cpf magaine€¦ · vol 3 issue 2 • 2016 $6.95 • free for members how cpf helped move...

Where are they noW 3

CPF MAGAZINE$695 bull Free For MeMbersVoL 3 IssUe 2 bull 2016

How CPF HelPed move Canadarsquos oFFiCial languages PoliCy 9

viCtor goldbloom A Bridge Builder for linguistic duAlity in cAnAdA 26

CANADIAN PAreNTs For FreNCH

April 2016 | paperback | 978-0-7748-3005-8

wwwubcpresscathought that counts

So They Want Us to Learn FrenchPromoting and Opposing Bilingualism in English-Speaking Canada

Set against a dramatic background of constitutional changes and controversies economic turmoil demographic shifts and the on-again off-again possibility of Quebec separatism So They Want Us to Learn French tackles the complex and emotionally charged issue of Canadian bilingualism

by Matthew Hayday

rdquoldquoThe history of language policy in Canada

has tended to be more political than social One of the many refreshing things about the approach in this book is that Matthew Hayday broadens the perspective for looking at the policy-making process beyond politicians and public servants to consider other players and key actors in a democratic society ordinary people who mobilized on behalf of something that they thought critical the education of their children

From the Foreword by Graham Fraser Commissioner of Official Languages

20 OFF online at

ubcpressca

EXPIRES

APRIL 30 2016code ALPHONSE

24evolution oF Fsl in Canada

canadian parents for frenchSPRINGSUMMER 2016 | vol 3 issue 2

wwwcpfca

EDITORIAL COMMITTEEMichael Tryon Gail Lecky

Nicole Thibault

EDITORIAL MANAGERShaunpal Jandu

CONTRIBUTORSShaunpal Jandu Joan Hawkins

Maryanne Bright and other authors and organizations as noted in their articles

GRAPHIC DESIGNStripe Graphics Ltd

PRINTINGTrico Evolution

SUBMISSIONSEditorial Shaunpal Jandu

Canadian Parents for French 1104 - 170 Laurier Ave W

Ottawa ON K1P 5V5(613) 235-1481 wwwcpfca

Email sjanducpfca

Advertising Cathy StoneCanadian Parents for French

Email advertisecpfca

CPF Magazine is published two times per year for members of Canadian Parents for French Our readership includes parents of students learning French as a second

language French language teachers school board or district staff and provincial

territorial and federal government staff responsible for official languages education

CHANGE OF ADDRESSFor change of address contact Canadian

Parents for French at (613) 235-1481 or email cpfmagazinecpfca

Editorial material contained in this publication may not be reproduced

without permission

Publications Mail Agreement No 40063218 Return undeliverable mail to Canadian

Parents for French at the address above

To become an online subscriber email cpfmagazinecpfca For an online version

of this issue visit wwwcpfca

This issue of CPF Magazine is printed on 70lb Creator Silk (10 PCW FSC) using

vegetable based inks The paper is FSC certi-fied by the Forest Stewardship Councilreg (FSCreg) meaning it comes from well-managed forests

and known sources ensuring local communities benefit and sensitive areas are protected

cpf magazine

featureSWhere Are They Now 3How A Grassroots Organization Has Contributed to theAdvancement of Canadarsquos Official Languages Policy 9Practice Makes Perfect 16The Recruitment and Retention of Students in Francophone Schools in Language Minority Communities 20Matthew Hayday Wanting Us to Learn French 24Victor Goldbloom A Bridge Builder for Linguistic Duality in Canada 26A French Toast to Fifty Years of French Immersion ndash FSL Awareness Breakfast 27

We acknowledge the financial support of the Department of Canadian Heritage

departmentsMessage from the Editorial Manager 2Research Language of Mathematics 6 CPF Programming Mary Joyce Booth Endowment Supporting Youth Learning French 14CPF Programming Celebrating Samuel de Champlain 15 Branch News New CPF Ontario Initiative 19CPF Programming New CPF Twitter Contest Share Your ldquoFrenchnessrdquo 23CPF Membership Survey We want to hear from you 28Advertisersrsquo Directory 30 Key CPF Contacts Across Canada 32CPF Membership Application 33

16PraCtiCe makes PerFeCt

Canadian Parents for French is the national network of volunteers which values French as an integral part of Canada and which is dedicated to the promotion and creation of FSL learning opportunities for young Canadians

When putting together this issue of CPF Magazine I canrsquot help but think of something my father once told

me ldquoknow your past to understand your present so you are better prepared for the futurerdquo While I considered this just another ldquodad-ismrdquo this issue of CPF Magazine truly reflects this idea

This issue of CPF Magazine we look at Canadian Parents for French history Dr Victor Goldbloom Dr Mathew Hayday Judy Gibson and Sylvie Ross are individuals who know our organization well Their contributions ensure that the Canadian Parents for French story is documented and continues to be shared with new parents members and volunteers alike They provide us with key accomplishments and introduce us to key leaders having helped shape the current state of French as a second language education today We recognize these individuals as CPFrsquos champions inspiring and reminding us of how far we have come over the last forty years and the impact the organization has had on the evolution of linguistic duality in Canada

We then shift to CPFrsquos present with a study from Concordia University demonstrating the improved performance of bilingual children on conflict inhibition tasks reinforces once again the earlier the better paradigm of the functional benefits of bilingualism An article from CPF Albertarsquos Past President Richard Slevinsky provides a school superinten-dentrsquos perspective on the importance of proper student recruitment strategies

Then articles provide snapshots of our future we share many new initiatives or projects underway with leadership from various CPF Branches French Street the searchable database developed by CPF Ontario is worth a look to locate French program enrichment opportunities for your child ndash wherever you may be in Canada And we are pleased to share the

outcome of a collaborative project under the leadership of CPF British Columbia and Yukon and CPF Alberta The Where Are They Now project allows us to formally hear from the French immersion graduates as they evaluate the post-graduation impact of second language learning on their lives Although the proj-ect was targeted to specifically identify former students from British Columbia and Alberta the website demonstrates the mobility of our graduates ndash now living across Canada in the United States and around the world Since so many individuals shared their stories we know there will be more to come from other regions in Canada to complete this successful picture

We know our impact on behalf of the students is greater as we work together as a collaborative network We share several initiatives focused on providing more French opportunities for youth whether by our national endowment fund or our social media campaigns or with our francophone partners There is a lot going on at Canadian Parents for French National at the Branches and in our local Chapters While this transition from past to future has grounded this issue of CPF Magazine (and finally cleared up one of my fatherrsquos many dad-sims for me) it is important to note that it is spring

March is the time when Canadians come together to celebrate la Francophonie and we hope you will be inspired to celebrate with your children that which is uniquely Canadian Bonne journeacutee internationale de la Franco n

Shaunpal JanduEditorial Manager

2 Canadian Parents for French Vol 3 bull Issue 2 bull 2016

message FROM THE editorial managerCPF MAGAZINE

Canadian Parents for French Vol 3 bull Issue 2 bull 2016 3

As students change gears and prepare for post-secondary life and the job market worries about GPAs and extracurriculars tend to creep in and force them to

ldquoprioritizerdquo certain educative choices over others Unjustifiably and all too often French gets left by the wayside seen as an unnecessary hassle However with Canadian Parents for French BC amp Yukonrsquos latest project Where Are They Now we are able to demonstrate to students parents and decision makers alike that learning French far from being a drain to the GPA is an asset to a studentrsquos resumeacute and to their long-term success

Supported by the Office of the Commissioner of Official Languages we have partnered in this project with Radio-Canada Canadian Parents for French Alberta and the Department of Canadian Heritage to learn where and how French program graduates from BC Yukon and Alberta have benefited from bilingualism after high school Thus far we have heard from over 400 grads who have been able to reap the benefits of their bilingual education

where are they nowA Project to Inspire Todayrsquos StudentsBy Jensen edwards and Jinnie Liu communication summer students canadian Parents for french Bc amp yukon

learning french far from being

a drain to the gPA is an asset

to a studentrsquos resumeacute and to

their long-term success

Continued on next page 4

Preacutesenteacute par | Presented by

ldquoJrsquoai des collegravegues au Mali avec lesquels je communique reacuteguliegraverement en franccedilaisrdquo

ldquoI have colleagues in Mali with whom I communicate

regularly in Frenchrdquo

Blythe McKayTITre de posTe Job TITle Directrice des ressources Director of Resources

prograMMe prograM Immersion franccedilaise French Immersion

VIlle naTale HoMeTown Surrey C-B Surrey BC

VIlle acTuelle currenT Town Ottawa ON

OuEnSontIlsca | WhereAreTheyNowca

Prior to this project we hadnrsquot been able to formally hear from these graduates to truly evaluate the post- graduation impact of second language learning Acknowledging the great unheard stories that they can share with current and future students we have collected some of these gradsrsquo stories of life after high school so that we can show students in French programs some of the many possibilities that their education can offer

ldquoGraduates of French programs include Olympians journalists engineers ministers teachers and so much more For many learning French created some unique social cultural or professional

