- Canadian Parents for French

CPF
NATIONAL
NEWS
ISSUE 114, SPRING/SUMMER 2012
from the other side
branch
membership
news
2012 winners of
YOUTH
of the desk PAGE 2
activities & information PAGE 4
concours d’art oratoire PAGE 6 & 8-9
PROGRAMMING
<1>
table
TABLE of
OF contents
CONTENTS
key
KEYcontacts
CONTACTS
CPF
NATIONAL
NEWS
National
News
issue#114
#113:SPRING/SUMMER
fall/winter 2012
ISSUE
2012
National Office
Office
National
310-176 Gloucester
Gloucester St.
St.
310-176
Ottawa,ON
ON K2P
K2P 0A6
0A6
Ottawa,
T: 613.235.1481
613.235.1481
T:
F: 613.230.5940
613.230.5940
F:
[email protected] www.cpf.ca
www.cpf.ca
[email protected]
photo
PHOTO gallery
GALLERY
feature
FEATUREarticle
ARTICLE
British Columbia
Columbia &
&Yukon
Yukon
British
623-409 Granville
Granville St.
St.
623-409
Vancouver, BC
BCV6C
V6C 1T2
1T2
Vancouver,
T: 778.329.9115
778.329.9115
T:
[email protected] www.cpf.bc.ca
www.cpf.bc.ca
[email protected]
Alberta
Alberta
PO Box
Box 34094
34094
PO
Kingsway Postal
Postal Outlet
Outlet
Kingsway
Edmonton,AB
AB T5G
T5G 3G4
3G4
Edmonton,
T: 780.433.7311
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F: 403.265.194
403.265.194
F:
[email protected] www.cpfalta.ab.ca
www.cpfalta.ab.ca
[email protected]
parent’s
of inclusion
in fund
FI
theamary
joyceview
booth
endowment
PAGE
Page 2
the
d’art oratoire
the 2012
2011 concours
annual general
meeting
PAGE
Page88
INSIDE
THIS issue.
ISSUE
inside this
A
MessageFrom
FromThe
ThePresident:
PresidentThe
Advocating
A Message
Spirit of for Linguistic
Volunteerism
Is What Keeps Us Alive
Duality
in Education
Page 1
Page 1
The Mary
Joyce
Pages 2-3
View
From
The Booth
OtherEndowment
Side Of TheFund
Desk A Parent’s
View of Inclusion in French Immersion
Page 2
Mary Joyce Booth Endowment Fund
Application Form
Membership CPF Early Childhood Activity Book,Pages 4-5
Summer
Camps,
Online
Membership
Press Release:
Robert
Rothon
Selected AsTool &
Conference
2012
CPF’s New National Executive Director
Page 6
Page 4
Press
Release
Announcing
theExecutive
Winners of the CPF
A Message
From
The National
National
Concours
oratoire
Page 6
Director: A
New Role,d’art
A New
City, A2012
New
Perspective
Page 7
A Message From The National Executive Director
PhotoConference
Gallery: The2012
2011–Annual
General
CPF
Champions
of Official Languages Page 7
Meeting
Pages 8-9
Photo Gallery From The 2012 Concours d’art oratoire
Page 8
Thank You To Our Generous Donors
Page 11
Branch
News CPF
New Brunswick
Partner Postings
& Conference
2012 looks for leadership
Page 12
to protect future of FSL education in the province
Announcing Français pour mon succès
Partners French for the Future Introduces New
President’s
& Postings
Early FrenchAward
Immersion:
The Optimal Entry Point for the
WidestProgramming
Variety of Student Academic Abilities
Youth
Winners Of Français pour mon succès
Youth Programming
Announcement In thMemory of Robin Wilson
Announcing the 10 annual Concours
d’art oratoire
Page 13
Page 10
Page 12
Page 14
Page 15
Page 16
Page 16
Page 16
Asalways,
always,Canadian
CanadianParents
Parentsfor
forFrench
Frenchgraciously
graciouslythanks
thanksCanadian
Canadian
As
Heritagefor
fortheir
theircontinued
continuedsupport
supportand
anddedication
dedicationtotoour
ourorganization.
organization.
Heritage
NorthwestTerritories
Territories
Northwest
PO Box
Box 1538
1538
PO
Yellowknife,NT
NT X1A
X1A 2P2
2P2
Yellowknife,
T: 867.766.2826
867.766.2826
T:
[email protected]
www.cpfnwt.ca
www.cpfnwt.ca
Saskatchewan
Saskatchewan
115 2nd
Ave
303-115
2nd
AveN,N,Suite
Suite303
303
Saskatoon,SK
SK S7K
S7K 2B1
2B1
Saskatoon,
T: 306.244.6151
306.244.6151
T:
[email protected] www.cpfsask.com
www.cpfsask.com
[email protected]
Manitoba
Manitoba
101-475 Provencher
Provencher Blvd
Blvd
101-475
Winnipeg,MB
MB R2J
R2J 4A7
4A7
Winnipeg,
T: 204.222.6537
204.222.6537
T:
[email protected] www.cpfmb.com
www.cpfmb.com
[email protected]
Ontario
Ontario
103-2055 Dundas
Dundas Street
Street
103-2055
Mississauga,ON
ON L4X
L4X 1M2
1M2
Mississauga,
T: 905.366.1012
905.366.1012
T:
[email protected] www.cpfont.on.ca
www.cpfont.on.ca
[email protected]
New Brunswick
Brunswick
New
PO Box
Box 4462
4462
PO
Sussex,NB
NB E4E
E4E 5L6
5L6
Sussex,
T: 506.432.6584
506.432.6584
T:
[email protected] www.cpfnb.com
www.cpfnb.com
[email protected]
Nova Scotia
Scotia
Nova
Flamingo Dr
Dr
88 Flamingo
Halifax,NS
NS B3M
B3M 4N8
4N8
Halifax,
T: 902.453.2048
902.453.2048
T:
[email protected] www.cpfns.ednet.ns.ca
www.cpfns.ednet.ns.ca
[email protected]
Prince Edward
Edward Island
Island
Prince
PO Box
Box 2785
2785
PO
Charlottetown,PE
PE CIA
CIA 8C4
8C4
Charlottetown,
T: 902.368.3703
902.368.3703
T:
[email protected] www.cpfpei.pe.ca
www.cpfpei.pe.ca
[email protected]
Newfoundland &
& Labrador
Labrador
Newfoundland
PO Box
Box 8601,
8601, Stn
StnA
A
PO
St.John’s,
John’s,NL
NL A1B
A1B 3P2
3P2
St.
T: 709.579.1776
709.579.1776
T:
[email protected] www.cpf.nfld.net
www.cpf.nfld.net
[email protected]
A MESSAGE FROM THE PRESIDENT
I
was proud to represent CPF during
an appearance before the House of
Commons Standing Committee on
Official Languages on March 27 2012.
While I admit to having a personal bias, I
think we were well prepared and made a
strong impression.
We were asked to comment on the
success of the Roadmap for Canada’s
Linguistic Duality 2008-2013: Acting for
the Future at its midway point. The Roadmap, which followed the Action Plan for
Official Languages, is the federal government’s strategy that sets official language
policy direction.
