Francization – Customized Training

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Francization – customized training Francization of Immigrants – Subsidy from Emploi-Québec The contents of this course are based on the frame of reference provided by the Ministère de l’immigration, de la diversité et de l’inclusion (MIDI) regarding the teaching of the French language to adult immigrants in Quebec (programme- cadre): https://www.immigration-quebec.gouv.qc.ca/publications/fr/langue- Francization at your francaise/Programme-cadre-francais.pdf workplace with CSDM – The needs of adult immigrants - Our proposal the largest schoolboard in Structure of the program – The Bureau de la formation continues offers a Quebec! customized training based on the programme-cadre. The training is adapted to With more than 50% of its the pace and needs of our clients and employees. We can modulate the students from immigrant intensity of the training around four skills: oral production, oral understanding, backgrounds, the CSDM written production and written understanding. relies on francization and interculturality to promote the socio-professional Thanks to the communicative approach, we can bring your employees to the integration of adults in its intermediate level in conversational skills, which will allow them to work in territory, including French, while supporting their learning through writing exercises targeted downtown Montreal. according to their field of study. Training in work Customized training - French in your company environment: The Bureau de la formation continue (BFC) of the CSDM, your best partner in Steps : customized training of your employees! 1. Grant application; Besides the areas of training explored by the frame of reference provided by the MIDI (professional, social, public, cultural), we offer you the opportunity to create 2. Choice of schedule; communication situations focused on the tasks your employees have to complete in 3. Ranking tests; their work environment! 4. Identification of the objectives to be Examples of activities adapted to the curriculum of the employees: achieved; 5. Customized training (120 Customer service: provide information on a service; hours); Taking an order for a product: answer the questions; 6. Ongoing evaluation Discussion of a client’s issues and needs; Information: Analysis and comparison of various software offered, etc. Marie-France Raymond-Dufour [email protected] 514 596-6156, poste 8053 Examples of objectives of communication to be reached: Aïcha Seghiri [email protected] At the end of the training, your employees will be able to: 514 596-6156, poste 2039 Oral production: ask and give information about something, describe daily activities, organise an event, discuss about the news etc. Oral knowledge: understand information about an issue, understand a story, etc. .

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Copyright by Cécile Hélène Christiane Rey 2010
Copyright by Cécile Hélène Christiane Rey 2010 The Dissertation Committee for Cécile Hélène Christiane Rey certifies that this is the approved version of the following dissertation: Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance Committee: _________________________________ Jean-Pierre Montreuil, Supervisor _________________________________ Cinzia Russi _________________________________ Carl Blyth _________________________________ Hans Boas _________________________________ Anthony Woodbury Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance by Cécile Hélène Christiane Rey, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December, 2010 Acknowledgements I would like to thank my parents and my family for their patience and support, their belief in me, and their love. I would like to thank my supervisor Jean-Pierre Montreuil for his advice, his inspiration, and constant support. Thank you to my committee members Cinzia Russi, Carl Blyth, Hans Boas and Anthony Woodbury for their guidance in this project and their understanding. Special thanks to Christian Lefeuvre who let me stay with him during the summer 2009 in Langan and helped me realize this project. For their help and support, I would like to thank Rosalie Grot, Pierre Gardan, Christine Trochu, Shaun Nolan, Bruno Chemin, Chantal Hermann, the associations Bertaèyn Galeizz, Chubri, l’Association des Enseignants de Gallo, A-Demórr, and Gallo Tonic Liffré. For financial support, I would like to thank the Graduate School of the University of Texas at Austin for the David Bruton, Jr.
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The Retention of Minority Languages in the United States: a Seminar On
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