opportunities culturally or professionally We launched the WhereAreTheyNowca project to catch up with French program graduates from BC and Yukon capture their experiences and share their stories to help inspire current studentsrdquo ndash Canadian Parents for French BC amp YK President Patti Holm on the impetus behind the project

what will the project look likeIn November we relaunched Where-AreTheyNowca to host n biographies from French

program grads n 25 video interviews in French and English

n downloadable posters andn curriculum materials for teachers too

We sent posters and curriculum materials related to Planification 10 FLS 11 and FLS 12 to every French-teaching high school in western Canada Ultimately the goal is to motivate and encourage students to stick with second-language learning This project can also be used in CPFrsquos advocacy efforts By showing local decision makers first-hand accounts of opportunities that great programs like French Immersion have offered to graduates we can reinforce the value of second language learning



ldquoParce que je suis diplocircmeacutee du programme jrsquoai continueacute agrave suivre

des cours parce que je le pouvaisrdquo

ldquoBecause I had graduated in the program I continued taking French

courses because I couldrdquo

Danielle LangTITre de PosTe JoB TITle Enseignante Teacher

Programme Program Immersion franccedilaise French Immersion

VIlle naTale HomeTown Whitehorse YT

VIlle acTuelle currenT Town Whitehorse YT



ldquoJe ne serais pas rendue ougrave jrsquoen suis et ne serais pas aussi heureuse si je ne savais pas parler franccedilaisrdquo

ldquoI would not be where I am and as happy as I am without my ability

to speak Frenchrdquo

Katherine EvansTITre de posTe Job TITle Agente de bord Flight Attendant

programme program Immersion franccedilaise French Immersion

VIlle naTale HomeTown Calgary AB

VIlle acTuelle currenT Town Calgary AB



ldquoEcirctre en mesure de communiquer dans les deux langues officielles a

faccedilonneacute ma vie de faccedilon remarquablerdquo

ldquoBeing able to communicate in both official languages has shaped my life

in remarkable waysrdquo

Adam GushatyTiTre de posTe JoB TiTle Officier militaire Military Officer


Ville naTale HomeTown Drumheller AB

Ville acTuelle currenT Town Cold Lake AB



ldquoLe franccedilais agrave toutes fins pratiques a paveacute la voie au

reste de ma carriegravererdquo

ldquoFrench basically paved the road for the rest of my careerrdquo

Pierre ChinniahTiTre de posTe Job TiTLe Chef pacirctissier Pastry Chef


ViLLe naTaLe HomeTown Coquitlam C-B Coquitlam BC

ViLLe acTueLLe currenT Town Oslo Norvegravege Oslo Norway



By living the language you will love the languageUniversiteacute Sainte-Anne specializes in bringing French immersion students to the next level

French immersion graduates are admissible to our university programs inBusiness Sciences Arts Health and Education

wwwusainteanneca1 800-338-8337

hellipalthough partial programs

may be easier to staff and

may be a better option for

parents who insist on early

exposure to the french

language they do not

produce better french

immersion first- or second-

language results in the long

run [dicksKristmanson (2008)]

For examPlethe Professional benefits ldquoMy first job out of my Masterrsquos degree in Political Science was due to speaking French (late immersion BC grad 1989) It was a fashion job with trips to Paris My daughters are now enrolled in early immersion in BC ndash thankfully they won the placement lottery I feel like it is the 1 boost we can give them in their education and future careersrdquo (282) ndash Editor-in-Chief of a lifestyle magazine

the Cultural benefitsldquo[M]y job is to create global campaigns that celebrate the things that we are passionate about My experience in the French Immersion program helped me develop a deep love for travel adventure and French food It taught me about adapt-ability responsibility and the value of doing something off the beaten path which have all helped me in building my career Irsquom

grateful for the program and teachers who created such a wonderful experience for usrdquo (189) ndash Brand strategist with Lululemon

the Personal benefitsldquoLate Immersion helped me to get into the Rhone-Alps - Ontario exchange program where I went to school in France for my 3rd year of university Knowing French then later helped me when my work sent me to Cannes for a wireless conference It helped me tremendously when I met a very nice Quebecois man while waiting in line at CIBC Hersquos now my husbandrdquo (288) ndash An Independent IT Contractor

When the project wraps up current students will have access to many other stories like these and will be able to learn more about the ways in which French can help them throughout their lives We hope to be able to share their stories someday too

Stay tunedmdashwersquore excited to share Where Are They Now with you n

this study examined how learning math in french affects immersion studentsrsquo performance on mathematics tests administered in english two cohorts of french immersion students were followed from grade 4 to 7 one group studied 80 of the core academic curriculum including math in french the other group received 50 of the core academic in french and 50 including math in english student math scores were reviewed at the end of grade 6 and determined that students who had completed 80 of their studies including math in french showed an advantage in math compared to the 50 french group


the issuen Some parents and school districts have

become concerned that elementary French immersion students may be handicapped because mathematics is taught in French

n Much of this concern is based on assumptions that elementary-level Early French Immersion students lack the necessary French-language proficiency required for success

n Immersion programs have taught math in French for close to forty years and research has demonstrated that French immersion students match or surpass the math achievement of their peers in the English program

what the research showsFrench Immersion students learning math in French achieve higher scores on standardized tests of mathematical ability than those of French Immersion students taught math in English [Bournot-Trites M Reeder K (2001) Barik H Swain M (1978) Barwell R (2010) British Columbia Ministry of Education (2000) Dicks J et al (2008) Dube L MacFarlane A (1991) New Brunswick Dept of Education (2000) Turnbull M Hart D Lapkin S (2003)]

why it works ndash pedagogical factorsn Intensity at the beginning of second

language programs Students in Early French Immersion which provides intensity at the beginning of the

program quickly achieve sufficient second-language proficiency to under-stand math and other subject content taught in French [Bournot-Trites M Reeder K (2001) Netten J (2007) Netten J Germain C (2004)]

n Time on task Early French Immer-sion students spend nearly twice the amount of time working in the French language than students in partial immersion programs and perform almost as well as francophone students in French listening and reading comprehension by the end of elementary school [Netten J (2007) Netten J Germain C (2004) Turnbull M Hart D Lapkin S (2003) Wesche MB (2002)]

n Interdependence of Languages Language skills learned in the second language are transferred to the first language and vice versa French Immersion students who study math in French in intermediate years are not handicapped when they switch to math taught in English at high school [Bournot-Trites M Reeder K (2001)]

n French Immersion students who studied subjects in French in high school had no trouble studying them in English at post-secondary level [Canadian Parents for French (2005)]

RESEARCHCPF MAGAZINE

By M Bournot-trites and K reeder

Language of Mathematics Instruction in french Immersion Programs

detecting and addressing learning difficulties in French immersionn Some parents and educators express concern that Early

French Immersion students with reading difficulties canrsquot be identified until about grade 3 due to the delayed introduction of English Language Arts This concern may be addressed by the fact that first- and second-language reading difficulties can be identified at the Kindergarten level using standard English-language testing instruments so that remedial assistance can be provided in a more timely fashion [Erdos C Genesee F Savage R (2013)]

n Students with reading difficulties lower academic abilities or learning disabilities achieve at the same level programs as do their peers in the English program Special Education support provided in French or if necessary English is effective at supporting students and will allow them continue and succeed in the French Immersion program [Erdos C Haigh C Genesee F (2010)]

why it is challenged - administrative factorsFaced with increasing demand for French Immersion school districts feel compelled to use French Immersion cost-reduction strategies to prop up low-enrolment English-language programs n



reFerenCesBarik H swain M(1978) evaluation of a french immersion program the ottawa study through grade five canadian Journal of Behavioural science 10(3) 192-201 httppsycnetapaorgindexcfmfa=buyoptiontoBuyampid=1980-01934-001

Barwell r (2010) tensions in teaching Mathematics through a second language Acie newsletter 13(3) cArlA university of Minnesota httpwwwcarlaumneduimmersionacievol13no3may2010_rrhtml

Bournot-trites M reeder K (2001) interdependence revisited Mathematics Achievement in an intensified french immersion Program canadian Modern language review 58 (1) p 27-43

British columbia Ministry of education (2000) British columbia foundation skills Assessment 2000 Provincial results report Bc Ministry of education

canadian Parents for french (2005) university students and french immersion Programs the state of french-second-language education in canada 2005 p31-39 ottawa Author httpcpfcaenfilesfsl-2005-enpdf

dicks Jet al (2008 ) open letter to the Honourable Kelly lamrock Minister of education second language research institute of canada fredericton httpwwwacpicadocumentsopen_letterpdf

dube l Macfarlane A (1991) Middle immersion is it a better option than early or late immersion Journal 14(3) canadian Association of immersion teachers ottawa httpwwwacpicajournauxV14n3pdf

erdos c genesee f savage r (2013) Predicting risk for oral and Written language learning difficulties in students educated in a second language Applied Psycholinguistics cambridge university Press uK

erdos c Haigh c genesee f (2010) At-risk students in french immersion second language learning research roundtable department of canadian Heritage

netten J (2007) optimal entry Point for french immersion revue de lrsquouniversiteacute de Moncton numeacutero hors-seacuterie 2007 p 5-22 httponcpfcawp-contentblogsdir1filesoptimal-entry-Point-for-fi-Joan-netten-university-of-Moncton-revue-20071pdf

netten J germain c (2004) of intensive french canadian Modern language review 60(3) university of toronto Press toronto on httputpjournalsmetapresscomcontentt576871543w1p=fa115bfd80444ec4a5be9937589c3ff5amppi=43

new Brunswick dept of education (2000) new Brunswick report card 2000 dept of education evaluation Branch

turnbull M Hart d lapkin s (2003) grade 6 french immersion studentsrsquo Performance on large-scale reading Writing and Mathematics tests Building explanations the Alberta Journal of educational research Vol XliX no 1 spring 2003 6-23 Alberta

