CPFMagazine_FALL2017_Vol5Issue1_eVERSION

CANADIAN PARENTS FOR FRENCH 

CPF MAGAZINE 

VOL 5 ISSUE 1 • 2017 

$6.95 • Free for Members 

Impromptu 

a new era of 

public speaking? 14 

ABC MTL 

celebrating 

Montreal 29 

Recognizing 

French Second 

Language 

Educators 3

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

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 

FALL/WINTER 2017 | vol 5 issue 1 

www.cpf.ca 

2 

3 

EDITORIAL COMMITTEE 

Michael Tryon, Gail Lecky, 

Nicole Thibault 

EDITORIAL MANAGER 

Shaunpal Jandu 

CONTRIBUTORS 

Shaunpal Jandu, Maryanne Bright, Joan 

Hawkins, Nicole Thibault 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. 

5 

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. 

4 

10 

Our Legacy A video on CPF 

Clockwise from top left: 

1. MP Randy Boissonnault keeping the crowed la 

the breakfast. 

2. CPF youth taking the time to talk about CPF 

3. Raissa Bado and CPF-MB President Rena Prefon 

about French for Life. 

4. A view of the packed Parliamentary Dining Ha 

breakfast. 

5. A serious conversation over non-alcoholic mim 

Hilaire Lemoine from the University of Ottawa 

MP from Charlottetown. 

6. CPF-BCYK President, Diane Tijman, the Honou 

Mobina Jaffer and the Senator’s aide stopped 

conversation to pose for the camera. 

featureS 

departments 

16 

CPF on Parliament Hill 

Recognizing FSL Educators 3 

Support for Post-Secondary Students Studying in their 

Second Official Language 7 

Linguistic (In)security, We Have to Talk About It… 8 

CPF Brings FSL Awareness to Parliament Hill 16 

Does the Candidate Have to Speak French to Become 

Prime Minister? 19 

CPF Youth Illustrate the Benefits of Bilingualism to Senators 22 

Adapt Intensive Core French to Educational Realities 25 

Au Plaisir de lire en français — Booking it in French 27 

Celebrating Montreal 29 

Message from the President 2 

CPF Programming: Our Legacy: A Video of How CPF Started 10 

CPF Programming: Concours d’art oratoire 12 

Branch Programming: Impromptu: A New Era of Public Speaking? 14 

CPF Research: The State of French Second Language 

Education in Canada 20 

Partner News: Discovering the History of Canada’s Official Languages 21 

Advertorial: What the “Phoneme”? 24 

Advertisers’ Directory 31 

Key CPF Contacts Across Canada 32 

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 

O 

ver the summer, as I drove Alberta 

and Newfoundland highways, my 

thoughts centred on the significance 

of national organizations like Canadian 

Parents for French. In the crowded 

minutes and hours of all our lives, how 

do we gauge the effectiveness of that 

extra hour of organizing meetings, or 

the meeting with the provincial, federal 

legislator or school trustee to influence 

policy? When the national board meets 

on a summer long weekend in a hotel 

conference room for 7- 8 hours, we 

ask ourselves exactly that. The answer 

is creating a question to focus our 

discussion– what is the impact of our 

national board’s volunteer efforts on a 

CPF member. 

After a year of CPF Presidency at the 

national level, my perspective focuses on 

two realities. 

1. Canadian volunteers in the 21st 

century marketplace are in the driver’s 

seat and CPF is slow to adapt to this 

reality. 

2. Organizational management needs 

to leapfrog into a model of agility, 

proactive planning, and innovation 

accessing technology and adapting 

to a new reality of leadership. 

I recently read an email to members 

of a CPF Chapter that started out 

reasonably well. It invited members to 

the AGM and then it went on to state that 

unless parents came out to the AGM and 

accepted officers’ positions, the Chapter 

would fold and the repercussions were 

listed. How I wished I could pull that note 

out of our members’ inboxes! If you knew 

a party was being held by a neighbour you 

barely knew and the invitation basically 

implied that no one usually comes but it 

was being held for one last time just in 

case someone showed up. Would you 

mark your social calendar with a big must 

attend star? Likely not. But too often we 

talk about our volunteer association with 

CPF in a similar vein. 

So how about changing things up 

when we host events knowing that 

not everyone can manage a weekday 

Volunteerism is the backbone 

of many important initiatives 

in our country, but ways of 

operating effectively and 

efficiently have changed 

radically – CPF must as well. 

evening event? How about being able to 

call into the AGM and engage members 

who could be involved that way, or a 

meeting through internet conferencing 

applications? Recent graduates are often 

keen to ‘payback’ as they go out into the 

‘real’ world and realize the enormous 

benefit of being bilingual. They can 

volunteer AND bring their technological 

capacity to our ‘cause’. 

Because of the heavy reliance on 

public funding, we tend to focus on 

people who have the capacity to manage 

the needed reporting requirements. 

This absolutely needs to be within 

their competency or the ability to lead 

volunteers and/or staff to undertake it. 

But what is really needed is the ability 

to leverage communication technology, 

grasp persuasive writing and public 

speaking skills. People who can ‘sell’ 

the value of a bilingual education from 

either their own experience, or from 

the experience of parenting children 

who are well on their way to enriched 

lives because they are bilingual. We 

need parents to share the facts and 

experiences. We need leaders to excite 

parent volunteers, attract new members, 

position CPF Chapters as great ways to 

meet new friends and be involved in their 

child’s educational life, and to support 

teachers who want their students to 

succeed. CPF needs leaders. 

Everyone already knows that change 

is hard and challenging. All of us adapt – 

we’ve had to. Adapting CPF to the reality 

that volunteerism and volunteers are 

clearly telling us that we need to explore 

a new approach to engagement and that 

leadership in the nonprofit sector needs 

to mirror models of success—adaptability, 

technical literacy, concepts of supply and 

demand in the marketplace of human 

interests and capacity—are essential. 

I appreciate the learning experience 

and the opportunity to share leadership 

insights to shape, adapt, and inform CPF 

National over the last three and a half 

years. For whatever value I contributed is 

entirely due to the immense contributions 

of my fellow board members, the two 

Presidents with whom I have served, and 

the strength of the National Executive 

Director and her staff. I also want to 

acknowledge the tireless efforts of Tony 

Orlando, (President, CPF Nova Scotia) as 

Chair of the Council of Presidents. As I 

retire from the National Board. I thank 

you for the privilege of having served with 

you. Where could we make an even more 

significant impact? n 

Karen Lynch 

President 

CPF National 

2016-2017 

2 Canadian Parents for French Vol 5 • Issue 1 • 2017

Recognizing FSL 

Educators 

Teachers interviewed by Maryanne Bright, Communications Coordinator, CPF National 

Canadian Parents for French Profiles Exemplary FSL Teachers from Across Canada 

As an organization that supports the advancement and promotion of linguistic duality for Canada’s youth, we want 

to recognize the outstanding contributions of French as a second language (FSL) teachers from across the country. 

Day in and day out, with unwavering passion, they have chosen to do what is needed to ensure youth have the 

opportunity to acquire the skills necessary to lead successful and fulfilling bilingual lives. 

To recognize them, we are profiling 13 of these dedicated FSL educators from coast to coast to coast. 

We know that our vision comes to life through the everyday efforts of countless teachers like these, 

who work to inspire and remind us that making a difference takes time but that every little bit counts! 

In this issue, we profile four of the teachers interviewed: Glen Melanson from Nova Scotia, Greg Mountenay 

from Ontario, Michele Thoms from Northwest Territories and Kimberly Gromko from Quebec. 

Continue reading CPF Magazine to learn about other teachers from your part of Canada and their unique experiences 

– changing the face of bilingualism. 

Canadian Parents for French Vol 5 • Issue 1 • 2017 3

Glen Melanson 

Nova Scotia 

Glen Melanson has been teaching 

Integrated French at Bridgetown Regional 

High School in Bridgetown, Nova Scotia 

for 21 years. Following his early years in 

immersion Glen went on to complete a 

Bachelor’s degree at Acadia University 

after which he went on to acquire his 

Bachelor of Education at Université 

Sainte-Anne. 

In 2011 Glen received CPF-Nova 

Scotia’s French Second Language Educator 

of the Year Award for his contributions and 

commitment to teaching. 

How did you choose teaching? 

How did you choose FSL education? 

My father was a teacher so that set the 

example for me early on and by 14/15 

I knew the direction I wanted to go. It 

was during my time at Université 

Sainte-Anne that I really caught the 

teaching bug – everyone was really 

passionate about educating French 

teachers and that inspired me. 

It also didn’t hurt that, at the time, 

French as a second language teachers 

were in high demand, and I recognized 

the many opportunities that would be 

available to me. 

What are you really proud of in your 

teaching practice? 

I’m good at engaging the students and 

interacting with them in ways that aren’t 

necessarily conventional. For example, 

we make lip syncing videos and the kids 

love them! I believe that having them do 

something they enjoy helps with their 

language development. 

I also try to keep up to date with 

technology, and I don’t hesitate to try 

something new. If it doesn’t work, “oh 

well” and, if it does, it’s a bonus! 

What would your students say about you? 

I’m high energy – I’m a pacer! When I get 

going, I really get going! 

