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CPF MAGAZINE CANADIAN PARENTS FOR FRENCH

VOL 2 ISSUE 1 | FALL/WINTER 2014

THE employment

benefits of

bilingualism 20

academic research VS

political

propaganda 3

the role of parent

pArticipaton in

facilitating change 19

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

|

Surrey

|

Vancouver

| British Columbia

cpf magazine canadian parents for french FALL/WINTER 2014 | vol 2 issue 1 www.cpf.ca EDITORIAL COMMITTEE Michael Tryon, Glyn Lewis, Gail Lecky, Robert Rothon EDITOR-IN-CHIEF Robert Rothon EDITORIAL MANAGER Shaunpal Jandu CONTRIBUTORS Shaunpal Jandu, Joan Hawkins, Maryanne Bright, Maureen McEvoy and other authors and organizations, as noted in their articles. GRAPHIC DESIGN Stripe Graphics Ltd. PROJECT MANAGER Carder Dempsey Communications 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, including parents of French Second-Language students, FSL teachers, federal and provincial government officials, primary and secondary school officials and Board of Education members across Canada. 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.

16

20 fsl and down syndrome

employment benefits

featureS Academic Research vs. Political Propaganda

3

DELF North of the 60th Parallel

8

French Immersion for the Student with Down Syndrome

16

Enjoy the Employment Benefits of Bilingualism

22

Battling for Bilingualism

25

departments Message from the Editorial Manager

2

FSL Education: FSL Policy and Co-Consultation

19

FSL Research: Students Reap the Benefits of Bilingualism

20

Branch News French For Life Video

10

A Framework for FSL in Ontario Schools

12

French Second-Language Education Across Canada

29

Advertisers’ Directory

34

Key Branch Contacts Across Canada

36

CPF Membership Form

37 We acknowledge the financial support of the Department of Canadian Heritage.

CPF MAGAZINE

message FROM THE editorial manager

CPF is dedicated to the promotion and creation of French secondlanguage learning opportunities for young Canadians.

L

iving in Ottawa has been a very exciting experience for me. As a political junkie, walking downtown and seeing Parliament Hill is always awe-inspiring – and I will never forget the time I saw former Prime Minister Joe Clark placing a sandwich order just before me. Beyond my nerdy interest in politics, though, Ottawa was also the place where I started to use my French on a regular basis. Logically, I knew I would be speaking more French than in other cities I had lived in or visited. However, when I first arrived I was very reserved when speaking French. While I had worked in French for a number of years, I had never regularly spoken in French. I could explain technical information over the phone in a call center environment, but was too shy to place an order for fast food. To my surprise, it only took me a few weeks to build up the confidence I needed to speak French on a daily basis. While the particulars of my personal experience are unique, my story is shared by thousands of young Canadians. However, thanks to the commitment of Canadian Parents for French (CPF) to help students gain the

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experience and confidence to use their French regularly, I believe that the number of students who, like me, were too shy to use French publically is on the decrease. The dedication to students’ French language learning is at the heart of our organizational mission: CPF is dedicated to the promotion and creation of French second-language (FSL) learning opportunities for young Canadians. CPF provides young Canadians with opportunities including movie nights, the Concours d’art oratoire, summer camps, after-school French programs, and many other programs offered in communities, provinces and territories across the country. CPF believes that by increasing students’ access to the world’s francophone cultures and by providing opportunities to speak French outside of the classroom, students will be more comfortable speaking French and more willing to pursue FSL studies in their higher education. This issue of CPF Magazine features articles on employment benefits for students who learn French as a second language, on the reasons why parents are enrolling their children in French secondlanguage programs, and on the impact

Canadian Parents for French has had as a key stakeholder in fostering FSL learning in Canada. Your continued support of this work makes a difference, and we hope you, like all members, will be inspired by these stories from across the country as you write your own story of successful support for French secondlanguage education. n

Shaunpal Jandu Editorial Manager

Academic Research

POLITICAL Propaganda

By Edmund A. Aunger, Political Science professor at the University of Alberta

Lessons from the Fraser Institute’s Study of Minority-Language Education Canadian Parents for French works hard to dispel many of the myths surrounding FrenchSecond-Language. These myths are used by a variety of sources from school board officials to national newspaper editorial columnists to further their own (or their employer’s) position against FSL education in Canada. This piece, written by Prof. Edmund Aunger, Political Science professor at the University of Alberta, looks at how even leading research and educational organizations, such as the Fraser Institute, can make conclusions based on their funders. Professor Aunger reminds us that it is always important to view the source before making decisions. This article was originally published in Academic Matters and has been republished in its entirety with the permission of the author and the original publisher.

I

n 2012 the Fraser Institute published a 138-page study entitled Official Language Policies of the Canadian Provinces: Costs and Benefits in 2006 that examined the financial impact of providing bilingual government services. It calculated that the provinces spend $900 million each year, mainly for minority-language education – English schooling in Quebec, French instruction elsewhere. A complementary report distributed in 2009, Official Language Policies at the Federal Level in Canada, estimated that the federal government spends a further $1.5 billion. In its news release for the latest publication, the Fraser Institute concluded that “Canadian taxpayers are footing an annual bill of $2.4 billion for bilingual services, a cost of $85 per Canadian.”

The principal author, François Vaillancourt, now retired from the University of Montreal, is a recognized expert in the economics of bilingualism. His research methodology is clear and transparent; he states his assumptions, lists his sources and explains his calculations. He also claims, rightly, and with understandable pride, that the study is the first attempt “at systematically measuring and comparing these provincial costs.” His research project is ambitious but the potential payoff is substantial. Reliable factual information is the foundation of sound policy-making. An addendum notes that “the Fraser Institute maintains a rigorous peer review process for its research.” Major projects are “reviewed by a minimum of one internal expert and two external experts.”

Canadian Parents for French Fall/Winter 2014 3

Can we trust the Fraser Institute – financed by wealthy business patrons and committed to promoting private enterprise – to sponsor an objective study of public services? Disputes between authors and reviewers may be resolved by appeal to the Institute’s Editorial Advisory Board, a panel of distinguished international scholars that in the past has included three Nobel laureates in Economics (James M. Buchanan, Friedrich A. Hayek and George Stigler). This rigor creates credibility and, as the Fraser Institute observed in its 2010 annual report, is “persuasive among policy makers and experts,” resulting in “hundreds of academic citations annually.” But can we trust the Fraser Institute – financed by wealthy business patrons and committed to promoting private enterprise – to sponsor an objective study of public services? Since the Institute explicitly seeks to boost free markets and to limit government regulations, it attracts rich backers from the Canadian corporate elite. Does this threaten its much-vaunted freedom? With unconscious irony, the addendum asserts “In order to protect its independence, the Institute does not accept grants from government or contracts for research.” Scholarly ethics require that researchers put truth-seeking and truth-speaking ahead of personal interest and private advantage. Not an easy task. Tobacco foundations have refused to publish studies revealing the health dangers of smoking. Pharmaceutical companies have blocked the release of findings showing the harmful effects of medications. As the old saying goes, “he who pays the piper calls the tune.” Would freemarketers pay for research that might – potentially – find government intervention to be advantageous? Wouldn’t they be tempted to downplay the benefits of public services and exaggerate the costs? Let’s see.

Benefits of Bilingualism

At a 1995 research colloquium, Professor Vaillancourt suggested that bilingualism provides several possible benefits. For an individual, these included increased intelligence, improved cognitive function, and enhanced social skills. (Vaillancourt excluded higher income because, in his words, “it represents a private advantage associated with a social cost.”) For a society, these included increased export capacity, improved immigrant recruitment, better knowledge development, and added international influence. But this is barely scratching the surface. Official bilingualism – public services in two languages – has been a fundamental principle of Canadian democracy since the time of our first modern Constitution. The 1791 Constitutional Act (s. 24 and s. 29) guaranteed the official status of English and French in both Lower Canada and Upper Canada. This guarantee was given for moral reasons; it was thought unjust that the French-speaking population be governed in the English language. And it was given for practical reasons, as it was widely feared that discontented French Canadians would emigrate to the United States.

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The Constitution Act, 1867 (s. 133), still in effect today, continued and reinforced this principle. Indeed, when it was debated in 1865, John A. Macdonald, Attorney-General for Canada West and future prime minister of the Dominion of Canada, explained: “It was assented to by the deputation from each province that the use of the French language should form one of the principles upon which the Confederation should be established, and its use, as at present, should be guaranteed by the Imperial Act.” Without official bilingualism, there would be no Canada. Almost a century-and-a-half later, in 2012, the Fraser Institute report seems largely oblivious to any potential benefits. In evaluating minority-language education – the bilingual service most often provided by Canadian provinces – Vaillancourt and his co-authors now remember only one possible advantage: increased language capability might lead to increased export capacity. By speaking French, Canada might sell more products and services to French-speaking countries. They rule out even this possibility, however, since “almost all exports of goods and services by Canada are made using English.” Have they not heard New Brunswick’s proud boast that its educated and bilingual population has sparked a booming call-centre industry with 17,400 employees, a $700 million payroll and growing telecommunications exports? Isn’t this a noteworthy economic benefit? The report also claims that since “export capacity is the result of linguistic skills in private firms, a change in provincial language policies is unlikely to have any effect on this except perhaps in the long term. So this is not a relevant argument here.” Really? Isn’t it likely that a province’s education policy will have an impact on the language skills of its population? (Don’t private firms hire Canadian-educated workers?) Isn’t it possible that the benefits of education – even if long term – are still relevant considerations? Fortunately, as regards healthcare – a bilingual service offered by three provinces – the authors do agree on a benefit, and it is an important one: “A person’s welfare will increase if services are available in his or her preferred language.” And, in fact, there is research in Health Sciences that demonstrates the positive effects – and reduced errors – of serving patients in their own language. (Come to think of it, there is also research that recognizes the positive effects of teaching minority students in their own language.) But the authors have great difficulty in measuring this benefit. First, they assume a situation where the provincial government has cancelled bilingual services. Second, they attempt to guess what proportion of the minority population would still want the now unavailable services. Third, they try to predict how the minority might obtain replacement services

publicly, informally, or privately. Finally, they endeavour to estimate how much these new services would cost. This formula is perplexing; it ignores real benefits. It does not measure research observations; it quantifies ungrounded speculation. Worse still, it introduces an unproven assumption that the Fraser Institute later announces, in its press release, as a major conclusion: “The study concludes that provinces with large francophone populations and a substantial number of government services provided in French could offer those services at a lower cost by contracting them out to the private sector on a user-pay basis.” As for the other seven provinces, the report notes that they have very few bilingual services – certainly not enough to justify privatization. And it is supposed that these services would not have brought significant benefit anyway: “Presumably, the francophones who live there do so mainly by choice and thus are satisfied living in an environment where few public services, with the exception of Manitoba in some specific areas, are available in French” (p. 8). Although it claims otherwise, the Fraser Institute report does not, in fact, study the benefits of official bilingualism.