Wesche MB (2002) early french immersion How has the original canadian model stood the test of time An integrated View of language development Petra Burmeister thorsten Piske and Andreas rohde (eds) WVt Wissenschaftlicher Verlag trier wwwfmks-onlinede_wd_showdocphppic=865

Students with reading difficulties lower academic abilities or learning disabilities achieve at the same level programs as do their peers in the english program [dicksKristmanson (2008)]

best PraCtiCesreCommendationsn Continue to offer mathematics in the French language in

Early Total French Immersion programs (a) to maintain intensity at the beginning of second-language programs and (b) to maintain French Immersion studentsrsquo math performance which matches or surpasses student performance in English programs

n Adopt the use of literacy and numeracy assessment instruments in Kindergarten or Grade 1 to identify lsquoat riskrsquo students and offer remedial and special education support rather than counseling students out of French Immersion

n Establish Ministry and school district policies and procedures to ensure equitable access to remedial and special education services for French Immersion students

n Take full advantage of teacher mobility agreements via the Council of Ministers of Education to ensure that qualified French Immersion math teachers may be employed anywhere they are needed

n Undertake recruitment and retention campaigns to attract more candidates for French-Second-Language teacher education programs if supply and demand issues canrsquot be resolved via mobility agreements


Canadian Parents for French Vol 3 bull Issue 1 bull 2015 9 Canadian Parents for French Vol 3 bull Issue 2 bull 2016 9

organizationBy Graham Fraser Commissioner of Official Languages rePrinted WitH PerMission froM cAnAdiAn issues fAll 2011

introduction and backgroundLanguage policy and the implementation of language programs in education have been studied widely (Pennycook 2008 Skutnabb-Kangas 2000 Tollefson 2002) Which languages to choose and how to promote those particular languages differs from place to place and the actions taken require careful consideration of a countryrsquos history and population as well as the target audience The role of parents in language policy is also well described especially when it concerns family language choices and bilingual education (King amp Fogle 2006 Schwartz 2013) At the macro level of language policy parents also have a key role to play in advocacy for their childrenrsquos education As Kidder (nd para 1) notes ldquopolicymakers have come to recognize the importance of parentsrsquo role not only with their own children but in the education system as a wholerdquo


How a

has Contributed to the advancement of Canadarsquos official Languages Policy

reprinted and edited for space from the original with permission from the Journal of Immersion and Content-Based Language education the full article can be read and purchased at the following website wwwjbe-platformcomcontentjournals101075jicb3203gib

By Judy Gibson canadian Parents for french distinguished life member and Sylvie roy university of calgary

official languages actIn 1963 in response to challenges inherent in the uneven distribution of English and French speakers across the country and tensions that were developing due to a decline in the status of French the federal government of Canada appointed a Royal Commission on Bilingualism and Biculturalism to ldquoinquire into and report upon the existing state of bilingualism and bicul-turalism in Canada and to recommend what steps should be taken to develop the Canadian Confederation on the basis of an equal partnership between the two founding racesrdquo (Royal Commission on Bilingualism and Biculturalism 1970 p 225) In its preliminary report the Commission warned that inequalities between the two languages could potentially lead to a break-up of the country Its final recommendations were aimed at making both English and French official languages of the country and at protecting and supporting language minority communities throughout Canada by offering services in the second official language of each region The federal Parliament quickly responded to those recommendations by passing Canadarsquos first Official Languages Act in 1969 The Act recognized English and French as the official languages of all federal institutions including Parliament courts and public service Among its other provisions it established the position of Commissioner of Official Languages an ombudsman responsible for promoting the objectives of the Act and for reporting to Parliament regarding implementation of the Act

Although the Official Languages Act did not apply to those matters under provincial and territorial jurisdiction in 1970 the federal government negotiated agreements with the provinces to provide funding support for members of the minority official language population to be educated in their own language and for members of the majority to learn their second official language This funding helped to bring changes to provincial education policies and helped to develop second language instruction in provinces where French was a minority (Hayday 2011)

A much revised Official Languages Act passed in 1988 specifically mandated the federal government to ldquoencourage

and support the learning of English and French in Canadarsquorsquo and to ldquoencourage and assist provincial governments to pro vide opportunities for everyone in Canada to learn both English and Frenchrsquorsquo (Government of Canada 1988)

beginning of French immersionQuebec had both French- and English-language schools at that time In the latter French was taught as a subject through conventional methods which fell far short of achieving fluency Anglophone parents within the province were beginning to realize this could not continue their children would need a strong command of French to succeed in a much-changed Quebec Three Anglophone mothers in the community of Saint-Lambert began a crusade to find a much more effective language teaching approach (Lambert amp Tucker 1972) In this they were assisted by experimental psychologist Wallace Lambert and neurosurgeon Wilder Penfield both then working at McGill University in Montreal Quebec Eventually the school district agreed to set up an experimental kindergarten class called ldquoFrench immersionrsquorsquo for September 1965 (Genesee 1987 2015)

The implementation of French immersion - a content-based approach in which the target language is used for instruction of many if not all school subjects (Lyster 2007) - was well documented with the help of scholars from McGill University who showed that this approach resulted in high levels of second language proficiency at no cost to academic achievement in other subject areas or to the development of English (Genesee 1987 Genesee amp Lindholm-Leary 2013 Lambert amp Tucker 1972) This information spread quickly across the country and Anglophone parents in all regions began asking their school boards to establish French immersion as a program of choice for interested families In some communities this was accomplished with relative ease elsewhere parents formed grass roots groups to counter trusteesrsquo and administratorsrsquo concerns or community resistance around issues such as funding (Curran 1977) elitism and displacement of unilingual teachers (Daneault 1989) By the


[the] official languages act passed in 1988 specifically mandated the federal government to ldquoencourage and support the learning of english and French in Canadardquo

mid-1970s there were immersion programs in many larger centers across the country such as Vancouver Winnipeg Toronto and Moncton

From isolated grassroots efforts to a Canada-wide movementIn March 1977 the first Commissioner of Official Languages Keith Spicer hosted 28 anglophone parents from all ten prov-inces at a weekend Parents Conference on French Language and Exchange Opportunities The parents he invited to participate were leaders in promoting FSL within their communities as he was hoping that a strong group would be established to lobby the government and other organizations (M Swain personal communication March 3 2015) Also in attendance were 26 researchers specialists second language education consultants and observers After hearing from experts on a variety of topics related to FSL learning and after discussing issues and successes around improving FSL education within their home communi-ties and provinces the parents developed a series of recom-mendations with regard to FSL curriculum development cultural reinforcement of FSL teaching exchanges teacher training and staffing and funding These were aimed at the Government of Canada the Council of Ministers of Education Canada (CMEC) the Canadian Broadcasting Corporation (CBC) and non-profit and government agencies sponsoring youth exchange programs

The participating parentsrsquo first recommendation was to es-tablish a national association of parents which was subsequent-ly named Canadian Parents for French By noon on March 27 1977 goals for the new parentsrsquo association were articulated and a provisional executive committee comprising representa-tives from five regions of Canada (British Columbia the Prairies Ontario Quebec the Atlantic Region) was elected (Canada Office of the Commissioner of Official Languages 1977) All those in attendance were to return to their provinces to inform parents education authorities and others about the association while serving as liaisons with the committee

At the first CPF national conference held in Canadarsquos capital city Ottawa in October 1977 the more than 60 delegates enthusiastically confirmed the need for a national association of parents and formally endorsed three goals for the association

1 to assist in ensuring that each Canadian child have the opportunity to acquire as great a knowledge of French language and culture as he or she is willing and able to attain

2 to promote the best possible types of French language learning opportunities

3 to establish and maintain effective communication between interested parents and educational and government authorities concerned with the provision of French language learning opportunities (Canadian Parents for French 1978 p1)

Canadian Parents for French Vol 3 bull Issue 2 bull 2016 11MC1301-1778_CPF printemps 2016_Collegravege Boreacuteal

Parution printemps 2016 grandeur 3625rdquo L x 5rdquo h

couleur

the first Commissioner of official languages keith spicer hosted

28 anglophone parents from all ten provinces

he was hoping that a strong group would be established

to lobby the government and other organizations


CPF efforts going beyond the classroomOver the years CPF has not only circulated information about activities and resources for FSL students offered by others it has organized many such opportunities on its own or in collaboration with other organizations

Innumerable other activities in French have been organized or sponsored by CPF branches and chapters with many thousands of students participating each year The list includes competi-tions movie nights Francophone entertainers family dances winter carnivals field trips swimming and skating parties and youth conferences

