Christina Rose<br />
I was very fortunate to have a high school<br />
teacher who was a big supporter of CPF<br />
and encouraged a lot of participation in<br />
the Concours d’art oratoire. This teacher<br />
coached me in the Chapter competitions and<br />
through the provincials each year and also<br />
invited me to volunteer at Chapter events. I<br />
later encountered CPF when I was a member<br />
of the French Student Society at Memorial<br />
University of Newfoundland. CPF asked for<br />
volunteers for local Chapter events as well as<br />
provincially run programs. By chance, I came<br />
across my high school teacher who was the<br />
CPF-NL president and offered to volunteer<br />
with the Concours which was being planned<br />
for the spring. A couple of weeks later the<br />
same teacher called me saying they were a<br />
few weeks away from the Concours and had<br />
no executive director running the Branch.<br />
The board offered me a temporary position<br />
as Office Manager to organize the Concours<br />
and other upcoming programs. I took on<br />
the challenge with a lot of guidance from<br />
other branch executive directors and the<br />
NL Branch board of directors. The Concours<br />
went well and I was offered a permanent<br />
position as executive director.<br />
As a student who benefited from the<br />
events of the organization, then as a volunteer<br />
who saw the value of French for young<br />
students, then as an employee who saw the<br />
effective impact that CPF had on government<br />
decisions, I had a well rounded<br />
respect and appreciation for the organization.<br />
My firm belief that all Canadians should<br />
have access to French Second Language<br />
education was strengthened every day that I<br />
worked with the organization and I became<br />
so grateful for the teacher who supported<br />
my program in high school. Learning French<br />
enabled me to connect with partners of the<br />
organization on a level that could be limited<br />
by not sharing a language. I believe when<br />
it came to representing the organization in<br />
meetings with our partners being bilingual<br />
myself gave a real testimony to the value of<br />
FSL education.<br />
In Newfoundland there is a limited<br />
number of Francophones, so being able to<br />
speak French is a novelty at times. What I<br />
love most about being bilingual is that it<br />
allows me to connect with more people<br />
who visit the province who only speak<br />
French, and it has allowed me to interact<br />
with more people in my own travels. I’ve<br />
been able to host tourists and be a tour<br />
guide to them, as well as translating a<br />
zip-lining tour. While waitressing, I was<br />
able to accommodate guests who couldn’t<br />
read the menu or order their meals, and<br />
while in banking, I’ve been able to provide<br />
service to Francophone customers.<br />
I believe the more languages we speak<br />
the fewer barriers there are to limit our<br />
society. I’m proud to be bilingual and<br />
proud to have been a contributor to the<br />
efforts of CPF. n<br />
NATIONAL AMBASSADOR YOUTH FORUM<br />
August 21 to 25, 2017 | Charlottetown, PEI<br />
For more information, visit<br />
french-future.org<br />
The NAYF is open to students<br />
enrolled in grades 10 and 11 *<br />
Travel and accommodation are provided for all selected participants.<br />
Apply online from April 3 to 28, 2017!<br />
* In French Second Language and French First Language<br />
Le français pour l’avenir reçoit le soutien de<br />
French for the Future is supported by<br />
20 Canadian Parents for French Vol 4 • Issue 2 • 2017
Visit Quebec!<br />
Travel Guide for CPF<br />
Families in Canada’s<br />
La Belle Province<br />
By Leanne Idzerda and CPF parents<br />
At this time of year when the wind is bitter and the snow just keeps piling up one can’t help<br />
but think about the next family vacation. Here at Canadian Parents for French we have a<br />
great suggestion as to where to go: Quebec! Here are some tips we received from parents<br />
who’ve done just that and had a blast!<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 21
Making your trip easier and fun<br />
for the children<br />
Let Children be the photographer<br />
Give children a<br />
camera (a strong,<br />
child friendly one<br />
of course). Tell<br />
them to go nuts<br />
and take pictures<br />
of what is around<br />
them. Make<br />
a game of it and see how many pictures<br />
they can take of things which are unique to<br />
Quebec, or signs written in French (scenery,<br />
food, billboards, bus shelters, etc.)<br />
Take public transit<br />
If possible try to use<br />
public transportation<br />
rather than renting a<br />
car. Watching children<br />
trying to repeat the<br />
names of the stops is<br />
always fun, and it’s<br />
a way for them to<br />
practice their French<br />
CPF_Mag_HalfPage_v6.pdf 1 2017-01-27 5:13 PM<br />
(though they may only learn “Next stop<br />
is…”) and to chat with other passengers.<br />
Keep a postcard travel journal<br />
Pick up postcards as often<br />
as possible and<br />
have your kids draw<br />
or write about the<br />
different things they<br />
have seen, eaten, or<br />
experienced during the<br />
day. After the trip your<br />
children will have<br />
a library of memories.<br />
Let older<br />
children make<br />
the plan<br />
The worst thing<br />
to have on a trip<br />
is someone who<br />
