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.
FALL 2020
Magazine
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CANADIAN PARENTS FOR FRENCH
Back to School
Resources
HOW TO PRESERVE
FRENCH LEARNING
DURING SCHOOL
CLOSURES
TAKING THE CPF
NETWORK CONFERENCE
VIRTUAL IN 2020
THE LINGUISTIC DUALITY NETWORK
TWO LANGUAGES = TWICE AS STRONG
Like maple syrup on pancakes, some things are just better together. The same can be
said about Canada’s official languages, whether you speak English or French… or both!
Linguistic duality is at the heart of our identity and a unique source of pride for Canadians.
CPF Celebrates Linguistic Duality Day
The second Thursday of September is Linguistic Duality Day. This year, CPF marked the occasion by joining
its partners, French for the Future and the Canadian Foundation for Cross-Cultural Dialogue to launch the
Linguistic Duality Network’s new website and social media campaign.
Make every day Linguistic Duality Day
by showing your support
Join the Linguistic Duality Network:
Visit linguisticduality.ca and become a supporter of our
growing community!
LINGUISTIC DUALITY MAKES
CANADA MORE CANADIAN!
Visit the CPF website for ideas on how to celebrate linguistic
duality and demonstrate that we’re truly #bettertogether.
Follow us on:
@ldn.rdl
@ldn_rdl
Magazine
CANADIAN PARENTS FOR FRENCH
FALL 2020
www.cpf.ca
FALL 2020
Table of Contents
CONTRIBUTORS
Andréanne Simard, Karen Pozniak, Rebecca
Lancaster, Marcos Salaiza and other authors
and organizations, as noted in their articles.
EDITORIAL MANAGER
Marcos Salaiza
GRAPHIC DESIGN
Stripe Graphics Ltd.
PRINTING
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Canadian Parents for French
Email: advertise@cpf.ca
CPF Magazine is published three times per
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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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it comes from well-managed forests and
known sources, ensuring local communities
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FEATURES
3 How to Preserve French Language Learning During
Coronavirus School Closures
10 Félicitations finissants de la classe de 2020 !
12 CPF and Linguistic Reality of the Canadian Territories
14 Inclusion & Exclusion:
A risk in bilingual education in Canada
REGULAR ARTICLES
2 PRESIDENT’S MESSAGE
6 CPF BRANCHES
A Summer to Remember:
CPF Branches Take Camps Online
8 CPF PARTNERS
Slam This!
16 CPF EVENTS
Taking the CPF Network Conference Virtual in 2020
18 CPF PARTNERS
Learn French through Film with Resources
from the National Film Board of Canada
20 CPF RESOURCE
Resources for Going Back to School during the Pandemic
22 KEY CPF CONTACTS ACROSS CANADA
23 CPF YOUTH ACTIVITY
Apprendre de la maison
À vos marques, prêts, débranchez!
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
W
elcome to the fall edition of
CPF Magazine. These have been and
continue to be trying times for us all as
we deal with the global pandemic. New information
is published on a daily basis on many levels: the latest
medical and scientific data, updates about our country
and the reopening of businesses and schools. This
issue contains information about going back to school
which may help you in formulating plans to keep
you child(ren) safe and engaged in French second
language learning. Please keep your local CPF Chapter
and Branch apprised of conditions at your School
Boards or Districts. It is important for them to have
this knowledge in order to be able to advocate on students’ behalf.
This issue includes articles on some of the CPF activities that
occurred virtually over the summer. Many thanks to the Branches
and Chapters who were able to adapt their programming so that
students could continue to learn and use French. Research based
articles are also included as well as information on other available
resources for the new school year.
Our CPF Network Conference and National AGM that are
traditionally held in October, will be held virtually this year. This has
been very disappointing for those of us who have participated in
person; had the chance to attend workshops; and have, throughout
the years, renewed friendships and made new ones with likeminded
individuals from across the country.
However, the silver lining is that we now have an
opportunity to reach out to more members and
others who have been unable to attend in the past.
I invite you to read the article about the conference,
register to attend and take part. CPF Branches
whose conferences and AGMs have also been in
the fall will be hosting them virtually as well. We are
thankful for the technology that allows us to do this.
I am grateful for the powerful and dedicated
volunteers from across the country who provide
leadership on so many levels; especially the
Committee and Branch Leaders whom I have had the
pleasure of working with over the past few years. They have taken
their roles seriously and, as a result, have strengthened our Network.
Perhaps it is time for you to consider giving back to CPF with some sort
of volunteer commitment, there is a form on the National Website to
help you do this.
I look forward to meeting you in October during our virtual
conference and AGM. In the meantime, the National Board and
I are here to assist you. n
NANCY MCKERAGHAN CPF NATIONAL PRESIDENT
Université d’Ottawa | University of Ottawa
FRENCH IMMERSION
at uOttawa
A unique opportunity
with unparalleled support!
• French immersion available in 86 undergraduate programs
• Open to core, extended and French immersion students
• Special courses to make the transition to bilingual
university studies
• An extra $1,000 per year for studying bilingually
• An authentic bilingual environment in Canada’s capital
immersion@uOttawa.ca
www.immersion.uOttawa.ca
2 CPF MAGAZINE FALL 2020
How to Preserve French
Language Learning During
Coronavirus School Closures
BY CHANTAL MAYER-CRITTENDEN ASSOCIATE PROFESSOR FOR THE
SCHOOL OF SPEECH-LANGUAGE PATHOLOGY, LAURENTIAN UNIVERSITY, ONTARIO
This article was first published in The Conversation on June 18, 2020
https://theconversation.com/how-to-preserve-french-language-learning
-during-coronavirus-school-closures-139179
D
uring this time of confinement due
to coronavirus, children educated
in French outside Québec are
less-frequently exposed to the French
language. Studies have shown that
exposure is vital to maintaining their
skills. It is safe to assume that exposure is
also necessary for children to undertake
online learning in French successfully
In Canada outside of Québec, there
are approximately 3.9 million children
enrolled in schools. More than half a million
of them, or 12.8 per cent, are educated
in French. According to Statistics Canada,
430,119 students (11 per cent of all
students in Canada outside Québec) were
enrolled in French immersion programs and
167,259 students (four per cent) in Frenchlanguage
schools in 2017-18.
The linguistic context, expectations,
teaching approach, social context,
classroom dynamics, teachers and
students vary considerably between
French schools outside Québec in Canada
and French-immersion schools. This is
because the former were established
to teach in ways that assume children’s
first language is French and to protect
linguistic rights in a minority-language
context, and immersion programs are
intended for the linguistic majority
learning a second language.