CPF efforts champions of FslThe establishment of CPF gave isolated parent groups a forum to share strategies for persuading their school boards and education departments to improve FSL instruction (Canadian Parents for French 1978 p1) As Hayday (2011 p144) said ldquoCPF could lobby provincial governments and school boards that the federal agencies could not and in this way it helped to finesse the constraints of Canadian federalism to strengthen the [official languages] policyrsquo The following examples illustrate the ways in which CPF has championed the cause of FSL education

Advocating for critical funding support for FSLThe federal-provincialterritorial multi-year agreements for federal funding support of FSL education have periodically been the focus of attention by CPF Following the expiration of the second agreement there were prolonged and difficult negotiations over the amount of new funding and the conditions to be met by the provincial education departments ldquoBy 1979 local school board authorities were urging CPF to lobby the

Secretary of State for a new long-term funding agreement The current agreement was about to run out and rumors were rampant that the federal government intended to withdraw its funding By 1980 the lack of a long-term agreement was seriously affecting policy-making at the local levelrdquo (Poyen 1989 pp 76-77) Poyen describes the intensive efforts by CPF to mediate between the federal and provincial governments so that this critical funding would continue ldquoThe future of immersion programs and other French language learning opportunities was at stakersquorsquo (Poyen 1989 p 86) After several years of interim funding arrangements a three-year protocol for agreements was signed by the Secretary of State and the Council of Ministers of Education Canada (CMEC) in December 1983

As is the case for so much of CPFrsquos advocacy evidence for its influence on these funding negotiations is indirect many of the suggestions put forward in the CPF briefs and in meetings with ministers and senior officials were reflected in the new agreement The approach taken by CPF national and provincial branch leaders -well-researched carefully considered positive balanced all reinforced by letters and calls from chapters and individual parents -helped to establish the organizationrsquos cred-ibility ldquoCPF seemed to enjoy greater status shortly thereafter The organization began to receive much larger grants to sustain its operations The Minister began appearing at national confer-ences Communications with higher level officials increasedrdquo (Poyen 1989 p 83)

As each subsequent protocol expired CPF again armed its members with facts about the Official Languages in Education Program and made recommendations about priorities and changes for the next agreement Community pressure on politicians participation in consultations at the federal and

over the years CPF has not only circulated information about

activities and resources for Fsl students offered by others it has organized many such

opportunities on its own or in collaboration

with other organizations

provincial levels and formal presentations to the relevant ministers emphasized the importance of speedy negotiations for continued adequate and effective funding support for FSL education

Highlighting the need for postsecondary opportunities and teacher trainingBeginning in 1983 conferences on the role of universities in bilingual education were held by CPF across the country some in collaboration with other stakeholder groups culminating in a national colloquium in Ottawa in March 1986 (Manzer 1986) The awareness raised through these events and the ensuing reports briefs studies and committees served as an impetus for new postsecondary programs services and initiatives to address the growing needs (Manzer 1991) Then in 2005 CPF published a series of articles on postsecondary opportunities for FSL graduates in order to again highlight challenges and promising practices around this topic (Canadian Parents for French 2005b)

Addressing attrition from immersion programsA similar campaign was initiated in September 1991 when a CPF-commissioned study on Attritionretention of Students in French Immersion with Particular Emphasis on Secondary School was released (Halsall 1994) In the fall of 1992 one of the provincial branches held the first in a series of confer-ences on Meeting the Challenges of Secondary School French Programs culminating in a session at the 1993 national conference (Finlay 1994) Strategies to reduce attrition continue to be a topic of articles presentations and discussions and the objective of CPF activities at all levels

Responding to public oppositionThere have always been active opponents of official bilingualism of public support for FSL learning and of French immersion in particular Occasionally such op position has reached the front pages of the national media In 1992 Premier Don Getty of Alberta spoke out against official bilingualism CPF President Pat Brehaut felt that the organization had to respond and so letters were sent to newspaper editors across the country pointing out in part that ldquoThis has been a grassroots movement of ordinary parents who have chosen bilingualism [for their children] rather than return to the two solitudes of the pastrdquo (Canadian Parents for French 1992a p l)

In the case of similar criticisms over the years CPF has been able to work with researchers and educators to quickly provide its spokespersons and grassroots members with evidence-based rebuttals

Consulting with decision-makersAs of 2014 CPF had submitted briefs to andor appeared before federal Senate and House of Commons committees at least 15 times CPF has been involved in numerous consultations and symposia regarding topics including a new Official Languages Act the agreements for federal funding support of FSL education and how to increase the number

of bilingual graduates from Canadian schools Similarly CPF branches and chapters have brought the views and wishes of their members to education departments school boards and other governing bodies

ConclusionEnglish and French are the official languages of Canadarsquos federal parliament government and institutions The policy is one of institutional not personal bilingualism However the Official Languages Act also commits the federal government to fostering the use of both languages and to enhancing opportunities to learn both languages Canadian Parents for French has played a fundamental role in helping to fulfill that commitment

Graduates of French immersion now permeate Canadian society bringing both official languages as well as a bicultural or multicultural perspective to their citizenship work leisure pursuits and personal relationships Moreover schools are now seeing a third generation of immersion students In 2007 Commissioner of Official Languages Graham Fraser told the members of CPF

bilingualism has increased across Canada

one high school student in four is bilingual

in large part thanks to improvements in

core and immersion programs exactly the

kind of approach yoursquove been promoting

for 30 years now i can honestly say we

wouldnrsquot be where we are today were it

not for your tireless efforts every step of

the way (fraser 2007)

Goodings (1997 p 3) goes farther ldquoBut beyond the straight numbers CPFrsquos achievement has been to legitimize the concept of personal bilingualism across Canadardquo

There is still an important role to be played by CPF in promoting advocating for and enhancing effective FSL learning opportunities for young Canadians In pursuing its ongoing mandate CPF will continue to support Canadarsquos policy of encouraging the learning of both of its official languages n


Journal of Immersion and Content-Based Language Education 32 (2015) 218-240 DOI 101075jicb3203gib ISSN 2212-8433 IE-ISSN 2212-8441 copy John Benjamins Publishing Company


CPF PROGRAMMINGCPF MAGAZINE

TAKE THE

NAYFldquoDEFIrdquo IN TORONTO

AND BECOME AN AMBASSADOR OF BILINGUALISM

TAKE THE



NATIONAL AMBASSADOR YOUTH FORUMAUGUST 22 - 26 2016 | TORONTO ONTARIO

FOR MORE INFORMATION VISIT FRENCH-FUTUREORG

The NAYF is open to students enrolled in grades 10 and 11 (In French Second Language and French First Language programs)

Apply online from April 1 to 29 2016

Travel and accommodation are provided for all selected participants

Challenge

Dr Mary Joyce Booth was a professor of French at the University of Saskatchewan and an enthusiastic supporter at all levels of Canadian Parents for French She left a generous bequest to both the National Office and Canadian Parents for French Saskatchewan which is being used to provide students with French learning opportunities for students across Canada

To honour her memory a grant of $1000 is available from Canadian Parents for French National each year to interested Branches The grant is reserved for activities and projects that increase opportunities for youth to learn and use French A separate Mary Joyce Booth Memorial Scholarship offered only in Saskatchewan has been set up with the funds donated to Canadian Parents for French ndash Saskatchewan

tHe national endowmentn Prioritizes projects that benefit youth

directly such as camps exchanges extracurricular clubs and scholarships to selected programs

n Encourages support of recognized projects programs and activities provided by some of our partner service delivery organizations includ-ing French for the Future Experiences Canada (formerly SEVEC) Encounters with Canada FrancoForum CMEC Explore and Destination Clic programs and Forum for Young Canadians

Canadian Parents for French shares the good news stories of individual youth who have benefited from their participa-tion in such learning opportunities Since 2010 the Mary Joyce Booth Endowment has provided additional support to individual youth participation in

n Summer camps in 5 provinces including a nautical camp for CPF Nova Scotia Prince Edward Island and New Brunswick in the Magdalen Islands

n Youth exchanges in Quebecn French for the Future local forums

in Albertan A Why French youth video

competition in Northwest Territoriesn A social media contest in British

Columbia and Yukon and many more hellip

How Can you make a diFFerenCe Help support more French svP your gift to the Mary Joyce Booth endowment supports more opportunities for youth to learn and use french as a second language canadian Parents for french is a registered charitable organization (cPf charitable reg no 11883 5131 rr0001) donations are accepted by credit card at cpfca or by sending a cheque to CanaDIan ParentS For FrenCh 1104-170 laurier Ave W | ottawa on | K1P 5V5

mary Joyce booth endowment supports youth learning French


Are you a teacher student or passionate about historyWould you like to learn more about Samuel de Champlain


Less than a year ago Canadian Parents for French was lucky enough to meet the lsquoChamplain1615rsquo team who

attended the 2015 Concours drsquoart oratoire competition in Ottawa ON

As supporters of last yearrsquos contest touring representatives were available on site to answer questions pertaining to the nationwide campaign ndash piquing our already high interest As an organiza-tion that recognizes the importance of celebrating Francophone communities and culture as well as French as a second language we were excited about an initiative that not only offered an educa-tional component for participants but a chance to win big Canadian Parents for French supported the national social media campaign as organizational partners