Costs of Bilingualism

What about the other half of the analysis, costs? Here, at least, the authors begin with a realistic and insightful premise: the true cost of French-language minority education is not the total cost, but the extra cost. Regardless of language, schooling costs money. But how much more must taxpayers spend for French-language schooling, compared to equivalent English-language schooling? Let’s examine a specific example that, as a professor at the University of Alberta’s Campus Saint-Jean, I know well: university education. The authors estimate that Alberta taxpayers spent a total of $13.8 million (or $23,359 per full-time student) for French-language university education. Of course, most of this cost relates simply to education and not to the French language. The relevant figure, therefore, is not the total cost, but the extra cost.

Cost Comparison of French- and English- Language University Education Shows A Net SAVINGS Of: $2,205

English-Language University Education:

$20,349

Alberta taxpayers spent a total of $1.2 billion (or $16,684 per full-time student) for English-language university education. Therefore, the authors calculate that the extra cost of Frenchlanguage education was ($23,359 – $16,684 =) $6,675 per student, and ($6,675 x 592 students =) $3,951,600 overall. In short, they claim that Albertans had to spend an extra $4 million. Sadly, these calculations are specious: superficially plausible, but fundamentally false. The figures for French-language education are fabricated; the numbers for Englishlanguage education are misleading. All French-language university education in 2006-2007 was provided at the University of Alberta’s Campus Saint-Jean. The authors confess, however, that they “were unable to obtain information on the cost of a student attending Campus Saint-Jean”

French-Language University Education:

$18,144

(p. 16). Consequently, they imported data from New Brunswick’s universities and applied it to Alberta. Not a good decision. Information on Campus Saint-Jean’s costs is publicly available and easily accessible. It reveals that Alberta’s taxpayers spent $10.7 million (or $18,144 per full time student) for French-language university education. This includes Campus Saint-Jean’s direct costs for providing French-language services to its own students and its shared costs for obtaining predominantly English-language services available to all University of Alberta students. Thus, the Fraser Institute study has mistakenly inflated French-language costs by 29 per cent. English-language university education in 2006-2007 was provided at four institutions: Athabasca University, University of Alberta, University of Calgary and University of Lethbridge. The authors err, however, when they assume that these universities form,

Canadian Parents for French Fall/Winter 2014 5

Provincial Funding for the University of Alberta, 2006-2007 Campus

Campus-specific Services

University-wide Services

All Services

$ 17,418,633 $ 20,349

$ 7,218,593 $ 8,433

$ 24,637,226 $ 28,782

$ 5,748,952 $ 9,711

$ 4,992,298 $ 8,433

$ 10,741,250 $ 18,144

Augustana (English) Total Cost – Per Student Cost – Saint-Jean (French) Total Cost – Per Student Cost – All Campuses Total Cost – Per Student Cost –

$ 369,254,429 $ 11,419

without any adjustment, an appropriate measuring stick. Campus Saint-Jean is a full-service university institution; Athabasca University is a distance-education university, and it costs only $4,300 per full-time student. The University of Alberta, alone, would have been a more appropriate comparison: it costs Alberta taxpayers $19,852 per full-time student. Augustana Campus, offering a largely Arts and Science program, is a much better frame of reference as it has a similar enrollment to Campus Saint-Jean. Except that Augustana, more distant from the university centre in Edmonton, has greater difficulty accessing the full range of University of Alberta services. To compensate for this discrepancy, we will focus on Augustana’s campusspecific expenditures and discount its shared costs. Nevertheless, even when those costs are excluded, Alberta taxpayers still spent $17.4 million (or $20,349 per full-time student) for English-language education services specific to Augustana Campus. If we use this as our benchmark, then the Fraser Institute study has underestimated comparable Englishlanguage costs by 18 per cent. Thus, although the authors claimed a cost of $23,359 per student for French-

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$ 272,704,266 $ 8,433

$ 641,958,695 $ 19,852

language university education and $16,684 for English-language university education, the correct figures are $18,144 for French education and a minimum of $20,349 for comparable English education. Instead of $6,675 per student in extra costs, there was in fact $2,205 per student in net savings. Taken as a whole, then, Frenchlanguage university education did not cost taxpayers $4 million; it actually saved them at least $1.3 million. Should this saving be deducted from the alleged costs of other bilingual services? The authors don’t think so. They make no allowance for possible tax savings. In Quebec, where minority-language education (in English) is found to be cheaper, the authors simply count it as “zero” extra cost. The Fraser Institute study also suffers from a fatal methodological flaw: it does not include any control variables. Without such controls, we cannot conclude that the cost differences observed are actually caused by language, rather than some other factor. (Campus Saint-Jean offers full-service education and Athabasca University provides distance education. This, not language, explains that cost differential). In short, we still do not know whether minority-language services are costing money or saving money.

Note: There were 32,338 students (full-load equivalents) registered at the Univeristy of Alberta, including 856 at Augustana Campus and 592 at Campus Saint-Jean. Sources: Alberta, Treasury Board (2007), Blue Book 2007 (p.348); University of Alberta, Office of the Registrar and Student Awares, Summary of Statistics 2006-2007 (p.10); University of Alberta, Office of Resource Planning (2007), 2006-2007 Operating Capital Budgets: Summaries (p.3, 4).

Regrettably, many Canadians, reading only the press releases and the media headlines, will conclude that English-speakers are paying excessive taxes so that French-speakers can enjoy unnecessary services. The Fraser Institute report implicitly fosters this insidious nonsense. The authors state disingenuously that they “cannot ascertain if the benefits of a larger, more vital francophone minority are worth having or not for a typical Albertan” (p. 18). As if to ask, why should “we” be paying for “them”? Some years ago, I participated in a debate on official bilingualism with Ezra Levant, then a Sun newspaper columnist and a Fraser Institute intern. French Canadians, he complained, were the only first-class citizens in Canada. By comparison, the rest of us were relegated to second- and third-class status. Government spending that catered to French-Canadian interests was responsible for our huge national debt. He had recently visited Regina, and if its French-language radio station “that nobody listens to” was closed, we could all drive around in gold-plated Cadillacs. Ha! Ha! Very funny! More than a century earlier, another Albertan, Hugh Cayley, member of the North-West Legislative Assembly and publisher of the Calgary Herald, led

a successful campaign to abolish French-language services in Western Canada. In the legislature, he argued that this would result in significant cost savings. But he was trumpeting illusory costs in order to cover jingoist motives. In his newspaper, on February 24, 1890, he proclaimed “the absolute necessity of securing for the English language in Canada that supremacy which British arms, British blood, British courage, British ideas, British institutions may fairly claim, at the close of this nineteenth century in a country over which the British flag has waved for a century and a quarter.” Consequently, in 1892, the North-West Legislative Assembly decided to make English the only language of instruction in publicly-supported schools, thereby destroying in a single stroke a thriving French-language school system that had existed for more than seventy years. The decision also imposed financial hardship on many French-speaking parents, now doubly penalized, paying school taxes for English public schools and tuition fees for French private schools. The Alberta government further harassed these Frenchlanguage schools by refusing to accredit their teachers and their programs. One private school, Edmonton’s Collège Saint-Jean, founded in 1908, adroitly circumvented the barriers, however, by affiliating variously with Laval University in Quebec and the University of Ottawa in Ontario. Alberta finally relented in 1968 by permitting publicly-supported schools to use French for up to 50 per cent of their daily instruction. In 1970, it also allowed Collège Saint-Jean to affiliate with the University of Alberta.

as our annual research and education budget.” Finally, a cost-benefit analysis that all Canadians can understand! Spend one dollar on research services; receive four dollars in political propaganda. n Edmund A. Aunger is Professor Emeritus in Political Science at the University of Alberta, Campus Saint-Jean. He has extensive experience evaluating scholarly manuscripts and adjudicating research grants. See more at: www.academicmatters.ca/2014/03/academic-research-vs-political-propaganda-lessonsfrom-the-fraser-institutes-study-of-minority-language-education/#sthash.k8j9u88x.dpuf References: François Vaillancourt et al., Official Language Policies of the Canadian Provinces: Costs and Benefits in 2006, Fraser Institute, 2012, 138 p.; François Vaillancourt, “Coûts et bénéfices économiques des langues officielles: quelques observations,” Actes d’un colloque tenu le 5 mai 1995, Langues officielles et économie, Patrimoine canadien, 1996, p. 107-121; Edmund A. Aunger, “Language Legislation and Official Bilingualism: The Uneasy Coexistence of Canada’s Language Communities,” Canada: Confederation to Present, Chinook Multimedia, 2001; Edmund A. Aunger, “Justifying the End of Official Bilingualism: Canada’s North-West Assembly and the Dual-Language Question, 1889-1892,” Canadian Journal of Political Science 34 (2001), 451-486.

Conclusion

The Fraser Institute study masquerades as an independent and peer-reviewed cost-benefit analysis of minority-language education. Thus disguised, it gains credibility and garners attention. Media headlines scream out that minority-language services waste billions of public dollars every year. Informed public debate is undermined. Scrupulous academic research is undervalued. On June 24, 2013, Maclean’s Magazine headlined its “Letters” page with the title “Talk to Albertans about how we feel about the $2.4-billion-a-year ‘French fact.’ We’d rather keep our money.” The writer, Sharon Maclise, explained: “Amazing as it may seem to self-absorbed Quebecers and their central Canadian media propagandists, we are not the least bit impressed with the $2.4 billion per year that our ‘taste of worldliness afforded by Canada’s réalité francophone’ is costing us. We would much rather keep our money, please, and you can keep your language, merci.” The Edmonton-based Maclise is an outspoken advocate of cost-benefit analysis in public policy. She is also a former vice-president of Alberta’s right-wing Wildrose Party. In its 2010 annual report, the Fraser Institute thanked donors for their (tax-deductible) contributions totalling $11 million and explained how effectively this money was being spent: “The return on your investment in the Institute is enormous. Our capacity to inform and educate Canadians about public policy is partly reflected in the media attention paid to our work. According to external agencies, in 2010, the advertising dollar equivalency of the Institute’s media presence was nearly $44 million, roughly four times as large

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

csj.ualberta.ca

Canadian Parents for French Fall/Winter 2014 7

DELF Diploma in French Language Studies

North of the 60th Parallel

The DELF fears neither cold nor isolation! Canada’s 26th DELF-DALF Centre opens its doors nearly 500 km south of the Arctic Circle. By Josée Clermont, French Program Coordinator, Yellowknife Catholic Schools, NWT

Canadian Parents for French, and other promoters of French Second-Language (FSL) education believe there is a need for National FLS Proficiency Benchmarks in Canada. In the inaugural issue of CPF Magazine, we introduced the DELF (Diplôme d’étude en langue française – Diploma in French Language studies) and the DALF (Diplôme approfondi de langue française – Advanced French Language Diploma) to our readers as possible tools to fill this role. Recently, Canada’s northern-most DELF-DALF Centre held its first examination session. This article tells the success story of the DELF-DALF in some of our country’s most remote regions, north of the 60th parallel. 8 Canadian Parents for French Fall/Winter 2014

