CPFMagazine_FALL2017_Vol5Issue1_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 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


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Announcing our all-new

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www.usainteanne.ca

$2000 scholarship

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In the context of today’s highly competitive

job market, bilingualism is a valuable asset

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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.

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Stripe Graphics Ltd.

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Canadian Parents for French

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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.

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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.

How did you choose teaching?

How did you choose FSL education?

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.

What are you really proud of in your

teaching practice?

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

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


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.

How did you choose teaching?

How did you choose FSL education?

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!

What are you really proud of in your

teaching practice?

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.

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


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.

How did you choose teaching?

How did you choose FSL education?

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

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


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

Canadian Parents for French Vol 5 • Issue 1 • 2017 7


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

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


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

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at uOttawa

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• 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

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www.immersion.uOttawa.ca

Canadian Parents for French Vol 5 • Issue 1 • 2017 9


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

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


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CPF MAGAZINE

cpf programming

Pictures from the National competition

Pictures courtesy of Shane Francescut

1

2

5

3

4

Clockwise from top left:

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.

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


CPF MAGAZINE

cpf programming

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

Clockwise from top left:

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.

Canadian Parents for French Vol 5 • Issue 1 • 2017 13


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.

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


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

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Canadian Parents for French Vol 5 • Issue 1 • 2017 15


CPF Brings FSL

Awareness to

Parliament Hill

Pictures courtesy of Shane Francescut

1

2

3

6

5

4

Clockwise from top left:

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/

Canadian Parents for French Vol 5 • Issue 1 • 2017 19


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

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


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

FRENCH IMMERSION

STUDENTS

36,423

CORE FRENCH STUDENTS

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

SCHOOLS WITH

FRENCH IMMERSION

Canadian Parents for French Vol 5 • Issue 1 • 2017 21


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?

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


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

Canadian Parents for French Vol 5 • Issue 1 • 2017 23


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.

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


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

Canadian Parents for French Vol 5 • Issue 1 • 2017 25


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

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


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!

Canadian Parents for French Vol 5 • Issue 1 • 2017 27


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.

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


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!

Canadian Parents for French Vol 5 • Issue 1 • 2017 29


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

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


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

See page 20 for more information.

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

See page 21 for more information.

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

See page 29 for more information.

Canoe Island French Camp

PO Box 370 Orcas WA 98280

T: 360.468.2329

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

See page 29 for more information.

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

See page 6 for more information.

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

See page 28 for more information.

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

See page 26 for more information.

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

See page 30 for more information.

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

See page 32 for more information.

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

See page 15 for more information.

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

See page 18 for more information.

University of Ottawa

N216 – 550 Cumberland, Ottawa, ON K1N 6N5

T: 613.562.5800 (1346)

W: www.uottawa.ca

E: nlauzon@uOttawa.ca

See page 9 for more information.

University of Sudbury

935 Ramsey Lake Road, Sudbury, ON P3E 2C6

T: 705.673.5661

W: www.usudbury.ca

E: se_noel@usudbury.ca

See page 30 for more information.

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

See page 24 for more information.

Canadian Parents for French Vol 5 • Issue 1 • 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 & 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

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


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