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Célébration du 10e
anniversaire du CSF :
les parents étaient
de la fête !
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CONGRÈS /AGA 2006
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During the FPFCB conference on
November 18, 2006, parents were
treated to an address by wellknown lecturer, University of Ottawa sociologist Diane Pacom, who offered a sociological analysis of the condition of youth in a
changing society. For those who think this
is a boring topic, you may be surprised to
learn that the nearly 75 participants hung
on every word from beginning to end…despite the fact that Ms Pacom was unable to
leave Ottawa and gave her address by teleconference!
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since it already presented an extremely
clear and concise summary of research on
the topic. That said, here is an abridged version that one’s hope will provide some food
for thought.
The message could be summed up by
saying, “Today’s society has moved on from
I think, therefore I am! to I doubt, therefore
I am!”
Indeed, until the second World War, youth
enjoyed a secure, consistent world. With the
arrival of the baby boomers, security and
consistency slowly gave way to questioning,
due in large part to a reversal of the roles
of the adult as society was increasingly driven by more youthful values. Adults had lost
their power and their ability to assume their
traditional role.
Now, there is a refusal to grow old. As evidence, during the 1970s, for statistical purposes,
youth were grouped in the 14-24 category.
Today, the category covers the14-34 age
Starting a Family, Having Children
Until recently, people married and had children. Today, they live together and may
marry some time in the future. They adopt
a puppy to experiment with the responsibility of caring for the needs of a dependent.
Unions are short-lived and families are often
fragmented.
group and may very well continue to expand. Adults strive to stay young as long as
possible. Cosmetic surgery has never been
as popular as it is today; mothers dress like
their daughters; and fathers buy sports cars
at age 50.
Up until the post-war era, children and
adults had different values. Today, this distinction no longer exists. When does one become an adult? In the past, clear milestones
marked the passage into adulthood. Today,
these milestones are much more complex:
Finishing School
Now, studies end much later in life. While in
the past a high school diploma was enough
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their late twenties or early thirties.
Leaving Home
Given the high cost of living and the
need to pursue a post-secondary education, youth often return to live at home,
since they do not have the means to
support themselves. It’s the boomerang generation: leave and come back.
Today’s youth therefore face a much
more uncertain world. Their environment
is constantly changing. Technology is advancing at a furious pace. We have only to
think of computers, cellular telephones, or
the internet. We must not be surprised if we
often see evidence of recklessness, inertia.
Youth is exploring, looking for answers, and
guidance no longer comes from adults, but
from the mass media.
So just who are the youth of today? In
conclusion, Diane Pacom presented three
clichés:
Youth as potentially violent beings they are under constant surveillance
from security cameras and metal detectors;
Youth as victims – victims of change
that causes them to get lost in the system and pushes them to take Ritalin,
drugs, anti-depressants, to drop out;
Youth as consumers – they are exploited at their young age by marketing
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to the detriment of the well-being of
young people, by scrutinizing their
preferences, their every need, and
creating trends.
Biography - Diane Pacom has taught sociology for nearly 30 years. She is an associate professor at the University of
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Université du Québec). Of note, she co-authored a book with Ms Madeleine Gauthier, Regard sur la recherche sur les
jeunes et la sociologie au Canada (see page 2), and has published various articles in academic journals. Ms Pacom
has received numerous awards of excellence in teaching, including the Ontario Confederation of University Faculty
Association award, in 2003, and the Canada 3M Fellowship, in 2004.
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CONGRÈS /AGA 2006
Atelier avec les associations de parents
offrant un service préscolaire
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The purpose of this workshop was to pursue the work begun during the 2005 AGM. The aim was to draft a policy
to incorporate the presence of preschools, daycares,
and other early learning services in BC francophone schools.
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During the session, parents had an opportunity to give feedback regarding the various working paper proposals. These
covered a range of topics, including location, sharing facilities
with the school, clientele, programs, governance, and access
to school resources. Parents made many relevant comments.
The clauses affecting access to school services and program
harmonization and assessment inspired some particularly good
discussion. The intent was to ensure a program excellence, while leaving control for governance and program management
in the hands of the APÉ.
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Consequently, the FPFCB will develop the policy further before embarking on a consultation process involving the players
concerned. The intent is to present a draft policy to the CSF
(French School Board) prior to the close of the current academic year.
More to follow…!
Un dossier à suivre…!
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CONGRÈS /AGA 2006
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The Fédération held its annual general meeting (AGM) on Saturday,
November 18, 2006 in Richmond.
Some forty delegates and a dozen observers were on hand for the business meeting.
President’s Report (summary)
“In the preschool sector, we are beginning
to see positive impact as a result of the priority given this issue by the various players. Following extension of its mandate, which now
includes early learning, the Ministry of Education now recognizes FPFCB as a player.