Our key messages were:
• The Roadmap signals the Government
of Canada’s support of Official
Languages;
• Such support on Ottawa’s part of
the importance of linguistic duality
is crucial;
• CPF supports the Roadmap, and
looks forward to its successor.
In our brief, we also reiterated some
of the key points that CPF has identified
in its continued commitment to FSL learning. FSL education should be protected
as a right for all those who wish to pursue
the opportunity to be bilingual. One of
the strongest indicators of Anglophone
support for official languages is the number
of parents who choose FSL programs for
their children, but regrettably not everyone has access to quality second-language
programs. The CPF position is that there
needs to be proficiency benchmarks in part
to facilitate the recognition of French as an
entry requirement into post-secondary
institutions, which would be a way to recruit
FSL students and to celebrate the accomplishments of our youth, building their
confidence in their second official language.
The biggest reaction I got, I think,
was when I responded to the question
“why French and not Spanish.” I stated
that we are Canada, and French is intrinsic to our national identity—they were
pleased with that answer.
Overall, our reception was extremely
positive. Many committee members stated
their support for CPF and mentioned the
involvement of their children in French
immersion. The questions put to us were
positive in tone and content, and after the
meeting, we were able to network with
some of the key members of the committee, including the Chair.
We have followed up since the
appearance to thank the Committee Chair
for the invitation and to remind him that
we are prepared to provide input as the
government of Canada develops the
initiative that will replace the Roadmap.
As I stated in my letter to him: “As its
successor is being developed…I believe
that CPF, after 35 years of working with
parents, youth, and educators across the
country, can provide leadership nationally
in this area.”
You may find yourself asking the
question: How has CPF supported the
development of FSL and, consequently,
linguistic duality? I respond by noting that
CPF’s research, advocacy initiatives, support, guidance and youth programs have
paved the way for parents to make the best
initial choice of program for their children
and advanced their linguistic education at
every level of its three-tier structure, be it
local, provincial/territorial, or federal.
Nationally, CPF helps inform policymaking through its biennial State of
French-Second-Language Education in
Canada reports, its FSL research database,
and targeted youth initiatives. The practicality of policies that support language
education don’t just enable parents to make
the right choices for their children; they
also help educators better access supports
and teaching aids that benefit students,
improve and define relationships between
educator, student and parent, and help
ensure the overall teaching environment is
one that is adaptable to all student needs.
At the national level, CPF also voices
a unified national perspective on FSL
education first by providing leadership to
the entire CPF network, and subsequently
through dialogue with other national
organisations like the FSL Partner network
– ACPI, CASLT, French for the Future,
SEVEC and Canadian Youth for French.
Provincially and territorially, CPF
branches support and encourage Ministries
of Education to enhance or increase their
support of FSL. Some also undertake sociocultural initiatives like Bilingualism Rocks,
a specially commissioned piece highlighting the shared historical experiences of official language communities in BC, Alberta
and Yukon. This special project alone
gave 69 school performances, reaching an
estimated 10,000 students, and leaving 20
schools in Alberta on a waiting list.
At the school district level and even
within individual school communities,
CPF chapter volunteers, many of you who
are reading this column, actively support
FSL through activities. For example, our
Camrose, Alberta chapter reported that last
year alone, its activities reached approximately 954 children.
Collectively, we have the capacity to
inform parents, raise public awareness and
advocate to decision-makers the importance of learning Canada’s two official
languages. The gift of bilingualism reaps
many rewards–cultural, legal, and economic. When one culture meets the other
in the same language it fosters openness
and tolerance. When the federal government hires bilingual employees, the public’s right to be served in either of official
languages is respected. When Canadian
industry hires individuals with the necessary job skills and added advantage of two
languages, it has an edge in a competitive
global market.
I am very proud of the work that we
do together. Have a restful, safe and warm
summer.
1
RESEARCH
View from the other side
of the desk: A parent’s view of
inclusion in French immersion
CPF recently held a roundtable
discussion to facilitate a dialogue
about academically challenged
students in French-second-language
(FSL) programs.
The roundtable began with presentations
by researchers and educators to an
audience of representatives from federal
and provincial governments, national
associations, school districts, and learning
disabilities associations. The information
shared and the recommendations generated
will be the basis of CPF’s State of FrenchSecond-Language Education in Canada 2012
report to be launched in the fall.
The resources in place to assist students
with academic difficulties in FSL programs
are limited and the parents of these children
again and again face barriers as they strive
to ensure that their children have the
opportunity to learn French.
Below is an article that first
appeared in the Canadian Association of
Immersion Teachers newsletter (JOURNAL
DE L’IMMERSION / IMMERSION JOURNAL / Volume
32, Numéro 2, Été 2010 • 33). The authors,
one of whom presented at the June 4
Roundtable, provide one parent’s account
of what it was like to have her child in
French immersion.
2
Callie Mady, Ph.D. (first author)
Nipissing University, North Bay, ON, Canada
and
Katy Arnett, Assistant Professor
St. Mary’s College of Maryland, St Mary’s City, MD, USA
T
his is an account of a male child’s
struggles in French immersion as
revealed by his mother’s journals.
The setting of Bob’s story is southern
Ontario. When the story begins, Bob is
enrolled in Grade 1 French immersion—
the first year of the program in the area
at the time. Bob is the son of a French
as a second language (FSL) teacher and
teacher educator who documented his
experiences in journals and provided them
to the authors for analysis. The following
analysis reveals stress between the focus
on inclusion and differentiated instruction
in the school system on one hand and the
application of such ideals to the French
immersion context. It is our goal that sharing this analysis with classroom teachers will help promote discussions about
philosophies and efforts for supporting
students with diverse learning needs.
The progression of Bob’s challenges
In Grade 1, Bob demonstrated frustration
with reading and spelling while completing French work at home with the support
of a French-speaking parent. Although his
mother discussed this with his teacher, the
teacher did not see his struggles as need
for concern. Such a position of caution
with concerns at the beginning a program
is supported by research (Woolfolk, 2006)
that suggests that initial concerns may work
themselves out with time. Bob’s frustrations
continued in Grades 2 and 3. Bob’s mother
also experienced frustration as she sought
support for her son. Although providing
strategies to teachers to meet individuals’
needs is an approach recommended by
experts (Duhaney & Salend, 2000), Bob’s
mother was unsuccessful in having her
suggestions: to provide dictation words in
context, to require lengthier writing pieces,
to offer pre-writing activities and teacherstudent conferences for example, adopted
by the classroom teachers.
In fact, Bob’s Grade 3 teacher stated
that such accommodations were not
required in the French immersion program.
Bob’s mother was also unsuccessful in
obtaining an in-school psychoeducational
assessment as the principal determined that
Bob’s successful academic performance did
not merit such a step. Once Bob’s difficulties began to negatively affect his grades,
however, the principal suggested that he
leave the French immersion program. Bob’s
parents were fortunate enough to be able to
obtain a private assessment that revealed a
severe communication learning disability.
