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CPF MAGAZINE
CANADIAN PARENTS FOR FRENCH
VOL 2 ISSUE 2 • 2015
BILINGUAL
BENEFITS
IS IT WORTH
LEARNING FRENCH
ANYMORE? 5
$6.95 • Free for Members
HOW LEARNING
FRENCH HELPED
MY CAREER 19
BILINGUAL BRAINS
ARE more HEALTHY 8
The Bachelor of Education–français langue seconde is a 12-month post-degree program
consisting of 20 three-hour credit courses in Education and 20 weeks of practice teaching. This unique program is
designed to provide the variety of courses and extended field experiences through which students can develop the
knowledge and skills needed to teach in the modern French language classroom. It provides the opportunity
for students to focus their studies in Primary/Elementary (grades K-6), or Intermediate/Senior
(grades 7-12), and International or Indigenous Education.
Pourquoi UPEI?
Nous avons demandé à nos étudiants du B.Éd. pourquoi
ils ont décidé d’étudier à UPEI. Les réponses se
répartissent en trois grandes catégories:
• L’emplacement et la taille;
• La réputation du programme; et,
• Les spécialisations (internationale, indigène).
Ces réponses illustrent les points forts de notre
programme de classe et la diversité d’options
disponibles pour nos étudiants. UPEI est l’une des
universités les plus avant-gardistes au Canada!
Bonne possibilités d’emplois au marché du travail!
For more information:
http://www.upei.ca/education/bed-francais-langue-seconde
Julie Gagnon
Jill Ross
Coordonnatrice du Baccalauréat en éducation:
enseignement en français langue seconde
Education Officer
[email protected]
(902) 628-4355
[email protected]
(902)-566-0341
cpf magazine
canadian parents for french
SPRING/SUMMER 2015 | vol 2 issue 2
www.cpf.ca
EDITORIAL COMMITTEE
Michael Tryon, Glyn Lewis,
Gail Lecky, Nicole Thibault
EDITORIAL MANAGER
Shaunpal Jandu
CONTRIBUTORS
Shaunpal Jandu, Joan Hawkins, Maryanne
Bright and other authors and organizations,
as noted in their articles.
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CPF Magazine is published two times per
year for members of Canadian Parents for
French. Our readership includes parents
of students learning French as a second
language, French language teachers,
school board or district staff, and provincial,
territorial and federal government staff
responsible for official languages education.
CHANGE OF ADDRESS
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Parents for French at (613) 235-1481,
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8
19
bilingual brains and health
learning french helped my career
featureS
Bilingual Benefits Is It Worth Learning French? 5
Bilingual Brains Are More Healthy 8
Sharing French 12
8 Reasons to Learn French
14
How Learning French Helped My Career 19
Concours d’art oratoire : Loved By Participants 31
departments
Message from the Editorial Manager 2
New Faces at Canadian Parents for French
3
Recognition:
Recognizing Our Volunteers 16
FSL Research
French Immersion Implementation Costs: A Fact Sheet 27
Advertisers’ Directory 32
Key Branch Contacts Across Canada 36
CPF Membership Form 37
Canadian Parents for French is the national network of volunteers which values French
as an integral part of Canada and which is dedicated to the promotion and creation
of FSL learning opportunities for young Canadians.
We acknowledge the financial support of the Department
of Canadian Heritage.
CPF MAGAZINE
message FROM THE editorial manager
“I couldn’t appreciate the advantages of having
learned French in school; the same way friends
who studied to become corporate lawyers
wondered about the value of learning biology.”
T
oday it is easy for me to understand
the benefits of knowing Canada’s two
official languages. Living in Ottawa,
I use both English and French on almost
a daily basis in both my professional and
personal life.
When I was in school I never knew
how great an asset learning French would
be. High school French was just another
subject, no different than math or history
– I never realized the doors it would open
for me. Had others known of the opportunities which I now experience I believe
that they too would have pursued their
French studies to a greater degree as well.
Living in Toronto I couldn’t appreciate the advantages of having learned
French in school; the same way friends
who studied to become corporate lawyers
wondered about the value of learning
biology for all those years. Unfortunately,
I’m not the only one who felt this way.
Many students do not pursue French in
their higher education. They view it as
unimportant to furthering their careers,
unless they plan to work in the Federal
Government, as a French teacher, or
in places such as Ottawa, Québec,
or France.
The articles in this issue of CPF
Magazine illustrate the importance
of French as a second language in
the futures of young Canadians. In
a compelling interview, leading
2 Canadian Parents for French Vol 2 • Issue 2 • 2015
When I was in school
I never knew how great
an asset learning
French would be.
researcher, Ellen Bialystok, describes the
benefits of bilingualism on brain development. Explore the personal stories of why
parents enroll their children in French
Immersion education. Finally, French
Second-Language (FSL) alumni speak for
themselves in a special feature about
the value of French in their careers.
We hope you and your children, and
the people you know, will be inspired by
these stories from across the country as
you write your own story of successful
support for French Second-Language
education. n
Shaunpal Jandu
Editorial Manager
@
New
Faces
Canadian Parents for French
Philip Fenez
On October 19th, 2014, Canadian Parents for French
welcomed our new National President, Philip Fenez. Philip
has been involved in CPF for nine years – his three children
are currently in grades 8, 10 and 12 and all attend French
Immersion programs. Philip has served on the Parent Advisory
Councils of their respective schools, and also on the CPF
Manitoba Branch board where he witnessed the struggles
of various chapters to get French immersion started or to
maintain existing programs. Over the years, he has seen the
varied challenges that exist. Retention of students at the high
school level has been a recent pursuit as well as finding ways
to offer varied options for a small segment of the school
population interested in staying in immersion programs.
Working with small rural budgets is also a common problem.
Philip firmly believes in strengthening partnerships, building
new relationships and advocating for all learners in French
and other languages.
Philip said: “Seeing students who have reaped the
benefits of learning French as a second language and the ease
with which they can flow between both our official languages
inspires me to help others to enrich their lives to the same
degree.”
Nicole Thibault
Effective December 1, 2014, Nicole Thibault began leading
the Ottawa-based CPF National staff. Nicole brings over
20 years of combined leadership experience as an executive
director, vice principal, educational consultant and teacher
whose personal and professional passion is centred on the
promotion of a bilingual Canada for all those who call Canada
home. Nicole is a Certified Association Executive (CAE) and is
fluently bilingual in both official languages. Married, a mother
of two teenage daughters, she believes strongly in the value
of volunteerism. She has volunteered as secretary-treasurer
on the board of directors for the Canadian Modern Language
Review, as vice-president of the board of Canadian Parents
for French – Ontario, and sits as Chair of her daughters’
school parent council.
Nicole says: “I strongly believe in individual bilingualism
as a personal benefit and I am absolutely passionate about
effective language learning as a way to engage more
Canadian students so they, too, can be passionate about
French as a reflection of Canada’s linguistic duality. I have
been afforded the opportunity to attend French language
schools, a bilingual post-secondary institution and to move
freely from one official-language-dominant work milieu to
the other. I am living proof that bilingualism works, and every
child in Canada should be afforded this same right.”
Canadian Parents for French Vol 2 • Issue 2 • 2015 3
STUDIES IN FRENCH HAVE REACHED
NEW HEIGHTS ON THE WEST COAST !
FACULTY OF ARTS AND SOCIAL SCIENCES
• French Cohort Program in Public Administration &
Community Services - A Unique Program in Canada
www.sfu.ca/frcohort
FACULTY OF EDUCATION
• Teacher Education: Core French,
French Immersion, Francophone
• Master’s (online & on-campus)
• Doctorate in Educational Leadership
(hybrid format)
www.sfu.ca/educfr
TAKE THE NEXT STEP WITH US!
Cohort programs en français
Small interactive groups
Student exchange opportunities
Academic & language support
Cultural activities & events
Scholarships & bursaries
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OFFICE OF FRANCOPHONE AND FRANCOPHILE AFFAIRS
WWW . SFU . CA/BAFF-OFFA
4 Canadian Parents for French Vol 2 • Issue 2 • 2015
Burnaby
|
Surrey
|
Vancouver
| British Columbia
Bilingual Benefits
Is it Worth the
Trouble of Learning
French Anymore?
This feature was produced by Véronique Herry-Saint-Onge,
in partnership with The Huffington Post Canada.
T
here’s no doubt Canadians are facing an extremely competitive
job market. In January 2014, Statistics Canada revealed there are
three times more people applying for jobs than there are openings.