More than half a million Canadians participated in the FindYourChamplain contest organized by the Assembleacute de la francophonie de lrsquoOntario (AFO) The contest called for participants to submit creative entries pertaining to Champlainrsquos

role in Confederation and his legacy of exploration ndash an activity in which CPF was more than happy to participate The champlain1615ca website shares many of these contest submissions Bravo to the AFO on such a successful project

Since its launch Champlain 1615 has continued to make a huge impact across the country with its free educational resources and interactive online videos Visit the bilingual website for a plethora of interesting authentic historical docu-ments for French as a Second Language teachers and learners As March 20th marks the celebration of the Journeacutee Internationale de la Francophonie what better way to commemorate the occasion than by learning more about a history that is uniquely Canadian n

Celebrating samuel de Champlain


Practice makes Perfect

reprinted with permission from Concordia University to read the full study please visit httpgooglpLCJWf

Concordia researchers show bilingual toddlers who obtain more practice in language switching are better at certain types of problem solving

montreal February 3 2016 mdash Itrsquos estimated that half of the worldrsquos popula-tion speaks two or more languages But are there hidden benefits to being bilin-gual Research from Concordia University in Montreal reveals a new perk visible in the problem-solving skills of toddlers

The results of a study recently pub-lished by the Journal of Experimental Child Psychology show that bilingual children are better than monolinguals at a certain type of mental control and that those children with more practice switching between languages have even greater skills

Bilingual speakers can thank the sometimes arduous practice of switch-ing from one language to another for this

skill ldquoThis switching becomes more frequent as children grow older and as their vocabulary size increasesrdquo says Diane Poulin-Dubois a professor in Concordiarsquos Department of Psychology and the studyrsquos senior author

ldquoTherefore the superior performance on these conflict tasks appears to be due to bilingualsrsquo strengthened cognitive flexibility and selective attention abili-ties as they have increased experience in switching across languages in expressive vocabularyrdquo

Poulin-Dubois and Cristina Crivello a graduate student with Concordiarsquos Centre for Research in Human Development (CRDH) led a group of researchers in a longitudinal investigation which com-

pared bilingual toddlers to their monolingual peers tracking the tots as they gained greater vocabularies in each of their two languages

For the study the researchers assessed the vocabularies of 39 bilingual children and 43 monolinguals when they were aged 24 months and then again at 31 months During the second assess-ment the researchers also had the young participants perform a battery of tasks to test their cognitive flexibility and memory skills

ldquoFor the most part there was no difference between the bilingual and monolingual toddlersrdquo says Poulin-Dubois who is also a member of CRDH ldquoBut that changed dramatically when it came to


switching between languages pays off

By Cleacutea Desjardins

the conflict inhibition test and the dif-ferences were especially apparent in the bilingual toddlers whose vocabulary had increased mostrdquo

In this case conflict inhibition refers to the mental process of overriding a well learned rule that you would normally pay attention to

To assess toddlersrsquo abilities in this domain Crivello who undertook the research as part of her masterrsquos thesis and is the first author of the study administered two tests

1 reverse categorization participants were told to put a set of little blocks into a little bucket

and big blocks into a big bucket Then the instructions were switched mdash big blocks in the little bucket and little blocks in the big bucket

2 Shape conflict participants were shown pictures of different sized fruit and asked to

name them Then a new series of images was shown with a small fruit embedded

inside a large one Toddlers were asked to point to the little fruit

It wasnrsquot surprising to the researchers that the bilingual children performed significantly better on the conflict inhibi-tion tasks than did their monolingual counterparts

ldquoLanguage switching underlies the bilingual advantage on conflict tasksrdquo says Crivello ldquoIn conflict inhibition the child has to ignore certain information mdash the size of a block relative to a bucket or the fact that one fruit is inside another That mirrors the experience of having to switch between languages using a second language even though the word from a first language might be more easily accessiblerdquo

The unique feature of the study was the finding that the more language switching toddlers engaged in the

more it benefited them Within the bilingual group of toddlers those who had amassed a greater number of ldquodoubletsrdquo mdash pairs of words in each language such as dogchien performed even better on the conflict inhibition tasks

ldquoBy the end of the third year of life the average bilingual child uses two words for most concepts in his or her vocabulary so young bilingual children gradually acquire more experience in switching between languagesrdquo says Poulin-Dubois n

Partners in research this research was supported by a discovery grant from the natural sciences and engineering research council of canada (nserc) and by the national institute of child Health and Human development the studyrsquos additional co-authors are olivia Kuzyk and Monyka rodrigues (concordia university) Margaret friend (san diego state university) and Pascal Zesiger (universiteacute de genegraveve)


related linksFull study wwwsciencedirectcomsciencearticlepiis0022096515001976

Department of Psychology wwwconcordiacaartscipsychologyhtml

Centre for research in human Development crdhconcordiacahomeehtml

Diane Poulin-Dubois wwwconcordiacaartscipsychologyfacultyhtmlfpid=diane-poulin-dubois


A nnouncing CPF Ontariorsquos new website mdash FrenchStreetca a new and one-of-a-kind searchable database

of French program enrichment opportuni-ties for students to experience through the arts interactive workshops field trips educational and cultural exchanges community events and more

Funded by the Ontario Ministry of Education CPF Ontario developed

French Street to support the goals in the Ministryrsquos Framework for French as a Second Language in Ontario Schools and specifically to support student engagement in French to Grade 12 Yet another milestone in CPFrsquos effort to build awareness and understanding of Francophone culture through active participation in French socio-cultural activities

This one-stop shop will allow teachers (and parents) to discover experiential learning opportunities available throughout Ontario and beyond to enrich the Core French Extended French and French Immersion classroom environment and make French come to life Visit FrenchStreetca today n

new CPF ontario initiative

branch NEWSCPF MAGAZINE


the recruitment and retention of students in Francophone schools in language minority communities

By Dr richard Slevinsky former President of cPf Alberta reprinted with permission from LrsquoINFOrmteur

dr slevinsky was the former President of cPf Alberta and former director general of the Conseil scholaire du Sud de LrsquoAlberta ndash southern Albertarsquos francophone school board dr slevinskyrsquos article was originally printed in lrsquoinformteur a virtual publication for school administrators in francophone schools in Alberta this article provides his thoughts on recruitment in the realm of french first-language education however the points he raises can easily be applied to french second-language recruitment as well

B efore getting into it I think it is important to recognize that the few strategies proposed here have had

positive results in the region covered by the Conseil scolaire du Sud de lrsquoAlberta (CSSA) It is therefore up to the reader to determine to what degree each of these strategies would be transferable to a region other than the one in which a certain result was achieved

The CSSA was created in 2000 and began with a student population of 283 students in two schools Since that first year the CSSA has added seven schools and has seen an annual growth of about 25 in the 2007-2008 school year this one school board was accommodating more than 1000 students In terms of region covered the CSSA manages nine schools in Southern Alberta a region that includes the city of Calgary and surround-ing areas (a population of approximately one million and where we manage six schools in Calgary Airdrie and Okotoks) and the rural area that encompasses the

communities of Brooks Lethbridge and Medicine Hat (where we manage a school in each of those cities) among others You will therefore find below some ten strategies that we have attempted to implement always with the intent of recruiting and retaining the children of parents having rights under section 23 of the Canadian Charter of Rights and Freedoms

1 Welcome We often hear that an organization has 8 to 12 seconds to make a good impression with a ldquopotential clientrdquo Here are three tools that if that saying is correct could

either help or hinder you in your efforts to recruit new students

a website Is it up to date Is it accessible regardless of the type of computer used by parents Mac or PC Does the home page offer relevant information and is it easy to find (schoolrsquos address contact information enrolment forms etc) In short even though I am not an expert in the ICT field an organizationrsquos website is often becoming the first point of contact for many potential clients

SoMe PerSonaL thoUGhtS

b telephone Many organizations use various technologies including pre-recorded services voicemail in particular in order to save on reception costs You are undoubt-edly familiar with these systems ldquoHello and welcome tohellip To reach Mr So-and-So please dial 231 etcrdquo When parents are calling a school or school board they need a human being to answer who can welcome them and answer a few of their questions As an institution focussed on the development of individuals what message are we giving when we leave it up to a machine to welcome a new family

c school Normally parents do not wait until the first day of school to contact the school It is therefore important that there be someone in the schoolrsquos office staffing the telephone at least two weeks before the first day of school If no one is there to greet them there is a high likelihood that the parent will call the next school listed in the telephone book Two of a receptionistrsquos salary would increase the schoolrsquos chances of welcoming in families that have moved into the area over the summer

2 Open house Schools are institutions focussed on the needs of learners One of the strategies therefore recommended by the CSSA is to make sure there are children present at open house evenings These evenings should celebrate learning and all the learners who attend the school should be there to participate This way the parents are there as well along with neighbours cousins potential co- workers etc After attending this kind of evening potential clients will feel reassured that students are indeed the focal point of this industry Organizing open house evenings where only school personnel are in attendance also sends a message Is this a message that corresponds with the values of your school