I

n April 2014, the Northwest Territories DELF-DALF Centre, in association with Yellowknife Catholic Schools (YCS) held its first examination. Although the Centre was the first to offer this international certification north of the 60th parallel, students have been taking the DELF test in Yellowknife for the past two years. The Northwest Territories DELF story began in 2012 when YCS created a partnership with the DELF-DALF Centre at the University of Lethbridge. It became an affiliated testing centre, associated with another centre that provides the administrative logistics and makes certain resources available. This allowed all grade 10 to 12 YCS students registered in French programs to take the DELF tests in the past two years. The DELF is used to measure the quality of French language programs, and provide feedback to inform professional development. The first spring 2012 session was a great success. Although the YCS student numbers are small, all grade 12 students registered in the French Immersion Program took the test and passed. School principals quickly recognized the benefits to be gained by offering the DELF. Since then, at YCS, the DELF has also been available to grade 7/8 Immersion students. This year, two

other versions of the DELF were offered; the “DELF Prim” for children between the ages of 8 and 12, and the “Tout Public” for adults. The DELF has also made its way up to the 68th parallel. In fact, three students from Inuvik wrote the test this spring. It gives me the shivers just thinking about it! What could have led the small Board of Yellowknife Catholic Schools to offer the DELF throughout the Territories? “We are so enthusiastic about the benefits the DELF provides that we wanted to extend it to other areas”, Claudia Parker, YCS Superintendent, explains. “I am Francophone and I think it is important to share and to promote the French language and culture with all the students, including those in more distant regions.” The Northwest Territories recognize 11 official languages, French and English among them. Four of these languages are frequently spoken in Yellowknife. It is necessary to offer opportunities to all students so that they may become citizens of the world. The Northwest Territories DELF-DALF Centre intends to promote the DELF throughout the Territories based on the grants available from Canadian Heritage. Considering distance and isolation factors, this presents a major challenge.

it e an idea of what m ve a g F EL D e th “Working to pass ect. In addition, xp e to t a h w d n a l ontrea s.” would be like in M r job opportunitie fo rs o o d n e p o l il this certificate w

“It was more re al than other co urses. You dealt with life’s everyday si tuations and this taught you things you could use in the real w orld!”

One of the first groups of Yellowknife Catholic Schools students to receive the DELF in the spring of 2011.

The estimated population of the Northwest Territories is approximately 44,000 people spread across 1,300,000 km2, the third largest Canadian jurisdiction. In addition to Yellowknife, Fort Smith and Inuvik offer French Immersion programs which incur additional travel costs. Nevertheless, the many benefits associated with the DELF are well worth the effort. The DELF preparation process in itself, using the ”action-oriented” approach and authentic situations, has proven to be very motivating for students and has increased their confidence. In addition, by passing the DELF, students receive a diploma that is valid for life and an official recognition, both representing

a great career advantage. Finally, they are proud of themselves and of their ability to speak French. “Preparing students for the DELF changed my approach to teaching. My classes are more dynamic and I have placed greater emphasis on comprehension and oral expression,” a grade 12 teacher concludes. “It was more real than other courses. You dealt with life’s everyday situations and this taught you things you could use in the real world!” confirms a grade 12 student. Ana Strbac, an 18-year-old FSL student, was one of the students receiving the DELF diploma last spring.

She wants to be a French teacher. In Montreal last summer, immediately after the DELF test, Anna spent five weeks participating in the Canadian Heritage “Explore” program. According to her, preparing for the DELF gave her the confidence to plunge into this cultural immersion experience in Montreal. “Working to pass the DELF gave me an idea of what it would be like in Montreal and what to expect. In addition, this certificate will open doors for job opportunities.” n

Canadian Parents for French Fall/Winter 2014 9

CPF MAGAZINE

branch news

A NEW

LANGUAGE, A NEW p.11

LIFE

Ho w Do es M y “Tra ns late” Ki nd of Sm ar t Into a Ca re er?

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air force officer need need french for? p.5

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estimonials from real people who share their own personal motivations and experiences are a powerful response to students questioning why they should continue their studies in French. Their stories ensure that students and parents are fully informed of the implications of all decisions made regarding French Second-Language learning (FSL). As part of an integrated promotional campaign, CPF Manitoba, in collaboration with the Université Saint-Boniface, partnered with the Manitoba Association for Immersion Teachers to produce a 17-minute video, French: An Opportunity of a Lifetime. It is targeted to students and parents considering post-secondary options, life-enrichment opportunities and career choices that involve French. This video features real-life stories of people with a broad range of FSL classroom experience, each having reaped the benefits of knowing a second language. Whether a radio host, dentist, performer, law student or even a provincial premier, each of these Manitobans generously shared their personal experiences and enthusiasm for communicating in both of Canada’s official languages.

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9:27 PM

No matter their stage of life or the domain in which they work, every person relates real-life examples of how much value the knowledge of French has brought to their personal and professional development. Personal anecdotes are layered to provide a rich collective portrait of these bilingual Manitobans, and insights into the very real ways that their lives were enriched by their studies in the French language. Each school in Manitoba received a copy of the video, along with issues of the accompanying magazine. CPF-Manitoba also organized and delivered special presentations in classrooms across the province, based on the themes in the video.

To view the video and to flip through a digital version of the accompanying magazine, go to www.frenchforlife.ca/careers.cfm

avantage UNIVERSITY OR COLLEGE EDUCATION EN FRANÇAIS USB trains highly sought-after bilingual professionals to meet the needs of today’s job market here and abroad. Offrant une formation universitaire, technique ou professionnelle, l’USB forme des diplômés bilingues hautement recherchés sur le marché du travail ici comme ailleurs. 1-888-233-5112, ext. 333 ustboniface.ca Proud supporter of Concours d’art oratoire: CPF’s National Competition

Canadian Parents for French Fall/Winter 2014 11

CPF MAGAZINE

branch news

A Framework

for FSL in Ontario Schools By Maureen McEvoy, CPF member, former CPF Director of Communications, and former CPF Ontario board member

F

or nearly four decades, CPF members have advocated for access, quality and accountability in French Second-Language (FSL) education. A new initiative in Ontario goes a long way toward improving and tracking results of programs available to the province’s 971,000 kindergarten to grade 12 FSL students. CPF Ontario has been involved since the beginning. Since 2008, when the future of FSL education became a priority during a meeting hosted by the provincial Ministry of Education, a variety of stakeholders, including CPF Ontario, have collaborated to develop a long-term Framework to guide action in this area. After five years of planning in consultation with stakeholders, the initiative launched by the Ministry of Education shows potential for real improvement in the delivery of Core French, Extended French and French Immersion in Ontario. A Framework for French as a Second Language in Ontario Schools, available at www.ontario.ca/education, supports the three core priorities for education in Ontario: n

High levels of student achievement

n

Reduced gaps in student achievement

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Increased public confidence in publicly funded education.

12 Canadian Parents for French Fall/Winter 2014

CORE FRENCH • EXTENDED FRENCH • FR ENCH IMMERS ION

A FRAMEWORK FO

R

F RE NCH AS A S E COND L A NGU A GE IN ONTARIO SCHOOLS KINDERG AR TEN TO GR AD E 12

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CPF MAGAZINE

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The comprehensive publication first outlines the benefits of learning French as a second language. It follows with a review of influences shaping FSL in Ontario, a description of the process of developing the Framework, and an overview of how FSL is an integral component of education in Englishlanguage school boards in Ontario.

Responding to the Call to Action

FSL in Ontario: A Call to Action

The Framework shares a vision for FSL in Ontario: ‘‘Students in English-language school boards have the confidence and ability to use French effectively in their daily lives.’’ It sets three goals that support this vision and the federal objective to promote linguistic duality:

The Framework, coupled with a revised FSL curriculum, is not intended to simply suggest options to school boards. It requires all sixty English-language school boards to develop plans and monitor progress in FSL education, and to report on their initiatives and progress toward the goals. Over the ten-year period of the Framework, school boards will be accountable to the Ministry for their actions to support FSL growth and retention in six strategic focus areas, components of a strong FSL plan that school boards can use to develop and implement their own plans related to:

1. Increase student confidence, proficiency and achievement in FSL

1. Heightening awareness of FSL programs and benefits

2. Increase the percentage of students studying FSL until graduation

2. Enhancing leadership and accountability

3. Increase student, educator, parent, and community engagement in FSL.

3. Strengthening programming to improve achievement in FSL

Six guiding principles for FSL are intended to foster a common understanding of the importance of FSL in Ontario schools, to steer policy makers and educators in their decision making, and provide a strong foundation for strengthening FSL in Ontario: n FSL programs are for all students

4. Supporting all students

n

Teaching and learning French, as one of Canada’s two official languages, is recognized and valued as an integral component of Ontario’s education system

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FSL education serves as a bridge between languages and cultures

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Learning FSL strengthens literary skills as well as cognitive and metacognitive development

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Research informs decision making by all stakeholders

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Learning FSL is a lifelong journey.

5. Implementing effective practices in planning, teaching and assessment 6. Expanding student learning opportunities and heightening engagement. Each focus area is complemented by a list of suggested actions for schools and school boards, and for the Ministry itself. These are not directives, but are intended to spark discussion among stakeholders and to provide individual school boards with the flexibility to determine specific actions to improve FSL programming based on their local needs and circumstances. School boards, educators, parents and FSL organizations in Ontario, including CPF, are invited to explore the suggested actions and work together to identify effective ways to contribute to the attainment of the goals for FSL. There is recognition that only the dynamic, concentrated and collective efforts of all involved will

result in a positive impact on FSL, for the benefit of all Ontario students.

Parents and Communities as Partners in FSL

Parent involvement in students’ FSL learning is encouraged. One key section of the Framework explores how increased parental and community engagement is a critical component of the FSL goals. French Second-Language advisory committees and board level “FSL Framework Team or Stakeholder Working Groups” are being formed. Already, CPF chapter leaders are being formally invited as advisors to school boards, contributing CPF research findings and evidence-based approaches to help inform decision-making on FSL issues. (See Page 19 for one example of an effective FSL Advisory Committee.) Another impact that can be attributed to the new Framework is CPF-Ontario’s recent increase in Associate Members Organization (AMO) memberships, as schools and school councils join CPF to access valuable resources and support while they work to improve FSL in their communities. At the family level, parents now enjoy more clarity about the complex variables involved in FSL decision-making. The Framework articulates the Ministry’s commitment to FSL programs, clearly laying out guiding principles, strategic focus areas, suggested actions, as well as making the explicit commitments about parents and communities as partners in FSL.