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increase in funding, which, among other
things, enables us to hire a preschool and
daycare network coordinator. We are also
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agreement with the CSF (French School
Board). The accord calls upon the FPFCB to
be responsible for the tasks associated with
implementing CSF early learning strategies.
funding will give the CSF the manoeuvring
room needed to implement its plan, to the
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attention.
In conclusion, I believe that this past year has
been one of our most productive in terms of
moving FPFCB issues forward. However, we
are well aware that there is still much work
to be done. Many school communities lack
the space they need to grow or offer high
quality educational programs and services.
There is still a need to develop the cultural
and community dimensions of the educational system. Preschools and daycares are
not yet fully integrated into all francophone
elementary schools. School planning committee operations often leave much to be
desired. There are numerous issues and the
stakes remain high, but rest assured that the
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acceptable solutions.”
2006-2011 Strategic Plan
On the academic side, there has also been
some remarkable progress. Implementation of CSF guidelines is on the right track
and the FPFCB is playing an active role. We
sit on the Educational Advisory Committee,
which formulates recommendations for the
CSF board of managers on issues regarding educational programs and services.
We are also represented in working groups
progressing cultural and community issues
and technological advances resulting from
implementation of the guidelines.
As you can see, matters have evolved
considerably during the past twelve months.
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of this past year has to be the CSF-Ministry
of Education accord calling for additional
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The agreement crowns ten years of efforts
by the CSF and FPFCB…and we are very
proud of this achievement. The additional
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You will recall that, last year, the AGM approved the FPFCB orientations and strategic plan for 2006-2011. These remain unchanged.
Major focuses of the 2006-2011
Strategic Plan:
4Early learning and family services
5Participation of parents
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Vision
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a family, educational, and community environment that encourages their full development in French.
Mission
The FPFCB mission: To support British Columbia parents in their role as prime educators of their children and to promote their
involvement in the establishment of an
educational system and community that
encourages the full development in French
of children and their families.
Discussions among
Parents’ Associations
e
One of the most intense moments of the meeting is often
the sub-group discussions
among APÉs from the same region
or from similar schools (unilingual or
mixed schools, school size, etc.).
First, one by one the APÉ representatives outlined interesting events in their
school communities. They focussed
on success and major achievements,
as well as on challenges faced and
the solutions used to meet these challenges. Each year, it is truly impressive
to see the number of activities, programs, and fund-raising events taking
place in the school communities! It’s
amazing to see the resilience of the
parents who work against all odds to
provide the best for our children and
to ensure that the people who work
with them also share this concern.
Next, the FPFCB asked each APÉ to
identify ITS priority for the current academic year. Some mentioned communications with parents, while others
noted recruitment of students and
visibility for the school or even the importance of getting parents involved
in APÉ activities.
Lastly, the APÉs suggested how the
FPFCB could assist their efforts. This
exercise allowed the FPFCB to gather
the feedback needed to properly
support its members during the coming months.
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Associations de parents : Faites-vous voir dans nos pages !
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Envoyez le tout à info@fpfcb.bc.ca.
Pour information, contactez-nous au 1-800-905-5056 ou 604-736-5056.
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APÉ of Surrey had a brilliant idea for a fundraising project: organize a reading marathon! The event was so successful that
the parents are planning a repeat in the spring of 2007.
The idea is relatively simple: for two weeks during April Reading Month
students promise to read for 15 minutes in class and 15 minutes at home
GDLO\7RKHOSLQWKHLUFRPPLWPHQWHDFKFKLOGÀQGVDWOHDVWIRXUVSRQVRUV
who agree to contribute a minimum of $1 for each hour of reading that
the student completes during the marathon (5 hours per student). The
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of family, neighbours, etc. Tax receipts are issued to any donor who gives $20 or more. If we calculate for the 150 students in the school, that’s
a possible $3000!
The key to success is in mobilizing all of the players involved in the
school community. For example, in Surrey, the entire school community
endorsed the project, making it a real success on all fronts. In all, the
students who participated in the Surrey reading marathon raised more
than $3000 (each child collected $2-$250), 100 % of which when to the
APÉ. Above all, parents, students, teachers, and even school administrators helped to make the project a success.
Another key motivator to the children’s commitment was having a
tangible goal. The Surrey fundraiser was designed to raise funds for a
playground for their newly built school. You can imagine the students’
pride when, the fall after the reading marathon, their new playground
was unveiled!
The beauty of a reading marathon is the activity’s total compatibility
with the academic goals associated with literacy and learning to read.
From an organizational perspective, there is relatively little energy required. At Gabrielle-Roy, for example, two parents coordinated the event
with support from the deputy director of the school. The administrator
explained the project to each class, then children got involved! Several
parents helped with support activities, such as translation of letters to
introduce the project and photocopying. Organization and the event
were complete in only four weeks!