It was determined in partnership with the
school administration that Bob merited
in-school support, but he would only be
provided such support if he transferred to
the English program as French immersion
was an enrichment program where such
support is deemed unnecessary. At the end
of Bob’s year, the principal determined that
Bob would leave the school, given that it
was out of the designated area as determined by the board, to return to his home
school ending his stay French immersion.
Bob’s Story and the French immersion context
Bob’s story is not unique. The suitability of
French immersion for students with learning
difficulties has been questioned for decades
(e.g., Bruck, 1978a,1978b; Genesee, 1976;
Trites & Price, 1976, 1977). While the success of students with learning difficulties
in French immersion has been documented
where there is a provision of appropriate
interventions and support (Cummins, 1984;
Bournot-Trites,2004, Genesee, 2007), claims
of exclusion of such students (MacKay,
2006; Wilms, 2008) and thus of elitism
suggest a practice of immersion for some
but not all. Given the success of the French
immersion program to enhance French
language acquisition, the practice of limiting
access to the most successful French learning program could ultimately limit students’
future opportunities. Although an account of
one student’s experience, Bob’s story, which
is mirrored elsewhere, revealed barriers to
his continued inclusion in French immersion. These barriers were constructed by
an administrative view of immersion being
a program for the academic elite and by
teachers who viewed immersion as an area
where accommodations were not required.
The construction of such barriers is in
conflict with the present emphasis to provide
differentiated instruction as a benefit to
all. We believe that consistently diversifying instruction in French immersion would
prove beneficial to those students presently
meeting with success in the program in
addition to providing some of the supports
required by many students with learning
difficulties. As Canada’s student population
grows in its diversity, it is of paramount
importance for the maintenance and growth
of French immersion to endeavour to be
inclusive by striving to meet individual
students’ needs. Teachers have not been
silent in this situation, they have shared
their needs for professional development
opportunities in order to be better prepared
to meet the needs of students with learning difficulties (Lapkin, Harley and Taylor,
1993; Calman & Daniel, 1998; Mollica,
Philips, & Smith, 2005; Lapkin, MacFarlane,
and Vandergrift, 2006). We suggest that
research with French immersion teachers
who successfully include students with
learning difficulties would facilitate successful inclusion planning by providing specific
context-based information to teachers.
We anticipate that the French immersion
teachers who have worked so well to
maintain immersion’s strong reputation may
also be the best suited to take the lead in
diversifying second language education
within that context. n
References
Bournot-Trites, M. (2004). Peer tutoring: A parent school initiative to improve reading in French
immersion primary grades. In The State of FSL Education in Canada 2004 (pp. 56-57). Ottawa,
Canada: Canadian Parents for French.
Bruck, M. (1978a). The suitability of early French immersion for the language disabled child.
Canadian Journal of Education, 3, 51-72.
Bruck, M. (1978b). Switching out of French immersion. Interchange, 9, 4, 86-94.
Calman, R. D. and I. Daniel. 1998. A board’s eye view of core French: The North York Board
of Education. In S. Lapkin (ed.), French second language education in Canada: Empirical studies
(pp. 281-323). Toronto, ON: University of Toronto Press.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Avon, United
Kingdom: Multilingual Matters.
Duhaney, L.M.G. & Salend, S.J. (2000). Parental perceptions of inclusive educational placements.
Remedial and Special Education, 21, 2, 121-128.
Genesee, F. (1976). The role of intelligence in second language learning. Language Learning,
26, 267-280.
Genesee, F. (2007). French immersion and at-risk students: A review of research
evidence [Electronic version]. The Canadian Modern Language Review, 63, 5, 655-687.
Lapkin, S., B. Harley, and S. Taylor. 1993. Research directions for core French in Canada. Canadian
Modern Language Review, 49, 3, pp. 476-513.
Lapkin, S., A. MacFarlane, and L. Vandergrift. 2006, September. Teaching FSL in Canada: Teachers’
perspectives. Plenary presented at the Congrès 2006 of ACPI, ACPLS, and APFS. Saskatoon,
Saskatchewan, Canada.
MacKay, A. W. 2006. Connecting care and challenge: Tapping our human potential. Inclusive education:
A Review of programming and services in New Brunswick. Retrieved June 11, 2009. Available
at www.gnb.ca/0000/publications/mackay/mackay-e.asp
Majhanovich, S. (1993). The mainstream environment in Canada: Is there a place in French
immersion for learning disabled students?
The Canadian Modern Language Review/La revue canadienne des langues vivantes, 9, 67-72.
Mannavaryan, J.M. (2002). The French immersion debate: French for all or all for French? Calgary, AB:
Detselig Enterprises.
Mollica, A., G. Philips, and M. Smith. 2005. Teaching and learning French as a second language: Core
French in the elementary schools in Ontario. Report prepared for the Ontario Modern Language
Teachers’ Association.
Trites, R.L., & Price, M.A. (1976). Learning disabilities found in association with French immersion
programming. Ottawa, ON: University of Ottawa Press.
Trites, R.L., & Price, M.A. (1977). Learning disabilities found in association with French immersion
programming: A cross-validation. Ottawa, ON: University of Ottawa Press.
Willms, J.D. (2008, July/August). The case for universal French instruction [Electronic version].
Policy Options, 29, 7, 91-96. Woolfolk, A. (2006).
Woolfolk, A. (2006). Educational Psychology, 10th ed. Boston: Allyn & Bacon.
3
MEMBERSHIP
Fun Tools to Help Inform Parents
CPF Early Childhood Activity Book
T
he CPF Early Childhood Activity Book
is filled with activities that introduce
French to English-speaking children.
Also included on each page is a question
and answer about FSL education.
By including frequently-asked-questions (FAQs), parents receive information
about French-second-language (FSL)
education which will allow them to make
informed and confident decisions about
enrolling their children in FSL programs.
While parents learn about FSL education,
young children can have fun with activities that have been designed just for them.
Though the workbook was initially
only available in English, in 2010 CPF
translated its key messages into ten
international languages widely spoken in
Canada. Download the language of your
choice, or order a hard copy today from
the CPF National Office.
The FAQs are based on a review of
the literature by Dr. W. Lazaruk and the
activities were developed by Professor
Emeritus Anthony Mollica, Faculty of
Education, Brock University. Please visit
www.cpf.ca to download your copy today!
Activity
Activity 4
Activity
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I like
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Check [✔] fruits you like. I like…
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available in simplIFied chinese, german, italian, japanese,
Korean, portuguese, spanish, tagalog and vietnamese.
Additional languages, including Traditional Chinese, Arabic
and Punjabi, are under development and will be available
on the CPF website upon their completion.
Summer Camps
The heart of CPF’s youth programming happens at the regional level. Branches and
chapters run extra- and co-curricular programs, contests, events, and much more!
Included among these many local-level projects are CPF-run summer camps.
Summer Camps 2012
CPF British Columbia and Yukon
Annual French Summer Camp
Tri-Cities camp in partnership with the Societé
francophone de Maillardville.