isn’t enjoying<br />
themselves. To<br />
help avoid this,<br />
have teenagers<br />
help pick what<br />
to visit and do while on the trip. It will get<br />
them excited about the trip and keep them<br />
engaged … well that’s the hope right?<br />
Stay at kid-friendly hotels<br />
or rent an apartment<br />
A hotel with a pool or games room<br />
will allow children to have some fun<br />
during down times. Also, see if they<br />
have a daycare service during the day,<br />
because parents should have some alone<br />
time fun too (even if it’s just to take a<br />
mid-day nap). If you can’t find a kid-friendly<br />
hotel consider renting an apartment. This<br />
way you get more space, a kitchen, and<br />
some amenities you may not have at a<br />
regular hotel.<br />
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Places to Visit in Quebec,<br />
Suggestions from our Members<br />
There is a lot to do in Quebec, from city<br />
markets, to museums, to outdoor nature<br />
trails and amazing amusement parks.<br />
Quebec’s tourism sector is well developed<br />
and in most cases those who work in the<br />
industry are bilingual, so language shouldn’t<br />
be a concern. Your biggest challenge will be<br />
choosing what to do. For more information<br />
visit www.quebecoriginal.com/en-us<br />
Here at Canadian<br />
Parents for French<br />
we have great<br />
suggestions as<br />
to where to go<br />
in Quebec!<br />
Quebec City<br />
Yes cobble streets<br />
and steep hills can<br />
be a challenge<br />
when pushing<br />
a stroller, but<br />
you can’t ask for<br />
a more French<br />
experience than beautiful sights and<br />
welcoming people. Your Prince and Princess<br />
will enjoy walking around the castle-like<br />
Chateâu Frontenac and the quaint<br />
buildings of the Old City. The Musée de la<br />
Civilisation offers a great costume station<br />
where your kids can recreate their own<br />
fairy tales with props, secret passages and a<br />
seven-headed monster ready to do battle.<br />
Also consider a visit to Ile d’Orléans, or<br />
hanging with some walruses, seals and polar<br />
bears at Aquarium du Québec or heading to<br />
the city’s beach, the Baie de Beauport<br />
where you might try a kitesurfing lesson.<br />
For more information visit quebecregion.com<br />
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Canadian Parents for French Vol 4 • Issue 2 • 2017 23
Village Vacances<br />
Valcartier<br />
(Valcartier)<br />
This is a megawater<br />
park where<br />
everyone can cool<br />
off in summer and<br />
play in the snow<br />
in winter. This popular park features 35<br />
waterslides, two lazy rivers, a wave pool,<br />
bucket dump, plus eateries and lounge<br />
chairs. Preschoolers can wiggle down a<br />
pint-sized slide and play in the water sprays<br />
at La Ferme CocoRico. Teens like to plunge<br />
down Everest, a 110-foot high waterslide,<br />
and swirl through the medieval-themed<br />
Dungeon City river ride. In winter, Everest<br />
morphs into a snow slide and you can also<br />
go snow rafting, sledding and skating at the<br />
park. The park has a hotel and spa on site,<br />
and a camping area in the summer.<br />
Montreal,<br />
Quebec<br />
More cobblestones.<br />
This<br />
picturesque city<br />
is packed with<br />
tons of familyfriendly<br />
activities<br />
and children five and under ride free on the<br />
Metro. As a family, cycle along Lachine Canal<br />
and stop by Atwater Market for some gelato.<br />
Or head to Jean-Doré Beach where kids can<br />
climb on a floating obstacle course in the<br />
water and go kayaking. Voiles en Voiles is an<br />
Old Port of Montreal adventure park where<br />
kids of all ages climb aboard two life-size<br />
ship replicas (one is a pirate ship!). For<br />
science lovers, head over to the Montreal<br />
Science Centre and to the Biodôme to hang<br />
out with some otters, penguins and other<br />
animals in their natural habitats. The<br />
Biodôme is located on the Space for Life<br />
campus along with other kid-friendly attractions<br />
such as the Rio Tinto Alcan Planetarium,<br />
Insectarium and Botanical Gardens. If your<br />
kids love rollercoasters, you’re going to<br />
want to stop by ‘La Ronde’, Canada’s<br />
second largest amusement park. For more<br />
information visit tourisme-montreal.org<br />
Parc Oméga<br />
(Outaouais<br />
Region)<br />
Open year-round,<br />
Parc Oméga lets<br />
you discover<br />
Canadian wildlife<br />
such as moose,<br />
elk, bison, wolves and bears all within their<br />
natural environment from the safety of<br />
your car. The park also offers picnic areas<br />
and hiking trails so you can really get close<br />
to the animals. In the summer you can even<br />
stay overnight. Visit parcomega.ca<br />
The Eastern<br />
Townships<br />
AKA Montreal’s<br />
cottage country,<br />
is made up of a<br />
pretty string<br />
of towns and<br />
villages along<br />
the American border known for its<br />
foodie culture, old-fashioned “milk bars”<br />
and activities attracting nature lovers. Putter<br />
your way through beachy Magog, cultured<br />
Sherbrooke and charming Orford. Walk<br />
and cycle through the mature forests of<br />
Parc national du Mont-Orford, visit the Zoo<br />
de Granby, the largest zoo in Quebec, splash<br />
around the Bromont Water Park and check<br />
out the Musée du Chocolat for homemade<br />
chocolates. There is an enormous playroom<br />