A Review of the Research

As part of the planning phase, the developers reviewed existing research and the evolution of FSL pedagogy. The Framework presents an overview of teaching approaches, emphasizes that FSL is for all learners, and suggests research-based actions to improve opportunities for all students to succeed in FSL programs. It is encouraging to see that the document provides research evidence to directly address the misconceptions that FSL programs are unsuitable for English language learners and for students with special education needs. Canadian Parents for French Fall/Winter 2014 13

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BRANCH NEWS

The Framework and the renewed curriculum, identify the value of oral proficiency, and the advantages of using the second language in everyday life. Participation in French-language events and socio-cultural activities is recognized as an effective way to engage with Ontario’s francophone communities. The shift toward oral proficiency and use of the language in everyday life means that students can expect to find participation in events arranged by francophone organizations embedded into their learning. These events provide opportunities to genuinely engage with the second language. Consistent with the Common European Framework of Reference (CEFR) for languages approach for tracking student achievement in the second language, co-op placements, participation in Concours d’art oratoire, travel and exchanges, and other opportunities to converse and interact in French, are identified as opportunities to reinforce classroom learning.

Next Steps

In Fall 2014, we end year one of the ten-year plan. Baseline data will have been established; school boards will have created and submitted their three-year plans to the Ministry. These plans are to include at least one measurable goal, based on district needs, for each of the province’s three goals for FSL. Implementation will begin in September, in concert with the revised FSL curriculum. School boards will be responsible to the Ministry for data collection and analysis. Data provided by the school boards will be analyzed in three-year cycles. New three-year plans will then be created to ensure that actions reflect current realities and progress forward. CPF Ontario will continue to engage with the Ministry of Education, and support CPF chapters and Associate Members Organizations (AMO) across the province by sharing appropriate research findings and best practices. In turn,

Chapters and AMOs will work closely with school boards to plan and track FSL progress in their communities. While this Framework makes significant strides in French Second-Language education, there is still work to be done. Proficiency outcomes are still not clearly set, and benchmarks for student achievement are still in the future. The process that began in 2008 has now been established as a province-wide reality. From the beginning, CPF Ontario has worked to ensure that access, quality and accountability were addressed in the Framework. Now it eagerly takes on the responsibility as a key stakeholder to make real the vision of a province where students in English-language school boards have the confidence and ability to use French effectively in their daily lives. n

GIVE YOURSELF AN EDGE!

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www.usainteanne.ca 1 888 338-8337 14 Canadian Parents for French Fall/Winter 2014

/usainteanne /usainteanne

Accredited French language programs in Canada • Programmes de langue française accrédités au Canada

Académie Linguistique Internationale – ALI 1425, Rene-Levesque Blvd. West, Suite #163, Montreal QC H3G 1T7 T: +1 514.270.3886 F: +1 514.270.6363 E: [email protected] W: www.studymontreal.com ALI offers unique customized, individualized learning programs for students with frequent monitoring of progress. ALI’s teaching methodology, combined with its dynamic and creative staff of native French speakers, provides its students with an enjoyable learning experience where they will be able to quickly realize their progress. Students can choose their French courses from 20, 25 and 30 hours / week and explore an array of options, such as: DELF; TCFQ; TEFaQ; Business Communication; Quebec Culture or Academic preparation programs. We also offer a French Summer Camp for kids and teens at McGill University. Mention this ad when you contact us to receive a special offer!

Edu-Inter 755, Grande Allée Ouest Quebec City, QC G1S 1C1 T: +1 418.573.5956 F: +1 514.807.4172 E: [email protected] W: www.learningfrenchinquebec.com

ILSC Montréal 410 St Nicolas, Suite 300 Montréal, QC H2Y 2P5 T: +1 514.876.4572 T: +1 866.894.3046 (Toll free) E: [email protected] W: www.ilsc.ca / www.learnfrench.ca

Edu-Inter French School offers French immersion programs for teenagers, adults and teachers in the beautiful city of Quebec, Canada. Edu-Inter’s objective is to offer the highest quality French courses in combination with outstanding cultural activities.

ILSC is located in the heart of charming Old Montreal in a state of the art new facility. ILSC teaches a wide range of French courses at various levels. Our small classes are taught using a student-centered approach and communicative methods.

We offer a wide variety of programs for adults around the year. Our Intensive French which is our most popular program. We also have Standard Program, Super Intensive, summer and winter for Teenagers and Academic Year. Excellent location, in downtown Québec City, 100% French immersion in school. Free access to the excellent facilities in campus: weight room, gymnasium, restaurant, student lounge, internet café, computer rooms, cafeteria and library. Our courses follow the DELF international program and we teach French of France, Québec and other European countries.

For a full list of all accredited French language programs in Canada, please visit: www.languagescanada.ca/en/study

We also offer specialty programs such as DEFL preparation, French through Montreal, French through Fashion and Design, or French through Filmmaking or photography and a fun Youth Program in the summer. In addition, we have created a unique teacher training program for French instructors (current or future): CEFLE (Certificat en enseignement du français langue étrangère).

Pour la liste complète des programmes de français accrédités au Canada, s’il vous plaît visitez : www.languagescanada.ca/fr/etude

French Immersion for the Student with

Down Syndrome By Krista Ewert, Blogger

16 Canadian Parents for French Fall/Winter 2014

Canadian Parents for French’s 2012 research report, “The State of French Second-Language Education in Canada”, focused on access to French Second Language programs for academically challenged students. With the help of stakeholders, educators, and policy makers from across the country, the research report offered recommendations on how to provide more inclusionary and best practices for children with learning disabilities. Krista Ewert, a blogger and self-described “defender of the oppressed, photographer, and domestic diva,” is a mother of two children, Jakob and Ella, one of who happens to have Down Syndrome. In a recent blog post, Ms. Ewert explains why she enrolled her daughter in French Immersion. This article was originally published on Krista Ewert’s blog “one beautiful life” and, with her permission, appears here in its entirety, along with photographs taken by the author. It’s official.

her school to get to Jakob’s school for 3pm. In addition, two schools would mean potential conflicts with Christmas Concerts, Winter Fairs, etc.

We have registered Ella for French Immersion and she has been accepted into Lord Tennyson Elementary, where Jakob is currently enrolled in grade 1. Lord Tennyson is a one track school, which means everyone is in French Immersion. I know what you’re thinking... you must be mad! Well, no, I don’t think I am. I recognize that it is an unconventional decision and from what I can tell, completely unchartered territory but I think that the potential in such an endeavour makes it worth a try.

believe that there 2 We are many advantages



The Why

There are many reasons why we think French Immersion is the best decision for Ella:

keeps Ella with her 1 Itbrother in the same school.

Because Lord Tennyson is our early French Immersion catchment school and because it is a one track school, we would either have to pull Jakob out of French or put Ella into French to keep them together. I think it is important that they are together first and foremost because Jakob is Ella’s guardian - it’s not a label we have put on him or forced him into but he naturally is, as her older brother. Secondly, it is really quite inconvenient having children at two different schools. We are experiencing that right now. Ella is picked up early from

to having a second language.

Reasons range from the fact that Canada is officially a bilingual country, to our desire to travel and possibly live abroad when the kids are a bit older, to the fact that the learning of a second language serves to strengthen other areas of learning such as creativity and music.

3 Why not? I recognize that it is an unconventional decision and from what I can tell, completely unchartered territory but I think that the potential in such an endeavour makes it worth a try.

When people ask me why we are putting Ella into French Immersion, I say that my cynical answer is, “If they expect her to fail in English, why not let her fail in French.” I know what you’re thinking...real mature. But the truth is that there is not enough evidence to prove that French Immersion is detrimental to students with special needs. The fact of the matter is that there aren’t enough cases to do an accurate assessment. Ella would be the first child with Down Syndrome to attend Lord Tennyson and, as far as I know, one of the first to be enrolled in French Immersion in Canada. So in this way, I suppose you could say that Ella is a guinea pig (or as my husband corrects

Canadian Parents for French Fall/Winter 2014 17

This is the beauty of Canada and the leaps and bounds that have been made in the area of inclusion.

me: a pioneer), which I am okay with, because if her experience can serve to benefit children with special needs in the future, I am all for that.

4 External Benefits.

There are also many benefits that have an external affect. There is much skepticism surrounding French Immersion. I have been told that it is the “poor man’s private school”. Yes, to my face. In reality, this is somewhat true. Jakob attended private school in England and it was the best experience we have ever had. If I could afford private school here in Canada, I would have put Jakob in one. That being said, we chose French Immersion for Jakob because he had already had a year of school when we came to Canada and going into kindergarten he needed a challenge (the English system teaches literacy much earlier and therefore he was exceptionally ahead in every subject area). But the fact of the matter is that some people believe that there is a higher success rate for children in French Immersion

because they would do well anywhere. The argument presented in the Globe and Mail* is that it is a way of “streaming”. In reality, there are very few children with special needs in Jakob’s school. By enrolling Ella, she will give these children the benefit of diversity and the lesson of acceptance. Not only that, but it is my hope to document our progress, whether that be one year or twelve years, and hopefully shed some light on whether French Immersion is appropriate for some children with Down Syndrome. Obviously, Ella is just one individual and her experience will be different from others, however, she may face some of the same challenges as her peers with Down Syndrome. To be honest, I don’t feel like I owe anyone an explanation as to why we have made this decision. This is the beauty of Canada and the leaps and bounds that have been made in the area of inclusion - they can’t legally refuse us. But while I know it is the best choice that we can make with the cards

* Why is French immersion so popular? Author: Margaret Wente www.theglobeandmail.com/globe-debate/why-is-french-immersion-so-popular/article8206738

18 Canadian Parents for French Fall/Winter 2014

that we have before us at the present, there is obviously a sense of reservation and insecurity. There always is with anything “new”. I want to share this journey with you partly because there may be someone out there who can benefit from this information or the progression of our own reasoning on the topic... as parents and partly because I believe that in writing out and articulating these thoughts, I will be better able to document our experience and identify weaknesses in my arguments and evidence for or against French Immersion for children with Down Syndrome. So welcome here. Welcome to this journey. n

To read more, visit Krista Ewert’s blog at www.kristaewert.com

CPF MAGAZINE

FSL EDUCATION

FSL POLICY AND CO-CONSULTATION The Role of Parent Participation in Facilitating Change By Maryanne Bright, CPF, Communications Officer

T

here are no greater advocates for change in the lives of youth than parents, and this rings especially true for the current state of French SecondLanguage (FSL) education in Canada. Time and again we’re amazed at the commitment to advocacy and outreach of FSL training by parents of school children across the country. Parents continue to be a driving force in ensuring the implementation of FSL programming remains a top priority in school board jurisdictions nationwide. Few parents may be aware of the important role they can play in the implementation of such policies. However, as demand grows for FSL education to be made available at all levels, Canadian parents are recognizing their own agency and how their collected efforts can make an impact. Co-consultation, or the act of “co-constructing policy,”means that school jurisdictions and boards acknowledge the importance of community engagement in passing policy that is, in effect, for the community. This new way of collaborating towards a common goal means that parents work alongside staff and trustees to draft policy documents. They are given fair representation in pushing forward agendas that ensure

