The Linguistic and Cultural Development Policy a Societal Project for the French Education System on the Cover: Mario Cyr, Construire L’Identité, 2010

The Linguistic and Cultural Development Policy A Societal Project for the French Education System On the cover: Mario Cyr, Construire l’identité, 2010. Work created as part of the 2010 principals’ institute with the theme Être leadeur en construction identitaire… un engagement prioritaire (Being a leader in identity building… a priority commitment). Edmundston, New Brunswick, August 2010. 3

Premier’s message

As Premier of New Brunswick, I would like to congratulate the members of the Action Group for the Commission on Francophone Schools (AGCFS) and the hundreds of individuals who have fully committed to carrying out one of the most significant Acadian and Francophone educational projects in New Brunswick’s history, i.e. the Linguistic and Cultural Development Policy for the French Education System. I am very proud of the exemplary collaboration that has taken place between the Department of Education and Early Childhood Development and the community. This solid partnership has led to the development of a policy that will draw attention and serve as an example across Canada and around the world. With the adoption of the Linguistic and Cultural Development Policy for the French Education System, New Brunswick now has a plan to support the Acadian and Francophone community in meeting the challenges of the linguistic minority context. By helping our children to excel and to develop their identity from a very early age, we are building a solid foundation for the growth and prosperity of New Brunswick society as a whole. To all those who participated in this project and will see to its implementation, I thank you for your ongoing commitment. I am convinced that by working together we will ensure that this policy generates all of the desired outcomes.

David Alward Premier

Marie-Claude Blais Gérard Mcken

Message from the Co-Chairs of the Action Group for the Commission on Francophone Schools (AGCFS)

Ladies and Gentlemen, As co-chairs of the Action Group for the Commission on Francophone Schools (AGCFS), we are very pleased to present the Linguistic and Cultural Development Policy for the French Education System which is the result of a consultation and collaboration process unlike any other between the Acadian and Francophone community and the Department of Education and Early Childhood Development. New Brunswick’s Acadian and Francophone education system has the dual mission of ensuring the academic success of learners and contributing to the transmission of the French language and appropriation of the Acadian and Francophone culture. In other words, the education system promotes the overall development of children and young people. The Linguistic and Cultural Development Policy represents a collective vision, a strategy, and a fusion of approaches that an entire community wishes to acquire in order to ensure the growth and sustainability of the Acadian and Francophone culture. This Policy recognizes the unique characteristics of education in a minority setting and the major role of the education system as a whole in cultural and identity development. We are proud to present this Policy which, in addition to valuing the contributions of many cultural groups, recognizes the role of the community and all education partners in fulfilling the dual mission of the Acadian and Francophone education system. To the members of the AGCFS and the hundreds of individuals, researchers, and organizations who participated in this societal project and who believed and continue to believe in the importance of its existence, we applaud your efforts and your perseverance. We would like to offer our sincere thanks for this generous gift that will benefit all New Brunswickers for generations to come.

The Honourable Marie-Claude Blais, Q.C. Gérard Mcken Minister of Education and President of the Fédération des conseils Early Childhood Development d’éducation du Nouveau-Brunswick and AGCFS co-chair and AGCFS co-chair We acknowledge the financial support of the Government of Canada through the Department of Canadian Heritage, Canada- New Brunswick Agreement on French First-Language Education and Second-Language Instruction 2009-2010 to 2012-2013.

ISBN 978-1-4605-0347-8 (english version)

© Department of Education and Early Childhood Development, 2014, 2017 P.O. Box 6000 Fredericton, New Brunswick E3B 5H1 Canada Phone: 506-453-3678 Fax: 506-457-4810 Email: [email protected] Website: www.gnb.ca/0000/index-e.asp 7 Table of Contents

Acknowledgments...... 9 Preamble...... 11

1. Policy Statement...... 19

2. Framework for the Linguistic and Cultural Development Policy...... 21

3. Background of French Education in New Brunswick...... 27 History...... 27 Legal Context...... 32 Demolinguistic Situation...... 34 t

4. The Focus Areas of the Policy: ic tr

Synergy and Complementarity...... 37 dis oo l School-Family-Community Partnership t sch t es

Transversal Focus Area...... 39 u O - Vitality of the Education System Focus Area...... 43 Nor d o ne

Identity Building Focus Area...... 69 o ph anc Early Childhood Focus Area...... 99 Fr Educational Success Focus Area...... 119

5. Implementation Mechanisms and Monitoring of Progress...... 161

6. Roles and Responsibilities...... 163

7. Conclusion...... 165

Glossary...... 167 Bibliography...... 171

9 Acknowledgments

The Government of New Brunswick and the Action Group for the Commission on Francophone Schools (AGCFS) would like to thank all of the education partners who contributed to the development of New Brunswick’s Linguistic and Cultural Development Policy. More than 200 Acadian and Francophone1 leaders were involved in this major undertaking to devise and design a collective educational project. The Government of New Brunswick and the AGCFS would also like to extend their sincere thanks to the support staff who put a lot of time and effort into the preparation of a document that reflects the latest research trends in education in a minority setting, as well as the needs and aspirations of the Acadian and Francophone community. The Province and the AGCFS thank them for their expertise and their involvement:

Sophie Lacroix Project coordinator, senior writer, co-coordinator of the Identity building sectoral committee Department of Education and Early Childhood Development

Marcel Lavoie Project supervisor Department of Education and Early Childhood Development

Mireille Fontaine Vautour Senior writer, linguistic reviser, assistant writing coordinator Department of Education and Early Childhood Development

Hélène Devarennes Senior writer Department of Education and Early Childhood Development

Chantal Abord-Hugon Coordinator of the Early childhood sectoral committee, writing assistant, consultation coordinator and reviser of the English-language policy

Solange Haché Coordinator of the School-family-community partnership committee

Gisèle St-Amand Coordinator of the Educational success sectoral committee

1. The lists of individuals and organizations that participated in the development of the policy are found on pages 14 to 17 of this document. 10 Acknowledgments

Anne-Marie Leblanc Coordinator of the Vitality of the education system sectoral committee

Monique Gauvin Co-coordinator of the Identity building sectoral committee

Anne Robineau Head of the research team Canadian Institute for Research on Linguistic Minorities

Mathieu Lang Resource person Université de Moncton

Nichol Snook Administrative Assistant Department of Education and Early Childhood Development

Jacinthe Lanteigne Administrative Assistant Department of Education and Early Childhood Development

Patricia Bonneau Writing assistant Department of Education and Early Childhood Development

Jacques Cool Writing assistant Department of Education and Early Childhood Development

Rachel Dion Policy analyst

Maryse Grondin Linguistic reviser

Raymond Thériault Graphic designer

Translation Bureau (Branch) Translation Government Services 11 Preamble

“The entire Acadian and Francophone community, including parents2, school staff, community organizations, the business community and the media, have a duty to become involved in and promote the collective education project.” Report of the Commission on Francophone Schools, p. 51

The policy — a genuine societal project Minister of Education announced the establishment of the Commission on Francophone The Linguistic and Cultural Development Policy Schools, whose mandate was to undertake a is much more than just a document. It is the major consultation with the entire Acadian and realization of a dream and a vision of a com- Francophone community and various stake- munity that has mobilized its strengths to adopt holders in the education system for the pur- a strategy that will contribute not only to the pose of identifying issues and finding solu- development of current and future generations, tions to the challenges of Francophone schools. but also to its own vitality as well as the vitality Commissioner Gino LeBlanc’s report explained of its language and culture. how important it is for the government and Through this policy, New Brunswick’s Acadian the Acadian and Francophone community to and Francophone community, together with develop and adopt a Linguistic and Cultural the government of New Brunswick, has com- Development Policy in education. A similar rec- mitted to a genuine societal project to take on ommendation, stemming from significant col- the many challenges associated with its minor- lective thinking on the part of the Acadian and ity linguistic situation, which can be adapted, Francophone community, was also included in over the years, to the multiplicity and the ever- the final report (2006-2007), as well as the Global changing nature of its realities. The purpose of Strategy for the Integration of Arts and Culture the policy is to enhance the capacity of all the into Acadian Society in New Brunswick (2009), education partners to fulfill the dual mission of which was developed under the framework of the the Acadian and Francophone education system, États généraux on arts and culture in Acadian i.e. to ensure the educational success and identity society in New Brunswick. building of each learner, while contributing to Once the Report of the Commission on the sustainable development of the Acadian and Francophone Schools was submitted, a group Francophone community and of the province of including the participating organizations was New Brunswick. established to follow up on the recommendations. That entity, called the Action Group A development process based for the Commission on Francophone Schools on dialogue and collective intelligence (AGCFS), became the steering committee of The Linguistic and Cultural Development Policy the Linguistic and Cultural Development Policy. project arose from a process of reflection that Together, the members of the AGCFS defined began a few years ago within the Government the process of developing the policy. They also of New Brunswick and the Acadian and developed the vision, the mandate, the princi- Francophone community. In July 2008, the ples, and the values, and they identified the five focus areas (Early Childhood, Identity Building, Educational Success, School-Family-Community 2. In this policy, the term parent also refers to guardians and any other Partnership, and Vitality of the Education people who are legally responsible for a child. 12 Preamble

System). Throughout the process, they made sure that the methods proposed in the policy The concepts of education partners and education system partners refer to the groups and met the needs of the community as well as those individuals who are engaged in a collaborative of the Acadian and Francophone education sys- process designed to enhance various compo- tem. Five sectoral committees were formed, each nents of the education system and its impact consisting of about 20 people with targeted, var- on the community. They include the primary ied, and complementary expertise. The work of partners (Department of Education and Early reflection and analysis, as well as the informa- Childhood Development, the school districts, tion gathered at many meetings, helped to iden- the schools, the child care centres, the school tify the priorities and develop the strategies and principals, teaching and non-teaching staff, early childhood education workers, the parents, courses of action set out in this policy. A coor- the families, as well as the learners), professional dination, facilitation, and writing team ensured associations (e.g. teacher/school principal asso- that each step of the process went smoothly. ciations), community partners (e.g. parent/youth Several researchers and experts also took part associations, art and culture organizations, early in the process to ensure that the policy’s content childhood/family literacy/immigration organi- reflected the latest research trends in minority zations), and institutional partners (e.g. post- communities. In total, more than 200 Acadian secondary institutions), and other departments and Francophone leaders played an active role in that play a role in education (Department of Social Development, Department of Tourism, the development of the policy. Heritage and Culture, Department of Post- Secondary Education, Training and Labour, and Partner engagement — Department of Health). the key to success The realization of the societal project proposed in the policy depends mostly on the ability of all Toward a common understanding of the education partners to work together to and vision of linguistic and cultural implement the proposed strategies. Without this development collective synergy, based on dialogue, engage- Linguistic and cultural development refers to ment, collaboration, empowerment, and the the overall organization of language and culture need for immediate action, these strategies will in a given area. It promotes the development of never take shape in the daily lives of learners. It tools for meeting the different linguistic and cul- is therefore essential for all stakeholders in the tural needs of a specific group and recognizes Acadian and Francophone education system to the value of language and culture as resources. join forces, consult one another, and participate In the context of this policy, the goals and strat- in the achievement of this collective education egies proposed fall under the area of linguistic project. and cultural development in education, i.e. the implementation, by educational institutions and their education partners, of planned, systematic, and coordinated actions designed to ensure the protection, promotion, and transmission of language and culture. Preamble 13 t allan G -É mile l u a oto : P oto : h P

Education partners who contributed to the development of the Linguistic and Cultural Development Policy for the French Education System, LCDP Forum, N.B., June 2013.

The need to introduce such actions in the area education in French that will have an impact on of French-language education in New Brunswick the evolution of the Acadian and Francophone is linked to the coexistence, in this province, of community in New Brunswick. It begins with two official-language communities, one being a general statement on the policy, a framework a majority linguistic community, the other, a including the major elements of the vision on minority linguistic community. This reality which it is based (vision, strategic goals, mission, presents many challenges for the Acadian and mandate, shared values, basic principles, and Francophone community, which is evolving in guiding principles), as well as a description of the an environment where contact with the English- context of this collective initiative (background, speaking culture is predominant. It is becoming legal foundations, and demolinguistic context). more and more difficult to pass on the language In addition, 48 strategies are presented, divided and to promote the appropriation of the French- into four focus areas in the field of linguistic and speaking culture among young Acadians and cultural development in education, i.e. Vitality of Francophones in New Brunswick, leading to a the Education System, Identity Building, Early gradual erosion of the vitality of this language Childhood, and Educational Success. These and culture. This type of policy helps to contrib- strategies are supported by the School-family- ute to the development and sustainability of the community partnership focus area, which is the Acadian and Francophone community. catalyst for their implementation. The policy con- Through this policy, the partners of the cludes with a statement on the implementation Acadian and Francophone education system pro- mechanisms and monitoring of progress as well pose a solid plan that will enable them to con- as on the roles and responsibilities of all educa- tribute individually and collectively to a quality tion partners. 14 Preamble

List of individuals who participated in the policy development process

Adèle David Desmond Maillet Jean-Jacques Doucet Alain Boisvert Diane Albert-Ouellette Jean-Louis Caron Alain Poitras Diane Ross Jean-Marie Thériault Alexis Couture Emmanuelle Robinson Jeanne Da Gauthier André Robichaud Ernest Thibodeau Jeanne d’Arc Gaudet Andrée Marchand Fernande Chouinard Jeanne Duquette Anne Lowe Fleurette Landry Jean-Marie Pitre Angela Birdsell Francine Finn Jean-Paul Savoie Anne-Marie Bourque Gabrielle Ross-Marquette Joanne Jean Anne-Marie Gammon Georges Grondin Johanne Carrier Ariane Juneau-Godin Gérald Richard Josée Arsenault Bernard Manzerolle Gérard McKen Josée Ferron Bertrand Beaulieu Gérard Robichaud Julie McIntyre Bruno Godin Gerry Pelletier Kassim Doumbia Carmen Gibbs Ghislaine Foulem Karine Gallant Carol Lavalley Gilberte Godin Laurie Landry Carole Tremblay Gilles Bourque Liane Roy Caroline Turnbull Gilles Saulnier Lina Bourgeois Chantal Imbeault-Jean Ginette Duguay Linda Haché Chantal Ouellette Giselle Goguen Line Pinet Chantal Varin Jacinthe Comeau Louise Landry Christian Arsenault Jacqueline LeBlanc Luc Handfield Claude Landry Janie Losier Madeleine Vachon Claude Marquis Janie Mallet Marc-André Morais Claudette Lavigne Jason Doiron Marcel Larocque Crystal Kelly J Daniel Martin Maria Ouellette Danielle Gauthier-St-Onge Jean Labelle Marianne Cormier Denis Lagacé Jean-François Richard Marie-Claude Michaud Denise Caissie Jean-Guy Levesque Marie-Josée Long Denyse LeBouthillier Jean-Guy Rioux Marie-Thérèse Landry Preamble 15

Mario Paradis Philippe Cyr Mario Pelletier Pierre Lavoie Marjolaine St-Pierre Pierre Morin Martine Thériault Rachel Brown Maurice Basque Rémi Goupil Maxime Gauvin René Cormier Mélissa MacMullin Renée Bourgeois Michel Laplante Richard Gallant Michel C. Belliveau Richard Landry Micheline Melanson Richard Lemay Mireille Michaud Robert Laurie Monica Laviolette Roberta McIntyre Monique Boudreau Roger Doiron Monique Caissie Roger Doucet Murielle Gagné-Ouellette Roger Martin Myriam Larochelle Romain Blanchard Workshop, LCDP Forum, Fredericton, N.B., June 2013. Myriam Russell Roseline Pelletier Nancy Juneau Rose-Marie Duguay Nathalie Comeau Serge Rousselle Nathalie Dubois Shana Soucy Nathalie Kerry Solange Gagnon Nicole Gervais Suzanne Bourgeois Nicole Haché Sylvain Lavoie Nicole T. Landry Sylvain St-Onge Osako Michel Sylvie LeBel Patrick Jeune Véronique Laforest Paula Gautreau Véronique Mallet Paul-Émile Gallant Yves Doucet Pauline Bourque Yvette Levesque Philip Chiasson 16 Preamble

List of organizations and institutions that participated in the policy development process

Acadian Peninsula Family Resource Centre (APFRC) Association acadienne des artistes professionnels du Nouveau-Brunswick (AAAPNB) Association acadienne et francophone des aînées et aînés du Nouveau-Brunswick (AAFANB) Association des directions d’école francophone du Nouveau-Brunswick (ADEFNB) Association des enseignantes et enseignants francophones du Nouveau-Brunswick (AEFNB) Association des travailleurs en loisirs du Nouveau-Brunswick (ATLNB) Association francophone des municipalités du Nouveau-Brunswick (AFMNB) Association francophone des parents du Nouveau-Brunswick (AFPNB) Canadian Institute for Research on Linguistic Minorities (CIRLM) Centre scolaire Samuel de Champlain (Saint John) Collège communautaire du Nouveau-Brunswick (CCNB) Conseil pour le développement de l’alphabétisme et des compétences des adultes Nouveau-Brunswick (CODAC-NB) Conseil provincial des sociétés culturelles (CPSC) Department of Education and Early Childhood Development (EECD) Department of Intergovernmental Affairs (IGA) Department of Post-Secondary Education, Training and Labour (PETL) Department of Social Development (DSD) Department of Tourism, Heritage and Culture (THC) Early Childhood Care and Education New Brunswick (ECCENB) Early childhood development and family centres – Francophone Sud school district Early intervention programs, Early Childhood Stimulation Inc. (southeast) (EIP) École Apollo-XI (Campbellton) École Cité de l’Amitié (Bathurst) École L’Odyssée (Moncton) Preamble 17

École Le Maillon (Saint-Léolin) École Le Mascaret (Moncton) École Léandre-Legresley (Grande-Anse) École Sainte-Bernadette (Moncton) Faculty of Education – Université de Moncton Fédération des conseils d’éducation du Nouveau-Brunswick (FCÉNB) Fédération des jeunes francophones du Nouveau-Brunswick (FJFNB) Francophone Nord-Est District Education Council (DSF-NE DEC) Francophone Nord-Est school district (DSF-NE) Francophone Nord-Ouest District Education Council (DSF-NO DEC) Francophone Nord-Ouest school district (DSF-NO) Francophone Sud District Education Council (DSF-S DEC) Francophone Sud school district (DSF-S) New Brunswick Association for Community Living (NBACL) Parent School Support Committee, École des Bâtisseurs (Fredericton) Parent School Support Committee, École Sainte-Anne (Fredericton) Polyvalente Louis-J.-Robichaud (Shediac) Polyvalente Thomas-Albert (Grand Falls) Polyvalente W.-A.-Losier (Tracadie-Sheila) Population Growth Division Réseau d’appui aux ayants droit du Nouveau-Brunswick Rural community of Kedgwick Société culturelle Centr’Art, Caraquet (SCCA) Société de l’Acadie du Nouveau-Brunswick (SANB) Youth Strategy

Policy Statement

[Translation] “Where do we begin? In our schools, of course. That is where the identity project is passed on in the modern world. We have conquered the schools; now we have to define a content that is consistent with a proposal on how to make a society.” Joseph Yvon Thériault3

New Brunswick’s Linguistic and Cultural Development Policy is the tool used by all partners in the Acadian and Francophone education system to better meet the challenges and needs with respect to French-language education in a minority setting. This policy, a genuine societal project, presents a vision based on mobilization, cooperation and empowerment of all education stakeholders, strategies and initiatives to be put in place in order to contribute not only to the educational success and the identity building of each learner, but also to the vitality of the French language and culture, as well as to the development of the Acadian and Francophone community and New Brunswick society as a whole. Through this policy, the Government of New Brunswick and all of its partners assume their collective responsibility with respect to the realization of education rights for the linguistic minority.

3. Joseph Yvon Thériault, quoted in Table nationale sur l’éducation. (2012). École communautaire citoyenne : Cadre de référence, p. 12.

Framework for the Linguistic and Cultural Development Policy

In the spirit of working concertedly, cohesively and efficiently in the area of linguistic and cultural development in education, the partners in New Brunswick’s Acadian and Francophone education system have jointly laid foundations for their actions. Those foundations are presented in the form of a framework consisting of the following elements:

• a vision; • five strategic goals; • the dual mission of New Brunswick’s Acadian and Francophone education system; • a mandate; • shared values; • fundamental principles; • guiding principles. 22 Linguistic and Cultural Development Policy

VISION Each person, from early childhood to adulthood, develops and realizes his or her full potential. As an engaged citizen who is open to the world, she or he contributes to the vitality, the development and the influence of the Acadian and Francophone community and New Brunswick society.

