benefits - Canadian Parents for French

CPF MAGAZINE CANADIAN PARENTS FOR FRENCH

VOL 2 ISSUE 2 • 2015

BILINGUAL

BENEFITS

IS IT WORTH LEARNING FRENCH ANYMORE? 5

$6.95 • Free for Members

HOW LEARNING FRENCH HELPED MY CAREER 19 BILINGUAL BRAINS

ARE more HEALTHY 8

The Bachelor of Education–français langue seconde is a 12-month post-degree program consisting of 20 three-hour credit courses in Education and 20 weeks of practice teaching. This unique program is designed to provide the variety of courses and extended field experiences through which students can develop the knowledge and skills needed to teach in the modern French language classroom. It provides the opportunity for students to focus their studies in Primary/Elementary (grades K-6), or Intermediate/Senior (grades 7-12), and International or Indigenous Education.

Pourquoi UPEI? Nous avons demandé à nos étudiants du B.Éd. pourquoi ils ont décidé d’étudier à UPEI. Les réponses se répartissent en trois grandes catégories: • L’emplacement et la taille; • La réputation du programme; et, • Les spécialisations (internationale, indigène). Ces réponses illustrent les points forts de notre programme de classe et la diversité d’options disponibles pour nos étudiants. UPEI est l’une des universités les plus avant-gardistes au Canada!

Bonne possibilités d’emplois au marché du travail!

For more information:

http://www.upei.ca/education/bed-francais-langue-seconde Julie Gagnon

Jill Ross

Coordonnatrice du Baccalauréat en éducation: enseignement en français langue seconde

Education Officer

[email protected] (902) 628-4355

[email protected] (902)-566-0341

cpf magazine canadian parents for french SPRING/SUMMER 2015 | vol 2 issue 2 www.cpf.ca EDITORIAL COMMITTEE Michael Tryon, Glyn Lewis, Gail Lecky, Nicole Thibault EDITORIAL MANAGER Shaunpal Jandu CONTRIBUTORS Shaunpal Jandu, Joan Hawkins, Maryanne Bright and other authors and organizations, as noted in their articles. GRAPHIC DESIGN Stripe Graphics Ltd. PROJECT MANAGER Hilary Carder Dempsey PRINTING Printthink Solutions Inc SUBMISSIONS Editorial: Shaunpal Jandu Canadian Parents for French 1104 - 170 Laurier Ave. W. Ottawa, ON K1P 5V5 (613) 235-1481, www.cpf.ca Email: [email protected] Advertising: Doris Pfister Murphy Carder Dempsey Communications Email: [email protected] CPF Magazine is published two times per year for members of Canadian Parents for French. Our readership includes parents of students learning French as a second language, French language teachers, school board or district staff, and provincial, territorial and federal government staff responsible for official languages education. CHANGE OF ADDRESS For change of address, contact Canadian Parents for French at (613) 235-1481, or email: [email protected] Editorial material contained in this publication may not be reproduced without permission. Return undeliverable mail to Canadian Parents for French at the address above. To become an online subscriber, email [email protected]. For an online version of this issue, visit www.cpf.ca.

This issue of CPF Magazine is printed on 70lb Pacesetter Text (10% PCW, FSC), using vegetable based inks. The paper is FSC certified by the Forest Stewardship Council® (FSC®), meaning it comes from well-managed forests and known sources, ensuring local communities benefit and sensitive areas are protected.

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bilingual brains and health

learning french helped my career

featureS Bilingual Benefits Is It Worth Learning French?

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Bilingual Brains Are More Healthy

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Sharing French

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8 Reasons to Learn French

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How Learning French Helped My Career

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Concours d’art oratoire : Loved By Participants

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departments Message from the Editorial Manager

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New Faces at Canadian Parents for French

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Recognition: Recognizing Our Volunteers

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FSL Research French Immersion Implementation Costs: A Fact Sheet

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Advertisers’ Directory

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Key Branch Contacts Across Canada

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CPF Membership Form

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Canadian Parents for French is the national network of volunteers which values French as an integral part of Canada and which is dedicated to the promotion and creation of FSL learning opportunities for young Canadians. We acknowledge the financial support of the Department of Canadian Heritage.

CPF MAGAZINE

message FROM THE editorial manager

“ I couldn’t appreciate the advantages of having learned French in school; the same way friends who studied to become corporate lawyers wondered about the value of learning biology.”

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oday it is easy for me to understand the benefits of knowing Canada’s two official languages. Living in Ottawa, I use both English and French on almost a daily basis in both my professional and personal life. When I was in school I never knew how great an asset learning French would be. High school French was just another subject, no different than math or history – I never realized the doors it would open for me. Had others known of the opportunities which I now experience I believe that they too would have pursued their French studies to a greater degree as well. Living in Toronto I couldn’t appreciate the advantages of having learned French in school; the same way friends who studied to become corporate lawyers wondered about the value of learning biology for all those years. Unfortunately, I’m not the only one who felt this way. Many students do not pursue French in their higher education. They view it as unimportant to furthering their careers, unless they plan to work in the Federal Government, as a French teacher, or in places such as Ottawa, Québec, or France. The articles in this issue of CPF Magazine illustrate the importance of French as a second language in the futures of young Canadians. In a compelling interview, leading

2 Canadian Parents for French Vol 2 • Issue 2 • 2015

When I was in school I never knew how great an asset learning French would be. researcher, Ellen Bialystok, describes the benefits of bilingualism on brain development. Explore the personal stories of why parents enroll their children in French Immersion education. Finally, French Second-Language (FSL) alumni speak for themselves in a special feature about the value of French in their careers. We hope you and your children, and the people you know, will be inspired by these stories from across the country as you write your own story of successful support for French Second-Language education. n

Shaunpal Jandu Editorial Manager

@

New Faces Canadian Parents for French Philip Fenez

On October 19th, 2014, Canadian Parents for French welcomed our new National President, Philip Fenez. Philip has been involved in CPF for nine years – his three children are currently in grades 8, 10 and 12 and all attend French Immersion programs. Philip has served on the Parent Advisory Councils of their respective schools, and also on the CPF Manitoba Branch board where he witnessed the struggles of various chapters to get French immersion started or to maintain existing programs. Over the years, he has seen the varied challenges that exist. Retention of students at the high school level has been a recent pursuit as well as finding ways to offer varied options for a small segment of the school population interested in staying in immersion programs. Working with small rural budgets is also a common problem. Philip firmly believes in strengthening partnerships, building new relationships and advocating for all learners in French and other languages. Philip said: “Seeing students who have reaped the benefits of learning French as a second language and the ease with which they can flow between both our official languages inspires me to help others to enrich their lives to the same degree.”

Nicole Thibault

Effective December 1, 2014, Nicole Thibault began leading the Ottawa-based CPF National staff. Nicole brings over 20 years of combined leadership experience as an executive director, vice principal, educational consultant and teacher whose personal and professional passion is centred on the promotion of a bilingual Canada for all those who call Canada home. Nicole is a Certified Association Executive (CAE) and is fluently bilingual in both official languages. Married, a mother of two teenage daughters, she believes strongly in the value of volunteerism. She has volunteered as secretary-treasurer on the board of directors for the Canadian Modern Language Review, as vice-president of the board of Canadian Parents for French – Ontario, and sits as Chair of her daughters’ school parent council. Nicole says: “I strongly believe in individual bilingualism as a personal benefit and I am absolutely passionate about effective language learning as a way to engage more Canadian students so they, too, can be passionate about French as a reflection of Canada’s linguistic duality. I have been afforded the opportunity to attend French language schools, a bilingual post-secondary institution and to move freely from one official-language-dominant work milieu to the other. I am living proof that bilingualism works, and every child in Canada should be afforded this same right.”