But there are also public servants retiring at an increasing rate,
with 4,800 to 6,000 bilingual positions needing to be filled every year in
federal government roles. A 2009 parliamentary committee report noted
there are not enough bilingual graduates to fill these positions, though
job prospects at the federal level have changed dramatically since the
Tories’ March 2014 budget, which aims to cut 19,000 positions in the
public service.
Still, if job seekers want something to set them apart from the
rest, French/English bilingualism could be the key. For Meaghan Jones,
25, this was certainly the case.
Jones is sitting in a busy coffee shop during her lunch break, with
her hands wrapped around her coffee mug. She recalls being one of the
many looking for a job after graduation from the University of Ottawa
Continued next page 4
Canadian Parents for French Vol 2 • Issue 2 • 2015 5
“Employers in all sorts of sectors
are looking for bilingual employees,
from customer service to accounting
to communications and marketing.”
6 Canadian Parents for French Vol 2 • Issue 2 • 2015
worldwide, bilingual employees can work with multinational
corporations operating in, or with, these countries. Exports
from French-speaking countries represent 19 per cent of
world exports, creating a sizeable market requiring French
speakers.
The benefits of bilingualism in the job market can also
extend to individual income.
A 2010 study from Louis Christofides and Robert Swidinsky
of the University of Guelph found that men outside Québec
who know both languages earn an average income 3.8 per
cent higher than those who speak English only, while bilingual
women earn 6.6 per cent more.
Figure 1:
Employment rates for the population, aged 15 and over
80%
70%
60%
Employment Rates
two years ago, and settling for a volunteer position in the field
in which she was interested.
After almost a year, a permanent bilingual position opened
up in the office and her French language skills gave her an
advantage, landing her the job. Jones now works as a parole
officer for the Correctional Service of Canada in Toronto.
“My language skills were crucial in getting this job,”
she says. “In my position, I am responsible for all of our
French-speaking clients so I can interact with them in their
first language. I also provide additional French services
whenever needed.”
The federal government of Canada is the largest employer
in the country and the largest employer of bilingual workers.
That same 2009 parliamentary committee study revealed that
out of almost 180,000 government positions, 72,000 were
designated bilingual.
Jones says her parents believed having French as a second
language was important and would allow for more opportunities in the future for their children, so they enrolled her and her
brother first in a French immersion school, then a French first
language school.
They’re not alone in this reasoning. A 2007 survey Canadian
Attitudes Toward Learning revealed that 60 per cent of parents
cited increased job opportunities for their children as the reason
for enrollment in French immersion.
A 2006 research poll by Decima, on behalf of Canadian
Heritage, revealed almost 70 per cent of Canadians felt
bilingualism improved employment and business opportunities
for all Canadians. According to the same survey, eight out
of 10 Canadians believe finding employment is a good reason
to become bilingual.
“There’s a lot more opportunities for bilingual workers
who can read, write and express themselves orally in both
official languages,” says Jeanine Macario, a recruiter with
Anne Whitten Bilingual Recruitment.
These bilingual employment opportunities go well beyond
government. “Employers in all sorts of sectors are looking for
bilingual employees, from customer service to accounting to
communications and marketing,” says Macario.
There are over seven million Canadians with French as a
first language and one million of these are found outside of
Quebec, representing a large client base. With an increasingly
globalized world, where more than 30 countries have French
as an official language and 220 million plus French speakers
50%
40%
30%
20%
10%
0%
Bilingual
English only
French only
Source: 2006 Canadian census – 20% Sample Data Statistics Canada
In Toronto, Francophone workers make roughly $5,000
a year more than the median income of their unilingual
counterparts. They’re also more represented in incomes
higher than $70,000 a year.
Many Canadians are aware of these advantages but
few speak both official languages. Rates of bilingualism are
currently on a downward trend, with only 18 per cent of the
population or 5.2 million people defining themselves as
bilingual, although enrollment in French Immersion seems
to be on the rise across the country.
There are also many Canadians who speak a language
other than French or English, but that may not always be to their
advantage. Alexandra Hill, 25, spent over
six months looking for work in Victoria,
British Columbia, after obtaining her
Bachelor of Commerce. Hill, who speaks
Spanish fluently, says it didn’t help her
job search.
“As I was looking, I was definitely
wishing I spoke French. I think it would’ve
helped me a lot in finding a job quicker.
“There were lots of postings for
bilingual workers, and some positions
even required Mandarin but my Spanish
skills did not seem to set me apart from
the rest,” she says.
With China opening its borders and
becoming a bigger player on the world
stage, Mandarin is set to become more
prominent and certain job seekers and
parents are wondering if perhaps it’s the
language of the future, potentially at the
expense of French.
“More and more people without a
Chinese background have started to come
to Chinese language classes,” says John
Stowe, a Mandarin professor at the
Chang School of Continuing Studies at
Ryerson University.
The benefits of
bilingualism in the
job market can
also extend to
individual income.
“But the numbers aren’t as high as
most people would assume,” he adds.
In a piece last year in the National
Post, Tasha Kheiriddin stated that, “While
it might arguably open more doors to
learn Mandarin or Spanish, learning any
second language will increase a child’s
chances for success. And having two
official languages sets our entire country apart on the world stage, allowing it
to participate in both the Francophonie
and the Commonwealth, a unique bridge
between cultures and worldviews.”
This notion of bilingualism or multilingualism also tends to be associated with
other attributes and cognitive benefits
such as dedication, since learning a new
language is no small undertaking, as well
as cultural sensitivity. These traits are
increasingly valued in the globalized
world, says Monica Heller, co-chair of the
sociology department at the University
of Toronto.
For Meaghan Jones, although some
people in her office at the Correctional
Service of Canada speak other languages,
it’s those French language skills that allow
her to stand out.
“It’s been completely invaluable,”
she says.
Despite competition from other
languages, knowing both French and
English opens up the doors for jobs in
Canada – along with all the economic
benefits that come from them.
In a competitive job market and a
globalized world, everyone’s looking for
qualities to help them stand out from
the pack. While it’s no small feat to learn
another language, it can reap huge
rewards down the road. n
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Canadian Parents for French Vol 2 • Issue 2 • 2015 7
8 Canadian Parents for French Vol 2 • Issue 2 • 2015
Bilingual Brains
are more healthy
By Ellen Bialystok, originally retrieved from The Guardian, a weekly British newspaper.
Ellen Bialystok is a cognitive neuroscientist whose research has shown that speaking two or more
languages on a regular basis from a young age can have a positive effect on the brain. Not only does it
enhance cognitive abilities, being bilingual can also delay symptoms of Alzheimer’s disease. Bialystok is
a distinguished research professor of psychology at York University in Toronto, Canada. Last year, she
was awarded a $100,000 Killam prize for her contributions to the social sciences.
What was the first indication in your
research that bilingualism had neurological
benefits?
It came from children’s ability to understand the
structure of language as well as the meaning. This is called
metalinguistic knowledge, and it’s the key to using language for
learning, for literacy, for thinking, for logic. To assess how far
along they are in metalinguistic development, we would ask
children between the ages of five and nine to judge whether or
not a sentence is grammatically correct, however nonsensical it
may be. The example I use is: “Apples grow on noses.” It’s very
hard for kids to say that’s OK grammatically: they want to tell
you that apples don’t grow on noses. We found that bilingual
children were better able to do this.
Why?
It relates to the essential problem of bilingualism.
When a bilingual person is speaking in one language,
research shows that the other language is active in
his or her mind. That creates a problem: how do you
select from the language you need without this other active
language getting in the way? In my view, you incorporate a
cognitive system called the executive control system, whose
job it is to resolve competition and focus attention. If you’re
bilingual, you are using this system all the time, and that
enhances and fortifies it. And that’s why bilingual children
can say that “Apples grow on noses” is said the right way:
they are accustomed to resolving the conflict between form
and meaning.
Metalinguistic superiority aside, what
other advantages are there?
The cognitive enhancement across the life span of a
bilingual person is quite dramatic. It turns out that
something as ordinary as speaking a couple of languages reconfigures the brain network in a way that positively affects certain
things that brains do.
Can you give an example?
We did a study at the Baycrest geriatric centre in
Toronto in which we identified 200 clear cases of
Alzheimer’s disease and looked at the patients’
backgrounds to see if they were mono- or bi-lingual.
Then we looked at how old they were when the family noticed
something was wrong and when they were formally diagnosed.
In both cases the bilinguals were significantly older, by about
four years. We repeated that study using another 200 patients
and got identical results.
Continued next page 4
Canadian Parents for French Vol 2 • Issue 2 • 2015 9
Language should be a central part of the curriculum but not because
bilingualism postpones the onset of dementia: any intellectually engaged
activity requiring intense involvement will keep your brain healthy.