FIVE STRATEGIC GOALS

Vitality of the Identity building Early childhood Educational success education system Foster among individuals Foster among children Ensure that students Ensure the vitality and the community: 0 to 8 years of age: develop knowledge of the Acadian and • identity building; • their overall and skills that will: Francophone educa- • the confidence and the desire to development; • make them lifelong tion system through express and assert oneself in French; • the building of their learners; shared leadership • active participation in the develop- own identity; • guarantee their educa- among government, ment of their culture,their community the learning of tional success; all education partners • and society as a whole; the French language; enable them to express and the community, • • development of an engaged themselves fluently in which: through the implemen- citizenship who can live together tation of an integrated French and to assert • is based on a collective in solidarity; network of services themselves with vision; • knowledge and appreciation which: confidence; • mobilizes the of Acadian, Francophone and is based on partner- • enable them to engage community to exercise • world cultures; ships and shared in and contribute fully its rights to French through the creation of leadership by public to the vitality and devel- education; a Francophone space which: and private institu- opment of the Acadian engages students, and Francophone • • promotes the vitality, uniqueness tions, families and the families and the and diversity of the province’s Acadian community as a whole; community; community in the and Francophone communities; gives children and through educational fulfilment of the • their parents access to experiences which education system’s • reflects a contemporary and pluralist services in French that reflect the specificity of dual mission, from Acadian and Francophone culture; meet all of their needs, the Acadian and early childhood • is open to the world; delivered in a consist- Francophone community to adulthood; • acknowledges the contribution made and are supported by: by different cultural groups to the ent and integrated • ensures substantive manner by qualified • a quality education equality in the alloca- renewal of Acadian and Francophone culture; individuals who are based on effective tion of human and aware of and trained and proven practices; develops under joint, coordinated financial resources. • in the specific charac- leadership by all the partners • leadership that teristics of early child in education; promotes a culture hood intervention in a of learning; • stimulates the participation and Francophone minority • an inclusive learning engagement of young people, fami- setting. lies, educational settings and different environment; sectors of the community; • the engagement • promotes creativity, innovation, of the parents and awareness, critical thinking all the partners. and engagement.

School-family-community partnership Increase the participation and engagement of learners, families, educational institutions, and the various sectors of the community in: • the fulfillment of the dual mission of the Acadian and Francophone education system; • the development of the Acadian and Francophone community; by introducing mechanisms that: • rally all stakeholders around a common vision; • promote collaboration, cooperation, and empowerment of all education partners at the local, regional, and provincial level. 2. Framework for the Linguistic and Cultural Development Policy 23

DUAL MISSION OF NEW BRUNSWICK’S ACADIAN AND FRANCOPHONE EDUCATION SYSTEM The Acadian and Francophone education system provides each person, from early childhood to adulthood, with quality education contributing to his or her educational success and to the development of his or her linguistic and cultural identity.

MANDATE New Brunswick’s Acadian and Francophone education system: • brings together the best conditions to ensure its sustainability and support the sustainability of the community it serves; • recognizes the community’s fundamental role in the fulfillment of its dual mission. To that end, it: • establishes promotion, recruitment and retention measures; • strengthens the mechanisms for managing its institutions; • obtains the resources that take its specific needs into account; • innovates by drawing on research and the development of best practices.

New Brunswick’s Acadian and Francophone education system provides learners and the community with a learning environment and conditions conducive to: • the building of their linguistic and cultural identity; • the development of a sense of confidence, belonging, competence and autonomy. To that end, it: • utilizes instructional practices and obtains resources that take into account the specific characteristics of education in a Francophone minority setting throughout the educational path; • creates an inclusive and welcoming Francophone cultural space; • establishes and consolidates a range of partnerships.

New Brunswick’s Acadian and Francophone education system recognizes: • the crucial importance of the early childhood period for language learning, the laying of the foundations for identity, and the overall development of each person; • the fundamental role of parents in their children’s development and education, in partnership with workers in various community sectors; • the importance of quality services in French that are adapted to the needs of children 0 to 8 years of age and their parents, in both rural and urban areas; • the importance of quality initial and ongoing training in French, including raising awareness among all individuals working with children and their parents, of their role as conveyors of culture. To that end, it: • provides access to an integrated network of services in French; • recruits, welcomes and supports parents; • provides quality programming and interventions in French.

New Brunswick’s Acadian and Francophone education system provides each learner with: • an environment rich in learnings and experiences that promote educational success; • a diversified and balanced education allowing for the development of one’s full potential. To that end, it: • provides quality teaching; • stimulates instructional leadership; • creates an inviting and engaging learning environment; • establishes strong school-family-community partnerships. 24 Linguistic and Cultural Development Policy

SHARED VALUES

• Excellence • Creativity and innovation • Equity • Leadership • Critical thinking • Accessibility • Citizenship and engagement • Communication • Language and culture • Collaboration • Respect for differences

FUNDAMENTAL PRINCIPLES • Instruction in the minority language is a right granted by section 23 of the Canadian Charter of Rights and Freedoms, which in turn is entrenched in the Constitution Act, 1982.

• Duality in education is a fundamental characteristic of New Brunswick’s education system. Since it expresses the right of the province’s Acadian and Francophone community to distinct and homogenous educational institutions, it is the embodiment of this community’s right to govern its schools and, more particularly, its right to set the major directions for its education system, taking into account the specific needs of a minority communities. 2. Framework for the Linguistic and Cultural Development Policy 25

GUIDING PRINCIPLES

Linguistic and cultural development for French education in New Brunswick is guided by the following principles: Learners are at the core of decision making • Learners are at the core of decision making in education. High-quality education • Educational success and the personal success of each and every one depend on a high-quality French education. Instruction designed for minority settings • Instructional interventions and resources designed for the specific needs of Francophones in a minority setting are required in order to ensure equal opportunity in terms of language learning, cultural affinity, access to high-quality education, and educational success. Development of identity and a sense of belonging • French education promotes the development of personal and collective linguistic and cultural identity, an openness to the world and a sense of belonging to a vibrant and pluralist Acadian and Francophone society as well as to the Canadian and international Francophonie. French-language proficiency and a positive relationship with the language • French education enables each and every one to develop a strong French language proficiency while cultivating a positive relationship with the French-language. Skills associated with living in society • Education in French promotes the development of skills for living in society and the engagement of every learner in the future of his or her community, both locally and globally. Access to diversified cultural experiences • Access to diversified cultural experiences, through preschool, school, extracurricular or community activities, is vital for the creation of a Francophone cultural space in which everyone can recognize themselves, express and assert themselves, be innovative and engage [with those around them] while developing their identity. An inclusive and positive learning environment • To develop to their full potential, all learners have to be in a positive learning environment in which they feel valued, confident and secure. Collective capacity building • A culture of collaboration among educational institutions, families, students and the community at large is essential for everyone to be involved in the development of a knowledge-based culture focused on educational success and identity building. Sustainable development of the community • French education contributes to the sustainable development of the Acadian and Francophone community and to that of New Brunswick society, i.e., their prosperity, vitality and influence.

Background of French Education in New Brunswick

Today, New Brunswick’s education system, which is based on the principle of linguistic duality, is well equipped to achieve the dual mission of French-language schools in a minority setting. This was not always the case, however. French education in New Brunswick, a product of the history of the province’s education system, case law on language rights and sociodemographic trends, has undergone major changes in terms of governance, funding, programs of study and its student population.

History Between 1802 and 1870, the provincial government gradually began laying the foundation The development of the Linguistic and Cultural for a public education system. For example, dur- Development Policy for the French education ing the first half of the 19th century, it provided system is a continuation of a lengthy histori- financial assistance to teachers (1802). It also cal process to improve access for the province’s built elementary and secondary schools (1805) Acadians and Francophones to high-quality and set up administrative councils consisting of education in their language. trustees and landowners, who were appointed by parish magistrates (1816). For that reason, at Early years of a public education system that time, only the children of taxpayers could (1784–1871) attend public school. When New Brunswick was founded in 1784, In 1847, the government passed legisla- there was no structured education system. The tion requiring the establishment of a Board of few schools that existed were privately run. In Education. The Parish Schools Act (1858) sup- Francophone communities, parents, the clergy planted the previous legislation, entrusted the and a few itinerant teachers did their best to running of schools to the Board of Education, and teach reading and writing. specified that school trustees would be elected from that point on. Even though government 28 Linguistic and Cultural Development Policy

funding to build secondary schools increased, it However, since the 1871 Act established was not enough to cover the wages and expen- a non-denominational school system, many ditures involved in running the schools. Parents Catholic families, both Acadian and Irish, refused were therefore required to make a contribution to send their children to public school and put proportional to the number of children enrolled, pressure on the federal and New Brunswick which deprived the less well-off of an education. governments. As a result, a number of confes- At that time, several schools in the province sional schools (seminaries, convents, and col- already offered French-language education. In leges) were established by religious communities. 1842, a public report mentions the existence of Those post-secondary institutions, precursors of at least 15 French-language schools in Kent and the Francophone community colleges and the Westmorland counties alone. Other Legislative Université de Moncton, educated the first elites Assembly documents show they existed in the of the Acadian and Francophone community. counties of Gloucester, Carleton, Victoria and In 1932, the MacFarlane Commission report Madawaska. Around the 1870s, there were more recommended that elementary school instruc- than a hundred French-language schools on tion be given in the children’s mother tongue and record. In addition, a regulation was passed in that bilingual textbooks should not be introduced 1852 to specifically allow for the accreditation of until the intermediate level. That recommenda- Francophone teachers. Then in 1853, funding was tion would not be implemented until the early provided for the translation and acquisition of 1940s, at which time the Board of Education also school textbooks in French for the parish schools appointed the first Francophone official in charge (Migneault, 2012). However, the availability of of the Acadian and Francophone population. French and English textbooks alike remained The school districts were then consolidated inadequate. and new secondary schools offering broader curricula were built in rural areas to serve wider From the Common Schools Act to areas. However, there was a significant disparity the Equal Opportunity Program between the schools in the poorest counties and (1871 to 1970) those in richer counties, since each county had the power to levy taxes. After making several attempts to establish a network of public schools funded partly through pro- Nearly a third of the so-called bilingual vincial grants and partly through local taxes, the schools were located in French-speaking regions. Legislative Assembly of New Brunswick adopted Failing substantive measures to counter the the Common Schools Act in 1871. The Act had assimilation ascribed to attending those schools, a significant impact. It affirmed that education the province’s Acadian and Francophone lead- was free, established a non-denominational ers became impatient and demanded a qual- school system, divided the province into school ity education in French for their children, one districts, instituted inspections of teaching per- that would be provided at Francophone schools, mits and called for the hiring of inspectors and where pupils could develop their cultural identity superintendents and for schools to be organized and sense of belonging. into elementary and high school sections. The provincial authority stepped up its commitment to produce bilingual textbooks (Migneault, 2012). 3. Background of French Education in New Brunswick 29

Such was the situation when, in 1960, Louis-J. From equality to duality (1970 to 2000) Robichaud came to power and introduced his The 1970s were decisive years for education in History Equal Opportunity Program promoting the French in New Brunswick. In 1973, a Francophone redistribution of wealth and the establishment education services sector was established in the of the same standards for all citizens. In 1963, he Department of Education following the release set up the Byrne-Boudreau Royal Commission, of the Pinet-MacLeod Committee’s Education which proposed a radical reorganization of the Tomorrow report. Then, in 1979, an education school system. From then on, the province would system based on the language of instruction was take full responsibility for the administration and instituted, as recommended by the Finn-Elliot funding of education, health, justice and social Committee. The establishment of two parallel services. and homogenous school networks, embodying At the Department of Education, two deputy the objectives of the Act Recognizing the Equality ministers, one of whom was Francophone, were of the Two Official Linguistic Communities in appointed. The Francophone staffing plan was New Brunswick, adopted by the Hatfield govern- also increased. The school districts, which were ment in 1981, put an end to bilingual schools and still bilingual, were reduced in number from 422 classrooms, which were seen as tools for assimi- to 33. Each district was managed by a school lating the minority. board, some of whose members were elected In the 1980s and 1990s, the province initiated and some who were appointed by the Lieutenant a series of reforms that took New Brunswick’s Governor, who was tasked with ensuring that language make-up into account and optimized both linguistic groups were equally represented. learning conditions. Those reforms included the Even though the Equal Opportunity Program following: rectified the inequalities created through funding based on the counties and municipalities, it did • strengthening curricula in general and not address the issue of language of instruction the secondary school instructional system or that of the districts and the French-language in particular; schools. That situation caused considerable dis- • implementation of a provincial assessment satisfaction among Acadian and Francophone strategy and a continuing education militants. program for teachers; However, the Francophone education com- • the passage in 1986 of an amendment munity was delighted when the Université de to the Schools Act giving equal rights Moncton was founded in 1963, and when, in to students with exceptionalities, resulting in the closure of specialized schools 1968, a Francophone teacher training school and the provision of additional resources under the aegis of the Department of Education to public schools for those students to opened on the campus. It would not be until the be educated [Translation] “in the most early 1970s that the government would grant the normal setting possible, taking the educa- Université de Moncton the right to train teach- tion needs of every student into account” ers, which led to the establishment of the Faculty (New Brunswick Department of Education, of Education at the Université de Moncton in 1988, p. 11); 1972. • establishment of a provincial network of full-time public kindergartens. In 1992, the Landry-Downey report, issued by the Commission on Excellence in Education, gave rise to major structural and educational changes, including: 30 Linguistic and Cultural Development Policy

• decentralization of powers to schools; de langue française (2006) and projects by the • restructuring of school levels to better meet Council of Ministers of Education concern- students’ needs and aspirations; ing language and culture, including the most • abolition of school boards, a decision that recent (2012) initiative on cultural approaches would be challenged for violating constitu- in teaching. The New Brunswick Department of tional rights and would be remedied with Education participated actively and often took a the passage of a new Schools Act in 2000; lead role in those forums, projects and initiatives. • establishment of programs to evaluate In the meantime, the Association acadi- schools, staff and student learning at the enne des artistes professionnel.le.s du Nouveau- elementary and secondary school levels; Brunswick spearheaded the États généraux on • participation of New Brunswick students arts and culture in Acadian society in New in Canada-wide testing under the School Brunswick, which between 2006 and 2009, Achievement Indicators Program. enlisted the support of society at large, including the education sector, in identifying ways to make From duality to linguistic and arts and culture a key component of commu- cultural development (2000 to date) nity development. The 2009 Global Strategy for the Integration of Arts and Culture into Acadian In New Brunswick and across the Canadian Society in New Brunswick, the product of a series Francophonie, the 2000s were characterized by of consultations and the Grand Rassemblement, two major trends: the quest for a mission specific contained a sector strategy for integrating arts to Francophone schools in a minority setting and culture into education. The strategy followed and the desire by schools to become anchored on the heels of discussions and deliberations in their communities. In that context, educa- concerning the dual mission of the province’s tion was seen as one of the major focuses for Acadian and Francophone school system. promoting language and affirming one’s identity. Every education partner, whether government or During that time, in a desire to bring decision- community based, including students and par- making power closer to players in the field, the ents, wanted to work better together to foster New Brunswick Department of Education gave the sustainability of the linguistic and cultural the newly elected District Education Councils development. responsibility for district education plans and governance policies. To improve the outcomes Those major trends manifested in several of students in general and those of Acadian ways: through numerous studies by community and Francophone students in particular on organizations and government on such topics as national testing, the Department developed pro- the relationship between language and culture, vincial strategic frameworks that were in line identity building and education in a minority set- with national and provincial changes reflect- ting; through symposia and large-scale confer- ing the dual educational and identity mandate ences on education in minority settings; through of Francophone schools in a minority setting. the establishment of mechanisms for collabo- Following are the main frameworks: ration between community organizations and provincial and territorial departments of educa- • The Quality Learning Agenda (2003) tion, with a view to developing a shared vision promoted closer ties between schools and joint actions; and through projects to cre- and the community and community ate tools for identity building, such as the Cadre involvement in schools. Parent School d’intervention en construction identitaire [inter- Support Committees were established to vention framework for identity building], devel- facilitate parent-school communication. oped by the Association canadienne d’éducation 3. Background of French Education in New Brunswick 31 History

Centre communautaire Sainte-Anne in Fredericton, N.B., the first Francophone school-community centre in Canada.

• When kids come first (2007) recognized The Action Group for the Commission on Francophones’ specific needs in education Francophone Schools (AGCFS) was set up in planning and set out a vision for education, September 2009 to implement the recommen- taking into account New Brunswick’s dations in the Commission’s report, including social, economic and demographic context. the one calling for a linguistic and cultural devel- The report emphasized the Acadian and opment policy. The AGCFS, co-chaired by the Francophone school system’s dual mission Fédération des conseils d’éducation du Nouveau- to promote educational success Brunswick and the Department of Education and identity building, and introduced and Early Childhood Development, consists the idea of a linguistic and cultural of a group of key partners in the Acadian and development policy for every stakeholder Francophone education system. in the Francophone school system. • Following large-scale consultations with In tandem with the Commission’s and the the community and education stakeholders, AGCFS’s work, the province developed tools to the Commission on Francophone Schools support identity building, including the Strategy released Education in Acadian for the Integration of Arts and Culture into New Brunswick: A path to cultural Acadian Society in New Brunswick (2009), the and linguistic self-sufficiency (2009), Trousse du passeur culturel [conveyor of culture identifying issues, challenges and kit] (2010) and the community schools move- possible ways to improve the province’s ment. The Linguistic and Cultural Development Francophone education system, several Policy for the French education system is part of of which reflected the school system’s dual that movement. mission and its role in the community. 32 Linguistic and Cultural Development Policy

Legal Context Besides seeking to remedy the progressive erosion of official-language minorities, section 23 A brief analysis of New Brunswick’s Acadian has a remedial aim and includes in that regard and Francophone community’s minority lan- “a notion of equality between Canada’s official- 8 guage education rights reveals fundamental language groups” to make them equal partners 9 principles on which the Linguistic and Cultural in the area of education. Accordingly, far from Development Policy must be based. wishing to reinforce the status quo by adopting a formal vision of equality, this section of the Section 23 of the Canadian Charter Charter addresses substantive equality, which of Rights and Freedoms means, among other things, the right to sepa- rate services and structures whose access and The centrepiece of minority rights is unques- quality are at least equivalent to those enjoyed tionably section 23 of the Canadian Charter of by the majority.10 Rights and Freedoms, whose ultimate goal is to “preserve and promote minority language and Provincial legislation culture throughout Canada,”4 including the right to an education provided in their language With regard to substantive equality and distinct throughout Canada.5 The reference to culture in services and structures, New Brunswick blazed that provision is fundamental, particularly in the new trails when it instituted a dual system in area of education, where language learning can- the Department of Education as early as the not be dissociated from cultural development. 1970s and 1980s, and passed the Act Recognizing Language—much more than a mere tool for the Equality of the Two Official Linguistic communication—is part and parcel of the iden- Communities in New Brunswick in 1981. The tity and culture of the people who speak it and is fundamental principles of that Act were then a means for expressing that cultural identity.6 In entrenched in section 16.1 of the Canadian affirming the cultural purpose of language rights, Charter of Rights and Freedoms in 1993, com- the Supreme Court has linked the preservation of pelling the provincial government to protect the culture to the existence of homogenous schools equality of both communities as well as their for the linguistic minority: “The constitutional right to distinct institutions within which cul- protection of minority-language rights is neces- tural, educational and social activities may be sary for the promotion of robust and vital minor- carried on. To reiterate what the Supreme Court ity language communities….”7 This fundamen- said with regard to section 23, “In the playground tal relationship between language and culture is and in extracurricular activities, as well as in embodied in, for example, the dual education and the classroom, French-speaking pupils should identity mandate of Francophone schools across be immersed in French. The facility should be Canada, including in New Brunswick. administered and operated in that language, right down to the posters on the wall.”11