Canadian Parents for French Vol 2 • Issue 2 • 2015 3

STUDIES IN FRENCH HAVE REACHED NEW HEIGHTS ON THE WEST COAST ! FACULTY OF ARTS AND SOCIAL SCIENCES

• French Cohort Program in Public Administration & Community Services - A Unique Program in Canada www.sfu.ca/frcohort

FACULTY OF EDUCATION

• Teacher Education: Core French, French Immersion, Francophone • Master’s (online & on-campus) • Doctorate in Educational Leadership (hybrid format) www.sfu.ca/educfr

TAKE THE NEXT STEP WITH US! Cohort programs en français Small interactive groups Student exchange opportunities Academic & language support Cultural activities & events Scholarships & bursaries

B A F F

O F F A

BUREAU DES AFFAIRES FRANCOPHONES ET FRANCOPHILES OFFICE OF FRANCOPHONE AND FRANCOPHILE AFFAIRS

WWW . SFU . CA/BAFF-OFFA


Burnaby

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Surrey

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Vancouver

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Bilingual Benefits Is it Worth the Trouble of Learning French Anymore? This feature was produced by Véronique Herry-Saint-Onge, in partnership with The Huffington Post Canada.

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here’s no doubt Canadians are facing an extremely competitive job market. In January 2014, Statistics Canada revealed there are three times more people applying for jobs than there are openings. But there are also public servants retiring at an increasing rate, with 4,800 to 6,000 bilingual positions needing to be filled every year in federal government roles. A 2009 parliamentary committee report noted there are not enough bilingual graduates to fill these positions, though job prospects at the federal level have changed dramatically since the Tories’ March 2014 budget, which aims to cut 19,000 positions in the public service. Still, if job seekers want something to set them apart from the rest, French/English bilingualism could be the key. For Meaghan Jones, 25, this was certainly the case. Jones is sitting in a busy coffee shop during her lunch break, with her hands wrapped around her coffee mug. She recalls being one of the many looking for a job after graduation from the University of Ottawa Continued next page 4


“ Employers in all sorts of sectors are looking for bilingual employees, from customer service to accounting to communications and marketing.”


worldwide, bilingual employees can work with multinational corporations operating in, or with, these countries. Exports from French-speaking countries represent 19 per cent of world exports, creating a sizeable market requiring French speakers. The benefits of bilingualism in the job market can also extend to individual income. A 2010 study from Louis Christofides and Robert Swidinsky of the University of Guelph found that men outside Québec who know both languages earn an average income 3.8 per cent higher than those who speak English only, while bilingual women earn 6.6 per cent more.

Figure 1: Employment rates for the population, aged 15 and over 80% 70% 60% Employment Rates

two years ago, and settling for a volunteer position in the field in which she was interested. After almost a year, a permanent bilingual position opened up in the office and her French language skills gave her an advantage, landing her the job. Jones now works as a parole officer for the Correctional Service of Canada in Toronto. “My language skills were crucial in getting this job,” she says. “In my position, I am responsible for all of our French-speaking clients so I can interact with them in their first language. I also provide additional French services whenever needed.” The federal government of Canada is the largest employer in the country and the largest employer of bilingual workers. That same 2009 parliamentary committee study revealed that out of almost 180,000 government positions, 72,000 were designated bilingual. Jones says her parents believed having French as a second language was important and would allow for more opportunities in the future for their children, so they enrolled her and her brother first in a French immersion school, then a French first language school. They’re not alone in this reasoning. A 2007 survey Canadian Attitudes Toward Learning revealed that 60 per cent of parents cited increased job opportunities for their children as the reason for enrollment in French immersion. A 2006 research poll by Decima, on behalf of Canadian Heritage, revealed almost 70 per cent of Canadians felt bilingualism improved employment and business opportunities for all Canadians. According to the same survey, eight out of 10 Canadians believe finding employment is a good reason to become bilingual. “There’s a lot more opportunities for bilingual workers who can read, write and express themselves orally in both official languages,” says Jeanine Macario, a recruiter with Anne Whitten Bilingual Recruitment. These bilingual employment opportunities go well beyond government. “Employers in all sorts of sectors are looking for bilingual employees, from customer service to accounting to communications and marketing,” says Macario. There are over seven million Canadians with French as a first language and one million of these are found outside of Quebec, representing a large client base. With an increasingly globalized world, where more than 30 countries have French as an official language and 220 million plus French speakers

50% 40% 30% 20% 10% 0%

Bilingual

English only

French only

Source: 2006 Canadian census – 20% Sample Data Statistics Canada

In Toronto, Francophone workers make roughly $5,000 a year more than the median income of their unilingual counterparts. They’re also more represented in incomes higher than $70,000 a year. Many Canadians are aware of these advantages but few speak both official languages. Rates of bilingualism are currently on a downward trend, with only 18 per cent of the population or 5.2 million people defining themselves as bilingual, although enrollment in French Immersion seems to be on the rise across the country. There are also many Canadians who speak a language other than French or English, but that may not always be to their

advantage. Alexandra Hill, 25, spent over six months looking for work in Victoria, British Columbia, after obtaining her Bachelor of Commerce. Hill, who speaks Spanish fluently, says it didn’t help her job search. “As I was looking, I was definitely wishing I spoke French. I think it would’ve helped me a lot in finding a job quicker. “There were lots of postings for bilingual workers, and some positions even required Mandarin but my Spanish skills did not seem to set me apart from the rest,” she says. With China opening its borders and becoming a bigger player on the world stage, Mandarin is set to become more prominent and certain job seekers and parents are wondering if perhaps it’s the language of the future, potentially at the expense of French. “More and more people without a Chinese background have started to come to Chinese language classes,” says John Stowe, a Mandarin professor at the Chang School of Continuing Studies at Ryerson University.

The benefits of bilingualism in the job market can also extend to individual income. “But the numbers aren’t as high as most people would assume,” he adds. In a piece last year in the National Post, Tasha Kheiriddin stated that, “While it might arguably open more doors to learn Mandarin or Spanish, learning any second language will increase a child’s chances for success. And having two official languages sets our entire country apart on the world stage, allowing it to participate in both the Francophonie and the Commonwealth, a unique bridge between cultures and worldviews.” This notion of bilingualism or multilingualism also tends to be associated with

other attributes and cognitive benefits such as dedication, since learning a new language is no small undertaking, as well as cultural sensitivity. These traits are increasingly valued in the globalized world, says Monica Heller, co-chair of the sociology department at the University of Toronto. For Meaghan Jones, although some people in her office at the Correctional Service of Canada speak other languages, it’s those French language skills that allow her to stand out. “It’s been completely invaluable,” she says. Despite competition from other languages, knowing both French and English opens up the doors for jobs in Canada – along with all the economic benefits that come from them. In a competitive job market and a globalized world, everyone’s looking for qualities to help them stand out from the pack. While it’s no small feat to learn another language, it can reap huge rewards down the road. n

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/usainteanne /usainteanne Canadian Parents for French Vol 2 • Issue 2 • 2015 7


Bilingual Brains

are more healthy By Ellen Bialystok, originally retrieved from The Guardian, a weekly British newspaper.

Ellen Bialystok is a cognitive neuroscientist whose research has shown that speaking two or more languages on a regular basis from a young age can have a positive effect on the brain. Not only does it enhance cognitive abilities, being bilingual can also delay symptoms of Alzheimer’s disease. Bialystok is a distinguished research professor of psychology at York University in Toronto, Canada. Last year, she was awarded a $100,000 Killam prize for her contributions to the social sciences. What was the first indication in your research that bilingualism had neurological benefits?

It came from children’s ability to understand the structure of language as well as the meaning. This is called metalinguistic knowledge, and it’s the key to using language for learning, for literacy, for thinking, for logic. To assess how far along they are in metalinguistic development, we would ask children between the ages of five and nine to judge whether or not a sentence is grammatically correct, however nonsensical it may be. The example I use is: “Apples grow on noses.” It’s very hard for kids to say that’s OK grammatically: they want to tell you that apples don’t grow on noses. We found that bilingual children were better able to do this.