That said, in 2018, the vast majority
of students in kindergarten classes in
French-language schools in northeastern
Ontario were anglophone.
Who attends French-language
schools?
The intent of Section 23 of the Canadian
Charter of Rights and Freedoms is to
preserve and promote both French and
English as official languages of Canada.
Section 23 stipulates which citizens hold
rights to have their children receive
school instruction in an official language
minority context (and how these rights
can be exercised). For example, if parents
are francophones or went to French
school in Ontario, they hold rights to
French-language education in Ontario for
their children.
A 2016 report by the Office of the
Commissioner of Official Languages
indicates that between 1986 and 2006,
the estimated number of children aged
five to 17 who were eligible for Frenchlanguage
education under Section 23 of
the Charter decreased continuously by
over one-quarter.
According to Statistics Canada, the
overall population of French speakers
continued >>
CPF MAGAZINE FALL 2020 3
outside Québec got smaller between
1971 to 2016. In 1981, 4.9 per cent of
the population outside Quebec identified
French as their first official language, but
the figure was 3.6 per cent in 2016.
Parents who aren’t francophones or
didn’t attend French schools may still, if
they wish, seek to enrol their child in a
French-language school. To do so, the
child and the parent must appear before
an admissions committee. Many Frenchlanguage
schools have students whose
mother tongue is English.
Maintaining French
exposure
Given the current pandemic, and the
confinement it imposes, many parents
and teachers are concerned about
maintaining the French-language skills
of their children or students who live in
linguistic minority communities where
English predominates. With the increase
in free time, and inevitably screen time,
comes an increase in exposure to English
among these students. According to
a national study, the vast majority of
children (approximately 70 per cent)
consume English-language media in the
home under normal circumstances. We
can therefore likely assume that this
consumption is increased during
a lockdown.
As a speech-language pathologist
and associate professor at Laurentian
University, my research focuses on
Despite differences in
French-language and
French immersion schooling,
there is one thing that
brings these two modes
of teaching and learning
together: in order to learn
and maintain a language,
whether it is our first or
second language, we must
be sufficiently exposed
to it. It is imperative that
children have several
opportunities to hear
and use the language.
minority-language acquisition and
maintenance in an English-dominant
context and the impacts of bilingualism
and attention deficit hyperactivity
disorder (ADHD) on the language skills of
children with developmental language
disorders. I am the founder of a research
and discussion group as well as the
host of a podcast to raise awareness
about communication.
Significant exposure
to French needed
Despite differences in French-language
and French immersion schooling, there
is one thing that brings these two modes
of teaching and learning together: in
order to learn and maintain a language,
whether it is our first or second language,
we must be sufficiently exposed to it.
It is imperative that children have
several opportunities to hear and
use the language.
According to a Canadian study,
bilingual children must be exposed to
a language at least 40 per cent of their
waking hours in order to understand it as
well as a native speaker of that language.
However, a minimum of 60 per cent of
exposure is necessary in order for the
expressive vocabulary of bilingual children
to be comparable to that of monolingual
native speakers of that language. Thus,
in order to achieve proficiency in French,
children need rich, consistent and quality
interactions in that language.
How can the French language be
preserved during the pandemic when
exposure to it is drastically reduced?
Several school boards have posted
strategies on their websites to help
parents increase exposure to French
during the pandemic. For example,
watching English television programs
dubbed into French (such as on Netflix),
watching French television programs
(ICI TOU.TV for example), using French
4 CPF MAGAZINE FALL 2020
applications such as Jeux pour lire for
younger children and 1jour1actu for
teens, listening to podcasts in French,
reading books in French, listening to
audio books (such as from Audible),
chatting with friends and extended
family members, video chatting, etc.
Strategies to
maintain French
Most of the strategies listed above are
passive in nature, meaning that children
hear French, but are not required to
actively use it. The saying “use it or lose
it” is relevant. It’s important to create
opportunities during the day when
children use French, either orally or in
writing. This allows them to consolidate
what they’ve learned and develop the
skills that will help them maintain the
minority language.
I have prepared resources for
parents with many of the strategies
listed above, among others. They can be
found on my website. These strategies
include creating videos or photo albums
with French subtitles, video calls with
French-speaking family members, using
applications that require word spelling
(such as Scrabble) and speaking key
words throughout the day. These words
are more sustained or literary words
that are not necessarily encountered
in children’s daily lives, but are very
important for school learning as well
as for reading comprehension.
One thing is certain, doing
a little is better than doing
nothing. The important
thing is to establish a home
routine to try to increase
exposure to French. Parents
need to find opportunities
for their child to speak
French every day and
stick to it.
I have recorded episodes of The Parlé
Podcast in French and English to help
parents choose these key words and use
them in a variety of contexts. Several
studies have shown that even children in
preschool and kindergarten can learn
them and that the benefits are many.
In fact, the vocabulary understood by
kindergarten students is strongly related
to the end of seventh grade vocabulary
and reading comprehension.
Better a little than
none at all
However, even with the strategies
listed in this article, it remains difficult
for many families to achieve a level of
exposure to French of 40 to 60 per
cent of the child’s waking hours. These
strategies, whether passive or active,
rely on the support of parents already
overworked by the countless tasks that
have been added to their daily activities
since COVID-19 disruptions.
One thing is certain, doing a little is
better than doing nothing. The important
thing is to establish a home routine to try
to increase exposure to French. Parents
need to find opportunities for their child
to speak French every day and stick to it.
This can be a meal, a particular activity
such as bath time, a TV show, reading a
book, video chatting with family members
or with French-speaking friends. When
organizing video calls, I suggest making a
plan to give structure to the conversation.
For younger children, it can be a
kind of scavenger hunt (for example,
describing something yellow in a room,
what they ate for breakfast). For older
children, it can be a discussion about a
French-language program that they’re
watching. Activities for video calls can be
found on my website.
Should we expect a decline of French
language skills in children from bilingual
or anglophone homes? Only time
will tell. n
The Parlé Podcast
To listen to the author’s podcast,
visit her blog,
theparlepodcast.com
CPF MAGAZINE FALL 2020 5
CPF BRANCHES
A Summer to Remember
CPF SASKATCHEWAN Virtual French Summer Camp Attracts International Audience
BY KAREN POZNIAK EXECUTIVE DIRECTOR, CPF SK BRANCH
W
hen the COVID-19 pandemic
hit the globe, one immediate
professional impact was the need
for organizations to evaluate if programs
and activities could still be offered. Everyone
was forced to stop and think... and then,
to reinvent themselves. As the saying goes,
"necessity is the mother of invention".