at The Hôtel Chéribourg in Orford that<br />
includes a bouncy castle, air hockey<br />
and foosball tables and a little petting<br />
zoo outside. For more information visit<br />
easterntownships.org<br />
Aventure<br />
Inukshuk<br />
Ste-Catherine-<br />
de-la-Jacques-<br />
Cartier<br />
(a 45 minute<br />
drive from<br />
Quebec City)<br />
Willing to leave the beaten path? The<br />
Super labyrinthe Inukshuk is a hilarious<br />
and educational two and a half hour rally<br />
featuring 276 one-way doors. The goal is<br />
to find the center of this circular wooden<br />
labyrinth, reminiscent of the western forts<br />
of pioneer days. Great chance to challenge<br />
some bored or restless teens?<br />
Mont-Tremblant<br />
(Laurentides<br />
Region)<br />
Mont Tremblant<br />
is a world-class<br />
hiking, cycling<br />
and golfing<br />
destination<br />
located in the Laurentian Mountains. As host<br />
of several summer music festivals and Ironman<br />
triathlon races, it attracts families from<br />
around the world. Ride the gondola to take<br />
in some incredible views, for some acrobatic<br />
fun, try bungee jumping at Eurobungy where<br />
the whole family can safely perform gravitydefying<br />
stunts or check out the Akropark: a<br />
20-foot-high structure where kids can move<br />
from one platform to another over suspended<br />
bridges. For more information visit<br />
tourismemonttremblant.com<br />
Montebello<br />
The area is<br />
most famous<br />
for its Château<br />
Montebello, a log<br />
structure hotel<br />
and retreat with<br />
its six-sided stone<br />
fireplace, expanding over 65,000 acres of<br />
forested wildlife sanctuary and 70 lakes on<br />
the shore of the Ottawa River, between<br />
Ottawa and Montreal. Visit the Manoir<br />
Papineau, a unique example of a seignorial<br />
manor from 1850, take a hike to and picnic<br />
at Plaisance Falls, and check out an electric<br />
all terrain GeoBike for an unforgettable and<br />
non-polluting adventure. n<br />
What have been<br />
your family’s<br />
favourite places to<br />
visit in Quebec?<br />
Email us to share<br />
your stories at:<br />
CPFmagazine@cpf.ca<br />
24 Canadian Parents for French Vol 4 • Issue 2 • 2017
French Immersion<br />
and Indigenous<br />
Perspectives:<br />
issues and context<br />
By Isabelle Coté, Simon Fraser University, British Columbia<br />
Originally printed in French in Le journal de l’immersion : actes du congrès 2015,<br />
aSSociation canadienne des professeurs d’immersion<br />
The ACPI/APPIPC 2015 conference<br />
hosted a roundtable entitled “The<br />
New Reality of French Immersion”.<br />
The integration of the indigenous perspectives<br />
in education in British Columbia is<br />
one component of this new reality for<br />
French immersion teachers. In this paper<br />
we first look at the international, national,<br />
and provincial context of teaching<br />
indigenous perspectives. In the second<br />
part, we explore questions linked to the<br />
specific issues of integrating indigenous<br />
perspectives into the French immersion<br />
program. But first it should be mentioned<br />
that I am not an expert on indigenous<br />
issues and this line of questioning comes<br />
from both my experience as a lecturer<br />
in teacher training for French immersion<br />
program teachers, as well as my practical<br />
experiences as a teacher in the program.<br />
The Context at the<br />
International Level<br />
Where does this new recognition of<br />
indigenous perspectives come from? It<br />
should be noted that the complexities<br />
related to indigenous issues are not<br />
unique to Canada. Conquests and colonization<br />
have affected indigenous peoples<br />
all around the world. It is within this international<br />
context that the United Nations<br />
published the United Nations Declaration<br />
on the Rights of Indigenous Peoples in<br />
2007. This declaration is the product of<br />
25 years of studies and debates in the UN.<br />
It contains 46 articles with sub-sections<br />
on culture and language, education,<br />
governance, health, and other areas<br />
essential to the wellbeing and growth of<br />
all cultural groups. Articles 8.1, 14.3, and<br />
15.1 specifically relate to the rights to<br />
education by indigenous peoples at the<br />
international level.<br />
Article 8.1<br />
Indigenous peoples and individuals have the<br />
right not to be subjected to forced assimilation<br />
or destruction of their culture. (UN,<br />
2007, p.5)<br />
Article 14.3<br />
States shall, in conjunction with indigenous<br />
peoples, take effective measures, in order for<br />
indigenous individuals, particularly children,<br />
including those living outside their communities,<br />
to have access, when possible, to an<br />
education in their own culture and provided<br />
in their own language. (UN, 2007, p.7)<br />
Article 15.1<br />
Indigenous peoples have the right to the<br />
dignity and diversity of their cultures, traditions,<br />
histories and aspirations which shall<br />
be appropriately reflected in education and<br />
public information. (UN, 2007, p.7)<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 25
It is important to note that in 2007,<br />
as a member of the UN, the Canadian<br />
government refused to sign the United<br />
Nations Declaration on the Rights of<br />
Indigenous Peoples. In 2010, Canada<br />
endorsed the Declaration as a “non-legally<br />