Why?

It relates to the essential problem of bilingualism. When a bilingual person is speaking in one language, research shows that the other language is active in his or her mind. That creates a problem: how do you select from the language you need without this other active language getting in the way? In my view, you incorporate a cognitive system called the executive control system, whose job it is to resolve competition and focus attention. If you’re bilingual, you are using this system all the time, and that

enhances and fortifies it. And that’s why bilingual children can say that “Apples grow on noses” is said the right way: they are accustomed to resolving the conflict between form and meaning.

Metalinguistic superiority aside, what other advantages are there?

The cognitive enhancement across the life span of a bilingual person is quite dramatic. It turns out that something as ordinary as speaking a couple of languages reconfigures the brain network in a way that positively affects certain things that brains do.

Can you give an example?

We did a study at the Baycrest geriatric centre in Toronto in which we identified 200 clear cases of Alzheimer’s disease and looked at the patients’ backgrounds to see if they were mono- or bi-lingual. Then we looked at how old they were when the family noticed something was wrong and when they were formally diagnosed. In both cases the bilinguals were significantly older, by about four years. We repeated that study using another 200 patients and got identical results. Continued next page 4 Canadian Parents for French Vol 2 • Issue 2 • 2015 9

Language should be a central part of the curriculum but not because bilingualism postpones the onset of dementia: any intellectually engaged activity requiring intense involvement will keep your brain healthy. What conclusion did you arrive at?

It was possible that bilingualism protected the brain and they didn’t get Alzheimer’s disease as soon, but I never thought that. We did a second study with 20 monolinguals and 20 bilinguals, all about 75 years old. They had all been diagnosed with Alzheimer’s, and they were at exactly the same cognitive level, so you would expect them to have the same level of damage in the medial-temporal cortex. But when we looked at their brains, we found that the bilinguals had significantly more damage than the monolinguals. They had more advanced Alzheimer’s but they were functioning at the same level. That’s the advantage: they could cope with the disease better.

Do you have to be bilingual from a young age to experience cognitive and healthrelated benefits?

It’s very hard to know. My view is that late-life language learning is probably beneficial, not because of bilingualism but because learning a language is a stimulating mental activity and a good way to exercise your brain.

Are the benefits cumulative? If you speak three or more languages fluently, will you be three or more times better off?

There are hints of evidence supporting the idea that three languages are better than two. But here’s the problem. The vast majority of bilinguals did not choose to become bilingual because they had a talent for languages: they became bilingual because life required them to. Trilingualism is usually more of a choice, a luxury option associated with intelligence, language talent and education. The benefits are more difficult to measure.


In Britain, we are notoriously bad at learning foreign languages because we have English to rely on. Does this mean that nations that do not speak a globally recognized language have healthier brains?

That’s the logical prediction but the reality is much more complicated. When we do our research we go to great pains to make sure that the people in the two groups are the same on everything else we can think of measuring. When you move across nations, you have national differences in wealth, education, social circumstances, health, etc., that contribute to healthy aging, for example, so finding a difference between two nations is very difficult.

Should curriculum setters take notice?

Language should be a central part of the curriculum but not because bilingualism postpones the onset of dementia: any intellectually engaged activity requiring intense involvement will keep your brain healthy. Learning other languages is important because it helps you understand other people, other cultures, and other ways of thinking. Even if it didn’t change your brain, there are just so many benefits. n

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Sharing French Fostering Strong Relationships between Canada’s FSL Groups and Francophone and Acadian Communities

By Marie-France Kenny, President, Fédération des communautés francophones et acadienne


The author is the president of the Fédération des communautés francophones et acadienne (FCFA) du Canada, a national organization that is the primary voice of French-speaking minority communities in nine provinces and three territories. This article is inspired from Ms. Kenny’s presentation during CPF’s 2014 Convention.

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few years ago, the FCFA was invited to take part in a forum on bilingualism during the Canadian Federation of Students’ national congress. At some point in the very positive discussion with the participants, a delegate from Dawson College commented on the scarce opportunities she has, in her environment, to discover Francophone culture and artists. Her message: although it is all well and good to protect the French language, it is important to share it as well. This point of view fits in quite well with our organization’s view of a rapidly changing Canadian Francophonie. For decades, the French-speaking minority communities represented by the FCFA were primarily composed of individuals with French as their mother tongue. With the influx of immigrants and the increasing popularity of French immersion, this is no longer the case. Since 2007, the FCFA has defined Canada’s Francophone and Acadian communities as including all those who choose to speak French and live part of their lives in French, regardless of their origin or mother tongue. In its 2014-2017 strategic plan, the FCFA has taken further steps to walk the talk: one of our goals is to reach out more deliberately to other groups in Canadian society that support linguistic duality – namely, FSL and French immersion organizations. On a local level, English-speaking parents are actively involved in their children’s French first-language or immersion education, and indeed, several ties already exist at the provincial/territorial level between the FCFA’s member associations and CPF’s chapters. On a national level, an organization like the FCFA, which actively speaks out on several issues related to linguistic duality, and one like CPF, which seeks to promote and increase opportunities for Canadians to learn French, can both benefit from stronger ties and an enhanced collaborative relationship. There is no shortage of issues where joint or mutuallysupportive action could be beneficial. These include the ongoing shortage of spaces in immersion programs in the face of increasing demand, the campaign to make our national capital an officially bilingual city, or the future of CBC/RadioCanada. In addition, the upcoming celebrations of the 150th anniversary of Confederation in 2017 provide an opportunity to emphasize linguistic duality as an intrinsic part of Canada’s fabric, history and future. In a 2012 presentation before the House Committee on Official Languages, the FCFA noted that although linguistic duality was widely accepted, opportunities for dialogue between different components of our society are limited, and that for this reason the Canada 150 celebrations should aim at rekindling in Canadians a drive to get to know one another. Activities that allow youth from each official language group to learn more about their specific realities, for example, would go a long way toward reaching this goal. In another presentation before the same committee in 2013, the FCFA added that enabling every

Canadian who wants to learn French to do so would be a great way to invest in our collective sense of togetherness. These issues are language issues, but in a broader sense they are Canadian issues. By tackling them – and other issues - in a collaborative manner, Canada’s Francophone and Acadian communities and FSL groups may send a strong message as to the added value of linguistic duality in this country. But, as the saying goes, “it takes two to tango.” This is why I was pleased to have the opportunity last October to meet and converse with several delegates at the 2014 CPF Conference. The questions I put to the participants in this workshop entitled “Fostering Relationships” still warrant further discussion: how important is it to each of our networks to establish these links? What benefits would there be for the groups we each represent? And what would it take to bring this to fruition? The FCFA is looking forward to continuing the dialogue on these questions. n


8 Reasons to Learn French 1. French is spoken throughout the world

More than 200 million people speak French on five continents. French is the largest foreign language learned after English and the ninth most spoken in the world. It is the only language, other than English, that is taught in every country of the world. France has a large network of cultural establishments abroad where French courses are taken by more than 750,000 people.

2. A language of employment opportunities While English multiplies your chances in the international hunt for employment, knowing French opens the doors to working for French companies in France as well as abroad in Francophone countries.

3. The language of culture French is the international language of cooking, fashion, theatre, the visual arts, dance, and architecture. Knowing French provides access to original versions of large texts of French literature as well as understanding French in cinema and song. French is the language of Victor Hugo, Moliere, Leopold Sendar Senghor, Edith Piaf, Jean-Paul Sartre, and Alain Delon.

4. A language for traveling France is the most visited country in the world with more than 70 million visitors each year. With a knowledge of the French language, it is often more enjoyable to visit Paris and all the regions of France (from the warmth of the Côte d'Azur in the south, to the snow-covered Alps and the untamed coasts of Brittany) and to take in the culture, the attitudes, and everyday life of the French.