FSL is, and remains, a priority in Canada’s education system. The Toronto District School Board serves as the first and best example of how co-consultation can result in success for all parties involved. In June 2013 a precedent was set that saw participants drawn from the parent-run French as a Second Language Advisory Committee (FSLAC) together with staff and trustees draft, review and finalize TDSB’s new French as a Second-Language policy. The draft went before a board of voting trustees and was passed unanimously. Yet, while some school boards like TDSB are looking to establish greater parent participation in policy-making decisions, fewer still are looking to bridge the gap. If TDSB’s recent victory is any indication of change, however, the future of FSL and parent consultation looks bright. It goes without saying that every Canadian child should have the opportunity to become bilingual so he or she can

participate fully in this country’s economy, governance and society. The reluctance of school boards and school authorities to adapt to the increasing demand for FSL in schools across the country remains a detriment to this achievement. While it may sometimes be difficult to realize where one fits into the discussion, it is important that as parents we recognize our role in advocating for the inclusion of French Immersion and other FSL programming in our children’s curriculum. The prospect may seem overwhelming but by simply meeting teachers, principals and school district decision-makers we can assist in changing policies and practices which exclude or fail to provide appropriate academic support for immersion and core French students. We can help to change educators’ beliefs about the importance of FSL programs by challenging myths with factual information and advocating for FSL in our community at home. n

To learn more about TDSB’s new French as a Second Language policy or to review the committee’s (FLSAC) work please visit: www.tdsb.on.ca/fslac

Canadian Parents for French Fall/Winter 2014 19

CPF MAGAZINE

fsl research

Students Reap the Employment Benefits of

Bilingualism

Through Post-Secondary Studies in French By Joan Hawkins, CPF National, Research Manager

20 Canadian Parents for French Fall/Winter 2014

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fsl research

This article provides guidance counsellors and academic advisors with information on the real world benefits of pursuing French as a second language throughout a student’s academic career. Employers value bilingual employees For individuals, bilingualism is a stepping stone toward global citizenship. For our country, it is an essential element in economic competitiveness. But in both cases, bilingualism matters not just for its inherent benefits, but because of the role it plays in fostering our multilingual and multicultural society.1

E

mployment rates in Canada are higher for those who speak both English and French (70%) than for those who speak only English or only French (about 60%) according to the 2006 census. Bilingual employees also earned about 10% more than English-speaking and 40% higher than French-speaking.2 Results of a 2008 survey of 63 companies across Canada indicated that 84% of employers considered knowledge of both English and French to be an asset or gave preference to English-French bilinguals. Similarly, 81% of those who supervised bilingual employees considered them to be a valuable asset to their organizations. Findings suggest that the demand for bilingual employees outside Quebec and the public service is increasing, with one in five respondents anticipating greater demand. Respondents who anticipated greater demand expected to hire a median number of five new employees in the next three years. Nearly half the respondents (46%) agree that it is hard to find employees who are bilingual, which suggests a need to offer more opportunities for, and to engage more students in, post-secondary FSL education. Supervisors expect that 54% of new bilingual hires will be entry level, 34% mid-level, and 12% senior level. The greater proportion of entry-level positions makes intuitive sense, since business expansion is usually more dependent on entry-level positions. The anticipated increase in mid-level hires (lower than their current proportion) suggests that businesses often promote bilingual employees from within.3 Recruiters often see bilingualism as a sign of experience and education.

Moreover, when two employees have equal skills, companies are more likely to promote a bilingual employee. Bilingual employees are perceived as more sociable and more persevering – “having bilingual skills in a rapidly changing world made the employee much more flexible and more valuable to the company in their capacity to adapt.” Nearly one third of all hiring managers contacted by CareerBuilder.com in 2006 claimed that they will recruit more bilingual employees. Similarly, a study by Canadian Heritage concluded that bilinguals can find a job and change jobs more easily than those who speak only one language.4 Employers’ valuation of bilingual employees is well founded. Bilinguals are better able to analyze their knowledge of language. They are able to focus more on meaning and take into account only relevant features when there is distractive information. Bilinguals demonstrate more mental flexibility and perform better on tasks requiring mental manipulation. They are original in verbal expression, demonstrate non-verbal intelligence and can answer open-ended questions more freely than monolinguals.5 Employers also value the fact that those with two well-developed languages are more sensitive to communication. There is some evidence to suggest that they are better able to understand the needs of others and to respond appropriately. Through exposure to cultural differences they may become more respectful of differences between people and their cultures and may be able to communicate with a large variety of people.6 Continued on page 24

Canadian Parents for French Fall/Winter 2014 21

ENJOY THE EMPLOYMENT BENEFITS OF BILINGUALISM Canada’s economy is increasingly a knowledge economy in a world of disappearing borders and intense international competition. Language skills are more important than ever in this context. Our linguistic duality is an important part of Canada’s brand in the world. Our young people know the importance of speaking a second and even a third language, and want to learn.1

EMPLOYERS WANT BILINGUAL STAFF Employment rates in Canada are higher for those who speak both English and French (70%) than for those who speak only English or only French (about 60%)2

1/3 81%

Nearly one third of all hiring managers contacted by CareerBuilder.com say they will recruit more bilingual employees.3

of those who supervised bilingual employees considered them to be a valuable asset to their organizations.4

Recruiters see bilingualism as a sign of experience and education. When two employees have equal skills, companies are more likely to promote a bilingual employee. 5

Bilingual employees earned about 10% more than English-speaking and 40% higher than French-speaking individuals.2

84% of employers surveyed considered knowledge of both English and French to be an asset or gave preference to English-French bilinguals.4

20%

of employers anticipated greater demand for bilingual staff.4

Bilinguals can find and change jobs more easily than those who speak only one language.5

1. Office of the Commissioner of Official Languages (2009 ) Two Languages, a World of Opportunities: Second Language Learning in Canada’s Universities, Minister of Public Works and Government Services Canada, Ottawa http://www.ocol-clo.gc.ca/sites/default/files/uni_e.pdf 2. Statistics Canada (2006) Population Census of Canada, Government of Canada, Ottawa https://www12.statcan.gc.ca/census-recensement/2006/index-eng.cfm 3. CareerBuilder.com 4. IPSOS (2008) Survey of Supervisors of Bilingual Employees, Canadian Parents for French, Ottawa http://cpf.ca/en/files/IpsosReid_FSL2008_E.pdf 5. Canadian Council of Chief Executives (2009) Bilingualism And Canada’s Future In The Global Economy, Ottawa http://www.ceocouncil.ca/publication/bilingualism-and-canadas-future-in-the-global-economy

22 Canadian Parents for French Fall/Winter 2014

STUDENTS WANT POST-SECONDARY OPPORTUNITIES STUDENTS WANT POST-SECONDARY French-language institutions OPPORTUNITIES outside Quebec report that significant enrollment comes from English-language students studying French-language institutions in French — nearly 70% at Campus outside Quebec report that Saint-Jean in Alberta and about 30% significant enrollment comes from at the Collège universitaire de English-language students studying Saint-Boniface in Manitoba.1 in French — nearly 70% at Campus Saint-Jean in Alberta and about 30% at the Collège universitaire de Saint-Boniface in Manitoba.1

Enrollment in undergraduate French Immersion Programs at the University of Ottawa increased by about 60% between 2008 and 2013.1 Enrollment in undergraduate French Immersion Programs at the University of Ottawa increased by about 60% between 2008 and 2013.1

400 400

The Ontario University Student Alliance supports French post-secondary programs and has the creation of The proposed Ontario University Student an Advisory Committee Alliance supports Frenchon Post-secondary with post-secondary Education programs and representatives from student has proposed the creation of groups, as well as experts from the an Advisory Committee on public, private, and non-profit Post-secondary Education with 2 sectors. representatives from student groups, as well as experts from the public, private, and non-profit sectors.2

Most students had no difficulty moving from high school French to university French, nor did they find the coursework too difficult. They were comfortable university students found the prospect of Most students had no difficulty moving with their understanding of lectures improved employment opportunities to be from high school French to3 university and the required readings. a compelling reason for pursuing French, nor did they find the coursework 3 post-secondary studies in French. too difficult. They were comfortable university students found the prospect of with their understanding of lectures improved employment opportunities to be and the required readings.3 a compelling reason for(2013) pursuing 1. Official Languages and Bilingualism Institute Annual Report, Ottawa http://www.olbi.uottawa.ca/files/report-annual-en-2013.pdf Please feel free to photocopy and distribute this infograph to anyone you feel Up, Toronto 2. Ontario University Student Alliance (2014) The Rise of French Immersion in Ontario – How Universities Are Not Keeping post-secondary studies in French.3 http://www.ousa.ca/2014/03/20/the-rise-of-french-immersion-in-ontario-how-universities-arent-keeping-up would benefit from knowing about the advantages of FSL in the work place. 3. CPF (2005) Survey

1. Official Languages and Bilingualism Institute (2013) Annual Report, Ottawa http://www.olbi.uottawa.ca/files/report-annual-en-2013.pdf 2. Ontario University Student Alliance (2014) The Rise of French Immersion in Ontario – How Universities Are Not Keeping Up, Toronto http://www.ousa.ca/2014/03/20/the-rise-of-french-immersion-in-ontario-how-universities-arent-keeping-up 3. CPF (2005) Survey

Canadian Parents for French Fall/Winter 2014 23

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Students value post-secondary French Second-Language studies “Now [that] I’m at university, I really realize how important (a second language) is going to be to me in the future. That’s why I’m determined to master French by the time I graduate and start looking for work.”7 Some French-language institutions outside Quebec report that significant enrollment comes from English-language students; for example, almost 70% at Campus Saint-Jean in Alberta and just below 30% at the Collège universitaire de Saint-Boniface in Manitoba. At the University of Ottawa, enrollment in undergraduate French Immersion Programs increased by about 60% between 2008 and 2013.8 The Ontario University Student Alliance has expressed support for French post-secondary programs and notes that “steps are currently in motion to improve the state of French programs in post-secondary education and student enrollment.” The Ontario Distance Grant has been expanded to include full-time students enrolled in French programs, and a proposal has been made to establish an Advisory Committee on Post-secondary Education, composed of representatives from student groups, as well as experts from the public, private, and non-profit sectors.9

In a 2005 CPF survey of 400 university students, the most compelling reason for choosing to continue French in University was their enjoyment of their high school French programs. Their next choices were the prospect of improved employment opportunities, the usefulness of French when travelling, and the belief that French was easy.10 Many post-secondary students participating in focus groups hosted by the Office of the Commissioner of Official Languages cited second-language skills as being a real asset for employment and career opportunities. They viewed the need for knowledge of other languages as a given in the modern, increasingly global context—and therefore as an integral part of post-secondary education in today’s world.11

Students thrive in post-secondary French Second-Language studies “When entering a French course at the beginning of the year, we were told what was expected of us in terms of our level of proficiency in French. The professor was available if we did not understand subjects discussed in class.”12 The 2005 CPF survey also found that most students who took university French courses were pleased with the quality of their secondary French courses. Most had no difficulty with the transition from high school French to university French and felt that the coursework was not too difficult. They were comfortable with their understanding of lectures and the required readings, but were less comfortable writing essays in French. When asked about

the type of help they would like the universities to offer, students requested more frequent opportunities to speak with Francophones, the opportunity to study at a French-language university, and the opportunity to resubmit written work after the professor had corrected the grammar. Some students were in favour of language upgrading courses.13 n

end NOTES: 1. 2. 3. 4. 5. 6. 7.