binding aspirational document” (Truth<br />
and Reconciliation Commission of Canada,<br />
2015). Not having the expertise to debate<br />
the judicial aspects of Canada’s position,<br />
we are simply highlighting the fact that<br />
at the international level, Canada still has<br />
work to do in order to position itself as a<br />
leader in matters concerning indigenous<br />
peoples. (Note: After the federal election<br />
in Canada in October 2015, the new<br />
Canadian government set itself apart from<br />
the previous government by announcing<br />
in December 2015 a National Inquiry<br />
into Missing and Murdered Indigenous<br />
Women and Girls, major investments<br />
in education for First Nations’ peoples,<br />
ratifying the recommendations of the<br />
Truth and Reconciliation Commission of<br />
Canada’s report of 2015, and finally a<br />
revision of all indigenous laws decreed<br />
by the former government).<br />
The Context at the<br />
National Level<br />
Regarding the national context, the<br />
United Nations Declaration on the<br />
Rights of Indigenous Peoples served<br />
as the framework for the Truth and<br />
Reconciliation Commission of Canada,<br />
whose 500-plus page report was published<br />
in June 2015. The lawyers and<br />
judges who worked for the Commission<br />
traveled across Canada for more than<br />
6 years to hear the testimonials of over<br />
6000 survivors and family members of<br />
residential school survivors (Truth and<br />
Reconciliation Commission of Canada,<br />
2015).<br />
The Findings and Conclusions of<br />
the Commission are Unequivocal<br />
Cultural genocide is the destruction of<br />
those structures and practices that enable<br />
the group to live as a group. States that<br />
engage in cultural genocide set out to<br />
destroy the political and social institutions<br />
of the targeted group. Land is seized and<br />
populations are forcibly transferred and<br />
their movement is restricted. Languages<br />
are banned. Spiritual leaders are persecuted,<br />
spiritual practices are forbidden, and<br />
objects of spiritual value are confiscated and destroyed. And, most significantly to the<br />
issue at hand, families are disrupted to prevent the transmission of cultural values and<br />
identity from one generation to the next. In its dealings with indigenous peoples, the<br />
Canadian government has done that. (Truth and Reconciliation Commission of Canada,<br />
2015)<br />
As educators, our knowledge of Canadian history and the history of colonization<br />
is important. What is even more important, however, are the actions that have been<br />
taken and those which will be taken in the context of national reconciliation. The<br />
report contains a complete “Calls to Action” section whereby 94 recommendations<br />
are elaborated in key areas including health and justice. As members of the French<br />
immersion teaching community, the Calls to Action that touch us more closely are<br />
those for education. The following are two of the Calls to Action which can be found<br />
in the Education for Reconciliation section of the report (Calls to Action, page 7):<br />
62)<br />
We call upon the federal, provincial, and<br />
territorial governments, in consultation and<br />
collaboration with Survivors, Aboriginal<br />
peoples, and educators, to<br />
i. Make age-appropriate curriculum<br />
on residential schools, Treaties, and<br />
Aboriginal peoples’ historical and<br />
contemporary contributions to Canada<br />
a mandatory education requirement for<br />
Kindergarten to Grade Twelve students.<br />
ii. Provide the necessary funding to<br />
post-secondary institutions to educate<br />
teachers on how to integrate indigenous<br />
knowledge and teaching methods<br />
into classrooms.<br />
iii. Provide the necessary funding to<br />
Aboriginal schools to utilize indigenous<br />
knowledge and teaching methods in<br />
classrooms.<br />
iv. Establish senior-level positions in<br />
government at the assistant deputy<br />
minister level or higher dedicated to<br />
Aboriginal content in education.<br />
63)<br />
We call upon the Council of Ministers of<br />
Education, Canada to maintain an annual<br />
commitment to Aboriginal education issues,<br />
including:<br />
i. Developing and implementing<br />
Kindergarten to Grade Twelve<br />
curriculum and learning resources<br />
on Aboriginal peoples in Canadian<br />
history, and the history and legacy<br />
of residential schools.<br />
ii. Sharing information and best practices<br />
on teaching curriculum related to<br />
residential schools and Aboriginal<br />
history.<br />
iii. Building student capacity for<br />
intercultural understanding,<br />
empathy, and mutual respect.<br />
iv. Identifying teacher-training needs<br />
relating to the above.<br />
The Context in British Columbia<br />
Even before the publication of the Truth and Reconciliation Commission’s report<br />
in June 2015, British Columbia’s Ministry of Education had integrated indigenous<br />
perspectives in the design of new programs. This is not new insofar as there was a section<br />
“Common considerations for all programs” in French second language programs and all<br />
other subject areas where the integration of indigenous perspectives was indicated<br />
(BC Ministry of Education, 1995, 1997). The novel aspect of the new programs (K-9),<br />
which started in September 2016, is the much more explicit integration of indigenous<br />