Normally, Canadian Parents for French –
Saskatchewan (CPF SK) would have held
its popular Fête du soleil summer camp in
locations around the province for students
entering kindergarten to grade 5.
Because the in-person camp could no
longer happen, the Virtual Fête du soleil -
Fun at Home! concept was created. The idea
was to provide an online camp, but it would
take the form of a television-like program.
Think Sesame Street and Mr. Dressup. The
motivator was threefold: to keep as much
normalcy as possible for children in this most
unusual and unprecedented time – to still
offer a program that was very familiar and
loved; to provide an opportunity for children
to continue learning and practicing their
French language skills over the summer,
as well as create a resource that could be
used into the school year and beyond; and
finally, to deliver meaningful employment
to the four university students who would
be needed to carry out this ambitious
programming plan.
Melissa Longworth returned as the
Branch's Lead Bilingual Monitor. Joining her
were Nicole Gerber, Emily Rieder and Sierra
Kalthoff. They started Virtual Fête du soleil
- Fun at Home! by creating a theme song,
which had already been pre-developed last
summer during the Saskatoon camp – on
a bus ride home from an excursion while
singing French songs with the day campers.
Last year's jingle was further expanded and
was then used to introduce each of this
year's episodes. Next, the Monitors worked
hard to develop 35 themes to cover the
seven week time period allocated for the
virtual summer camp to take place.
Together the Monitors filmed 21 one
hour episodes, uploaded to YouTube, and
developed 14 "do-it-yourself" activity guides,
posted to the CPF SK website. At the beginning,
this was a brand new experience for them
as they were unfamiliar with the filming
process. With time, they gained familiarity and
expertise and produced great quality videos,
even using tools like the green screen.
In following pandemic protocols, the
Monitors needed to creatively provide
activities that could be done while
maintaining social distancing. For example,
with tag games, they used long objects such
as pool noodles to be physically distanced.
They also utilized different locations such as
parks, playgrounds and houses to provide
the needed space, as well as generate visual
variety for the viewers.
On behalf of the Monitors,
Ms. Longworth said, "We are incredibly
grateful to be a part of this summer project
that allowed kids to feel like they could still
attend Fête du soleil camp. We wanted them
to have as much fun watching these videos
as we did in making them. We also wanted
children to recognize that French can be
learned in a fun environment from home.
During the course of the summer, our videos
only got better, and we hope that they will
continue to be enjoyed by families to come."
Of the many themes created, four of their
favourites included Quarantine Olympics,
Pirates, Camping, and Day at the Beach.
By the end of August, more than
2,000 families had already participated
in the Virtual Fête du soleil - Fun at
Home! Program. These high numbers
clearly demonstrate that the virtual camp
served the purpose it set out to achieve.
Engagement came from households in
Saskatchewan and all across Canada, as
well as in the United States and in Europe.
Thank you Melissa, Nicole, Emily, and Sierra
for a job so well done!
Much gratitude must also go out
to Brooklyn Barré, CPF SK's Admin &
Communications Officer, for her massive
contribution over the summer. She cut film
clips, added titles and music, assembled and
posted activity guides for every theme,
and promoted each video and activity on
social media.
When asked to describe her experience
over the summer, Ms. Barré said, "In editing
the videos, it was cool to watch all the
crafts, games, cooking activities, and science
experiments that couldn’t necessarily be easily
done in the face-to-face format of camp.
I hope that these videos and themes
show children that learning French is fun
and that they can use French at home and
maybe even teach their parents a few words
that they learned in the videos."
Moving forward, the videos and "do-ityourself"
guides will remain available on the
Branch's website sk.cpf.ca. We sincerely
hope that Virtual Fête du soleil - Fun at
Home! will continue to be used by children
learning French and that this free resource
will continue to provide immeasurable value
and enjoyment to all who access it. It is our
gift to you! n
6 CPF MAGAZINE FALL 2020
CPF BRANCHES
CPF Branches Take Camps Online
Last Summer, CPF Branches responded to the pandemic in a creative
way by adapting their popular summer camps to a virtual format.
CPF NOVA SCOTIA Camps D’Été Virtuel! Mes amis et moi en ligne!
BY REBECCA LANCASTER EXECUTIVE DIRECTOR, CPF NS BRANCH
C
anadian Parents for French, Nova
Scotia has a long tradition of
summer camps. We have been
organizing French camps since 1985.
Our normal camp season is a mixture of
chapter camps, overnight camps, day
camps, nautical camp and a group who
visit the Francoforum in St-Pierre, France.
Our French camp program is supported by
Canadian Heritage and NS Education and
Early Childhood Development.
In Nova Scotia, overnight camps were
cancelled by NS Public Health at the end
of May. Day camps were given the go
ahead in June but with many restrictions
involved. It was not possible at the time to
continue with our day camp program
as the venues were not available.
With some brainstorming and
planning, CPF Nova Scotia moved the
camps online with options for parents to
register campers for a full week or half
week, and for one-on-one conversation.
When the schools closed in Nova Scotia,
the students moved online to Zoom to
do classroom work with their teachers. It
was decided to use the same platform as
students were already familiar with Zoom.
Camp started each morning for an
hour and a half, then a lunch break with
a further hour and a half. One-on-one
conversations were booked before or
after camp, so that campers could
participate in both. Each day started off
with a 5-10 minute introduction, allowing
campers to join if they were running
late. The introduction was followed by
a 20-minute activity new to that day or
a homework assignment from the day
before. Morning activities included exercise
routines, zumba, show and tell, bingo,
guess who, etc.
Virtual workshop: Alain Clavette, Le monde des poules
The warm up activity was followed
by a 30-minute lesson consisting of
one of the following; dictée, writing a
story, annotating a song, learning new
vocabulary to a specific theme, writing a
poem, interviewing peers, and many other
educational practices. To wrap up and
reinforce the morning’s activities, there
was 30 minutes of an activity relating to
the lesson, such as vocabulary related
translations, scrabble, hangman, jeopardy,
French-word dominoes, and many others.
Campers and staff would do a quick
recap before the lunch break from 12:00-
1:00. The afternoon session would follow
the same process as the morning. At the
end of the day, there would be a group
activity to sum up what was learned that
day and to give a homework or activity
assignment for the following day.
On Fridays, campers received
certificates for attending camp and awards
for most improved camper were handed
out. A random draw was held on Fridays to
give out a gift card for $25 in books from
Moi et Mes Livres, a local independent
bookseller specializing in French books.