Where:
When:
Contact:
Coquitlam, BC
July 2-August 24, 2012
604-515-8080 or [email protected]
France’s Sewing School
Camps help ensure language retention over the long summer months and expand on
classroom learning, making them an invaluable resource in solidifying children’s
skills in FSL – and they’re a great way for kids to make new friends and have fun!
CPF is pleased to present its first-ever stand-alone edition of the CPF Camp Listings
found on the CPF website. For more information on camps in your province,
contact your local branch!
4
y 10
rties du
corps
The B
ody
le bras
l’ananas
jouer
to play
écouter
les raisins
la poire
Les pa
to read
l’orange
melon d’eau
male
rcher
to walk
la pêche
Activit
7
Coche [✔]
l’ac
Check [✔] tivité que tu aim
es faire.
the activity
J’aime…
you like
to do. I like
…
BC Family French Camps
Visit the BCFFC website at http://www.bcffc.com to review
the latest camp information and to complete your registration
application online. At BCFFC, the whole family goes to camp.
Students have an outstanding chance to have fun, be involved
in challenging events, and sharpen their French skills.
Remember, it’s the students and counselors who speak
French, not the parents. Parents must be CPF members.
Children have fun sewing their own beach bag, shorts
or skirts, pillow or crafts this summer. Price includes
fabric, notions, machines, instruction and supervision.
There is a maximum of 7 students per camp.
www.francessewingschool.com
Okanagan Camp
Where:
Shuswap Lake
When:
July 7-14 and July 14-21
Ages:
5 to 16 years old
Contact:
[email protected]
Where:
When:
Gwillim Camp
Where:
Gwillim Lake
When:
July 28-August 4
Ages:
5 to 16 years old
Contact:
[email protected]
Cost:
Contact:
Burnaby, BC
July 3-6 from 9:30 am – 12:30 pm or
1:15 pm – 4:15 pm. French sewing classes
are also available Wednesdays from
September to May.
$152
604-433-1030
Vancouver Island Camp
Where:
Vancouver Island
When:
August 11-18 and August 18-25
Ages:
5 to 16 years old
Contact:
[email protected]
Canadian Parents for French Summer Camps 2012
MEMBERSHIP
Check it out:
New Website and New
Online Membership Tool
CPF has some exciting news for our members, partners, supporters and
sponsors. The past two years have seen many updates and improvements
to our national brand; changes have been cropping up in our newsletters,
e-communiqués, pamphlets and more. This has all helped pave the way
to an exciting initiative launched this spring: a brand new national
website at www.cpf.ca!
You will see a lot more content crop up over the next few months, and
may notice that some content from our old website has been condensed
or organized in new ways; this is all to help you find what you need more
quickly and efficiently than ever before.
Online Membership Management: Better than ever!
Along with the website launch, CPF has developed a brand new membership
registration tool that will help you not only register and renew with ease,
but also help you manage all aspects of your CPF membership account. This
tool will enable you to administer your own membership without waiting
for confirmation, take care of address changes or other updates right from
home, and generally help your CPF experience become easier than
ever before!
See the instructions posted in our brand new “Members” section for
more information on what this tool can do for you, or proceed directly to
https://mycpf.cpf.ca/imispublic/ to get started on the tool today. Note that
these links and more are also available from every page of www.cpf.ca at
any time, on the bottom left of your screen.
Talk to us!
As with everything we do at CPF, we have ultimately made the transition
to this new site for you, our CPF members. So we need to know: what do
you think of the site? Is it easy for you to use? How quickly can you find
what you’re looking for? Building a website takes time, so if you’re looking
for something that’s missing or not where you expected it to be, please don’t
hesitate to bring the issue to our attention.
CPF Champions
of Official
Languages
Conference
2012
October 18-21 2012
Ottawa, Ontario
• Presentations and workshops
• Report Launch: The State of
French-second-language education in Canada 2012
• CPF Annual General Meeting
2012: Annual Report, Audited
Financial Statement for
2011-2012, new slate of
Directors, and proposed
changes to the National
Bylaws
Find out more at
www.cpf.ca!
Send us an email at [email protected] with any questions about content or
organization, and you can help us continue to improve on this ever-evolving
tool so we can better serve you and your family. Your online experience with
CPF is just as important to us as it is to you, and we’re here to listen. So
don’t forget to write in with any compliments, concerns or complaints,
and happy surfing!
5
press release
Announcing
the Winners of
the CPF National
Concours d’art
oratoire 2012
O
TTAWA—Canadian Parents for French (CPF) is pleased to announce the winners of the CPF National Concours d’art oratoire 2012, held on
Saturday May 26 at the University of Ottawa.
The Concours d’art oratoire program draws
students from across Canada in the competition that
offers over $170,000 in scholarships to the University
of Ottawa. This year, 34 national finalists in five
different categories were welcomed to Ottawa after
winning their provincial or territorial championships.
The five categories that students compete in are based
on linguistic ability, and range from Level 1 (Core
French) to Level 5 (Francophone).
“The runaway success of the Concours program,
now in its tenth year and still growing, is proof that
Canadian students want to be bilingual,” says CPF
president Lisa Marie Perkins. “And why wouldn’t they?
Bilingualism will open cultural and professional doors
to them, enrich their minds, and graduate them to full
citizens of both Canada and the world. Young people
are smart, and know a good thing when they see it.”
First place winners in each category were rewarded
with an offer for a $20,000 scholarship to the University of Ottawa, generously donated by the school itself.
In addition to the five grand prizes, the University also
offers $5,000 scholarships to the first runner-up in
each category, and $2,000 entrance bursaries to every
national competitor.
Participants spent two nights at the University
of Ottawa dorms and were taken by CPF staff and
volunteers on several excursions to some of the city’s
most popular tourist landmarks. These included a tour
of Centre Block on Parliament Hill, shopping at the
Rideau Centre, dinner in the Sandy Hill neighbourhood
and a trip to the Théâtre de l’île in Gatineau, Quebec
for a chance to see La petite poule d’eau, a play based
on the book of the same name by Manitoban author
Gabrielle Roy.
CPF thanks Canadian Heritage, the University of
Ottawa, Voyages Rideau Travel, Radio Enfant-Ado, and
individual donors for their assistance with this event. n
See the photo spread on page 8.