3 Diversity There are three terms that we use in the world of minority educa-tion that sometimes confuse people These terms are French Francophone and right-holder Without going into the history of minority Francophone education it must be understood that section 23 of the Charter focuses on parents who have rights to Franco-phone education in minority settings When you see this clientele as being a potential one it becomes evident that the idea of having a ldquopurely French Canadianrdquo institution will not work With migrating populations the phenomenon of mixed marriages (exogamous) blended families etc it becomes very evident that the poten-tial clientele of a Francophone school oddly mirrors that of an English major-ity school So how much emphasis is placed on visible minorities in our school What emphasis is placed on an exogamous parent in our institution How much emphasis is placed on the children from these families When they look at your schoolrsquos website is there evidence of children of African descent in your school or institution And the people who sit on the school boardhellip Do some of them have a Francophone name of Polish origin Ukrainian And the names posted on the school wallshellip Do they as a whole represent the potential diversity that exists in the potential community In short the day that right-holders notice that their child is being treated as a second class citizen in your school is the day that those parents go looking for another school for their child

4 Gathering place It is often said that a school is the heart of a community Francophone minority schools are often a gathering place for the Francophone community especially for families that have just recently moved to the region The school therefore must meet this need for ldquobelongingrdquo and it could organize an activity at least once a month to bring the community together These activities could take the form of a corn roast a potluck a dance a movie night etc What is important is that in satisfying this need people will have good things to say about your school

5 Program excellence One of my professors at the University of Alberta Dr Madelaine Monod told us ldquoYou cannot sell a product you know noth-ing about or even worse a product that you yourself as a teacher do not believe inrdquo Therefore as the leader of a school you must get your team to develop and offer a program that in the opinion of all its creators is the best in the region That is a way of ensuring the quality of the education program as well as the extracurricular program An extracurricular program is more than a sports program it is a pro-gram that should include a wider array of activities namely the visual arts (painting drawing etc) special guests choir etc And you must never forget that the school personnel as a whole is the agent that builds your schoolrsquos reputation In short your teachers are the ambassadors of your school

6 Organizational identity Each institution (school and school board) should have its own logo vision and mission state-ment mascot etc These symbols help build an organizational identity that is solid and permanent

7 Establishing good relations with the media Paying for announcements in local newspapers on radio stations etc can be costly and there is no guarantee of readership However when the media puts the spotlight on your school a teacher or even better your students the entire school community will benefit from this positive attention


it is often said that aschool is the heart of a

community francophone minority schools are often a

gathering place for the francophone community

especially for families that have just recently moved to the region

8 Newsletter I believe all schools now use newsletters However you should consider the following points

a Does one go out on a regular basis I would suggest you select one or two times a month when cor-respondence is sent home from the school There is nothing worse for a parent to receive permission requests meeting notices etc on a sporadic basis It is better for parents to get used to receiving a complete newsletter the first Friday of each month than sending home correspondence (permission slips for a field trip etc) on a random basis

b Is it a document used mainly to share information Or is it used to highlight our successes and place a spotlight on our students In short if we analyzed the newsletters that have been sent out from your school over the last year would

the learner be at the centre of the messages being delivered

9 Positive communication Teachers are often encouraged to communicate with parents either by telephone or nowadays by e-mail It is important for teachers to also communicate good news in terms of a studentrsquos progress We are told in communications that it takes more than 10 positive messages to counter the damaging effects of a single negative message And when you are speaking to a childrsquos parent you have to remember that there is nothing more precious in that parentrsquos life than hisher child So keep that in mind when looking at the commu-nications between school and home

10 Homework I sometimes hear parents expressing frustration with the homework that students bring home Homework for secondary students sure But homework for kindergarteners or first graders Based on feedback that I have

received from parents elementary students spend more than five hours in the classroom and they are expected to be ready to learn Add fairly long bus rides to that equation and it is not difficult to see that our elemen-tary students are spending the same amount of time away from home as we do as adults And on top of that these young children are expected to do homework In my experience homework at such a young age only serves to frustrate families and cause the learner to become less engaged in hisher learning In my opinion the parentrsquos job is to make sure the child comes back to school the next morning ready to learn The parent must therefore make sure that the child is well nourished properly dressed and well rested

So these are a few suggestions that might help you recruit and retain students in our minority Francophone schools n


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Joignez-vous agrave nous pour le 40e congregraves annuel

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JOIN YOUR CHILD ON THE PATH TO LEARNING FRENCH

La Citeacute universitaire francophone oers a complete range of non-credit courses in French for adults at all levels from beginner to advanced

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Located at McGill University campers from all over Canada and the world come together to learn a new language play sports and make friendships that last a lifetime - all in the heart of one of Canadas most culturally diverse and rich cities Choose from our different camp options available for Day Camp or Overnight Camp in English or French

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To celebrate the laquo Journeacutee internationale de la francophonie raquo the International day of the Francophonie on March

20 2016 Canadian Parents for French are inviting students across Canada to post and share their ldquoFrenchnessrdquo

Every year Canadians take part in various activities to practice using French and to recognize the rich cultural history of Canadarsquos francophone communities

During the month of March 2016 CPF is launching the Affiche ta Franco Twitter contest to celebrate and promote the French language as well as encour-age students to engage in document and share their online support for French The campaign is targeting elementary and high school aged youth

Each day in March an activity challenge tweet will encourage students to participate by sharing a picture that relates to the topic of the day around French language and culture in Canada

A calendar of daily tweets has been developed and posted on our website Participant responses using the contest hashtag FrancoCPF2016 will be entered in a weekly draw to win prizes ranging from gift certificates to bursary opportunities

Daily tweet examples include n Partage la photo drsquoun personnage historique

qui trsquoinspiren Partage une citation franccedilaise preacutefeacutereacuteen Partage une recette drsquoun mets preacutefeacutereacute eacutecrite

en franccedilaisn Partage le nom drsquoune personne inteacuteressante

agrave suivre sur twitter

As a supporter of French CPF hopes that you that you will be able to spread

the word about this campaign and bring attention to a day that celebrates Canadarsquos great pride in its linguistic and cultural duality For more information contest rules and a calendar with the daily tweets please visit the CPF website

Students in British Columbia have the opportunity to participate in their own provincial contest n

new CPF twitter Contest share your ldquoFrenchnessrdquo


mattHew Hayday wanting us to learn FrenCH

By Shaunpal Jandu canadian Parents for french national

T he book takes an in-depth look at how policies regarding bilingualism were formed in Canada while also

looking at how those same policies shaped Canada As part of Canadarsquos bilingual history is Canadian Parents for Frenchrsquos role in shaping that history as well Dr Hayday writes about the importance of CPFrsquos chapters within the first decade of CPFrsquos inception

Although the broad national initia-tives of Canadian Parents for French and the Office of the Commissioner of Official Languages were important for maintaining federal and popular support for the overarching goal of bilingualism it was at the local level that programming decisions occurred School boards and often individual schools were where decisions were made on whether a French immersion program would be started or continued or whether

core FSL could be expanded and enhanced Provincial governments also played a role in creating frame-works funding and requirements for French programs CPFrsquos national and provincial newsletters are filled with stories of how the local chapters provided support to French programs including the organization of summer camps fundraising drives for library materials and tours of francophone performers and the organization of winter Carnaval celebrations It was also at this level that parents had to organize to lobby their school boards for new French programs to promote their expansion and to defend them from threats of closure It is difficult to get precise numbers on how many local chapters of CPF existed at any given time for these chapters were not tracked centrally Some prov-inces particularly British Columbia actively developed local chapters

whereas others relied more heavily on the provincial branch Moreover local chapters would pop up with the short-term objective of getting a program started and then fade away or become inactive once it was established

Dr Haydayrsquos appreciation for how well the different levels of Canadian Parents for French works together is apparent After providing four specific examples of how different CPF chapters overcame struggles in their respective towns Dr Hayday wrote

Although separated by over 7000 kilometers advocates of bilingual-ism in these Canadian communities experienced similar challenges and employed similar tactics Direct engagement with parents media outreach in local papers and mobilization of pedagogical evidence were key to making the case for improved programs All of these groups wrestled with variants of issues of elitism and access to the best French program options But local circumstances and key individu-als were also crucial to shaping how these campaigns unfolded A single trusteersquos vote could make the difference whether French

matthew Hayday is a history professor at the university of guelph His research focus is on the political history of canada with particular emphasis on english-french relations nationalism and national identity His most recent book ldquoso they Want us to learn french Promoting and opposing Bilingualism in english-speaking canadardquo examines the history of the promotion of bilingualism and its reception in english-speaking canada since the 1960s


immersion was offered or not and local school boards were subject to specific community pressures Varying provincial policies also affected whether school boards had to offer open access to immersion or not In some provinces active francophone community support was key to pressuring school boards for improved programs for English speakers The national CPF organization and its provincial branches kept in contact with the local chapters in these communities throughout these campaigns They provided tactical advice statistics poll data and pedagogical material The stories of local chapters were also related to CPF members in provincial and national newsletters sharing expertise and learning from their campaigns Yet each group ultimately had to craft its messages and use tactics that would resonate at the local level and each group relied on the energies and skills of key volunteers to drive its efforts forward