Camp Director Jake MacLellan gave
his feedback on how the camp ran, “
everything is working great. I feel we are
doing the best we can and
the students seem to love
it.” Jake has been with
our camp program for
many years. He started
as a camper at 12 and
soon moved through
junior counsellor, senior
counsellor and Prof
to Camp Director. His
experience at camp was
instrumental in his choice
to enter the Bachelor of
Education program at the University of PEI.
CPF Nova Scotia also developed
a series of pre-recorded videos and
workshops that older campers could
access. These pre-recorded resources
included how to care for chickens, cooking
classes, dance, horseback riding, 3D make
up workshops, and more. Eventually
these resources will be available on our
CPF Nova Scotia YouTube channel for
educators, parents and students to access.
As with any new activity, there are
improvements to make and some technical
glitches along the way. However we knew
that it would be a learning curve as it is
the first time CPF Nova Scotia has ever
offered activities online. Feedback from a
camper’s parent was, “I don’t listen in on
the camp, but I can hear my kids enjoying
themselves, laughing a lot. Once camp
is over they want to speak more French
with me and with each other. It’s a great
confidence booster.” In view of what CPF
Nova Scotia set out to achieve given the
circumstances, I think our camp team did
a great job. Merci à Jake, Alexa, Alexandre,
Alexanne, Ben et Daniel! n
CPF MAGAZINE FALL 2020 7
CPF PARTNERS
Slam
this!
Unique teaching methods are being used to help French as a Second Language (FSL) thrive
around the world. This year, Canadian Parents for French National and Canadian Parents for
French Québec and Nunavut (CPF QNCU) had the chance to collaborate with the Centre de la
Francophonie des Amériques (CFA) on the contest Slame tes accents.
BY ANDRÉANNE SIMARD REGIONAL ACTIVITIES COORDINATOR, CPF QUÉBEC AND NUNAVUT
Slam is a creative form of spoken art
that allows students to have fun
with language, regardless of their
level of comfort and ability. This type of
performance art is not yet well-known
within the field of education but it has big
potential as a learning tool. First, it has
the ability to act as a source of inspiration
when introducing students to the world
of poetry because of its fun nature. It
also emphasizes the importance of the
language arts in our society, in addition
to developing speaking and writing skills,
slam poetry can act as a healthy outlet
for difficult emotions that all students
experience from time to time.
Slame tes accents:
The Contest
Slame tes accents is a fantastic opportunity
for youth to have fun with words and
accents. The contest is open to all
students. French could be a student’s first
or second language. Students could be
just starting their FSL journey or perfecting
it. It doesn’t matter. All are welcome! To
participate, students had seven months
to write a class slam and create a 60 to 90
second video of their performance. They
had to use a minimum of 5 out of 20 words
outlined by the organization. In total, more
than $15 000 in prizes were offered! Lots
of fun and new discoveries were made at
the different workshops. The workshops
sought to stimulate participants’ creativity,
rhythm and writing skills. Students also
witnessed the evocative power of slam
under the inspiration of artist and Slame
tes accents spokesperson Mathieu Lippé.
Workshops and A
Vibrant Spokesperson!
Mathieu Lippé is a Québecois artist
who was the spokesperson for the
competition. He had the chance to share
his knowledge through educational
workshops in Montreal, Chicago and
Detroit. Plus, he made several slam
videos available to participants to
further their understanding of the
art. An educational guide was made
available to teachers to help facilitate
students’ development of speaking
and writing skills.
The CPF QCNU team also offered more
than six workshops in schools across the
province. The goal of our partnership with
Slame tes accents was to also promote
O'Poésie, our national poetry competition,
with a slightly different angle for 2020.
CPF was pleased to join in support of the
Centre de la Francophonie des Amériques'
well honed international competition.
CFA received over 40 videos from
seven regions across the Americas,
including Costa Rica, Canada (British
8 CPF MAGAZINE FALL 2020
Columbia, Québec, Saskatchewan and
Prince Edward Island), Cuba, Haiti,
and Mexico.
The Judging Experience
The CPF QCNU team got to be part of
the judging panel for this edition of the
competition and were very impressed by
the students’ imagination and the power of
their words. The team was delighted by the
originality, love of the French language and
courage to have fun with French. It was a
rewarding experience to see francophones
and francophiles participating fully,
regardless of their language level.
The general public could also vote
for their favourite videos. More than
10,500 votes were collected and used to
pick the winners of the Public’s Choice
Award. The contest’s key partner, Unis
TV, and the Minister of International
Relations and La Francophonie of
Québec, Ms. Nadine Girault, also
offered special prizes.
The Winners of the
CPF QCNU Bursary
Eleven schools from different corners of
the Americas were rewarded for their
moving performances. CPF QCNU also
offered a $500 bursary to a participating
school in Québec or Nunavut. The bursary
is to be used by the winning school to help
fund an educational activity in French or to
buy French educational materials.
Following a random draw, it was
Annie St-Jean’s class from Collège
Saint-Alexandre in Gatineau, Québec
that won this bursary! Congratulations!
Dare to Explore Slam!
This exciting competition provided
many positive outcomes. First, it was
an opportunity to highlight different
accents and reduce the stigma around
having an accent. The competition also
increased awareness on La Francophonie
across the Americas while promoting
French language learning in teaching
environments. Throughout the contest,
CPF PARTNERS
several classes attended workshops on
slam poetry to discover the art. Groups
from across the Americas participated
in the event and an international jury
judged the performances. And of course,
the judges selected the big winners of the
third edition of the competition!
Thank you again to the Centre de
la Francophonie des Amériques for
allowing our organization to be a part
of this incredible experience! CPF
encourages FSL teachers and students
across Canada to consider participating in
this fun, enrichment learning opportunity
in 2021. Visit the website at:
https://francophoniedesameriques.com/
vos-services/programmes/slame-tesaccents/3e-edition
n
Go to sk.cpf.ca to continue the adventure...
An
excellent
resource
for back
to school
learning!
Une
ressource
excellente
pour la
rentrée
scolaire!
CPF MAGAZINE FALL 2020 9
Félicitations finissants
de la classe de 2020!
Celebrating Meadow Lake’s First French Immersion Graduating Class
Last summer marked an important
milestone in the city of Meadow
Lake, Saskatchewan, as it saw its
first French immersion class finish
high school.
While graduations are always a
special occasion, for the graduating
class of Carpenter High School from the
Northwest School Division, it was even
more special as it represented years of
hard work not only in their studies but
also of advocating for access to French
second language education.