6
The winners of the 2011 edition of the
CPF National Concours d’art oratoire are:
Level 1 [Core French]
1st Place: Jeremy Wang
(Toronto, Ontario)
2nd Place: Joshua Fernandez
(Vancouver,
British Columbia)
3rd Place: Breanne Nemez
(Narol, Manitoba)
Level 2 [Core French Extended]
1st Place: Colin Taylor (Bell Island, Newfoundland and
Labrador)
2nd Place: Alan Zhou
(Scarborough, Ontario)
3rd Place: Tzu-Wei Tseng
(Halifax, Nova Scotia)
Level 3 [Late French Immersion]
1st Place: Shaul Gordon
(Richmond, British Columbia)
2nd Place: Kate Lavergne
(Ste-Anne-Des-Plaines,
Quebec)
3rd Place: Emily Smith
(Yellowknife, Northwest Territories)
Level 4 [Early French Immersion]
1st Place: Olivia Dorey
(Stillwater Lake,
Nova Scotia)
2nd Place: Liam Bekirsky
(Mississauga, Ontario)
3rd Place: Caitlin Berger
(Dollard-Des-Ormeaux,
Quebec)
Level 5 [Francophone]
1st Place: Maha Temkit
(Ottawa, Ontario)
2nd Place: Bénédicte LeMaître
(Winnipeg, Manitoba)
3rd Place: Ghislain d’Entremont (Dartmouth,
Nova Scotia)
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 French-second-language
learning opportunities for young Canadians. There are currently 26,000 members across Canada.
a message from the national executive director
CPF Conference 2012
Champions of Official Languages
I
have attended two national conferences in 2008 and 2010 since joining CPF. Each conference was distinctive in
character and neither could be called
dull. My favorite memories – and there
are many – include a heartfelt expression
of gratitude from a new member who felt
welcomed with open arms by fellow delegates, to the outgoing national president
Anna Madison smiling and telling me how
great it was that I felt accepted enough to
publicly thank my partner Lorenz for his
support in my first year as a branch executive director (‘He hardly sees me, poor
man!’). At the end of the day, I always
walked away with a renewed conviction
that I was part of a national movement
fuelled by the passionate beliefs of its
volunteers.
This year’s theme, Champions of
Official Languages, was chosen for a
number of reasons, including:
• Reminding us that one of the fundamental reasons we support FSL education
for our children is our official linguistic
duality, so unique in continental North
America;
• Providing us with an opportunity to
recognize, appreciate, and celebrate how
effective we have been as champions of
Official Languages within our families,
schools, communities, provinces and
territories and country; and
• Getting us to look outward again after a
long period devoted to internal business.
At the time of writing, the conference program is far from final, but I hope
it will meet a number of needs felt by our
chapters, identified in the 2010 conference
evaluation forms, and build on the training
offered by branches. If you are one of the
over 150 chapter delegates planning to
attend the 2012 conference, you
will experience:
• Tiered workshops to fit the knowledge
•
•
•
•
•
and experience base of volunteers,
from the brand new member of the
CPF family to the long-time friend
who’s seen everything–twice;
A plenary session using the “world
café” method (www.theworldcafe.com/
method.html) to get everyone in the
same room working, thinking,
sharing and laughing together;
Presenters from outside CPF to bring
a fresh perspective and propose new
solutions to our ongoing issues;
An expanded launch of the State of
French-Second-Language Education
in Canada 2012 report to include a
panel discussion by selected branch
presidents, followed by a workshop on
how to use the Report’s findings in our
advocacy work at all levels of CPF;
An improved and expanded Annual
Report to complement the State of
FSL report;
An opportunity for individual branches
to share their most recent successes
and initiatives with the rest of the CPF
family; A President’s Banquet celebrating 35 years of CPF and including the
presentation of the third CPF Volunteer
Award, now under the direct patronage
of the national board.
The conference also provides an
opportunity for national board members
to touch base with the membership at the
chapter level on a number of issues, like
bylaws, strategic planning and membership, to name three. I can’t emphasize
how important it is for the national board
to hear directly from chapter delegates
during this conference. Despite a busy
schedule, there is always time for a quick
chat or a walk to discuss matters that
really do matter to us. Preserving this
value of direct communication with
members will be one of the greatest
challenges as CPF National eventually
looks at other ways of training, informing
and reaching out to the national membership as part of its drive to contain costs
and move the organization forward.
For all that the conference is centered
on volunteers, I don’t want to overlook
the work done by all CPF staff during
this conference: branch executive directors and chapter support or development
officers work very hard throughout the
conference, meeting in groups, working on
membership issues, attending workshops,
and assisting their board representatives.
National staff takes care of the logistics of
the event, and anyone who’s ever indulged
in event planning knows just how much
work that represents, the hundreds of
details you have to get just right, including
delegate registration. And let’s not forget
all the communications work prior, during
and after the conference, or the time and
effort that go into the making of the State
of FSL report.
This year, we introduced a three-tier
fee structure with early bird, regular and
late registration. This was decided upon
to bring us closer to standard convention
practice, and to improve the organization
of the event. We hope that it will have the
added benefit of encouraging chapters to
meet and name their delegates before they
break for the summer, giving them one
less thing to do in the fall. The early bird
fee maintains the last conference’s regular
fee as we realize that some branches and
chapters budgeted for that amount in this
fiscal year, and we wanted to honour that.
Finally, I want to encourage all
chapters to send a delegate to attend this
wonderful event. When you factor in the
costs for what you will be gaining, it’s
one of the best deals you can get. Trust
me: you’ll come back energized in your
commitment to CPF.
7
PHOTO GALLERY
2
1
3
THE 2012
CONCOURS
D’ART ORATOIRE
4
5
T
he CPF National Concours d’art
oratoire 2012 was held on Saturday,
May 26 2012 at the University of
Ottawa. Five grand prize winners and
ten runners up were selected from among
34 national finalists competing for a
$20,000 scholarship to the University.
Read the full article on page 6.
6
7
1 Tabaret Hall at the University
of Ottawa
2 All participants of the CPF
National Concours d’art oratoire 2012, with CPF President Lisa Marie Perkins, University of Ottawa
Associate Vice-President Academic
Johanne Bourdages, and University
of Ottawa French Immersion Studies
Director Marc Gobeil
3 Level 2 (Core French Extended)
participants
4 Level 3 (Late Immersion) winner
Shaul Gordon gives his speech
5 Level 3 (Late Immersion) participants
8
8
9
12
10
13
14
6 Level 4 (Early Immersion) winner
Olivia Dorey conducts an interview
with Radio Enfant-Ado
11 Level 2 (Core French Extended)
participant Sara Watters accepts her finalist’s certificate from Johanne Bourdages
11
7 Level 5 (Francophone) winner Maha
Temkit gives her speech
8 First place trophy
9 Level 4 (Early Immersion) 2nd runner
up Caitlin Berger accepts her award from Johanne Bourdages
10 Level 4 (Early Immersion) participants
12 Level 5 (Francophone) participants
13 Level 1 (Core French) winner Jeremy
Wang accepts his award from Johanne
Bourdages
14 The Concours participants have some
fun at Ottawa’s downtown landmark
War Memorial
9
branch news
CPF New Brunswick looks for
leadership to protect future
of FSL education in the province
An interview with Richard Rice, president, CPF New Brunswick
Introduction In 2008, CPF New
Brunswick led a public campaign calling
on the provincial government to maintain
Grade 1 as the entry point for early French
immersion (EFI) as it reviewed Frenchsecond-language (FSL) programs offered
in schools.
After a tough and rather emotional
campaign led by CPF New Brunswick that
included submissions to the provincial
government outlining the years of research
supporting the success rate of EFI, CPF
national’s efforts at the federal level to
gain attention and support, and a call to all
CPF members to write the NB government
to refute this idea, the government report
recommended dropping EFI.
A subsequent judicial review of the
government’s decision ruled in favour of
the parents who filed an application for a
review and found that the NB government
failed to consult the public. Forced to
compromise, the government of the
day introduced a grade 3 entry point
immersion program.
