CPFMagazine_SPR-SUMM2017_v9_eVersion

cpfnational

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.

CANADIAN PARENTS FOR FRENCH

CPF MAGAZINE

VOL 4 ISSUE 2 • 2017

$6.95 • Free for Members

What Canadians

think about our

Official Languages 15

French Immersion

and Indigenous

Perspectives:

issues and context 25

Visit Quebec!

Travel Guide for CPF

Families in Canada’s

La Belle Province 21


|||||||||||||||||||||||||||||||||||||||||||

Announcing our all-new

INTEGRATED

FRENCH IMMERSION

OPTION

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.

FOR MORE INFORMATION

www.usainteanne.ca

$2000 scholarship

guaranteed!

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.

Hughie Batherson

hughie.batherson@usainteanne.ca

902-778-2864


cpf magazine

canadian parents for french

SPRING/SUMMER 2017 | vol 4 issue 2

www.cpf.ca

EDITORIAL COMMITTEE

Michael Tryon, Gail Lecky,

Nicole Thibault

EDITORIAL MANAGER

Shaunpal Jandu

CONTRIBUTORS

Shaunpal Jandu, Maryanne Bright,

and other authors and organizations,

as noted in their articles.

GRAPHIC DESIGN

Stripe Graphics Ltd.

PRINTING

Trico Evolution

SUBMISSIONS

Editorial: Shaunpal Jandu

Canadian Parents for French

1104 - 170 Laurier Ave. W.

Ottawa, ON K1P 5V5

(613) 235-1481, www.cpf.ca

Email: sjandu@cpf.ca

Advertising: Cathy Stone

Canadian Parents for French

Email: advertise@cpf.ca

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 ADDRESS

To signal a change of address, contact

Canadian Parents for French at (613) 235-1481,

or email: cpf.magazine@cpf.ca

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

cpf.magazine@cpf.ca. For an online version

of this issue, visit www.cpf.ca.

18

Voices of Youth in CPF

featureS

A New Program for Parents from the Alliance Française 3

Canadian Parents for French National Volunteer Award 8

More French S.V.P.: Mary Booth Endowment 12

Rendez-vous de la Francophonie 2017 14

What Canadians Think About Our Official Languages 15

Voices of Youth in CPF 18

Visit Quebec! Travel Guide for CPF Families in Canada’s

La Belle Province 21

French Immersion and Indigenous Perspectives 25

Perspectives d’avenir – Looking Ahead Symposium – A Success! 29

departments

12

Mary Joyce Booth EndowmenT

Message from the President 2

CPF 40th Anniversary: Did You Know? 5

CPF Programming: #CPFLaurier Wrap-up 10

CPF Programming: Canada a Great Place to Call Home 11

Advertisers’ Directory 31

Key CPF Contacts Across Canada 32

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.

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.

We acknowledge the financial support of the Department

of Canadian Heritage.


CPF MAGAZINE

message FROM THE PRESIDENT

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 accommodation

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 thoughtprovoking

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 hardworking

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 Lynch

President

CPF National

2016-2017

2 Canadian Parents for French Vol 4 • Issue 2 • 2017


A New Program for

Parents from the

Alliance Française

By Samuel Coeytaux, Education Officer, Cultural Service, French Embassy in Canada

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.

Continued on next page 4

Canadian Parents for French Vol 4 • Issue 2 • 2017 3


For more information, please contact the Alliance Française office closest to you:

Victoria, BC

www.afvictoria.ca

af@afvictoria.ca

Vancouver, BC

www.alliancefrancaise.ca

info@alliancefrancaise.ca

Calgary, AB

www.afcalgary.ca

info@afcalgary.ca

Edmonton, AB

www.af.ca/edmonton

info@afedmonton.ca

Winnipeg, MB

www.afmanitoba.ca

info@afmanitoba.ca

Toronto, ON

www.alliance-francaise.ca

toronto@alliancefrancaise.ca

Ottawa, ON

www.af.ca/ottawa

info@af.ca

Moncton, NB

www.af.ca/moncton

info@afmoncton.ca

Halifax, NB

www.af.ca/halifax

info@afhalifax.ca

4 Canadian Parents for French Vol 4 • Issue 2 • 2017


CPF MAGAZINE

CPF 40th anniversary

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.