5. The official language of international relations French is the official language of the United Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross... and many other international judicial groups.

6. A language for opening oneself to the world French is the third language on the Internet after English and German, and ahead of Spanish. Knowing French opens up a world of communications with Francophones throughout the world, as well as providing access to French media (TV5, France 24, Radio France International).

7. A language for learning other languages Learning French helps in learning other languages, notably the Latin languages (Spanish, Italian, Portuguese, and Romanian). More than 50% of the English language has French origins, so knowing French will help with English too.

8. The language of love and spirit French is often called "the language of love" as it is so rich and melodious. French is also an analytical language which structures thoughts and develops critical thinking.


CPF MAGAZINE

RECOGNITION

RECOGNIZING our Volunteers 16 Canadian Parents for French Vol 2 • Issue 2 • 2015

CPF MAGAZINE

RECOGNITION

Canadian Parents for French hosts thousands of activities across the country from Concours d’art oratoire, to French movie nights, to information sessions. These activities could not have been made possible without the hard work of our dedicated volunteers who give freely of their time and energy to ensure the goals of CPF are achieved. The National Office and Provincial Branches of Canadian Parents for French offer recognition awards to volunteers who have demonstrated a continued commitment to the organization and the vision that French Second-Language remains an important characteristic of Canada’s nationhood. Here we recognize these volunteers and thank them for all their hard work. CPF National

It was with great pleasure that Canadian Parents for French recognized Janine Morgan from the Grand Prairie Chapter in Alberta, as the recipient of the 2014 National Volunteer Appreciation Award. Janine’s behind–the-scenes work ethic is an asset that not only allows her Chapter to flourish but continues to make a strong impact within the community it serves. Janine understands how to create effective partnerships and inspire those in the private and public sector to move forward on projects that are a benefit to all those seeking more access and resources to French Second-Language education. Janine’s vision, energy and passion for high quality French education has been proven in her twelve year length of service to CPF. Her knowledge of French education, persistence and ability to raise issues to fellow parents, teachers and community members has been, and remains, something of great value. It is with overwhelming pride and gratitude that we thank Janine Morgan for her volunteerism over the years; her time and commitment has resulted in the achievement of goals at both the local and National levels as well providing inspiration to the community she serves.

CPF Alberta

This year’s Volunteer of the Year Award recognized the contributions of two remarkable individuals: Cherie Day of CPF Parkland and Jennifer Mailer of CPF Ardrossan. Cherie Day is a dedicated CPF member and educator whose love for French is contagious. Since joining the CPF Parkland chapter she has stepped in to

help by not only taking on the chapter liaison role, but subsequently moving on to become the secretary and Chapter contact. Jennifer Mailer’s service has been an invaluable asset to not only her Chapter but CPF as a whole. Besides chairing meetings and attending numerous events on behalf of her CPF Chapter, Jennifer also organizes information evenings (and membership drives) at the elementary, junior and senior high schools in the Ardrossan area. It is thanks to the generous actions of members like Jennifer Mailer and Cherie Day that CPF is able to give more back.

CPF Newfoundland and Labrador

Cecilia Bungay has been dedicated to French Second-Language learning since the beginning of her own post-secondary education. It is through her hard work that the French Summer Camp program in Marystown came to exist as well as its annual Carnival. In times of diminishing membership and interest, Cecilia played a key role in identifying new volunteers and organizing the new executive.

CPF Northwest Territories

A CPF member and former Chapter President, Madelon Haener has contributed to the organization for almost ten years. In 2013-14, she organized and held over 17 events engaging more than 1,000 participants. Madelon has successfully written funding proposals, negotiated partnership agreements, and chaired Chapter board meetings. Canadian Parents for French Vol 2 • Issue 2 • 2015 17

CPF MAGAZINE

RECOGNITION

Her unwavering support and tireless advocacy on the benefits of French Second-Language learning has been motivation for all those she has been in contact with since joining CPF, and for that we want to say “thank you.”

CPF Nova Scotia

This year’s Volunteer of the Year Award was presented to two exceptional individuals: Isabelle Pédot, Alliance Française, and Paul Hollett, Kings-Edgehill School. Both volunteers were recognized and celebrated for their continued support of the Concours d’art oratoire. Isabelle Pedot and Paul Hollet not only attended and judged the Concours, but encouraged and organized volunteers to participate in the event. Both recipients are valuable supporters of CPF Nova Scotia and continue to contribute greatly to the organization.

Our thanks and appreciation to all of these wonderful volunteers – CPF would not be what it is today without all of your significant contributions to supporting and promoting French Second-Language education and learning.

CPF Ontario

Cheryl Diffin is responsible for bringing the French Immersion program to Kincardine (now in its ninth year!). When faced with setbacks she is positive and determined to ensure people continue looking for solutions to keep the French Immersion program viable. A CPF member for many years, Cheryl is an “ideas person” and is constantly looking for ways to promote opportunities for French programs in her community.

CPF Saskatchewan

Since joining the CPF-SK Board of Directors on June 5, 2010, Alex Sokalski has been active in all aspects of CPF’s work. Whether it is an office request to grant an interview; a request to translate a media release; or to proof a registration form, Alex is incredibly generous with his time and academic knowledge. His rich professional and personal life experience, as well as his counsel on governance and leadership best practices is instrumental to the Branch Board of Directors and to CPF-SK as a whole. n

Le Campus Saint-Jean, un leader pour son milieu de vie où chacun apprend au contact des autres.

csj.ualberta.ca


SPECIAL FEATURE

How Learning French Helped My Career Canadian Parents for French Vol 2 • Issue 2 • 2015 19

Jennifer Grant NL

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started learning French in grade six, when my school participated in a pilot project for Intensive Core French. Then, in grade seven, I started late French Immersion. I continued in French Immersion in high school, and during the summer after grade 10, I participated in a five week EXPLORE French Immersion program at Université Sainte Anne in Nova Scotia. I loved the program so much that I returned a second time after grade 11. After high school, studying French in university seemed like an obvious choice. I was able to participate in a three-month exchange program in Saint-Pierre-et-Miquelon during my first year, and to find work opportunities in French while I continued my studies. While working toward my degree, I worked for a bilingual market research company, for Parks Canada, and for Canada Revenue Agency. When I started my first degree, I thought I would end up becoming a French teacher. As I took more courses, however, I discovered that I wasn’t passionate about teaching, but that I really enjoyed translation. I moved to Ottawa to study at the University of Ottawa’s School of Translation and Interpretation. I moved back to St. John’s, Newfoundland last May, and now I work both as a freelance translator and editor, and as a Tourism Development Manager for a francophone organization called Réseau de Développement Économique et d’Employabilité de Terre-Neuveet-Labrador (Newfoundland and


My advice for current French Immersion students is to keep learning even when you think you know enough, and always take every opportunity to speak, live, and work in French.

Labrador Economic and Employment Development Network). I work to promote Newfoundland and Labrador as a tourist destination in Francophone markets, and I also help businesses in the tourism industry develop their French services and target Francophone clients. I manage a French tourist information website, and several social media accounts. My colleagues are all Francophone, and we work in French 100% of the time. Working in my second language is still challenging at times, but I am constantly learning, and it has gotten much easier over time. My advice for current French Immersion students is to keep learning even when you think you know enough, and always take every opportunity to speak, live, and work in French. Even though I have been studying French for many years, I still learn something new every single day, and I have to keep working to improve. It isn’t easy to learn a second language, but I think you will be surprised at how being bilingual can open many doors for you after you graduate. n

Laura Stewart BC

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few years ago, a friend tried to describe what it felt like for her to live between two languages; she told me it felt like being “assis entre deux chaises,” or hovering between two chairs. Learning a language means more than learning how to say phrases and use funny words. Here on the West Coast we often feel removed from the rest of the French presence in Canada. Rarely do we hear French in the streets and even more unlikely are we to interact with a stranger in French. So why do we still study it? Why is it still mandatory in schools? I graduated from Late Immersion in the Gulf Islands in British Columbia. Now, I have wound up doing what I swore through high school I never would: teaching in the same program in North Vancouver. I teach Canadian History and Français and I try to inspire in my students the same passion for the French language I found so many years ago. Since a young age, I always knew I wanted to study in immersion but I have never known exactly what pushed me towards the program. Perhaps it was the draw of exchanges, or the appeal of being able to speak two languages. Had I known how difficult it would be, I sometimes wonder if I would have started at all. But to this day, I remember the exact moment, in Grade 6 Science class, when I realized I could listen to the teacher’s explanation of biomes in French…. and understand. Throughout high school I found French grammar hard, but learning about the culture kept me going. I remember being fascinated by the French traditions, different holidays, and “strange” French sayings our teachers would tell us about. Our teachers and parents told us so many

For me, the French language inspired my love of travel, my love of history, my love of good food, and most of all, my career.