Parents were not pleased with the outcome, and in the provincial election last
year, the issue resurfaced and was identified as one reason why the Liberals failed
to win the election. The Conservative
campaign promise to review FSL education may have been a winning approach.
The government came through and
announced the review last fall.
With the Liberal government being
highly criticized the last time around for
lack of consultation and a dearth of FSL
expertise on the part of the researchers
tasked to review FSL programs, the current government ensured that its task force
mandated to review FSL last fall included
highly recognized experts in FSL education. In the last six months, the task force
held a series of consultations and invited
10
groups such as CPF New Brunswick to
the table to discuss the future of FSL
programs and, in particular, EFI. The task
force recommended that EFI be reintroduced, identifying that there is enough
research-based evidence to support it as
the most viable and equitable entry point.
The New Brunswick government, however, has yet to state publicly its position
on this issue.
President Richard Rice of CPF New
Brunswick has been on the frontlines of
this debate. CPF National News sat down
with Mr. Rice to discuss the issue.
What was the impetus for a new review?
There were a number of things. Following the last review, in 2008, there was an
enormous outcry by parents, teachers and
everyone concerned in education. The outcry resulted because of two facts; for one,
while there had been a review, there was
no consultation, and two, because of the
many inaccuracies in the report that was
published by the two researchers tasked
to review FSL education.
Also, the Ombudsman of New
Brunswick through an access to information request obtained copies of emails
between senior government officials and
the researchers which revealed that the
government had an agenda to eliminate
the EFI program and to do what was
needed in order to make it happen.
Once this information was made public, people responded. We had researchers
from Mount Allison University, University of New Brunswick and University
of Moncton, and many others who came
together, about 15,000, to look at what to
do. A group of parents took the government to court and won. In response, the
government compromised. Originally they
were going to eliminate all FSL programs,
even core French, before grade 6. Instead
they introduced a grade 3 entry point.
In the last election, the Conservative
government put it on their election platform. That if they were elected they would
have another look at what was best for
students in so far as their French education
is concerned.
Ironically, the timing of the announcement that the review would take place was
exactly the time when the Liberal Party
had a committee came out with a report
on the results of the last election and why
they had lost so badly. Basically there
were two factors and one of those was
French immersion. Parents never forgot
the way they were treated.
Last October, the government announced they were going to have a task
force review FSL, but this time they
would have people who were experts,
that knew about FSL education, that
were in the know.
So this is basically how the new
review came about.
What have the children who have not had
access to EFI in the last few years lost?
What have you heard from parents?
As far as proficiency and how well students in the grade 3 entry point are doing,
it is too soon to know. This is only the
second year and there is not enough data
to assess their performance.
What parents tell me and what we
hear from schools and school districts is
the selection of students who are going
into grade 3 is different. It’s not the same
type of grouping that we had in grade 1.
This can be explained, in part, with how
parents are feeling in certain instances.
For example, if a student experiences
some learning difficulty, minor as it may
be, these usually come to the forefront in
grade 2 and so a parent who has a teacher
who is saying your child has this learning
problem, the parent is not apt to put him
or her in grade 3 early immersion, even
though they belong there. Parents are very
hesitant when they hear these things and
will not put them in the program.
Other parents are telling us that
those who start in grade 3 versus those
who start in grade 1; it is not the same
type of learning. The student who came in
at the grade 1 level it was natural and the
kids did not make a fuss about it. These
kids in grade 3 are much more aware that
all of a sudden they are being taught in the
classroom in another language that they
are not too familiar with. It is much more
conscious learning than it is in the earlier
years. The makeup of the class is more
elitist than it was in grade 1. This is what
the government of the time was trying
to get away from; the then minister of
education Kelly Lamrock was calling the
French immersion program too elitist.
In the last two years enrolment has
gone down. But what we do know now
for some school districts is that the
enrollment for next year has shot up.
We will wait to see a more comprehensive
picture across the province, but this is
what we know now from speaking to
some school districts.
Also parent involvement with
their child is not the same. When a
parent was enrolling their child in grade
1, they really questioned themselves and
asked: have I made the right decision?
And they followed their child and got
involved in the school with groups such
as Home and School. We had a great
membership at CPF simply because they
wanted to know everything and they
wanted every opportunity possible for
their children. We had very involved
and engaged parents. This included
work on programs such as summer
camps and in local chapters. We’ve
noticed a significant drop in our membership and with involvement of parents. At
grade 3 children are more independent,
and this also is reflected in parents’
involvement with their children and
with CPF.
We also took some hits during the
last review, when the campaign turned
personal, and the public did not know
where to turn for the right answers. CPF
New Brunswick suffered and has had to
deal with the consequences since.
Have there been any gains from this
experience?
One of the major gains, is that it put the
department of education in the position
that now they had to create a new curriculum. They had to take a look seriously at
the curriculum that they were using. Some
of the curriculum that was being used in
the past had not been modified or adapted
probably since 1985 and so it forced them
to have another look; it forced them to
bring the curriculum and resources to date.
Also the department of education wanted
this grade 3 entry point to work. So they
put in tremendous amounts of money to
buy resources for these students. So in
this sense, this was a great gain, because
it was something we’d been talking about
and complaining about for quite awhile.
But I still think the losses were more than
the gains.
If we look at education in New
Brunswick since 2000, we could
actually go back to the 90s, we find that
FSL education was often the target for
review. The decision in 2001 was to
leave FSL programs intact, in 2008 EFI
was eliminated, and today it appears that
EFI will be reestablished–all of which
has taken place in a province that is
officially bilingual. What is your hope
for the future of FSL education in
New Brunswick?
This time around the four individuals,
subject-matter experts, on the task force
went out and listened to parents in 12
different sites in NB to find out exactly
what the parents wanted, what they were
saying, what their concerns were. Also,
besides that, they looked at research not
only within Canada but internationally.
In the end, when they wrote the report, it
was based on what parents were looking
for and where students in NB in so far
as language proficiency should be in the
next 30 to 40 years not the next year. They
were really looking down the road. They
really hit the nail on the head in a
lot of places.
One of the places that they hit
was leadership.
What they identified as one of the problems
from the past and that still exists today is
the lack of leadership at all levels whether
at the school level or school district level;
there is no language champion for second
language. The department of education,
school districts and schools should be
promoting the advantages of bilingualism
and trilingualism. Right now, instead, we
get people who are trying to get rid of the
program rather than what they should be
doing which is promoting it.
That is what I would like to see for
FSL: better leadership at all levels. And
I think that we are not the only province
with this problem.
The other thing is that we need to
ensure that the program can accommodate
all students. In other words students who
have learning problems must be accommodated. Research that was done in 2006
really showed that struggling students can
succeed in immersion if the resources are
there. And, of course, every effort should
be made to support these students in the
immersion program, not ship them out.
This does not help and we know this can
be done.
The other thing with FSL is if we
do support these students, the teachers
in the English stream cannot blame
immersion or say that they are getting
the worst kids. That would stop. It will
not stop, however, until people live up to
their responsibilities.