4. Mahe v. Alberta, [1990] 1 SCR 342 at 350 [Mahe]; R. v. Beaulac at para.17 and 25 [Beaulac]; Arsenault-Cameron v. Prince Edward Island, [2000] 1 SCR 3 at para.27 [Arsenault-Cameron]. 8. Passage cited and approved by the Supreme Court of Canada : Ibid. at 5. Mahe, supra note 1 at 362. 369. 6. Ibid. at 362; Ford v. Quebec (Attorney General), [1988] 2 SCR 712 at. 9. Ibid. at 364. 7. Desrochers v. Canada (Industry), 2009 SCC 8 [2009] 1SCR 194 at para. 10. Renvoi manitobain, supra note 8 at 854-855. 54 [DesRochers]. 11. Renvoi manitobain, supra note 8 at 854-855. 3. Background of French Education in New Brunswick 33

Accordingly, following the logic of the In that regard, the Supreme Court ruled, in Supreme Court decisions, the Province of New one of its first decisions concerning section 23, Brunswick must ensure that curricula designed with substantive equality being the key element, according to each of the two official languages are that allocation of additional funds to meet the taught in distinct institutions. We can conclude particular needs of an official-language minor- Context Legal that when the Province decided to establish the ity may be necessary to provide children of that Early Learning and Childcare Act, it also, inso- minority with an education of equal quality of far as possible, had to develop the mechanisms that of the majority.15 It is also from that per- to apply those standards, not only in the area spective that the New Brunswick Education of elementary and secondary school education, Act states that the equitable division [of finan- but also in the early childhood sector, without cial resources] “shall seek to assure to each of infringing on freedom of expression rights (pri- the education sectors… an equivalent standard vate institutions) as set out in the Constitution. of education taking into account the needs and 16 This concept of substantive equality referred particular circumstances of each sector.” to in sections 16.1 and 23 is consistent with the In conclusion, the adoption of a linguistic and requirements of section 16 of the Charter, which cultural development policy is an excellent way provides for the equality of status and use of for New Brunswick not only to meet its obliga- Canada and New Brunswick’s two official lan- tions, but also especially to promote “the flour- guages. In the Renvoi relatif à la sécession du ishing and preservation of the Francophone lin- Québec, the Supreme Court ruled that the prin- guistic minority in the province,”17 to give effect ciple of the protection of minority rights, which to “their right to distinct institutions within include linguistic rights, is one of several fun- which cultural, educational and social activities damental unwritten principles which form the may be carried on”18 and to “seek to assure… foundation for the Constitution of Canada and taking into account the needs and particular which, at the very least, affect their application circumstances of each sector.”19 and interpretation.12

One step closer to substantive equality However, to give effect to linguistic rights, the Acadian and Francophone community must be provided with the means to be an equal partner in the context of education.13 As part of its obligation to respect language rights, the Province has a series of institutional means that it can select, provided they meet the benchmarks set by the Supreme Court, while always remember- ing that the aim is “the flourishing and preservation of the French-language minority in the province.”14

15. Mahe, supra note 1 at 378. 16. Ibid. at s. 44(2). That subsection was added to the Act in 2000: An Act to Amend the Education Act, S.N.B. 2000, c. 52, s. 44. 17. Arsenault-Cameron, supra note 1 at para. 51; Renvoi manitobain, supra 12. Renvoi relatif à la sécession du Québec, [1998] 1 SCR 753 at para. 74, note 8 at 850. 79 and 81. 18. An Act Recognizing the Equality of the Two Official Linguistic 13. Mahe, supra note 1 at 364. Communities in New Brunswick, R.S.N.B. 2011, c. 198, s. 3. 14. Arsenault-Cameron, supra note 1 at para. 51; Renvoi manitobain, supra 19. Ibid. at subsection 44(2). That subsection was added to the Act in 2000: note 8 at 850. An Act to Amend the Education Act, S.N.B. 2000, c. 52, s. 44. 34 Linguistic and Cultural Development Policy

Demolinguistic Situation • with a significant rate of linguistic continuity or language transmission (89.9% in 2011), The success of the Linguistic and Cultural albeit the rate was lower in some urban Development Policy depends, among other areas in New Brunswick. things, on its ability to meet the needs, expectations and aspirations of every French speaker National trends in the province. However, far from being the Outside Quebec, New Brunswick has the larg- monolithic entity that it once was, the Acadian est proportion of Francophones, with its 312,000 and Francophone community is undergoing French speakers. That demographic weight is profound change, not only in terms of its rate partly responsible for the rate of linguistic con- of growth, but also in terms of the origin, age tinuity, which is much higher in New Brunswick and geographic distribution of the Francophones than it is in other provinces. However, some who make it richer. A brief review of the profile national demographic trends can work against of New Brunswick’s Francophone community Francophones in minority settings, including and the trends shaping it puts the policy’s val- those who live in New Brunswick, if they are not ues, principles and instruments on a more solid taken into consideration. According to a study footing in the context of contemporary Acadie. by Landry (2010), the factors responsible for that are as follows: The picture in 2011 • the decrease in Francophones’ demographic Francophones make up nearly one third (31.9% growth across Canada; according to first official language spoken) of • the gradual increase in the rate of linguistic New Brunswick’s population. More specifically, transfer from French to English (or rate according to data from the most recent census of assimilation): 29.8% in 1971 to 39.3% (Statistics Canada, 2011), New Brunswick has a in 2006 (Statistics Canada, 2006); population of • the fertility rate of Francophone women, • 740,000, of whom approximately 237,000 which is less than the replacement rate people have French as their mother tongue; for the Francophone population; 484,000, English; and 19,000, non-official • the strong social attraction of English languages, including some 2,200 who speak among Allophone immigrants outside Mi’kmaq; 1,900, German; 1,800, Korean; Quebec (roughly 14 times greater than 1,400, Arabic; and 1,200, Chinese; for French); • 720 newcomers whose first official language • the out-of-province migration of members spoken was French, alone or with English of some Francophone communities; (many of whom are from the United States), • the increase in the number of Anglophone accounting for 13% of the newcomers to and Francophone exogamous couples the province in 2011 (Pépin-Fillion, 2013); who can choose to enrol their children • 930 people who identified as Aboriginal and in the English school system; had French as their mother tongue in 2011; • population aging; • 312,000 people who could speak French, • youth migration to urban centres where and of that number, 246,000 could speak language transfer to English is more apt French and English (based on the language to occur. proficiency criterion, i.e., being able to carry on a conversation); 3. Background of French Education in New Brunswick 35

Trends in New Brunswick In New Brunswick, some of those trends are more pronounced and could affect Francophone minorities more. The Linguistic and Cultural Development Policy is therefore an important tool for the Acadian and Francophone population in curbing some of those trends. Demolinguistic Situation According to statistics from the 2011 census, New Brunswick has one of the most rapidly aging populations in Canada. The low rate of immigration and the low fertility rate are such that the population is not replenishing itself quickly enough. If those trends continue, the Acadian and Francophone population will continue to t ic

decline. tr Migration to other provinces, particularly dis oo l Alberta, Quebec and Ontario, are contribut- t sch t s ing factors in the decrease in the Acadian and -E Francophone population in rural regions of the Nor d

province, where the natural ressources-based o ne economy is in decline. o ph anc Another migration phenomenon within Fr New Brunswick can have both a positive and Provincial program Une école, un artiste. negative effect: the increase in the number of Francophones in urban areas such as Dieppe (approximately 14 times greater than for French) and Moncton, and the decline in their numbers (Landry, 2010). Those migratory movements in rural areas. The concentration of Acadians pose a challenge for community and educational and Francophones across the province is in fact infrastructure in the province which, in some very uneven. For example, in counties such as locations, serve a homogenous Francophone Madawaska in the northwest, in the Acadian population, and in others, have to tailor their Peninsula (northeast) and in Beauséjour (south- policies, services and programs to suit a highly east), there are many small communities that are diverse Francophone population. In that respect, mostly Francophone. On the other hand, in urban the policy has to be flexible and use asymmetri- centres such as Moncton, Bathurst, Saint John cal means to take into account the plural nature and Fredericton, Acadians and Francophones of the community. are in the minority in an environment where the With regard to exogamy, according to Landry dominance of English results in their using that (2010), the statistics show a correlation between language spontaneously in public life. that trend, which is more pronounced in urban Urban areas also lend themselves to two areas, and language transfers from French to other phenomena affecting the Francophone English. Exogamous parents often choose to minority’s resilience: immigration and exog- enrol their children in majority schools or in amy. Newcomers choose primarily to settle in immersion programs. In both cases, the learn- cities. However, as indicated earlier, only 13% ing of French and cultural transmission are more of them have French as their first language. The limited, and there is less chance that these young social attraction of English is also very strong people will become bilingual and still be bilin- among Allophone newcomers outside Quebec gual in adulthood. 36 Linguistic and Cultural Development Policy

Impact on school populations These data are nevertheless very telling of the desire of rights-holder parents to see their chil- According to the 2011 Education Outline for dren learn French. We still have to impress upon New Brunswick, the number of students in the them the fundamental role of conveyors of cul- Francophone sector at schools where French is ture that sets French schools apart from immer- the language of instruction fell from 30,420 in sion programs, beginning from early childhood 2009–2010 to 29,842 in 2010–2011. By compari- services through to post-secondary education. son, nearly five years earlier, in 2005–2006, there That is one of the functions of this policy. were 33,460 students attending Francophone schools. Lastly, francization, language upgrading and literacy among children and their families, be The relative percentage of Francophone stu- they exogamous, newcomers to Canada, Acadian dents in the education system would seem to or Francophone, are all additional challenges be smaller than that of the total population of involved in the acquisition and transmission of the province, with one reason being that a large the French language, which this policy will have proportion of children of rights-holder parents to take into account. are enrolled in the English school system. As indicated in the report by Collette, Cormier and In conclusion, the historical progression of Rousselle (2010), not only is [Translation] “the New Brunswick’s education system, the evolu- number of children eligible to attend French tion of language rights in Canada and in New school dropping,” but there is also a “low par- Brunswick and the combination of demolinguis- ticipation rate among children eligible to enrol tic trends—urbanization, the aging population, in the French school system” (p. 21). Nearly 20% the decline in the birth rate, exogamy and migra- of children eligible to enrol in the Francophone tion—have changed the face of the Francophonie school system do not do so. in Canada and in this province. We have to take this into account in order to seize on the However, over those same periods, there has opportunities they present and meet the chal- been a gradual increase in the number of children lenges they raise. The impact of the Linguistic enrolled in French immersion programs offered and Cultural Development Policy for the French by English-language schools. This increase can education system will be all the more meaning- be explained in two ways: Anglophone parents ful if it preserves historical and legal continuity choose to send their children to schools where and is rooted in the fertile soil of plurality and they can learn French, and exogamous parents current trends in the Acadian, Francophone and enrol their children in immersion programs at Francophile community. English schools, even though their status enti- tles them to send their children to Francophone schools. It is important to remember that under section 23 of the Canadian Charter of Rights and Freedoms, one parent must have received an education in French for his or her children to be able to attend French school. Accordingly, even children who have learned French and are bilingual could lose their right to enrol their own children in a French school by virtue of their having attended an English school. 37

The Focus Areas of the Policy: Synergy and Complementarity

In an effort to meet the challenges of the linguistic minority context, fulfill the dual mission of the Acadian and Francophone education system, and move closer to the ideal proposed by the policy’s vision, the partners have come up with 48 strategies grouped under four interde- pendent focus areas of linguistic and cultural development in education, which are: 1. Vitality of the education system; 2. Identity building; 3. Early childhood; 4. Educational success.

The proposed strategies are supported by afifth focus area, i.e. School-family-community partnership, which is meant to drive their implementation. Of course, carrying out many of these strategies will have an impact on the success of the other ones. The five focus areas and the 48 strategies must therefore be viewed as a whole consisting of complementary elements, in constant synergy, the strength of one building on the strength of the others. The strategies will also evolve over time as they adapt to the ever-changing situation. For each focus area, a description of the content is provided, as well as the main concepts relating to this area, a strategic goal, and a mandate. A summary table underscores the areas of intervention to more clearly identify the categories of action, the anticipated outcomes, and the terms of the strategic goal. The strategies are developed and include a text that explains the rationale and proposes some possible actions that could help with their implementation.

The focus areas of the policy are the activity sectors of specific interest to the partners in the Acadian and Francophone education system with respect to the implementation of linguistic and cultural development measures in education that will make it possible to achieve the anticipated outcomes of this policy. 38

THE POLICY’S 48 STRATEGIES

Vitality of the Education System Early Childhood

Promotion, recruitment, and retention Access to an integrated network V 1 — Promotion and recruitment 50 of services in French V 2 — Welcoming, support, and retention 51 EC 1 — Integrated network 106 Management mechanisms EC 2 — Equal access to services in French 107 V 3 — Governance of the school system 55 Recruitment, welcoming V 4 — Shared leadership 56 and support for parents V 5 — Continuous improvement 58 EC 3 — Recognition of care, services, and education in French 110 Resources EC 4 — Welcoming and support 111 V 6 — Human resources 59 EC 5 — Services and resources for linguistic V 7 — Financial resources 60 and cultural development 113 V 8 — Infrastructure 62 Quality programs and interventions in French Innovation EC 6 — Human resources 116 V 9 — Research and development 64 EC 7 — Staff training 117 V 10 — Networking and collective capacity EC 8 — Programs and instruction 118 in the digital age 65 V 11 — International education 67 Educational Success

Identity Building Quality teaching ES 1 — Awakening passions and developing skills 128 Curriculum, programs and instruction ES 2 — Critical and creative thinking 129 IB 1 — Curriculum and instructional resources 79 ES 3 — Knowledge building 131 IB 2 — Education in minority settings 80 ES 4 — Literacy 133 Francophone cultural space ES 5 — Francization 135 IB 3 — School as a hub of cultural vitality 83 ES 6 — French-language proficiency and IB 4 — School as a space for democratic a positive relationship with the language 136 citizenship 85 ES 7 — Numeracy 138 IB 5 — Development and sustainability ES 8 — Initial and ongoing training 140 of initiatives 87 Instructional leadership IB 6 — Regional cultural development 88 ES 9 — Instructional leadership of principals 142 IB 7 — Artistic and cultural creations 90 ES 10 — Culture of collaboration 144 IB 8 — Events of the Francophonie 91 IB 9 — Francophone citizenship Stimulating and engaging in traditional and digital media 93 learning environment Partnerships ES 11 — Inclusive learning environment 147 ES 12 — Diversified courses and learning IB 10 — Role of conveyor of culture 96 experiences 148 IB 11 — Partnership and coordination 97 ES 13 — Digital learning environment 150 ES 14 — Comprehensive school health approach 151 ES 15 — Engagement in school life 153 Partnerships ES 16 — Parents as first educators 155 ES 17 — Community structure of the school 157 ES 18 — Collaboration and partnerships 158 ships and management that ensure mechanisms and consolidating multi-sectorlishing partner tem therefore focus area is concerned estab with community. theof education The Vitality sys and the development culture, speaking of the of the Frenchthe vitality language and French- Acadian and Francophone education system, themission thedual of centred onall fulfilling onbased collaboration and shared leadership, egies and actions underpin achange culture, in and Educationalchildhood, success). These strat of the education system, Early Identity building, proposed the four in other (Vitality focus areas for implementing of the strategies and actions all meant even to bethe basis, the preferred tool, partnership focus area is family-community facet every ofin theirlives. potential the province in achieve can their full ensure that young and Francophones Acadians engaged and to act together to solidarity in educationfocus areaurges all to become partners the School-family-community saying, this like munity, at levels. and both global the local Much desire to contribute of to theircom the future their of language stimulating to children, while the appropriation and the transmission of culture encourage of to theircitizens get involved all in must and growth, ensure their sustainability to which, communities, linguistic minority for even achild.”is whole truer to raise This village According old to an Senegalese “It saying, a takes Partnership Transversal Focus Area School-Family-Community Introduction The true pillar of this policy, this of the School-The true pillar It important up is with team to the community in order make to in the community develop so can they their qualities. leadership that is activelythat is present in schools its shows richness. its students 4. The Focus Areas of the Policy:Synergy and Complementarity Education should encourage students to become engaged engaged become to students encourage should Education - - - - - our educational activities meaningful. A community community A meaningful. activities educational our

Francophone schools the province. in Lastly, all all in structure a community on establishing emphasis placed is experiences.tional Particular ers and offerthem educa authentic, meaningful learn to of meet needs so as the all individual partners and community partners, institutional levels ents, of from the partners school all setting, educationof all including partners, youth, par engagement collective the encouraging and ships partner bidirectional structured, establishing educational success concerned focus area is with development the of of young all, Last children. grated network supporting of the overall services forcommunity up inte an of the purpose setting and the Acadian and Francophonetions, families, shared leadership by public and private institu partnerships and on based establishing area is conveyors The ofEarly culture. focus childhood played education by all system stakeholders as awhole.as it stresses Also, the role be that can pation among the youth community and within and collectivevidual and citizen growth, partici space that promotes identity development, indi a welcoming and inclusive Francophone cultural school-family-community partnershipto create from the arising the dynamics focus area uses the community. For the Identity-building its part, of sectors various the representing individuals learners, parents, education stakeholders, and and Francophone to New in Brunswick society of influence overthe education vision of Acadian increased participation and give genuine power Marianne Cormier (2010,Marianne Cormier p. 14) ------

39 School-Family-Community Partnership Transversal Focus Area 40 Linguistic and Cultural Development Policy

of the focus areas of the Linguistic and Cultural The strategic goal of the School-family- Development Policy highlight the importance community partnership focus area of the role played by parents, who have primary responsibility for the education of their children. Increase the participation and In summary, the school-family-community engagement of learners, families, partnership focus area emphasizes the impor- educational institutions, and the various sectors of the community in: tance of collaboration and shared, coordinated leadership by all education partners with respect • the fulfillment of the dual mission of the to fulfilling the dual mission of the Acadian Acadian and Francophone education system; and Francophone education system in New • the development of the Acadian Brunswick. This focus area also demonstrates and Francophone community; the impact of pooling knowledge, skills, and resources and the benefits of sharing the experi- by introducing mechanisms that: ences of the civic, economic, public, educational, • rally all stakeholders around and volunteer sectors. The implementation of a common vision; this policy depends, to a large extent, on the indi- • promote collaboration, cooperation, vidual and collective engagement of all education and empowerment of all education partners partners. Human activity is central to the success at the local, regional, and provincial levels. of this societal project. School-Family-Community Partnership In the School-family-community partnership focus area, the word “school” refers to all The school-family-community partnership is educational institutions, from early childhood a collaborative process that refers to the ties to adulthood. between schools, families and individuals, as well as community organizations and businesses that directly or indirectly support and promote children’s or adolescents’ success in school and their social, emotional, physical, and intellectual development (Deslandes, 2004). In addition, it helps to establish conditions favorable to identity building. The actions resulting from this partnership are supported by the synergy of the resources of each partner and are intended to achieve common goals for the benefit of children and the community.