perspectives in all subject areas and at all grade levels. This integration is accompanied<br />
by the flagship document: Aboriginal worldviews and perspectives in the classroom:<br />
Moving forward (BC Ministry of Education, 2015).<br />
In order to better support new teachers in the integration of indigenous perspectives<br />
in the classroom, in Spring of 2012 the Teacher Regulation Branch (TRB) of British<br />
Columbia mandated that the nine institutions which offer teacher training programs<br />
include a class (or its equivalent) on indigenous issues. It should be noted that the TRB<br />
also mandated that a special education course be offered as well. As a result, as of Fall<br />
2012, all teacher education candidate cohorts of the province, including those training<br />
26 Canadian Parents for French Vol 4 • Issue 2 • 2017
to become French immersion teachers, will<br />
have taken a course on the main issues of<br />
indigenous education. One course (or its<br />
equivalent) does not suffice for in-depth<br />
training on indigenous perspectives,<br />
however it certainly represents a start in<br />
awareness, dialogue, and reconciliation.<br />
Issues for the Immersion<br />
Program and its Teachers<br />
Now that we have a better overview of<br />
the international, national, and provincial<br />
rights, recommendations, and measures<br />
taken to integrate indigenous perspectives<br />
in education programs, here are<br />
four issues which have been raised in<br />
the French immersion program.<br />
The first issue is historical in nature<br />
in the sense that all French immersion<br />
teachers must recognize that the<br />
colonization of Canada was undertaken<br />
by the British and the French. The<br />
French language and culture, which we<br />
are teaching and bringing to life in the<br />
classroom, has also been a language and<br />
culture of colonization of the indigenous<br />
peoples. This is a historical reality within<br />
which we must work. How should we<br />
reposition and (re)contextualize the<br />
French language and culture to our<br />
students? What type of discussion would<br />
be constructive to recognize that the<br />
French language is an official language,<br />
a minority language in the Canadian<br />
context, and also a language of colonization?<br />
How should we develop a critical<br />
and socio-historical dialogue on the<br />
balance of power between the languages<br />
and cultures in the context of plurilingualism<br />
in Canada? Which indigenous<br />
languages should have official language<br />
status, such as the Inuit language (Inuktitut<br />
and Inuinnaqtun) in Nunavut? These are<br />
just a few avenues to frame a critical<br />
reflection on the history of education<br />
in a country where realities evolve.<br />
The second issue is that of accessibility<br />
of the French immersion program to all<br />
Canadian students, including indigenous<br />
students. We became fully aware of this<br />
issue at the 2013 provincial conference<br />
of the First Nation Education Steering<br />
Committee (FNESC) in Vancouver. During<br />
a discussion with an administrator who<br />
works in a British Columbia school board<br />
where there are is a high percentage of<br />
indigenous students (roughly 40%), she<br />
was asked how many of these students<br />
were enrolled in the French immersion<br />
program. After some reflexion, the administrator<br />
replied that none were enrolled in<br />
the program as the school board did not<br />
offer this “enriched” program as an<br />
option to indigenous students. This was<br />
obviously not a policy of the school district,<br />
however it revealed the implicit practices<br />
of the school staff, administrators, and<br />
teachers who viewed the French immersion<br />
program as being reserved for a<br />
specific student population. It seems that<br />
there is an urgent need to take a critical<br />
look at the practices of school districts in<br />
order to allow all indigenous Canadian<br />
students, who have a French immersion<br />
program in their community, to have<br />
equal access to a bilingual education.<br />
The third issue is linked to the<br />
accessibility of quality educational<br />
resources appropriate for second language<br />
learners in the areas of history,<br />
cultures, and current practices of the<br />
different indigenous peoples. Firstly,<br />
resources in French on these topics are<br />
normally created for the francophone<br />
majority in Québec and are not adapted<br />
for teaching French as a second language<br />
which is the foundational framework for<br />
the French immersion program. Furthermore,<br />
because the content of curricula<br />
are provincial, there is a need to develop<br />
French resources on the indigenous<br />
peoples of each province. For example, in<br />
British Columbia, there is a lack of quality<br />
resources in French on the Nisga’a, Haida,<br />
Coast Salish, Okanagan, Squamish, and<br />
Sto:lo nations, just to name a few.<br />
The fourth major issue for French<br />
immersion teachers is the need for<br />
in-service training and in particular the<br />
development of intercultural skills. From<br />
a pedagogical standpoint, we need to<br />
think of ways to better equip teachers<br />
to understand and incorporate indigenous<br />
peoples’ perspectives into French immersion<br />
programs. We must see, understand,<br />