Finally, we need better access. Rural
communities in NB still don’t have access
to FSL programs. They are not served as
well as in urban communities.
So my wish is first, that they adopt
the recommendation of the task force.
That secondly, the government really
looks at the concerns expressed in this
report. Lastly, everyone must show
some leadership. n
11
from our partners
French for the Future introduces
the President’s Award
exceptional contribution of an individual
or an organization in the support and
development of French for the Future.
Mrs. Nada Ristich, Director of Corporate
n celebration of French for the Future’s Donations at BMO Financial Group, was
15th anniversary, the very first President’s selected as the first laureate, as she has
Award was developed to highlight the
always demonstrated a personal commitment
I
CONGRÈS DE
L’ACPI 2012
to French for the Future that goes above
and beyond corporate relations.
As she could not attend the 15th anniversary
celebratory dinner on April 19th, the
President’s Award was given to her on
Wednesday, April 18th by Lisa Balfour
Bowen, Founding President. n
MONTRÉAL, QC DU 25 AU 27 OCTOBRE
WWW.ACPI.CA
LʼIMMERSION
ON SʼEN PARLE
12
Des magazines
qui grandissent
avec vos enfants.
En vente à la
du
Librairie
13
14
A SPECIAL THANK YOU
TO OUR GENEROUS DONORS
The donors below contributed to CPF between January 1, 2012 and May 17, 2012
Yvette M Adam
Michelle Alexander & Rick Lewis
Carole Anctil-Michalyshyn
& Peter Michalyshyn
Marc Arnal & Rashmi Joshee
Marilyn Beketa
Martin Beyer
Kelvin Bonneau & Elizabeth House
Sonja & Tim Booth
Jenn Camillo & Al Murphy-Brown
Kathryn Cook & Andrew Faulkner
Elizabeth Czerwinski
Peter & Joyce David
Rachel French De Mejia
Louise Delegrave
Diane & Gregg Eastwood
Colleen & Greg Elgert
Mariya Farhan
Glenda & Robert George
Radostina Gospodinova
Laurie Halfpenny-MacQuarrie
& Blaine MacQuarrie
Joan Hawkins
Valentin & Csilla Ignat
Mary Innes & Gary Lawless
Kirsty Johnston & Matthew Evenden
Tashi Kashi
Carolyn & Francis King
Alyshia Kitchen
Dolaine & Dennis Koch
Yolanda & Victor Korompai
Polly & Ken Lim
Catherine & Stephen Lindley
Nic & Marg Martini
Shelley Mayert
Maureen McEvoy & Peter Childs
Rebecca & Greg McGinn
Shannon Nelson & Lyle Carlstrom
Caroline North
Sara & Brent Postlethwaite
Patrica Roberts Williams
John Sargent
Marilyn Shaw
Bruce & Gill Starke
Annalisa Turner
Victoria Vaseleniuck & Harry Pringle
Lynette & Shane Vermette
Pat & Norman Webster
Robin & Ina Wilson
Marie-Beth & Carl Wright
Jordan Wright
Russell & Eugenie Wychreschuk
Vivian Yatabe
School District #23 Kelowna
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mon succès
C
PF’s newest national contest,
Français pour mon succès is a
writing competition for middle school
students and aspiring journalists! CPF
teamed up with Association de la presse
francophone (APF) again this year and
students in grades 7 to 9 were asked to
submit a news story, feature, profile,
opinion-editorial or review for a chance
to be published in a number of Frenchlanguage newspapers across Canada.
The grand prize went to one winner
from each category. The winners will
receive a $2000 scholarship from the
University of Ottawa and will also have
their writing appear in participating French
language newspapers across Canada.
The winners’ submissions appear
on the following pages.
Congratulations to the winners and
thank you to everyone who participated.
announcement
In Memory of Robin Wilson
Many of you will remember one of CPF’s long-standing
friends, Robin Wilson. He died on March 29, 2012.
Robin served as national executive director from 1999 to
2002. Before starting with CPF, Robin worked as a consultant,
served as an executive director for CUSO and had a 13-year
career as a federal public servant. This included five years
with the Office of the Commissioner of Official Languages and
three as a Group Chief in the Official Languages Branch of the
Treasury Board Secretariat, providing him with an excellent
understanding of language issues and policies in Canada.
With a firm conviction of CPF’s mandate and a strong
background in government and voluntary organizations in tow,
Robin’s three-year tenure is remembered in light of his efforts
to build CPF’s advocacy and membership capacity. He was
instrumental in developing one of CPF’s flagship advocacy tools:
the State of French-Second-Language Education in Canada
reports, the first of which was published in 2000; and launched
CPF’s first national membership campaign in 2001-2002.
His steadfast approach began with negotiating a
three-year contract with Canadian Heritage which provided
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In Robin’s last column as executive director, he
wrote: “In the years ahead, CPF members must continue
to battle the misinformation about learning French and
about linguistic duality that still turns up from time to time
in regional and national media. Millions of Canadians have
come to recognize the value, to themselves as individuals and
to the country as a whole, of learning and knowing both of
our official languages. Unfortunately there are still some who
resent and resist the trend. CPF members should be vigilant
and quick to respond with well-reasoned arguments based
on sound research. If we really believe in our slogan, Proud
of Two Languages/ Nos deux langues, notre fierité, then CPF
members should tell the world!” n
the funding required to hire professionals to develop these
and many other initiatives and resulted in membership
growth from 10,000 and 130 chapters in 1999 to 17,000
and 170 active chapters across Canada in 2002.
Obituary: In hospital on Thursday, March 29, 2012
at age 74. Beloved husband of Ina (nee Neimanis).
Loving father of Andrew (Rowena Rae) and Derek.
Cherished grandfather of Genevieve and Madeleine.
Loving brother of Christine Stewart (Ninian).
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Stéphane Martin Demers, 7e année
Erin Centre Middle School
Mississauga, ON
Pourquoi la guerre?
TEXTE
D’OPINION
Depuis quelques centaines d’années, les enjeux comme la pauvreté et
le racisme ont été très dévastateurs. Malgré tout, la décision qui a un
impact sur tout le monde et qui me cause le plus de mécontentement
est la guerre. Quel est le sens de tuer les personnes sans aucune raison et
comment arrêterons-nous cette catastrophe imparable ?
La guerre survient dans quelques pays pauvres comme l’Afghanistan, Haïti
et la Somalie. Dans ces pays et quelques autres, les enfants sont utilisés de
manière bilieuse. C’est-à-dire qu’ils sont traités comme des soldats. Pour
cette raison, le risque de mort ou de blessure est plus élevé pour eux. Plus
de 250 000 jeunes en Afrique sont traités de façon désagréable et font
face à la guerre.
Puisqu’ils font la guerre, ils respirent beaucoup de fumée, de poussière et des
substances chimiques dangereuses. En effet, si vous pensez aux maladies
qui peuvent se répandre à travers le globe, notre société peut facilement
s’autodétruire. La raison pour laquelle, les jeunes enfants peuvent mourir et
les guerriers peuvent être touchés périlleusement à cause de ces maladies
infectieuses.
