CPFMagazine Fall 2019 Issue

FALL 2019 

Magazine 

$6.95 • FREE FOR MEMBERS 

CANADIAN PARENTS FOR FRENCH 

TIPS FOR 

PARENTS HELPING 

WITH FRENCH 

HOMEWORK 

50 th ANNIVERSARY 

of the OFFICIAL 

LANGUAGES ACT 

PARENT INVOLVEMENT 

LEADS TO STUDENT 

SUCCESS

‘ 

By just knowing the proper letter-sound blends 

YOU CAN 

readily read, write, speak and develop accurate fluency that results 

in better comprehension skills just by knowing how to decode the language. 

Watermelonworks French Sounds 

decodes the language one sound at a time!

Magazine 

CANADIAN PARENTS FOR FRENCH 


www.cpf.ca 

EDITORIAL COMMITTEE 

Michael Tryon, Nicole Thibault, 

Towela Okwudire, Denise Massie, 

Marcos Salaiza 

CONTRIBUTORS 

Chelsea Craig, Kate Peters, and 

other authors and organizations, 

as noted in their articles. 

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Marcos Salaiza 

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Stripe Graphics Ltd. 

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CPF Magazine is published three times per 

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school board or district staff, and provincial, 

territorial and federal government staff 

responsible for official languages education. 

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Table of Contents 

FEATURES 

4 Organ Donation Education… A Gesture for Life 

10 Highlights from Concours 

12 Inclusion in French Immersion: 

A Parent’s Perspective 

14 Parent Involvement Leads to Student Success 

REGULAR ARTICLES 

2 PRESIDENT’S MESSAGE 

3 CPF EDUCATION Don’t Get Frustré! 

Tips and Resources for Parents Helping 

with French Homework 

6 CPF ADVOCACY 

It’s Time to Modernize the Official Languages Act 

8 CPF INTERVIEW 

35 Years of French Immersion in Flin Flon, Manitoba 

16 CPF RESOURCE 

The Language Portal of Canada 

18 CPF RESOURCE 

Odyssey Program 

19 CPF LEARNING 

Linguistic Insecurity: 

A Key Barrier to Second Language Learning 

20 KEY CPF CONTACTS ACROSS CANADA 

20 OUR ADVERTISERS 

This issue of CPF Magazine is printed 

on 70lb Endurance Silk, using vegetable 

based inks. The paper is FSC certified by the 

Forest Stewardship Council® (FSC®), meaning 

it comes from well-managed forests and 

known sources, ensuring local communities 

benefit and sensitive areas are protected. 

Canadian Parents for French is a nationwide, research-informed, volunteer organization 

that promotes and creates opportunities to learn and use French for all those who 

call Canada home.

PRESIDENT’S MESSAGE 

O 

nce again, the fall season has arrived. 

Time to get back into routines, register 

for extracurricular activities, make 

back-to-school purchases, and settle the 

nerves of our students as they head back to 

the classroom. Across the country, Canadian 

Parents for French will host French Second 

Language (FSL) orientation meetings, offer tips 

for parents and students, and plan activities 

where students have an opportunity to use 

their French outside of the classroom. 

Although there have been changes in FSL 

programming in many areas across the country, 

Branch and the National websites have resources 

for those seeking information on FSL options 

and advocacy. 

Canadian Parents for French has had many 

successes this past year. Our Concours competition 

saw a record number of participants. Many thanks 

to those who provided prizes and to those who 

adjudicated the competitions. This year marks the 

50 th anniversary of the Official Languages Act. Many 

consultations took place across the country to gather 

information on potential changes and additions. 

I am proud to say that Canadian Parents for French 

participated in each of them and was acknowledged 

in the summary report as well as at the Symposium 

held in Ottawa this spring. Our FSL Awareness 

Breakfast, held in Ottawa in April with representation 

from Branches across the country, was well attended 

by politicians and stakeholders. The breakfast 

was followed by a number of meetings with 

influencers where CPF had opportunities to present 

our successes and concerns. It is hoped that the 

Branches will host some sort of similar event in 

the future. Our latest State of FSL Education in 

Canada Report will be launched at our CPF Leader 

Networking Event in October. 

One of the issues that came out of the 

consultation process was the concept of “Linguistic 

Security”. Where do our FSL students and graduates 

fit with respect to the francophone community? Do 

they feel secure in speaking French outside of the 

classroom? This subject is explored more fully in 

one of the articles in this magazine. There are other 

articles on Concours, the Official Languages Act, 

and Parent Engagement that are worth reading. 

I would encourage you to take advantage of 

the opportunities that membership in Canadian 

Parents for French provides. Enjoy this edition of 

our magazine and please share it with others who 

support French second language learning. n 

Nancy McKeraghan, CPF National President 

EXCLUSIVE OFFER 

to CPF members! 

Linguistic Duality Makes Canada Stronger 

To celebrate the 50 th anniversary of the Official Languages Act, we have 

released this poster by Marc Keelan-Bishop that illustrates 25 bilingual 

exchanges between Canadians. If you want to receive a copy of the poster, 

contact Debbie Murphy, dmurphy@cpf.ca and we will mail one to you! 

on French magazines edited in Quebec 

for your children 

To subscribe: 

bayardjeunesse.ca/CPF 

2 CPF MAGAZINE FALL 2019

DON’T GET 

CPF EDUCATION 

frustré! 

Tips and Resources for Parents Helping with FrencH Homework 

With back to school, many parents 

will find ourselves back to 

Homework Help! 

Although there is disagreement 

around the topic, homework does teach 

students to work independently and 

develop self-discipline and responsible 

character traits. It can encourage students 

to take initiative and responsibility for 

completing a task. And, it does allow 

parents to have an active role in their 

child's education and become familiar 

with their child's progress. Research 

has consistently shown that parental 

involvement in a child's learning is a 

key factor in that child's achievement in 

school. Ideally, we, as parents, can use 

homework time to focus on building 

strong study habits. 

Create a Learning Space 

n Set up a quiet space that limits 

distractions where your child can focus. 

Collect and store some reference texts 

like personal dictionaries and class 

word lists ready for use. 

n Create a schedule with your child to 

develop a homework routine that is 

realistic and fits around other afterschool 

activities. Prioritize - It is 

important to ensure that students are 

not exhausted by the time they work on 

their homework. 

n Time management is an important skill 

for students to develop – eliminate 

distractions for a given time period, plan 

ahead, break things down into steps. Use 

a calendar, an agenda and a checklist. 