and study gateways and logical connections<br />
where we can create links with<br />
indigenous peoples’ perspectives to<br />
transform and enrich the curriculum.<br />
Always in the realm of continual<br />
professional growth (but this time on a<br />
personal level) an honest self-reflection<br />
must be done. We strongly believe in<br />
Parker J. Palmer’s philosophy: “We teach<br />
who we are”. That said, if teachers view<br />
the adoption of the indigenous perspective<br />
as just another box to check off in<br />
their list of things to do, and are not<br />
truly investing themselves in the national<br />
reconciliation project, Canadian students<br />
will learn that indigenous perspectives<br />
do not hold the same value as the<br />
dominant Eurocentric perspective. In<br />
his opening statements at the FNESC<br />
conference in 2012, the Honourable<br />
Judge Sinclair, Chief Justice of the Truth<br />
and Reconciliation Commission of Canada,<br />
stated “… the educational system of this<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 27
country bears a large share of responsibility<br />
for the current state of affairs, but it<br />
has the capacity to fix what it has broken”<br />
(Sinclair, 2012). So at the foundation<br />
of teachers’ professional and personal<br />
development is an important question<br />
about our role as educators in a country<br />
where the education system has been<br />
at the very heart of a cultural genocide.<br />
The following quote by Parker J. Palmer<br />
illustrates the essence of the challenge of<br />
reconciliation, and how teachers will have<br />
to show great courage:<br />
The courage to teach is the courage to keep<br />
one’s heart open in those very moments when<br />
the heart is asked to hold more than it is able,<br />
so that teachers and students and subjects can<br />
be woven into the fabric of community that<br />
learning, and living, require.<br />
As highlighted in the Truth and<br />
Reconciliation Commission of Canada’s<br />
report, the process of reconciliation will<br />
not be fast or simple (2015, p.11). We<br />
have a lot of work to do in education and<br />
much of this work relates to the context<br />
of the French immersion program. We<br />
hope that the educational leaders on<br />
the national and provincial levels discuss<br />
these issues and develop joint resources<br />
and practices compatible with indigenous<br />
perspectives and the different contexts<br />
in which the French immersion program<br />
is found. n<br />
References<br />
Truth and Reconciliation Commission of Canada (TRC). (2015). Honoring the Truth, Reconciling for the Future<br />
– Summary of the Final Report. Retrieved from the Commission’s website:<br />
www.trc.ca/websites/trcinstitution/File/2015/Findings/Exec_Summary_2015_05_31_web_o.pdf<br />
BC Ministry of Education (MECB). (1995). Ensemble des ressources intégrées. Français langue seconde : programme<br />
d’immersion française, M-7. Retrieved from the Ministry’s website:<br />
www.bced.gov.bc.ca/irp/pdfs/english_language_arts/f_1995fls_immerK7.pdf<br />
BC Ministry of Education (MECB). (1997). Ensemble des ressources intégrées. Français langue seconde : programme<br />
d’immersion française, 1112. Retrieved from the Ministry’s website:<br />
www.bced.gov.bc.ca/irp/pdfs/english_language_arts/f_1997fls_immer1112.pdf<br />
BC Ministry of Education (MECB). (2015). Aboriginal worldviews and perspectives in the classroom: Moving forward.<br />
Retrieved from the Ministry’s website: www2.gov.bc.ca/assets/gov/education/administration/kindergarten-tograde-12/aboriginal-education/awp_moving_forward.pdf<br />
United Nations (UN). (2007). United Nations Declaration on the Rights of Indigenous Peoples. Retrieved from the<br />
UN’s website: www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf<br />
Palmer, Parker J. (1997, Nov.-Dec.). The heart of a teacher. An essay. Change: The Magazine of Higher Learning,<br />
29 (6), 14–21. Retrieved from the Center for Courage & Renewal website:<br />
www.couragerenewal.org/parker/writings/heart-of-a-teacher/<br />
Sinclair, J. (2012). Keynote—18th Annual Provincial Conference on Aboriginal Education. FNESC, Vancouver, Canada.<br />
[vidéo, 41 min]. Retrieved from: https://vimeo.com/54399099<br />
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28 Canadian Parents for French Vol 4 • Issue 2 • 2017
Perspectives d’avenir<br />
Looking Ahead Symposium<br />
A Success!<br />
In November 2016, Canadian Parents for French, Quebec Project and the Office of the<br />
Commissioner of Official Languages held a symposium Perspectives d’avenir – Looking<br />
Ahead: What Now for French Immersion? at Vanier College in Montreal, Quebec. This<br />
bilingual conference examined the state of French Second Language programs and their<br />
outcomes for English-speaking youth in Quebec, both pedagogically and socially. During<br />
the morning, several researchers spoke to these issues and informed the audience of new<br />
and innovative programs in Quebec schools. Benoît Côté, researcher from l’Université de<br />
Sherbrooke shared results of an innovative school program that was launched in 2007.<br />
Option-études Châteauguay<br />
This is a unique opportunity for<br />
Quebec secondary school students<br />
educated in linguistically divided school<br />
boards to come together in a shared<br />
second-language learning experience.<br />
A structured program coordinating<br />