Canadian Council of Chief Executives (2009) Bilingualism and Canada’s Future in the Global Economy http://www.ceocouncil.ca/publication/bilingualism-and-canadas-future-in-the-global-economy Canadian Council on Learning (2008) Lessons in Learning, October 2008, Ottawa Canadian Council on Learning (2008) Lessons in Learning, October 2008, Ottawa Hardy-Vallée, B. (2014) Canadian Bilingualism: pourquoi c’est important? Canadian Newcomer Magazine #22 http://www.cnmag.ca/issue-22/855-canadian-bilingualism-e08 Lazaruk, W. (2007) Linguistic, Academic and Cognitive Benefits of French Immersion, Canadian Modern Language Review 63(5), University of Toronto Press, Ontario Lazaruk, W. (2007) Linguistic, Academic and Cognitive Benefits of French Immersion, Canadian Modern Language Review 63(5), University of Toronto Press, Ontario Student focus group participant, Office of the Commissioner of Official Languages (2009) Two Languages, a World of Opportunities: Second Language Learning in Canada’s Universities, Minister of Public Works and Government Services Canada, Ottawa http://www.ocol-clo.gc.ca/sites/default/files/uni_e.pdf 8. Official Languages and Bilingualism Institute (2013) Annual Report, Ottawa http://www.olbi.uottawa.ca/files/report-annual-en-2013.pdf 9. Ontario University Student Alliance (2014) The Rise of French Immersion in Ontario – How Universities Are Not Keeping Up, Toronto http://www.ousa.ca/2014/03/20/the-rise-of-french-immersion-in-ontario-how-universities-arent-keeping-up 10. Canadian Parents for French (2005) University Students and French Immersion Programs, The State of French Second-Language Education in Canada 2005, Ottawa http://cpf.ca/en/files/FSL-2005-EN.pdf 11. Office of the Commissioner of Official Languages (2009) Two Languages, A World of Opportunities: Second Language Learning in Canada’s Universities, Minister of Public Works and Government Services Canada, Ottawa http://www.ocol-clo.gc.ca/sites/default/files/uni_e.pdf 12. University Student, CPF (2005) Student Survey Report, The State of French Second-Language Education in Canada 2005, Canadian Parents for French, Ottawa 13. CPF (2005) Student Survey Report, The State of French Second-Language Education in Canada 2005, Canadian Parents for French, Ottawa

24 Canadian Parents for French Fall/Winter 2014

Battling for Bilingualism and Fostering French-language Learning

Looking Back at the History of CPF’s Activism By Matthew Hayday, Associate Professor, History Department, University of Guelph

CPF has learned from these past challenges and has developed tools and strategies for responding to the critics of bilingualism and French Second-Language (FSL) programs.

I

n researching the history of efforts to promote bilingualism in Canada, I have been struck by the crucial role played by Canadian Parents for French (CPF) since its creation in 1977. While CPF has worked collaboratively with a host of allied groups, the media and government, it is fair to say that no other organization has provided as much leadership in working to create opportunities for Canadian children to learn French as a second language, in the best possible programs. It is also striking how the challenges facing French language learning advocates have been very similar for the past halfcentury. CPF has learned from these past challenges and has developed tools and strategies for responding to the critics of bilingualism and French Second-Language (FSL) programs. In what follows, I hope to capture some of the major findings of my research on the history of CPF’s activism. I discuss some of CPF’s major strengths, the challenges it has overcome in the past

four decades, and the tools and strategies that have proved effective in dealing with the persistent (and repetitive) critics of its objectives. The drive to create Canadian Parents for French was born out of the frustration of parents who worked hard in the 1960s and early 1970s to get their school boards to improve core French programs and create French Immersion programs. Some of these groups were successful, creating pioneering programs in places like St. Lambert, Toronto, Ottawa, Coquitlam and Sackville. But many parents were frustrated by school boards that wouldn’t even consider their proposals. Keith Spicer, Canada’s first Commissioner of Official Languages, met with many of these parents. He realized that several of their efforts had been hampered by a lack of knowledge about funding opportunities, political strategies and educational research. Spicer’s office tapped into their

Canadian Parents for French Fall/Winter 2014 25

networks and invited parents and resource people from every province to come to Ottawa in March 1977. At this conference, they discussed issues related to FSL learning and decided to form Canadian Parents for French. The first annual CPF conference was held in October 1977. CPF has a distinctive presence at the federal, provincial, and local levels. This has helped CPF deal with the divided jurisdiction over language education programs. These divisions, in the past, led to confusion and passing-the-buck by government officials who didn’t want to take responsibility for refusing to create better French programs. With a presence at all three levels, CPF could stay on top of what each

Since the 1970s, CPFers have lobbied for open access to immersion programs. government and school board was doing, and coordinate its efforts to overcome blockages. CPF National engaged with the federal government, which is responsible for the Official Languages Act and provides funding to provincial governments to encourage them to provide and expand their second language programs (via the Official Languages in Education Program, or OLEP). CPF also dealt with the Secretary of State (now The Department of Canadian Heritage) which funded social movement groups that were working to support Canada’s official languages policies. The majority of CPF’s funding came from Ottawa, and OLEP funding was crucial to convincing school boards to adopt new programs. It has remained a constant challenge to keep pressure on Ottawa to maintain and expand this funding. CPF’s provincial branches lobbied the provincial governments that are responsible for educational policy. Provincial-level efforts helped to create new policies that mandated the creation of French Immersion programs where significant demand existed (as in New Brunswick in the early 1980s). They also helped establish policies on how immersion programs would

26 Canadian Parents for French Fall/Winter 2014

operate. This has led to improved core French programs, which remains how the vast majority of Canadian children are exposed to French. Provincial directors shared information across their province, and helped establish chapters at the community level. As early as the 1980s, they worked with provincial governments and universities to address the key issue of teacher training for French language programs. Then, as now, a supply of qualified teachers was often an obstacle to creating new programs. Last, but certainly not least, local chapters have been on the frontlines of direct campaigns to create better French programs in the schools. Volunteers at this level have played critical roles by working directly with teachers, principals, trustees and school board officials to create, expand, and protect core French and immersion programs. The creation of CPF allowed parents to tap into much broader networks and to share information and strategies. While specific details varied between communities, the challenges they faced had much in common. CPF chapters wanted to know what worked in convincing decision-makers and funders. But they also needed to find out what motivated parents to support French language learning for their children. One of CPF’s first major projects in the late 1970s was to survey members and their communities to find out what Canadians thought about French language learning, and what programs they wanted for their children. In later decades, CPF hired professional pollsters to gauge the Canadian mood on these issues. These CPF surveys showed strong support among Canadian parents from coast-to-coast for opportunities for children to learn French as a second language. However, Canadians were less convinced that French courses should be made compulsory. Their motivations to have their children learn French varied a great deal. CPF’s leaders and members, for instance, were more likely than the general public to think of French language learning as a form of bridge-building between English- and French-speaking Canadians. All supporters, however, saw great value in learning French not only for the job opportunities it might open up, but because of how it fostered intellectual and cultural enrichment. Many CPF members were driven to activism

because they wanted their children to have better French instruction than they themselves had received. Ultimately they hoped their children would actually be able to communicate in French. Polling data helped CPF prove to school boards that Canadians genuinely wanted better French programs for their children. It also helped CPF refute groups like the Alliance for the Preservation of English in Canada, who claimed to speak for a “silent majority” of Canadians opposed to bilingualism. CPF’s polls and research proved that the majority was on their side. On the other hand, the majority of Canadians were not keen on the idea of compulsory French courses. Particularly since 1990, Canadians have been much more supportive of the general principle of second language learning than of French language learning specifically. CPF has had to be sensitive to these opinions. It has therefore emphasized the need to provide opportunities for children to learn the French language, if they so choose. More recently, CPF’s leaders have also pointed out how it makes the most sense for French to be the first second language that Canadian children learn. Canada benefits from a wealth of resources for learning in French, including teachers, textbooks and curriculum guides. Through learning French, Canadian children develop the skills that will make it easier for them to learn their third or fourth languages. When French courses are optional, however, there can also be charges of elitism, because not all children will take these classes or enroll in these programs. This was a major challenge in the early years of French Immersion. In the 1960s and 70s, it was mainly upper-middle class and professional parents who were most visible in campaigns for immersion – even if the programs would be open to children of all backgrounds. Critics of French Immersion called them elitist, and said immersion was private school paid for with public dollars, a boutique program for yuppies. Others claimed that only the brightest students with highly-educated parents could survive in an immersion environment. Claims of elitism threatened the future of French Immersion. To fight these allegations, CPF sought out research from education experts, who were paying a lot of attention to the immersion innovation. Their work showed that children from all

Members worked with their personal and professional contacts, friends in the civil service, and allies in government, the universities and the media. Through these contacts, CPF obtained information, determined how to proceed in campaigns for new programs, and mobilized community support. socio-economic backgrounds could do well in immersion. With a few specific exceptions, even children with learning disabilities could thrive in immersion if they were given the same learning supports that existed in the regular stream. Since the 1970s, CPFers have lobbied for open access to immersion programs. They have fought for support services for students with special learning needs. CPF has also continued to work for improved core French programs. This remains how most Canadian children learn their second language, and it was important to demonstrate that CPFers were not only concerned with immersion programs that would benefit their own children. Indeed, many CPF members had children in core French, and wanted them to have the best possible experiences in these classes. Canadian Parents for French has long faced the challenge of trying to find space and resources for new innovations in education systems often weighted down by inertia. Volunteer members devoted countless hours to conducting research about the merits of new programs, and into what funding for French programs might exist to ease the burden of school boards.