Make Connections by Asking 

Questions 

n Ask your child to explain what the 

assignment is about; how it connects 

to what is happening in class and then 

help make connections to your family 

life and community. 

n Ask your child about the learning 

strategies being taught and used in 

the classroom and then offer reminders 

of their use during the completion 

of the assignment; strategies such as 

activating prior knowledge, expressing 

main ideas, asking questions and 

locating facts, sequencing events, 

summarizing key points, and visualizing 

are all very useful. 

Suggest and Use Support 

Resources 

n Sharing some go-to websites, online 

tools can make a difference and save 

time on researching, writing and 

editing assignments. 

n Help your child consider multiple 

sources and ask such questions as to 

who is providing this information and 

why? Is it a reliable source? 

Homework Buddies 

n Encourage your child to exchange 

contact numbers with friends from 

class so they can speak to each to 

potentially help review together. 

n Communicate with other parents 

and the teacher to exchange ideas, 

challenges and support each other. n 

FRENCH HOMEWORK HELP SITES 

Bescherelle is best known for its written 

counterpart, a guide to hundreds of verbs in the 

French language, but you don’t have to run to the 

bookstore just yet. Bescherelle is also available online! 

http://bescherelle.com. you can look up any 

verb and find it in all verb tenses and participles. In 

addition to the conjugator, the Bescherelle website 

includes “dictées” to practice both listening and 

writing skills, quizzes about verbs and their tenses 

as well as other grammar points such as nouns and 

adjectives. You may want to consider subscribing to 

their newsletter. 

Larousse is a reliable French dictionary that’s also 

available online, www.larousse.fr. You can search any 

French word and get an in-depth look at its meaning, 

with some context. It offers a monolingual French 

edition as well as bilingual editions. It offers a verb 

conjugator, an encyclopedia and forums for people to 

post questions. 

Linguee, English-French dictionary, www.linguee.fr, 

provides example sentences and recorded pronunciations. 

Input a phrase, expression or sentence part and 

several examples are provided, allowing you to choose 

the best solution for your context. Very helpful for 

technical or specialized vocabulary translations. 

BonPatron is an online French grammar and spell 

checker, https://bonpatron.com. It is a wonderful 

resource for those who need a complete revision 

of French written compositions and not just simple 

word look-ups and verb conjugations. Created at the 

University of Alberta by Terry Nadasdi and Stefan 

Sinclair. Simply paste your finished written work into 

the space, the checker identifies your spelling and 

grammar errors, suggests corrections and offers a 

short explanation for the mistake made. 

Alloprof is a website from Québec, www.alloprof. 

qc.ca, that offers students a wealth of resources including 

personalized homework help with access to connect 

directly with French educators. There is a text message 

service where students can text their questions and 

receive text message answers. The second service is 

by telephone, where students call in their questions 

and receive one-on-one over the phone support. Both 

services are available Monday through Thursday, 5 

p.m. to 8 p.m. (Eastern time zone). The site also offers 

tools such as exercises to review and practice grammar 

and vocabulary skills, a virtual library and a forum to 

communicate with other French learners. 

CPF MAGAZINE FALL 2019 3

ORGAN DONATION EDUCATION 

A Gesture 

for Life 

HAVE YOU HEARD OF CHAÎNE DE VIE? 

BY JUDITH ROHLF, CO-AUTHOR OF CHAÎNE DE VIE 

Source : Canadian Blood Services 

chainedevie.org 

CHAÎNE DE VIE is an organization whose mission it is to educate 

young people in secondary school about organ and tissue 

donation and make them ambassadors of family discussions about 

this subject. It also hopes to help them realize the importance of 

a healthy body and appreciate the greatest gift of all —life. To 

date, more than 100,000 young people have been reached by this 

message of capital social importance. 

It all began over 10 years ago with a spark by a student from 

Rivière-du-Loup, a city 150 km east of Québec City. Then, over 

the years, CHAÎNE DE VIE has grown and evolved thanks to a 

competent and passionate team, whose patience and faith have 

never waned, and to the financial support of several individuals 

and organizations, including Desjardins. CHAÎNE DE VIE won 

its spurs when it became a registered charity in 2017. The 

Kamouraska–Rivière-du-Loup School Board and Transplant Québec 

are its official partners. (Transplant Québec is the organization that 

coordinates the organ donation process in Quebec.) 

Founded by Lucie Dumont, a real ball of fire, CHAÎNE DE VIE 

has expanded throughout Quebec and beyond! More than a 

school project, it has become a true movement of solidarity 

for life. In Canada, there will be pilot projects in Vancouver 

and Prince Edward Island in the upcoming school year. 

For CHAÎNE DE VIE, the stakes are high. Although the vast 

majority of Canadians say they are in favour of organ donation, 

many potential organ donations do not happen, often because 

the family is unaware of their loved one's wishes. The medical 

team always respects the family's decision. Signing your health 

or donor card is not enough. You must talk about it. 

By presenting the facts and real-life stories to young people 

aged 15 to 17, CHAÎNE DE VIE raises their awareness about 

organ and tissue donation and helps them make an informed, 

personal decision about it. Then, they are invited to share this 

decision with their parents. By debunking the myths that still 

exist regarding organ and tissue donation, by encouraging family 

discussions on the subject and by sharing our wishes with our 

loved ones, more lives are saved. And, for those on the waiting 

list for the transplant that will give them a second chance at life, 

CHAÎNE DE VIE represents a true glimmer of hope. 

Thanks to donations and an annual fundraising event, 

CHAÎNE DE VIE can continue to spread its wings. The money 

collected goes to training teachers, furnishing schools with 

ready-to-use kits with quality material, developing new 

educational tools, adapting the material to fit different needs 

and promoting CHAÎNE DE VIE. 


" Education is the most 

powerful weapon which you 

can use to change the world." 

– NELSON MANDELLA 

" Presently, nothing compares in terms of the depth of the contents for 

students this age. CHAÎNE DE VIE is unifying, brilliant, current, and it 

allows for language learning, while at the same time providing 

reflection on a reality that can leave no one indifferent." 

ITS GOAL: 

That CHAÎNE DE VIE be taught in all secondary 

schools and its message reach the entire 

population. This is no easy task, to be sure. 

But, together, we can move mountains! 

CHAÎNE DE VIE: AN ORGANIZATION 

THAT HELPS SAVE LIVES! 

CHAÎNE DE VIE brings together the fields of health and 

education with a message of hope for those waiting for a 

transplant. It allows young people to make an informed, 

personal decision regarding this important issue in today's 

society and encourages them to become our ambassadors of 

family discussions about organ and tissue donation (including 

bone marrow). 