What new projects or ideas do you want 

to implement next? What do you want 

to achieve? 

We’re moving into a brand new school 

building next year which is exciting 

because it’ll be a new environment for 

the kids to record and perform their lip 

syncing videos. 

I also recently started using an online 

platform called Class Craft which helps 

teachers manage, motivate and engage 

their students by transforming their 

classroom into a role-playing game. It’s 

definitely something I would encourage 

other teachers to look into. 

If you could wave a magic wand and 

bring one improvement to the FSL 

program, what would that be? 

I think if we made travel to French 

regions more accessible for students it 

would open up a whole other world. 

The cultural aspect is very important 

when learning another language. As 

teachers, we often try to recreate these 

authentic situations for the students, 

but nothing beats immersing oneself in 

an Acadian community, or visiting Old 

Montreal and Quebec – the experience 

becomes richer and more meaningful. 

Greg Mountenay 

Ontario 

Greg Mountenay has been teaching French 

as a second language for five years in 

Ottawa, Canada’s National Capital Region. 

Since earning a degree in French from 

Trent University, Greg has taught both 

immersion and core French from basic to 

4U French. He currently teaches at West 

Carleton Secondary School in Ottawa. 



Despite being an attentive learner, I 

had a teacher tell me that there was no 

way I would learn French and to give 

up. I used this as motivation not only to 

learn the language but to excel beyond 

everyone’s expectations—so much so, 

that people often mistake me for being a 

francophone. My own experience helped 

me recognize how important it is for 

students to feel supported. 

I chose French as a second language 

education because it is one of the only 

departments in which you can teach 

anything, content wise, which allows 

you the flexibility to integrate topics and 

concepts that relate more closely to the 

students’ interests and abilities. 



Seeing my students’ progress from 

one grade to the next. Watching them 

complete their 4U credit, acing their 

DELF test and becoming familiar with 

French as a language and culture is truly 

exciting. Even just witnessing my applied 


students who come in hating French 

but, by the end of the semester, have a 

genuine desire to excel is inspiring. I don’t 

always have fully bilingual students at the 

end of it, but I know I’ve changed their 

perspective on language learning, which 

remains a huge barrier, especially in a 

rural setting. 

How do you evaluate success? 

When do you know you reached 

a success milestone? 

Pedagogically speaking, I’ll never feel 

like I’ve reached success, and I say that 

from an optimistic point of view. I’ve seen 

exponential growth from my students but 

I always know I can do better. Success for 

me as a teacher is continuing to believe I 

haven’t reached it yet and knowing that 

I’m going to continue working on what 

I’m doing to make it better. 

As for my students, success is when 

they leave the classroom and they’re still 

talking about what they’ve just learned. It 

is also seeing the students’ pride in how 

much they’ve accomplished. 

If you could wave a magic wand and 

bring one improvement to the FSL 

program, what would that be? 

I would have access to technology that 

is so interesting that students would 

want to engage with it. Maybe a really 

cool interactive game that would allow 

them to see more impact and make them 

excited to learn on a day-to-day basis. 

Look for profiles 

of other FSL 

teachers from 

your part of 

Canada in 

future issues of 

CPF Magazine 

Michèle Thoms 

Northwest Territories 

For more than two decades Ms. Thoms has 

demonstrated commitment, expertise, and 

teaching excellence through her exemplary 

practices in core French classrooms at 

the high school level. Michèle has built a 

successful FSL program, eliciting a passion 

for French among her students, while 

also providing leadership in this critical 

area as a primary advocate for core French 

programming at the district level. Michèle’s 

exemplary practices stem not only from her 

experience and expertise in using the AIM 

principles and practices, but also from her 

desire to inspire and motivate students to 

embrace this part of our national identity. 



I hadn’t initially planned on teaching and 

was on my way to law school but, when I 

took the time to rethink things, it dawned 

on me that everything I had done in my life 

had something to do with teaching. It didn’t 

hurt that I also enjoyed being around kids 

and thought it would make a great career. 

What is your biggest challenge? 

Changing attitudes. If they’ve developed a 

dislike for the language, trying to get them 

to enjoy themselves becomes a tough feat 

in and of itself, but with time, patience and 

understanding we almost always get there! 

What is your favourite part of teaching? 

What is the most satisfying aspect of your 

work as a FSL teacher? 

Watching kids come in with a strong 

dislike for French and go from having weak 

language skills to being top of the class! 

I also love spending time with kids – it 

means I never have to grow up! 



My kids speak French more than some 

in immersion classrooms might. I use the 

gesture approach in my classroom, and as 

a result, students are speaking French 

100 percent of the time. 

I’ve created a French-only classroom 

environment—students are encouraged 

by myself and their peers to speak only in 

French. The kids get really involved with the 

challenge and have a fun time while doing it. 

What new projects or ideas do you want 

to implement next? What do you want 

to achieve? 

I’m very happy with how things are going at 

present but would like to let the students 

explore their own interests in French 

further. The teacher should be the guide on 

the side rather than the sage on the stage! 

If you could wave a magic wand and bring 

one improvement to the FSL program, 

what would that be? 

More French in the classroom to promote 

an environment where the kids are 

speaking French all the time. 

Core French Program / Basic French Program 

A program in which French is taught as a subject among others 

in a regular English program. Also known as French Second 

Language Program in Alberta and French Communication 

and Culture in Manitoba. 

Intensive French / Intensive Core French 

A program in which French is taught intensively during five 

months of the Grade 5 or 6 year. Students receive about 80% of 

their instruction in French during the first half of the year and 

20% during the second half; all other subjects in the curriculum 

(except for math) are “compressed” into the second half of 

the year. 

Post Intensive French 

A program offered after the initial Intensive French year inwhich 

a similar pedagogical approach continues in higher grades in 

order to maintain/enhance proficiency gains made in the initial 

year. Also known as Français approfondi, Enhanced French and 

other terms in various jurisdictions. 

4U credit 

An Ontario Grade 12 university preparation course to provide 

the knowledge and skills needed to meet university entrance 

requirements. 


genuinely cares about you as a student. It’s the little things like 

her saying ‘good morning’ when she sees you in the hallways. 

Even when someone’s struggling in class and having a difficult 

time she never gives up on us! I can honestly say a lot of 

my peers respect Ms. Gromko. This is the first year where I 

truly felt I learned a lot in French class, and it’s all thanks 

to Ms. Gromko!” 

Kimberly Gromko 

Quebec 

Kimberly Gromko works in Pointe-Claire, QC and teaches French 

at Lindsay Place High School. Her career has spanned well over 

20 years and includes teaching tenures at the elementary, high 

school and university levels. 

Kimberly Gromko completed a Bachelor of Education at 

McGill University and has gone on to complete her Masters at 

the Université de Sherbrooke in Quebec. 



My parents moved around between Quebec and Ontario a lot 

when I was growing up. Once we settled in Montreal’s East End 

my parents enrolled me and my sister into French – a decision 

that proved to be very beneficial for me, not only culturally but 

professionally as well. 

Being bilingual has afforded me a lot of amazing 

opportunities throughout my life and is what inspired me to 

become a FSL teacher. Being an Anglophone who decided to 

learn French by choice makes me an example to the students 

I work with. I want them to see what French has done for me 

and know that it can do the same for them too! 

What is your biggest challenge? 

I would have to say my biggest challenge is finding authentic 

situations in which the students can speak French. Full 

immersion in real life scenarios is the best way to learn 

and retain a new language, and is one of the reasons I try 

to facilitate learning opportunities outside the classroom. 

Ultimately though, this type of approach, while effective, 

can be challenging because of tight schedules and 

conflicting timetables. 

What would your students say about you? 

Ms. Gromko put one of her high school students, Sarim, on 

the phone. The student stated “She is the kind of teacher that 

What new projects or ideas do you want to implement next? 

What do you want to achieve? 

Textbook teaching isn’t the only way to learn French as a second 

language! I’m all about thinking outside the box. I want the 

students to be passionate about learning French, so next year, 

I will be implementing a new approach that allows students 

to demonstrate their reading, writing and oral competence by 

showcasing it through something that interests them, whether 

that might be science, math or art! 

If you could wave a magic wand and bring one improvement 

to the FSL program, what would that be? 

I would like to see learning be a student-led and -directed effort 

with teachers facilitating in the process. I think we need to 

trust our students more. They are amazing individuals and can 

accomplish wonderful things when given the proper supports 

and opportunity to do so! n 

5 weeks French immersion including 

Workshops & socio-cultural activities 

Home-stay (3 meals day) 

Don’t miss out on the BURSARY offered 

by the Centre linguistique du Collège 

de Jonquière through CPF. 

Live the 

Quebec Culture in a 

100 % 

French environment 

langues-jonquiere.ca 

1-800-622-0352 

immersion@cegepjonquiere.ca 

COME LEARN FRENCH 

IN QUEBEC 

at The Centre linguistique du Collège 

de Jonquière 

PROGRAMS 

FOR EVERYONE 

Youth 

Adult 

Customized 

Online 


Support for Post-Secondary Students Studying 

in their Second Official Language 

An Office of the Commissioner of Official Languages and Canadian Parents for French Partnership 

In today’s global economy, government and private sector 

demand for bilingual employees is rising. Survey responses from 

63 companies across Canada indicated that 84% of employers 

considered knowledge of both English and French to be an asset 

or gave preference to English-French bilinguals, while 81% of 

those who supervised bilingual employees considered them 

to be a valuable asset to their organizations. Findings suggest 

that the demand for bilingual employees outside Quebec and 

the public service is increasing, with one in five respondents 

anticipating greater demand. (IPSOS 2008) Canadian universities 

and colleges are aware that employers favour bilingual candidates 

for their linguistic, cultural and analytic skills, and that research 

demonstrates that students can and do successfully complete 

post-secondary studies in their second language. They continue 

to develop more course and program selections and to enhance 

support for students. 