What conclusion did you arrive at?
It was possible that bilingualism protected the brain
and they didn’t get Alzheimer’s disease as soon, but
I never thought that. We did a second study with 20
monolinguals and 20 bilinguals, all about 75 years
old. They had all been diagnosed with Alzheimer’s, and they
were at exactly the same cognitive level, so you would expect
them to have the same level of damage in the medial-temporal
cortex. But when we looked at their brains, we found that the
bilinguals had significantly more damage than the monolinguals.
They had more advanced Alzheimer’s but they were functioning
at the same level. That’s the advantage: they could cope with
the disease better.
Do you have to be bilingual from a young
age to experience cognitive and healthrelated benefits?
It’s very hard to know. My view is that late-life
language learning is probably beneficial, not because of
bilingualism but because learning a language is a stimulating
mental activity and a good way to exercise your brain.
Are the benefits cumulative? If you speak
three or more languages fluently, will you
be three or more times better off?
There are hints of evidence supporting the idea
that three languages are better than two. But here’s the problem. The vast majority of bilinguals did not choose to become
bilingual because they had a talent for languages: they became
bilingual because life required them to. Trilingualism is usually
more of a choice, a luxury option associated with intelligence,
language talent and education. The benefits are more difficult
to measure.
10 Canadian Parents for French Vol 2 • Issue 2 • 2015
In Britain, we are notoriously bad at
learning foreign languages because we
have English to rely on. Does this mean
that nations that do not speak a globally
recognized language have healthier brains?
That’s the logical prediction but the reality is much more
complicated. When we do our research we go to great pains
to make sure that the people in the two groups are the same
on everything else we can think of measuring. When you
move across nations, you have national differences in wealth,
education, social circumstances, health, etc., that contribute
to healthy aging, for example, so finding a difference between
two nations is very difficult.
Should curriculum setters take notice?
Language should be a central part of the curriculum
but not because bilingualism postpones the onset
of dementia: any intellectually engaged activity
requiring intense involvement will keep your brain
healthy. Learning other languages is important because it helps
you understand other people, other cultures, and other ways
of thinking. Even if it didn’t change your brain, there are just so
many benefits. n
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Canadian Parents for French Vol 2 • Issue 2 • 2015 11
Sharing
French
Fostering Strong
Relationships between
Canada’s FSL Groups and
Francophone and Acadian
Communities
By Marie-France Kenny, President, Fédération des
communautés francophones et acadienne
12 Canadian Parents for French Vol 2 • Issue 2 • 2015
The author is the president of the Fédération des communautés francophones et acadienne (FCFA) du Canada,
a national organization that is the primary voice of French-speaking minority communities in nine provinces
and three territories. This article is inspired from Ms. Kenny’s presentation during CPF’s 2014 Convention.
A
few years ago, the FCFA was invited to take part in a
forum on bilingualism during the Canadian Federation of
Students’ national congress. At some point in the very
positive discussion with the participants, a delegate from
Dawson College commented on the scarce opportunities she
has, in her environment, to discover Francophone culture and
artists. Her message: although it is all well and good to protect
the French language, it is important to share it as well.
This point of view fits in quite well with our organization’s
view of a rapidly changing Canadian Francophonie. For decades,
the French-speaking minority communities represented by
the FCFA were primarily composed of individuals with French
as their mother tongue. With the influx of immigrants and the
increasing popularity of French immersion, this is no longer the
case. Since 2007, the FCFA has defined Canada’s Francophone
and Acadian communities as including all those who choose to
speak French and live part of their lives in French, regardless of
their origin or mother tongue.
In its 2014-2017 strategic plan, the FCFA has taken further
steps to walk the talk: one of our goals is to reach out more
deliberately to other groups in Canadian society that support
linguistic duality – namely, FSL and French immersion organizations. On a local level, English-speaking parents are actively
involved in their children’s French first-language or immersion
education, and indeed, several ties already exist at the provincial/territorial level between the FCFA’s member associations
and CPF’s chapters. On a national level, an organization like
the FCFA, which actively speaks out on several issues related
to linguistic duality, and one like CPF, which seeks to promote
and increase opportunities for Canadians to learn French,
can both benefit from stronger ties and an enhanced
collaborative relationship.
There is no shortage of issues where joint or mutuallysupportive action could be beneficial. These include the
ongoing shortage of spaces in immersion programs in the
face of increasing demand, the campaign to make our national
capital an officially bilingual city, or the future of CBC/RadioCanada. In addition, the upcoming celebrations of the 150th
anniversary of Confederation in 2017 provide an opportunity
to emphasize linguistic duality as an intrinsic part of Canada’s
fabric, history and future.
In a 2012 presentation before the House Committee on
Official Languages, the FCFA noted that although linguistic
duality was widely accepted, opportunities for dialogue between
different components of our society are limited, and that for this
reason the Canada 150 celebrations should aim at rekindling in
Canadians a drive to get to know one another. Activities that
allow youth from each official language group to learn more
about their specific realities, for example, would go a long way
toward reaching this goal. In another presentation before the
same committee in 2013, the FCFA added that enabling every
Canadian who wants to learn French to do so would be a
great way to invest in our collective sense of togetherness.
These issues are language issues, but in a broader
sense they are Canadian issues. By tackling them – and other
issues - in a collaborative manner, Canada’s Francophone
and Acadian communities and FSL groups may send a strong
message as to the added value of linguistic duality in this
country.
But, as the saying goes, “it takes two to tango.” This is
why I was pleased to have the opportunity last October to
meet and converse with several delegates at the 2014 CPF
Conference. The questions I put to the participants in this
workshop entitled “Fostering Relationships” still warrant
further discussion: how important is it to each of our networks
to establish these links? What benefits would there be for the
groups we each represent? And what would it take to bring
this to fruition? The FCFA is looking forward to continuing the
dialogue on these questions. n
Canadian Parents for French Vol 2 • Issue 2 • 2015 13
8 Reasons to Learn French
1. French is spoken throughout the world
More than 200 million people speak French on five continents. French is the largest foreign language learned after
English and the ninth most spoken in the world. It is the only language, other than English, that is taught in every
country of the world. France has a large network of cultural establishments abroad where French courses are
taken by more than 750,000 people.
2. A language of employment opportunities
While English multiplies your chances in the
international hunt for employment, knowing French
opens the doors to working for French companies
in France as well as abroad in Francophone
countries.
3. The language of culture
French is the international language of cooking, fashion, theatre, the visual arts, dance, and architecture. Knowing
French provides access to original versions of large texts of French literature as well as understanding French in
cinema and song. French is the language of Victor Hugo, Moliere, Leopold Sendar Senghor, Edith Piaf, Jean-Paul
Sartre, and Alain Delon.
4. A language for traveling
France is the most visited country in the world with more than 70 million visitors each year. With a knowledge of
the French language, it is often more enjoyable to visit Paris and all the regions of France (from the warmth of the
Côte d'Azur in the south, to the snow-covered Alps and the untamed coasts of Brittany) and to take in the culture,
the attitudes, and everyday life of the French.
14 Canadian Parents for French Vol 2 • Issue 2 • 2015
5. The official language of international relations
French is the official language of the United Nations, the European Union, UNESCO, NATO, the International
Olympic Committee, the International Red Cross... and many other international judicial groups.
6. A language for opening oneself to the world
French is the third language on the Internet after English and German, and ahead of Spanish. Knowing French
opens up a world of communications with Francophones throughout the world, as well as providing access to
French media (TV5, France 24, Radio France International).
7. A language for learning other languages
Learning French helps in learning other languages, notably the Latin languages (Spanish, Italian, Portuguese, and
Romanian). More than 50% of the English language has French origins, so knowing French will help with English too.
8. The language of love and spirit
French is often called "the language of love" as it is so rich and melodious. French is also an analytical language
which structures thoughts and develops critical thinking.
Canadian Parents for French Vol 2 • Issue 2 • 2015 15
CPF MAGAZINE
RECOGNITION
RECOGNIZING
our Volunteers
16 Canadian Parents for French Vol 2 • Issue 2 • 2015
CPF MAGAZINE
RECOGNITION
Canadian Parents for French hosts thousands of activities across the country from Concours d’art
oratoire, to French movie nights, to information sessions. These activities could not have been made
possible without the hard work of our dedicated volunteers who give freely of their time and energy
to ensure the goals of CPF are achieved.
The National Office and Provincial Branches of Canadian Parents for French offer recognition awards to
volunteers who have demonstrated a continued commitment to the organization and the vision that
French Second-Language remains an important characteristic of Canada’s nationhood.