We encourage CPF members to share this information 

with your local school. CHAÎNE DE VIE resources are available 

in both French and English – an excellent opportunity for 

authentic language learning. n 

Test your knowledge. 

True or False? 

1 

Only 

2 

There 

3 

A 

4 

5 

Registering 

about 1% of the population of Canada dies in 

conditions that allow for the donation of their organs. 

is no age limit for donating 

one's organs. 

rich and famous person has a greater chance of 

receiving an organ if they need one. 

A person can save several lives by donating 

their organs. 

your consent to donate or signing your 

health or donor card is all you need to do to be an 

organ and tissues donor. 

Answers: 

1. True. In Canada, this represents approximately 2,500 persons a year. 

2. True. In Canada, the youngest donor was only 48 hours old and 

the oldest was 92 years old. 

3. False. People waiting for a transplant are placed on a waiting list. The attribution 

of organs is based on various factors including blood type, tissue compatibility, 

weight, size, urgency and the date of inscription on the waiting list. 

4. T rue. A single person can save up to eight lives and improve the quality 

of life of 20 others by donating their organs. 

5. False. While this is the official way of expressing your wishes, you must 

also let your loved ones know because the final decision will be theirs. 


CONSULTATIONS, SYMPOSIA, AND REPORTS 

It’s Time to Modernize the Official Languages Act 

SUMMARY REPORT BY NICOLE THIBAULT, CPF EXECUTIVE DIRECTOR, NATIONAL 

2019 marks the 50 th anniversary of 

the Official Languages Act (Act). The Act 

has undergone only one major revision 

30 years ago, in 1988. The current Act 

specifically outlines protections for the 

minority language community. It should 

play a key role in the lives of all Canadians 

since its purpose is to: 

n Ensure respect for English and French 

as the official languages of Canada 

in government and parliamentary 

institutions. 

n Support the development and vitality of 

official language minority communities. 

n Set out the powers, duties and functions 

of federal institutions with respect to the 

official languages of Canada. 

n Affirms the right in certain 

circumstances to communicate with 

and receive services from federal 

institutions in the official language of 

one’s choice and to work in English or 

French in federal institutions. 

The Act also gives individuals the right 

to express themselves in the language of 

their choice before the federal courts. It 

promotes English and French and supports 

the vitality of official language minority 

communities across the country, so that all 

individuals can enrich the country through 

their contribution. 

Yet, throughout the consultations 

undertaken in 2018-2019, Canadians 

identifying with the majority language 

group do not feel they are directly 

addressed. Modernizing the Act is an 

opportunity to ensure that it meets the 

needs of today’s diverse Canadian society, 

responding to the increased demand for 

French second language (FSL) learning 

programs across the country. 

As the Government of Canada has 

set an ambitious target, to increase our 

national bilingualism rate from 17.9% to 

20% by 2036, Canadian Parents for French 

offered five main recommendations 

during the many consultations: 

A. Incorporating a new section to establish 

access to FSL education as a right or 

guarantee for non-rights holders; 

B. Broadening the definition of 

“francophone” and of “minority linguistic 

community” in Section 32(1)2(a) to be 

inclusive of Canadians whose mother 

tongue is not French but who are French 

speakers and are interested in accessing 

services in French; 

C. Expanding the Act to be more 

inclusive of and serve all Canadians, 

by modifying Sections 43(2) and 45 in 

order to guarantee consultation with 

organizations promoting FSL education; 

D. Expanding and strengthening the 

mandate of the Minister of Canadian 

Heritage (or designated Minister) 

(Section 43(1)e) to require and assist 

provincial governments to provide 

opportunities for FSL; and 

E. Officially recognizing the role 

played by French speakers (rights and 

non-rights holders) in the vitality of 

minority language communities. 

In May 2019, the Government of 

Canada shared a Summary Document: 

Engaging Canadians as a Step Towards 

Modernizing the Official Languages Act. 

Regional trends are noted, key themes 

featured, with five broad areas 

of consensus having emerged: 

n The importance of including and raising 

awareness among linguistic majorities; 

n Official languages embodied in 

individual experiences; 

n The value of Indigenous languages; 

n The potential of technologies as a driver 

of innovation; and, 

n The place of culture in the Act. 


CPF ADVOCACY 

In June 2019, the House of Commons 

Standing Committee on Official Languages 

released its final report, Modernization 

of the Official Languages Act, which 

examined three areas: the oversight 

framework, Part VII which mandates 

government departments to advance 

English and French, and the impact of the 

Act as a tool for social cohesion. 

CPF National testified before the 

Committee in April 2019, and our 

Network positions are reflected in the 

final report which puts forward 11 

recommendations to modernize the Act 

including a specific recommendation 

that the new Act promote bilingualism 

in Canada. The report shares interesting 

reflections and commentary and urges 

the Commissioner of Official Languages to 

examine the definition of linguistic duality 

with a view of renewing it to reflect 

Canada’s reality. 

EXCERPTS FROM THE REPORT: 

n For the Act to benefit all Canadians, the 

Committee believes it must embrace 

a new paradigm or way of thinking in 

which all of its parts are based on a 

new premise … 

n A new definition of linguistic 

duality must focus on common 

ground between anglophones and 

francophones, particularly bilingual 

Canadians, and on reciprocity and 

mutual benefit between the majority 

and the minority … 

n From a language rights perspective, a 

new vision of the dynamics between 

linguistic majorities and linguistic 

minorities is needed … 

n It is difficult to reach the linguistic 

majority when the Act, a cornerstone 

of the language regime, does not even 

recognize the contribution of bilingual 

Canadians – members of either 

linguistic majority who have chosen to 

learn their second official language. 

n The increase in official bilingualism 

among young people suggests greater 

use of both official languages in 

Canadian society in years to come 

(Statistics Canada). 

n Official languages should enable all 

Canadians, regardless of their culture or 

mother tongue, to participate actively 

in Canadian society. 

Overall CPF is pleased with the 

results of the consultations, symposia, 

and reports which puts forth 

recommendations that will make the 

Act far more inclusive and relevant for 

all Canadians and we will continue our 

involvement in this process in the year 

to come as it relates to promoting and 

creating opportunities for youth to learn 

and use French. n 

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CPF INTERVIEW 

35 YEARS OF FRENCH IMMERSION IN 

Flin Flon, Manitoba 

BY CHELSEA CRAIG, PROJECT COORDINATOR, CPF QUEBEC & NUNAVUT 

On May 24th, CPF organized a 35th Anniversary Celebration of French immersion in Flin Flon. The event was held at the 

École McIsaac School and involved entertainment, a student art auction, and a wonderful choral performance with the 

K-5 students. There were many people to thank: from those bringing greetings to our bilingual emcee, to the CPF Flin 

Flon Chapter – past and present – Executive, and to all the teachers, parents and students who came out to make the 

evening an overwhelming success. 