The Office of the Commissioner of Official Languages 

(OCOL) has partnered with Canadian Parents for French (CPF) to 

support second language students and update the Inventory of 

Post-Secondary Options and Support for French and English as 

a Second Language. The Inventory was developed by OCOL to 

enhance and promote opportunities for students to pursue some 

or all post-secondary studies in their second official language. 

The inventory is displayed in an interactive map which 

identifies all programs and individual courses offered by each 

of 90 participating universities and colleges. Each entry also 

provides extensive information about the academic support, 

opportunities to socialize with native speakers, and employment 

assistance offered to students: language labs and tutorials; 

academic writing workshops; second-language co-op placements; 

placement in residences with native-speakers; and cultural 

activities to name to a few. 

Visit the OCOL website (www.clo-ocol.gc.ca) in spring 2018 

to view the updated Inventory of Post-Secondary Options and 

Support for French and English as a Second Language and learn 

about the exciting opportunities to enhance your second official 

language skills. n 

References 

IPSOS (2008) Survey of Supervisors of Bilingual Employees, Canadian Parents for French, Ottawa https://cpf.ca/en/files/IpsosReid_FSL2008_E.pdf 


Linguistic 

(In)security, 

We Have to 

Talk About It... 

By François Boileau, French Language Services Commissioner, Office of the French Language Services Commissioner of Ontario 

reprinted with permission of the Office of the French Language Services 

Originally posted on the Office of the French Language Services 

Commissioner’s blog www.sfontario.ca/en/blogue 

If you would like to read the original piece please visit the following 

link www.csfontario.ca/en/articles/6005 

Following the Education Summit 

(4-5-6th of May in 3 areas in 

Edmonton, Ottawa and Moncton), I 

allow myself to also talk about linguistic 

(in)security, since it was a hot topic 

presented by the youth representatives, 

and worthy of special attention. 

Good French. Regional expressions. 

Franglais. Acadian. Chiac. Creole. Latin. 

Formal French. Colloquial French. Spoken 

French. Written French. Grammar. 

Number and gender agreement. Liaisons. 

Conjugations. Contextual language. 

Education. Correcting people. Feeling 

uncomfortable. Assimilation. 

All these words have a common 

theme: linguistic (in)security. I have 

attended many meetings and assemblies 

and this seemed to be a recurring topic. 

How many people have we met who feel 

reluctant to speak French because they 

feel that their French isn’t good enough? 

Where does this happen? The answer: 

EVERYWHERE! It’s a social phenomenon 

that affects everyone in various ways: at 

home, at school, at college or university, in 

vocational training, at work, in regional and 

community activities, and so on. It’s this 

kind of thinking, or situations in which they 

feel ill at ease or uncomfortable, that drive 

Francophones to other languages, other 

causes, other institutions and services. 

I’m sure that most Francophones in 

Ontario (or at least a majority of them) 

have had experiences where they’ve felt 

as if their French wasn’t good enough, or 

that their accent was “too pronounced.” 

Most of the time they receive comments, 

mostly negative, from the people around 

them, which discourages them from 

communicating in French. 

I put myself in the shoes of kids who, 

at school (including university and college) 

or at home, get told over and over: no, in 

French you pronounce it this way; or, no, 

that isn’t good French. They see it as a 

criticism. We should let our kids express 

themselves freely as long as they do so in 

French. Take social media, for example, 

where contractions or icons are used. The 

message gets through; we understand 

what they mean! (Ok, it may take me 

sometime, since I often feel like I’m from 

the dinosaur era). Yes, as parents, we 

want our children to express themselves 

in good French. Let’s find the right time to 

say it, but with humour or discretion, and 

above all, let’s be creative. For example, 

send them a GIF! 

This linguistic insecurity is 

experienced by another group as well: 

newcomers. Some of them come from 

countries where French is the common 


language, and some where French is the 

mother-tongue of the citizens. Just as we 

all have accents, so newcomers to Canada 

and Ontario have different words to 

express themselves or get their message 

across, which can result in discomfort 

or miscommunication. 

Regardless of where you come from, 

where you live, what level of language you 

use, or how well you know the language, 

we have to change our ways of thinking 

and especially of judging, and try to use 

creative tactics to encourage the people 

we know to speak French freely, even 

if there are errors in what they say. The 

language lives in various forms, dialects 

and accents, and it will continue to evolve 

in the future especially considering that 

French is the 5th most widely spoken 

language in the world, and it just keeps 

growing. Let’s encourage our children, our 

co-workers and our friends to put aside 

their insecurity by making them feel good 

about speaking French as often as we can. 

For the ministries and other 

government agencies, on the other hand, 

allow me to be less tolerant… especially 

in writing! n 

Université d’Ottawa | University of Ottawa 


at uOttawa 

Arts Engineering Health Sciences Management Science Social Sciences 

A unique opportunity with unparalleled support! 

• French immersion available in 86 undergraduate programs 

• Open to core, extended and French immersion students 

• Special courses to make the transition to bilingual university studies 

• An extra $1,000 per year for studying bilingually 

• An authentic bilingual environment in Canada’s capital 

immersion@uOttawa.ca 

www.immersion.uOttawa.ca 


CPF MAGAZINE 

cpf programming 

Our Legacy 

A Video of How CPF Started 

Canadian Parents for French was founded as a volunteer-based 

advocacy association in 1977, when Keith Spicer, Canada’s 

first Commissioner of Official Languages, brought together 

30 parents from across Canada who were encountering 

roadblocks in their efforts to improve French as a second language 

(FSL) teaching in their local schools. A few months later Canadian 

Parents for French was formed. 

40 years later, a group of longtime CPF members – former 

presidents, staff, and dedicated volunteers – have come together 

to recount the story of CPF’s early days, using stories from the 

past to inspire current CPF volunteers. 

A first video was created entitled Canadian Parents for 

French: Our Legacy. The video features stories from: Merrill 

Swain, Professor Emerita of Second-Language Education at the 

University of Toronto; Pat Webster, professional speaker and 

artist; and Mary Lou Morrison, councillor, about the views of FSL 

education in Canada at that time and how the conference hosted 

by Keith Spicer gave the necessary momentum to start Canadian 

Parents for French. 

The video, which can be viewed on CPF National’s YouTube 

page, (https://youtu.be/AUFqDr2RSoI) was launched at the CPF 

2016 National Conference as part of the kickoff of CPF’s 

40th anniversary celebrations. 

CPF National has launched the “$40 for 40 years of CPF 

Success” donor campaign to extend this project into a series of 

videos using stories, anecdotes, and examples from the past to 

illustrate the evidence-based, collaborative, patient, persistent 

approach to advocacy that has served the organization so well – 

despite strong opposition, and even hostility – for 40 years. 

Grant funding has also been requested to support this project 

initiative going forward. Go to cpf.ca/en/donate/ to donate to 

the Our Legacy Fund. n 


Collège de Sainte-Annede-la-Pocatière 

La Pocatière 

frenchimmersionschool.ca 

418 856-3012 #245 

1 877 STE-ANNE 

COME LEARN THE FRENCH LANGUAGE 

and live the culture authentically 

IN QUÉBEC! 

Collège 

Saint-Charles-Garnier 

Québec 

garnier-international.com 

418 681-0107 #345 

École de français du 

Cégep de Trois-Rivières 

Trois-Rivières 

frenchimmersionprogram.ca 

819 376-1721 #2195 

École de langues 

Université Laval 

Québec 

elul.ulaval.ca/en/our-courses/ 

french-as-a-foreign-language 

418 656-2321 

École de langues 

Université de Montréal 

Montréal 

ecoledelangues.umontreal.ca 

514 343-6090 

École de langue française 

et de culture québécoise 

Université du Québec 

à Chicoutimi 

Chicoutimi 

elf.uqac.ca 

418 545-5036 

École d'immersion française 

de Trois-Pistoles 

Université Western 

Trois-Pistoles 

frenchimmersion.uwo.ca 

519 661-3637 

418 851-1752 

Centre linguistique 

Cégep de Jonquière 

Jonquière 

langues-jonquiere.ca 

418 542-0352 

1 800 622-0352 

École de français 

Cégep de Rivière-du-Loup 

Rivière-du-Loup 

ecoledelangues.cegeprdl.ca 

418 862-6903 #2410

CPF MAGAZINE 


Pictures from the National competition 

Pictures courtesy of Shane Francescut 

1 

2 

5 

3 

4 


1. Participants anxiously waiting for the start of the award ceremony. 

2. Katherine Gotovsky from Ontario, winner of level 2, delivering her 

speech on the loss of Aboriginal languages. 

3. Former competitors, now new friends, comparing notes of their 

experiences of the competition. 