Here we recognize these volunteers and thank them for all their hard work.
CPF National
It was with great pleasure that Canadian
Parents for French recognized Janine
Morgan from the Grand Prairie Chapter
in Alberta, as the recipient of the 2014
National Volunteer Appreciation Award.
Janine’s behind–the-scenes
work ethic is an asset that not only allows her Chapter to
flourish but continues to make a strong impact within the
community it serves. Janine understands how to create
effective partnerships and inspire those in the private and
public sector to move forward on projects that are a benefit
to all those seeking more access and resources to French
Second-Language education.
Janine’s vision, energy and passion for high quality French
education has been proven in her twelve year length of service
to CPF. Her knowledge of French education, persistence and
ability to raise issues to fellow parents, teachers and community
members has been, and remains, something of great value. It
is with overwhelming pride and gratitude that we thank Janine
Morgan for her volunteerism over the years; her time and
commitment has resulted in the achievement of goals at both
the local and National levels as well providing inspiration to the
community she serves.
CPF Alberta
This year’s Volunteer of the Year Award
recognized the contributions of two
remarkable individuals: Cherie Day of
CPF Parkland and Jennifer Mailer of
CPF Ardrossan.
Cherie Day is a dedicated CPF
member and educator whose love for French is contagious.
Since joining the CPF Parkland chapter she has stepped in to
help by not only taking on the chapter liaison role, but
subsequently moving on to become the secretary and
Chapter contact.
Jennifer Mailer’s service has been an invaluable asset
to not only her Chapter but CPF as a whole. Besides chairing
meetings and attending numerous events on behalf of her
CPF Chapter, Jennifer also organizes information evenings (and
membership drives) at the elementary, junior and senior high
schools in the Ardrossan area.
It is thanks to the generous actions of members like Jennifer
Mailer and Cherie Day that CPF is able to give more back.
CPF Newfoundland
and Labrador
Cecilia Bungay has been dedicated to
French Second-Language learning since
the beginning of her own post-secondary
education. It is through her hard work
that the French Summer Camp program
in Marystown came to exist as well as its annual Carnival. In
times of diminishing membership and interest, Cecilia played
a key role in identifying new volunteers and organizing the
new executive.
CPF Northwest Territories
A CPF member and former Chapter
President, Madelon Haener has contributed to the organization for almost
ten years. In 2013-14, she organized
and held over 17 events engaging
more than 1,000 participants. Madelon
has successfully written funding proposals, negotiated partnership agreements, and chaired Chapter board meetings.
Canadian Parents for French Vol 2 • Issue 2 • 2015 17
CPF MAGAZINE
RECOGNITION
Her unwavering support and tireless advocacy on the benefits
of French Second-Language learning has been motivation for all
those she has been in contact with since joining CPF, and for
that we want to say “thank you.”
CPF Nova Scotia
This year’s Volunteer of the Year
Award was presented to two
exceptional individuals: Isabelle Pédot,
Alliance Française, and Paul Hollett,
Kings-Edgehill School.
Both volunteers were recognized
and celebrated for their continued support of the Concours
d’art oratoire. Isabelle Pedot and Paul Hollet not only attended
and judged the Concours, but encouraged and organized
volunteers to participate in the event. Both recipients are
valuable supporters of CPF Nova Scotia and continue to
contribute greatly to the organization.
Our thanks and appreciation to all of these
wonderful volunteers – CPF would not be
what it is today without all of your significant
contributions to supporting and promoting
French Second-Language education
and learning.
CPF Ontario
Cheryl Diffin is responsible for bringing
the French Immersion program to
Kincardine (now in its ninth year!).
When faced with setbacks she is
positive and determined to ensure
people continue looking for solutions
to keep the French Immersion program viable. A CPF member
for many years, Cheryl is an “ideas person” and is constantly
looking for ways to promote opportunities for French programs
in her community.
CPF Saskatchewan
Since joining the CPF-SK Board of
Directors on June 5, 2010, Alex Sokalski
has been active in all aspects of CPF’s
work. Whether it is an office request to
grant an interview; a request to translate
a media release; or to proof a registration
form, Alex is incredibly generous with his time and academic
knowledge. His rich professional and personal life experience,
as well as his counsel on governance and leadership best
practices is instrumental to the Branch Board of Directors
and to CPF-SK as a whole. n
Le Campus Saint-Jean, un leader pour son milieu
de vie où chacun apprend au contact des autres.
csj.ualberta.ca
18 Canadian Parents for French Vol 2 • Issue 2 • 2015
SPECIAL FEATURE
How Learning
French Helped
My Career
Canadian Parents for French Vol 2 • Issue 2 • 2015 19
Jennifer Grant NL
I
started learning French in grade
six, when my school participated
in a pilot project for Intensive Core
French. Then, in grade seven, I started
late French Immersion. I continued in
French Immersion in high school, and
during the summer after grade 10,
I participated in a five week EXPLORE
French Immersion program at Université
Sainte Anne in Nova Scotia. I loved the
program so much that I returned
a second time after grade 11.
After high school, studying French
in university seemed like an obvious
choice. I was able to participate in a
three-month exchange program in
Saint-Pierre-et-Miquelon during my
first year, and to find work opportunities in French while I continued my
studies. While working toward my
degree, I worked for a bilingual market
research company, for Parks Canada,
and for Canada Revenue Agency.
When I started my first degree,
I thought I would end up becoming a
French teacher. As I took more courses, however, I discovered that I wasn’t
passionate about teaching, but that
I really enjoyed translation. I moved
to Ottawa to study at the University
of Ottawa’s School of Translation and
Interpretation.
I moved back to St. John’s,
Newfoundland last May, and now I
work both as a freelance translator
and editor, and as a Tourism Development Manager for a francophone
organization called Réseau de
Développement Économique et
d’Employabilité de Terre-Neuveet-Labrador (Newfoundland and
20 Canadian Parents for French Vol 2 • Issue 2 • 2015
My advice for current
French Immersion
students is to keep
learning even when
you think you know
enough, and always
take every opportunity
to speak, live, and
work in French.
Labrador Economic and Employment
Development Network). I work to
promote Newfoundland and Labrador
as a tourist destination in Francophone
markets, and I also help businesses
in the tourism industry develop their
French services and target Francophone clients. I manage a French tourist
information website, and several
social media accounts. My colleagues
are all Francophone, and we work in
French 100% of the time. Working in
my second language is still challenging
at times, but I am constantly learning,
and it has gotten much easier over
time.
My advice for current French
Immersion students is to keep learning even when you think you know
enough, and always take every
opportunity to speak, live, and work
in French. Even though I have been
studying French for many years, I still
learn something new every single day,
and I have to keep working to improve.
It isn’t easy to learn a second language,
but I think you will be surprised at how
being bilingual can open many doors
for you after you graduate. n
Laura Stewart BC
A
few years ago, a friend tried to
describe what it felt like for her to
live between two languages; she
told me it felt like being “assis entre
deux chaises,” or hovering between
two chairs. Learning a language means
more than learning how to say phrases
and use funny words.
Here on the West Coast we often
feel removed from the rest of the
French presence in Canada. Rarely do
we hear French in the streets and even
more unlikely are we to interact with a
stranger in French. So why do we still
study it? Why is it still mandatory in
schools?
I graduated from Late Immersion
in the Gulf Islands in British Columbia.
Now, I have wound up doing what
I swore through high school I never
would: teaching in the same program
in North Vancouver. I teach Canadian
History and Français and I try to inspire
in my students the same passion for
the French language I found so many
years ago.
Since a young age, I always knew
I wanted to study in immersion but
I have never known exactly what
pushed me towards the program.
Perhaps it was the draw of exchanges,
or the appeal of being able to speak
two languages. Had I known how
difficult it would be, I sometimes
wonder if I would have started at all.
But to this day, I remember the exact
moment, in Grade 6 Science class,
when I realized I could listen to the
teacher’s explanation of biomes in
French…. and understand.
Throughout high school I found
French grammar hard, but learning
about the culture kept me going. I
remember being fascinated by the
French traditions, different holidays,
and “strange” French sayings our
teachers would tell us about. Our
teachers and parents told us so many
For me, the French
language inspired my
love of travel, my love of
history, my love of good
food, and most of all,
my career.
I had to survive in a foreign language,
all alone and on the other side of the
world. This is no small feat and it’s one
thousands of students across Canada
undertake every day. While I came out
of the exchange comfortably bilingual,
I do not think that was the most important takeaway.