The celebration provided an opportunity to interview some of the graduates of the program. Andie Shaw, Haleigh 

Belcourt, and Hanna Baynton shared their experiences with French immersion and their advice for other students. 

How did your experience with French 

immersion learning change your 

perspective? In other words, what did 

you learn about Canada and what did 

you learn about yourself? 

Andie Shaw (AS): I was in my earlier years 

of French immersion when I learned that 

the two official languages of Canada are 

English and French. I think this is great 

because I believe that it is important 

to have the knowledge of our nation's 

official languages, even if it is only a little. 

As for myself, I learned that I absolutely 

love being bilingual and the fact that it 

has opened more doors for me compared 

to if I wasn't. I was fortunate enough to 

be accepted into the world's top bilingual 

university in our nation's capital thanks to 

my decision to enrol and remain in French 

immersion until the end of high school. 

Haleigh Belcourt (HB): French immersion 

learning changed my perspective by 

showing me how big and diverse the world 

really is. When I was younger and would 

think about French, I always assumed it was 

only common in Quebec and France. Being 

in French immersion really opened my 

eyes to the fact that French is everywhere, 

especially in Canada. Not only learning this 

in a classroom, but having opportunities to 

meet new people and learn about where 

they're from because I was fortunate 

enough to learn a second language. 

Hanna Baynton (Hanna): Being in 

French immersion definitely gave me the 

perspective of multiple cultures. In school 

we didn’t just learn about Canadian culture 

but also that of France and even the 

culture of Quebec. I definitely think that 

being in French gave me a different view of 

the history of Canada because we looked 

deeply into both the English side and the 

French side. I don’t know if it’s something 

I really learned about myself but being in 

French immersion definitely challenged me 

in ways that solely being in English would 

not. My mom told me once that being an 

English student would have been too easy 

for me with the way that my brain works. 

What skills do you think are required 

to be successful at learning a second 

language? 

AS: First off, I do believe that having a 

great teacher makes a big difference. 

Having a teacher who is passionate about 

the language that they teach and who is 

patient is very important in successfully 

learning a new language. Second, I believe 

that the famous statement, 'practice 

makes perfect!' really is true. I'll admit, it 

is easier said than done, but the more one 

practices and speaks the language as much 

as possible will eventually help the learner 

to succeed and be worth it in the long run! 

HB: I think that while learning a second 

language is hard, anyone can do it. 

Some skills that I think are helpful to be 

successful at learning a second language 

are being patient, being dedicated to 

learning and practicing, and helping 

others learn because it will help your 

skills improve too. 


CPF INTERVIEW 

This piece of art was donated by Aubrianna in Grade three: A huge cake on a table 

with spoons, knives, forks, and plates, all outlined in sharpie. 

This piece of art was donated by Matteo in Grade one: Beautiful Hydrangeas created using a bubble painting technique. 

This piece of art was donated by Cynthia in Grade three: A poster for the 

35th anniversary: I Love Speaking French. 

Hanna: I think anyone can learn a 

second language at any age if they have 

determination and perseverance. There 

are no specific skills required but you 

definitely have to be willing to work at it. 

What advice would you give to other 

French Second Language students? 

AS: Don't give up! Learning a second 

language isn't easy. It can become very 

frustrating and the thought of giving up 

all together may cross your mind here 

and there. But you just have to keep 

telling yourself that this is worth it and 

that you'll be happy when you are able to 

speak with a person who is only fluent in 

French, or you are hired into a position 

that requires you to be bilingual. It is 

always worth it! 

HB: Some advice that I would give other 

French Second Language students would 

be to not second guess yourself, to not 

be embarrassed to make mistakes, and to 

not be afraid to use your second language, 

especially with native speakers of that 

language. It can be a bit intimidating to use 

your second language with someone who's 

been speaking it their whole life, but I can 

assure you that they will appreciate that 

you're trying to use their language rather 

than assuming they'll speak yours. 

Hanna: Incorporate it into your every 

day life. Listen to French music, read 

French articles/books, journal in French. 

Surround yourself with it just as you are 

surrounded by English otherwise you will 

never continue to improve. 

What is your favourite memory about 

learning French? 

AS: My favourite memories are all of the 

amazing teachers and professors I've had 

over the last 15 years. They really make 

all the difference in learning a second 

language and I don't have a single bad 

thing to say about any of them. Each and 

every one has helped me to get to where 

I am today. I also really enjoyed the trips 

we would take as a French immersion 

class, to places such as St. Boniface as 

well as the special presentations and 

guests we would have that the English 

classes didn't. 

HB: When I think about my time learning 

French, it's full of good memories. I guess 

the times I think of first would be just 

regular French classes in high school. 

We always had lots of fun times. When 

we would have group discussions, we'd 

always be laughing and making jokes. 

So I guess my favourite memory about 

learning French is the people I learned 

it with. 

Hanna: I really enjoyed the fact that it 

was like being in a family. Being in a class 

with the same people year after year 

meant that we really got to see each 

other grow and become the people we 

are today. We learned things about one 

another that I don’t think is very normal 

in English classes. We also got to enjoy 

cool trips and events that were only for 

French kids. n 


À la proc 

This past summer, Canadian Parents 

for French, National, hosted the 

17 th edition of the Concours d’art 

oratoire National finals in which young 

students from all across Canada once 

again showcased their public speaking 

abilities and put into practice their French. 

This year for the first time in the 

history of the competition, participants 

from Ontario, Manitoba, and 

Saskatchewan were able to be a part 

of a National level Impromptu Contest 

which added an exciting element to 

the traditional contest. The Impromptu 

competition was well received by 

participants and it was a good first 

experience as we continue looking for 

ways to motivate young students to use 

their French oral communications skills in 

more spontaneous ways. 

Like every year, besides competing, 

students were able to enjoy a weekend 

in Ottawa-Gatineau and experience 

bilingual activities in the National 

Capital Region. It is always important to 

celebrate their many hours of hard work 

with fun activities outside the classroom 

or competition environment and to meet 

other like-minded individuals motivated 

to use French and perhaps even develop 

life-long friendships. 