Even though Saskatchewan has seen
increased popularity and demand for
French immersion (FI), accessing these
programs has not always been easy.
Many times throughout their education
these students faced the risk of not being
able to continue their French education.
During their time in Grade 10, they did
not have a teacher but were determined
to continue in the program and ensure
its future existence so they simply moved
their classes online.
In a moving letter written by the six
students, they explained the challenges
and joys of being the first graduating
French immersion class in their school
division, “although there were some
struggles, the benefits of FI far outweigh
the negatives. Through this program, we
have learned valuable life skills, such as
the value of education, a strong work
ethic, to set goals and achieve them […]
and confidence. We have been able to
travel and communicate both in Canada
and abroad (Quebec, France).”
CPF National was thrilled to hear the
news about the first French immersion
class graduating from Meadow Lake,
as it is a reminder of the importance of
working towards creating opportunities
to learn French.
“We are so pleased for you and
hope, as trailblazers, you will commit
to advocating for the program going
forward. We loved reading your joint
letter sharing your reflections of your
experience. Hearing personal testimonials
makes all the difference – and you have a
great story to share!” said Nicole Thibault,
CPF National Executive Director.
We hope this class’s journey serves as
an inspiration to other students currently
in French immersion, along with their
parents. Know that the effort and hard
work are all worth it! In their letter, the
students concluded, “If we had to do it all
over again, we would enroll in FI without
giving it a second thought. Without a
doubt our future is shining bright.”
Today, French immersion continues
to be offered in the North West School
Division and has more than 100 students
currently enrolled.
Congratulations Claire, Emma,
Meaya, Tori, Haley and Aiden. n
10 CPF MAGAZINE FALL 2020
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BEYOND THE OF
Recognizing Indigenous/Inuit Languages
and Cultures — A Path to Reconciliation
For the past few years, Canadian Parents for French has been
working to increase its growth in the Canadian territories. New CPF
groups are emerging in Nunavut and the Northwest Territories.
northern horizons are
CPF’s broadening. However,
in Canada’s current political-cultural
setting, reconciliation with Indigenous
peoples is a must. CPF is responsible for
carefully investigating the paths that
must be taken to create strong ties with
the different communities in Canada’s
territories. The various legislative realities
concerning language and culture, the lack
of representation of Indigenous languages,
especially in schools, and the development
of French are challenges of which an
organization like CPF needs to be aware.
Understanding these realities in order to
act with tact is crucial to the development
and sustainability of French in the
territories, where most of the population
is Indigenous or Inuit. French cannot
flourish unless stakeholders become aware
of the historical, linguistic, and cultural
demands of the communities in which
they wish to develop or maintain it. This
article provides an overview of territorial
realities to present the challenges and
experiences of each of these Chapters.
In the end, strategies will be proposed
for the sustainable development and
enhancement of CPF’s relationships
with other communities.
12 CPF MAGAZINE FALL 2020
OVERVIEW OF INDIGENOUS
LANGUAGE REALITIES IN THE
CANADIAN TERRITORIES
Today, there are more than 60 Indigenous
languages and dialects spoken in Canada
(Statistics Canada, 2017). Of all these
language communities, only Cree,
Inuktitut, and Ojibwe, languages that
have existed for millennia, are considered
languages with enough speakers to be
revitalized (Walker, 2017).
Of the three Canadian territories,
only two have granted official status to
Indigenous and Inuit languages. In Nunavut,
Inuktitut and Inuinnaqtun are spoken
alongside English and French. In addition
to its official act, this territory has added
an Inuit Language Protection Act. In the
Northwest Territories, the Official Languages
Act recognizes 11 official languages,
including nine Indigenous languages, in
addition to the two official languages
of Canada. In Yukon, the use of Yukon’s
Indigenous languages is recognized by law,
but only officially recognized since 1988. 1
Several elementary schools offer a
First Nations or Inuit language option.
However, research has shown that there
was almost no teaching of Indigenous
languages in high school, which were used
primarily as a support for learning English
before being removed from the curriculum
(Aylward, 2009). With the project for the
modernization of the Official Languages
Act, many organizations, including
territorial francophone associations
and the Fédération des communautés
francophones et acadiennes (FCFA), have
taken on the challenge of including the
recognition of First Nations, Métis, and
Inuit languages so that they are identified
as an integral part of Canadian identity
(De Ciccio, 2019).
A LOOK AT THE YUKON
Glyn Lewis, Executive Director of CPF BC &
Yukon, reports that the relationships between
the Yukon Chapter and the territory’s
francophone community are very good
today. The Chapter works closely with the
Association franco-yukonnaise (AFY) to set up
French cultural activities in French language
and French immersion schools.
A few years ago, CPF BC & Yukon
was involved in a trilingual program with
Hardwicke Island in northern British
Columbia. An Indigenous Elder visited the
various schools during language courses to
share and teach the island’s mother tongue
and culture. In 2017, tensions between the
various language communities, unfortunately,
led to the end of the program, which had
initially been considered to be innovative
and inclusive. According to Lewis, CPF BC
& Yukon has learned a great deal from this
situation and about the importance of better
supporting itself and providing assistance to
various language communities.
FICIAL REALITY
BY ANDRÉANNE SIMARD REGIONAL ACTIVITIES COORDINATOR, CPF QUEBEC AND NUNAVUT
AND ÉDITH VACHON-RAYMOND JOURNALIST (B.A. IN CANADIAN STUDIES, INDIGENOUS STUDIES AND HISTORY)
A LOOK AT THE NORTHWEST
TERRITORIES
Since 2018, CPF has made significant
progress in building relationships and
recognizing other language and cultural
communities in the territories. Activities
aimed at promoting Indigenous cultures
were included in CPF NWT programming;
in particular, the Family Bike Rally in French
on June 21, 2018, a NWT statutory holiday
dedicated to the National Indigenous
Peoples Day. During this family bike ride,
the participants had the chance to discover
the origins of this celebration, as well as
several places rich in Dene history and
traditions. This was one of the highlights
of the 2018/19 programming.
In 2019/20, CPF NWT also established
closer ties with the francophone
community to promote the sharing of
human, financial, and material resources.
Some of these key partnerships already
existed, including organizing the traditional
Sugar Shack Cooking in French.
A LOOK AT NUNAVUT
Since 2017, CPF has been working to establish
CPF Québec Nunavut (QCNU) in Nunavut.