Without realizing it, learning a
second language teaches us patience
and tolerance… for our own struggles
to express our thoughts, for those who
speak many languages every day, for
students learning new material and
for the cultural differences that exist
around the world. Learning a second
language also offers us an appreciation for nuances in our own culture we
wouldn’t otherwise see. In France
I was teased for being “la Canadienne”
when I wore my raincoat and running
shoes, but it had never occurred to me
that that was a Canadian thing to do.
To every second language learner
out there, be you starting, advanced
or somewhere “entre deux chaises,” I
cannot encourage you strongly enough
to stick with it. For me, the French
language inspired my love of travel, my
love of history, my love of good food,
and most of all, my career. What could
a language inspire for you? n
times how much this bilingualism
would benefit us in the future… but it
all seemed so far away!
In Grade 12 I decided to take
the plunge and pursue my French. I
entered SFU’s French Cohort Program,
where all my courses from History to
Stats were in French. For an Immersion
student this was nothing new, but in a
big university I started to realize how
novel it was.
In my third year, I travelled to
Strasbourg to complete an exchange
at Université Sciences Politiques
Strasbourg. For the first time in my life,
Canadian Parents for French Vol 2 • Issue 2 • 2015 21
Henry Annan NS
I
may have told the story a few times
now about an encounter I witnessed
during a trip to Quebec City. I was
standing in line at a food court, waiting
to purchase a sandwich for lunch. I
overheard the customer in front of
me make his order in English. Before
he could finish however, the server
interrupted, “Sorry, I don’t speak
English.” The customer responded,
“Well, I don’t speak French.” The two
stared silently at each other, contemplating how to proceed. Eventually, a
bilingual server who was about to go
on break took over the till. I was all too
pleased to place my order in French
once my turn came, thus avoiding a
similar awkward situation.
Although this encounter occurred a
few years ago, it left a lasting impression,
and reminds me about the importance
of bilingualism in today’s society. I
started studying the French language
in first grade in Ghana, where it was
part of my school’s curriculum. At that
young age, I was excited about the
prospect of being able to learn another
language. Today, I view the French
language and culture as part of my
Canadian heritage. After all, it is one
of the official Canadian languages. I
continued to study French, first in the
classroom and then by finding my own
ways of learning outside of the classroom. I spent time in French-speaking
communities in Cape Breton, Nova
Scotia, participated in the five-week
Explore French Immersion Program,
and competed in the Canadian Parents
for French Concours d’art oratoire.
I also developed an interest in
Francophone movies, music and literature, thus discovering another avenue
to learn French.
22 Canadian Parents for French Vol 2 • Issue 2 • 2015
Currently a first year
student in medical school,
I know that being
bilingual will allow me
to reach a wider
patient population.
Bilingualism helps
to build stronger
communities both
locally and globally.
Currently a first year student
in medical school, I know that being
bilingual will allow me to reach a
wider patient population. Research
shows that patients respond better
to physicians and allied healthcare
providers who speak to them in their
native languages. I have witnessed
this personally working with Frenchspeaking doctors and interacting
with French-speaking patients. Many
hospitals nowadays are equipped with
medical interpreters. However, it is
not difficult to understand how the
introduction of a third party can alter
the patient-physician relationship.
Having more French-speaking physicians in our communities augments the
quality of interpersonal care among
Francophone patients. My ability to
speak French has also allowed me to
connect with French-speaking peoples
outside of my immediate community
in France, Quebec and here in Nova
Scotia. It is always special to be able
to communicate with people in their
native language.
Bilingualism helps to build stronger
communities both locally and globally.
Our ability to communicate effectively
with each other will determine how
well we are able to solve global
problems and create opportunity for
people of all cultures. Students learning French as a second language should
thus be encouraged in their pursuit of
bilingualism to increase their competitiveness while at the same time benefit
from the satisfaction that comes from
being able to contribute meaningfully
to the wider community. n
Victoria Wishart AB
M
y name is Victoria, and I am
a proud French Immersion
graduate. I have enjoyed so
many opportunities to use my French
language skills since leaving my school
days behind me, and I owe much of my
career success to those skills as well.
I began my French adventure in
grade two in Saskatoon where the
program was just in its infancy. My
small class of 16 took great pride in
being the leaders of the pack, as we
moved from one grade to another and
were always the oldest in the program.
My family decided to move to Ontario
after my grade nine year, and I was
quite dismayed that taking French
Immersion was not an option for me
going into grade 10. I ended up taking
the OAC (or Grade 13) French class
which was the highest level available,
then had no further option for grades
11 and 12, so I went without French
language instruction for a couple
of years.
After high school, my best friend
and I decided to live and work in
Quebec City for about nine months.
As one can imagine, two teenage girls
being away from home for the first
time and in such a beautiful and
exciting place, there was much fun to
be had! In hindsight, we maybe could
have taken in more museums and seen
more culture in the forms of plays or
concerts, but I like to think that our
socializing and living as “Quebecois”
for that time was just as important
an experience. Without a doubt, my
French language skills were expanded
and even engrained in my brain; I
remember well the day I woke up and
realized that I had been dreaming in
French. It was official – I felt bilingual!
Following that fantastic fullyimmersed experience, I went to
University and took a Bachelor of
Engineering degree in English. It was
French language skills
can open so many doors
for you, so be proud
that you have embarked
on this journey and
stick with it!
a pretty full course load, but I did
manage to squeeze in two French
classes over the four years. Even
though it wasn’t a lot, it was enough
to keep my facility with French,
because I often sought out people
with whom I could practice.
My most important practice
partner was my grandmother, Lucille.
She had been born Francophone, and
then married my grandfather as a
teenager. After moving to Ontario,
she no longer spoke French, and lived
as an Anglophone well into her 80’s.
Sadly, she developed Alzheimer’s
disease and rapidly began to lose
her English-speaking abilities, so
communicating in French was her
only option. It was a pretty wonderful
feeling to see her face light up when
she heard me speak French! It truly
felt a gift to both of us, being able to
communicate in French.
I have had both personal and
professional opportunities with French.
Travelling across Canada, throughout
Europe, and in the Caribbean, I have
often been surprised by how frequently being able to speak French has come
in handy. It has allowed me to help
some lost travelers, get better service
at restaurants, haggle on pricing and
meet new people. Maybe even most
importantly, speaking French has
helped me impress my own teenage
daughters!
Today, I am a Mechanical
Engineer, working for an International
Oil and Gas company. We have offices
all over the world, and on a regular
basis, I get called in to handle inquiries
and speak with customers in French.
My language skills have helped to put
me at the top of the list when there
is travel required for a project, and I
am pleased to say that I have had the
opportunity to travel abroad several
times with my position. Much of the
language I now use is technical and I
certainly did not learn it while I was in
school, but having the basics and the
confidence to speak has made learning
the new words much easier.
I am very grateful for the opportunities that I have made for myself
and for those which have fallen in my
lap simply due to my ability to speak
another language. My message to
students in the program today is this:
French language skills can open so
many doors for you, so be proud that
you have embarked on this journey
and stick with it! n
Canadian Parents for French Vol 2 • Issue 2 • 2015 23
Megan Macdonald PEI
I
can still sing a few songs I learned
in grade one. Two in particular
are forever etched in my head,
although the tunes are not particularly noteworthy. One is for the verb
”avoir,” the other for “être” (it always
seemed an oversight to leave out
“aller”). Memories of singing verbs,
participating in the Concours, and
performing songs at the holiday
concert are just some of the images
I retain from Early French Immersion
on Prince Edward Island.
Although my parents explained to
me when I started school everything
would be in French, which set it apart
as different, there was never anything
with which to compare the experience. I don’t recall it being difficult.
Throughout the twelve years having
two languages became a part of what I
carried with me wherever I went. The
occasional school trip or exchange with
other students across Canada showed
that speaking French led to friendships,
better understanding, good food, and
mutual appreciation.
High school is the first time I
remember thinking that French would
let me achieve my career goals. A bilingual theatre troupe, Tintamarre, from
Mount Alison University, presented a
piece of theatre that showed me how
French could open doors to exciting
opportunities; French was dynamic
and creative and fun. Building on the
knowledge that French could help in
creative industries, my interest in
travel was sparked through exchange
students from France, Belgium,
Denmark, and Spain. They showed
directly that behind each of their
languages were distinct cultures that
were waiting to be discovered. It was
my confidence in French, and language
learning more broadly, that led me to
take the risk on a new language and
apply for a Rotary Youth Exchange
in Germany.
24 Canadian Parents for French Vol 2 • Issue 2 • 2015
My advice to students
and parents today:
learning French will
take you places you
never imagined.