4. Seong Gyu Jang from British Columbia, winner of level 3, talking 

about the dangers of artificial intelligence. 

5. Participants taking a break before the award ceremony. 


CPF MAGAZINE 


Every year Canadian Parents for French National has the opportunity to host the National Concours d’art oratoire, a French as a second language 

speaking competition. The Concours d’art oratoire is one of CPF’s major successes, with competitions hosted across the country at the classroom, 

school, school district, provincial, and national levels. 

This year the National Concours d’art oratoire hosted 38 young Canadians from across the country. Their speeches were on a variety of topics 

ranging from gastronomic cooking, to what makes a good leader, to the reason they started learning French. It was absolutely inspiring. 

Here are some pictures of the event. 

6 7 

8 

10 


6. Participants getting ready for the opening ceremony. 

7. Raphael Faiola from Ontario, winner of level 5, 

talking about the deliciousness of culinary gastronomy. 9 

8. Matthew Wilson from British Columbia, winner of 

level 4, illustrating the importance of good leadership. 

9. Participants laughing with the Master of Ceremonies and CPF Board Member, Derrek Bentley. 

10. Ayaan Virani from Ontario, winner of Level 1, explaining how he started learning French because of a girl. 


CPF MAGAZINE 

branch programming 

Impromptu: 

A New Era 

of Public 

Speaking? 

By Nicole Thibault, Executive Director, CPF National 

Concours d’art oratoire is a recognized 

and successful Canadian Parents for 

French event organized in collaboration 

with schools across Canada. Over the last 

few years, a paradigm shift in teaching 

and learning French has had an impact on 

teacher and student participation in the 

Concours d’art oratoire. Different ministries 

of education have revised their FSL 

curricula to include more communicative 

and action-oriented approaches, with 

a focus on learning a language as the 

social act of communication. Professional 

discussions, about teaching tasks focused 

on spontaneous, authentic conversations 

in French as the centre of all language 

learning activities, have caused educators 

to reconsider participation in Concours. 

Some teachers felt uneasy marrying the 

current structure of the Concours, with the 

philosophy and guiding principles of the 

revised FSL curricula being developed and 

implemented across Canada. 

Canadian Parents for French has 

been listening to our school partners and 

has engaged in conversations about how 

our successful speaking event can evolve, 

by adding new categories that shift the 

focus to fluency and promoting the ability 

to speak on the spot. Two CPF branches 

initiated pilot projects by developing an 

“Impromptu” category that addresses some 

of these considerations using very different 

approaches. 

CPF-Manitoba has been including an 

“Impromptu” category at their provincial 

competition for almost 15 years. It 

conducted a review of their event (from 

2013 to 2016) to determine a new, or 

modified model to enhance the experience 

of participating students and better reflect 

the needs of today’s learners. The review 

focused on ensuring fair competition, 

respecting provincial learning outcomes 

and considering non-competitive or 

less competitive categories. It explored 

allowing videotaped participation for some 

categories, including multimodal options 

such as visuals and technology, and a pairs 

or duo category to include a dialogue or the 

recounting of tall tales. 

The Impromptu category evolved from 

a senior student’s Discours experience into 

an opportunity to use their writing and 

research skills, as well as their presentation 

skills. Students require a significant level 

of mental preparedness, drawing from 

skills acquired by previous years of public 

speaking. Speech preparation time is 

limited and topics are pre-selected. 

Students participating in this category 

receive their topics on site and have 15 

minutes to prepare notes for a 

2-4 minute oral presentation before a 

panel of 3 impartial judges. No questions 

are asked and students are judged 

according to voice, quality of language, 

structure, oratory skills, presentation and 

general impression. 


CPF-Ontario undertook a review of 

their Provincial Festival (Grades 4 to 8) and 

Concours d’art oratoire (Grades 9 to 12) in 

2014-2015. Leading Ontario FSL educators 

provided suggestions for updating existing 

event guidelines, teacher support resources 

and evaluation forms. The suggested 

evaluation criteria were based on the 

communicative language competencies 

of the Common European Framework of 

Reference for Languages (CEFR), and were 

chosen in order to highlight the importance 

of communication. For example, it was 

recommended that “memorization” be 

removed as judging criteria. And the shift 

in language used within the forms aligns 

the evaluation process with what teachers 

in Ontario are required to use with their 

students in the classroom. 

Their suggested “Impromptu” category 

(Catégorie spontanée) offers a “Speakers’ 

Corner”, case study approach requiring 

students to demonstrate their ability on the 

spot. Students are provided with an audio/ 

video text or a photograph 15 minutes 

prior to judging. They must choose one of 

these as their case study and present it to 

the judges within the allotted time. The 

judges ask questions based on student 

commentaries. Classroom suggestions 

are offered to help teachers prepare 

their students for participation, providing 

them with multiple opportunities to 

practice in class and helping to better 

prepare the students for authentic 

conversations. 

The “Impromptu” category in these 

two provinces provide a great starting 

point for discussing a new era of public 

speaking in Canada, which is responsive to 

various FSL curricula revisions enhancing 

the experience of participating students 

and better reflecting the needs of today’s 

learners. n 

Lecture Écriture Maths Grammaire Techniques d’étude Aide aux devoirs Anglais 

L’ARME SECRÈTE POUR DE 

MEILLEURS BULLETINS SCOLAIRES 

POUR TOUS LES ÂGES. À TOUS LES NIVEAUX. DANS TOUTES LES MATIÈRES. 

INSCRIVEZ VOTRE ENFANT DÈS MAINTENANT! 

THE SECRET WEAPON FOR 

BETTER REPORT CARD GRADES 

ALL AGES. ALL GRADES. ALL SUBJECTS. 

ENROL TODAY! 

Centre d'apprentissage 

Plus de 

115 Centres 

au Canada! 

oxfordlearning.com/fr 


CPF Brings FSL 

Awareness to 

Parliament Hill 

Pictures courtesy of Shane Francescut 

1 

2 

3 

6 

5 

4 


1. MP Randy Boissonnault keeping the crowd laughing during the 

fsl Awareness Breakfast. 

2. CPF youth proud to share their Concours experiences with attendees. 

3. Raissa Bado and CPF-MB President Rena Prefontaine talking about French for Life. 

4. A view of the packed Parliamentary Dining Hall during the Breakfast. 

5. A serious conversation over non-alcoholic mimosas between Hilaire Lemoine from 

the University of Ottawa and Sean Casey, MP from Charlottetown. 

6. The Honourable Senator Mobina Jaffer and her aide with CPF-BC/YK President, 

diane Tijman, stopped in mid-conversation to pose for the camera.

Two years ago CPF-National embarked on a new project to show the importance of bilingualism to Members 

of Parliament and Senators. The best way to do this was by hosting a breakfast on Parliament Hill. This 

initiative Two years ago, brought CPF National together embarked Senators, on a new Members project to of show Parliament, the importance CPF partner of bilingualism organizations to Members and of Parliament CPF executives and 

from Senators across by hosting the country. a FSL Awareness Breakfast on Parliament Hill. This initiative brings together Senators, Members of Parliament, 

This CPF partner year the organizations breakfast, and known CPF leaders as A from French across Toast the to country. FSL had three special guest speakers - the Minister of 

Canadian This year, the Heritage, Breakfast, Mélanie known as Joly, A French MP Toast for Hull-Aylmer, to FSL, had three Greg special Fergus, guest speakers and keynote – the Minister speaker of Canadian the MP for Heritage, Edmonton 

Centre, Mélanie Joly; Randy MP Boissonnault. for Hull-Aylmer, Greg There Fergus; were as also well as two keynote presentations speaker Randy by Boissonnault, CPF one on MP CPF-MB’s Edmonton program Centre. There French were for 

Life, also two and CPF for presentations: the East coast’s CPF-MB’s iteration French of for Where Life program, are they and now? the CPF Atlantic iteration of Where Are They Now? project. 

After the the Breakfast breakfast CPF CPF members members met with met MPs with and partners MPs and to partners discuss how to they 

further could work discuss together how to further they could bilingualism work in together Canada. To to say further that this bilingualism 

breakfast 

in was Canada. a success To would say be that putting this it breakfast mildly. Many was of a the success guests were would thrilled be putting to 

attend and are looking forward to next year’s event. 

it mildly. Many of the guests were happy to attend and are looking 

forward to next year’s event. 

Here are some of the pictures from the CPF FSL Awareness Breakfast. 

Here are some of the pictures from the breakfast. 

7 

13 

8 

12 

11 

10 

9 

Clockwise from top top right: right: 

7. Introductions abound: Senator René Cormier speaking with Interim Commissioner of Official Languages, Ghislaine Saikaley, 

Saikaley, with CPF National with CPF Board National Treasurer, Valerie Treasurer Pike and Valerie CPF National Pike Executive and CPF Director, National Nicole Executive Thibault. Director Nicole Thibault. 

8. Leader of the Green Party, Elizabeth May chatting with guests at the breakfast. 

8. Leader of the Green Party, Elizabeth May, chatting with guests at the Breakfast. 

10. 9. CPF Congratulations President offered Karen by TFO Lynch President and and MP CEO, for Glen Hull-Aylmer, O’Farrell, to new Greg Ottawa-Vanier Fergus, have MP Mona a moment Fortier. to meet before Mr. Fergus’ 

10. talk CPF to National the guests. President Karen Lynch and MP for Hull-Aylmer, Greg Fergus, have a moment to meet before his speech. 

