Conference’s Workshops

A policy for linguistic planning for francophone schools

“How can one be
oneself without being
closed to others and

be open to others
without losing oneself?”

This question, posed by E.
Glissant, sums up well the
challenge faced by the franco-
phone school system with regard
to carrying out its cultural mandate and its mission in the
community. How can the school provide its pupils with the
environment they need to develop their francophone cultural
identity, while at the same time remaining open to the larger
community that surrounds them? A major challenge!

Ontario |

A good place to start is to provide a common framework
for a program of intervention on the part of all the participants
that gravitate around the francophone education system.
This is the topic that Michelle Boucher, an educational
representative from the Ontario Ministry of Education, came
to talk to us about. Mrs. Boucher has been an active
participant in the elaboration ofa policy of linguistic planning
for the French schools in Ontario that has only recently
been adopted by the provincial government.

By linguistic planning we mean the implementation of planned
and systemic program of intervention that aims to ensure
the protection, the prestige and the transmission of the French
language and the linguistic culture of French in a minority
setting. The aim of the policy in Ontario is to determine
what the guiding principles will be for the intervention
program with regard to linguistic planning in the schools.

The policy is based on a series of principles that underpin it.
For example: “The equality of opportunities with regard to
learning a language and the transmission of the culture, of
access to a quality education and academic success in a
minority environment require ongoing specific interventions
that provide support and resources that are adapted to the
specific needs of francophone pupils”.

During her presentation, Mrs. Boucher made numerous
comparisons between the circumstances faced by
francophones living in Ontario and those in B.C. One could
say that apart from the greater number in Ontario, the picture

6 Jufo-Parents

is very similar. At the end of the workshop, people were
given the opportunity to respond to what they had just heard.
The participants were divided into four sub-groups and each
group answered the following questions. Here is a brief report
on the discussions:

1. What was learned from the presentation?

Overall, people feel that a considerable amount of work is
being done in this area in B.C., but that the overall effort is
not organized into something systematic. They also realize
that if no program of intervention takes place to develop the
cultural and community aspect, it will not be possible to
slow down the process of assimilation of young people.

2. What we already have in place to implement a policy
of linguistic adaptation in B.C.?

Everyone agreed that the thought process is well underway
here. We also have a system of governance, a well developed
network of francophone associations, schools and pre-
schools. In addition, several training tools (for example,
videoconferencing) and a well established culture of
partnering on the provincial level and in the school
communities are in place.

3. What could be done to take things one step further?

* Create a policy similar to the one in place in Ontario
and obtain a commitment from the Minister of
Education with regard to its implementation.

* Evaluate what is already being done and ensure that
the resources are available to do better.

* Recruit the clientele for the schools.

* Have people who are in charge of cultural activities
in place in every school.

* Network with the francophone community in British
Columbia, Canada, and on the international level.

In conclusion, in listening to Mrs. Boucher, one had the
impression that she had observed the evolution of the
francophone community in B.C. and that the policy she
presented to us was based on the aspirations that had been
expressed by parents and partners in education. It felt almost
as though we should take the policy she outlined “‘as is” and
Just replace the words “British Columbia” for “Ontario”. But
that would be too simple. Such a policy requires an in-depth
consultation involving all the participants. This is an essential
condition for the success of its implementation! There’s work
to be done....