youth interaction opportunities<br />
between Anglophones, Francophones<br />
and Allophones. It allows students to<br />
crossover to the other educational<br />
sector and spend half the year in a<br />
Francophone school and the other half<br />
in an Anglophone school, while respecting<br />
the educational clauses of Quebec’s<br />
Charter of the French Language.<br />
This program is unique in two ways:<br />
it is based on an intergroup contact model<br />
developed in social psychology; and it<br />
brings together students in a shared<br />
schooling experience in their second<br />
language, organized around themes<br />
that draw on common interests, such<br />
as sports and entrepreneurial studies.<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 29
Professor Coté shared the assessed<br />
results of this qualitative and longitudinal<br />
research study and the perceived shortand<br />
mid-term impacts of this experience<br />
on students’ intercommunity relationships<br />
and identities.<br />
Intercommunity Relations<br />
Overall, the results of this research show<br />
that the development of a network of<br />
friends, which crosses the traditional<br />
ethnolinguistic boundaries between the<br />
francophone and anglophone students,<br />
remains relatively good over time after<br />
several years, in a context where the<br />
students pursue their education in<br />
linguistically separated school systems<br />
after they have left the program.<br />
Identities<br />
The passage through this intergroup<br />
contact model does not lead to any<br />
significant change in the ethnolinguistic<br />
and cultural identity of students. It<br />
was found that the students individually<br />
interviewed at the beginning and at the<br />
end of the program had exactly the same<br />
linguistic identity in both interviews:<br />
students who identified themselves as<br />
Francophones at the beginning were still<br />
identifying as Francophone at the end<br />
of the program. The same phenomenon<br />
was observed among Anglophone as well<br />
as students who identified as ‘bilinguals’<br />
from both language communities.<br />
The professor felt that the results<br />
of the pilot project are conclusive and<br />
are ready to be exported: the program<br />
provides a positive inter-community<br />
experience for the students creating an<br />
inclusive identity, without opposition to<br />
their original identity. It expands the<br />
students’ network of acquaintances,<br />
friends and relationships. It cultivates<br />
open-mindedness toward the second<br />
language and motivation to learn the<br />
second language. It improves competence<br />
in the second language and the feeling of<br />
competence in the second language.<br />
The full article as well as the slide<br />
presentation shared at the Symposium<br />
is available for download on the CPF<br />
Quebec Project Website qc.cpf.ca.<br />
« Option-études Châteauguay :<br />
bilan de l’impact à moyen terme<br />
d’un programme de scolarisation<br />
commune d’élèves du secteur<br />
francophone et du secteur<br />
anglophone, sur les rapports<br />
intercommunautaires<br />
et l’identité ».<br />
Benoît Côté, Patricia Lamarre et<br />
andry Nirina Razakamanana.<br />
minorités linguistiques et société /<br />
Linguistic Minorities and Society,<br />
n° 7, 2016, p. 170-194.<br />
JOIN YOUR CHILD<br />
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30 Canadian Parents for French Vol 4 • Issue 2 • 2017
CPF MAGAZINE<br />
advertisers’ directory<br />
Association québécoise des écoles de français<br />
langue étrangère (AQEFLE)<br />
W: www.aqefle.com<br />
See the Inside Back Cover for more information.<br />
Camp Mère Clarac<br />
959, rue Principale, Saint-Donat, QC J0T 2C0<br />
T: 819.424.2261 or TF: 1.514.322.6912 (Toll Free)<br />
F: 819.424.5771<br />
W: camp.marie-clarac.qc.ca E: camp@marie-clarac.qc.ca<br />
See the Outside Back Cover for more information.<br />
Camp Tournesol<br />
25-366 Revus Ave #25, Mississauga, ON L5G 4S5<br />
T: 1.888.892.1889 F: 1.877.815.4421<br />
W: www.campt.ca E: info@campt.ca<br />
See page 22 for more information.<br />
Campus Saint-Jean – University of Alberta<br />
8406, rue Marie-Anne Gaboury (91 Street)<br />
Edmonton, AB T6C 4G9<br />
T: 780.465.8763 F: 780.465.8760<br />
W: www.csj.ualberta.ca E: alary@ualberta.ca<br />
See page 8 for more information.<br />
Canadian Parents for French – Saskatchewan<br />
303-115, 2nd Avenue North, Saskatoon, SK S7K 2B1<br />
T: 306.244.6151 F: 306.244.8872<br />
W: sk.cpf.ca E: cpf.sk.ed@sasktel.net<br />
See page 14 for more information.<br />
Centre Linguistique du Collège de Jonquière<br />
2505 rue Saint Hubert, Jonquière, QC G7X 7W2<br />
T: 418.542.0352 TF: 1.800.622.0352 F: 418.542.3536<br />
W: www.langues-jonquiere.ca<br />
E: guyparadis@cegepjonquiere.ca<br />
See page 9 for more information.<br />
Collège Boréal<br />
21 Lasalle Blvd., Sudbury, ON P3A 6B1<br />
T: 705.521.6024 Ext. 1062 F: 705.521.6039<br />
W: www.collegeboreal.ca E: publicite@collegeboreal.ca<br />
See page 7 for more information.<br />
Encounters with Canada / Rencontres du Canada<br />
1805 De Gaspé Ave. Ottawa, ON K1K 0A4<br />
T: 613.744.1290 (9507) TF: 1.800.361.0419 F: 1.866.832.2459<br />
W: www.ewc-rdc.ca<br />
See page 30 for more information.<br />
French for the Future National Office<br />
366 Adelaide Street East, Unit 444, Toronto, ON M5A 3X9<br />