I spent a year in Germany and
credit the speed with which I learned
German to the foundation laid by
French Immersion. My brain was ready
to absorb a third language and French
also provided a way for me to communicate throughout my travels. Later, I
was able to continue with some French
courses at University (always centred
on theatre). However, it was after
university when I got my first job that it
became clear that French had shaped
the course of my life.
In 2000 the Canadian Government
was looking for people to host visitors
in Germany during the International
Exposition. They needed people who
spoke English, French and German
from every province and territory;
from over 2,000 applicants they chose
71. For six months I switched between
three languages constantly, cementing
them seemingly at a cellular level. In
a national language debate that can
sometimes be divisive, those of us
who worked together at the Expo
experienced that which unites the
country on a daily basis.
Since university I’ve been hired
for many projects with the Department
of Canadian Heritage. My French
has improved with every job and
my vocabulary has increased (“State
Funeral” and “half-masting of the flag”
were new to me!) with patient help
from colleagues. French has been a
prerequisite for the jobs I’ve done, and
the ability and interest to keep learning
has made it a wonderful part of those
experiences. I’ve travelled with Her
Majesty Queen Elizabeth II, organized
a State Funeral for a former Governor
General, helped with constitutional
amendments, and Canada Day on
Parliament Hill. In between I completed
graduate studies in the UK and was
able to read source texts in the original
languages as part of my studies. Other
graduate students would come to me
for help and wish that they had had
the opportunity to learn languages in
an immersion environment.
Language has become the best
puzzle I’ve ever found and I’ve now
taken lessons in eight languages. They
all come with me every day. One of
my favourite challenges is to use a
new word or phrase seamlessly in a
conversation – if no one notices, I
usually have to stop myself from
grinning broadly and giving it away.
I read, write and speak French every
day and am often the only Anglophone
amongst my colleagues.
My advice to students and parents
today: learning French will take you
places you never imagined. n
Alison Nickson NB
I
remember quite well when the time
came for me to choose if I wanted
to enter French Immersion. It was
2001, I was in 5th grade and the Late
Immersion program would be offered
at my new middle school in Saint John,
NB. My parents presented me with the
advantages for my future and allowed
me to make the decision. Initially, I did
not wish to enter the program as the
thought of having to always speak a
language I didn’t currently know was
terrifying to me. I was smart but painfully shy, and I did not enjoy or excel in
my Core French classes in elementary
school. Eventually, I was swayed by
promises that French immersion would
give me a professional advantage later
in life and also by learning that my
cousin, whom I idolized, had decided
to begin FI. I recall the first couple of
days in French Immersion as being a bit
unnerving, made so not only by change
of language, but also by the transition
from elementary to middle school.
However, once friends were made
and I experienced how helpful my
teachers were, things began to feel
normal and not nearly as scary or difficult as I had imagined it. Our teachers
were always there to patiently explain
things until we had fully understood,
and to help guide us in expressing
ourselves in a new language. I began to
enjoy learning French immensely and
I often felt like I was part of a special
group. I became so passionate about
French that in high school I decided
to go on a three month exchange to
Quebec, which was an enriching
experience that I would recommend
to any FI student.
One thing that kept me motivated
in the immersion program was the
belief that I would use my French in
the real world and that it would help
me get ahead professionally – a belief
that for me has shown to be very true.
Being able to speak French has proved
highly advantageous in my professional
Remember that being
able to speak a second
language can take you
so many places,
whether it is around
the world or ahead in
the job market.
life. Not only was I able to land excellent
jobs as a university student with
programs and facilities that required
bilingual staff, but as a Registered
Nurse it has placed me ahead of many
unilingual colleagues in the job market.
At the time of my graduation from
university there were many lay-offs in
New Brunswick hospitals, and full-time
jobs for new nursing graduates were
much sparser than they once were.
I feared that I would not find work
promptly. Nonetheless, I was quickly
hired by a hospital into a bilingual
position. In my current position in
Moncton, NB, I care for Francophone
patients nearly every day. Being able
to provide a service to someone in
their preferred language greatly
impacts their satisfaction, and in my
job as a nurse, that means a lot. I feel
it can make a big difference in the care
I give. I will soon begin a new position
in a specialized department that serves
the entire province of New Brunswick.
As such, my being able to speak French
was a necessary qualification for the
position. It is in situations like these
where I am proud of my French
language skills and very glad I made
the decision to enter French Immersion so long ago.
In directly addressing students in
a French Immersion program, I would
tell them to remember that being
able to speak a second language can
take you so many places, whether it
is around the world or ahead in the job
market. I encourage them to remember
that as challenging as learning a new
language can be at times, the experience and end result are worth it. The
pride you will feel when you have
surmounted the obstacles and learned
a valuable new skill is unmatched.
Keep an open mind in the beginning
and remember that it takes some
time to settle in. It is important to
take your French learning experience
into your own hands because, as with
everything you learn, you alone will
decide how far you go with it. Seek out
opportunities to immerse yourself in
the language and show off what you
have learned, both now and after you
finish school, like exchanges, camps,
books, movies, or travel. Congratulate
yourself on learning a second language
for it is an invaluable experience that
opens the door to a whole new world
of possibilities. n
Canadian Parents for French Vol 2 • Issue 2 • 2015 25
Rena Prefontaine MB
A
s a young child, my parents
made a decision for me that would
greatly affect my life. I grew up in
a small town south of Winnipeg called
Ile-Des-Chênes, and I am the youngest
of four girls. Our community of 2,000
was about 80% French speaking and
20% Anglophone.
The French speaking kids attended
the French school and the Anglophone
kids went to the English school; there
were no other options. That changed
in 1976, when I entered the school
system. The school had a new principal
who decided to allow kids from Anglophone families to register their children in the Français Program. At the
time there was no French Immersion
program in Ile-Des-Chênes (it started
two years later). We were part of a
pilot project for the community. There
were six “Anglophone” students who
started school in total French that year
and 13 years later, all but one graduated from the Français program. I still
remember how proud I felt because
I was the only one in my family with
this “great knowledge.”
Our parents had fears, which
aren’t any different from the fears I
hear from parents today. “How will
my child get help with their homework?”, “What if they fall behind?”,
“Will speaking a second language
really give my child a better advantage
in the future?”
I absolutely believe that knowing
a second language has helped me in
my career, and has opened doors for
me that wouldn’t have been possible.
I have worked in many different fields;
If you are a student
currently enrolled in an
FSL program, I encourage
you to stick with it, don’t
close the book on future
opportunities.
I work as a REALTOR®. There are
over 1,800 REALTORs® currently in
Winnipeg. I believe being bilingual
is an advantage to me in my business,
and with competition being so
ferocious, it is important to take
advantage of opportunities where
I can. I have met other REALTORs®
from across our great country who
specifically chose me to work with
their clients because I am bilingual.
Je suis fier pour dire que je suis
bilingue, et je sais que mes parents
ont eu du courage à me mettre en
Français dès le début. (I am proud
to say that I am bilingual, and I am
grateful that my parents had the
courage to put me in Français right
from the start).
If you are a student currently
enrolled in a FSL program, I encourage
you to stick with it, don’t close the
book on future opportunities. Read
to the end of the chapter, be involved
and embrace the opportunities that
knowing an additional language
will bring. n
Restaurant and Hospitality, Customer
Service, Education; in all these careers
I have had occasion to use the French
language that I was taught in school.
I have had amazing opportunities
working at Air Canada and Manitoba
Hydro. In both those companies I was
hired because I was bilingual. Today
Visit cpf.ca to hear an interview with Natalie Fehéregyházi about her experiences
as an FSL student and how she uses her French today!
26 Canadian Parents for French Vol 2 • Issue 2 • 2015
CPF MAGAZINE
fsl research
FRENCH IMMERSION
Program Implementation Costs
A Fact Sheet for Parent Advocates
This information is designed to help you to encourage your school or school district to
implement new or additional French Immersion (FI) classes. It outlines steps which
should be completed before making such a request and identifies the costs associated
with a French Second-Language (FSL) program that would not normally be incurred
in the implementation of an English-language program.
It is important to remember that most costs associated with French Immersion programs
are identical to those of regular English programs. For example, teacher salaries, space and
scheduling – the largest education costs – are required for English programs as well, as
are items like interactive white boards, furniture, operations and maintenance. These
expenditures ought not to be considered French Second-Language start-up costs.
Continued next page 4
Canadian Parents for French Vol 2 • Issue 2 • 2015 27
CPF MAGAZINE
fsl research
Before Approaching Your School or School District
1 Provide parents with information about student achievement as well as the cognitive, academic, and employment benefits of learning French as a second language.