CPF also frequently had to deal with the small, but vocal groups who claimed that French Immersion and even increased FSL would cause all sorts of harm to children. Many of these claims will sound remarkably familiar to current members – that English language skills would suffer, that the children would grow up speaking “Frenglish,” and that exposure to French would create psychological difficulties. CPF’s strategy was to respond with carefully researched facts, keep a cool head, and diffuse the emotional heat attached to these critiques. By 1990, CPF’s national office had developed “crisis kits” for local chapters. These kits refuted the most common misconceptions and allegations about French Immersion and enhanced core French. Leaders with foresight recognized it was important to acknowledge that some criticisms of French Immersion were legitimate. For example, some early French Immersion programs did not place enough emphasis on spelling and grammar. Rather than pretend problems did not exist and becoming overly defensive, they worked to improve these programs. Networking was another key strategy for CPF. Members worked with their

personal and professional contacts, friends in the civil service, and allies in government, the universities and the media. Through these contacts, CPF obtained information, determined how to proceed in campaigns for new programs, and mobilized community support. Although CPF is an organization representing all parents, it is important to highlight the particularly important role played by mothers. Throughout the 1970s and 1980s, the bulk of CPF’s volunteers and most of its leaders were mothers who juggled childcare, family responsibilities and paid jobs to make time to contribute to the organization’s work. Only one man served as national president in the first 25 years of CPF. These volunteer energies were crucial to CPF’s success, and were perhaps its greatest resource. Funding from the federal government and membership fees paid for a small cohort of dedicated staff. It also helped with important initiatives like newsletters, publications, the annual conference and the Concours d’art oratoire. But it was non-financial resources that kept CPF going, particularly in the early years, and during the recession of the early 1990s when funding was cut back.

Canadian Parents for French Fall/Winter 2014 27

These volunteer efforts were vital to Canadian Parents for French’s survival through one of the lowest periods in its history. During the constitutional crises from the Meech Lake Accord to the 1995 Quebec referendum, public support for bilingualism dropped significantly. And yet it was at this point that the federal government slashed its funding to CPF and to official languages programs in education. This made it much harder for supporters of bilingualism to present the case that these programs, more than ever, needed to be maintained and expanded. Throughout its history, CPF has been at the forefront of a new conception of Canadian identity in which bilingualism plays a key role. It has advocated a very different approach to language than is typical of English-majority countries. Rather than simply being arrogant about the global dominance of the English language, Canadian Parents for French

Last, but certainly not least, local chapters have been on the frontlines of the direct campaigns to create better French programs in the schools.

has encouraged Canadians to grow both intellectually and culturally by learning the second official language of their country. Members certainly saw that there were direct benefits, like job opportunities, from French language learning within their own country. But they also recognized that children acquired skills through learning French that were transferrable to learning other languages. More recently, it has become clear that learning languages leads to broader cognitive and psychological benefits. Many throughout CPF’s past and in its present have hoped that fostering new generations of bilingual Canadians will build bridges between our Englishand French-speaking communities. They also recognized that language skills have much broader value, and that it is worth working to create, defend, and expand the opportunities for young Canadians to become bilingual. n

Matthew Hayday is an associate professor in the history department at the University of Guelph. He is currently completing a book manuscript on the history of efforts to promote English-French bilingualism in English-speaking Canada since the 1960s, and the role played by social movement groups in supporting and opposing that objective.

28 Canadian Parents for French Fall/Winter 2014

CPF MAGAZINE

branch NEWS

French Second-Language education across Canada For many years, Canadian Parents for French branches provided a biennial overview of the state of FSL education in their respective province or territory in the State of French Second-Language Education in Canada report. In 2012, wishing to make them available annually, CPF National incorporated these overviews in its 2012 annual report. Now, CPF Magazine is pleased to highlight the incredibly hard work CPF branches are doing across Canada. Alberta

In 2013, Alberta marked its 17th consecutive year of growth in French Immersion enrollment. Previously, Alberta immersion programs averaged 2% growth annually. This was surpassed in 2012/13 with an increase of nearly 4%. Core French enrollment numbers continue to grow steadily, but have not yet returned to levels reached prior to Calgary Board of Education funding cuts. CPF Alberta continues to work at local and provincial levels with a variety of education stakeholders. There has been notable progress in our involvement in and contributions to consultations, planning committees and advisory committees. Rather than CPF Alberta requesting or advocating for representation, convenors of these sessions automatically assume that we will participate. This past year, CPF Alberta was very fortunate to be included on the Dean Selection Committee for Faculté SaintJean of the University of Alberta as one of three community stakeholders and the only French Second-Language representative. Additionally, CPF Alberta’s Executive Director attends the Second Languages Articulation Committee meetings of Alberta’s Ministry of Advanced Education & Technology (ACAT.) This committee

works alongside Alberta’s post-secondary institutions to ensure that high school graduates are able to meet the language proficiencies required for success as they continue their education. CPF Alberta continues to face challenges. Among them is Alberta Education’s acceptance and adoption of internationally recognized language proficiency benchmarks. As French Immersion and Core French programs keep growing, Alberta’s need for qualified teachers continues to be an issue. It is also apparent to Alberta’s French Second-Language community that very few of our school districts have long-term plans in place for their French Immersion and extended French programs. After nearly 40 years of delivery, these districts still believe that this “alternative” program is only in place as long as there is demand and extended planning is not required. The recent partnership between CPF Alberta, CPF BC & Yukon and CPF Saskatchewan in offering the O Canada! socio-cultural program to more than 8,000 French Immersion, Francophone and Core French students was a huge success. There is a continuing requirement for our students to access extra- and co-curricular programs and opportunities, which permit them to expand and improve their French proficiency. For Alberta, this partnership and program strengthened CPF’s connection and link with our francophone community.

British Columbia & Yukon

Public support for French SecondLanguage (FSL) education continues to grow in British Columbia and the Yukon. There are, however, two divergent trends vis-àvis the provision of quality FSL education. French Immersion (FI) enrollment reached a record 16 years of consecutive growth. The increased interest and demand for FI programs has placed significant pressure on local school boards to expand programming. Some school districts are doing well to plan for, and accommodate, the demand for FI. Others, unfortunately, have failed to make accessibility a priority. Two school districts on Vancouver Island – Victoria and Saanich – have demonstrated exemplary stewardship of their French Immersion programs and have done well working with parents and community stakeholders to plan for French Immersion enrollment growth. Since 2005, Core French enrollment in BC has declined at a faster rate than total public school enrollment. Between 2003 and 2011, Core French enrollment declined by 16.3%, compared to 5.8% reduction in overall enrollment. The British Columbia Education Act requires all students to take a second language course between grades 5 and 8; most

Canadian Parents for French Fall/Winter 2014 29

CPF MAGAZINE

branch NEWS

students learn French but these levels are declining. Two common reasons identified for the decrease in Core French participation rates are the lack of linguistic competencies of Core French teachers and the increased availability of other language programs. To assist our research-based advocacy efforts, CPF BC & YK developed a province and territory-specific State of FSL Report in the summer of 2013. The analysis of enrollment data and follow-up school district questionnaires enabled the Branch to identify best practices and common challenges vis-à-vis the provision of high quality FSL education. The report formed the basis of our advocacy efforts, and was used to help influence the priorities, targets, and benchmarks of the BC & YK Governments’ 2013 – 2018 French Action Plans -- with moderate success.

manitoba

After 40 years of French Immersion in Manitoba, students enrolled in the program perform as well as their peers in other school programs. However, it is evident that they need more support in their French language learning experiences. Many students feel that their language learning and its use are limited to the school environment, and report a lack of confidence when speaking French in public. To build confidence, students need to strengthen their language proficiency in French and to be aware of the impact of their choice to speak and to live in two languages. Therefore, Manitoba Education and Advanced Learning (the Department) has further developed the theoretical foundation of its French Immersion Program with a view to strengthen students’ language proficiency and to discuss, with students and their parents, the impact that speaking more than one language has on cognitive and personal growth. The Department is also establishing a French Language Education Review to

30 Canadian Parents for French Fall/Winter 2014

further support the French Immersion Program within Manitoba schools. The Review process will: • provide clear expectations with respect to school divisions’ roles and responsibilities in the implementation of the French Immersion Program; • have schools and school divisions reflect on successes and challenges, then develop initiatives that build on their successes and address the needs of their French Immersion programming; • foster collaboration and dialogue between schools, school divisions and the Department regarding the full implementation of the French Immersion Program and respond to its evolving needs. Through this collaborative effort, Manitoba Education and Advanced Learning is confident that students in the French Immersion Program will achieve a higher level of proficiency in French. They will be confident in their ability to speak French in public; more aware and open to other languages and cultures; and feel validated for having chosen this path.

ontario

The Ministry of Education has a positive vision and has identified thoughtful strategies for French Second-Language (FSL) programs in Ontario, all captured in A Framework for FSL in Ontario schools. This document is a call to action, which required all 60 school boards to submit FSL action plans this year that align with three goals: • Increase student confidence, proficiency and achievement in FSL • Increase the percentage of students studying FSL until graduation • Increase student, educator, parent and community engagement in FSL Unfortunately, the school boards’

plans are not posted in a public domain which limits the opportunity to showcase best practices or gauge the extent that boards are embracing the task. The next few years will determine if strategies to provide special education support to students in all FSL programs are taking hold and having a positive effect on retention in the wake of a default “counseling out” practice. Enrollment in French Immersion (FI) has grown an average of 5.3% annually for seven consecutive years, the fastest growing program in the country. Fortunately, only a few school boards have opted to cap enrollment or weaken the program by decreasing the hours of French instruction. Most are managing the growth and accompanying accommodation issues while maintaining a strong front-end loaded Early FI delivery model where French is the language of nearly 100% instruction time for the first three years. While entry into the program is strong, only 36% of French Immersion students stay in the program to graduation. Core French fares worse. New developments: FSL stakeholder organizations and members of a provincial FSL Working Group are crafting professional development tools that will help educators adapt their teaching pedagogy to more interactive and real-life applications. The tools look to the Common European Framework of Reference to guide their practice and are intended to complement the new FSL curriculum (which can be accessed at http://www.edu.gov.on.ca/eng/ curriculum/elementary/fsl18-2013 curr.pdf) The Ontario Ministry of Education is partnering with CPF Ontario over the next few years to expand our Pathways to Bilingual Success conferences to an additional 24 school boards and further contribute to student retention in FSL to grade 12. Note: Latest enrollment figures provided by the Ministry of Education, 2011-2012.

CPF MAGAZINE

branch NEWS

NEWFOUNDLAND AND LABRADOR

In Newfoundland, our French Immersion programs have continued to increase. With a Late French Immersion program being introduced as a possibility on Newfoundland’s west coast and classroom sizes growing at the kindergarten level province wide, it can be expected that FSL programs will remain strong in the future. The Late French Immersion program will be offered at Presentation Junior High on a first-come first-served basis. The program has been offered in 16 schools in the province’s eastern region and has finally spread to the west coast. CPF NL hopes this is a sign that the program will soon spread to even more schools in the province. With the excitement of new programs being offered, it is important not to forget the programs that currently exist. Class sizes for kindergarten French Immersion was expanded for the 2013-2014 school year adding approximately 150 more students to the program than were originally anticipated. An increase in numbers is always welcomed in the French Immersion classrooms, however, it may be problematic as teachers are given class sizes of up to 30. The high demand for the program expresses the need for more qualified French Immersion teachers in the province, especially in the more rural areas. In an effort to help support new teachers and encourage students with a French background to go into education, scholarships are being offered specifically to those experienced in French. CPF Newfoundland & Labrador is also excited to launch our “Welcome to Teaching French” kits for the first time to the 2014 graduates of the Faculty of Education.