Dr Haydayrsquos portrayal of Canadian Parents for French is a reminder of what this volunteer based organization has achieved over the last 39 years It illustrates how we have made a difference in Canada and how the work we are doing will continue to have a positive effect on Canadian children and by extension Canadians as a whole n

Although separated by over 7000 kilometers advocates of bilingualism in these canadian communities experienced similar challenges and employed similar tactics

A well respected man and community leader Dr Victor Goldbloom had the opportunity to influence the

country in a variety of ways from provincial cabinet minister to Canadarsquos Commissioner of Official Languages His work has helped French- and English-speaking communities come closer together In his book Building Bridges Dr Goldbloom talked about these experi-ences and others which illustrate how he had brought various communities in Canada together

The following is a quote from Building Bridges detailing Dr Goldbloomrsquos view of Canadian Parents for French and the French Immersion program and the impact on linguistic duality in Canada

All was not negative therefore ndash indeed there was significant positive support notably from an organization called Canadian Parents for French Present in every province and territory these English-speaking parents (with of course a variety of mother tongues) many not themselves fluent in French were committed to their children learning that language and being thus able to participate more fully in Canada Immersion programs in schools were the method of choice

French Immersion had been intro-duced in the 1970s and grew slowly at first In the 1980s its popularity mushroomed and when I became commissioner there were some 300000 non-French-speaking Canadian children enrolled I wondered if that number would

peak and fall off if other priorities would take over but that did not happen That had to mean that year after year when one cohort of chil-dren graduated and another entered school the word of mouth from the first set of parents to the second was ldquoThis was a great experience for my child and I really recommend it for yoursrdquo Obviously not all these children became or remained fully bilingual Maintaining fluency requires continuing exposure continuing opportunities to use the language The sensitization to the reality of Canadarsquos linguistic duality is invaluable however and if as adults these young people are in positions of leadership it will be easier for them to recapture that linguistic ability

Sadly on February 16 2016 Dr Goldbloom passed away We were honoured to have Dr Goldbloom as a longstanding member of Canadian Parents for French Ever a firm supporter of the organizationrsquos mission and values he was generous with his time and was

always available to offer wise counsel on matters relating to bridging the linguistic and cultural divide between the French- and English-speaking communities of Quebec and Canada His grace and presence will be sorely missed His legacy as a bridge builder between communities will continue to influence Canada and Canadarsquos linguistic duality for generations to come n

victor goldbloom a bridge builder for linguisticduality in Canada


In memory of Dr GoldbloomHe was the originator of the design of the emblem ldquocanadarsquos social fabricrdquo that many wear proudly as a sign and symbol of their commitment to fostering harmony between the english and french fibers of canadarsquos social fabric

ldquoA fabric is woven of many threads english- and french-speaking canadians from myriad cultural backgrounds make up the social fabric we call canada the gold fabric at the centre of the pin symbolizes the coming together of our two language communities and the richness of the dialogue between them Wearing the emblem of the office of the commissioner of official languages shows our commitment to fostering harmony between the english and french fibers of canadarsquos social fabricrdquooffice of the commissioner of official languages


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

csjualbertaca

With the support of the honourable Mauril Belanger MP

For ottawa Vanier CPF national will host with its partner oCoL

an outreach and awareness breakfast event Scheduled to take place

april 6th 2016 on Parliament hill it will provide the opportunity to

celebrate 50 years of French Immersion in Canada with special guest

speakers key influencers stakeholders and members of the second

language education community

Presently the breakfast is being considered a pilot project

which we hope can later transition into a confirmed CPF signature

event nationwide in time for the CPF 40th anniversary in 2017

a French toast to Fifty years of French immersion ndash Fsl awareness breakfast

Live the

Quebec Culture in a

French environment

COME LEARN FRENCH IN QUEBECat The Centre linguistique du Collegravege de Jonquiegravere

100

PROGRAMSFOR EVERYONE

Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352

centlingcjonquiereqcca

Donrsquot miss out on the BURSARY offered

by the Centre linguistique du Collegravege

de Jonquiegravere through CPF

CPF Membership SurveyCPF MAGAZINE


CPF national is conducting a membership survey between February 25th and March 25th 2016 The survey has been developed as an evaluative process to review CPF programs benefits events advocacy and research as prescribed within our existing PCH contribution agreement Individual survey answers will be kept confidential and will not be distributed to any external parties or vendors The survey results (without personal identification) will be compiled to support Canadian Heritage reporting program expectations

CPF National will circulate the survey via our social media accounts and via email to active CPF members We appreciate Branch support in distributing through your communication channels and to your chapters n

we want to Hear From you

to get the Membership Survey go to httpsvymk1LCPwwe

Discover LIVINGin french

Experiential learning is unforgettable

As part of an enriched learning environment

these resources will engage and inspire

students Discover exchanges amp programs

through a French lens The current

curriculum will come alive in a whole

new way

Visit FrenchStreetca to get on the road to unique French experiencesFrenchStreetca

We thank the Government of Ontario and the Government of Canada through the Department of Canadian Heritage for their financial support

Field Trips Arts amp Culture

Camps Exchanges amp Programs

Francophone Centres

Post-Secondary Opportunities

Guest Speakers

Parent Support

Contests amp Events



advertisersrsquo directoryCPF MAGAZINE

Acadeacutemie Linguistique Internationale (ALI)163-1425 Reneacute-Leacutevesque Blvd OuestMontreal QC H3G 1T7T 5142703886 F 5142706363 W wwwstudymontrealcomE infostudymontrealcomSee page 23 for more information

Assembleacutee Communautaire FransasKoise215-1440 9e Ave NRegina SK S4R 8B1 W wwwfransasKoisskcaSee page 27 for more information

Assembleacutee de la francophonie de lrsquoOntario1492 B ch Star TopOttawa ON KiB 3W6T 6137446649 TF 18665964692 F 6137558861W wwwmonassembleecaE gestionnaire400emonassembleecaSee page 15 for more information

Association canadienne des professeurs drsquoimmersion 104-170 Laurier Ave QuestOttawa ON K1P 5V5T 6132305940 F 6132309111 W wwwacpicaE bureauacpica See page 22 for more information

Camp Megravere Clarac 959 rue Principale St-Donat QC J0T 2C0T 8194242261 or TF 15143226912 (Toll Free)F 8194245771W campmarie-claracqccaE campmarie-claracqcca See page 8 for more information

Campus Saint-Jean ndash University of Alberta8406-91 St NWEdmonton AB T6C 4G9T 7804658763 F 7804658760W wwwcsjualbertaca E alayualbertacaSee page 27 for more information

Canadian Parents for French ndash Manitoba 101-475 Provencher Blvd Winnipeg MB R2J 4A7 T 2042226537 TF 18777377036 (in Manitoba only)W mbcpfca E cpfmbcpfmbcom See page 32 for more information

Canadian Parents for French ndash Ontario (Announcing French Street ndash wwwfrenchstreetca)103-2055 Dundas St East Mississauga ON L4X 1M2 T 9053661012 F 9056255570W oncpfca E infooncpfca See page 29 for more information

Canadian Parents for French ndash Saskatchewan 303-115 2nd Ave N Saskatoon SK S7K 2B1T 3062446151 F 3062448872 W skcpfca E skcpfca See page 25 for more information

Centre Linguistique du Collegravege de Jonquiegravere2505 rue Saint-Hubert Jonquiegravere QC G7X 7W2T 4185420352 TF 18006220352 F 418542-3536W wwwlangues-jonquierecaE centlingcjonquiereqccaSee page 28 for more information



Collegravege Boreacuteal 21 Lasalle BlvdSudbury ON P3A 6B1T 7055606673 Ext 1062 F 7055216039W www collegeborealcaE liaisoncollegeborealcaSee page 11 for more information

Delta Ottawa City Centre101 Lyon StOttawa ON K1R 5T9T 6136886811E liannamackiedeltahotelscomSee page 32 for more information

French for the FutureNational Office444-366 Adelaide St E Toronto ON M5A 3X9T 4162039900 TF 18662207216 F 4162031369W wwwfrench-futureorg E pjutrasfrancais-avenirorg See page 14 for more information

La Citeacute Universitaire Francophone ndash University of Regina3737 Wascana PkwyRegina SK S4S 0A2T 3065854828 F 3065855183W wwwlaciteureginacaE citeureginacaSee page 22 for more information

University of British Columbia Press 2029 West MallVancouver BC V6T 1Z2T 6048225959 F 6048226083W wwwubcpresscaE frontdeskubcpresscaSee Inside Front Cover Page for more information

Universiteacute Sainte-Anne1695 Route 1 Pointe-de-lrsquoEacuteglise NEacute B0W 1M0 T 9027692114 F 9027692930W wwwusainteannecaE ChantaleDoucetusainteannecaSee page 5 for more information

University of Sudbury935 Ramsey Lake RoadSudbury ON P3E 2C6 T 17056735661W wwwusudburycaSee page 31 for more information