I had to survive in a foreign language, all alone and on the other side of the world. This is no small feat and it’s one thousands of students across Canada undertake every day. While I came out of the exchange comfortably bilingual, I do not think that was the most important takeaway. Without realizing it, learning a second language teaches us patience and tolerance… for our own struggles to express our thoughts, for those who speak many languages every day, for students learning new material and for the cultural differences that exist around the world. Learning a second language also offers us an appreciation for nuances in our own culture we wouldn’t otherwise see. In France I was teased for being “la Canadienne” when I wore my raincoat and running shoes, but it had never occurred to me that that was a Canadian thing to do. To every second language learner out there, be you starting, advanced or somewhere “entre deux chaises,” I cannot encourage you strongly enough to stick with it. For me, the French language inspired my love of travel, my love of history, my love of good food, and most of all, my career. What could a language inspire for you? n

times how much this bilingualism would benefit us in the future… but it all seemed so far away! In Grade 12 I decided to take the plunge and pursue my French. I entered SFU’s French Cohort Program, where all my courses from History to Stats were in French. For an Immersion student this was nothing new, but in a big university I started to realize how novel it was. In my third year, I travelled to Strasbourg to complete an exchange at Université Sciences Politiques Strasbourg. For the first time in my life,


Henry Annan NS

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may have told the story a few times now about an encounter I witnessed during a trip to Quebec City. I was standing in line at a food court, waiting to purchase a sandwich for lunch. I overheard the customer in front of me make his order in English. Before he could finish however, the server interrupted, “Sorry, I don’t speak English.” The customer responded, “Well, I don’t speak French.” The two stared silently at each other, contemplating how to proceed. Eventually, a bilingual server who was about to go on break took over the till. I was all too pleased to place my order in French once my turn came, thus avoiding a similar awkward situation. Although this encounter occurred a few years ago, it left a lasting impression, and reminds me about the importance of bilingualism in today’s society. I started studying the French language in first grade in Ghana, where it was part of my school’s curriculum. At that young age, I was excited about the prospect of being able to learn another language. Today, I view the French language and culture as part of my Canadian heritage. After all, it is one of the official Canadian languages. I continued to study French, first in the classroom and then by finding my own ways of learning outside of the classroom. I spent time in French-speaking communities in Cape Breton, Nova Scotia, participated in the five-week Explore French Immersion Program, and competed in the Canadian Parents for French Concours d’art oratoire. I also developed an interest in Francophone movies, music and literature, thus discovering another avenue to learn French.


Currently a first year student in medical school, I know that being bilingual will allow me to reach a wider patient population. Bilingualism helps to build stronger communities both locally and globally.

Currently a first year student in medical school, I know that being bilingual will allow me to reach a wider patient population. Research shows that patients respond better to physicians and allied healthcare providers who speak to them in their native languages. I have witnessed this personally working with Frenchspeaking doctors and interacting with French-speaking patients. Many hospitals nowadays are equipped with medical interpreters. However, it is not difficult to understand how the introduction of a third party can alter the patient-physician relationship. Having more French-speaking physicians in our communities augments the quality of interpersonal care among Francophone patients. My ability to speak French has also allowed me to connect with French-speaking peoples outside of my immediate community in France, Quebec and here in Nova Scotia. It is always special to be able to communicate with people in their native language. Bilingualism helps to build stronger communities both locally and globally. Our ability to communicate effectively with each other will determine how well we are able to solve global problems and create opportunity for people of all cultures. Students learning French as a second language should thus be encouraged in their pursuit of bilingualism to increase their competitiveness while at the same time benefit from the satisfaction that comes from being able to contribute meaningfully to the wider community. n

Victoria Wishart AB

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y name is Victoria, and I am a proud French Immersion graduate. I have enjoyed so many opportunities to use my French language skills since leaving my school days behind me, and I owe much of my career success to those skills as well. I began my French adventure in grade two in Saskatoon where the program was just in its infancy. My small class of 16 took great pride in being the leaders of the pack, as we moved from one grade to another and were always the oldest in the program. My family decided to move to Ontario after my grade nine year, and I was quite dismayed that taking French Immersion was not an option for me going into grade 10. I ended up taking the OAC (or Grade 13) French class which was the highest level available, then had no further option for grades 11 and 12, so I went without French language instruction for a couple of years. After high school, my best friend and I decided to live and work in Quebec City for about nine months. As one can imagine, two teenage girls being away from home for the first time and in such a beautiful and exciting place, there was much fun to be had! In hindsight, we maybe could have taken in more museums and seen more culture in the forms of plays or concerts, but I like to think that our socializing and living as “Quebecois” for that time was just as important an experience. Without a doubt, my French language skills were expanded and even engrained in my brain; I remember well the day I woke up and realized that I had been dreaming in French. It was official – I felt bilingual! Following that fantastic fullyimmersed experience, I went to University and took a Bachelor of Engineering degree in English. It was

French language skills can open so many doors for you, so be proud that you have embarked on this journey and stick with it! a pretty full course load, but I did manage to squeeze in two French classes over the four years. Even though it wasn’t a lot, it was enough to keep my facility with French, because I often sought out people with whom I could practice. My most important practice partner was my grandmother, Lucille. She had been born Francophone, and then married my grandfather as a teenager. After moving to Ontario, she no longer spoke French, and lived as an Anglophone well into her 80’s. Sadly, she developed Alzheimer’s disease and rapidly began to lose

her English-speaking abilities, so communicating in French was her only option. It was a pretty wonderful feeling to see her face light up when she heard me speak French! It truly felt a gift to both of us, being able to communicate in French. I have had both personal and professional opportunities with French. Travelling across Canada, throughout Europe, and in the Caribbean, I have often been surprised by how frequently being able to speak French has come in handy. It has allowed me to help some lost travelers, get better service at restaurants, haggle on pricing and meet new people. Maybe even most importantly, speaking French has helped me impress my own teenage daughters! Today, I am a Mechanical Engineer, working for an International Oil and Gas company. We have offices all over the world, and on a regular basis, I get called in to handle inquiries and speak with customers in French. My language skills have helped to put me at the top of the list when there is travel required for a project, and I am pleased to say that I have had the opportunity to travel abroad several times with my position. Much of the language I now use is technical and I certainly did not learn it while I was in school, but having the basics and the confidence to speak has made learning the new words much easier. I am very grateful for the opportunities that I have made for myself and for those which have fallen in my lap simply due to my ability to speak another language. My message to students in the program today is this: French language skills can open so many doors for you, so be proud that you have embarked on this journey and stick with it! n


Megan Macdonald PEI

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can still sing a few songs I learned in grade one. Two in particular are forever etched in my head, although the tunes are not particularly noteworthy. One is for the verb ”avoir,” the other for “être” (it always seemed an oversight to leave out “aller”). Memories of singing verbs, participating in the Concours, and performing songs at the holiday concert are just some of the images I retain from Early French Immersion on Prince Edward Island. Although my parents explained to me when I started school everything would be in French, which set it apart as different, there was never anything with which to compare the experience. I don’t recall it being difficult. Throughout the twelve years having two languages became a part of what I carried with me wherever I went. The occasional school trip or exchange with other students across Canada showed that speaking French led to friendships, better understanding, good food, and mutual appreciation. High school is the first time I remember thinking that French would let me achieve my career goals. A bilingual theatre troupe, Tintamarre, from Mount Alison University, presented a piece of theatre that showed me how French could open doors to exciting opportunities; French was dynamic and creative and fun. Building on the knowledge that French could help in creative industries, my interest in travel was sparked through exchange students from France, Belgium, Denmark, and Spain. They showed directly that behind each of their languages were distinct cultures that were waiting to be discovered. It was my confidence in French, and language learning more broadly, that led me to take the risk on a new language and apply for a Rotary Youth Exchange in Germany.


