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“special projects” grants from the federal government (see ‘The Problem of French Language Fun- ding”, CPF National Newsletter, January 1981). New _ financial provisions to take effect for the 1982/83 school year will include ap- proved extra costs for teacher salaries, administration, physical space, library materials and sup- plementary materials.

The circular’s preamble notes, ‘the pace at which the new immersion policies will be implemented depends upon the continued participation of the Federal Government in funding these programs at a_ reasonable level.”

LATE FRENCH IMMERSION

Graduates of Late French Immer- sion are expected to achieve a somewhat lower level of fluency than Early Immersion students. This has been called “instrumental bilingualism”.

Beginning in grade 6, Late Immer- sion features 100 percent instruction in French for the first year. English Language Arts is re-introduced as a subject in grade 7, but all other sub- jects continue in French.

The policy states that Late Immer- sion may be established where requested by 24 or more students. Additional classes are to be offered where numbers warrant.

Provision of curriculum guides, prescribed instructional resources, and financial assistance will follow the same pattern as for Early Immer- sion.

MORE INFORMATION

In addition to the above, the three policies include statements on location of schools, informing the public, teacher qualifications, and other matters. Your local chapter representative (see list p. 14) has a copy of the complete document.

ANALYSIS OF THE POLICIES

Some of the confusion experien- ced by trustees and administrators during the past year has now been alleviated. The new policy is clear on requirements for entrance to the Programme Cadre by non- francophones, a major source of con- tention in several districts for some time.

However, the circular leaves the establishment of Early and/or Late French Immersion to local discretion. During a recent address to the B.C. School Trustees’ Association con- vention, Minister of Education, Brian Smith said that he will not require districts to offer immersion programs. Instead, the Ministry, will “encourage” their implementation.

Neither the immediate nor long- term effects of these policies is yet clear. Problems may arise right away in districts such as Vernon, Prince George, and Kelowna, where non- francophones have enrolled in the Programme Cadre because Immer- sion is not available. What will hap- pen to September’s kindergarten classes in these areas?

Will the new financial arrangemen- ts for Immersion make trustees more willing to implement programs? What will happen if a new federal-provincial agreement for funding French language programs is not concluded in the fall?

What difficulties over _ inter- pretation will we meet during the coming months?

Finally, it should be noted that these policies do not have the status of legislation. The right to education in French is not included in B.C.’s Public Schools Act.

BCPF’s INVOLVEMENT

The ministry of Education’s Programme Cadre and Immersion policies are based on recommen-