EacuteTUDES JOURNALISTIQUES | FOLKLORE ET ETHNOLOGIEEacuteTUDES AUTOcHTONES | PHILOSOPHIE | ScIENcES RELIGIEUSES

Consultez le wwwusudburyca pour voir ce que lrsquoon a agrave vous offrir

Membre de la Feacutedeacuteration Laurentienne

705-673-5661 wwwusudburyca

LrsquoUniversiteacute de Sudburyune eacuteducation en franccedilais avec

des possibiliteacutes incroyables


KEY CPF CONTACTSNational Office1104 - 170 Laurier Ave W Ottawa ON K1P 5V5T 6132351481 F 6132305940cpfcpfca cpfca

Quebec Office400-1819 Rene Levesque Blvd W Montreal QC H3H 2P5 qccpfca

British Columbia amp Yukon227-1555 W 7th Ave Vancouver BC V6J 1S1T 7783299115 TF 18006651222 (in BC amp Yukon only)infocpfbcca bc-ykcpfca

Alberta211-15120 104 AveEdmonton AB T5P 0R5T 7804337311 TF 18884336036 (in Alberta only)infocpfaltaabca abcpfca

Northwest TerritoriesPO Box 1538 Yellowknife NT X1A 2P2T 8678732054cpf-nwtnorthwestelnet nwtcpfca

Saskatchewan303-115 2nd Ave N Saskatoon SK S7K 2B1T 3062446151 TF 18005616151 (in Saskatchewan only)cpfsasksasktelnet skcpfca

Manitoba101-475 Provencher Blvd Winnipeg MB R2J 4A7T 2042226537 TF 18777377036 (in Manitoba only)cpfmbcpfmbcom mbcpfca

Ontario103-2055 Dundas St E Mississauga ON L4X 1M2T 9053661012 TF 18006670594 (in Ontario only)cpfontcpfontonca oncpfca

New BrunswickPO Box 4462 Sussex NB E4E 5L6T 5064326584 TF 18772732800 (in New Brunswick only)cpfnbnbaibncom nbcpfca

Nova Scotia8 Flamingo Dr Halifax NS B3M 4N8T 9024532048 TF 18772735233 (in Nova Scotia only)cpfnssympaticoca nscpfca

Prince Edward IslandPO Box 2785 Charlottetown PE CIA 8C4T 9023683703gleckycpfpeipeca peicpfca

Newfoundland amp LabradorPO Box 8601 Stn A St Johnrsquos NL A1B 3P2T 7095791776 TF 18775761776 (in Newfoundland amp Labrador only) edcpfnlca nlcpfca

Marriott Rewardsreg

Maintenant DisponibleAu Delta OttawaCentre-Ville

Marriott Rewardsreg

Now Available at The Delta Ottawa City Centre

101 Lyon St Ottawa ON K1R 5T9 | 613-237-3600 | wwwmarriottcomyowdm

$_______

Fall and winter opportunities This next issue will highlight the benefits of enrolling children in FSL programs

to advertise in the Fall 2016 issue of CPF magazine Email advertisecpfca for a detailed information package

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

Visit advertisersrsquo websites check out links to more information from feature articles connect with our branches and more

CPF MAGAZINEVOL 4 ISSUE 1 | FALLWINTER 2016

CANADIAN PARENTS FOR FRENCH

look for the summer Camps listings and the Fall 2016 issue of CPF magazine

CPF summer Camps French Summer Camps are the ideal way to immerse your child in the French language through a daily motivating environment ldquoen Franccedilaisrdquo

The CPF Summer Camps Listings include a variety of camps offered in every province some with discounted rates for CPF members

Sign up early Spaces are limited ndash registration starts in Spring 2016 For more information visit wwwCPFca

Summer CampS

Canadian Parents for French Summer Camps 2015

BC Family French Camp (BCFFC)

The first BC Family French Camp was organized in 1983

and today 800 children participate in these week-long

camps throughout the summer This is a camp suited

to the whole family whether or not the parents speak

French Bring your own tent and take part in the orga-

nized activities including sing-along campfires Camps

are held in three locations around the province Suitable

for children from pre-kindergarten to teen the camp also

offers a counsellor-in-training program Please visit

wwwbcffccom for more information about each camp

Where Shuswap Lake (Salmon Arm)

Gwillim Lake (Chetwynd)

Vancouver Island (Nanaimo)

Ages Preschool ndash Grade 12

Contact Carol Frketich

infobcffccom

CPF British Columbia amp YukonCanoe Island French Camp

Located in the San Juan Islands just over the US border

from Vancouver BC Canoe Island offers a traditional

summer camp experience for youth The day begins

with French language classes for beginners to advanced

levels Campers stay in modernized tipis eat French

food and participate in activities of their choosing

under the direction of French-speaking counsellors

from around the world In addition Canoe Island

offers family camp weekends in the Spring and Fall

Visit wwwcanoeislandorg for details

Where Canoe Island Orcas Washington USA

Contact Margaret

360-468-2329

infocanoeislandorg

Maillardville French Summer Camp

Socieacuteteacute francophone de Maillardville in Coquitlam and

CPF Tri-Cities organize this weekly day-camp which runs

for most of July and August Activities focus on French

culture and include weekly field trips to places such as

the Aquarium or Vancouver Circus School The camp is

intended for children ages 6-12 with at least one year of

French Immersion

Where Coquitlam BC

Ages Ages 6 - 12

Contact Socieacuteteacute Francophone de Maillardville

604-515-7070

infomaillardvillecom

For more information on CPF camps in BCYukon

please call your local Branch at 1-800-665-1222

2016

April 2016 | paperback | 978-0-7748-3005-8

wwwubcpresscathought that counts

So They Want Us to Learn FrenchPromoting and Opposing Bilingualism in English-Speaking Canada

Set against a dramatic background of constitutional changes and controversies economic turmoil demographic shifts and the on-again off-again possibility of Quebec separatism So They Want Us to Learn French tackles the complex and emotionally charged issue of Canadian bilingualism

by Matthew Hayday

rdquoldquoThe history of language policy in Canada

has tended to be more political than social One of the many refreshing things about the approach in this book is that Matthew Hayday broadens the perspective for looking at the policy-making process beyond politicians and public servants to consider other players and key actors in a democratic society ordinary people who mobilized on behalf of something that they thought critical the education of their children

From the Foreword by Graham Fraser Commissioner of Official Languages

20 OFF online at

ubcpressca

EXPIRES

APRIL 30 2016code ALPHONSE



wwwcpfca


Nicole Thibault









Email sjanducpfca









without permission








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+1 (514) 270-3886




Welcome to CAMP ALI


LEARN PLAYEXPLORE

LEARN PLAYEXPLORE














































csjualbertaca












Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

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new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


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$_______











Summer CampS


















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Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016



wwwcpfca


Nicole Thibault









Email sjanducpfca









without permission








cpf magazine






















































































































































How a





















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Challenge





































































































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+1 (514) 270-3886




Welcome to CAMP ALI


LEARN PLAYEXPLORE

LEARN PLAYEXPLORE














































csjualbertaca












Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352


















new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016

















































































































































How a





















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laciteureginaca



+1 (514) 270-3886




Welcome to CAMP ALI


LEARN PLAYEXPLORE

LEARN PLAYEXPLORE














































csjualbertaca












Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352


















new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016


















couleur









































TAKE THE



TAKE THE








Challenge





































































































wwwacpica



REacuteSERVEZ

VOS DATES





laciteureginaca



+1 (514) 270-3886




Welcome to CAMP ALI


LEARN PLAYEXPLORE

LEARN PLAYEXPLORE














































csjualbertaca












Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352


















new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016





































TAKE THE



TAKE THE








Challenge





































































































wwwacpica



REacuteSERVEZ

VOS DATES





laciteureginaca



+1 (514) 270-3886




Welcome to CAMP ALI


LEARN PLAYEXPLORE

LEARN PLAYEXPLORE














































csjualbertaca












Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352


















new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016
























































































wwwacpica



REacuteSERVEZ

VOS DATES





laciteureginaca



+1 (514) 270-3886




Welcome to CAMP ALI


LEARN PLAYEXPLORE

LEARN PLAYEXPLORE














































csjualbertaca












Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352


















new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016



+1 (514) 270-3886




Welcome to CAMP ALI


LEARN PLAYEXPLORE

LEARN PLAYEXPLORE














































csjualbertaca












Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352


















new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016






























csjualbertaca












Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352


















new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016

Live the

Quebec Culture in a

French environment


100


Youth

Adult

Customized

Online

langues-jonquiereca

1-800-622-0352


















new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016








new way





Francophone Centres


Guest Speakers

Parent Support

Contests amp Events










































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016









































Marriott Rewardsreg


Marriott Rewardsreg



$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016

$_______











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016











Summer CampS


















infobcffccom













Contact Margaret

360-468-2329

infocanoeislandorg








French Immersion

Where Coquitlam BC

Ages Ages 6 - 12


604-515-7070




2016

cpf magaine€¦ · vol 3 issue 2 • 2016 $6.95 • free for members how cpf helped move...

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