You can find answers to frequently asked questions at: http://www.
carla.umn.edu/immersion/acie/
vol10/may2007_parentsten.html
2 Determine the following:
a. Parental demand.
b. Which type of French SecondLanguage program is preferred and
the instructional hours required by
the program. You can find brief
descriptions of various programs
on the Canadian Parents for French
website: http://cpf.ca/en/files/03_
FI_When_and_Why_E.pdf
c. How many students are needed to
ensure a self-sustaining program?
d. How many students are needed
for the introductory year?
This is discussed in greater detail
in the ”Special Considerations”
section that follows.
28 Canadian Parents for French Vol 2 • Issue 2 • 2015
3 What school has available space?
a. What is the capacity of the school?
What is the school boundary
attendance area?
b. What is the current school
population?
c. How many classrooms are available?
For example, a minimum of five
classrooms may be required for a
fully established FI program from
Kindergarten to Grade 8
d. What is the proximity of the proposed
school to other schools with French
Immersion programs in the district
and in other school districts?
e. Also consider its proximity to
after-school activities and to
middle and secondary schools
to which elementary immersion
students will progress.
4 Are transportation arrangements needed to bring students to the program school?
This is a very important
consideration. Without
transportation, the program
will not reach its potential – costs
will stay high and enrollment will
stay low or reach a ceiling. This is discussed in greater detail in the
“Special Considerations” section, that follows.
5 How many French Immersion teachers will be needed? Are
qualified teachers available?
6 What special education support services will be provided?
7 Determine the sources of provincial/
territorial and federal revenues available to support the French immersion program.
For more information, see Federal and Provincial/Territorial Funding
section that follows.
CPF MAGAZINE
fsl research
Determine French Immersion Program Costs
Remember that most start-up costs will be
identical to English program classes. For
that reason they should not be included in
calculating FI program costs. These costs
include:
1. Teacher salaries
2.Space
3. Scheduling
4. Furniture
Costs exclusive to FI programming
(Note that these costs will be spread
over a number of years as the first FI
students progress and additional grades
are introduced.)
1. French-language library materials will cost approximately $10,000 per grade.
2. French cultural activities will cost
approximately $2,000 per classroom.
3. Instructional materials and resources will cost approximately $10,000 - $12,000 per grade.
Identify sources of revenue (grants)
available to offset French Immersion
program costs
1. Provincial Funds. Most provinces
have a base instruction funding grant for
each eligible student, as well as transportation and special education grants. Contact
your provincial Ministry of Education to
learn about the current funding allocations
in your province/territory.
For example:
• Alberta funding rates are located in the
Funding Manual for School Authorities
2014 -2015 School Year.
• BC funding rates are located in the
2014-15 Operating Grants Manual and
Overview of the 2014-15 Operating
Grant Allocation Formula.
• Ontario funding rates are located in
the Education Funding Technical Paper
2014-15.
2. Federal Funds. In most provinces,
school districts and private schools offering
French Immersion programs receive annual
grants determined by student enrollments
and hours of instruction in French for all
French Second-Language students from
Kindergarten to Grade 12. These grants,
administered by the province, are federal
funds — part of Canada’s Official Languages
in Education Program (OLEP) funding.
This funding is meant to offset supplementary costs incurred in offering FrenchLanguage programs, including special
education services. These supplementary
costs include French-Language library
start-up and maintenance, teacher
in-service, orientation, recruitment,
cultural and linguistic activities and
events, program coordination and
supervision and transportation (the
portion not covered by provincial grants).
In some provinces/territories, federal
financial assistance is available to school
jurisdictions, institutions and organizations
to defray up to 50% of the additional costs
of the French-Language projects.
You will find the latest OLEP agreements
for your province/territory on the Canadian
Heritage website: http://www.pch.gc.ca/
eng/1357334094352/1357334201823.
Canadian Parents for French Vol 2 • Issue 2 • 2015 29
CPF MAGAZINE
fsl research
Special Considerations
The smaller the class size the greater the
program cost as less revenue is generated
by the basic instruction grant which accompanies each eligible student. The cost of
transporting students to a central location
may be less than undersized classes.
1. Class size. A French Immersion or
alternate core French program may divide
the students attending a school into two
populations which may result in smaller
classes in both French immersion and
English programs.
While it would be ideal to secure sufficient
student enrollment to support full-sized
classes, it is important to remember that
class size may well be lower, especially in
the start-up years. Note that:
a. Federal Official Languages in
Education (OLEP) funding is intended
to support lower core and immersion class sizes, especially at startup.
These funds also support smaller
class size and higher per pupil costs
in rural and isolated jurisdictions.
30 Canadian Parents for French Vol 2 • Issue 2 • 2015
b. As school district promotional efforts
and word-of-mouth recommendations from parents continue, French
Second-Language enrollment will
increase.
Contact your school district for current policies regarding upper and lower
class size limits.
2. Transportation. Refers to the cost
of gathering students into groups large
enough to create viable enrollments.
a. While transportation is often considered to be an additional cost, the
reality is that all English and FSL
program students outside of urban
areas must be transported — these
costs would be incurred as a matter
of course and offset by provincial/
territorial transportation grants.
b. In urban areas, expanding the
catchment area and providing
transportation can increase class
size and lower per pupil costs by
gathering students into groups large
enough to create viable enrollments.
c. Transportation costs depend on local
school district policies and distances
from school. Contracts with bus
companies differ depending on
whether their charges are based on
the size of the bus or not. It will be
important to keep ride times down,
so a larger number of smaller buses
is often a more cost effective arrangement. Larger buses are cheaper per
student but not always suitable for
collecting students over a sparsely
populated area.
Contact your school district
for information about
transportation grants.
Concours d’art oratoire :
loved by participants!
The Concours d’art oratoire is Canada’s largest French Second-Language speaking
competition with over 80,000 participants from across the country!
Read what a few of the National Concours participants have to say about their experiences:
The CPF National Concours d’art oratoire
was definitely a rich cultural experience
that I would recommend to anyone.
Students from all over Canada gathered
in Ottawa with one common interest:
the French language and culture.
Alice Brun-Newhook, 2011
The national Concours d’art oratoire is a
once in a life time experience. I have been
honoured to have attended it last year
in grade 11, where I met people from all
over the country. I’m still in contact with
these people to this day and they have all
become friends to me.
Benjamin MacNeill, 2012 & 2013
I have always loved the French language,
but the Concours made me realize how
beneficial languages are in seeking new
opportunities. The Concours affirmed my
belief that language is a valuable skill no
matter what profession one chooses.
Rachel Field, 2014
For information on how you can volunteer or participate in the Concours d’art oratoire
please visit cpf.ca or your local branch website for more information.
Canadian Parents for French Vol 2 • Issue 2 • 2015 31
CPF MAGAZINE
advertisers’ directory
Canoe Island French Camp
PO Box 370
Orcas, WA 98280
T: 360.468.2329
F: 360.468.3027
W: www.canoeisland.org
E: [email protected]
See page 35 for more information.
Canadian Parents for French – Saskatchewan
303-115 2nd Ave. N.,
Saskatoon, SK S7K 2B1
T: 306.244.6151
E: [email protected]
See page 34 for more information.
Collège Boréal
Camp Mère Clarac
959, rue Principale
Saint-Donat, QC J0T 2C0
T: 819.424.2261 or
TF: 1.514.322.6912 (Toll Free)
W: camp.marie-clarac.qc.ca
E: [email protected]
See opposite page for more information.
21 Lasalle Blvd
Sudbury, ON P3A 6B1
T: 705.560.6673 Ext. 1062
F: 705.521.6039
W: www. collegeboreal.ca
E: [email protected]
See page 13 for more information.
Prologue for the Performing Arts
Campus Saint-Jean – University of Alberta
8406 - 91 Street NW
Edmonton, Alberta T6C 4G9
T: 780.465.8763
F: 780.465.8760
W: www.csj.ualberta.ca
E: [email protected]
See page 18 for more information.
Camp Tournesol
169 Oakes Drive
Mississauga, ON L5G 3M2
T: 905.891.1889
TF: 1.888.892.1889 (Toll Free)
W: www.campt.ca
E: [email protected]
See page 36 for more information.
32 Canadian Parents for French Vol 2 • Issue 2 • 2015
Historic Distillery District
15 Case Goods Lane – Ste 201
Toronto, ON M5A 3C4
TF: 1.888.591.9092 (Toll Free)
T: 416.591.9092 Ext. 225
F: 416.591.2023
W: www.prologue.org
E: [email protected]
See page 35 for more information.