Post-Concours, students completed 

a survey for us to better understand their 

experience and to improve the whole 

process, from registration to travel to 

activities. Overall participants agreed that 

they feel that their French skills improved 

by participating at Concours: 

“ Doing the speech really allowed me to 

improve on my French diction, grammar, 

and pronunciation in a way that would 

not have been possible otherwise…” 

“ I’ve noticed a great improvement in my 

public speaking abilities. I also used this 

opportunity to use French more often, since 

I was surrounded by French speakers for 

most of this great experience…” 

“ Speaking French is the most challenging 

aspect of learning it, so it really helps to 

have a competition where you must speak 

and formulate responses in French…” 

Participants all enjoyed meeting 

fellow students from across the country 

that have similar interests with whom 

they were able to share their French 

learning experiences: 

“ My favorite part of the weekend was 

getting to spend a weekend immersed 

in French and getting to meet like-minded 

people who had similar interests. Also 

getting to know French speakers from 

all over Canada!” 

“ I made so many amazing friends this 

weekend and it was awesome getting 

to spend some time just having fun 

with them…” 

“ I met a lot of people who were excited 

about French and that has motivated 

me to continue learning and practicing…” 

CPF National thanks all participants, 

parents, judges, sponsors, and volunteers 

that were able to join us for the 2019 

edition of the Concours National 

Finals. Your support is instrumental 

in promoting French second language 

learning and the importance of linguistic 

duality across Canada. n 

THIS YEAR’S 

Late Immersion 

Mohamed Elnagary – Winnipeg, MB 

BY THE NUMBERS 

n 62,000 students competed overall 

at Concours across Canada. 

n 47 high school students traveled 

to Ottawa and participated at the 

National finals. 

n 6 categories based on level of French 

language proficiency – new this year: 

Impromptu! 

n 97% of participants enjoyed presenting 

their speech. 

n 88% of participants enjoyed getting 

to know the other finalists. 

n 97% of participants said that they would 

recommend National Concours. 


haine! 

HIGHLIGHTS 

FIRST PLACE WINNERS 

FROM 

CONCOURS 

2019 

Impromptu Yi Fei Tao – Ottawa, ON 

Francophone Xavier Champagne – Winnipeg, MB 

Core/Basic French 

Shubhneet Thind – Winnipeg, MB 

Early Immersion 

Tyler Woodburn – Gatineau, QC 

Core Extended/Enriched Advanced 

Angelina Shaw – Toronto, ON 


Inclusion 

in French 

Immersion 

A Parent’s Perspective 

BY KATE PETERS, CPF NATIONAL, DIRECTOR AT LARGE 

There was never any question that Nicholas would be enrolled 

in a French immersion program. Learning French was one 

of his family’s core values – his sister had been through 

immersion, his father was bilingual, and his mother believed in the 

importance of learning Canada’s official languages and the benefits of 

bilingualism. But from the very beginning, Nicholas was discouraged 

from continuing in the program. In his first year, and every year 

thereafter, his parents were advised to remove him from French 

immersion. They knew he had some learning challenges, but it took 

years to get the school to have him tested. Once diagnosed, they 

found that the supports and accommodations Nicholas needed to 

be successful were unavailable. Teachers and administration alike 

seemed unable to help. 

But today, Nicholas is bilingual and enrolled in French courses 

in high school. His story confirms research that shows that learning a 

second language is beneficial for all, improving literacy, self-efficacy, 

executive functioning, and even skills in science and math. Research 

also shows that with the right accommodations, all kids can be 

successful in learning French. The struggle of Nicholas' parents to 

keep him in French immersion is a case study in another documented 

phenomenon: French as a Second Language (FSL) classrooms are not 

always inclusive of students with learning challenges. The situation is 

challenging for students, parents and teachers. Parents may struggle 

to navigate the system and to know who to trust when teachers 

and administrators advise them to remove their children from the 

program. Parents of children with challenges need to become strong 

advocates to support their success, and especially to keep them in FSL 

programs. Here are some tips. 

What parents can do outside school – Reflecting on ten years of 

navigating the system to keep their son in immersion, Nicholas’ 

parents believe that what Nicholas did after school was just as important 

as what happened in the classroom. “We found places where he 

could excel” they explain. He always loved sports, so soccer became 

a focus. Winning on the field was an important counterbalance to 

his struggle in the classroom. They also built a web of supports for 

both Nicholas and his family. Mentorship was valuable to Nicholas, 

who saw that there were many ways to be successful that weren’t 

academic; and it shored up his parents, who learned from other 

parents who had been through the same sorts of challenges. 

What parents can do within the system – Families whose children 

are struggling academically are often encouraged to withdraw their 

child from the FSL program and place them in an English stream 

program or school. Teachers and administrators believe that if a 

student is struggling, for instance due to a learning disability, then 

the best option is a program where more supports are available. 

Parents faced with these pressures and the advice from teachers 

and administration may feel like they have to make a choice 

between the opportunity for their child to learn French, and 

programs which meet their child’s specific needs. It is not surprising 

that researchers have identified in this situation an equity issue 

in French immersion and special education in Ontario (Arnett & 

Maddy, 2010). So what can parents do to advocate for their child 

within the system? 

Engaging early and often – Nicholas’ parents describe how each 

year, they would start anew with teachers who sometimes lacked 

training on how to accommodate students’ learning needs. In their 

experience, the burden of the accommodation was often placed 

on the family. This burden was both emotional and financial – they 

were expected to pay for assessments or specialized materials to 


accommodate alternate learning in reading or math. They found that 

teachers sometimes couldn’t help, and lacked training or knowledge 

on how to accommodate. That said, there were some teachers in 

Nicolas’ journey who made extraordinary efforts to support his 

needs. Nicholas and his parents were able to work with these 

teachers to find the best way for him to be successful. 

Getting the right support for your child – Another consequence 

of the system’s culture is that outliers have often been streamed 

out of programs leaving students who are more academically 

successful. Countering this inertia required that they start as early 

as August or September each school year, asking for supports and 

accommodation. They would meet the teacher and administration 

and explain their expectations. 

Information gathering was also a challenge as they would 

have to rely on Nicholas to let them know what he had been 

offered in terms of alternate activities. They found it was difficult 

to obtain fully transparent information about the measures being 

implemented to support their son. They tried to email every time 

Nicholas reported that an accommodation wasn’t offered. 

Advocacy – Ask and you shall receive – Nicolas and his parents 

needed to become strong advocates, both with the teacher and 

with the school. This can mean conflict with the school, not taking 

no for an answer, and finding others to advocate with you. Effective 

advocacy can also mean going beyond the teacher and school 

administration, to superintendents, and jurisdictional and provincial 

elected officials. This can be difficult for parents, especially if they 

are unfamiliar with the school or education system culture. Nobody 

likes to be in conflict when their child is involved. Nicholas’ parents 

asked for help, developed their own support network of friends, 

fellow parents and colleagues, and made a folder with all of the 

information about Nicolas’ needs and their advocacy efforts. 