My advice to students and parents today: learning French will take you places you never imagined. I spent a year in Germany and credit the speed with which I learned German to the foundation laid by French Immersion. My brain was ready to absorb a third language and French also provided a way for me to communicate throughout my travels. Later, I was able to continue with some French courses at University (always centred on theatre). However, it was after university when I got my first job that it became clear that French had shaped the course of my life. In 2000 the Canadian Government was looking for people to host visitors in Germany during the International Exposition. They needed people who spoke English, French and German

from every province and territory; from over 2,000 applicants they chose 71. For six months I switched between three languages constantly, cementing them seemingly at a cellular level. In a national language debate that can sometimes be divisive, those of us who worked together at the Expo experienced that which unites the country on a daily basis. Since university I’ve been hired for many projects with the Department of Canadian Heritage. My French has improved with every job and my vocabulary has increased (“State Funeral” and “half-masting of the flag” were new to me!) with patient help from colleagues. French has been a prerequisite for the jobs I’ve done, and the ability and interest to keep learning has made it a wonderful part of those experiences. I’ve travelled with Her Majesty Queen Elizabeth II, organized a State Funeral for a former Governor General, helped with constitutional amendments, and Canada Day on Parliament Hill. In between I completed graduate studies in the UK and was able to read source texts in the original languages as part of my studies. Other graduate students would come to me for help and wish that they had had the opportunity to learn languages in an immersion environment. Language has become the best puzzle I’ve ever found and I’ve now taken lessons in eight languages. They all come with me every day. One of my favourite challenges is to use a new word or phrase seamlessly in a conversation – if no one notices, I usually have to stop myself from grinning broadly and giving it away. I read, write and speak French every day and am often the only Anglophone amongst my colleagues. My advice to students and parents today: learning French will take you places you never imagined. n

Alison Nickson NB

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remember quite well when the time came for me to choose if I wanted to enter French Immersion. It was 2001, I was in 5th grade and the Late Immersion program would be offered at my new middle school in Saint John, NB. My parents presented me with the advantages for my future and allowed me to make the decision. Initially, I did not wish to enter the program as the thought of having to always speak a language I didn’t currently know was terrifying to me. I was smart but painfully shy, and I did not enjoy or excel in my Core French classes in elementary school. Eventually, I was swayed by promises that French immersion would give me a professional advantage later in life and also by learning that my cousin, whom I idolized, had decided to begin FI. I recall the first couple of days in French Immersion as being a bit unnerving, made so not only by change of language, but also by the transition from elementary to middle school. However, once friends were made and I experienced how helpful my teachers were, things began to feel normal and not nearly as scary or difficult as I had imagined it. Our teachers were always there to patiently explain things until we had fully understood, and to help guide us in expressing ourselves in a new language. I began to enjoy learning French immensely and I often felt like I was part of a special group. I became so passionate about French that in high school I decided to go on a three month exchange to Quebec, which was an enriching experience that I would recommend to any FI student. One thing that kept me motivated in the immersion program was the belief that I would use my French in the real world and that it would help me get ahead professionally – a belief that for me has shown to be very true. Being able to speak French has proved highly advantageous in my professional

Remember that being able to speak a second language can take you so many places, whether it is around the world or ahead in the job market. life. Not only was I able to land excellent jobs as a university student with programs and facilities that required bilingual staff, but as a Registered Nurse it has placed me ahead of many unilingual colleagues in the job market. At the time of my graduation from university there were many lay-offs in New Brunswick hospitals, and full-time jobs for new nursing graduates were much sparser than they once were. I feared that I would not find work promptly. Nonetheless, I was quickly hired by a hospital into a bilingual position. In my current position in

Moncton, NB, I care for Francophone patients nearly every day. Being able to provide a service to someone in their preferred language greatly impacts their satisfaction, and in my job as a nurse, that means a lot. I feel it can make a big difference in the care I give. I will soon begin a new position in a specialized department that serves the entire province of New Brunswick. As such, my being able to speak French was a necessary qualification for the position. It is in situations like these where I am proud of my French language skills and very glad I made the decision to enter French Immersion so long ago. In directly addressing students in a French Immersion program, I would tell them to remember that being able to speak a second language can take you so many places, whether it is around the world or ahead in the job market. I encourage them to remember that as challenging as learning a new language can be at times, the experience and end result are worth it. The pride you will feel when you have surmounted the obstacles and learned a valuable new skill is unmatched. Keep an open mind in the beginning and remember that it takes some time to settle in. It is important to take your French learning experience into your own hands because, as with everything you learn, you alone will decide how far you go with it. Seek out opportunities to immerse yourself in the language and show off what you have learned, both now and after you finish school, like exchanges, camps, books, movies, or travel. Congratulate yourself on learning a second language for it is an invaluable experience that opens the door to a whole new world of possibilities. n


Rena Prefontaine MB

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s a young child, my parents made a decision for me that would greatly affect my life. I grew up in a small town south of Winnipeg called Ile-Des-Chênes, and I am the youngest of four girls. Our community of 2,000 was about 80% French speaking and 20% Anglophone. The French speaking kids attended the French school and the Anglophone kids went to the English school; there were no other options. That changed in 1976, when I entered the school system. The school had a new principal who decided to allow kids from Anglophone families to register their children in the Français Program. At the time there was no French Immersion program in Ile-Des-Chênes (it started two years later). We were part of a pilot project for the community. There were six “Anglophone” students who started school in total French that year and 13 years later, all but one graduated from the Français program. I still remember how proud I felt because I was the only one in my family with this “great knowledge.” Our parents had fears, which aren’t any different from the fears I hear from parents today. “How will my child get help with their homework?”, “What if they fall behind?”, “Will speaking a second language really give my child a better advantage in the future?” I absolutely believe that knowing a second language has helped me in my career, and has opened doors for me that wouldn’t have been possible. I have worked in many different fields;

If you are a student currently enrolled in an FSL program, I encourage you to stick with it, don’t close the book on future opportunities.

I work as a REALTOR®. There are over 1,800 REALTORs® currently in Winnipeg. I believe being bilingual is an advantage to me in my business, and with competition being so ferocious, it is important to take advantage of opportunities where I can. I have met other REALTORs® from across our great country who specifically chose me to work with their clients because I am bilingual. Je suis fier pour dire que je suis bilingue, et je sais que mes parents ont eu du courage à me mettre en Français dès le début. (I am proud to say that I am bilingual, and I am grateful that my parents had the courage to put me in Français right from the start). If you are a student currently enrolled in a FSL program, I encourage you to stick with it, don’t close the book on future opportunities. Read to the end of the chapter, be involved and embrace the opportunities that knowing an additional language will bring. n

Restaurant and Hospitality, Customer Service, Education; in all these careers I have had occasion to use the French language that I was taught in school. I have had amazing opportunities working at Air Canada and Manitoba Hydro. In both those companies I was hired because I was bilingual. Today

Visit cpf.ca to hear an interview with Natalie Fehéregyházi about her experiences as an FSL student and how she uses her French today!