11. 11. Former QCGN President CPF Executive James Shea Director and Breakfast James Master Shea of Ceremonies and former Jordan Wright CPF Vice-President chatting with some Jordan of the guests. Wright chatting with some 

of the guests. 

12. 

12. 

MP 

MP 

for 

for Vaudreuil-Soulanges 

Vaudreuil-Soulanges, 

and Parliamentary 

Peter Schiefke, 

Secretary 

and 

to the 

CPF‘s 

Prime Minister 

Marla 

(Youth), 

Williams 

Peter 

smiling 

Schiefke, 

for the camera. 

and CPF Quebec Project Coordinator, Marla Williams smiling for the camera. 

13. Minister of Canadian Heritage, Mélanie Joly speaking about how the government believes in the importance 

of official language bilingualism.

Un encadrement moderne 

et personnalisé 

Reach for an innovative, 

personalized learning experience 

/ustboniface 

ustboniface.ca

Does the Candidate 

Have to Speak French to 

Become Prime Minister? 

By Shaunpal Jandu, Project and Public Affairs Lead, CPF National 

The case for proficiency in both official 

languages of our country has been 

extensively studied and widely 

discussed for decades in Canada. The 

realm of political engagement and service 

by Canadians at a national level is also 

an area that has given rise to discussion 

and debate, and there are current and 

past examples to highlight the relevance 

and importance of official language 

bilingualism for those who may aspire to 

national leadership in this country. 

In January 2017, businessman and 

reality TV star Kevin O’Leary entered the 

race to become the leader of the federal 

Conservative Party. Three months later, 

in April, Mr. O’Leary dropped out of the 

race stating that due to a lack of support in 

Quebec it would be difficult for him to win 

the province. 

When he started his campaign the day 

after the French-language debate, he said, 

“you can become Conservative leader even 

if you don’t speak one of the country’s 

two official languages” (Boisvert, 2017). 

However, soon after, he started working 

to improve his French, spending every day 

with a French teacher. Eventually when 

Mr. O’Leary decided to drop out of the race 

he conceded “You can’t govern this country 

without speaking French and English.” 

(Boisvert, 2017) 

The change in Mr. O’Leary’s stance on 

French makes sense from a purely numeric 

perspective, as there are 75 seats in the 

House of Commons from Quebec – second 

only to Ontario. So, if a potential leader 

wants to contribute to and have a strong 

impact in the federal government and the 

country, he or she needs to garner support 

from Quebec, and proficiency in French 

is widely acknowledged as a determining 

factor to achieve this. 

In 1983, during the federal Progressive 

Conservative leadership race that would 

be won by Brian Mulroney, John Crosbie, 

a charismatic MP from St. John’s NL, was 

considered a front runner for the position. 

However, as a unilingual Anglophone, he 

knew it would be a challenge. “Crosbie’s 

closest advisors – including his wife – 

acknowledge that the lack of French is a 

problem.” (Diebel, 1983) 

To further illustrate the importance 

of official language bilingualism for Prime 

Ministerial candidates, during the leadership 

campaign Mr. Mulroney would say, “there 

are 102 ridings in the country with a 

francophone population over 10 per cent. 

In the last election the Liberals won 100 of 

them, we won two. You give Pierre Trudeau 

a head start of 100 seats and he’s going to 

beat you 10 times out of 10.” (Maher, 2017) 

In 1983, after the leadership race, 

former Conservative MP David Kilgour (from 

Edmonton-Strathcona) stated “The days of 

unilingualism in Canadian politics are past.” 

(Diebel, 1983) It is of interest to note that 

since that time Canada has not elected a 

unilingual PM. 

Today Mr. Crosbie is a supporter 

of bilingualism and, when talking to youth, 

he acknowledges that his failure to lead the 

federal Progressive Conservative party was 

in large part due to his not knowing French. 

But looking beyond being Prime 

Minister of Canada, learning both 

official languages is an asset when being 

considered for employment in many 

positions within the federal public service. 

There was much political fury 

when the government of Prime Minister 

Stephen Harper appointed the very 

well-qualified, unilingual Michael 

Ferguson as federal Auditor General in 

2011. Now halfway through his 10-year 

term, Mr. Ferguson is earning grudging 

praise from some of his toughest critics, 

including Quebec’s French-language 

media. They note the strong improvement 

of Mr. Ferguson’s French, stating that he 

now speaks the language with assurance. 

Mr. Ferguson has shown great motivation 

to learn French on the job in Ottawa. 

The federal public service, Canada’s 

largest employer, requires many of 

its employees to be bilingual prior 

to stepping into a position. A 2009 

parliamentary committee study (Herry- 

Saint-Onge, 2015) found that of the 

180,000 jobs reported in the study, 

72,000 (or 40%) were listed as bilingual. 

Furthermore, most senior level positions 

within the federal public service have a 

mandatory bilingual requirement. 

What does this mean for youth who 

may dream of becoming Prime Minister? 

Knowing both official languages before 

declaring your candidacy is your best bet! 

Although potential leaders will be 

judged on a full range of attributes, official 

language bilingualism is a significant 

asset and potentially a determining 

factor in a candidate’s success. In an 

officially bilingual country such as Canada, 

many citizens believe strongly that our 

leader should be able to speak directly 

to the entire country. So if you want to 

be Canada’s next Prime Minister, it is 

essential to understand the need for 

proficiency in both French and English 

to truly represent this great nation. n 

References 

Boisvert, Y. (2017, April 27). The O’Leary lesson: You can’t run this 

country without speaking French. The Globe and Mail: https://beta. 

theglobeandmail.com/opinion/the-oleary-lesson-you-cant-run-thiscountry-without-speaking-french/article34830284/?ref=http://www. 

theglobeandmail.com& 

Diebel, L. (1983, July 4). The rise of a bilingual Canadian elite. Maclean’s, 

pp. 22-24. 

Herry-Saint-Onge, V. (2015, February 12). Bilingual Benefits: Is It Worth 

The Trouble Of Learning French Anymore? Huffington Post: http://www. 

huffingtonpost.ca/2012/07/04/bilingual-benefits_n_1628679.html 

Maher, S. (2017, January 14). If the Conservatives choose a unilingual 

leader, they’ll lose. iPolitics: http://ipolitics.ca/2017/01/14/if-theconservatives-choose-a-unilingual-leader-theyll-lose/ 


CPF MAGAZINE 

CPF research 

The State of French Second Language Education in Canada 

Canadian Parents for French is pleased 

to announce the revival of our popular 

research series: The State of French- 

Second-Language Education in Canada in 

response to requests from government 

stakeholders and the research community. 

The 2017 report, scheduled for publication 

in October, explores current French as a 

second language research findings which 

focus on student experience, proficiency 

and inclusion. 

The 2018 report will review 

contemporary research studies addressing 

current issues in French as a second language 

teacher education, recruitment and retention, 

while the 2019 issue will explore French as a 

second language program delivery. 

1. French as a Second Language Research Literature 

Review The 2017 Report updates readers 

with an extensive review of current 

French as a second language education 

studies which focus on students and which 

highlight the early prediction of student 

success and those teaching strategies 

CPF_Mag_HalfPage_v6_Update.pdf 1 2017-08-29 1:08 PM 

which enhance student engagement 

and accuracy. 

2. Commentaries In the past, Canadian Parents 

for French has published research on a variety 

of contemporary issues in French as a second 

language education. We revisit some of these 

issues with updates of two commentaries 

published in the State of French-Second- 

Language Education in Canada 2008 which 

address student proficiency levels and the 

inclusion of English language learners in 

French as a second language opportunities, 

as well as a recent study of core French 

students which support findings of a 

CPF-commissioned survey of core French 

graduates, published in the State of French- 

Second-Language Education in Canada 2004. 

3. Recommended Reading Additional 

information for interested readers 

including: 

• Recent national literature reviews which 

address: the impact of second language 

learning; the economic benefits of 

bilingualism; the strengths and challenges 

of FSL programs; opportunities for 

collaboration amongst jurisdictions; 

and FSL research priorities; 

• Provincial and territorial French as a second 

language policies affecting students; and 

• A glossary of French as a second language 

education terms used in this report. 

4. Recommendations Inclusive and effective 

French as a second language pedagogical 

methods and proficiency assessment 

reflecting Canadian Parents for French 

advocacy position statements. 

5. French as a Second Language Enrolment 

Statistics Insert As an addendum to the 2017 

report, the French as a second language 

enrolment statistics will focus on national 

and provincial/territorial statistics for the 

2011-2012 to 2015-2016 school years. 

The Report will be launched on October 

13th, 2017 and will be posted on the CPF 

National website at: https://cpf.ca/en/researchadvocacy/research/the-state-of-fsl-education-incanada/ 

n 

C 

M 

Y 

CM 

MY 

CY 

CMY 

K 


CPF MAGAZINE 

partner news 

Discovering the History of Canada’s 

Official Languages 

To commemorate the 150th anniversary 

of Confederation, the Office of the 

Commissioner of Official Languages created 

an interactive timeline — 150 Years of 

History: Official Languages in Canada — that 

presents the major historical milestones of 

Canada’s official languages. The goal of the 

timeline is to inform Canadians and foster 

mutual understanding. 