Building strong ties between schools, families, and communities School-family-community collaborations require that time, effort, and resources be devoted not only to the projects themselves, but also to the “human conditions” that make them possible. Consequently, to build strong ties among the partners, it is important to recognize the unique and essential contribution of each of them, as well as the complementary nature of their roles Jeux de l’AcadieJeux partners). and places that convenient are for the various and participation (e.g., times meeting planning tion that promote of mechanisms integration institutions, particularly through the introduc educational of part the on adaptability erable relationsfamily-community requires consid the development of all, the issues. Last of school- on well as acommonvalues, as of understanding on based ashared visiondecision and making, in participation and accountability collective andindividual throughcultivated also areThey communication. transparent and open, effective, vein,same partnerships cultivated are through attachment, competency, and autonomy. the In that nourishes feelings of equality, mutual trust, to create aharmonious, friendly atmosphere common important achieving in It goals. also is . 4. The Focus Areas of the Policy:Synergy and Complementarity - - • • • • • • • • • involving partners various to the success of an initiative or project A few key that elements contribute throughout the process. the throughout Highlight the contribution of each partner Promote and celebrate successes; involved;are makeand spinoffs sure the different partners Provide ways tangible of evaluating the project’s in to order make adjustments; any necessary discussion for Provide opportunities their expertise; initiative, or the project in accordance with Involve in implementing all of the partners resources;as well as the necessary all and roles responsibilities, Identify project; the out allsteps of Define the carry required to in sketching the project; out partners Promote of the different the participation process; the throughout participation their and ensures and interests of young people needs initiative or the aproject Design that meets

41 School-Family-Community Partnership Transversal Focus Area 42 Linguistic and Cultural Development Policy

Acting TOGETHER to fulfill Last of all, the individual and collective the dual mission of the Acadian and accountability and engagement of all partners Francophone education system in education and those from different sectors of society, as well as the introduction of mecha- The partnerships that arise from the mobilization nisms for multi-sector cooperation and collabo- of the various stakeholders in the Acadian and ration will definitely support the implementa- Francophone education system become mean- tion of the policy’s strategies. The educational, ingful when they focus on fulfilling the dual political, and social actions that result from this mission of that system, i.e., the identity building shared leadership will contribute not only to and educational success of each learner. Indeed, learners’ educational success and identity build- this type of partnership promotes individual and ing, but also to the development of the Acadian collective management of the many challenges and Francophone community of New Brunswick associated with education in minority settings and that of the province. (e.g., francization, linguistic insecurity, accessibility of French-language services, language transmission, cultural appropriation, and effects of globalization on the attraction of the English Some possible actions* language and culture). Parents, teaching staff, • Establish, in all schools, a community structure and communities must therefore combine their that promotes the participation of learners, parents, families, school staff, and community expertise and resources through various collabo- partners in carrying out the education vision rative structures in order to find and implement of each school. solutions that meet the needs of their respective • Introduce mechanisms for interdepartmental, settings. This necessarily involves a change in intersectoral, and community coordination culture regarding school-family and school-fam- and cooperation at all levels of the education ily-community collaborations, based on practices system to ensure: that encourage cooperation, engagement, indi- consistency of the actions; vidual and collective accountability, and empow- active participation in the creation erment. In short, it is important that all part- of new knowledge; ners be aware of their role and the importance implementation of proven practices; of working together to ensure the educational exchange of best practices in identity building and educational success; success and identity building of each learner. optimization of partnership potential. Moreover, the school-family-community • Implement measures to welcome partnership makes citizen participation easier and support parents. for young people by enabling them, for instance, • Put in place measures that make parents to have experiences in French within their com- and educational staff aware of the role played munity, become involved in certain social causes by parents, who have primary responsibility for the education of their children. and actions, or carry out innovative projects, all • raise the awareness of, mobilize, and equip while developing skills associated with life in all education partners regarding their role society. Learners can exercise and develop citi- as conveyors of culture. zenship only if they are given the opportunities and spaces they need to participate actively in life in society and in the future of their community, on both the local and global levels.

* Other possible actions associated with the School-family-community partnership focus area are found in the four other focus areas. must capitalize on this renewal in order to fulfil order renewal in onmust this capitalize to fulfil Acadian and Francophone education system the addition, In community. Francophone and to effect positivealso the changesin Acadian not only to keep change, pace social but with measures to develop to renew its ability itself— education to implement systemhas aseries of aresult, the Acadiantions. and Francophone As of andimportance institu theirlanguage, culture Francophones develop ashared vision of the education system, and which through Acadians out of its question on and vitality the strength and Francophone depends community with forcommunity few the past years. Acadian and New Francophoneing Brunswick’s examples of the challenges that have been fac Francophone population general in but are afew French-language and the shrinking institutions enrolment the declinein language at families, The lowrate transmission of of Frenchin dual- order and sustainability. to ensure its vitality it and effectivelyimportant to act quickly is in a number of challenges that remind just how us the Acadian and Francophone faces community achievements, progress However, and expertise. of its language, institutions, citizens, culture, of forms. Theseinclude andinfluence thegrowth amultitude in itself manifests vitality nity, this able. For the Acadian and Francophone commu and renew want to ensure their sustainability which,nities andtheiractions, systems through bility. It groups, oftenassociated with is commu sustaina and development vibrancy, of concepts The concept of vitality Area Focus Vitality of the Education System Introduction The vitality of Acadian New Brunswick’s The vitality is closely is related to the [Translation]is no moreinstitution “There important than the school 4. The Focus Areas of the Policy:Synergy and Complementarity ------to ensure theto vitality of alinguistic community….” four of intervention areas have been identified entirean focus area devoted to it. To that end, Development and Cultural Linguistic Policy, with front and centre the strategic in actions of the Acadian and Francophone education system be showbut others. with also solidarity whozens not are onlyresponsible and engaged, fundamental its role in reaffirm producing citi awhole, as society Brunswick andmust they Francophone and on community that of New developmentsustainable of the Acadian and of the role of education and its impact on the mustpartners therefore have ashared vision nerships, and internationally. both locally The tive leadership multi-sector and through part including youth, theirshared through and effec holders sector every of in the education system, is created technology.the vitality by stake This through example for achievements, its of nation outward-lookingan approach and the dissemi practices, citizen engagement and participation, ofture excellence proven that uses educational language education, the development of acul and participation French- ofin the community educationinclude They system. the engagement schools. Francophone collectively, those attending for Acadian and all and bothindividually cess and identity building, tion steps systemtake to foster educational suc thattant the Acadian and Francophone educa international Francophonie. Lastly, it impor is its role amajor as player and the Canadian in As a result, it is crucial that the vitality of the that a result, the itvitality crucial As is A number of of factors the shape the vitality

Landry, Allard and Deveau, 2010, AllardLandry, and Deveau, p. 19 ------

43 Vitality of the Education System Focus Area 44 Linguistic and Cultural Development Policy

to guide actions and strategies promoting the Mandate of the Vitality of vitality of the education system: the Education System focus area 1) Promotion, recruitment, and retention; New Brunswick’s Acadian and 2) Management mechanisms; Francophone education system: 3) Resources; • brings together the best conditions to 4) Innovation. ensure its sustainability and support the These strategies are in response to the recom- sustainability of the community it serves; mendations in the report by the Commission on • recognizes the community’s fundamental Francophone Schools and consultations with the role in the fulfillment of its dual mission. community and various stakeholders to identify the main components of this focus area. To that end, it: • establishes promotion, recruitment Strategic goal of the Vitality of and retention measures; the Education System focus area • strengthens the mechanisms for managing its institutions; • obtains the resources that take its specific Ensure the vitality of the Acadian needs into account; and Francophone education system • innovates by drawing on research through shared leadership among and the development of best practices. government, all education partners and the community, which: • is based on a collective vision; • mobilizes the community to exercise its rights to French education; • engages students, families and the community in the fulfillment of the education system’s dual mission, from early childhood to adulthood; • ensures substantive equality in the allocation of human and financial resources. Summary Table The Vitality Of The Education Of System Focus Area • • Implement: retention and support V 2 —Welcoming, • • • • • • that: strategies Implement recruitment and V 1 —Promotion Strategies welcoming and open to the world. tothe open and welcoming inclusive, are community Francophone and T students. Nations First more and immigrants more welcomes system T system. the Acadian and Francophone education Freedoms and Rights of Charter Canadian the of section 23 under rights R Anticipated outcomes he education system and the Acadian Acadian the and system education he he Acadian and Francophone education ights-holder parents, aware of their appealing. French in education make that programs extracurricular, and college university academic, and diversified stimulating families; their and learners toall tailored strategies support and welcoming profession. teaching the value newcomers; and immigrants prospective to French in education promote system; education Francophone the choosing by rights their to exercise encourage rights-holder parents and Francophone education system; Acadian the of excellence the promote and Francophone community; Acadian the of development the in force adriving as role school’s the and success educational of importance the towards awareness community raise Brunswickers; New toall value societal a as French in education promote Promotion, Recruitment, and Retention , choose , choose

success and identity building. accountable for educational partner education every makes that system education Francophone and Acadian the for mechanism improvement Develop a continuous improvement V 5 —Continuous childhood to adulthood. early from path, educational the throughout transitions smooth and actions cohesive promote to mechanisms partnership community and intersectoral Implement interdepartmental, leadership V 4 —Shared system. school the of governance the in community the of sectors various from individuals and among students, parents participation and engagement greater toensure mechanisms Develop and implement system school the of V 3 —Governance Strategies • • partners: education its of all and system education T Anticipated outcome he Acadian and Francophone Francophone and Acadian he their education targets. education their achieving for accountable are toadulthood; childhood early from individual, identity building of every educational success and the in engaged fully are Management Mechanisms Management 4. Areas of intervention of Areas The Focus Areas of the Policy:Synergy and Complementarity

levels. different of institutions among sharingfacilities including and education infrastructures, schools of use the Maximize V 8 —Infrastructure mission. dual its to fulfill it enables that funding with system education Francophone and Acadian the Provide resources V 7 —Financial community. Acadian and Francophone the for vision education the in fully to participate needed skills essential the with R V 6 — Human resources Strategies receive services and learn. and services receive meet, can people where places being by community to the doors their open institutions educational and Schools mission. dual its tofulfill needed resources the has system education T Anticipated outcomes he Acadian and Francophone Francophone and Acadian he ecruit and retain professionals professionals retain and ecruit Resources

• • • • on: initiatives focusing and programs through tolearn and toinfluence opportunities with community the and Provide students, teachers V 11 — International education building. capacity collective and visibility networking, tofacilitate media social and technologies communications and information of power ative transform- the on capitalizing Implement mechanisms age digital the in capacity and collective V 10 —Networking • • to: partners education enabling on research and development based system education the in excellence of aculture Develop and development V 9—Research Strategies • • • • by: felt influence its makes and isinnovative system education T Anticipated outcome he Acadian and Francophone Francophone and Acadian he being opento the world. transcultural competences; intercultural and developing from abroad; welcoming students international exchanges; implement proven practices. knowledge; new of creation the in actively participate programs and exchanges. programs international in involved being media wisely; social and technology using knowledge; new of creation the in part taking research; through proven practices applying Innovation

45 Vitality of the Education System Focus Area 46 Linguistic and Cultural Development Policy

Vitality of the Education System educational institutions. In that regard, we must encourage the development and consolidation of New Brunswick’s Acadian and Francophone strong ties between the various tiers in the edu- education system has a major responsibility to cation system and the authorities responsible for produce citizens who are capable of social inno- recruiting, welcoming and integrating newcom- vation and are committed to their communities ers in order to ensure that the latter feel that they and society in general. The entire community have a place in the Acadian and Francophone will be stronger in the long run if every part- education system. ner in the education system embraces their role Promotion and recruitment have to be aligned as defined by the dual mission, i.e., fostering with welcoming and support measures for fami- learner’s educational success and identity build- lies. The Acadian and Francophone education ing. In that vein, the objective of the Vitality of system therefore has to develop tools to meet the education system focus area is to facilitate the various needs of students and their families, the creation of conditions for the Acadian and thereby facilitating their retention. Collaboration Francophone community and New Brunswick and multi-sector and bidirectional relationships society as a whole to thrive over the long term between schools, families and communities, and from a sustainable development perspective. This access to a range of programming promoting will be achieved by taking into account the factors the participation of students in a multitude of affecting the sustainability of linguistic minori- rewarding experiences throughout their educa- ties, e.g., demographics, strengthening of institutional path will also be required. tions, enhancement of the status of the minority language, access to services and resources, and Developing a collaborative culture steps to reduce poverty and illiteracy. focused on the continuous improvement of the education system Focus on promotion, recruitment and retention measures The vitality and sustainability of the Acadian and Francophone community depends to a large Promoting education in French—from early extent on the ability of the education system and childhood to post-secondary level—as a soci- its partners to work together and rally every- etal value to New Brunswickers as a whole and one involved around a shared vision of the role as a driver for the development of the Acadian of education in promoting the overall develop- and Francophone community is crucial in order ment of each individual and in supporting the to ensure its vitality. It is therefore important to growth of the Acadian and Francophone com- establish communication and social marketing munity and New Brunswick society as a whole. strategies that highlight the importance of edu- It is therefore necessary to establish mechanisms cation and make rights-holder parents aware, for interdepartmental, intersector and commu- even before their children are born, of their right nity collaboration, and to make optimum use to an education in French under section 23 of the of existing mechanisms to facilitate the emer- Canadian Charter of Rights and Freedoms, and of gence of a shared leadership by the players in the many benefits, both individually and collec- the education system. It is vital that youth be tively, of exercising that right. Recruiting the chil- actively engaged in those mechanisms. These dren of rights-holder parents will, among other collaborative efforts will result in more cohe- things, preserve that right for present and future sive action as well as greater participation and generations. It will be crucial for consolidating engagement by all of the partners. According school populations and ensuring the survival and to Breton (1964), the more the members of a development of the French language and culture. linguistic minority are represented and autono- It is also important to work on recruiting and mous in educational institutions, the stronger the retaining newcomers to support French-language fostering the emergence of asense of belonging spacesinviting where people gather, can thereby French, in and activities services and by offering of by and citizens providing a variety families identity of communities because support they and theare cornerstone vitality of the cultural resource efficiency. thereby greater to contributing ongoing basis, ofnitely data systemic on facilitate analysis an ment defi process will policy proposed this in improve continuous The account. into regions and the demographic realities of the different needs its particular been establishedhas taking be able that to support funding its actions with theirimportance. explain Francophoneteaching in and settings, minority tion of the competencies that required are for recruitment strategies must include adescrip ate and engaged. aresult, educational As staff resources who are competent, aware, passion and its dual mission,goals it to have has human Forsystem. the education systemto achieve its People the are most resource important any in mission achieve dual to the needed resources the Implement system. education Francophone and Acadian of the educationity provided and services the in definitely foster continuous progressthein qual and society. such will Establishing a mechanism challenges andissuesring the facing community to betaken or strengthened on based the recur make it easieralso to decide which actions have for learner. every shared leadership This must able for educational success and identity building that makes the educationnism account partners supported by acontinuous improvement mecha community. and shapinggrowing of in the the future part ing among its members French to speaking and tak recognition, a stronger resultingin commitment beaffordedgreater will community the minority become. ofis because the group This will vitality Lastly, that it been schools many times said has Furthermore, the education to sector has Furthermore, shared leadership this must be 4. The Focus Areas of the Policy:Synergy and Complementarity ------Acadian and Francophone community. Francophone and Acadian ence, innovation for and learning everyone the in increased opportunities for collaboration, influ offers technologies communications and mation of stakeholders. Furthermore, of the use infor and positive expression of the can-do mindset become thus munity springboards for innovation community. Theeducation systemandthe com strengthens leadership amongthe in partners laboration among key players the systemand in tem awhole. as Action research promotes col sys the and practices instructional improving to facilitate informed decision making—key to fessional development of educationaland staff the bestwayis to ensure the continuous pro and Francophone education system, because this and parcel of of the Acadianbe part the culture research of and dissemination must its findings action fact, In settings. minority in building for educational ensuring success and identity action of change instrument research acritical is innovationtional action is participatory based, research shown has to beeffective. or other changes, and adopt new practices that pate from social the challenges arise that can players the education in system able are to antici these with Armedthe findings, research findings. continuous inflow evidence-basedof research the through lence sustained is which, turn, in supported of by excel aculture and nurtured thevibrancy Theof education systemis largely Fostering innovation outreach and communities. partnership, for the benefit of youthandtheir support the establishmentwill of abidirectional school. Apositive school-community symbiosis experiences have outside can so they meaningful place by of opening its learning doors to students to become has regard, a also the community of different levels share space together.thatIn cational infrastructure, e.g., having institutions the potential of uses school and edu maximise play that role, to fully institutions we have to and engagement. For schools and educational Since educational, community and organiza and community educational, Since ------47 Vitality of the Education System Focus Area 48 Linguistic and Cultural Development Policy

Festival de théâtre jeunesse en Acadie, Caraquet, N.B.

Lastly, the importance of promoting and showcasing the expertise in the Acadian and Francophone education system has to be reaf- firmed. The achievements and innovations of its students, teaching staff, researchers, community partners, leaders and administrators deserve to be seen and known, both locally and internationally. By drawing attention to its impressive range of expertise, the education system will support not only its own vitality, but also that of the Acadian and Francophone community, its young people and New Brunswick society as a whole. and retention and recruitment Promotion, intervention: of Area PossibleStrategies and Actions welcoming, and open to the world. inclusive, are community Francophone Theeducation systemandthe and Acadian First Nations students. more and immigrants more welcomes tem Theand Acadian Francophoneeducation sys system. education Francophone Freedoms and Rights of Charter under of section 23 the Canadian Rights-holder parents, aware of theirrights outcomes: Anticipated French. in education an peoplethat target all who eligible are to receive welcoming, support and retention strategies recruitment, promotion, develop to important and increase its numbers. aresult, it As is on the education system’s to maximize ability and Francophone depends community largely theof Acadian and sustainability vitality The , choose the and Acadian

4. The Focus Areas of the Policy:Synergy and Complementarity - • • • • • • that: strategies Implement recruitment and V 1—Promotion • • Implement: retention and V 2—Welcoming, support value the teaching profession. teaching the value to newcomers; and immigrants French in to prospective education promote education system; their rights by choosing the Francophone encourage rights-holder parents to exercise and Francophone education system; promote the excellence of the Acadian community; development of the Acadian and Francophone the school’s asforce role adriving in the of educationalimportance success and awarenessraise community towards the to all Brunswickers; New promote in French education value as asocietal that make in French education appealing. curricular, programs and college university stimulating and diversifiedextra- academic, families; their and to learners all tailored strategies support and welcoming

49 Vitality of the Education System Focus Area 50 Linguistic and Cultural Development Policy

STRATEGY V 1: Promotion and recruitment Possible actions V 1 • Implement a strategy to inform rights –holder parents about their right to French-language Implement strategies that: education and about the impact of their choices. • promote education in French as a • Implement communications strategies which: societal value to all New Brunswickers; reinforce the image of Acadie as a • raise community awareness towards welcoming society; the importance of educational success and the school’s role as a driving force showcase the success stories of students in the development of the Acadian from exogamous and endogamous families, and Francophone community; as well as the success stories of Allophones • promote the excellence of the Acadian having attended the Acadian and and Francophone education system; Francophone education system; • encourage rights-holder parents to exercise promote the Francophone education system their rights by choosing the Francophone to newcomers when they are recruited; education system; present as role models Francophone Acadians • promote education in French to prospective who have made significant achievements immigrants and newcomers; in various fields. • value the teaching profession. • Implement strategies that raise awareness among the general public and education professionals of the importance for the Acadian The vitality and sustainability of the Acadian and Francophone community to welcome children of rights-holder parents and newcomers and Francophone community depends largely on who speak little or no French. the education system’s ability not only to maxi- • Implement policies on immigration and mize and increase its numbers, but also to con- the recruitment of Francophone newcomers solidate them over the long term systemwide, to facilitate their integration into the Acadian from early childhood to post-secondary level. For and Francophone community. example, as indicated by Landry (2003a, 2010), it • Establish close cooperation between daycares, is crucial to implement a recruitment and social the various range of Francophone early childhood services, immigration services marketing strategy to convey positive messages and Francophone schools to ensure smooth to the general public about education in French. transitions from service to service. Such a strategy has to highlight the value of edu- • Gather data systematically to identify parents cation in general, educational success, the teach- whose children are eligible to attend the ing profession and the importance of the role Francophone education system (rights-holder). of every professional who comes into contact with children. It must also make parents aware of the many benefits of choosing the Acadian and Francophone education system from early childhood to post-secondary level. Besides facilitating educational success, education in French in minority settings promotes the development of French-language competency and identity building, both individually and collectively. In the New Brunswick context, education in French is the best guarantee for additive bilingualism, i.e., where students will develop strong language competencies in French and English, as well as a sense of belonging and positive attitudes towards the French language and culture. Acadian and Francophone community. Francophone and Acadian ofdents the for and parents and also the vitality of understanding theirramifications an for stu ties. However, those requires rights revitalizing preservation and promotion of those communi for arenecessary the as institutions cultural tinct educational and suchto institutions distinct dis and privileges, rights includingequal the right communitiestwo of and have status equality Freedoms and Rights of Charter ince. that regard, In section 16.1 of the Canadian and contributethrive of the prov to the vitality to communities New Brunswick in linguistic education.in Thatenables both duality official awareness about the benefits duality linguistic of that success available, are well as as stories. tomedia showcase theand services programs Allophones).wide a range of utilize will They among trilingualism of promotion (e.g., groups messages tion with the various strategy targeting promo and communications a develop to able and Francophone be system and will its partners comers and First Nations members, the Acadian new rights-holder, including education, French community. Francophone and Acadian Brunswick’s New of development sustainable short,In education French in contributes to the It is also important to important continueIt public also is raising everyoneBy who identifying eligible is to states that these 4. The Focus Areas of the Policy:Synergy and Complementarity ------education system. education be the receiving Acadian and in Francophone of the education the quality their will children feeldren school, in reassured about will sothey eventhese programs before enrol they chil their parents must be informed about the existence of Furthermore, interventions. research-based tive, addition in structured, to providing for effec must bewell establishedservices already and well zation, literacy and methods and resources. These need they fromthe day services one, e.g., franci French education The system. latter havemust all be andenteringchildren students thewho will of how best to think includealso and support must stakeholders parents, for measures support concerned.and are accountability where families up opportunities for collaboration, engagement promote the principle of reciprocity by opening parents for measures support and welcoming the that full-fledgedIn as respect, partners. identify their education which can they asystemwith in and continuing pleasureand take beginning in French in thrive will and theirfamilies children those who With the system. these measures, use retention measures to of meetneeds the various and support welcoming, implement to important education systemto consolidate its numbers, it is enable the Acadianthat and Francophone will retention and Welcoming, support STRATEGY 2: V In addition to implementing welcoming and and welcoming implementing to addition In additionIn marketing campaign to the social • • Implement: in Frenchin appealing. that make education programs university and extracurricular, college academic, diversified and stimulating families; their and to alllearners tailored strategies support and welcoming - - - 51 Vitality of the Education System Focus Area 52 Linguistic and Cultural Development Policy