Canadian Parents for French Vol 4 • Issue 2 • 2017 5


CPF MAGAZINE

40th anniversary

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!

CPF launched its first

The State of FSL Education

in Canada report in 2000

(17 years ago).

Keith Spicer, Canada’s First

Commissioner of Official Languages

helped start CPF.

In 2016, there were 401 local, provincial & territorial Concours

d’art oratoire competitions, with over 62,000 participants

across Canada.

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.

In 2016, Canadian Parents for

French received the Commissioner

of Official Language’s Award of

Excellence — Promotion of

Linguistic Duality.

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!

The Proud of Two Languages

campaign was launched in 1995, and

with it came everyone’s favorite little

mascot ... the POTL!

aAbBcC

dDeE

fFgGhH

Since 2015, Canadian Parents

for French has a corporate

font and three official

corporate colours.

For more facts about Canadian Parents for French visit cpf.ca

6 Canadian Parents for French Vol 4 • Issue 2 • 2017


CPF MAGAZINE

40th anniversary

CPF QUIZ in

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 CPFmagazine@cpf.ca to be entered

the draw to win one of four $40 VISA gift cards!!

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.

Canadian Parents for French Vol 4 • Issue 2 • 2017 7


Canadian Parents

for French National

Volunteer Award

Jan Finlay

It 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.

Le Campus Saint-Jean, un leader pour son milieu

de vie où chacun apprend au contact des autres.

csj.ualberta.ca

8 Canadian Parents for French Vol 4 • Issue 2 • 2017


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 collaborating

and building relationships with

FSL stakeholders and decision-makers.

She worked along side the Canadian

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!

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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Canadian Parents for French Vol 4 • Issue 2 • 2017 9


CPF MAGAZINE

programming

#CPFLaurier

Wrap-up

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 participants

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

l’Université de Sudbury...

Une édUCation en français oU bilingUe

« Dès le jour de la rentrée, j’ai

découvert des professeurs

passionnés qui m’ont montré

les nombreuses opportunités

que pouvait m’offrir cette

université. »

Sophia Bagaoui-Fradette, diplômée

Consultez le

usudbury.ca

pour voir ce que l’on à

vous offrir !

Viens créer ton avenir 705-673-5661

www.usudbury.ca

Membre de la Fédération Laurentienne

10 Canadian Parents for French Vol 4 • Issue 2 • 2017


CPF MAGAZINE

programming

Canada a Great Place to Call Home

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 French

n 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 information

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

cpf@cpf.ca. Teachers may also purchase

sets of 10 for only $10, including shipping

and handling. n

Canada a Great Place to Call Home

Le Canada - un chez soi formidable

Responsible government -

a Canadian ideal since 1841!

Un gouvernement

responsable - un idéal

canadien depuis 1841!

A spirit of peace,

union, friendship

and fraternity

Un esprit de paix,

d'unité, d'amitié et

de fraternité

LOUIS HIPPOLYTE LA FONTAINE ROBERT BALDWIN

We are all united - La Fontaine

and Baldwin forged

partnership

Nous sommes tous unis -

La Fontaine et Baldwin

partenariat

Independence without revolution

L'indépendance sans révolution

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!

Canadian Parents for French Canadian Parents for French Vol 4 • Issue 2 • 2017 11


Mary Joyce Booth Endowment Supports Youth Learning French

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 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.

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


Rendez-vous de la Francophonie 2017

Once 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!

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

Félicitations!

Congratulations to Canadian Parents for French

on 40 years of FSL advocacy. The many

accomplishments of the board members, volunteers and

staff across the country are truly an inspiration.

14 Canadian Parents for French Vol 4 • Issue 2 • 2017


What Canadians Think About

Our Official Languages

By

Robin Cantin, Director of Communications,

Office of the Commissioner of Official Languages

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.