In 2019, the first CPF ‘Team’ Nunavut was
formalized. The goal of this team, which
brings together different organizations from
the community, is to provide francization
tools and services adapted to local needs,
while reducing the burden of cumbersome
administrative governance processes. 2
In addition, the CPF ‘Team’ mission is to
promote CPF QCNU within Nunavut. It has
been almost a year since the collaboration
agreement was signed, and very positive
changes are being seen.
The relationship between CPF QCNU
and the francophone community is strong
because most francophone families in
the territory are exogamous, so there
is already a regular mix of language and
culture. CPF’s activities are well received
because they allow families to have
access to French or bilingual experiences
even if they don’t have any knowledge
of the language, while also bringing
together francophones, francophiles and
anglophones in a fun environment that
facilitates French learning.
However, relationships with Inuit
communities need to be built and are,
therefore, a top priority. In 2019, the
CPF QCNU team made a strategic trip to
meet with Inuit leaders. During the next
visit, CPF QCNU would like to organize
a meeting with stakeholders from the
francophone community and a meeting
with representatives of Inuit communities
to encourage collaboration and the
development of forward-looking projects that
are focused on the needs of the community.
THE BOTTOM LINE...
There are many key issues in the northern
territories, including the high turnover
of staff, historical misunderstanding of
Indigenous and Inuit issues, the high
community mobility, the lack of resources,
etc. Everything seems to indicate that
creating meaningful relationships and
developing forward looking projects
among the various language communities
of a territory benefits the vitality and
development of each one. CPF is fortunate
to be a strong organization. In a pivotal time
of reconciliation and in conjunction with
the modernization of the Official Languages
Act, CPF has the unique opportunity to
take a leadership role in shaping a healthy
development of Canada’s language identity
that is respectful, inclusive, and restorative.
To achieve this, proposed strategies such as
the following could be implemented:
Proposed strategies to foster the vitality
of Canadian language identity:
1) Recognize and defend Indigenous
and Inuit languages as fundamental
languages in Canada;
2) Promote the creation of meaningful
bridges between the various language
communities (First Nations, Métis,
Indigenous, francophone, etc.) by
addressing their issues and needs, while
promoting the sharing of resources;
3) Develop partnerships between
Indigenous and francophone
organizations so meaningful projects or
actions can be implemented;
4) Respectfully include the culture and
history of Indigenous and Inuit peoples
in annual programming (e.g., CPF NWT’s
biking activity on National Indigenous
Peoples Day in Yellowknife, 2018). n
1
Office of the Commissioner of Official Languages. “Yukon adopts its Language Act.”
https://www.clo-ocol.gc.ca/en/timeline-event/yukon-adopts-its-languages-act
2
In the north, there is a high turnover of staff, so it is difficult to ensure the sustainability of projects. CPF QCNU
sees itself as a kind of support, both an administrative officer and an organizational memory that promotes the
creation of relationships between the different language communities.
CPF MAGAZINE FALL 2020 13
Inclusion&
Exclusion
A risk in bilingual education in Canada
BY MONICA TANG FRENCH IMMERSION TEACHER AND
FACULTY ASSOCIATE AT SIMON FRASER UNIVERSITY, BRITISH COLUMBIA
TRANSLATED BY NATALIE BALLARD LANGUAGE PORTAL OF CANADA
14 CPF MAGAZINE FALL 2020
French immersion contributes greatly to the development of a bilingual Canada. But its
existence could be threatened if, in the long term, Francophile teachers are increasingly
willing to give up French to teach in English instead, gaining a greater sense of belonging
and legitimacy at the expense of a part of their bilingual or multilingual identity.
I
was born in Montreal to parents from
Hong Kong. We spoke Cantonese at
home, but my brother and I spoke to
each other in English, the language of
television. Our parents wouldn’t allow us
to speak English in front of them, thinking
that this rule would motivate us to learn
and use Cantonese. But in spite of this
rule, English was my dominant language.
And because of this rule, I can now
speak Cantonese.
On Sundays, we went to Chinese
school to learn Mandarin, which we
hated. The best students sat at the front
and knew all the answers. My brother and
I sat at the back and whispered to each
other in English, a language that many
other students, and sometimes even the
teacher, didn’t understand. My brother
and I went to French schools. Because our
parents couldn’t read French very well,
they didn’t always understand notices
from school. From the time I was young,
these experiences of exclusion shaped
my linguistic journey.
When I arrived in British Columbia
in 2000 during a teacher shortage, I was
quickly steered toward a career teaching
French. Overnight, my power shifted.
I had only just finished my training to
become a French teacher, but from
that moment on I was recognized and
valued as a bilingual person. My language
skills were considered professional
assets. Becoming part of a professional
community gave me a certain legitimacy
and the power to influence. After having
felt excluded for a long time, I was
now included.
Today, I teach in the French
immersion program and in the
undergraduate and continuing
professional education programs
at a university. I see my colleagues
from British Columbia experiencing
similar tension between inclusion and
exclusion. When they were younger, as
immersion students, they experienced the
“French fries” versus “English muffins”
phenomenon, which still exists today.
Then, when these students in turn
became French teachers in a minority
setting, they wondered if they were as
legitimate as their colleagues whose first
language was French. I’ve noticed that a
number of teachers who were once good
students in their immersion classes now
work hard to hide their insecurity. For
example, their students aren’t allowed
to speak English at all in class. I’ve also
known teachers who would erase all
traces of writing on the chalkboard at
the end of the day, for fear that their
colleagues or, worse, parents who read
French, might find grammar mistakes in
their writing. These teachers say that
they’re proud to teach French, but many
of them don’t dare speak it in front of
their colleagues whose mother tongue
is French.
I see a division here in the
professional community of French
teachers. French immersion contributes
greatly to the development of a
bilingual Canada. But its existence could
be threatened if, in the long term,
Francophile teachers are increasingly
willing to give up French to teach in
English instead, gaining a greater sense of
belonging and legitimacy at the expense
of a part of their bilingual or multilingual
identity. That would be a shame, because
teachers who work in their second
language are excellent role models for
young Canadians. If they look up to these
bilingual or multilingual teachers, young
people will be better able to imagine
living a bilingual or multilingual personal
or professional life of their own!
Fifty years after the Official
Languages Act came into force, has our
vision of official bilingualism evolved? n
This article was first published on December 2, 2019 in the Language Portal of Canada’s
Our Languages blog. A Translation Bureau initiative, the Language Portal provides Canadians
with a wide range of resources to help them communicate more effectively in English and
French, and publishes weekly articles by language lovers on the Our Languages blog.
https://www.noslangues-ourlanguages.gc.ca/en/blogue-blog/risque-education-bilinguerisk-bilingual-edication-eng
CPF MAGAZINE FALL 2020 15
CPF EVENTS
CPF Network Virtual Conference
The CPF Network Conference is our signature event for members and volunteers
2020
has been a challenging year for parents with
school aged children. Education and French
language learning are changing. CPF is committed to offering
our support along this new path, rich with opportunity.