To ensure its growth and vitality, the Acadian Moreover, the Acadian and Francophone edu- and Francophone education system has to pro- cation system has to be mindful of the needs and mote to the general public the undeniable ben- aspirations of young people and the community efits of education in French in a province such as by offering a multitude of academic, extracur- New Brunswick, which chose bilingualism as a ricular, college and university programs that societal and economic value. By receiving their will encourage learners and their families to education at a French-language institution, stu- choose French-language educational institutions dents will develop strong competencies in both throughout their educational path. Acadian and official languages, which will definitely be a good Francophone institutions must therefore deliver thing for New Brunswick’s future. a top-quality education that will enable them to compete with other institutions inside and outside the province, and enable their students to Possible actions V 2 stand out in every way. • Develop and provide parents with services, Statistics show that transfers from the tools and programs enabling them to support Francophone education system to the their children’s educational success, beginning Anglophone education system are more frequent in early childhood: during certain critical periods, e.g., entering and family literacy; leaving elementary school, and during the first support between parents (twinning); few years of high school. To keep student num- francization for parents; bers up and facilitate the growth of the Acadian homework help. and Francophone system, stakeholders should • Work with entities responsible for implementing conduct research to determine the reasons welcoming, orientation, and support mechanisms for newcomers in the host community. for these transfers and propose ways to mini- • Establish open reception structures that are mize them. It could also be helpful for Acadian sensitive to the needs of First Nation families and Francophone schools to consider offering, who choose the Francophone school system. in addition to existing courses, programs that • offer a range of interesting programming combine sports and arts with academic work, and special programs, e.g., programs that programs such as the international baccalaure- combine sports and arts with academic ate, and international exchange programs that coursework at all high schools. would allow students to explore different ave- • Implement orientation and retention strategies at Francophone post-secondary institutions nues through exposure to a wide range of learn- in New Brunswick. ing experiences, and discover new passions and • Establish partnerships with private-sector talents. enterprises and/or Acadian and Francophone institutions that will enable college and university students to study in French in New Brunswick in the field of their choice. • Develop retention strategies in cooperation with high school students, post-secondary students and teaching staff. That will benefitThatwill Brunswicker,New every but province. the outside or inside either institutions, otherorprises with Francophone post-secondary private-sector partnershipsestablish with enter arts). With it mind, that in may bedesirable to environment, work, humanitarian culture, ence, of experiencesthem to avariety (e.g., sci sports, French the field in theirof choice exposing while to offerthatallow students programs in to study Work created École from the Semaine for by provinciale Saint-Paul students of the activities française asde la fierté part At the post-secondary level, it important is 4. The Focus Areas of the Policy:Synergy and Complementarity - - tribute to its growth. con and province the in live who Francophones whole are largely dependent on the number of a as society and Newcommunity Brunswick of the Acadian and Francophoneand vitality language and field theirof choice. The growth do theirpost-secondarycan education the in down the province to in inclined settle they if chances that are Francophone be more youth will and Francophones, Acadians especially because . -

Francophone Sud school district 53 Vitality of the Education System Focus Area 54 Linguistic and Cultural Development Policy

Area of intervention: Anticipated outcome: Management mechanisms The Acadian and Francophone education system and all of its education partners: The success of the strategies proposed in this • are fully engaged in the educational success policy will require a change in culture that is and identity building of every individual, based on collaboration and shared leadership, from early childhood to adulthood; with the entire process driven by the desire • are accountable for achieving their to continuously improve the Acadian and education targets. Francophone education system. The establishment and consolidation of multi-sector partnerships, management mechanisms and tools V 3 — Governance of the school system for evaluating anticipated outcomes are essen- Develop and implement mechanisms to ensure greater participation and engagement among tial for the vitality and sustainability of the students, parents and individuals from various Acadian and Francophone education system. sectors of the community in the governance Giving parents, the community and education of the school system. partners a voice and genuine power to influ- V 4 — Shared leadership ence the Acadian and Francophone commu- Implement interdepartmental, intersectoral nity’s vision for education, will help them feel and community partnership mechanisms to more competent and empowered, in addition promote cohesive actions and smooth transitions to fostering a stronger sense of belonging to, throughout the educational path, from early and greater accountability for, the education childhood to adulthood. system. That will make it much easier to get V 5 — Continuous improvement everyone to commit to achieving the dual mis- Develop a continuous improvement mechanism sion of the Acadian and Francophone educa- for the Acadian and Francophone education system tion system, which in turn will promote its that makes every education partner accountable vitality and sustainability. for educational success and identity building. t ic tr dis oo l sch d Su o ne o ph anc Fr governance. tion DEC in and PSSC elections to ensure sound achieved,are there to behealthy has competi to develop strategies and ensure that objectives definition,gives theelected officials authority experienced members. Since governance, by mentoring themmore them with or pairing could be This done structures. for example by established to support the new members of these definitely be moreare engaged if mechanisms get the more involved.tures, will they will They feelthey wanted and supported these struc in school system and the community, and the more and forbuilding the Acadian and Francophone identity and success educational students’ for of the positive theirinvolvement, effects of both more that parents aware are and the community to the community.ernance mechanisms The have to develop measures to promote these gov School Support (PSSCs), Committees we now EducationDistrict (DECs) Councils and Parent the establishment through ofernance structure Brunswick munities to govern theirschools and the New com enabling minority the legal aspects clarify greater interest” (p. 72). order to promote their importanceand foster are required at of the time school elections in and Francophone community. Renewed efforts ofimportance school elections the Acadian in “Much more needs to be done to promote the participation governance in of the school system: of thesizes importance increasing community Francophone report, Schools,empha its 2009 in dual mission. Thatis why theCommission on and Francophone schools their to are attain of the school Acadian if essential systemis Governance of theschool system STRATEGY 3: V Since and 23 sections 16.1 [of the Charter] governance in participation Community system. school the governance inthe of community the of sectors various from individuals and parents students, among engagement and participation greater to ensure mechanisms implement Develop and Education Act Education provides for a gov a for provides 4. The Focus Areas of the Policy:Synergy and Complementarity ------r • • actions Possible • • • • • • to provide for greater community engagement. make changes mechanisms and implement the Francophone and,necessary, if community governance by for structures current Analyze (PSSCs). (DECs) Committees and Parent Support School on student councils, Education District Councils with tools thethey roles for will have to play Educate and guide students and provide them tools. pation and provide with them the necessary partici civic about and the community parents Educate students, teachers, schoolprincipals, student councils. governance,in school through example for role agenuine participatory Give students which: system education the within mechanisms Implement governance. school as regards right tional andthemof inform their constitu structures in ofthe parents parental role governance Promote of and showcase the importance and Francophone community. by theto Acadian encouragefullparticipation process system the education for electoral the promoting mechanisms Implement one another. committees and/or ensure they complement in to order combine the strengths of the two Committee and the Parent Support School eview the structure of the Parents’ Committee eview the structure economy); (e.g., participation arts, facilitate multi-sector participation; community promote by students in schoolgovernance; participation meaningful for provide difficulties; learning with children of parents parents, French, not speak do who parents immigrant (e.g., population of the school the diversity reflects and participation ensure parental V 3 - - 55 Vitality of the Education System Focus Area 56 Linguistic and Cultural Development Policy

STRATEGY V 4: Shared leadership

Implement interdepartmental, intersectoral and community partnership mechanisms to promote cohesive actions and smooth transitions throughout the educational path, from early childhood to adulthood. t ic

tr The aim of this strategy is to establish best dis practices for leadership and collaboration among oo l government departments, sectors and commu- t sch t es

u nity partners to foster engagement and collec- O - tive accountability for the achievement of the

Nor d dual mission of the Acadian and Francophone

o ne education system. This collaboration is essen- o ph tial for ensuring the vitality of the Acadian and anc

Fr Francophone community and its education Envol program, Centre d’apprentissage system. Shared leadership requires that sector du Haut-Madawaska, Clair, N.B. leaders collectively work on establishing collaboration mechanisms to implement tangible measures that will attain the objectives of the policy. It Lastly, students must have a say in governance is therefore important that each member play his structures and be permitted to play an active role or her own leadership role and take responsibility in them. To that end, it is important to review for achievement of these anticipated outcomes. existing structures and redefine the responsibilities of student councils so they can take on a The shared leadership model is advisable greater role and become involved in the develop- because it effectively taps into the capacities of ment of programs, policies and school services. each individual in order to build collective capacity. Sharing resources, abilities and expertise also fosters complementary relationships between partners, always with the aim of advancing towards a common goal. Collective capacity develops when a group learns to behave like an entity. According to Luc (2010, p. 8), [Translation] “Shared leadership makes people accountable, promotes a better understanding of the issues and encourages everyone to become more engaged in achieving objectives.” The Acadian and Francophone school system therefore has to develop a provincial collaboration mechanism bringing together leaders from the sectors concerned, including students, in order to act cohesively and exercise transforma- tional power, e.g., roundtables, consortiums. The Jeux de l’AcadieJeux • • • • actions Possible and its education system. education and its the Acadianfacing and Francophone community of the issues asharedDevelop understanding which: measures and mechanisms Implement interdepartmental collaborative EducationDistrict Councils (DECs). (LSD) District Service representatives and Local officials, elected municipal students, parents, sectors, agencies, departmental includinga stake insystem, the education with Ensure of all sectors the participation empowerment.and partner and inclusive,open community on and focused Practice shared that leadership is flexible, secondary education. secondary transitions to childhood early post- from result in continuum an education facilitating mission; dual system’seducationin the fulfilment of the ensure consistent government action . V 4 4. The Focus Areas of the Policy:Synergy and Complementarity page 58). page cohesive always are V 5, (see strategy Vitality desired changes, order in to ensure that actions and effectiveness theof in relationactions the to should, the impact among assess other things, mechanism a Such mechanism. improvement group This shouldalso work out a continuous ment of the anticipated outcomes of the policy. result the achieveout in the actions that will the sectors together, and carry and then identify beable to decidewill what to bedone has to bring and collectivevidual commitment, these leaders indi an to adulthood.early childhood By making students at each stage schooling,their from in create conditions facilitating the transitions for collaboration be to and community toral will interdepartmental, goal of this intersecprimary - - - 57 Vitality of the Education System Focus Area 58 Linguistic and Cultural Development Policy

STRATEGY V 5: Continuous improvement A process which is designed to measure, on a Develop a continuous improvement mechanism for the Acadian and Francophone educa- periodic and regular basis, the effectiveness and tion system that makes every education partner impact of measures taken, and promotes dia- accountable for educational success and identity logue between the partners will enhance out- building. comes and have a positive impact on strategic planning by those concerned. This continuous improvement mechanism must also be supported The shared leadership vision described in by the principle of transparency to encourage the strategy V4 of the policy calls for the develop- participation of the education partners, the com- ment of a continuous improvement mecha- munity, parents and students. Written reports nism. Such a mechanism must be based on the stemming from this process must be informative fundamental components of an accountability and include data that will allow the Department process—a description of roles and responsibili- of Education and Early Childhood Development ties, anticipated outcomes and objectives, writ- and the other partners to prioritize actions that ten reporting requirements and provisions for will directly or indirectly affect learners’ edu- making changes. The continuous improvement cational success and identity building. It is also mechanism must also take its inspiration from, important to determine in advance and explain and be aligned with, the vision, mission and val- the stages in the continuous improvement pro- ues of the Acadian and Francophone education cess to everyone in order to ensure better plan- system in order to support implementation of ning at every level of intervention. the strategies in the policy. With such a process in place, education partners will be able to peri- odically assess achievement of the anticipated Possible actions V 5 outcomes and make any necessary adjustments. • Provide the Acadian and Francophone education The main purpose of a continuous improve- system with a strategic framework promoting ment mechanism is to promote the ongoing collaboration among the partners and: enhancement of the quality of student learning, long-term planning; the services offered by the partners in the educa- an accountability process; tion system and the outcomes of those services. evaluation mechanisms; For this mechanism to be effective and sup- a strategy for communicating planning port the advancement of the education system and accountability measures. as a whole, it has to be targeted, cyclical, open, • Appoint an entity responsible for following up informative and predictable, with its ultimate on the accountability process, such as a standing committee consisting of members goal being educational success for every learner, of the Department, school districts, early as well as identity building. childhood sector, community, etc. Resources intervention: of Area institutions of differentlevels. among facilities sharing including infrastructures, theand useeducation of schools Maximize V 8—Infrastructure dual mission.its that with funding ittosystem enables fulfil Provide the Acadian and Francophone education V 7—Financial resources and Francophone community. in vision the the Acadian education for tofully essential participate skills needed R resources V 6—Human learn. where people meet, receive can and services their doors by to being the community places Schools and educational open institutions mission. dual its the resourcessystem has needed to fulfill education Francophone and Acadian The outcomes: Anticipated entire Acadian and Francophone community. and that of the ensure its vitality mission, will the resourceswith it to needs achieve its dual nities it Providing serves. the education system commu the for development cultural of place and identity play mandate its role and fully a as education its the education fulfil systemcan Thosetaken into be needs must account so and physicalof human,financial resources. education in terms specific needs systemhas Acadian and FrancophoneNew Brunswick’s status, aresultAs of linguistic its minority ecruit andprofessionals retain ecruit with the

4. The Focus Areas of the Policy:Synergy and Complementarity - support staff in minority languageminority settings. in support staff profiles of teachers, schooland principals other referenced those of with on studies the skills recruitment and retention have to becross- will the desired success, of studies the findings on on bebased research. must To also egy achieve sional associations. The foundations strat this of agencies, post-secondary and profes institutions cerned, early childhood the school districts, partnerships betweenthe departments con ment of strategy’s it to essential goals, develop is andsupport schoolnew staff principals. andstaff, new teaching educational staff,new persons working the system, including in current focus on support and continuing education for of the education also The system. strategy must for the vitality ensuring of theskills essential tion. Such must include astrategy adescription educa for vision community’s Francophone and involved and indirectly the Acadian in directly ment and retention for strategy professionals have to definitive take steps to develop a recruit cess for learner. every suc educational and building identity promote incorporate into theirpractices approaches that to ensure that consciously they and concertedly the potential of resources its human maximize on the people who work it, it in essential to is Francophone education system depends largely Human resources STRATEGY 6: V To create conditions supporting the achieve For leaders instance, the education in system of the Acadian andSince the vitality community. Francophone Acadian and the for vision cation edu the in fully to participate needed tial skills essen the with professionals retain and Recruit ------59 Vitality of the Education System Focus Area 60 Linguistic and Cultural Development Policy

Lastly, collaboration among all the partners STRATEGY V 7: and the sharing of expertise and resources are Financial resources essential in developing and implementing a human resource recruitment and retention strat- Provide the Acadian and Francophone egy. Leaders in the education system must also education system with funding that enables target sectors and regions where needs are more it to fulfill its dual mission. pressing in order to prioritize recruitment measures while advocating for a unified education The 2009 report by the Commission on system that provides quality instruction, from Francophone Schools identifies a number of ways early childhood to post-secondary level. for achieving the dual mission of the Acadian and Francophone school system. Among other things, the report underscores the importance Possible actions V 6 of “a series of critical inputs, such as political • Establish recruitment mechanisms supporting leadership, collaboration, structural renewal and the education professions by: awareness-raising in civil society” (p. 24). Funding providing assistance and induction programs; is also a significant aspect in being able to pro- conducting a social marketing campaign. vide a quality education that meets the needs • Support education professionals by providing of every child, particularly in minority settings, them with the resources and continuing educa- where schools face numerous challenges related tion needed to achieve the objectives of the dual mission of the education system. to their educational and cultural mandates. For • Enhance initial training programs in example, the Acadian and Francophone educa- the light of the requirements of the Acadian tion system has to carry out activities that are and Francophone education system. dictated by its context and offer supplementary • Create a support program for new school programs (e.g., francization), in addition to hav- principals. ing to use resources that are often more costly • Create mechanisms to better utilize strengths than those in majority settings. In that regard, and capitalize on the expertise of staff who the New Brunswick Education Act recognizes specialize (e.g., Certificate VI, master’s degree). the government’s responsibilities and commit- • Consolidate or implement mechanisms enabling teaching and non-teaching staff to continue their ments as regards the particular needs of edu- education (e.g., educational leave, scholarships). cation in the minority language, and provides • Provide the school districts and schools with for the equitable division of financial resources staff in charge of cultural activities, community between the Anglophone and Francophone sec- development and identity building. tors, as approved by the Legislative Assembly. The Act clearly states that equitable division “shall seek to assure to each of the education sectors … an equivalent standard of education taking into account the needs and particular circumstances of each sector” (s. 44(2)). To that end, the Department of Education and Early Childhood Development relies on principles developed by experts in education in minority settings and experts in public administration and economics. Those principles serve to establish funding levels that take into account the social, cultural and linguistic realities specific to education in minority settings, as well as needs stemming from the demographic situation in each region. regions’ needs. regions’ demographicing trends and theirimpact on the stepsof chang to facilitate the analysis taking in additionin decision to making, and flexibility amount of them autonomy acertain allowing ble the regions to meet their specific needs by to develop ena a governance that will structure and Francophone have education also systemwill tive management The of availableAcadian funds. onbased priorities andto needs facilitate effec ple by conducting amulti-year exercise planning of use the resources it formaximum has, exam have also to be innovativetem by will making for or whochildren grams nolittle speak French. pro francization and partnerships, community enrichment schools, in cultural school-family- promoting programs as such education, language relatedthemission to dual specifically of French- provincial agreement programs to fund used is allocatedunder funds p. 3).federal- Thethis (2009b exposure tothrough theirown culture” language enrichment and to experience cultural to be educated the opportunity with their own in French minority-language or English community objectives “Tomain is provide members of the Educationin Program(OLEP), one of whose ment’sLanguages support the Official through count can on theBrunswick federal govern • • • actions Possible Theand Acadian Francophoneeducation sys To increase its education New funding, to the policy. implement Include an accountability process in the plan practices requiringbest additional funding. system’sthe education dual mission and assess the understand challengesto better inherent in Consult research and conduct studies existing partners. education the for mechanism planning financial multi-year a Establish V 7 4. The Focus Areas of the Policy:Synergy and Complementarity ------terms. tion systemover the short, medium and long Acadian and FrancophoneBrunswick’s educa ensure the continuouswill improvement of New approach This settings. minority Francophone order to meet the specific ofeducationneeds in changes to ongoingmake regular measures in enableprocess the authorities will concerned to evaluation place This in are initiatives begin. as that mechanisms accountability by supported governance described above structures must be and the establishment of settings the minority Heritage Fair The provision funding for education of in . -

Francophone Nord-Ouest school district 61 Vitality of the Education System Focus Area 62 Linguistic and Cultural Development Policy