CPF 2016 ad 2 printing.eps 1 6/29/2016 2:33:51 PM

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 differences

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 misconceptions

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/officiallanguages-and-bilingualism-survey-research

Download a copy of the infograph:

www.ocol-clo.gc.ca/en/statistics/infographics/

what-canadians-think-about-bilingualism-and-ola

C

M

Y

CM

MY

CY

CMY

K

Canadian Parents for French Vol 4 • Issue 2 • 2017 15


Strongly support


HELLO

BONJOUR

CANADIANS AGREE


Voices of Youth in CPF

Hearing from youth leaders of CPF about the importance of French

Kate Peters

Kate 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.

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 everything.

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 telemarketers

(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 cognitive

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 immersion

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 incomprehensible

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


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 immersion

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 identification

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 experience

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 Bentley

My 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 Frenchfirst-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 participating

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 opportunity

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

Canadian Parents for French Vol 4 • Issue 2 • 2017 19


Christina Rose

I 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 volunteer

who saw the value of French for young

students, then as an employee who saw the

effective impact that CPF had on government

decisions, I had a well rounded

respect and appreciation for the organization.

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

NATIONAL AMBASSADOR YOUTH FORUM

August 21 to 25, 2017 | Charlottetown, PEI

For more information, visit

french-future.org

The NAYF is open to students

enrolled in grades 10 and 11 *

Travel and accommodation are provided for all selected participants.

Apply online from April 3 to 28, 2017!

* In French Second Language and French First Language

Le français pour l’avenir reçoit le soutien de

French for the Future is supported by

20 Canadian Parents for French Vol 4 • Issue 2 • 2017


Visit Quebec!

Travel Guide for CPF

Families in Canada’s

La Belle Province

By Leanne Idzerda and CPF parents

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!

Canadian Parents for French Vol 4 • Issue 2 • 2017 21


Making your trip easier and fun

for the children

Let 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 transit

If 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

CPF_Mag_HalfPage_v6.pdf 1 2017-01-27 5:13 PM

(though they may only learn “Next stop

is…”) and to chat with other passengers.

Keep a postcard travel journal

Pick 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 plan

The 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 apartment

A 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.

C

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CM

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22 Canadian Parents for French Vol 4 • Issue 2 • 2017


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

Here at Canadian

Parents for French

we have great

suggestions as

to where to go

in Quebec!

Quebec City

Yes 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

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Canadian Parents for French Vol 4 • Issue 2 • 2017 23


Village Vacances

Valcartier

(Valcartier)

This is a megawater

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,

Quebec

More cobblestones.

This

picturesque city

is packed with

tons of familyfriendly

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 attractions

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

Townships

AKA 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 Ironman

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 gravitydefying

stunts or check out the Akropark: a

20-foot-high structure where kids can move

from one platform to another over suspended

bridges. For more information visit

tourismemonttremblant.com

Montebello

The 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:

CPFmagazine@cpf.ca

24 Canadian Parents for French Vol 4 • Issue 2 • 2017


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

The ACPI/APPIPC 2015 conference

hosted a roundtable entitled “The

New Reality of French Immersion”.

The integration of the indigenous perspectives

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 Level

Where 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 colonization

have affected indigenous peoples

all around the world. It is within this international

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.

Article 8.1

Indigenous peoples and individuals have the

right not to be subjected to forced assimilation

or destruction of their culture. (UN,

2007, p.5)

Article 14.3

States shall, in conjunction with indigenous

peoples, take effective measures, in order for

indigenous individuals, particularly children,

including those living outside their communities,

to have access, when possible, to an

education in their own culture and provided

in their own language. (UN, 2007, p.7)

Article 15.1

Indigenous peoples have the right to the

dignity and diversity of their cultures, traditions,

histories and aspirations which shall

be appropriately reflected in education and

public information. (UN, 2007, p.7)

Canadian Parents for French Vol 4 • Issue 2 • 2017 25


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 Level

Regarding 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 published

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 Unequivocal

Cultural 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 persecuted,

spiritual practices are forbidden, and

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):

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 indigenous

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.

The Context in British Columbia

Even 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


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 Teachers

Now that we have a better overview of

the international, national, and provincial

rights, recommendations, and measures

taken to integrate indigenous perspectives

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 undertaken

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 colonization?