Conclusion – No one who hears Nicholas speaking French would 

guess that his journey had been so turbulent. Tall, athletic, confident, 

well-spoken, and funny, you wouldn’t guess when you speak 

to him that he has struggled at all. His success is proof that with 

the right supports, all students can succeed in French immersion 

programs. This is a very personal journey for parents, families and 

teachers. There has been some evolution in terms of the supports 

available, and teachers are starting to access more training on 

accommodation and supports. But there is still significant resistance. 

Resources are lacking, and teachers and administrators who want to 

help, may not be able to provide the necessary supports. 

The good news is that Canadian Parents for French can help 

in at least three different ways. First, they can offer resources and 

advice on how to advocate within the school and with the local 

school board. Second, CPF can provide research-based evidence so 

that parents can enter conversations with teachers and administration 

with arguments to support their child’s best interest. Finally, 

CPF can connect parents to a support network that will shore up 

their reserves so they can continue to challenge authority and fight 

for the accommodations their children need. n 

CPF-SK, a proud member 

of the SCBScN Bilingual 

Option Advisory Council 


Parent Involvement Leads to 

Student Success 

NOTES FROM A CPF WORKSHOP PRESENTED BY NICOLE THIBAULT 

AT THE CASLT LANGUAGES WITHOUT BORDERS CONFERENCE, MAY 2019 

Creating a Place for All Parents 

Partnering with the school gives parents and educators a better 

insight into changes in the education system. Parents need to 

be seen as a vital asset to success in education and need to be 

respected as collaborators. 

Yet at times, parents feel a need to ‘speak the language 

of education’ for their children to succeed. This school-centric 

perspective centres on how parents can serve the school and 

support the existing, and long time, accepted school structure. 

Times are changing, and schools need to change too. Education 

specialists now speak about family-centric school practices and 

of embracing a philosophy and pedagogy of ‘walking alongside’ 

at the heart of working with, and being inclusive of, all families. 

This approach recognizes parents as the individuals who 

began their children’s education at birth and who continue 

to educate them throughout their lives. These teachers see 

themselves in a relationship accompanying the parent on this 

journey, and recognizing their capacity and parental knowledge 

of the child. 

This approach goes beyond the traditional ‘Meet the 

Teacher’ night and moves toward a more community-based 

approach where teachers go to homes and community centres 

to meet families and to learn with and from them. This can take 

the form of a community walk or drop in visits, but in all cases 

the one-way relationship becomes more reciprocal and inviting. 

Creating a welcoming and safe environment at the school for 

parents and community members to visit is a first step. From 

there, schools are reflecting on how to respond in culturally 

diverse ways, working to give parents an authentic voice. 

For more information on the ‘Walking Alongside’ pedagogy 

of working with parents and families, see the work of Debbie 

Pushor, PhD, Department of Curriculum Studies, University 

of Saskatchewan. 

A Strategy for Success 

I. School Climate – Welcoming, Connecting in the Community 

II. Eliminate Barriers – FSL is for ALL Students 

III. CPF Parent Outreach: Information, Tools, Supports 

Parents often feel unable to support their children’s education in French immersion 

because their own French skills are inadequate or non-existent. This can keep parents 

from enrolling their children in French immersion, or lead to unnecessary withdrawals 

from the program. 

• Parents do not need to possess French-language skills 

themselves in order to support children in learning FSL. 

• Skills developed in learning one language are transferable 

to the learning of others. 

• Students are more likely to be motivated, to earn higher grades, to have better 

behaviours and social skills, and to continue their education to a higher level when 

their parents are actively engaged in supporting their success at school. 

“ When schools, families, and community groups work together to support learning, children 

tend to do better in school, stay in school longer and like school more.” – Anne T. Henderson 


PARENT ENGAGEMENT MATTERS 

“ Influential in shaping attitudes and values, parents can help their children set goals and look to the future. Parental interest can be a significant 

factor in motivating students to continue their FSL studies throughout high school and into post-secondary studies. High levels of engagement by 

adult role models – whether parents, family or community members – in the school, highlight for students the value that is placed on learning 

additional languages.” – Ministry of Education, Ontario, “Parent Engagement” 

A Strategy for Success 

I. Volunteering at School / Helping from Home 

II. Learning at Home 

III. Community Outreach: people, resources, opportunities 

Schools must now consider new definitions for some commonly-used terms such as: 

n “Volunteers” to mean anyone who supports school and program goals, children’s 

learning in any way, at any place, and at any time – not just during the school day 

and at the school building. 

n “Homework” to include interactive, shared activities with others at home or in the 

community, linking school life to real life. 

n “Help” at home to mean encouraging, listening, praising, monitoring, sharing. 

• Student achievement improves when parents play an active role in their 

children’s education, and that good schools become even better schools when 

parents are involved. 

• Students succeed in a language-rich environment in the home: exposing them 

to French through television, movies, and cultural events; seeking opportunities 

to make connections with French-language communities. 

• There are considerable benefits in making French come alive through authentic 

French-language-experiences beyond the school (Mady & Arnott, 2010). 

Wherever possible, parents and community leaders can help establish, 

coordinate and communicate volunteer opportunities, cooperative education 

work placements, after-school camps, exchanges as well as local cultural 

initiatives including French movies and theatre. n 

“ Parents need to hold high aspirations and 

expectations for their children, and schools 

need to work in partnership with parents so 

that the home and school can share in these 

expectations and support learning.” 

COME LEARN FRENCH 

IN QUEBEC 

at The Centre linguistique du Collège de Jonquière 

langues-jonquiere.ca 

1-800-622-0352 

immersion@cegepjonquiere.ca 

PROGRAMS 

FOR EVERYONE 

— Youth 

— Adults 

— Customized 

— Online 

EXPERIENCE QUEBEC 

CULTURE IN A 

100% 

FRENCH ENVIRONMENT 

2, 3 or 5 week French immersion 

Including workshops & socio-cultural activities 

Homestays (3 meals day) 


CPF RESOURCE 

The Language Portal of Canada 

The Language Portal of Canada offers a wide range of writing tools, quizzes and links to help your children improve 

their second official language skills. This year, the Official Languages Act turns 50 and to celebrate this unique anniversary, 

we have put together a few questions from the Portal to test your knowledge of Canada’s official languages! 