SRATEGY V 8: Infrastructure

Maximize the use of schools and education Possible actions V 8 infrastructures, including sharing facilities among institutions of different levels. • Develop long-term planning for the use of schools and educational infrastructures to meet community needs. By opening their facilities, when possible, to • Establish mechanisms enabling partners to fairly share the costs of using school different activity sectors (e.g., early childhood and community infrastructure. services, family support activities and services, • Increase and enhance—infrastructure performing arts and sports and recreational permitting—services offered in schools, such as: activities), schools and educational institutions early childhood centres; contribute to the vibrancy and development of daycare; the community and its members while promot- after-school daycare programs; ing civic engagement. Optimization of the use family literacy; of school and educational infrastructure will homework help; facilitate the coordination and complementary public library; nature of these services and activities. Such an family services; approach will also foster the development and consolidation of school-family-community part- health. nerships by providing opportunities and physical • Establish interdepartmental and intersectoral partnerships to turn schools—infrastructure spaces for people to gather and work on projects permitting—into single entry points facilitat- or simply receive services. Since the environment ing access to a variety of services that meet the in minority-language settings is heavily influ- needs of children, families and the community. enced by the majority language and culture, it is • use school, educational and community infra- essential to have a place where the French lan- structure for educational activities (e.g., inter- guage and culture are dominant across a number generational exchanges, network of exchanges between students, parents and the community). of activity and service sectors, for community members of all ages. Other Acadian and Francophone institutions and agencies will also have to open their In conclusion, sharing schools and educational doors to children, youth, their families and the infrastructures and using community spaces as community as a whole. Every citizen must have places for learning will definitely contribute to the opportunity to have experiences in French the vitality of the Acadian and Francophone edu- in community spaces in order to, among other cation system, the communities it serves, and things, discover the local, regional, provin- New Brunswick society. cial, national and international Francophonie; develop a sense that they belong to and are contributing to the development and vitality of the Francophonie; and promote civic engagement. Innovation intervention: of Area felt by: felt innovativesystem is and makes it’s influence education Francophone and Acadian The outcome: Anticipated education. national inter through example for outward-looking, and be use, of media technology andsocial networking and collective capacity terms in on to bebased has research and development, proactive education To system. that end, it to have has innovative,nity an creative and commu Francophone and Acadian the ence, To and influ ensure vitality its sustainability, being involved international in programs • media technology using and social • the creation in part taking • applying • and exchanges. wisely; knowledge; new of research; through

practices

proven

4. The Focus Areas of the Policy:Synergy and Complementarity - - -

V 11 education —International building. capacity and collective visibility tate networking, cations to and socialmedia facili technologies formative power of information and communi mechanismsImplement the trans on capitalizing age digital in the capacity collective V 10 and —Networking • • enabling to: the education partners research on based and development system acultureDevelop of excellence in the education development and V 9—Research • • • • on: focusing initiatives and programs through to influence and learn withto opportunities teachersProvide and the community students, implement provenimplement practices. of new knowledge; in the creation actively participate being open tobeing open the world. competences; intercultural transcultural and developing welcoming students from abroad; international exchanges; - - -

63 Vitality of the Education System Focus Area 64 Linguistic and Cultural Development Policy

STRATEGY V 9: Research and development Possible actions V 9 • Establish a clearly articulated research mandate Develop a culture of excellence in connection with the anticipated outcomes in the education system based on research of the policy for the Department of Education and development enabling the education and Early Childhood Development, in partner- partners to: ship with post-secondary institutions and other education partners. • participate actively in the creation • Promote research that meets stakeholder needs. of new knowledge; • implement proven practices. • Create opportunities for reflexive practice and sharing and using knowledge. • Designate persons responsible for following Linkages between research and the education up on research, communicating findings and transferring them to educational practices. system help create a culture of excellence based • Enable teaching staff who specialize (e.g., on informed decision making. Implementing Certificate VI, master’s degree) to use their research findings can only result in best prac- new expertise. tices in professional circles, which will defi- • Create spaces for sharing to promote nitely contribute to the vitality of the Acadian and implement proven approaches. and Francophone education system. Innovation • Provide initial and continuing training that and renewal in education infuse the system with facilitates the development of critical thinking strength and vitality. and teaching and educational practices based on research. It is therefore important that education pro- • Make it easier for education partners to fessionals and leaders in the education system access scientific databases. have access to the latest studies, research and • Promote international exchanges as regards popularized articles from domestic and other knowledge, research and proven educational sources on the components of educational suc- practices. cess, identity building and teaching in minority settings, and that they take inspiration from them in performing their duties. It is therefore essential to establish data dissemination, information and training mechanisms for these professionals so that everyone will be familiar with the findings of the latest education research and trends. In turn, they will be able to base their actions on proven data and practices. It is also essential to support teachers and educators in their efforts to improve and fine-tune their instructional approaches by buying into and applying research findings. a whole. a of the Acadian and Francophone as community of the educationvitality that well system as as order in necessary to is ensure thea culture ment of the desired of excellence. culture Such page definitely 58) contribute will the to develop tinuous improvement process (see V 5, Strategy ers and professionals, and the creation of acon formechanisms collaboration between research theof establishment research findings, of formal and the application with clusion, familiarization advantage. consystem should In to full beused education Francophone and Acadian the within on the development of of excellence aculture of the findings research and the circumstances, communities. cational success minority and identity in building become for instruments change regards as edu actionas research and collaborative research such approaches field, the in professionals of tise of researchersexpertise exper the practical with subject(s) at issue. By combining the theoretical development research on the furthering while contributealso to the participants’ professional ies on the issues at kinds of studies These hand. referenced stud of existing the findings against and challenges,strengths and arecross- they intolatter account are designed taking local the field by exploringinnovative solutions. The These approaches meet can in specificneeds require the participation of people the field. in actionas research and collaborative research, Many and phases. researchjects models, such collaboratively and contribute in to research pro edge by encouraging professionals to participate Lastly, depending on the outcome sought to create be necessary new also knowlIt will 4. The Focus Areas of the Policy:Synergy and Complementarity ------the Internet (Johnson, 2012). best way to support through is those discussions process to create innovative ideas, and that the ent ideas and idea the fragments in essential are and the connectionsdiscussions between differ tive potential of ICTs. been shown It also that has needed on to the capitalize transforma the skills leadtegic actions to the that development will of and onplan, awider bothinternally stra scale, therefore must system education Francophone in the andpartners Acadian and ing. Officials build capacity collective and visibility working, more porous by offering possibilitiesnew for net andand maketime, borders ofterms distance (ICTs) make it possible to overcome obstacles in technologies communications and Information needed on to its capitalize potential. tive skills the development of and collec the individual that be thing must done the first is facilitateto doubt a without building), capacity collective and (networking, areas those three in visibility environmenttal offers numerous opportunities and its education Even system. though the digi of theity Acadian and Francophone community to aview promoting with building the vital ity and collective capac visibility networking, with concerned is ronment, strategy primarily this (page 150) envi learning focuses on the digital zenship and Educational Success ES 13 Strategy (page 93) emphasizes Francophone citi digital age digital the in capacity collective and Networking STRATEGY 10: V hra dniyBidn taeyI 9 Whereas Identity IB Strategy Building building. capacity collective and visibility to networking, facilitate media communications andsocial technologies and transformativeinformation the power of on capitalizing mechanisms Implement

------65 Vitality of the Education System Focus Area 66 Linguistic and Cultural Development Policy

Possible actions V 10 • Promote the use of digital technologies to facilitate networking, collaboration and social learning, e.g., online meetings and discussions. • Provide formal and informal initial and continuing training to incorporate digital technologies effectively into partnerships

and roundtables. in o c

• Enable stakeholders to develop and make use Au of professional learning environments in order to rethink collective capacity building. aniel oto: D oto:

• Provide multiple formal and informal h

professional development opportunities P t. ic

using the wide range of digital tools available. tr

• Create and nurture digital professional learning dis communities. oo l

• Establish an open and secure network sch t es u O

in the school system and make it accessible - to allow for collaboration between partners

through ICTs. Nor d • Promote the production of French-language o ne content on the Internet. o ph anc Fr

Moreover, by combining expertise, the wise The collective capacity sought after in this use of technology, critical thinking and creativity, strategy depends in part on a culture of collabo- learners, families, communities and leaders and ration between the players in the Acadian and personnel across the Acadian and Francophone Francophone education system. Joining forces education system will be able to capitalize on the to capitalize on the transformative potential of potential that ICTs and social networks have to ICTs and social media must become a priority offer, in order to contribute to collective capacity for the Acadian and Francophone community. building and the growth of local, global, physical Individual and collective actions will enable the and virtual communities. For everyone in the community to promote its visibility and outreach Acadian and Francophone community, be they both locally and internationally. Communities learners or community leaders, social network- that are active in the digital world, that showcase ing via digital spaces offers numerous opportu- and promote their best practices and successes, nities for collaboration, innovation, learning and and that establish sound networking mecha- outreach, both locally and around the world. nisms contribute greatly to their own vitality. The importance of training, partnership and This strategy will have to be implemented in con- collaboration is the backdrop for all the strate- junction with Educational Success Strategy ES gies in the Linguistic and Cultural Development 13 (Digital learning environment) and Identity Policy. Building Strategy IB 9 (Francophone citizenship in traditional and digital media). definitely fosterthe of influencethe vitality and ofthat international aspect education would Developing of select areas expertise. in training courses, teacher professional development, and forms, e.g., of programs study, online curricula, various in beexported should also expertise here and outside the country.education This in the shipseducation betweenofficials system mote abroad its expertise partner by building implementcommunity to pro mechanisms thatimportant the Acadian and Francophone riences and become aware of diversity. It also is to havesionals the opportunity expe rewarding exchanges give learners and education profes and recruitment.tise, Among other things, promotion of Acadian and Francophone exper ponents of international education: exchanges, to adulthood.early childhood ations at any point the educational in path, from situ place learning take formal and informal in diversity It brings. the riches can that cultural engaged, of differencesand respectful aware of producingand in who citizens independent, are and internationally, issues bothlocally societal respect to with current oping thinking critical world. International education helps devel in scends borders and opens windows onto the schools and post-secondary It institutions. tran tion experiences Acadian and Francophone in International education STRATEGY 11: V This strategy targets three fundamental fundamental com three targets strategy This educa enriches education International • • • • initiatives and on: focusing programs through learn and to influence opportunities community the and teachers Provide students, being open to world. the open being competences; developing intercultural andtranscultural welcoming students from abroad; international exchanges; 4. The Focus Areas of the Policy:Synergy and Complementarity ------welcoming and support structures. ponent consideration requires careful regards as com This system. education Francophone and short-term in part the Acadian in practicums the target clientele to come here to study or take foreign in encouragestrategy markets that will national students to include has apromotional the community. Lastly, the recruitment of inter and system education Francophone and Acadian • • • • • • r • • • actions Possible and transcultural competences. transcultural and promoting the development of intercultural educational foundations and approaches and into staff educational study for programs of continuing training into and initial Incorporate etc.). community,arts, scientific, sports, (academic, the country outside practicums learners of offering the possibility Explore by other institutions (online site). on or toEnable take students courses developed courses. ineither the classroom through or online exchanges with countries in the Francophonie, and exchanges Promote interprovincial institutions. post-secondary and in schools the languageImplement portfolio for internationalmodel education. business innovative an implement and Develop etc. welcoming attitudes, inclusion, openness, values that support and newcomers, in order to develop collective of international students the benefits about involving international education. representatives of different initiatives aprovincialEstablish with roundtable and teachers. learners for that facilitate international exchanges programs and strategies implementing institutions/organizations to with aview Enter into international with agreements aise awareness incommunity the education V 11 V - - 67 Vitality of the Education System Focus Area 68 Linguistic and Cultural Development Policy t ic tr dis oo l sch d Su o ne o ph anc Fr

International students clam fishing (immersion camp).

International education initiatives are already under way in the Francophone sector. Existing activities should receive more support, and steps should be taken to develop those components that are missing or incomplete in order to increase and broaden opportunities for educational experiences that open up windows on other cultures and can export local know-how. Establishing multi-sector strategic partnerships (public and private sector) and developing and implementing an innovative business model are essential if we are to take full advantage of the opportunities inherent to international education. tic and cultural identity.tic and cultural foster the development of person’s every linguis its dual mission in stating its desireformally to utes great to importance by identity building above. that That systemconfirmed has itattrib mentioned realities socio-demographic the to and Francophone education to adjust system has and their community. Consequently the Acadian minority opment the linguistic in of individuals oftance the school’s devel role the cultural in Francophonie. international about the place and hold they the Canadian in and collectivetheir individual identity, but also shouldNew have Brunswick questions about of the Acadian and Francophone of community that thesethe membersnew realities, it natural is Given of culture. guage and English-speaking all the strong worldwide appeallan of the English gration and intermarriage. to with deal has It also regional identities and the new trends immi in of its diverse by virtue culturally is community Canada, the tiesAcadian andin Francophone French. minori aresult, other like As linguistic Anglophone alanguage or other speaks than couplesthat is, which one in of the spouses is morecountries. has It exogamous also couples, provincesCanadian and territories and other from otherand more and families individuals becoming more diverse, since it receiving more is going major socio-demographic change. It is been under has of Newcommunity Brunswick For some years now, the Acadian and Francophone Area Focus Building Identity Introduction Theliterature frequently theimpor stresses it is part and parcelit part of is theand culture identity of the people speaking it.

4. It which by the is means individuals themselves understand “Language is more“Language is than of amere communication, means The Focus Areas of the Policy:Synergy and Complementarity ------main componentsmain strategic focus area. of this and stakeholdersthe community to the establish Francophone Schools and to consultations with mendations the report in of the Commission on building: identity to dedicated vention havethearea beenfocus within defined culture. and language Francophone and tionship to acontemporary, Acadian pluralistic sible without the development of apositive rela awhole. as society Obviously, none pos is of this and community, their culture, Francophone and importance of their role of the Acadian growth in their identity, and engaged and conscious of the themselves in and affirming French,ing proudof ble and open to the world, confidentin express who citizens are responsistrategies for training Identity-building focus areato central its action the educationalthrough process. greatwith from all importance early childhood that That is whyculture. treated vital it be is it ment and renewal of Acadian and Francophone French language enrich and the transmission, ety,” of the and to ensure the sustainability for any actions to betaken to help “make asoci Theseare strategiesin responsethe to recom 2) 2) 1) To objective, of achieve inter areas three this It therefore is make that the essential the policy away in the cornerstoneIdentity is building Partnerships. Francophone cultural space; cultural Francophone and instruction; programs Curriculum, and the world around them.” Mahé v.(1990) Alberta ------

69 Identity Building Focus Area 70 Linguistic and Cultural Development Policy

The strategic goal of The mandate of the Identity building focus area the Identity-building focus area

Foster among individuals New Brunswick’s Acadian and and the community: Francophone education system provides • identity building; learners and the community with a learning environment and conditions • the confidence and the desire to express conducive to: and affirm oneself in French; • active participation in the development • the building of their linguistic of their culture, their community and and cultural identity; society as a whole; • the development of a sense of confidence, • development of an engaged citizenship belonging, competence and autonomy. who can live together in solidarity; • knowledge and appreciation of the Acadian, To that end it: Francophone and world cultures; • utilizes instructional practices and obtains resources that take into account the specific through the creation of a Francophone characteristics of education in a Francophone space which: minority setting throughout the educational path; • promotes the vitality, uniqueness and diversity of the province’s Acadian • creates an inclusive and welcoming and Francophone communities; Francophone cultural space; establishes and consolidates a range • reflects a contemporary and pluralistic • Acadian and Francophone culture; of partnerships. • is open to the world; • acknowledges the contribution made by different cultural groups to the renewal of Acadian and Francophone culture; • develops under joint, coordinated leadership by all the partners in education; • stimulates the participation and engagement of young people, families, educational settings and different sectors of the community; • promotes creativity, innovation, awareness raising, critical thinking and engagement. Summary Table The Identity-Building Of Focus Area on the setting. minority isfocused that know-how tional instruc as well as leadership, ofemergence shared cultural the fosters that training with initial and continuing principals, school including staff, teaching all Provide settings minority in —Education IB2 them. of use effective tomake activities educational as well as cultures, Francophone, and world Acadian, the reflect which referents that contain cultural and instructional resources programs with level, secondary post- tothe childhood early from staff, educational all Provide instructional resources and 1—Curriculum IB Strategies • • • • fosters: that education an of benefit the has toadulthood, childhood early from individual, Every Anticipated outcome Canada and the world. communities of New Brunswick, Francophone tothe openness participation; citizen for necessary skills the of development of the person’s identity; and expression the building and culture; language the with relationship apositive of development Curriculum, programs and instruction and -

to the vitality of Acadian and Francophone culture. Francophone and Acadian of vitality to the collectively and individually contribute community the and parents Leaners, and Francophone community. Acadian the for vitality cultural of hubs are institutions Educational citizenship. and language culture, identity, their of terms in develop can they that so community, the in and school in space cultural aFrancophone of benefit have the individuals toadulthood, childhood From early Anticipated outcomes and digital media. and digital traditional the in community entire the and youth Francophone and of Acadian and visibility Enhance participation the contribution, media digital and traditional 9—Francophone citizenship: IB a whole. as community the and for as well as learners for building to identity tocontribute Francophonie international and national provincial, the in events of advantage take and of visibility the to, increase access Facilitate Francophonie the of 8 — Events IB • • • facilitate: community, the in as well as institutions, educational toadult childhood early In creations cultural and 7 — Artistic IB • • • importance of: the of aware partners community all Make IB 6 — cultural Regional development • • • • • • with: of initiatives concerned sustainability and development the ensure system, education the in partners with collaboration In initiatives of sustainability and 5—Development IB citizenship. democratic for spaces tobecome schools of ability the Enhance citizenship democratic for aspace as 4 —School IB asuccess. school the make to help community the of ability the and community, the and families their leaners, for vitality cultural of hubs tobecome schools of ability the Enhance vitality cultural of ahub as 3—School IB Strategies participation in existing artistic and cultural initiatives. cultural and artistic in existing participation Francophonie; contemporary the of products cultural and artistic of toavariety access French; in creations cultural and artistic of presentation and production the settings. and recreational heritage cultural, in artistic, in French activities enriching of variety a population entire the offering tocontributing the Francophone landscape; linguisticand cultural of cultural strategies; development French-language in the implementation and cooperating activities coordinating their fields. different in community Francophone and Acadian the of accomplishments the of promotion cultural facilitation and community development; participation; citizen and heritage; history Francophone and Acadian of highlighting and transmission the in French; activities recreational and scientific sports, of toavariety access education; in works their and artists arts, the of integration 4. Areas of intervention of Areas Francophone cultural space The Focus Areas of the Policy:Synergy and Complementarity community. and Francophone Acadian the of members all of identity the tobuilding ted are collectively commit system education the in partners the All Anticipated outcome • • • promoting: partners, education all cooperation among of and coordination mechanisms Establish and coordination 11IB —Partnership of culture. conveyors as role their regarding system tion educa the in partners all and equip mobilize R conveyor of culture of 10IB —Role Strategies aise the awareness of, awareness the aise new partnerships. development of partnerships; existing of consolidation and maintenance building; identity in practices best of exchange Partnerships - -