T: 416.203.9900 Ext. 224 TF: 1.866.220.7216<br />
W: www.french-future.org E: saranda@french-future.org<br />
See page 20 for more information.<br />
Historica Canada<br />
2 Carlton Street, East Mezz., Toronto, ON M5B 1J3<br />
T: 416.506.1865 Ext. 244<br />
W: heresmycanada.ca E: cwalasek@historicacanada.ca<br />
See page 11 for more information.<br />
La Cité Universitaire Francophone – University of Regina<br />
3737 Wascana Parkway, Regina, SK S4S 0A2<br />
T: 306.585.4828 F: 306.585.5183<br />
W: www.lacite.uregina.ca E: celine.galophe@uregina.ca<br />
See page 30 for more information.<br />
LesPlan Educational Services Ltd.<br />
#1 - 4144 Wilkinson Road, Victoria, BC V8Z 5A7<br />
TF: 1.888.240.2212 F: 1.888.240.2246<br />
W: www.lesplan.com E: info@lesplan.com<br />
See page 32 for more information.<br />
Oxford Learning<br />
747 Hyde Park Road, Suite 230, London, ON N6H 3S3<br />
T: 519.473.1207 F: 519.473.6086<br />
W: www.oxfordlearning.com E: info@oxfordlearning.com<br />
See page 23 for more information.<br />
Radio-Canada Colombie-Britannique et Yukon<br />
700 Hamilton Street, Vancouver, BC<br />
W: www.radio-canada.ca<br />
See page 4 for more information.<br />
Université Sainte-Anne<br />
1695 Route 1, Pointe-de-l’Église, NÉ B0W 1M0<br />
T: 902.769.2114 F: 902.769.2930<br />
W: www.usainteanne.ca<br />
See the Inside Front Cover for more information.<br />
University of Ottawa<br />
N216 – 550 Cumberland, Ottawa, ON K1N 6N5<br />
T: 613.562.5800 (1346)<br />
W: www.uottawa.ca<br />
E: nlauzon@uOttawa.ca<br />
See page 28 for more information.<br />
University of Sudbury<br />
935 Ramsey Lake Road, Sudbury, ON P3E 2C6<br />
T: 705.673.5661<br />
W: www.usudbury.ca<br />
See page 10 for more information.<br />
WatermelonWorks<br />
109 Wellington Street North, Woodstock, ON N4S 6R2<br />
T: 519.539.1902 F: 519.424.2314<br />
W: www.watermelon-works.com<br />
E: jgray@watermelon-works.com<br />
See page 15 for more information.<br />
Canadian Parents for French Vol 4 • Issue 2 • 2017 31
KEY CPF CONTACTS<br />
National office<br />
1104 - 170 Laurier Ave. W., Ottawa, ON K1P 5V5<br />
T: 613.235.1481 F: 613.230.5940<br />
cpf@cpf.ca cpf.ca<br />
Quebec office<br />
400-1819 Rene Levesque Blvd W, Montreal, QC H3H 2P5<br />
T: 514.434.2400 qc.cpf.ca<br />
British Columbia & Yukon<br />
227-1555 W 7th Ave., Vancouver, BC V6J 1S1<br />
T: 778.329.9115 TF: 1.800.665.1222 (in BC & Yukon only)<br />
info@cpf.bc.ca bc-yk.cpf.ca<br />
Alberta<br />
211-15120 104 Ave. NW, Edmonton, AB T5P 0R5<br />
T: 780.433.7311 TF: 1.888.433.6036 (in Alberta only)<br />
info@cpfalta.ab.ca ab.cpf.ca<br />
Northwest Territories<br />
PO Box 1538, Yellowknife, NT X1A 2P2<br />
T: 867.444.9950<br />
cpf-nwt@northwestel.net nwt.cpf.ca<br />
Saskatchewan<br />
303-115 2nd Ave. N., Saskatoon, SK S7K 2B1<br />
T: 306.244.6151 TF: 1.800.561.6151 (in Saskatchewan only)<br />
cpfsask@sasktel.net sk.cpf.ca<br />
Manitoba<br />
101-475 Provencher Blvd., Winnipeg, MB R2J 4A7<br />
T: 204.222.6537 TF: 1.877.737.7036 (in Manitoba only)<br />
cpfmb@cpfmb.com mb.cpf.ca<br />
Ontario<br />
103-2055 Dundas St. E., Mississauga, ON L4X 1M2<br />
T: 905.366.1012 TF: 1.800.667.0594 (in Ontario only)<br />
cpfont@cpfont.on.ca on.cpf.ca<br />
New Brunswick<br />
PO Box 4462, Sussex, NB E4E 5L6<br />
T: 506.432.6584<br />
TF: 1.877.273.2800 (in New Brunswick only)<br />
cpfnb@nb.aibn.com nb.cpf.ca<br />
Nova Scotia<br />
8 Flamingo Dr., Halifax, NS B3M 4N8<br />
T: 902.453.2048 TF: 1.877.273.5233 (in Nova Scotia only)<br />
cpf@ns.sympatico.ca ns.cpf.ca<br />
Prince Edward Island<br />
PO Box 2785, Charlottetown, PE CIA 8C4<br />
T: 902.368.3703<br />
glecky@cpfpei.pe.ca pei.cpf.ca<br />
Newfoundland & Labrador<br />
PO Box 8601, Stn A, St. John’s, NL A1B 3P2<br />
T: 709.579.1776<br />
TF: 1.877.576.1776 (in Newfoundland & Labrador only)<br />
ed@cpfnl.ca nl.cpf.ca<br />
.com<br />
32 Canadian Parents for French Vol 4 • Issue 2 • 2017
Collège de Sainte-Annede-la-Pocatière<br />
La Pocatière<br />
frenchimmersionschool.ca<br />
418 856-3012 #245<br />
1 877 STE-ANNE<br />
COME LEARN THE FRENCH LANGUAGE<br />
and live the culture authentically<br />
IN QUÉBEC!<br />
Collège<br />
Saint-Charles-Garnier<br />
Québec<br />
garnier-international.com<br />
418 681-0107 #345<br />
École de français du<br />
Cégep de Trois-Rivières<br />
Trois-Rivières<br />
frenchimmersionprogram.ca<br />
819 376-1721 #2195<br />
École de langues<br />
Université Laval<br />
Québec<br />
elul.ulaval.ca/en/our-courses/<br />
french-as-a-foreign-language<br />
418 656-2321<br />
École de langues<br />
Université de Montréal<br />
Montréal<br />
ecoledelangues.umontreal.ca<br />
514 343-6090<br />
École de langue française<br />
et de culture québécoise<br />
Université du Québec<br />
à Chicoutimi<br />
Chicoutimi<br />
elf.uqac.ca<br />
418 545-5036<br />
École d'immersion française<br />
de Trois-Pistoles<br />
Université Western<br />
Trois-Pistoles<br />
frenchimmersion.uwo.ca<br />
519 661-3637<br />
418 851-1752<br />
Centre linguistique<br />
Cégep de Jonquière<br />
Jonquière<br />
langues-jonquiere.ca<br />
418 542-0352<br />
1 800 622-0352<br />
École de français<br />
Cégep de Rivière-du-Loup<br />
Rivière-du-Loup<br />
ecoledelangues.cegeprdl.ca<br />
418 862-6903 #2410
PORTES OUVERTES<br />
SAMEDI ET DIMANCHE<br />
3 ET 4 JUIN 2017<br />
Apportez votre pique-nique !<br />
campclarac.ca • info@campclarac.ca<br />
819 424-2261 • 514 322-6912 sans frais
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