1 

The 

2 

Selon 

3 

In 

_____ first established English and French as 

Canada’s official languages: 

a) Official Languages Act 

b) British North American Act 

c) Canadian Charter of Rights and Freedoms 

la Loi, les Canadiens et Canadiennes _______ 

(avoir, présent) le droit de recevoir des services 

du gouvernement fédéral dans la langue officielle 

de leur choix. 

a) ont eu b) ont c) avaient eu 

2011, how many people in Canada considered 

themselves bilingual in English and French? 

a) 4.8 million b) 5.8 million c) 6.8 million 

4 

The French translation of "Official Languages Act" is _________. 

a) Acte concernant les langues officielles 

b) Charte relative aux langues officielles 

c) Loi sur les langues officielles 

5 

_________ (se joindre, impératif présent) à nous pour 

célébrer cet important jalon de notre histoire. 

a) Joindrez-vous b) Joignez-nous c) Joignez-vous 

Answers: 

1- B: Section 133 of the British North America Act, passed in 1867, established English an French as Canada’s official 

languages. The Official Languages Act and the Canadian Charter of Rights and Freedoms were passed much later. 

2- B: Ont is the present conjugation of the verb avoir “to have”. Section 20 of the Canadian Charter of Rights and Freedoms 

indicates that the federal government must provide services in both of Canada's official languages. The services 

provided must be of the same quality in English and French. 

3- B: Between 2006-2011, the English-French bilingualism rate within the overall population went from 17.4% to 17.5%. 

Quebec accounted for 90% of this net increase 

4- C: The French title of the Official Languages Act is Loi sur les langues officielles. The word acte is used for certain treaty instruments 

and international accords but rarely for Canadian legislation. The English equivalent of the word charte is "charter." 

5- C: Joignez-vous is the imperative conjugation of the verb se joindre, to join. “Please join us in celebrating this important 

milestone in our country! Organizations across Canada will continue to hold events in the fall, in English and French, to 

mark the 50 th anniversary of the Act. 

Two Languages: 

My story 

What do Canada’s two official 

languages mean to you? 

Celebrate 50 years of official 

bilingualism by creating a video for the 

chance to win cash and other exciting 

prizes. 

memoicanada.ca 

Deux langues : 

mon histoire 

Que signifient les deux 

langues officielles du Canada 

pour vous? 

Célébrez 50 ans de bilinguisme officiel 

en créant une courte vidéo et courez la 

chance de gagner de l’argent et d’autres 

prix excitants. 

A project of 

Un projet de 

With support from 

Avec le soutien de 

In partnership with 

En partenariat avec 


NOUS OFFRONS 

AUSSI LE CAMP 

DE JOUR. 

CAMP MÈRE CLARAC - SAINT-DONAT 

campclarac.ca • info@campclarac.ca 

819 424-2261 • 514 322-6912 sans frais

CPF RESOURCE 

A Program that Allows You to 

Explore Canada and Learn French 

ODYSSEY PROGRAM 

Odyssey is a paid, professional work experience that 

gives participants the opportunity to travel across 

Canada to work as language assistants with students 

for nine months, and share their culture. For participants 

working as English assistants that means traveling to a French 

speaking community in Quebec or New Brunswick; and for 

those who would like to teach French, it would be the 

opposite with the chance to work elsewhere in the country. 

There is no age limit for the Odyssey program, but 

participants need to meet all eligibility requirements. 

Under the supervision of a teacher, Odyssey language 

assistants use games and other activities on a daily basis to 

motivate students to learn more about English as a second 

language, French as a second language, or French as a first 

language, based on their assignment. 

As an Odyssey language assistant, participants will have 

the opportunity to share their culture, drawing from their 

personal experiences. They will also share the unique linguistic 

features of their home region through art, music, stories, local 

expressions, and humour, and make a difference in the lives of 

youth. By the end, an assistant will have helped young students 

to broaden their knowledge of Canada and develop a passion 

for language learning, all while having fun! 

The Odyssey program not only benefits the students, 

but it will help the assistants grow and learn as well. For 

an English speaker, part of the experience is to live in a 

francophone community where English is likely to be the 

minority language, which will give them a chance to develop 

French fluency as they interact with the community. Beyond 

learning the language, the program will help provide a 

different perspective about the different cultures that 

make up French Canada while also building skills that 

are transferable to their career or their lives. 

For francophones or for participants with strong French 

proficiency, the program gives them an opportunity to work 

in an anglophone community where French is minority 

language and strengthen their fluency in English as they 

interact with the community. 

DID YOU KNOW? 

We are looking Odyssey francophone and anglophone 

language assistants. 

The Odyssey salary has increased to $25,000 from 

$18,500 to cover the employment period from the 

beginning of September through the end of May. 

Participants could also receive allowances for two 

return trips between their home province or territory 

and their assigned community if they have to move 

more than 200 km away from their home province 

or territory to work. 

ELIGIBILITY CRITERIA 

In order to qualify for the Odyssey program, participants must: 

n have solid English-language skills, both oral and written. English proficiency must 

be as strong as if it were their first language, to be an English language assistant; 

n have solid French-language skills, both oral and written. French proficiency must 

be as strong as if it were their first language, to be a French language assistant; 

n be a Canadian citizen or permanent resident of Canada (those studying in Canada 

on a student visa are not eligible); 

n have completed, by the start of their work term and within the last 10 years, at 

least one full year of post-secondary studies, college, or university. If a candidate is 

completing studies in Quebec, they must have completed two years of college-level 

studies or one year of university within the last 10 years. For studies done outside 

of Canada, participants also need to submit a formal assessment of their academic 

credentials. 

Interested candidates do not need to be bilingual to apply for the Odyssey program, 

but some basic oral and spoken skills in their second official language are a great asset. 

A driver’s license is not a requirement for selection. However, in some regions, having a 

license is preferable. n 

For full details please visit myodyssey.ca 

Published in partnership with the Council of Ministers of Education, Canada (CMEC). 


For French second language learners in Canada, linguistic 

insecurity can be a key barrier to language learning – even 

our Prime Minister Justin Trudeau has expressed insecurities 

about, and been criticized for, his French language skills. Linguistic 

insecurity stems from different sources including the social hierarchies 

that we’ve set up that presuppose that one type of French or 

one type of accent is better than the other. It can also manifest when 

someone makes a comment about our language skills, or switches to 

English when they hear an accent. Often, linguistic insecurity is also 

internal, stemming from the fear we experience of being judged or of 

seeming ridiculous in front of our peers. 