Looking at the timeline, it’s fascinating 

to note, for example, that in 1867, 

both English and French were officially 

permitted in the Parliament of the newly 

formed country. A resolution for the 

mandatory use of English and French in 

certain areas of Parliament became section 

133 of the Constitution Act, 1867. From 

that moment, linguistic duality would help 

shape Canada’s image, and both English 

and French would become an integral part 

of its history. Over the years, many events 

have promoted the equality of English 

and French within federal institutions and 

brought about progress in Canadian society 

as a whole. 

The interactive timeline features 

inspiring stories, like the Battle of the 

Hatpins. On January 4, 1916, faced with a 

provincial law banning French instruction, 

French-speaking mothers and teachers at 

Guigues Elementary School in Ottawa were 

determined to defend French-language 

education for their children and students. 

They confronted the police and took back 

their school, guarding it with their nowfamous 

hatpins! 

Another important event relating 

to official languages was the founding 

of Canadian Parents for French (CPF) in 

1977 by volunteer parents who wanted to 

promote French and a second language 

learning opportunity for young Canadians. 

Also mentioned in this timeline 

is the fact that CPF was awarded the 

Commissioner of Official Languages’ Award 

for the Promotion of Linguistic Duality in 

2016 for its commitment to promoting 

French as a second language among 

Canada’s youth. 

Canada’s official languages belong to 

all Canadians, regardless of their linguistic 

background or whether they are unilingual, 

bilingual or multilingual. 

To discover the nearly 350 entries 

in the timeline—searchable by decade, 

by province/territory or by type of event— 

visit www.officiallanguages.gc.ca/en/timeline. 

It’s full of wonderful discoveries to share 

on social media! n 

French in Saskatchewan 

OF SASKATCHEWAN'S POPULATION 

CAN SPEAK FRENCH & ENGLISH 

5% 

1968 

74 

2002 

4IMMERSON, LATE 

2009 13,007 

EARLY FRENCH IMMERSION 

BEGINS 

INTENSIVE FRENCH BEGINS 

LATE FRENCH IMMERSION 

BEGINS 

14HAVE FRENCH 

SCHOOL 

DIVISIONS 

FRENCH-SECOND- 

LANGUAGE PROGRAMS: 

EARLY FRENCH 

FRENCH IMMERSION,CORE 

FRENCH, AND INTENSIVE/ 

POST-INTENSIVE FRENCH 


STUDENTS 

36,423 

CORE FRENCH STUDENTS 

of 28 IMMERSION *Numbers listed are prior to 2017-2018* 

SCHOOLS WITH 



CPF Youth 

Illustrate the 

Benefits of 

Bilingualism 

to Senators 

The National Office of Canadian Parents for French has had the pleasure of attending 

federal committee meetings several times. Currently the Standing Senate Committee 

on Official Languages is conducting a study on modernizing the Official Languages Act. 

When the Committee was looking for a youth perspective on the Act who better to 

contact than Canadian Parents for French. 

Did you know 2019 will mark the 50th anniversary of the 

Official Languages Act in Canada? 


On June 12th, 2017, three former 

Concours d’art oratoire winners 

appeared before the Committee 

and discussed the current state of the 

Official Languages Act. The three CPF 

representatives, Austin Henderson 

from New Brunswick, Cristina Andronic 

from Ontario, and Lucy Asante from 

Manitoba not only participated in 

Concours, but in other projects, such as 

the #CPFLaurier campaign, and have been 

active CPF volunteers in their respective 

communities. 

When we first approached the 

students, they were nervous about 

speaking directly to a Senate committee, 

as that can be a little intimidating. We 

explained that this was not something 

to be nervous about, as we just wanted 

them to speak about their experiences 

and to be honest about their thoughts on 

the Act. 

They did not disappoint. The three 

provided their unique takes on the Act 

and illustrated its importance in their 

views. The stories that the three brought 

to the table were inspiring, from growing 

up in Canada’s only officially bilingual 

province, to being a medical student and 

learning in both official languages, and to 

being the daughter of a Congolese mother 

growing up in the prairies. 

The Senators were blown away 

by their accounts. After the students’ 

opening statements, the Chair of the 

Committee, the Hon. Claudette Tardif 

said “These are remarkable young 

professionals and I want to commend 

“ I think it’s important to increase the 

resources and make it flexible for students 

to be able to gain access to [minority]- 

language learning across the board.” 

— Lucy Asante 

each of you on the personal initiatives you 

have taken to move forward in making 

French more of a reality for many others 

in your group of peers.” 

When answering questions, the youth 

continued to hold the senators’ attention, 

and committee members commented 

about their eloquence in both English and 

French. (Could participating in Concours 

have something to do with that?) 

The questions they were asked 

were not easy as they ranged from the 

underlying motivations to learn French, 

to the reason why French immersion 

students lose their ability to speak French, 

to how the Canadian government should 

promote official languages in Canada. 

The three students articulated 

the largest problem with the current 

approach to bilingualism in Canada: a lack 

of “normalizing” both languages. Austin 

stated that “it is important to normalize 

not only French, but also English in order 

to normalize bilingualism”. And it was 

agreed amongst the students that the way 

to normalize bilingualism is by learning 

the minority language at a young age. 

Cristina illustrated this idea best when 

replying to a question from Senator Gagné 

on her optimism about the future of 

bilingualism in Canada. Cristina stated, 

“If we can help children begin to learn 

[their second language] as soon as they 

start Grade 1, then yes, I would feel 

optimistic, especially if [second language] 

programs are mandatory.” 

The students did a very impressive 

job speaking about their experiences and 

answering the Senators’ questions. Lucy 

summed up the common feeling amongst 

the three when she said, “I think it’s 

important to increase the resources and 

make it flexible for students to be able to 

gain access to [second]-language learning 

across the board.” 

Recordings of the proceedings and 

each student’s opening statement can be 

viewed on the CPF National YouTube page 

(www.youtube.com/watch?v=EjzbfJ8vX8Y). n 


CPF MAGAZINE 

advertorial 

What the “Phoneme”? 

By Jenny Gray, Linguist 

As an Anglo in this Franco-Anglo 

nation, it is important to me that we 

try to do better to become bilingual. 

I was inspired by PM Pierre Trudeau to be 

part of the change to become a bilingual 

nation. I believe that there has to be a 

simple method to make this happen. 

There is – phonemes. 

There’s a lot of buzz around 

phonological awareness and 

phonemics. Phonological awareness is 

the manipulation of sound and is a 

predictor of one’s reading ability¹ , ². 

Phonemics is the decoding or breaking 

down the words into syllables and 

even further drilling down into units 

of sound for developing the skills to be 

able to learn to read, write, speak and 

comprehend another language. 

It is through the mastery of sounds 

that we can differentiate meaning of 

words. We have the skill to identify 

different verb tenses in other languages 

so we can decode if the person “will” 

do something or if they simply 

“would” do something. 

In learning the phonemes, 

n students learn to become proficient 

in spelling as they learn what letter 

blends make which sounds. 

n students learn proper pronunciation 

to be understood worldwide in the 

new language. 

n students can begin to read fluidly. 

n remedial learning time is reduced. 

n emergent readers success rate 

becomes enhanced. 

The process of learning a new 

language is enhanced by knowing 

how to formulate the sounds properly. 

Through learning the phonemic 

structure in the target language, we can 

truly be successful with our French core 

and immersion programs! n 

¹ http://bit.ly/2uzDHso 

² There is a lot of theory supporting phonemic awareness just 

google these great minds: Grevisse, Goose , Lyon, Juel, Ehri, 

Leslie Wade-Woolley, National Reading Council and of course, 

Ferdinand de Saussure. 


Adapt Intensive 

Core French to 

Educational Realities 

By Joan Netten, co-designer of intensive French and Past President, CPF National Board and 

Marie-Beth Wright, National Volunteer of the Year (2010), and Past President, CPF Newfoundland and Labrador Board 

Prior to the 2016-2017 school year, the Newfoundland and Labrador English School Board, 

faced with budgetary challenges from the province’s government, cut back on 

intensive French classes 1 , thereby disappointing numerous Grade 6 students. 

Indeed, revision of French programs 

in some other provinces and 

territories has also raised concerns 

that educational cutbacks will reduce 

opportunities for students in intensive 

French (IF). 

In the current restrictive financial 

climate, we urge educators and parents to 

think outside the box about the delivery 

of this immensely popular and effective 

second language program. IF can be 

modified and yet maintain its enrolment 

and curriculum objectives. 

In school boards where IF begins in 

Grade 6, proposed reductions in Grade 6 

classes and dual grading in some Grade 

5 and 6 classes need not result in the 

loss of a great number of IF classes, since 

intensive French can begin in Grade 

5, not just in Grade 6. The program is 

generally offered in Grade 6, as is the 

case in Newfoundland and Labrador, but 

is introduced in New Brunswick and in 

certain other provinces and territories 

in Grade 5. Teaching guides are the 

same for both grade levels, therefore, 

offering the program in Grade 5 would 

not require obtaining new curriculum 

resources. Furthermore, teachers instruct 

either grade or combined classes, using 

the same teaching strategies so no extra 

teacher training is required. As well, 

teaching guides are available for all levels 

of the program to the end of high school 

so creating additional curriculum guides 

for post intensive French classes classes 

would not be necessary. 