71 Identity Building Focus Area 72 Linguistic and Cultural Development Policy

Identity Building Ryan, 2000 and 2002; Landry, Allard and Deveau, 2010). Individuals who feel that these needs have Identity building encompasses a number of inter- been met develop a sense of self-determination related, superimposed dimensions which com- and may therefore feel intrinsically motivated plement each other, but above all which influ- toward language and culture. ence each other. It is essential that we define a few key concepts to make it easier to understand Culture and some of its subcomponents the foundations underlying the strategies of this focus area. Therefore the next section will deal Culture is a complex concept that encompasses a with the actual concept of identity building, as number of dimensions. While many definitions well as the concepts of self-determination, cul- of this term exist, the policy adopts the one advo- ture, and a few of its subcomponents (collective cated in UNESCO’s Mexico City Declaration on culture, individual culture, and cultural appro- Cultural Policies (1982, p. 1): priation), citizen participation, the contribu- …In its widest sense, culture may now be said tion made by the various fields (such as the arts, to be the whole complex of distinctive spiritual, sports, and the humanities), the role of conveyor material, intellectual and emotional features that of culture, the specific role of the Francophone characterize a society or social group. It includes not only the arts and letters, but also modes of school in a minority setting, and the importance life, the fundamental rights of the human being, of the school-family-community partnership. value systems, traditions and beliefs… Toward a common understanding Culture therefore refers to a set of character- of identity building istics of a group of individuals or a society. It is also something that can be attributed to an indi- We adopted the definition proposed by ACELF vidual. This is why it is important to differentiate in 2006 to serve as a benchmark throughout the collective culture from individual culture. consultation and drafting process: Collective culture is based, among other Identity building is defined as “a highly dynamic things, on values, beliefs, traditions and ways process during which individuals define and rec- of living together which change depending on ognize themselves by their way of thinking, act- the individuals who participate in its evolution ing, and desiring in the social contexts and natu- (Ontario Ministry of Education, 2009; CMEC, ral environment in which they live their lives.” 2012). The collective Acadian and Francophone This definition, which appears frequently in culture of New Brunswick is distinguished by the various education policies of the Canadian the colour it lends to all of these components, Francophonie, has been adopted by all of the edu- originating in its history and evolving according cation partners working in Francophone minor- to the diversity of the individuals who embody it. ity settings across Canada. Individual culture, on the other hand, is defined As the definition of “identity building” indi- as personal history as shaped by the events in cates, identity is not something that is imposed; an individual’s life and everyday world (Ontario rather it is something that is built. Individuals Ministry of Education, 2009; CMEC, 2012). The cannot be forced to see themselves as Acadian concepts of collective and individual culture as and Francophone, just as they cannot be forced defined above underlie the importance of respect to love and safeguard the French language and and the contribution of cultural diversity in the Acadian culture. All the same, it is possible to identity-building process. Leaners approach what create conditions that foster positive linguistic they learn and develop the skills they need to live and cultural experiences and that satisfy a per- their lives on the basis of their individual cul- son’s basic psychological needs, i.e. feelings of ture. It is therefore essential that the educational belonging, competency and autonomy (Deci and approaches used as well as the environment in nity, region, province, national, international). national, province, region, nity, ment at level every (classroom, school, commu and developing maintaining their environin equippedbe better to becmoe involvedand will responsibility that comes civicengagement, with beablestudents to understand better will the themselves are they way, confronted. this In the co-existenceand which managing issues with possible to play opportunity arole resolving in offer students a democraticandevery lifestyle the same. To all citizens schools do must this, of course, butschool—citizens full training, in perceive start soon they as as them citizens as to help develop the identity of its youth, it to has andFrancophone Acadian lives. If wants society co-existence issuesthe specific to context their of whocitizens creative are and conscious of the and responsible.unified to aim It develop must open, that is cate inclusive, acitizenry engaged, hood to post-secondary to edu studies,soas child’s entire educational path, from early child and the contextnity made available the through opportu the grasp must society Francophone To ensure Acadian and its sustainability, participation citizen Promoting levels. subjects and at all all in dimensionthat incorporate cultural the minority environment an through ture education and an able to come into contact the collective with cul 2013). It therefore is for important students to be of Education,(Ontario CMEC, Ministry 2009; the Acadian and Francophone case, this culture to whichcollective exposed—in are they culture referentsof theiridentity to the cultural of the eithernect, consciously aspects or not, certain to develop asenseof belonging to it, and to con may or herself beable it, in himself to recognize and participate its development, in that person person become can aware of the collective culture of accessible the minority Whena to individuals. to action take to help make the collective culture account. which leaners develop, these take elements into In a minority language context, aminority In it important is 4. The Focus Areas of the Policy:Synergy and Complementarity ------FOR development of projects and initiatives BY and short,In work WITH out seeking in and implementingas solutions. schoolboth in theircommunity, and in well as environment, their in problems the identifying in involved themmous, to by bedirectly allowing ners contribute young people to making autono 2010). (Lang, of ofing the events the meaning of everyday life commonbuild sense and a shared understand engage ongoing an help in that can dialogue to encourages to citizens 2004). Critical thinking from action to (Lipman, or refraining mitting necessary, before adecision, making before com into consideration, and to correct oneself, where criteriamine that reliable, are to context take suspending judgment to to deter time take so as must become self-critical. means Beingcritical tutions concerned. But above citizen every all, on around them and toward the players and insti adopt attitude acritical toward the events going in greater detail in the following greater in in paragraphs. detail bediscussed reason, Forand sports. will they this identity, and cultural arts studies, such social as concerned linguistic of thewith cifically building projects).ciplinary fieldsare more Certain spe mental education, and multidis interdisciplinary favour contexts that integrative are (e.g. environ hood to the post-secondary level, and that they education,arts studies), social from early child physical instruction, education, and social sonal sciences, mathematics, trades, languages, per encountered the child’s educational in career (e.g. and citizenship education encompass field every It that important identity is building civic skills. to theiridentity build tions and necessary their students,of including all by creating the condi development thepersonal social and with also concernedis not academic with only success, but Theand Acadian Francophoneeducation system fields different the of contributions the Optimizing Finally, education itthat important all is part Schools encourage must also students to youth. youth and stimulatethe ------73 Identity Building Focus Area 74 Linguistic and Cultural Development Policy

Contribution of social studies The appreciation of works by local artists also plays an important role in developing the cultural Students construct the various facets of their identity of young people by facilitating contact identity (e.g. individual, group, societal) in inter- with the collective culture. Through their work, action with others, the world around them, and artists “[Translation] help to question culture and their different life experiences. In studying the move it forward, to make it vibrant and contem- past, historical and current societal issues, and porary. Artists express their vision of the world traditional and contemporary heritage, social as coloured by their identity process and their studies serve to develop critical thinking through cultural experiences […]. In discovering these educational approaches that promote question- local creators and their works, young people ing and research. The very development of this develop their sense of belonging, and take pride historical thinking, which is designed to be criti- in displaying their culture in their own way” cal, results in the education of informed and par- (ACELF, FCDEF, FCCF and DOE, 2009, p. 21). ticipative citizens, as it helps to build their iden- Also, contact with works and artists from differ- tity in light of their research, their realizations ent cultures allows youth to open up to the world and the positions they adopt on the issues stud- and appreciate the richness of diversity. Finally, ied. Hence, students play an active role in society artistic creation and expression are also excel- through their understanding of the interdepend- lent identity building tools because they provoke encies that exist between their social, natural reflection and awaken the creative affirmation and built environments and the development of identity. of their consciousness of self and others, skills in living in harmony with others, and ability to The report of the Commission on Francophone make responsible decisions. Finally, the study of Schools (2009) emphasized the importance of social studies fosters reflection, personal growth, encouraging “further integration of the arts consideration of others, and ability to contribute and culture into school life and teaching activi- to the sustainable development of the commu- ties” (p. 30). To that end, it specified the need nity. In short, it teaches students how to “make to “[a]llocate adequate instructional resources a society.” (books, music, etc.), human resources (cultural facilitation), and material resources (infrastruc- Contribution of the arts ture, technologies) to Acadian and Francophone Identity building cannot be discussed without schools for full artistic and cultural curricula mentioning the important place held by creativ- that reinforce identity building and attachment ity and the arts in this process. The arts express to the community” (p. 30). The Association acadi- people’s emotions, thoughts and values. They enne des artistes professionnel.l.e.s du Nouveau- help “[Translation] to make the person’s indi- Brunswick, with the support of all of its partners, vidual imagination tangible and to integrate it confirms this priority by devoting an entire focus with the collective imagination of the commu- area to the integration of arts and culture in nity and the world” (ACELF, FCDEF, FCCF and education in the Global Strategy for the Integration DOE, 2009, p. 20). The term “arts” evokes crea- of Arts and Culture into Acadian Society in tive activities for the purpose of self- or group New Brunswick (2009). expression (visual and media arts, music, dance, drama and theatre, literature, film, multidisciplinary arts). The arts foster the development of all the spheres of identity (intellectual, emotional, physical, social, aesthetic, cultural, linguistic). and DOE, 2009, p. 10): province andterritory (ACELF, FCDEF, FCCF the government education authorities every in proposed,is now which has been adopted by all culturel passeur of concept seur project the Troussepan-Canadian called du pas produced this the concrete2009 result of the of French-speakingand the growth In culture. the French schools safeguarding ity in language and responsibility of French-language minor aboutmunities have the role to think begun com minority Francophone Canada’s in holders stake andMany artistic educational, cultural culture of Fully conveyor playing of role the national or international levels. French, whether at the local,regional, provincial, and events activities sporting conductedtain in encourage young people to participate cer in and attachment.tity It therefore is advisable to inclusion and the emergence of asenseof iden pride the community, in and even promote social and development.growth kindle also Sport can esteem, for example, and beavehicle of personal ness benefits, can help sport developgreater self- 2008), addition in to personal and well health PlanSport for One Day… New Brunswick: (Higgs, Sport offers multiple benefits. As pointed inA out The contributionThe sport of culturel. In this document this adefinition In the culturel. of and to the environment. the to and sideration of relationship the to oneself, to others conveyorthe encourages con serious of culture of competency attachment, autonomy, and ings feel prompt that actions Through cultures. other open to remaining while French-speaking culture the of expression and discovery for opportunities identity by meaningful creating or her cultural of his whether [young] building or the adult, in The conveyortheperson, supports culture of [conveyor of culture] culture] [conveyor of 4. The Focus Areas of the Policy:Synergy and Complementarity ------positive bemore likely to will themselvesture develop a guage and of Acadian and French-speaking cul who convey apositive image of the French lan contact of role daily the with opportunity models selves. Young andchildren teenagers who have departments concerned, and young people them institutions),ary employees of the government school staff, care (including staff post-second nity, workers, early the childhood various day includes parents, grandparents, the commu play role their conveyors as of culture—this Therefore, theof education all partners must herself. or way the he it live or in she conducts himself Francophone the to and with culture to identify person lead this likelihood all in motivation will identity. of personal affirmation and The resulting contribute development to the choices will that is informed encouraged make to individual The relationship to that language and culture. ------75 Identity Building Focus Area 76 Linguistic and Cultural Development Policy

Choosing instructional activities 3) Value diversity that assist in identity building In order for students to be receptive to and In French-speaking minority settings, schools respectful of differences, and to encourage play a leading role in creating conditions condu- them to appreciate their own experience, they cive to building the students’ identity, language must have an opportunity for learning situations that increase their awareness of the diver- learning, valuing of both traditional and contem- sity around them, in the form of different indi- porary heritage, cultural vitality, and develop- viduals, diverse French-speaking communities ment of civic skills. The school is central to the across the country, and diversity of origins and students’ Francophone cultural space. Hence, all of social, cultural, religious, historical and geo- members of the school staff have an important graphic contexts. This frequent contact with role to play in this regard, especially the teach- diversity will allow the students to see their ers. To support the teachers, ACELF (2008) pro- own differences as legitimate, thereby helping poses eight guiding principles designed to pro- to build their identity. vide direction for instructional activities that can foster identity building among the students while 4) Facilitate joint action by school, showing them how to ”make a society”: family and community School-family-community collaboration helps 1) Become full members of students to learn and assists in their overall the contemporary Francophonie development. This collaboration and consist- Students must have the opportunity to expe- ency of action must take place in every sphere rience learning situations that allow them to and at every level, from early childhood to post- see and define themselves as French-speaking secondary level. For students to develop in a citizens of Canada and the world, as well as to harmonious atmosphere and to have sustain- open themselves to cultural diversity and the able, balanced and meaningful learning experi- multiple global realities of today’s world. ences, the local community must have a role in learning and in education environments. 2) Focus on creativity and innovation Learning situations must allow students to cre- 5) Develop a positive relationship ate, to think, and to build their knowledge base. with the French language The use of multiple technological tools can pro- Students must be exposed to learning situa- mote communication with other Francophones tions that allow them to develop a positive and on a local, regional, provincial, national and secure relationship with the French language. international level. Learning activities that are Those situations must focus on the moder- grounded in community life encourage crea- nity of the French language, its relevance, its tivity and sustainability, since the community usefulness and its everyday effectiveness, but then has the benefit of a product that is adapted without questioning the undeniable place of and reusable. English in the students’ immediate environment as well as in the world. Students must be encouraged to see the French language as a tool of self-discovery, a tool for thinking, dreaming, acting and growing. 8) 7) 6)

ing community leaders. community ing projects and becom onembarking meaningful agentsare have of change, for ataste who will and desiring.” who citizens Schools must train acting ofble terms in “thinking, to go further mustactivities beeffectiveandmake it possi orthe local extended community. Instructional reinvested and lead changes to sustainable for age them to concrete take be actions that can encour situations toexposed learning that will Educators must ensure that students are Target sustainable impacts a position to engage effective in collaboration. or French-language organizations, in are they of other the expertise to individuals recognize otherchance with to Francophones speak and communities.as young When people have the Francophones and what makes them different find outtheirs, can sothey whatthemunites as ferent but to who are facing challenges similar to Francophonestalk whose dif are realities munities. They haveto must the opportunity French-speaking the various in exist com the common concerns and challenges that and actively involved solutions finding in to Students must be motivated to become engaged engagement Encourage common for with strengths problems. dealing ple’s open and muster up dialogue will realities of best practices. Understanding other peo better mutual understanding and the sharing Francophoniethe Canadian to promote soas also encourage Theylife. must exchangeswithin of community areas levels all nities andin at all among the country’s French-speaking commu networks effective and appropriate of opment It for important is to activities spur the devel Francophonie Canadian the Create within ties 4. The Focus Areas of the Policy:Synergy and Complementarity ------partnership school-family-community the using Francophone space a cultural Developing theirown activities. structuring ance in should staff also welcomeof course theirguid workerschildhood and post-secondary teaching mulatedforthe specifically K-12 clientele, early ACELF. these principles While have been for principleseight guiding recommended by the understandabove apply how all to actually the Forknow and teachingmust that staff reason all perceive themselves Francophone as learners. haveexposed amajor impact on the way they situationsing to which students regularly are a French-speaking The learn setting. minority backdrop for any educator who to work wants in the collective cultures. and individual zen participation. It facilitates the coexistence of that encourages citi well as as identity building fortial the development of aFrancophone space school-family-community essen partnership is project. createda society” The dynamic the by of theircommunity, the “making in well as as themselves and participate the development in and outside both in tunities, school, to express byand civiclife offeringthem various oppor ners play role acritical the learners’ in cultural Francophone community. Community part their feelings of attachment to the Acadian and ship fosters students’ language development and opment. The school-family-community partner emotional,social, physical devel and intellectual children’s educational success, to but their also to only not contributes community Francophone ofaction the Acadian and of pillars these three been frequently emphasized. The coordinated promotingpartnership in identity has building school-family-community the of importance The These principleseightguiding a as serve must ------77 Identity Building Focus Area 78 Linguistic and Cultural Development Policy

Strategies and Possible Actions

Area of intervention: IB 1 — Curriculum and instructional resources Curriculum, programs Provide all educational staff, from early childhood and instruction to the post-secondary level, with programs and instructional resources that contain cultural referents which reflect the Acadian, Francophone, In order for the Acadian and Francophone edu- and world cultures, as well as educational activities cation system to fulfill the identity aspect of its to make effective use of them. dual mission, it is important for the instructional activities and tools used throughout the IB 2 — Education in minority settings Provide all teaching staff, including school educational process (curriculum, programs principals, with initial and continuing training and resources), from early childhood to post- that fosters the emergence of shared cultural secondary level, to take into consideration the leadership, as well as instructional know-how unique features of minority education, reflect that is focused on the minority setting. the needs and reality of the community, and incorporate the cultural dimension. Anticipated outcome: Every individual, from early childhood to adulthood, has the benefit of an education that fosters: • development of a positive relationship with the language and culture; • the building and expression of the person’s identity; • development of the skills necessary for citizen participation; • openness to the Francophone communities of New Brunswick, Canada and the world. n o kins At ian oto: Br oto: h P

Crowd at the tintamarre, Festival acadien de Caraquet. values and behaviours, etc.). works; expressions; personalities;ary linguistic or international event; heritage; and liter artistic differenttake (local, forms provincial,national some connection to the Francophonie, and can that has from anydrawn sector of activity human development” (CMEC, 2012, p. 13). be Thesecan to stimulate the student’s and identity cultural and of more study to make learning meaningful international atopic as levels; beused can they or territorial,cial and regional, pan-Canadian Francophone at community the provin local, “elementsas and attributes of characteristic the to the French-speaking are defined community (p. 13). referents Thecultural thatare meaningful […] put context” its subject matter acultural in dents who have to process the information can ents them perspective, and putting in sothat stu of Francophone its refer highlighting culture, cational staff, reflect “[Translation] the pluralism whetherused, intended for learners or for edu resourcesIt that important the instructional is contribution the learners’ to building identity. significant a make culture, of appropriation resources,tional being tools essential for the Education, (CMEC, Canada 2012), instruc Brunswick. Acadian and Francophone of New community 20. and resources grams educational having ofaccess all staff to pro Francophone schools stressed the importance resources Curriculum instructional and STRATEGY 1: IB delivery of the curricula. the of delivery support to used materials all we mean hand, other the on resources,” “instructional By daycare. in used curriculum educational the as well as curricula, post-secondary and school all we mean “programs” By According of to of the Council Ministers In 2009,In the report of the Commission on of them. use effective to make activities as well as educational Francophone, Acadian, the world cultures, and reflect which culturalreferents contain that resources instructional and programs level, with to post-secondary the childhood early from staff, Provide alleducational 20 that genuinely reflectthe 4. The Focus Areas of the Policy:Synergy and Complementarity ------to equip and train the teaching staff. to equip and train It thereforeeven is more meaningful. important process to make the soas learning and activities, approaches educational various their in referents mation on how to make effectiveuse these of vide teachers and educators concrete with infor and resources the programs cultures, must pro that reflectthe Acadian, Francophone,and world u • • u • • actions Possible • In addition to containing cultural referents additionIn cultural to containing use of them. toas well make as educationalactivities the Acadian, Francophone, and world cultures, that reflect referents cultural curriculum Incorporate in the daycare educational students’ cultural and linguistic development. linguistic and cultural students’ resources to support disseminate instructional organizations)community to produce and centres, research industries, cultural matter: subject of regardless all in curricula, Incorporate (e.g. the arts, sport, scientificbusinessor sectors). (e.g. sport, the arts, tional initiatives of the community by members tools that instructional Develop facilitate educa and Francophone regions. at the national level in or other provinces tilize resources community (e.g. artists, tilize and adapt resources developed transcultural competences. transcultural the development of intercultural and that promote activities instructionall referents and promote building; identity that make can activities use of the cultural instructional content and educational cultures; Nations First cultural associated referents with the various Francophone, and world cultures; the Acadian, cultural that referents reflect IB 1 IB - - - 79 Identity Building Focus Area 80 Linguistic and Cultural Development Policy

STRATEGY IB 2: Education in minority settings

Provide all teaching staff, including school principals, with initial and continuing training that fosters the emergence of shared cultural leadership, as well as instructional know-how that is focused on the minority setting.