Finalement, quand les guerriers sont en guerre, l’organisation de cette
guerre est faite en utilisant des milliards de dollars. Évidemment, on peut
dépenser l’argent sur des secteurs plus importants comme l’éducation,
l’emploi et la santé. En fait, jusqu’à maintenant, les Nord-Américains ont
payé 661 milliards de dollars en contribuant à la guerre au Moyen-Orient.
En conclusion, c’est important que vous ne fassiez pas partie d’une
guerre. On nous a donné la chance de dépenser l’argent précieux sur des
secteurs essentiels, mais pourquoi le gouvernement dépense tout l’argent
de notre économie sur l’organisation de la guerre ? C’est ridicule ! Donc,
si nous voulons changer nos modes de vie, pourquoi ne pas les changer
maintenant ? La guerre est-elle vraiment nécessaire ?
Megan Warren, 9e année
Jasper Junior/Senior High
Jasper, AB
CRITIQUE
Un livre pour l’adolescent moderne
The Perks of Being a Wallower est un livre écrit par Stephan Chbosky. En
court, c’est une histoire à propos de l’adolescence, mais l’histoire coule
tellement plus profondément que ça. L’histoire est racontée par des lettres
écrites par Charlie à une personne mystère dont on n’apprend jamais
l’identité et qui n’apprend jamais l’identité de Charlie.
Ce livre a changé ma vie. Charlie raconte sa vie et toutes les choses qui
changent à la mystérieuse personne. C’est magnique comment Stephen
Chbosky a pu illustrer la vie d’un adolescent. Il offre vraiment du confort aux
adolescents de nos jours, car presque tout le monde peut se reconnaître
dans Charlie à un moment ou à un autre. Il offre surtout le sentiment que
personne n’est seul dans le monde.
Quand j’ai lu ce livre, j’étais en train de passer un moment pas mal difcile et
mélangeant de ma vie. Après avoir lu l’histoire de Charlie, tout allait mieux,
car j’ai su qu’il y avait plusieurs adolescents dans le monde qui devaient
avoir du courage en même temps que moi. Personne n’est vraiment seul.
The Perks of Being a Wallower est le livre que j’ai lu qui a une voix avec
le plus de puissance. Stephen Chbosky entre vraiment dans le monde des
adolescents, et ce, d’une façon tellement précise que je pense vraiment
qu’il vit l’expérience.
Quand mes amis me disent qu’ils traversent un moment difcile dans leur
vie, je leur dis de lire ce livre. Ils trouvent toujours le même niveau
de confort que celui
que j’ai trouvé.
Finaliste :
Teesha Senecal • Institut collégial Saint-Paul (St-Eustache, MB)
Katana Godard, 9e année
Institut collégial Saint-Paul
St-Eustache, MB
PORTRAIT
Nellie McClung et ses nombreuses batailles
Nellie McClung était l’une des meneuses les plus importantes du mouvement
féministe au Canada. Durant sa vie, elle a joué de nombreux rôles. Elle a
été une enseignante, une maman, une politicienne et une auteure.
Nellie Letitia Mooney est née le 10 octobre 1873 à Chattsworth, Ontario.
Quand elle avait 7 ans, sa famille a déménagé sur une ferme au Manitoba.
À l’âge de 16 ans, elle était enseignante. Très intéressée à la réforme
sociale et surtout aux droits des femmes, elle a rejoint un organisme qui
s’appelait, la Société de tempérance des dames. Cette société a examiné
les problèmes sociaux et de santé causés par l’alcool.
REPORTAGE
En 1896, Mme Mooney s’est mariée avec Robert Wesley McClung. Le couple
a eu cinq enfants. En 1911, sa famille et elle ont déménagé à Winnipeg où
elle a continué à lutter pour l’égalité des sexes et surtout pour l’obtention
du droit de vote pour les femmes, et ce, en menant plusieurs organismes.
Le sujet de la légalisation de l’euthanasie au Canada est un gros débat
ces jours-ci. Qu’est-ce que vous pensez de ce sujet? Moi, je pense que
c’est une superbe idée si c’est utilisé avec respect envers le patient.
En 1916, le gouvernement du Manitoba était le premier de toutes les
provinces à accorder le droit de vote aux femmes. Ceci était dû aux efforts
de Nellie McClung. Elle a par la suite déménagé à nouveau en Alberta où
elle a poursuivi son travail politique jusqu’en 1926.
Olivia Tognela, 8e année
St. Michaels University School
Victoria, C.-B.
Légaliser l’euthanasie au Canada
L’euthanasie est déjà utilisée aux Pays-Bas et en Suède. Ces pays ont déjà
pris l’initiative de progresser dans le domaine de la médicine et je pense
que le Canada est capable de faire la même chose.
Dans certaines circonstances, si le patient n’a pas de chance de récupérer,
je crois que ce serait génial s’il avait le choix de mourir d’une mort rapide
et indolore, et ce, même si c’est le dernier souhait de sa vie. Si c’est le
souhait d’un patient qui est en phase terminale, ça ne devrait pas être
le gouvernement canadien qui décide du droit à la mort de ce citoyen,
mais le choix de la personne elle-même. Ça devrait être cette personne
qui décide de mourir avec dignité ou pas et non pas le gouvernement
ou Stephen Harper.
Le gouvernement n’a sûrement pas oublié le côté négatif de ce débat
mondial? Il y a sûrement des personnes qui sont complètement contre
l’idée de légaliser l’euthanasie au Canada. Peut-être que quelques-unes
de leurs raisons sont liées à la peur de ne pas être capable de savoir où ce
pas en avant médicalement va nous mener dans le futur.
De récentes études au Canada ont montré que la majorité des personnes
ont connu quelqu’un qui a voulu mourir en raison de circonstances dans
lesquelles ils vivaient, par exemple ma grand-mère était dans cette situation
lorsqu’elle avait le cancer. Toutes ces personnes devraient avoir le droit de
mourir avec dignité si c’est ce qu’elles souhaitent. Je comprends comment
cela pourrait affecter les amis et la famille de ces personnes, mais tout le
monde a le droit de mourir
avec dignité.
En 1927, quatre autres femmes l’accompagnant, elle a présenté une pétition
à la Cour suprême du Canada an de clarier le terme « personne ». Cellesci voulaient savoir si le terme comprenait aussi les femmes. Ce groupe de
femmes était appelé Le célèbre cinq. En 1929, un comité a jugé que les
femmes étaient des personnes alors elles pouvaient aussi être nommées
au Sénat.
Après avoir quitté la vie politique, Nellie McClung a continué à écrire des
récits et des romans. Elle est décédée à l’âge de 78 ans à Victoria, en
Colombie-Britannique. Cette femme courageuse a travaillé très fort au
cours de sa vie pour assurer l’égalité des sexes et surtout
pour obtenir le droit
de vote aux femmes
Finaliste :
canadiennes.
Robyn Unrau • Institut collégial Saint-Paul (Marquette, MB)
Pour plus dʼinformation sur le concours Français
pour mon succès, consultez le
www.cpf.ca.
Finaliste :
Benjamin Chan • École Meadowridge (Coquitlam, C.-B.)
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