Toute l’équipe de la Fédération des parents
vous souhaite, ainsi qu’à votre famille,
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In April 2007, the students of Gabrielle-Roy in Surrey will attempt again
to meet the challenge of the reading marathon. The parents who will
organize the event this year have even less work to do, since the docuPHQWVSXEOLVKHGWZR\HDUVDJRPHPRFHUWLÀFDWHVHWFFDQEHXVHG
again. It’s a fairly sure bet that teachers and families will embark once
again on the adventure, since reading is already a part of both the
classroom routine and nightly bedtime routine anyway!
For more information concerning the reading marathon, contact Thomas Quigley, APÉ Gabrielle-Roy president, Surrey; email: apegabroy@
yahoo.ca .
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The idea for Les Soirées-Cinéma started with Les Boys. Here was
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yet I had never had the chance to see it on a big screen in BC.
When my son started kindergarten at the new and yet unnamed francophone school in Richmond, the APÉ was driven to promote the school in
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However, because at the time we were renting two classrooms in another school, using the gym was impossible. A year later, we had a name
for the school, L’École des Navigateurs, and we found enough students
for our own building. With our own building, we had our own gym, so we
were able to start Les Soirées-Cinéma.
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any laws. Films that you buy or rent are licensed for personal use only.
You are not allowed to show them publicly. Through much research, we
learned serendipitously that the CSF has a site licence (for information,
contact Josette Desquins at josette_desquins@csf.bc.ca) with representative organizations such as Audio-Cine Films Inc. This means that, as
ORQJDVDSDUWLFXODUÀOPLVRQWKHOLVWRIÀOPVFRYHUHGE\WKHRUJDQL]DWLRQ·V
licence, we can rent that movie or bring our personal copies to show on
school premises. The added fact that the licence does not allow us to
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Les Soirées-Cinéma.
Rather than organizing more fundraising, our APÉ co-presidents wanted
an activity that opened the doors of the school to the community. With
the tremendous support of School Director Alain Thibault, we wanted
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to give something back to the community that has supported us. All
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whelming majority of the people who attend do not have children in
the school.
We promote Les Soirées-Cinéma through media releases to local newspapers and to Radio-Canada, and requests for placement in community calendars. During a calendar segment, the CBC radio afternoon
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have a website that provides information about the school, Les Soirées&LQpPDDQGWKHÀOPVWKHPVHOYHVZZZVRLUHHFLQHPDEORJVSRWFRP
We sell candy bars, chips, pop and water. Each night we arrive early to
pop the popcorn, set up the chairs, and hook up the DVD player to the
SURMHFWRUDQGVSHDNHUV2QFHZHÀQLVKFOHDQLQJXSWKHOLFHQFHUHTXLres that we inform the CSF which movies we showed, when we showed
them, and how many people viewed the movie that night.
We are never sure how many people will come. “C.R.A.Z.Y.” was the
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DQG 4XpEHF DQG ZRXOG OLNH WR FRQWLQXH WR ÀQG ÀOPV WKDW UHÁHFW WKH
diversity of “le monde de la francophonie”.
For more information concerning Les Soirées-Cinéma, contact Serge Bédard, APÉ École des Navigateurs president, Richmond at 604-718-5629
or sbedard@telus.net .
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Je parle toujours en français à mon enfant
Mon enfant refuse de m’écouter lorsque je
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mais elle me répond toujours en anglais.
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en français mais lorsque le message est
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important, je leur parle en anglais. Est-ce
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que cela pose un problème quant à l’ap-
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Le parent non-francophone devrait-il lire
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I always speak French to my
My child refuses to listen when I speak to
the child will feel that speaking French
child, but she always answers in
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will not divide the family in half. The non
English. How can I help her realize that I
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see himself as different from others, and
francophone parent’s interest in the
French language will motivate the child
to continue to learn. Besides, when the
Whether your child is one month
he sees speaking a language other than
old or ten years old, she can understand
the language of the majority around him
exactly how you feel if you put it into
as different. It’s time to show your child
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that you are not the only French speaker
so strongly that you want your daughter
around and that people can live and
to speak French, you will be able to ex-
enjoy life in French. Take your child to
plain honestly later on. Don’t be afraid to
francophone cultural events, meet with
describe your emotional ties to the lan-
francophone friends for whom French is
guage; that’s what she will understand.
not associated solely with the serious side
Each child learns at his own pace
adult mispronounces a word, the child
will generally be more than happy to correct!