Intensive French is often offered 

in combined Grade 5/6 classes and 

they function successfully. Guidelines 

for combined classes over a two-year 

period have been prepared for several 

jurisdictions, and can readily be adapted 

for use in other situations. Other than 

the standard adjustments necessary for 

teaching combined classes, there are 

no extra costs to the department of 

education involved. 

It would be unfortunate if any potential 

students should lose the opportunity to 

participate in the only program, other 

than immersion, where a majority of 

the students learn to communicate 

spontaneously in French. In 2014-2015, 

there were approximately 34,000 Canadian 

students in IF classes; since its introduction 

in 1998, over 70,000 students have 

participated since the initial year. 

In New Brunswick, all children, except 

French immersion students, experience 

intensive French from Grade 5. Before 

the development of IF, only about two 

per cent of New Brunswick’s core French 

students reached a level in oral testing 

that indicated spontaneity speaking 

in French using complete sentences. 

Recently, Fiona Stewart, French consultant 

at the N.B. Department of Education, 

reported that, since IF was introduced, 

the percentage has increased to 45.7 per 

cent. The departments of education in the 

Northwest Territories, Yukon and Nova 

Scotia, as well as the Calgary Public School 

Board, have also documented increased 

communication skills and increased 

motivation for learning French. 

The IF program is not only an effective, 

but also an interesting, way of learning 

French. The target language is used in 

authentic situations; students express their 

own ideas, and are personally involved 

in their instruction. Group work and 

interactive learning strategies encourage 

a co-operative learning environment. 

Another educational advantage is that 

Continued on next page 4 


A young Newfoundland and Labrador student who had attended Paradise Elementary School 

explained her experience in intensive French in 2014-15 

“I don’t remember learning much French before intensive core. In Grades 4 and 5 

we were taught very basic vocabulary but in ICF we learned how to speak it and 

carry on a conversation. I wouldn’t be able to do late immersion if I didn’t do ICF; 

that is where I learned French so I could understand my teachers.” 

success in communicating in French increases 

self-esteem, motivation and options for job 

availability. 

Interest in IF and the neurolinguistic 

approach (NLA) from which it springs, 

is increasing. 2 In Canada the approach 

is being adopted in many Aboriginal 

communities to teach French and to teach 

or maintain Indigenous languages, such 

as Cree in the James Bay School District 

and in Saskatchewan. It is also used to 

teach Spanish, Mandarin and other second 

languages in western Canada. 

The approach is used in French 

courses offered to high school and 

university students in China who plan to 

study in France, while pilot programs in 

French using IF principles are also offered 

in other Asian countries, notably Japan. In 

addition, the approach is being adapted 

in France for French as a second language 

training. 

Teacher training is offered by several 

provincial departments of education and 

participating universities; for example, 

at Trois Pistoles in co-operation with 

the University of Western Ontario and 

in Normandy in co-operation with Laval 

University. Both the Yukon Department of 

Education and the Catholic School District of 

Eastern Ontario have hosted both teachers 

and researchers from Japan. When interest 

is expanding elsewhere in the world for this 

highly successful new approach, it would 

be short-sighted to reduce the number of 

classes in Canada. 

The innovative approach of IF/NLA to 

second language teaching was developed in 

Newfoundland and Labrador and piloted in 

a mixture of rural and urban communities: 

Herring Neck, Dover, Topsail and St. John’s. 

From being the province’s gift to the 

widespread improvement of second language 

teaching, it is now under threat on the home 

front. Essentially, Newfoundlanders and 

Labradorians could be deprived of profiting 

from their own invention. 

To prevent any shrinkage of IF nation 

wide, immediate dialogue is needed among 

parents, school boards, provincial branches 

of Canadian Parents for French, The 

Canadian Association of Second Language 

Teachers (CASLT) and the Association 

canadienne des professionnels d’immersion 

(ACPI). We cannot afford to curtail student 

interest in becoming bilingual. n 

1 In Newfoundland Labrador the program is called 

intensive core French (ICF) in order to highlight its 

development for improving the skills of core 

French students. 

2 For further information about intensive French and 

the Neurolinguistic Approach, consult the website 

at: http://francaisintensif.ca 

YEARS · ANS 

YEARS · ANS 

Stand up for your city! 

with French for the Future’s 

National Essay Contest 

THEME: 

For Canada 150, create an original written portrait 

of your city, in French in a maximum of 750 words! 

Deadline: December 22, 2017 

For more information: 

french-future.org 

Celebrity Judge 

STEF PAQUETTE! 

IN PARTNERSHIP WITH THE 

FOLLOWING POST-SECONDARY 

INSTITUTIONS: 

Le français pour l’avenir reçoit le soutien de 

French for the Future is supported by 


Au Plaisir de lire en français 

Booking it in French 

Voici quelques coups de coeurs pour encourager notre lecture en français cet automne, choisis par monsieur 

Eric Charlebois, le président de L’association des auteures et auteurs de l’Ontario français (AAOF). 

Some recommended titles for younger and more experienced readers of French, courtesy of Eric Charlebois, 

President of the Association des auteures et auteurs de l’Ontario français. 

The AAOF supports its authors and promotes Franco-Ontarian literature, increasing its vitality and influence 

in Canada and around the world. Visit their website: aaof.ca. 

Disparue chez les Mayas, 

Author: Luc Bélanger 

Editions David, 2017 

ISBN 978-2-89597-587-8 

Lors d’un voyage scolaire au Mexique, 

une élève de 12e année est portée disparue. 

Est-ce une fugue ou un enlèvement ? 

Sous les rayons chauds du soleil mexicain 

parents, amis et forces policières tentent 

de retrouver Valérie Brunet. 

Après 24 heures de liberté et Ski, Blanche 

et avalanche (Prix Trillium 2017), Pierre- 

Luc Bélanger nous entraîne cette fois au 

Mexique où il fait vivre à des ados une 

aventure hors du commun. 

Some unconventional adventures 

for these youth travellers on a Grade 

12 school trip to Mexico, including a 

disappearance! Luc Bélanger, won the 

Trillium Award 2017 for a previous 

work, Blanche et Avalanche. 

La mesure du temps, 

Author: Jean Boisjoli 

Les Editions Prise de Parole, 2016 

ISBN 978-2-89744-039-8 

Retour au Manitoba par un homme 

qui a passé sa vie d’adulte à Montréal. 

Accompagné par une ancienne 

amoureuse, Bernard doit affronter et 

accepter un drame de jeunesse qui a 

ombragé sa vie. 

En parcourant St-Boniface et le grand 

lac Winnipeg, il réfléchit à sa condition 

de Franco-Canadien. 

Roman imagé aux accents poétiques, 

La mesure du temps est une plongée 

saisissante dans la psyché humaine. 

The main character returns to his roots 

in the francophone sections of Winnipeg 

and reflects on this influence on his 

personal identity. With high imagery 

and poetic accents, the novel guides the 

stronger French reader into a striking 

dive into the human psyche. 

La petite fille qui ne rêvait jamais, 

Author: Diya Lim 

Les Editions L’Interligne, 2017 

ISBN 978-2-89699-554-7 

Une petite fille qui vit seule dans une 

bibliothèque sait tout faire : cuisiner, 

nettoyer, coudre, se soigner et surtout… 

LIRE ! Un jour, après avoir dévoré tous 

les livres qui jalonnent son existence, elle 

se retrouve désœuvrée. Que va-t-elle 

entreprendre maintenant ? Elle se mettra 

à écrire, bien sûr ! Or, il lui faudrait de 

l’imagination pour y parvenir, et elle n’en 

a point ! 

Of interest for early readers, a little girl 

who lives alone in an abandoned library 

knows how to do it all. Having now read 

all the books, she decides to begin to 

write. It will require imagination, and 

yet she has none! 


Looking for Great French Books – Visit these Two Websites: 

Foulire.com 

Created in 2002, Éditions FouLire is devoted to the publication of humorous youth 

novels and websites and to equip teachers and parents with books and concrete tools 

to develop a taste for reading among all young people. Discover wonderful books for 

ages 6 to 13 years of age. 

Leslibraires.ca 

The Quebec Independent Libraries Co-operative brings together, under the banner 

Les libraires, more than 100 independent bookstores in Quebec, the Maritimes and 

Ontario. These members have at heart the book and the reader, and distinguish 

themselves by their passion, professionalism, quality service and involvement in the 

community. These book suggestions are cleverly chosen by independent booksellers. 


Celebrating Montreal! 

By Simon de Jocas, President, Éditions Les 400 coups 

l’ete avec un petit accent! 

CANOE ISLAND FRENCH CAMP 

375 

years ago, on the 17th of May 1642, Paul 

Chomedey de Maisonneuve and Jeanne Mance 

founded Ville-Marie. Whoever thought this 

small village of a few hundred men and women on an island 

somewhere in the middle of the Saint-Lawrence would 

become the second largest city in Canada, Montreal. 