NORTHWEST TERRITORIES

French is one of eleven official languages in the Northwest Territories (NWT), and francophones comprise 2.7% of the population in the NWT. The NWT Education Act (1996) states that schools must offer a second language program. As such, French Second-Language (FSL) instruction is available for some students, but is not compulsory at any level. It is difficult to offer FSL programs beyond Yellowknife because of low student populations, students concentrating on English-as-asecond-language, and a lack of qualified FSL teachers. FSL in the NWT comprises 29.1% of enrollment (2010-11). Only six communities in the NWT offer FSL programming. Despite the challenges of supporting FSL across the NWT, Early Immersion rates have increased almost 2% over the past six years (5.9% in 2010-11). Since 200708, the last year that an entry point for Middle Immersion was provided, enrollment in this FSL program has decreased each year. Core French (at 21.6% in 2010-11) continues to make up the majority of students enrolled in FSL programs. Initial analysis of trends indicates a small but stable FSL environment in the NWT, with the bulk of activity occurring in Yellowknife. The Government of the Northwest Territories’ department of Education Culture and Employment has launched its Education Renewal and Innovation (ERI) process, a comprehensive review of kindergarten through grade 12 education in the NWT. ERI is intended to develop a strategic and comprehensive plan to improve the overall education system in the NWT. CPF-NWT has been monitoring and participating in discussions and community consultations with regards to the ERI process. At this time, it is unknown whether the outcomes of the ERI process will have any impact on FSL education in the NWT.

The NWT is isolated and travel is expensive. Given that there are ten other official languages in the NWT, and French comprises a fairly low percentage of the population, there are some unique challenges in advocating for FSL programming. Despite these challenges, parents are generally keen to work together. Additionally, CPF-NWT continues to strengthen ties with the NWT Francophone community, and is seeking to build connections with Aboriginal language and cultural programming.

NOVA SCOTIA

Nova Scotia has more than 15,000 students in French Immersion. Early Immersion continues to be a popular program with parents showing continued growth at 4% across the province, with the exception of the Cape Breton-Victoria Regional School Board. The Late Immersion and Integrated French (Core French plus 1 social studies class in French) experienced a 1% drop in each program. Overall, French Second-Language programs continue to be well supported by parents, schools and school boards. Nova Scotia is experiencing the challenge of out-migration. The student population shrank by 2% in 2012-2013. Demographically Nova Scotia has an older population with a limited increase in new immigrants. Combined with this reality is the geographical challenge of a rural population. School boards are faced with smaller budgets to service their students over large areas. The accessibility of FSL programs for students is an issue for all Nova Scotian students. Programs in populated areas are experiencing more lotteries and waiting lists. Rural areas face difficulties and issues in transportation. As part of their grade 12 studies, all French Immersion students can write the DELF (Diplome d’etudes en langue Francaise), the official French-language diploma awarded by France’s Ministry of National Education. One exceptional

Canadian Parents for French Fall/Winter 2014 31

CPF MAGAZINE

branch NEWS

student in Nova Scotia achieved a record high mark of 96.5 on the B2 (advanced level) exam. Rachel McNally, a grade 12 student at the Northeast Kings Education Centre in Canning received an all-expense paid trip to France in summer 2014 provided by the French government and the Ministry of National Education in recognition of this achievement. There were only three students from Canada participating in a group of 60 students from 33 countries around the world.

PRINCE EDWARD ISLAND

Despite overall declining student enrollment, Prince Edward Island retains one of the highest percentages of students enrolled in French Immersion (FI) in Canada. More than 22% of our 19,317 eligible students are in FI. A further 27.4% are in Core French with a few in Enhanced French. An Enhanced French program was piloted a few years ago in PEI, but given up in favour of a new Core French program, which uses some of the teaching methods found in Enhanced/Intensive French programs. We will pilot the new Core program extending the time on task to one hour per class for this course, modelling intensity of time in the program. Enrollment in the Core French program is down 5% over last year. Core French is mandatory in PEI from grade 4 to grade 10. There are roughly 4,000 fewer students in PEI now than there were 10 years ago. Last year, 34 teacher positions were cut, and this year another 40 are set to go as well. As class size in FI classrooms has always been an issue – generally at higher numbers than their English counterparts – the cutting of these positions is not good news for education in general in PEI. The PEI Teachers’ Federation estimates 35-40 per cent of their classes have more than 30 students in them. That exceeds the provincial government’s class size targets. Many French Immersion classrooms are even higher. A new Official Language Education Program Agreement has been signed with the Federal Government, which allocates over $2,000,000 for French education on PEI. Part of this agreement provides funding to the Bachelor of Education, French Immersion program at UPEI. Approximately 10 new French teachers graduate from UPEI annually. This is a good news story for FSL programs in PEI and the rest of the country.

SASKATCHEWAN

According to figures released in March 2014 by Statistics Canada, Saskatchewan’s population hit a new all-time high of 1,117,503 people. In 2013, the province grew by 1.83 per cent - the second highest growth rate of all provinces, behind Alberta. With the lowest unemployment rate in Canada, Saskatchewan continues to experience a period of unprecedented growth. This economic and population growth is reflected in overall student enrollments. The French Immersion program has seen a steady enrollment increase for the last nine years. During the 2013-2014 school year, there were 12,445 students in French Immersion, an increase of 8% over the previous year. With strong support afforded to French language students from kindergarten to grade 12, the question now being asked is “what’s next?” In 2012, Saskatchewan’s Deputy Minister of Advanced Education became concerned by the lack of a strategic plan for French language options in post-secondary education for Saskatchewan students. As a result, a Deputy Minister’s Working Group was struck to facilitate meaningful discussion between the provincial government, community organizations, the University of Saskatchewan, University of Regina, SIAST (Saskatchewan Institute of Applied Science and Technology) and Collège Mathieu. The Working Group was charged with the mandate of developing a post-secondary education plan for the French language sector, for the period of April 1, 2013 to March 31, 2018. Further to developing the education plan, the Working Group will advise the Ministry on implementation strategies; on the accountability and reporting framework with respect to the delivery of French language services, and will advise and make recommendations to the Deputy Minister on any issues related to French language services. With a post-secondary French language education plan being developed, the hope – and goal – is that Saskatchewan’s bilingual youth will realize and enjoy the fruits of Saskatchewan’s booming economy. n

For more information or to get in touch with one of the CPF Branches, please see the Key Contacts on page 36 of this issue.

32 Canadian Parents for French Fall/Winter 2014

PLUS

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Canadian Parents for French Fall/Winter 2014 33

CPF MAGAZINE

advertisers’ directory

Canoe Island French Camp

Campus Saint-Jean – University of Alberta

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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 page 33 for more information.

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 7 for more information.

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 this page for more information.

Languages Canada

351 Rue Vendée, Boucherville, QC J4B 8H4 T: 514.778.6283 F: 1.888.277.0522 W: www.languagescanada.ca See page 15 for more information.

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34 Canadian Parents for French Fall/Winter 2014

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 Inside Front Cover Page for more information.

CPF MAGAZINE

advertisers’ directory

TFO - Télé-Français d’Ontario

21, rue Collège, CP succursale F Toronto, ON M4Y 2M5 T: 416.968.3536 TF: 1.800.387.8435 (Toll Free) F: 416.968.8203 W: www.tfo.org E: [email protected] See page 28 for more information.

University of Victoria

Department of French PO Box 1700 STN CSC Victoria, BC V8W 2Y2 T: 250.721.7363 F: 250.721.8724 W: www.uvic.ca/french E: [email protected] See page 36 for more information.

Université Sainte-Anne

1695 Route 1, Pointe-de-l’Église, NÉ B0W 1M0 T: 902.769.2114 F: 902.769.2930 W: www.usainteanne.ca E: [email protected] See page 14 for more information.

Université de Saint-Boniface

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in Washington’s beautiful San Juan Islands

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.

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

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Canadian Parents for French Fall/Winter 2014 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

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

 

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

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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

36 Canadian Parents for French Fall/Winter 2014

visit usudbury.ca for more information regarding our courses and programs. Member of the Laurentian Federation

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 Spring 2015 issue of CPF Magazine CPF Summer Camps Summer CampS CPF British Columbia and

Yukon

r Camp Petit Tournesol French Summe is to provide experience

camp The goal of this summer ent that support and enrich outside of the school environm use language by promoting the the learning of the French fun language skills, and having of language, strengthening informaBC/YK website for more in French. Visit the CPF activities by date. tion on registration and parks Golden, BC; outdoor public Where: weather) and Arena Lounge (bad July 8-12, 15-19, 22-26 When: 8-12 for Kindergarten-Grade 5 (July Ages: Immersion those who are not in French nd), and have no French backgrou 15-19 and Kindergarten-Grade 5 (July French in are 22-26 for those who French a have or n Immersio background.) Claudine St-Cyr Premont Contact: at 250-272-0062

BC Family French Camp

have an outstanding chance Campers and their families sharpen in challenging events and to have fun, be involved CPF who come along must be their French skills. Parents expected to speak French. members. Parents are not for more information website Visit the CPF BC/YK on. registrati on and 13-20 is Shuswap Lake, When/Where: July 6-13 Lake, July 27 to August 3 is Gwillim Vancouver Island August 10-17 and 17-24 is July 6-13, 13-20, When: 3, August July 27August 10-17, 17-24 Kindergarten-Grade 8 Ages: ffc.com [email protected] or slreg@bc Contact:

2014

Thompson Rivers Kamloops (organized with ent) University Athletics Departm French, for kids

are run in These are sports camps that one French Immersion, Francoph who speak French (from is eaking homes). The week schools, or primarily French-sp French. games and activities, all in filled with mixed sports, go to the climbing gym, Canada Each week the children will centre ne ics and Trampoli Games pool, Kamloops Gymnast to grant a receives French for and more. Canadian Parents allows everyone to have some help pay for this camp which an amazing price. really super experiences at y Thompson Rivers Universit Where: s Athetics Department, Kamloop July 22-26, August 12-16 When: Grades 1-8 Ages: ator, Co-ordin Camp d, Susan Hammon Contact: and CPF – Kamloops, 6270 Meadowl s, BC V2C 5J1, Crescent North, Kamloop [email protected] 250-573-3127 or sehammo CPF camps in BC and Yukon, For more information on or Office at 778-329-9115 please contact the Branch .bc.ca. visit the website at www.cpf

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.” 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 2013

Spring and Summer Opportunities

CPF MAGAZINE CANADIAN PARENTS FOR FRENCH

2015 VOL 2 ISSUE 2 | SPRING/SUMMER

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

To Advertise in CPF’s Summer Camp Listing or the Spring 2015 issue of CPF Magazine

Email [email protected] for a detailed information package.

We’re ONLINE!

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

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