How should we develop a critical

and socio-historical dialogue on the

balance of power between the languages

and cultures in the context of plurilingualism

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 accessibility

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 administrator

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 immersion

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 language

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. Furthermore,

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 immersion

programs. We must see, understand,

and study gateways and logical connections

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 perspective

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

Canadian Parents for French Vol 4 • Issue 2 • 2017 27


country bears a large share of responsibility

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

References

Truth 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.pdf

BC 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.pdf

BC 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.pdf

BC 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-tograde-12/aboriginal-education/awp_moving_forward.pdf

United 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.pdf

Palmer, 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

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28 Canadian Parents for French Vol 4 • Issue 2 • 2017


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.

Option-études Châteauguay

This 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 respecting

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.

Canadian Parents for French Vol 4 • Issue 2 • 2017 29


Professor Coté shared the assessed

results of this qualitative and longitudinal

research study and the perceived shortand

mid-term impacts of this experience

on students’ intercommunity relationships

and identities.

Intercommunity Relations

Overall, 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 ethnolinguistic

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.

« Option-études Châteauguay :

bilan de l’impact à moyen terme

d’un programme de scolarisation

commune d’élèves du secteur

francophone et du secteur

anglophone, sur les rapports

intercommunautaires

et l’identité ».

Benoît Côté, Patricia Lamarre et

andry Nirina Razakamanana.

minorités linguistiques et société /

Linguistic Minorities and Society,

n° 7, 2016, p. 170-194.

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30 Canadian Parents for French Vol 4 • Issue 2 • 2017


CPF MAGAZINE

advertisers’ directory

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University of Ottawa

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Canadian Parents for French Vol 4 • Issue 2 • 2017 31


KEY CPF CONTACTS

National office

1104 - 170 Laurier Ave. W., Ottawa, ON K1P 5V5

T: 613.235.1481 F: 613.230.5940

cpf@cpf.ca cpf.ca

Quebec office

400-1819 Rene Levesque Blvd W, Montreal, QC H3H 2P5

T: 514.434.2400 qc.cpf.ca

British Columbia & Yukon

227-1555 W 7th Ave., Vancouver, BC V6J 1S1

T: 778.329.9115 TF: 1.800.665.1222 (in BC & Yukon only)

info@cpf.bc.ca bc-yk.cpf.ca

Alberta

211-15120 104 Ave. NW, Edmonton, AB T5P 0R5

T: 780.433.7311 TF: 1.888.433.6036 (in Alberta only)

info@cpfalta.ab.ca ab.cpf.ca

Northwest Territories

PO Box 1538, Yellowknife, NT X1A 2P2

T: 867.444.9950

cpf-nwt@northwestel.net nwt.cpf.ca

Saskatchewan

303-115 2nd Ave. N., Saskatoon, SK S7K 2B1

T: 306.244.6151 TF: 1.800.561.6151 (in Saskatchewan only)

cpfsask@sasktel.net sk.cpf.ca

Manitoba

101-475 Provencher Blvd., Winnipeg, MB R2J 4A7

T: 204.222.6537 TF: 1.877.737.7036 (in Manitoba only)

cpfmb@cpfmb.com mb.cpf.ca

Ontario

103-2055 Dundas St. E., Mississauga, ON L4X 1M2

T: 905.366.1012 TF: 1.800.667.0594 (in Ontario only)

cpfont@cpfont.on.ca on.cpf.ca

New Brunswick

PO Box 4462, Sussex, NB E4E 5L6

T: 506.432.6584

TF: 1.877.273.2800 (in New Brunswick only)

cpfnb@nb.aibn.com nb.cpf.ca

Nova Scotia

8 Flamingo Dr., Halifax, NS B3M 4N8

T: 902.453.2048 TF: 1.877.273.5233 (in Nova Scotia only)

cpf@ns.sympatico.ca ns.cpf.ca

Prince Edward Island

PO Box 2785, Charlottetown, PE CIA 8C4

T: 902.368.3703

glecky@cpfpei.pe.ca pei.cpf.ca

Newfoundland & Labrador

PO Box 8601, Stn A, St. John’s, NL A1B 3P2

T: 709.579.1776

TF: 1.877.576.1776 (in Newfoundland & Labrador only)

ed@cpfnl.ca nl.cpf.ca

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32 Canadian Parents for French Vol 4 • Issue 2 • 2017


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