A virtual format gives us an exciting opportunity to
reach our largest audience in conference history.
Connect with other like-minded parents, FSL experts
ready to answer questions as well as bilingual youth
sharing their unique ‘Winning with French’ stories.
So if you missed it in years past, come join the fun!
REGISTER TODAY!
The six day program is jam-packed with inspiring
stories, learning opportunities as well as fun cultural
activities. It will run from October 13 to 18 and offer
both pre-recorded and live sessions and Q and As.
The registration fee of $49.95 gives full program
access for a 3 month period and is open to all CPF members
across Canada. SPECIAL BONUS: CPF Branch registration
sponsorships are available using this promo code,
BRANCHSPONSOR, for the fee to be waived.
To register: https://pheedloop.com/register/cpfraiseyourflag/attendee
16 CPF MAGAZINE FALL 2020
PROGRAM 2020 SNEAK PEEK
Keynotes
CPF EVENTS
A FIRESIDE CHAT WITH …
CLARA HUGHES is a multiple Olympic medalist in cycling and speed skating and will be sharing her story
on the value of sport and play, her mental health advocacy work, and how learning French helped contribute
to her success.
HOW TO PREPARE YOUR TEEN FOR JOBS THAT DON’T EXIST YET
JP MICHEL is a bilingual career coach and will share how to prepare your teen for jobs that don’t exist yet,
explain how to have a ‘challenge mindset,’ and reinforce the benefits of speaking both languages in the
global world.
EMPOWERING STUDENTS THROUGH ADVENTURE
ELIA SAIKALY is a global adventurer and award-winning filmmaker who will share his vision that combines
adventure, education, technology and charitable initiatives to inspire youth to create positive change.
Audiences are inspired with endless creative ideas of how to use technology to engage online communities.
WHERE ARE THEY NOW? ONE FSL GRADUATE STORY
HENRY ANNAN is the past president of the Canadian Federation of Medical Students and a graduate of
Dalhousie Medical School. An advocate for bilingualism since high school, he participated as a French for the
Future youth ambassador and participated in the CPF Concours d’art oratoire. In medical school he was involved
in the FrancoDoc program which aims to enhance French-speaking medical human resources in Canada.
HOW EVENTS HELP ENHANCE SCHOOL LEARNING
MARC TARDIF « Le magicien » is a very successful professional magician who has been working on school
and family stages for the past 35 years across Canada. He has the ability to promote languages through his
fun and surprisingly beautiful illusions.
Workshops:
Supporting Your Child’s FSL Journey at Home; Creating Calm: A Family Approach to Managing Anxiety for School; Parents' Well-Being
in the Times of COVID-19; The Hybrid Approach in French Immersion; Fighting for French in Rural BC; What Does It Mean to Become
Bilingual? and more ...
Family Socio-Cultural Activities:
• The MAGIC of Bilingualism (bilingual magic show),
Marc Tardif
• French Fun and Games with Camp Tournesol
• Kahoot en français, Family Game Night with Glenn Cake
• Haunted Stories of Canada - Bilingual Storytelling
• Concert de musique with Nova Scotia one-woman-band,
Mary Beth Carty
• RAZZAMATAZZ Family Concert
• French Movie Screenings: Ma Famille et le Loup (France, 2019)
and La Course des Tuques (Quebec, 2018)
Visit https://pheedloop.com/cpfraiseyourflag/site/schedule for full program information
and to register for the Conference. The program has something for everyone!
CPF MAGAZINE FALL 2020 17
CPF PARTNERS
Learn French through
Film with the National Film
Board of Canada
Y
es, it’s possible to learn to French
while watching television! The
National Film Board of Canada
(NFB) - L’Office nationale du film du
Canada (ONF) is Canada’s public film
producer and distributor. They create
social-issue documentaries, auteur
animation, and digital content. Their
website hosts award-winning content
in both official languages. The NFB
has resources for teachers, students
and their families. And they do all this
while providing the world with a unique
Canadian perspective!
Canadian Parents for French is
proud to have partnered with the NFB
this summer. This collaboration began
as a way to encourage youth to put
their French into practice. We enjoyed
success through the National Canadian
Film Day Contest and the Stop Motion
Animation workshop and contest. We
want to highlight the many projects that
the NFB has available for FSL learners
and teachers. These projects are all great
opportunities to learn and use French.
The 2020-2021 school year will be
very different from previous ones. Online
and distance learning will continue to be
a reality in Canadian schools. With this
in mind, the NFB has put together the
following resources:
CAMPUS
CAMPUS is an online media portal for
learning in the 21st century. It is a tool
designed for teachers to help students
see, understand, and experience the
world in new ways.
CAMPUS has a collection of more
than 5,800 documentaries, films, and
interactive productions in English and
French. The educational resources
available foster deep learning and
creativity. They also sharpen critical
thinking and promote digital literacy.
CAMPUS also hosts a wide selection
of study guides, a chaptering tool, and
learning bundles connected to the most
recent world issues.
Although CAMPUS is for teachers,
librarians, and community workers,
parents can sign up and use it at home.
Many of the educational tools available
connect to school curricula.
Teachers (and parents) can help
learners make a difference in their
communities with CAMPUS. And they
can do it while practicing French at
the same time! To learn more, visit
www.nfb.ca/education/campus.
Educational Playlists
Educational Playlists include film
selections connected with Canadian
curricula and other relevant issues. Many
of the playlists are also linked to the NFB
study guides. The playlists include films in
English and French. They are available to
stream for free at www.nfb.ca/education/
educational-playlists.
Mini-Lessons – Mini leçons
Mini-Lessons are for students from
Kindergarten to Grade 12. These lessons
are short, 45 to 75-minute-long classes.
They include activities, questions, and
topics to lead discussions with students.
Although designed for a class format, you
can try them at home with your children
as well! They are available for everyone
on their website: https://blog.nfb.ca/
blog/tag/mini-lessons.
Ocean School -
L'École de l'Océan
Ocean School is an educational
experience that focuses on the
importance of discovering and preserving
the ocean. It uses short videos, interactive
media, and educational activities to learn
from home.
Ocean School features a four-week
learning plan with a student activity for
each day of the week. Put your kids’
creativity to the test, let them discover
the ocean, and have fun at their
own pace!