Over the years, this cosmopolitan city has become the 

crossroad of a European and North American way of life. With 

various surges in immigration throughout the last 200 years, 

Montreal boasts a richly diverse community. The French, 

the Scots, the Irish and the English who were predominant 

from the earliest days each have their symbol on the city flag. 

But Montreal is also where Chinese, Italians, Portuguese, 

Spaniards, Haitians, Jews and Muslims, to name but a few, 

bring richness and colour to the town. 

Visiting Montreal is always a winning decision for any 

family or class wanting to discover the vibrant aspects of 

major cities while at the same time being immersed in a 

linguistically enriching environment. 

Continued on next page 4 

From: CPF-Prince Edeward Island 

To: CPF and CPF Volunteers 

www.canoeisland.org 

Congratulations 

on 40 years of service! 


To get a good idea of what this 

wealth of multiculturalism is all about, the 

Éditions Les 400 coups recently published 

“ABC MTL” that allows readers, through 

photographs and poetry, to discover the 

various points of interest of what Mark 

Twain affectionately called “The city of a 

hundred steeples.” 

This ABC book which takes you from 

“Anges” to sleepy “Zzz” will captivate both 

young and old as you wander through 

the city. 

The letter D for “Dinosaurs” has us 

wondering: “Are there actually dinosaurs 

in Montréal?” while the letter L for 

“Lumineux” lets us peek at views taken 

from the highest point of Place Ville-Marie. 

The letter I reminds us that, with over 

250,000 species, Montreal hosts one of 

the largest “Insect” museums in the world, 

while the letter S for “Sable” reminds us 

that Montreal is an island and we are never 

very far from water. The letter U tells us 

a little more about Montreal’s “Unique” 

architectural reality. Many of Montreal’s 

two- or three-story apartments, built at the 

beginning of the 20th century, have their 

staircase on the outside. This innovative 

strategy allowed habitants to reduce 

heating in the common space, and as well 

ensure a small patch of garden on the side 

of the street. 

Near the end of the book, ABC MTL 

offers an insight into the choice of every 

word used for this ABC book. It’s a perfect 

place to find out more about why “D is for 

dinosaurs” or “G is for gazon”. 

If Montreal is on your list of cities to 

visit, you might want to grab a copy of 

ABC MTL. You will find beautiful photos 

and wonderful poetry, and also directions 

for the singular ABC Sainte-Catherine. 

“Saint-Cath’ ” as many call it is the longest 

and most fascinating commercial street in 

Montreal. 

Stretching some 10 km from west 

to east, you will love this island for its 

diversity, festivity, and passion, from its 

most anglophone to its most francophone, 

sometimes rich, sometimes poor, in 

turn commercial, cultural, residential or 

industrial, sometimes swell, sometimes 

dark; sometimes populous, sometimes 

deserted, congested. While walking on 

It’s a perfect place to find out more about why 

“D is for dinosaurs” or “G is for gazon”. 

“la Sainte-Cath’ “, why not go in search 

of all the letters that Bruno Ricca, our 

photographer, took along the way? 

Once you’ve discovered Montreal 

through ABC MTL why not use this great 

idea to build your own ABC book? It could 

be ABC CGY or ABC WPG for your city but 

you could also build your own classroom 

or family ABC book! If I started one for 

my family, I would certainly start with 

A for “amour” because we have lots in 

ours. What would be your family’s or 

classroom’s A? 

You can find ABC MTL at your 

local Indigo book store or online at 

chapters.indigo.ca n 

JOIN YOUR CHILD 

ON THE PATH TO 

LEARNING FRENCH 

La Cité universitaire francophone offers a 

complete range of non-credit courses in French 

for adults at all levels from beginner to advanced. 

Experience the joy of learning 

u Oral communication courses and club 

u Summer immersion for adults 

u French for older adults 

u Online classes 

u Vocabulary building 

u Small groups 

u Passionate instructors 

Online & in-person tutoring in French for: 

u Students (Grade 1 to 12) 

u Adults 

Quand tu choISIS l’unIverSItÉ de Sudbury... 

tu découvres ce qui te 

passionne! 

U of Sudbury 

Études 

journalistiques 

Folklore et 

ethnologie 

Indigenous 

Studies 

Philosophie 

Sciences 

religieuses 

lacite.uregina.ca 

705-673-5661 www.usudbury.ca 

Membre de la Fédération Laurentienne 

Member of the Laurentian Federation 

Dibendaagozi zhinda Laurentian Federation 


CPF MAGAZINE 

advertisers’ directory 

Association québécoise des écoles de français 

langue étrangère (AQEFLE) 

W: www.aqefle.com 

See page 11 for more information. 

Camp Tournesol 

25-366 Revus Ave #25, Mississauga, ON L5G 4S5 

T: 1.888.892.1889 F: 1.877.815.4421 

W: www.campt.ca E: info@campt.ca 


Canadian Parents for French – Saskatchewan 

303-115, 2nd Avenue North, Saskatoon, SK S7K 2B1 

T: 306.244.6151 F: 306.244.8872 

W: sk.cpf.ca E: cpf.sk.ed@sasktel.net 


Canadian Parents for French – PEI 

Box 2785, Charlottetown, PE C1A 8C4 

T: 902.368.3702 F: 902.628.8062 

W: pei.cpf.ca E: glecky@cpfpei.pe.ca 


Canoe Island French Camp 

PO Box 370 Orcas WA 98280 

T: 360.468.2329 

W: www.canoeisland.org E: info@canoeisland.org 


Centre Linguistique du Collège de Jonquière 

2505 rue Saint Hubert, Jonquière, QC G7X 7W2 

T: 418.542.0352 TF: 1.800.622.0352 F: 418.542.3536 

W: www.langues-jonquiere.ca 

E: guyparadis@cegepjonquiere.ca 


Collège Boréal 

21 Lasalle Blvd., Sudbury, ON P3A 6B1 

T: 705.521.6024 Ext. 1062 F: 705.521.6039 

W: www.collegeboreal.ca E: publicite@collegeboreal.ca 


French for the Future 

366 Adelaide Street East, Unit 444, Toronto, ON M5A 3X9 

T: 416.203.9900 Ext. 224 TF: 1.866.220.7216 

W: www.french-future.org 

E: info@french-future.org 


Historica Canada 

2 Carlton Street, East Mezz., Toronto, ON M5B 1J3 

T: 416.506.1865 Ext. 244 

W: heresmycanada.ca E: cwalasek@historicacanada.ca 

See the Outside Back Cover for more information. 

La Cité Universitaire Francophone – University of Regina 

3737 Wascana Parkway, Regina, SK S4S 0A2 

T: 306.585.4828 F: 306.585.5183 

W: lacite.uregina.ca E: celine.galophe@uregina.ca 


LesPlan Educational Services Ltd. 

#1 - 4144 Wilkinson Road, Victoria, BC V8Z 5A7 

TF: 1.888.240.2212 F: 1.888.240.2246 

W: www.lesplan.com E: info@lesplan.com 


Oxford Learning 

747 Hyde Park Road, Suite 230, London, ON N6H 3S3 

T: 519.473.1207 F: 519.473.6086 

W: www.oxfordlearning.com 

E: info@oxfordlearning.com 


Université Sainte-Anne 

1695 route 1, Pointe-de-l’Église, NÉ B0W 1M0 

T: 902.769.2114 F: 902.769.2930 

W: www.usainteanne.ca 

See the Inside Front Cover for more information. 

Université de la Saint-Boniface 

200, avenue de la Cathédrale Avenue 

Winnipeg, MB R2H 0H7 

T: 204.233.0210 F: 204.237.3240 

W: www.ustboniface.ca 

E: info@ustboniface.ca 


University of Ottawa 

N216 – 550 Cumberland, Ottawa, ON K1N 6N5 

T: 613.562.5800 (1346) 

W: www.uottawa.ca 

E: nlauzon@uOttawa.ca 


University of Sudbury 

935 Ramsey Lake Road, Sudbury, ON P3E 2C6 

T: 705.673.5661 

W: www.usudbury.ca 

E: se_noel@usudbury.ca 


WatermelonWorks 

109 Wellington Street North, Woodstock, ON N4S 6R2 

T: 519.539.1902 F: 519.424.2314 

W: www.watermelon-works.com 

E: jgray@watermelon-works.com 



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 & Nunavut support 

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 

.com 


$_______

Explore important milestones in Canadian history with 

Historica Canada’s free, bilingual education guides! 

Women’s Suffrage 

in Canada 

Sir Wilfrid Laurier 

The Fenian Raids 

LaFontaine, Baldwin and 

Responsible Government 

Download these guides and hundreds of other free lesson plans on the Education Portal! 

education.historicacanada.ca 

Explorez des moments importants de l’histoire canadienne dans votre salle de 

classe avec les guides pédagogiques bilingues et gratuits de Historica Canada! 

Le droit de vote des 

femmes au Canada 

Sir Wilfrid Laurier 

Les raids fenians 

LaFontaine, Baldwin, et le 

gouvernement responsable 

Trouvez ces guides et des centaines d’autres plans de leçons gratuits sur le Portail d’Éducation! 

education.historicacanada.ca/fr-ca 

A project of/un projet de 

With support from/avec le soutien du

CPFMagazine_FALL2017_Vol5Issue1_eVERSION

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?