Not only does linguistic insecurity feel rather unpleasant, but it 

can lead a learner to limit what or how much they say, to spend their 

time over-correcting or selecting words, or to silence themselves 

altogether by choosing not to speak. In this way, linguistic insecurity is 

one of the key barriers to French second language learning in Canada. 

CPF LEARNING 

Linguistic Insecurity: 

A Key Barrier to Second Language Learning 

BY SOPHIE WERTHEIMER, PROGRAM MONITORING, EVALUATION, 

AND REPORTING MANAGER, CPF NETWORK 

If you’ve ever tried to speak in a language that isn’t your first, then you’re probably familiar with the 

concept, and feeling, of linguistic insecurity. Linguistic insecurity is the fear or anxiety of being judged 

or criticized for our accent or language skills (not finding the right words, not addressing someone 

politely enough, not being able to communicate ideas eloquently, etc.). 

In a context where we want to encourage our children, family 

and community members to speak French, here are a few tips to 

keep in mind to help limit linguistic insecurity. 

n Take a linguistic risk – order a meal in French or pay a visit to a 

local Francophone organization. Learning a second language 

means putting ourselves out there and even if it’s scary and 

difficult, it will only become easier with time. 

n Remember that everyone has an accent! Avoid commenting on 

someone’s accent or language skills – meet them where they’re 

at and encourage them to keep learning and speaking. 

n Don’t switch to English! If you’re a French speaker and someone 

addresses you in French, then keep speaking in French. Whether 

or not they have an accent or speak a bit more slowly, this is a 

great opportunity to refine language skills and to foster an 

environment that says Oui to French! n 

Réputée pour sa qualité d’enseignement 

Résultats scolaires supérieurs 

Le plus haut taux de diplomation en Ontario 

Le choix de sept parents sur dix 

Recognized for its quality of teaching 

Superior academic results 

Highest graduation rates 

The choice of 7 out of 10 francophone parents 


KEY CPF CONTACTS ACROSS CANADA 

National office 

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

T: 613.235.1481 

cpf@cpf.ca cpf.ca 

Quebec office & Nunavut support 

P.O. Box 393 Westmount, Westmount QC H3Z 2T5 

infoqcnu@cpf.ca 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 

cpfab@ab.cpf.ca 

ab.cpf.ca 

Northwest Territories 

PO Box 1538, Yellowknife, NT X1A 2P2 

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) 

info@on.cpf.ca on.cpf.ca 

New Brunswick 

PO Box 4462, Sussex, NB E4E 5L6 

T: 506.434.8052 TF: 1.877.273.2800 (in New Brunswick only) 

cpfnb@cpfnb.net 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 ed@cpfnl.ca nl.cpf.ca 

TF: 1.877.576.1776 (in Newfoundland & Labrador only) 

OUR ADVERTISERS 

Camp Mère Clarac 

T: 819.424.2761 (21) F: 819.424.5771 

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

Canadian Parents for French – Saskatchewan 

T: 306.244.6151 F: 306.244.8872 

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

Centre linguistique du Collège de Jonquière 

T: 418.542.0352 TF: 1.800.622.0352 F: 418.542.3536 

E: immersion@cegepjonquiere.ca 

W: www.langues-jonquiere.ca 

CSDC des Aurores boréales 

T: 807.343.4089 

E: cavanrassel@csdcab.on.ca 

W: www.ecolescatholiquesontario.ca 

Historica Canada 

T: 416.506.1867 TF: 1.866.701.1867 

E: education@historicacanada.ca 

W: www.memoicanada.ca 

Oxford Learning 

T: 519.473.1207 

E: info@oxfordlearning.com 

W: www.oxfordlearning.com 

RK Publishing Inc 

T: 416.785.0312 

E: frenchtextbooks@rkpublising.com 

W: www.rkpublishing.com 

University of Regina 

Liaison – Bilingual Option SCBScN 

Saskatchewan Collaborative Bachelor of Science in Nursing 

Faculty of Nursing 

T: 306.533.3965 F: 306.585.5183 

E: francine.proulx-kenzle@uregina.ca 

Watermelon-Works 

T: 519.539.1902 

E: jgray@watermelon-works.com 

W: www.watermelon-works.com 


$_______

Professeurs adjoints bilingues en sciences infirmières 

Vous êtes une infirmière ou un infirmier enseignant(e) et 

chercheur bilingue qui se passionne pour l’enseignement, 

l’apprentissage et la recherche. Vous avez un côté aventurier et 

vous êtes prêt à apporter votre contribution aux communautés 

francophones minoritaires. Vous avez envie de découvrir la 

richesse et la diversité des Prairies. 

Alors pourquoi ne pas venir vous joindre à nous en 

Saskatchewan, Land of the Living Skies? www.fransaskois.sk.ca. 

La Faculté des sciences infirmières de l’Université de Regina 

offre, en partenariat avec Saskatchewan Polytechnic, un 

programme de 1er cycle d’avant-garde. Plus de 1 300 étudiants 

sont actuellement inscrits au Baccalauréat conjoint en sciences 

infirmières de la Saskatchewan (SCBScN). Nous offrons 

maintenant au sein de ce programme une option bilingue 

(langue française). www.uregina.ca/nursing 

Nous invitons donc des candidats bilingues, en voie d’obtenir un 

doctorat, à considérer des postes de professeur adjoint à Regina. 

Veuillez noter que les candidats doivent pouvoir s’inscrire auprès 

de l’Association des infirmières et infirmiers autorisés de la 

Saskatchewan (Saskatchewan Registered Nurses’ Association). 

Bilingual Assistant Professors 

in Nursing 

Are you a bright, creative, and bilingual nurse educator and 

researcher who has a passion for teaching, learning and 

research? Do you have a sense of adventure and a willingness 

to contribute to francophone minority communities? Do you 

want to discover the rich diversity of the Prairies? 

Then join us in Saskatchewan, the land of the living skies! 

www.fransaskois.sk.ca 

The University of Regina’s Faculty of Nursing offers a 

leading-edge undergraduate program in partnership with 

Saskatchewan Polytechnic. More than 1,300 students are 

currently enrolled in the Saskatchewan Collaborative 

Bachelor of Science in Nursing (SCBScN) program. We now 

offer a bilingual (French language) option within the 

SCBScN program. www.uregina.ca/nursing 

We invite bilingual PhD prepared applicants to consider 

Assistant Professor positions in Regina. Candidates must be 

eligible for registration with the Saskatchewan Registered 

Nurses’ Association. 

Déposer votre demande en ligne dès aujourd’hui 

Apply online today 

www.uregina/hr/careers

CPFMagazine Fall 2019 Issue

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