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FRENCH IMMERSION

Program Implementation Costs A Fact Sheet for Parent Advocates This information is designed to help you to encourage your school or school district to implement new or additional French Immersion (FI) classes. It outlines steps which should be completed before making such a request and identifies the costs associated with a French Second-Language (FSL) program that would not normally be incurred in the implementation of an English-language program. It is important to remember that most costs associated with French Immersion programs are identical to those of regular English programs. For example, teacher salaries, space and scheduling – the largest education costs – are required for English programs as well, as are items like interactive white boards, furniture, operations and maintenance. These expenditures ought not to be considered French Second-Language start-up costs.

Continued next page 4


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Before Approaching Your School or School District

1 Provide parents with information

about student achievement as well as the cognitive, academic, and employment benefits of learning French as a second language. You can find answers to frequently asked questions at: http://www. carla.umn.edu/immersion/acie/ vol10/may2007_parentsten.html

2 Determine the following: a. Parental demand. b. Which type of French SecondLanguage program is preferred and the instructional hours required by the program. You can find brief descriptions of various programs on the Canadian Parents for French website: http://cpf.ca/en/files/03_ FI_When_and_Why_E.pdf c. How many students are needed to ensure a self-sustaining program? d. How many students are needed for the introductory year? This is discussed in greater detail in the ”Special Considerations” section that follows.


3 What school has available space? a. What is the capacity of the school? What is the school boundary attendance area? b. What is the current school population? c. How many classrooms are available? For example, a minimum of five classrooms may be required for a fully established FI program from Kindergarten to Grade 8 d. What is the proximity of the proposed school to other schools with French Immersion programs in the district and in other school districts? e. Also consider its proximity to after-school activities and to middle and secondary schools to which elementary immersion students will progress.

4 Are transportation arrangements needed to bring students to the program school? This is a very important consideration. Without transportation, the program will not reach its potential – costs will stay high and enrollment will stay low or reach a ceiling. This is discussed in greater detail in the “Special Considerations” section, that follows.

5 How many French Immersion teachers will be needed? Are qualified teachers available?

6 What special education support services will be provided?

7 Determine the sources of provincial/ territorial and federal revenues available to support the French immersion program. For more information, see Federal and Provincial/Territorial Funding section that follows.

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Determine French Immersion Program Costs Remember that most start-up costs will be identical to English program classes. For that reason they should not be included in calculating FI program costs. These costs include: 1. Teacher salaries 2. Space 3. Scheduling 4. Furniture

Costs exclusive to FI programming (Note that these costs will be spread over a number of years as the first FI students progress and additional grades are introduced.)

1. French-language library materials will cost approximately $10,000 per grade. 2. French cultural activities will cost approximately $2,000 per classroom. 3. Instructional materials and resources will cost approximately $10,000 - $12,000 per grade.

Identify sources of revenue (grants) available to offset French Immersion program costs 1. Provincial Funds. Most provinces have a base instruction funding grant for each eligible student, as well as transportation and special education grants. Contact your provincial Ministry of Education to learn about the current funding allocations in your province/territory. For example: • Alberta funding rates are located in the Funding Manual for School Authorities 2014 -2015 School Year. • BC funding rates are located in the 2014-15 Operating Grants Manual and Overview of the 2014-15 Operating Grant Allocation Formula. • Ontario funding rates are located in the Education Funding Technical Paper 2014-15. 2. Federal Funds. In most provinces, school districts and private schools offering French Immersion programs receive annual grants determined by student enrollments

and hours of instruction in French for all French Second-Language students from Kindergarten to Grade 12. These grants, administered by the province, are federal funds — part of Canada’s Official Languages in Education Program (OLEP) funding. This funding is meant to offset supplementary costs incurred in offering FrenchLanguage programs, including special education services. These supplementary costs include French-Language library start-up and maintenance, teacher in-service, orientation, recruitment, cultural and linguistic activities and events, program coordination and supervision and transportation (the portion not covered by provincial grants). In some provinces/territories, federal financial assistance is available to school jurisdictions, institutions and organizations to defray up to 50% of the additional costs of the French-Language projects. You will find the latest OLEP agreements for your province/territory on the Canadian Heritage website: http://www.pch.gc.ca/ eng/1357334094352/1357334201823.


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Special Considerations The smaller the class size the greater the program cost as less revenue is generated by the basic instruction grant which accompanies each eligible student. The cost of transporting students to a central location may be less than undersized classes. 1. Class size. A French Immersion or alternate core French program may divide the students attending a school into two populations which may result in smaller classes in both French immersion and English programs. While it would be ideal to secure sufficient student enrollment to support full-sized classes, it is important to remember that class size may well be lower, especially in the start-up years. Note that: a. Federal Official Languages in Education (OLEP) funding is intended to support lower core and immersion class sizes, especially at startup. These funds also support smaller class size and higher per pupil costs in rural and isolated jurisdictions.


b. As school district promotional efforts and word-of-mouth recommendations from parents continue, French Second-Language enrollment will increase.

Contact your school district for current policies regarding upper and lower class size limits. 2. Transportation. Refers to the cost of gathering students into groups large enough to create viable enrollments. a. While transportation is often considered to be an additional cost, the reality is that all English and FSL program students outside of urban areas must be transported — these costs would be incurred as a matter of course and offset by provincial/ territorial transportation grants. b. In urban areas, expanding the catchment area and providing transportation can increase class size and lower per pupil costs by gathering students into groups large enough to create viable enrollments.

c. Transportation costs depend on local school district policies and distances from school. Contracts with bus companies differ depending on whether their charges are based on the size of the bus or not. It will be important to keep ride times down, so a larger number of smaller buses is often a more cost effective arrangement. Larger buses are cheaper per student but not always suitable for collecting students over a sparsely populated area.

Contact your school district for information about transportation grants.

Concours d’art oratoire : loved by participants! The Concours d’art oratoire is Canada’s largest French Second-Language speaking competition with over 80,000 participants from across the country! Read what a few of the National Concours participants have to say about their experiences: The CPF National Concours d’art oratoire was definitely a rich cultural experience that I would recommend to anyone. Students from all over Canada gathered in Ottawa with one common interest: the French language and culture. Alice Brun-Newhook, 2011

The national Concours d’art oratoire is a once in a life time experience. I have been honoured to have attended it last year in grade 11, where I met people from all over the country. I’m still in contact with these people to this day and they have all become friends to me. Benjamin MacNeill, 2012 & 2013

I have always loved the French language, but the Concours made me realize how beneficial languages are in seeking new opportunities. The Concours affirmed my belief that language is a valuable skill no matter what profession one chooses. Rachel Field, 2014

For information on how you can volunteer or participate in the Concours d’art oratoire please visit cpf.ca or your local branch website for more information.


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Canoe Island French Camp

PO Box 370 Orcas, WA 98280 T: 360.468.2329 F: 360.468.3027 W: www.canoeisland.org E: [email protected] See page 35 for more information.

Canadian Parents for French – Saskatchewan

303-115 2nd Ave. N., Saskatoon, SK S7K 2B1 T: 306.244.6151 E: [email protected] See page 34 for more information.

Collège Boréal Camp Mère Clarac

959, rue Principale Saint-Donat, QC J0T 2C0 T: 819.424.2261 or TF: 1.514.322.6912 (Toll Free) W: camp.marie-clarac.qc.ca E: [email protected] See opposite page for more information.

21 Lasalle Blvd Sudbury, ON P3A 6B1 T: 705.560.6673 Ext. 1062 F: 705.521.6039 W: www. collegeboreal.ca E: [email protected] See page 13 for more information.

Prologue for the Performing Arts Campus Saint-Jean – University of Alberta 8406 - 91 Street NW Edmonton, Alberta T6C 4G9 T: 780.465.8763 F: 780.465.8760 W: www.csj.ualberta.ca E: [email protected] See page 18 for more information.