Institut Francais – University of Regina
3737 Wascana Pkwy
Regina, SK S4S 0A2
T: 306.585.4828
F: 306.585.5183
W: www.institutfrancais.uregina.ca
E: [email protected]
See page 31 for more information.
PORTES OUVERTES
SAMEDI 6 ET DIMANCHE
7 JUIN 2015
Apportez votre pique-nique !
Canadian Parents for French Vol 2 • Issue 2 • 2015 33
CPF MAGAZINE
advertisers’ directory
Simon Fraser University
Office of Francophone and Francophile Affairs (OFFA)/
Bureau des affaires francophones et francophiles (BAFF)
Cornerstone Building
198 – 8960 University High Street
Burnaby, BC V5A 4Y6
T: 778.782.6927
F: 778.782.6682
W: www.sfu.ca/baff-offa
See page 4 for more information.
Sponsored by
34 Canadian Parents for French Vol 2 • Issue 2 • 2015
UPEI Faculty of Education
550 University Ave
Charlottetown, PEI C1A 4P3
T: 902.620.5155
F: 902.566.0416
W: www.upei.ca/education
E: [email protected]
See Inside Front Cover Page for more information.
CPF MAGAZINE
advertisers’ directory
Université Sainte-Anne
1695 Route 1, Pointe-de-l’Église,
NÉ B0W 1M0
T: 902.769.2114
F: 902.769.2930
W: www.usainteanne.ca
E: [email protected]
See page 7 for more information.
Université de Saint-Boniface
200 De la Cathédrale Avenue
Winnipeg, Manitoba R2H 0H7
T: 204.233.0210
W: www.ustboniface.ca
E: [email protected]
See page 11 for more information.
University of Sudbury
935 Ramsey Lake Road
Sudbury, ON P3E 2C6
T: 1.705.673.5661
W: www.usudbury.ca
See page 36 for more information.
You really like CPF Magazine!
In the last issue of CPF Magazine a survey was sent out to
get your feedback. The results showed us how much you
appreciate this magazine.
We are grateful to all those who took some time to fill out
the survey, a full report on the survey can be found on the
Canadian Parents for French’s National website cpf.ca.
CANOE ISLAND
FRENCH CAMP
in Washington’s beautiful San Juan Islands
Expand FSL learning opportunities
and enhance student engagement!
www.prologue.org
1-888-591-9092, ext.225 [email protected]
www.PrologueToThePerformingArts.blogspot.ca
9 à 16 ans • 2 ou 3 semaines •
animateurs français
www. CanoeIsland.org
Canadian Parents for French Vol 2 • Issue 2 • 2015 35
KEY CPF CONTACTS
National Office
1104 - 170 Laurier Ave. W., Ottawa, ON K1P 5V5
T: 613.235.1481 F: 613.230.5940
[email protected] cpf.ca
British Columbia & Yukon
227-1555 W 7th Ave., Vancouver, BC V6J 1S1
T: 778.329.9115 TF: 1.800.665.1222 (in BC & Yukon only)
[email protected] bc-yk.cpf.ca
FRENCH CAMPS
in
the GTA
Day & Overnight Camp
Alberta
211-15120 104 Ave.
Edmonton, AB T5P 0R5
T: 780.433.7311 TF: 1.888.433.6036 (in Alberta only)
[email protected] ab.cpf.ca
Northwest Territories
PO Box 1538, Yellowknife, NT X1A 2P2
T: 867.873.2054
[email protected] nwt.cpf.ca
Join us in
FRANCE!
- 2 015 -
Saskatchewan
303-115 2nd Ave. N., Saskatoon, SK S7K 2B1
T: 306.244.6151 TF: 1.800.561.6151 (in Saskatchewan only)
[email protected] sk.cpf.ca
Manitoba
101-475 Provencher Blvd., Winnipeg, MB R2J 4A7
T: 204.222.6537 TF: 1.877.737.7036 (in Manitoba only)
[email protected] mb.cpf.ca
Ontario
103-2055 Dundas St. E., Mississauga, ON L4X 1M2
T: 905.366.1012 TF: 1.800.667.0594 (in Ontario only)
[email protected] on.cpf.ca
New Brunswick
PO Box 4462, Sussex, NB E4E 5L6
T: 506.432.6584
TF: 1.877.273.2800 (in New Brunswick only)
[email protected] nb.cpf.ca
Nova Scotia
8 Flamingo Dr., Halifax, NS B3M 4N8
T: 902.453.2048 TF: 1.877.273.5233 (in Nova Scotia only)
[email protected] ns.cpf.ca
Prince Edward Island
PO Box 2785, Charlottetown, PE CIA 8C4
T: 902.368.3703
[email protected] pei.cpf.ca
Newfoundland & Labrador
PO Box 8601, Stn A, St. John’s, NL A1B 3P2
T: 709.579.1776
TF: 1.877.576.1776 (in Newfoundland & Labrador only)
[email protected] nl.cpf.ca
36 Canadian Parents for French Vol 2 • Issue 2 • 2015
L'Université
de Sudbury…
une éducation
en français et
des possibilités
incroyables!
Études journalistiques
Folklore et ethnologie
Études autochtones
Philosophie
Sciences religieuses
Consultez le www.usudbury.ca
pour voir ce que l’on a à vous offrir!
Les humanités...
inspirant une splendeur d’esprit.
705-673-5661 www.usudbury.ca
Membre de la Fédération Laurentienne
Your membership provides you with the opportunity to receive occasional updates from CPF as well as the CPF Magazine
twice a year. Please confirm your consent to receive electronic communication from CPF by checking the box below:
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Look for the Summer Camps
Listings and the Fall 2015
issue of CPF Magazine
CPF Summer Camps
Summer CampS 2015
CPF British Columbia &
BC Family French Camp
(BCFFC)
Yukon
1983
Camp was organized in
The first BC Family French
e in these week-long
and today 800 children participat is a camp suited
This
camps throughout the summer. not the parents speak
or
for the whole family, whether
orgathe
in
tent and take part
French. Bring your own
sing-along campfires. Camps
nized activities, including
around the province. Suitable
are held in three locations
rgarten to teen, the camp
for children from pre-kinde
ing program. Please visit
also offers a counsellor-in-train on about each camp.
informati
www.bcffc.com for more
Shuswap Lake (Salmon Arm);
Where:
d);
Gwillim Lake (Chetwyn
o)
Vancouver Island (Nanaim
Preschool – Grade 12
Ages:
Carol Frketich
Contact:
[email protected]
Camp familiale en français
avec CPF Tri-Cities
of Camp Jubilee’s certified
Your adventure begins aboard
30 minute boat ride around
passenger vessels for a short
r BC. Camp Jubilee sits
Deep Cove in North Vancouve
waterfront and combines
on 128 acres of Indian Arm
dations, great food and
modern, comfortable accommo
at affordable prices.
spectacular scenery – all
dations, a variety
accommo
style
Amenities include cabin
t BBQ pavilion, outdoor
oceanfron
an
of program areas,
goal
more. At Camp Jubilee our
amphitheater and much
as possible and an
is to make your stay as enjoyable r!
remembe
experience you’ll always
weekend, where parents
Join us for a fun-filled summer get ready for another
fun, and
and children relax, have
and
school. Children will play
year of French language
l outdoor setting with
use their French in a wonderfu
,
French-speaking monitors
their energetic and funny
parother French Immersion
while adults connect with
forested
the
can enjoy
ents. At day’s end, families
songs and games around
surroundings and join in
the campfire.
r
Camp Jubilee, North Vancouve
Where:
Heidi LeFaive
Contact:
604-836-5064
[email protected]
es
er/tri-citi
bc-yk.cpf.ca/chapt
Canadian Parents for French
The CPF Summer Camps Listings include a variety of camps
offered in every province, some with discounted rates for
CPF members.
Registration begins in March 2015. Spaces are limited – sign up
early. For more information visit www.CPF.ca.
Summer Camps 2014
CPF MAGAZINE
CANADIAN PARENTS FOR FRENCH
French Summer Camps are the ideal way to immerse your
child in the French language through a daily motivating
environment “en Français.”
2015
VOL 3 ISSUE 1 | FALL/WINTER
Fall and Winter Opportunities
This next issue will highlight the benefits of enrolling children
in FSL programs.
To Advertise in the Fall 2015 issue of CPF Magazine
We’re ONLINE!
Visit advertisers’ websites, check out links to more information from feature articles, connect with our branches, and more.
Email [email protected] for a detailed information package.
The CPF e-Magazine is the eco-friendly companion to the printed issue. Check out past issues online by
visiting www.CPF.ca.