My child has been in preschool for three
months already and still does not speak
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of education, but also has a fun side.
and in his own way. It is possible that
I usually speak to my children in French;
Moreover, in terms of linguistic and cul-
your child needs to observe and listen for
however, when the message is import-
tural differences among people, it is ex-
a long time to what is going on around
ant, I speak to them in English. Does
tremely useful to make your child aware
him before he feels ready to speak. Some
this present an obstacle to learning the
of the languages spoken in the street
children begin to speak French only once
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so that he will realize that many people
they can put a small sentence together
speak languages other than English. You
correctly. When that happens, the people
could also expose your child to multi-
around them are extremely surprised by
cultural events to increase his aware-
the few French words bursting forth from
ness of the richness that differences can
the children they thought were “stuck.”
contribute.
You must trust in their ability to learn and
Children learn a language solely as
a means to communicate. That is their
motivation. They want to understand
and, more importantly, to be understood.
When you switch languages to deliver
an important message, it’s as if you are
telling them that English is more important for communicating. You are creating
give them the time they need.
Should the non francophone parent read
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We strongly encourage the non
languages. The children will end up con-
francophone parent to read stories with
sidering the French language as a sec-
the child at home, since it is important
ond-rate language that has no place in
that the child realizes that this parent is
real communications. This encourages
included in the learning of French. When
the children to place less importance on
the francophone parent speaks to the
other cultures.
child, the child may have the uncomfortable feeling that he is isolating the non
francophone parent. If the non francophone parent uses French with the child,
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Pour vous abonner ou pour renouveler votre abonnement à
Tire-Lire, rien de plus simple ! Vous n’avez qu’à nous retourner
par la poste le coupon d’adhésion ci-dessous accompagné du
paiement (chèque fait à l’ordre de la Fédération des parents).
Coupon d’adhésion pour le Centre de ressources Tire-Lire
Abonnement 1 an 10 $
Réabonnement 1 an 10 $
Nom
Tél.
Adresse
C.-B.
Ville
Courriel
Code postal
Âge du ou des enfant (s)
Veuillez retourner ce coupon d’adhésion avec votre paiement à l’ordre de :
Fédération des parents francophones de C.-B.
223 - 1555, 7e avenue Ouest, Vancouver, C.-B. V6J 1S1
3$*(
Ressources pour les familles
Ces ressources, et bien d’autres, ont été développées et sont distribuées par la Fédération des parents aux familles
de la province. Pour vous les procurer, contactez-nous au 604.736.5056 ou 1.800.905.5056, ou consultez notre site
Internet à www.fpfcb.bc.ca sous la rubrique RESSOURCES. Allez-y, ça vaut la peine d’y jeter un coup d’œil.
La trousse « Francophones aux couches »
À l’intention des futurs et des nouveaux parents, ce baluchon contient de l’information en français sur
la naissance et les soins aux jeunes enfants, la communauté francophone et les différentes ressources
disponibles aux familles. De plus, la trousse comprend le guide pratique « Mieux vivre avec son enfant de
la naissance à 2 ans », un guide sur l’allaitement maternel, un livre pour votre tout-petit, un abonnement
d’un an au Service de prêt de ressources Tire-Lire et un jouet éducatif. La trousse « Francophones aux
couches » est distribuée gratuitement aux familles de la C.-B. Contactez-nous !
I’m with you! A guide for the non-francophone parent
e
Complete with illustrations, I’m with you ! takes a straightforward, often humorous look at many of the issues faced by nonfrancophone parents of children whose roots include French language and culture. As a non-francophone parent, you will
discover answers to questions you might have regarding your children’s education, as well as some tips on the role you can play at
home, in the community and in your children’s school.
• What language(s) should we speak to our children?
The I’m with you! Guide
is available at the
)HGHUDWLRQ·VRIÀFH
at the cost of $16.
• What options do we have for their schooling?
• What are the goals of francophone education?
• Will my youngsters be bilingual if they attend a francophone school?
• How can I play a role in my children’s French-language education?
• What should I expect of the Francophone school system?
• Why does the francophone system have to be so... French?
À la recherche d’un
service de garde ?
Guide de démarrage d’une garderie
Consultez la liste complète des gar-
démarrer une garderie en milieu familial,
deries (de groupe et en milieu fami-
ce document donne toute l’information
lial) et des prématernelles offrant un
nécessaire pour démarrer une garderie, la
service en français en consultant le
loi et la réglementation, les coordonnées
Répertoire des services de garde fran-
des organismes à contacter, des exemples
cophone en C.-B. Le Répertoire est
de formulaires d’inscription et de program-
également disponible en version élec-
me éducatif, et bien plus. Le guide est éga-
tronique sur notre site Internet.
lement disponible en version électronique
À l’intention des francophones intéressés à
sur notre site Internet.
Merci à ceux et celles qui ont contribué à ce numéro de PARENThèse !
PAGE • 20
Pour le prochain numéro de PARENThèse, SVP nous faire parvenir vos photos (300dpi minimum) et vos petits
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