Camp Tournesol

169 Oakes Drive Mississauga, ON L5G 3M2 T: 905.891.1889 TF: 1.888.892.1889 (Toll Free) W: www.campt.ca E: [email protected] See page 36 for more information.


Historic Distillery District 15 Case Goods Lane – Ste 201 Toronto, ON M5A 3C4 TF: 1.888.591.9092 (Toll Free) T: 416.591.9092 Ext. 225 F: 416.591.2023 W: www.prologue.org E: [email protected] See page 35 for more information.

Institut Francais – University of Regina 3737 Wascana Pkwy Regina, SK S4S 0A2 T: 306.585.4828 F: 306.585.5183 W: www.institutfrancais.uregina.ca E: [email protected] See page 31 for more information.

PORTES OUVERTES SAMEDI 6 ET DIMANCHE 7 JUIN 2015

Apportez votre pique-nique !


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Simon Fraser University

Office of Francophone and Francophile Affairs (OFFA)/ Bureau des affaires francophones et francophiles (BAFF) Cornerstone Building 198 – 8960 University High Street Burnaby, BC V5A 4Y6 T: 778.782.6927 F: 778.782.6682 W: www.sfu.ca/baff-offa See page 4 for more information.

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UPEI Faculty of Education

550 University Ave Charlottetown, PEI C1A 4P3 T: 902.620.5155 F: 902.566.0416 W: www.upei.ca/education E: [email protected] See Inside Front Cover Page for more information.

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Université Sainte-Anne

1695 Route 1, Pointe-de-l’Église, NÉ B0W 1M0 T: 902.769.2114 F: 902.769.2930 W: www.usainteanne.ca E: [email protected] See page 7 for more information.

Université de Saint-Boniface

200 De la Cathédrale Avenue Winnipeg, Manitoba R2H 0H7 T: 204.233.0210 W: www.ustboniface.ca E: [email protected] See page 11 for more information.

University of Sudbury

935 Ramsey Lake Road Sudbury, ON P3E 2C6 T: 1.705.673.5661 W: www.usudbury.ca See page 36 for more information.

You really like CPF Magazine! In the last issue of CPF Magazine a survey was sent out to get your feedback. The results showed us how much you appreciate this magazine. We are grateful to all those who took some time to fill out the survey, a full report on the survey can be found on the Canadian Parents for French’s National website cpf.ca.

CANOE ISLAND FRENCH CAMP

in Washington’s beautiful San Juan Islands

Expand FSL learning opportunities and enhance student engagement!

www.prologue.org 1-888-591-9092, ext.225 [email protected] www.PrologueToThePerformingArts.blogspot.ca

9 à 16 ans • 2 ou 3 semaines • animateurs français

www. CanoeIsland.org Canadian Parents for French Vol 2 • Issue 2 • 2015 35

KEY CPF CONTACTS National Office

1104 - 170 Laurier Ave. W., Ottawa, ON K1P 5V5 T: 613.235.1481 F: 613.230.5940 [email protected] 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) [email protected] bc-yk.cpf.ca

FRENCH CAMPS in the GTA Day & Overnight Camp

Alberta

211-15120 104 Ave. Edmonton, AB T5P 0R5 T: 780.433.7311 TF: 1.888.433.6036 (in Alberta only) [email protected] ab.cpf.ca

Northwest Territories

PO Box 1538, Yellowknife, NT X1A 2P2 T: 867.873.2054 [email protected] nwt.cpf.ca

Join us in

FRANCE! - 2 015 -

Saskatchewan

303-115 2nd Ave. N., Saskatoon, SK S7K 2B1 T: 306.244.6151 TF: 1.800.561.6151 (in Saskatchewan only) [email protected] sk.cpf.ca

Manitoba

101-475 Provencher Blvd., Winnipeg, MB R2J 4A7 T: 204.222.6537 TF: 1.877.737.7036 (in Manitoba only) [email protected] 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) [email protected] on.cpf.ca

New Brunswick

PO Box 4462, Sussex, NB E4E 5L6 T: 506.432.6584 TF: 1.877.273.2800 (in New Brunswick only) [email protected] 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) [email protected] ns.cpf.ca

Prince Edward Island

PO Box 2785, Charlottetown, PE CIA 8C4 T: 902.368.3703 [email protected] pei.cpf.ca

Newfoundland & Labrador

PO Box 8601, Stn A, St. John’s, NL A1B 3P2 T: 709.579.1776 TF: 1.877.576.1776 (in Newfoundland & Labrador only) [email protected] nl.cpf.ca


L'Université de Sudbury… une éducation en français et des possibilités incroyables! Études journalistiques Folklore et ethnologie Études autochtones Philosophie Sciences religieuses Consultez le www.usudbury.ca pour voir ce que l’on a à vous offrir!

Les humanités... inspirant une splendeur d’esprit. 705-673-5661 www.usudbury.ca Membre de la Fédération Laurentienne

Your membership provides you with the opportunity to receive occasional updates from CPF as well as the CPF Magazine twice a year. Please confirm your consent to receive electronic communication from CPF by checking the box below: I would like to receive email communication from Canadian Parents for French.

Look for the Summer Camps Listings and the Fall 2015 issue of CPF Magazine CPF Summer Camps Summer CampS 2015 CPF British Columbia & BC Family French Camp

(BCFFC)

Yukon

1983 Camp was organized in The first BC Family French e in these week-long and today 800 children participat is a camp suited This camps throughout the summer. not the parents speak or for the whole family, whether orgathe in tent and take part French. Bring your own sing-along campfires. Camps nized activities, including around the province. Suitable are held in three locations rgarten to teen, the camp for children from pre-kinde ing program. Please visit also offers a counsellor-in-train on about each camp. informati www.bcffc.com for more Shuswap Lake (Salmon Arm); Where: d); Gwillim Lake (Chetwyn o) Vancouver Island (Nanaim Preschool – Grade 12 Ages: Carol Frketich Contact: [email protected]

Camp familiale en français avec CPF Tri-Cities

of Camp Jubilee’s certified Your adventure begins aboard 30 minute boat ride around passenger vessels for a short r BC. Camp Jubilee sits Deep Cove in North Vancouve waterfront and combines on 128 acres of Indian Arm dations, great food and modern, comfortable accommo at affordable prices. spectacular scenery – all dations, a variety accommo style Amenities include cabin t BBQ pavilion, outdoor oceanfron an of program areas, goal more. At Camp Jubilee our amphitheater and much as possible and an is to make your stay as enjoyable r! remembe experience you’ll always weekend, where parents Join us for a fun-filled summer get ready for another fun, and and children relax, have and school. Children will play year of French language l outdoor setting with use their French in a wonderfu , French-speaking monitors their energetic and funny parother French Immersion while adults connect with forested the can enjoy ents. At day’s end, families songs and games around surroundings and join in the campfire. r Camp Jubilee, North Vancouve Where: Heidi LeFaive Contact: 604-836-5064 [email protected] es er/tri-citi bc-yk.cpf.ca/chapt

Canadian Parents for French

The CPF Summer Camps Listings include a variety of camps offered in every province, some with discounted rates for CPF members. Registration begins in March 2015. Spaces are limited – sign up early. For more information visit www.CPF.ca.

Summer Camps 2014

CPF MAGAZINE CANADIAN PARENTS FOR FRENCH

French Summer Camps are the ideal way to immerse your child in the French language through a daily motivating environment “en Français.”

2015 VOL 3 ISSUE 1 | FALL/WINTER

Fall and Winter Opportunities

This next issue will highlight the benefits of enrolling children in FSL programs.

To Advertise in the Fall 2015 issue of CPF Magazine

We’re ONLINE!

Visit advertisers’ websites, check out links to more information from feature articles, connect with our branches, and more.

Email [email protected] for a detailed information package.

The CPF e-Magazine is the eco-friendly companion to the printed issue. Check out past issues online by visiting www.CPF.ca.