Available for free at the Ocean
School (oceanschool.nfb.ca), in French
and English.
Interactive Production
and Apps
The NFB releases new interactive
productions and apps to support the
transformation of the way we learn on
a regular basis. These tools focus on
immersion, participation, and helping
students master the digital world. Parents
can explore them at home and teachers
can use them in their lessons.
For more information, visit the
education section of the NFB,
nfb.ca/education.
The NFB blog
There are articles for everyone on the
NFB’s blog (blog.nfb.ca). Topics range
from education, culture, film suggestions,
and more! Follow the NFB Blog as new
learning tools and resources are added
all the time. n
18 CPF MAGAZINE FALL 2020
TM
EXTRACURRICULAR ACTIVITIES
IN FRENCH & ENGLISH
ATELIERS PARASCOLAIRES
EN FRANÇAIS ET EN ANGLAIS
Get Explorin’
with EXPLORUM
EXPLORUM offers virtual
Speak French programs, hands-on Science and
DIY’Art workshops, and Birthday parties!
EXPLORUM offre des ateliers virtuels
Parle français, Science et Bricol’Art, et des Fêtes
d’anniversaire !
Speaking FRENCH
is the new FUN!
Improve your child’s French today with
our immersive Speak French program!
Encourage children to learn the language by
“living” it. We are not a school that teaches
“grammaire, conjugaison, and memorisation,”
we teach the immersive way that is used in
French programs!
Virtual EXPLORation
Workshops
Exciting yet educational workshops
to elevate your child’s afterschool
experience.
Virtual French or English programs your kids can
do from the comfort and safety of your home! Our
workshops have an array of inspiring and stimulating
activities that they will–without a doubt–love and
have plenty of stories to share with you!
Learn more | Plus de renseignements :
explorum.ca
Contact us directly | Contactez-nous
directement : info@explorum.ca
CPF RESOURCE
RESOURCES FOR
GOING BACK …
20 CPF MAGAZINE FALL 2020
CPF RESOURCE
It’s that time of year again! Back to school and there are
new challenges this year. The COVID-19 pandemic took us
all by surprise but it showed us that we can adapt. It has
also shown us that we can continue to support learning with
alternative tools and resources. Many organizations have
demonstrated flexibility by providing online learning
initiatives. CPF is no exception.
C
PF is remaining true to our mission
of providing opportunities for
youth to learn and use French. The
way we deliver our mission is changing
but we remain committed to supporting
our members.
Reach out to your CPF Branch and/
or local Chapter to find out about their
services and to share information. We
offer FSL support and resources for
students, parents, and teachers across the
country. Keep an eye on our CPF website
and social media channels. Information
is changing all the time. For specific
inquiries please send us an email at
cpf@cpf.ca
Here are some of the things
we will be doing to support
families this Fall – Programs
vary according to the CPF
Branch and the Province/
Territory needs:
n FSL Virtual Tutoring
Program
Launched last Spring as a pilot
program, our goal is to help young
students practice French outside the
classroom. Within an online workshop
children tried a variety of activities,
including reading clubs and games,
all en français. The pilot program
started in Ontario with the support of
the Toronto West Chapter and, this
September we have enrolled learners
in Alberta, British Columbia, and by
October in Atlantic Canada.
n Virtual Adult
French Lessons
CPF is hosting weekly lessons for
parents who want to join their
children’s second language learning.
It is never too late to learn French
and build confidence to support and
encourage your children! The classes
are open to all CPF members across
Canada. Schedules are being adapted
to accommodate different time zones.
n Resource Lists,
Activity Pages,
Virtual Travel Guide
A compilation of online resources
available to students, parents, and
teachers was shared in the spring.
This is an ongoing project with new
resources being added and is available
via CPF websites.
n Virtual Forums, French
Clubs, Socio-Cultural
Activities
Branch coordinated programing varies
according to the regions. For example,
CPF Alberta will be coordinating
French for the Future virtual forums
for middle and high school French
immersion, francophone, and other
FSL students. The forums motivate
students to continue their French
language education and use French
in their future careers. CPF Manitoba
took their social cultural school
tours on the road virtually this past
spring – and are planning on a
repeat performance!
n Virtual Activities
and Contests
Summer Art, Stop Mo Animation Film…
These initiatives were a huge success
and we will continue to roll out new
ones this Fall allowing students to use
French in fun and interactive ways. Get
ready for a new French “BD” Reading
Marathon and the O’Poésie National
Poetry contest to return.
n Virtual Support Sessions
for Parents and Chapter
Leaders
Webinars and workshops to further
support FSL learning at home, your
French immersion student during
remote learning and building resiliency
– reducing anxiety.
Now more than ever, a CPF membership
provides access to supports for the whole
family. Invite your neighbours and family
members into our community – for free
– in support of French language learning
during this school year! n
CPF MAGAZINE FALL 2020 21
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 ed@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)
EDU-INTER FRENCH SCHOOL
IN QUEBEC CITY
Treat yourself or your loved ones to a 100% French immersion
in Quebec City. French programs for all ages with different activities
every day. On vous attend à Québec!
Adult programs
(16 years and over)
• Core and Intensive
programs available
• Small groups that allow more
speaking opportunities
• Multiple French levels are
available at all times
Complete your immersion
program by staying with one
of our homestay families
• Practice your French with
real “Québécois”
• Learn firsthand about Quebec’s
rich culture and history
• Enjoy a private room and a meal
plan during your whole stay
Can’t come right now?
Don’t worry, we have the
perfect virtual option for you!
Day and evening sessions
are available.
Teen and High School programs
(10 to 17 years)
• 10 different French summer
camp options (multiactivities,
sports, arts and much more)
• Residence and homestay
accommodation are available
• Students from 43 different
countries participate every year
• Semester and academic years
in French are possible through
our local high schools
Learn more
about Edu-inter!
learningfrenchinquebec.com
info@edu-inter.net
22 CPF MAGAZINE FALL 2020
CPF YOUTH ACTIVITY
CPF YOUTH ACTIVITY
Discover
the arts
in french
Welcome to a new resource designed
to make learning French an engaging
experience all over Canada!
FrenchStreet.ca
®
Visit FrenchStreet.ca ®
to
get on the road to unique
French experiences.
Field Trips
Arts &
Culture
Camps
Exchanges &
Programs
Francophone
Centres
Post-Secondary
Opportunities
Guest
Speakers
Parent
Support
Contests &
Events
The method that decodes the language.
read.
write.
speak
understand
lire.
écrire.
parler
comprendre
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