French-language schools play a leading role in building the identity of students and of the

t community as a whole, by developing educa- ic

tr tional initiatives that promote self-expression in

dis various ways, help make students aware of issues oo l in the minority setting, make citizen participa- sch d tion possible, and create conditions that make Su for a dynamic Acadian and Francophone cul- o ne

o ph ture. This means that teaching staff and school

anc administrations alike must ensure that the cur- Fr riculum adopted takes the realities of education in a minority setting into account. Given all of these realities and requirements, Those realities are many and varied. The stu- it seems entirely logical to favour resources that dents, their parents and the community are not have been or will be produced expressly for always aware of the issues and challenges that Acadian and Francophone youth. That being said, face the growth and development of the minorit may still be relevant to use resources from else- ity community. For various reasons, they may where, provided they are adapted to the Acadian also have a poor understanding of the minor- and Francophone context, thus making it easier ity language and culture, or harbour feelings of to truly meet the learners’ needs and contribute linguistic insecurity. The educational approach to their identity building. that should be taken in minority communities is to introduce initiatives that promote awareness raising and engagement, for example, by encouraging community leadership among the students. This approach also emphasizes the importance of developing a positive relationship with the language and appropriation of the collective culture. Schools must also be aware of how to welcome and include immigrant students and their parents, by inviting them to participate in the collective project of the school and the minority community. This is how the schools participate, and indeed become leaders in promoting a contemporary, pluralistic and dynamic Acadian and Francophone culture. training. to personal take responsibility ongoing for this up to teachers date, and all must beencouraged be made to keep for teachers continuing training a Francophone Provision setting. must minority on based the principles oftraining education in to beeffectively prepared through solid initial theas schoolas well staff needprincipals ing the above-mentionedwith challenges, the teach consciousness toserves raise and works to deal r • • • • • • • • • • actions Possible To aschool guarantee environment that on education settings. in minority or the EECD include department, a component by course offered the districts In every meetings in the schools. meetings in as the courses, well as at pedagogical the the professional learning communities as well as are shared through practices that See best settings. to in minority education with respect teachingpractices can where best share staff Create and informal discussion formal forums diversity. ethnocultural with deal to staff educational thatequip resources distribute and Develop realities. cross-cultural and intercultural continuing cultural, and in training Providewith initial all educationalstaff training. in all initial teachers settings didactic in minority Incorporate a component on education principals. school for training in initial settings and continuingminority Incorporate a component on education in building. in the area identity educational staff of Provide coaching and guidance all for to learn. desire students’ and and autonomy, the teachers’ and that support of belonging, confidence, competency that strategies Implement develop feelings efer toefer the conveyor of culture concept Portail éducatif . IB 2 IB 4. The Focus Areas of the Policy:Synergy and Complementarity - the collective culture. collective the to contribute individual every allow that to will to see creating aclimate of also confidencewill practices to They use. and cultural instructional collaborate ofbasis on which will they the best the teachers to have agenuine on dialogue, the stakeholdersall (CMEC, 2012). permit will This stated, shared, understood and implemented by tees that the vision of school every clearly is leadership. leadership Shared guaran cultural school principalsto develop shared cultural and creativity, the arts. through especially a place for communication, oral self-expression relationship and the language and culture, with participation, openness to the world, a positive that promote citizen participation, community equip them to incorporate activities will learning Francophone For setting. example, minority it aprinciples in important that particularly are numerous effective instructional approachesand It enableand must also the teaching staff teacherswith familiarize must Thetraining - 81 Identity Building Focus Area 82 Linguistic and Cultural Development Policy

Area of intervention: IB 3 — School as a hub of cultural vitality Francophone cultural space Enhance the ability of schools to become hubs of cultural vitality for learners, their families and the community, and the ability of the community The vitality of the Acadian and Francophone to help make the school a success. community depends on the commitment of IB 4 — School as a space for democratic all of its members to play a role in developing citizenship a Francophone cultural space where all can Enhance the ability of schools to become spaces see themselves reflected and can affirm them- for democratic citizenship. selves. This space refers to a “[Translation] IB 5 — Development and sustainability physical or virtual dimension where the of initiatives French culture can be expressed” (Bélanger In collaboration with partners in the education and Lafrance, 1994, p. 218). According to the system, ensure the development and sustainability Fédération des communautés francophones et of initiatives concerned with: acadiennes du Canada, the Francophone cul- • integration of the arts, artists and their works tural space encompasses the various spheres of in education; culture (e.g. history, heritage, the arts, values, • access to a variety of sports, scientific and recreational activities in French; behaviours) and the means used to express • the transmission and highlighting of Acadian and convey that culture. It is important for this and Francophone history and heritage; space to promote cultural expression and to • citizen participation; be created with and for young people. • cultural facilitation and community development; • promotion of the accomplishments of Anticipated outcomes: the Acadian and Francophone community in different fields. From early childhood to adulthood, individuals have the benefit of a Francophone cultural IB 6 — Regional cultural development space in school and in the community, so that Make all community partners aware of they can develop in terms of their identity, the importance of: culture, language and citizenship. • coordinating their activities and cooperating in the implementation of French-language Educational institutions are hubs of cultural cultural development strategies; vitality for the Acadian and Francophone • contributing to the Francophone linguistic community. and cultural landscape; • offering the entire population a variety of Learners, parents and the community contrib- enriching activities in French in artistic, cultural, ute individually and collectively to the growth heritage and recreational settings. of Acadian and Francophone culture. IB 7 — Artistic and cultural creations In early childhood to adult educational institutions as well as in the community, facilitate: • the production and presentation of artistic and cultural creations in French; • access to a variety of artistic and cultural products of the contemporary Francophonie; • participation in existing artistic and cultural initiatives. du Nouveau-Brunswick. (FJFNB). Zwick, mascot offrancophones the Fédération jeunes des and digital media. digital and and the entire in the traditional community of Acadianvisibility and Francophone youth Enhance the contribution,and participation traditional media digital and 9—FrancophoneIB citizenship: asthe community awhole. as well buildingleaners for as for to identity and international Francophonie to contribute take of events advantage in the provincial, national Facilitate access to, increaseof and the visibility 8—EventsIB of the Francophonie

4. The Focus Areas of the Policy:Synergy and Complementarity reflect the community’s rich cultural diversity.reflect the community’srich cultural to holdopportunities arise joint projects that encounterspartnership as and organized are pointa focal for the school-family-community and the community.their families It becomes students, the of development identity and tic ties, the school linguis supports the cultural, for the holding of activi various infrastructures French. in a society” promoting In access to its school aplace is where it possible is to “make communities. stated As by Thériault (2007), project desired by Acadian and Francophone schools bedissociated from cannot the societal large-scale events French. in tion the community, with of or local avariety managers collabora oftenin and by organizing, experiences project as designers, producers and language and cultural for opportunities of plenty many ways, for example by offering learners those ofwith the community. mandate and that coordinate they their actions makethey of identity a key their part building vitality, it that essential hubsis real of cultural zation and identity For building. schools to be placesplaces as but for of also learning, sociali theming not apublic just as and institutions (2010, p. 32) role acentral assigns to schools, see model proposed and Deveau by Landry, Allard and grow (CMEC, 2012). autonomy Thecultural themselves see can reflected,theiraffirm identity, Francophone space which individuals in cultural It for important is schools to provide a dynamic theyand serve.the of community the staff, all the identitying of the students, their families, Acadian and Francophone and to build culture creatingin conditions favourable of to the vitality School as ahub of cultural vitality STRATEGY 3: IB Pilote and Magnan (2008) maintain that (2008)Pilote and Magnan maintain outreachSchools engage can in cultural in French-language schools play essential role an asuccess. make to help school the community the of community, the and ability the and families their students, for culturalvitality of hubs to become schools of ability Enhance the ------83 Identity Building Focus Area 84 Linguistic and Cultural Development Policy

of educational programming that reflects the Possible actions IB 3 strengths and needs of a school and its commu- • Ensure that school infrastructures can be nity, as well as their diversity and their assets. accessed to hold various activities in support In a document on civic community schools, the of the cultural and identity development of the community. Fédération nationale des conseils scolaires francophones (2011, p. 14) mentions that the school • Make use of school infrastructures to create a network for student-parent-community dialogue. becomes a “community school” when it is an inte- • Amend policies to make it easier for community gral part of its community, when it fills its com- organizations to access school infrastructures. munity’s needs and when it engages the members • offer learners, parents, school staff of its community in its growth. Furthermore, and members of the community multiple collaboration with artists and with cultural and opportunities to become better acquainted heritage organizations plays an important role in with their community’s Acadian enhancing the Francophone content offered both and Francophone resources. in the schools and in the community’s cultural, • In each school and in partnership with the community, develop educational programming artistic, heritage and recreational settings. The that is specific to the school and reflects education partners can also benefit from mecha- its community. nisms such as regional cultural development and • Support the implementation of cultural projects cultural mediation. The latter can be a spring- BY and FOR young people. board to closer relations among sectors that are • Implement a strategy for enriching sometimes far removed from each other. In sum- the Francophone content offered at school mary, these methods can establish and maintain and in cultural, artistic, heritage and recreational settings. partnerships between school, family and com- • Set up projects that promote cross-generational munity with the aim of collectively increasing communication and collaboration. the capacity of French-language schools to fulfil • In each school, set up a cultural committee with their dual mission and to become a real hub of a varied membership (staff; students; parents; cultural vitality for the community. community members; community, cultural, arts, sports, scientific or heritage organizations, etc.).

It offers an environment conducive to the individual and collective appropriation of Acadian and Francophone culture and to participation by each and every individual in the enrichment and renewal of that culture. The establishment of two-way structures and mechanisms for communication and coordination will facilitate the establishment of sustainable partnerships, both within the education system itself and between school, family and community, thereby enhancing the ability of schools to become hubs of cultural vitality for the community and the ability of the community to contribute to the school’s success. Such structures and mechanisms might include the introduction of a community structure within the school and the coordinated development and manager amember as of society, and that student’s engagement a project as initiator, doer spherecated this in those are that encourage the approaches Theinstructional the future. advo responsible and interrelated, bothtoday and in exercise aware, citizenship that is active, critical, mental consciousness, them allow to that wil to and developattitudes, such environ as skills encourage situationslearning that will students and internationally, formulating in meaningful on currentdrawing issues, bothlocally societal educational theimportanceaware all staff of of school’s to make fundamental It activities. also is engaged which the studentin the in befully can and to createricula academic an environment to integrate education cur on all citizenship in spaces for democratic citizenship, it essential is the more and self-evident.all natural be members of society, theirengagement be will community. then know how Since will they to of their and growth the vitality, sustainability make them full-fledged contributingcitizens to pate“making a society.” the project in will of This munity, and globally, bothlocally and to partici desire to play arole of theircom the future in context, developmunity. students this In will a general,in and the issues com of the minority democratic system, the current issues of society Schools promote must also of understanding our and develop needed for society. in life the skills democratic citizenship, where students learn can uponschools called are to become spaces for on others. theirown and with Consequently, and who capable are of lifelong both learning tive, critical, responsible, engaged and unified, who citizens aware, are informed,to train crea nomic conditions. and social aresult, it As needs eco environmental, complex increasingly with School as aspace for democratic citizenship Strategy 4: IB To increase the capacity of schools to become other like New places, Brunswick, faced is citizenship. democratic for spaces to become schools of ability Enhance the 4. The Focus Areas of the Policy:Synergy and Complementarity ------• • • • • actions Possible • • • • • community, as awhole. and society their culture, their environment, their of to the quality, and growth viability, vitality and active contribution of young people engagement the promote which initiatives and organize to create opportunities partners Encourage and all the community education and elsewhere. andhere present, past they initiate between and permit the dialogue they the reflection for Strengthen the place of the socialstudies, in alleducation initial teacher training. didactic Incorporate the concepts of citizenship of tools and resources, all for educationalstaff. for citizenship education, including development mechanisms coaching and training Introduce all in curricula : Include of citizenship education initiatives for youth. for initiatives education citizenship of up mechanismsSet to assess the benefits organizations. and other youth du Nouveau-Brunswick of the Fédération des jeunes francophones from initiatives and profit Highlight, support and various comittees promoting: the establishment councils of student Support education. citizenship in that allow practices the sharing for of best Create forumsall for partners education autonomous, responsible and citizens. engaged citizenship and the development education of on initiativesdepartments concerned with of different Coordinategovernment the efforts specific to the linguistic minority setting. to specific the linguistic minority issues associetal well in general as challenges current of awareness and participation, thinking and ascientifc culture, citizen that promote the development of critical learning content approaches and instructional related to in education citizenship;know-how youth. application of the concept of BY and FOR operation of the school; a unique contribution to the life and of real intramuralthe experience citizenship; the schoolpopulation; of the diversity as possible, reflecting by as manyparticipation young people youth leadership; IB 4 IB

85 Identity Building Focus Area 86 Linguistic and Cultural Development Policy

also call upon the community to play a role in Many innovative communities all over the what the student learns. world value and support the civic participation Special emphasis needs to be placed on the of young people, thus serving to develop their teaching of social studies, personal and social sense of community. A community can expect a education, and science and technology. These leveraging effect if it fosters conditions that allow are fields that will help students become aware young people to participate fully in its develop- of their role and responsibilities as citizens in ment and in the life of its regional organizations. society. Social studies help students to develop Participation takes on its full significance, since their critical thinking by offering them oppor- the young person is given training in demo- tunities to reflect and take positions on various cratic life and in community management (Bah dimensions that define society (democracy, cul- and Lanteigne, 2010, p. 7). The Acadian and tural diversity, geographic diversity, economic Francophone community of New Brunswick trends and societal responsibilities). They allow has an important role to play. A solid partner- for an understanding of how different societies ship between that community and the school is are organized, and invite students to compare essential for this sort of dynamic to occur. local conditions with how things are elsewhere, yesterday and today, thus opening their eyes to change and diversity. Personal and social education facilitates openness to and understanding of the various methods of organizing life in society. It encourages development of the intra- and interpersonal skills that are necessary to the functioning of a harmonious society. Finally, science and technology enable students to develop a better understanding of their world and rea- soning abilities, refinement of problem-solving skills, and the habit of questioning. Science and technology are also awareness-raising tools, as they influence the formation of attitudes and life habits, especially those related to individual and collective responsibilities to the individual and his or her environment. initiatives play role afundamental the various in and its renewal. Similarly,pate these its vitality in Francophone and the desire culture, to partici and attitudes, the appropriation of Acadian and of these youth, the development of civic skills foster and collectivealso the individual growth the language and afeeling of attachment. They the development of apositive relationship with experiences French, in and meaningful fostering initiatives young allow people to have authentic and of Acadian and Francophone heritage, these of the collectivesion memory and highlighting science or mathematics, or the transmis through expression, and literary sports, artistic through the science and mathematics sector. Whether or sectors sports (e.g.nity l’Acadie de Jeux heritage, culture, commu the arts, in partners, Others the are product of community of avariety programming). schoolscommunity àlacarte or (e.g. activities after-school or extracurricular sciences tion (e.g. ArtsSmarts authorities, the context in of either formal educa Some theare work of educational the various enrichment of the Francophone space. cultural that contribute andBrunswick to the vitality initiativesof Development sustainability and Strategy 5: IB There numerous are New initiatives in • • • • • • initiatives of with: concerned ability sustain and development the ensure system, education the in partners with collaboration In infields. different Francophone Acadianand the community of accomplishments the of promotion development; community and cultural facilitation participation; citizen heritage; and Francophoneand history transmissionAcadian the of highlighting and French; in activities recreational and scientific sports, of access to avariety education; in works their and artists arts, the integration of , , Fairs Heritage , , oneOne school, artist Fête mathématiques des

4. ) or in - Expo- The Focus Areas of the Policy:Synergy and Complementarity - - - - ) need to thrive. provide the these resources initiatives with they innovative toand it find important is ways to develop new ones, right from early childhood, ment advisable It to and sustainability. also is to ensure theirconsolidation, vital is develop commit to acommon project. to parties byand community encouraging all itate the forging of ties betweenstudents, school facets of educational success. Many of them facil • • • • • • • actions Possible In view of view theIn benefits theseinitiatives,of it developing up and initiatives. setting in the process of Include young people organizations. youth (FJFNB)du Nouveau-Brunswick and other Fédération des jeunes francophones initiativesHighlight and support of the French. in activities recreational and artistic scientific, sports, of extracurricular variety to strategies Implement ensure access to a sciences to building. identity and the human and natural the arts by sports, the community, aware of the contribution made including Make all partners, the education districts. development initiatives inand school the schools Consolidate cultural facilitation and community areas. different in government departments) and create new ones en éducation (e.g. AGCFS, Table de concertation culture et Arts structures collaborative Consolidate existing and development of new ones. initiatives and to encouragethe creation consolidation of existing and sustainability up mechanismsSet to guarantee the , partnerships with different , partnerships IB 5 IB - - 87 Identity Building Focus Area 88 Linguistic and Cultural Development Policy

Their sustainability depends on the commit- STRATEGY IB 6: ment of all the education partners, for example, Regional cultural development through permanent collaborative structures and the establishment of maintenance and support Make all community partners aware of mechanisms. Conditions must be conducive to the importance of: the development and smooth operation of active • coordinating their activities and cooperating partnerships by arranging times and places to in the implementation of French-language meet, where the partners can gather and under- cultural development strategies; • contributing to the Francophone linguistic take common projects. and cultural landscape; The CMEC (2012) also underscores the • offering the entire population a variety importance of cultural facilitation and commu- of enriching activities in French in artistic, nity development programs in French-language cultural, heritage and recreational settings. schools. The objects of the work done under these programs include the promotion of the French In developing all of the various cultural activ- language and French-speaking culture both here ities held in their region, schools, educational and elsewhere, the identity building of the stu- institutions and all sectors of community activ- dents, parents, school staff and the community ity help to create a space that showcases the as a whole, and development of a sense of belong- French language and a contemporary, pluralistic ing to a dynamic and pluralistic French-speaking Acadian and Francophone heritage and culture. community. Often this sort of action will gener- That space promotes the cultural, identity and ate commitment on the part of the students to linguistic growth of both the individuals who their studies and to the cultural life of the school live there and the community at large. and the community (ACELF, FCDEF, FCCF and DOE, 2009). The areas of activity addressed by This collaborative way of working is suited the cultural facilitation and community develop- to the concept of regional cultural development, ment programs are diverse, and include the col- where all the stakeholders in a community (cul- lective memory, the arts, social issues, and events tural, economic, municipal and education sec- of the Francophonie. To summarize, maintain- tors) agree to formulate strategies to integrate ing cultural facilitation and community devel- the arts, culture and heritage within their ter- opment programs is essential in order to fulfill ritory and in their respective spheres of action. the dual mission of Acadian and Francophone This allows the community to develop while schools, and that is why the key players who will taking the best possible advantage of the artis- be implementing these programs need training tic, cultural and heritage potential of its region. and support, so that their work will be successful The benefits of regional cultural development are and have positive short- and long-term impacts. many, especially in regard to quality of life, creativity and health of individuals, strengthening of the social fabric of communitles, and regional economic development. more complementary. more extends them the scope of by activities making short,them. In regional cultural development by pooling resources and theirinfrastructures to of and makematerial use better theirhuman share theirknowledge and activities of cultural stakeholdersthe various a given in region to collaborationmultisectoral allows mechanism tural development ners to share acommon vision of regional cul tives itfor and activities, important is the part initia development cultural French-language t • actions Possible • • • • For proper coordination of the various school-community liaisonschool-community officers. as that realin so the schools student- they act development community and cultural for Consolidate of thethose role responsible cooperation and collaboration mechanisms. Ensure are that involved students in the various and in the community. at both school and to increase impact its activities) cultural or artistic recreational, of French-language programming (e.g. sports, tovariety of the community a offer sectors with municipalitiesBuild and other partnerships institutions. educational outside and within both of theactivities implementation for community education the and artists organizations, development ororganizations, heritage arts cultural between collaborations Arrange with consistency and efficiency.to act withthem common tools that allow them provide and development, cultural regional of rain the stakeholders involvedrain the stakeholders in the concept . Among other things, this . Among this other things, IB 6 IB 4. The Focus Areas of the Policy:Synergy and Complementarity - - - ment of Acadian and Francophone communities. community, develop the sustainable in and assist of members young people all of well as the as identity and engagement and cultural linguistic and Francophone help society to strengthen the action strategies the sectors for of Acadian all coordinating and culture contemporary and acommunity.in gatewaytant for introducing such initiative an engagement. Schools considered are impor an tering interpersonal exchange, and civic learning thereby and citizens, places fos betweenartists It makes it possible to create meeting- special development. social and revitalization regional situations of integrating non-majority cultures, heritage. mediation in oftenused is Cultural society’s ties to the spheres and art of culture, appropriation advantage of by of taking culture, mediation approach, which facilitates citizens’ be modelled on the cultural practices in used diverse interests of the population. French in activities rewarding meet that the can development, regional cultural toful offer soas to success fundamental also are facilities tional and recreaconsolidation cultural of artistic, and Francophone The culture. developmentand ties for exploration and expression of Acadian opportuni that offerscommunity meaningful the public space aFrench-speaking and mark languages bothofficial toin serves appropriate and promotes terms cultural the French fact a region’s and demographic linguistic in reality reflects that signage public example, For region. a of landscape impact on an the linguistic has nity heritage and the unique character of acommu development measures that promote cultural Finally, a common sharing vision of the arts developmentA regional cultural initiative can cultural and linguistic of implementation The ------89 Identity Building Focus Area 90 Linguistic and Cultural Development Policy

STRATEGY IB 7: Artistic and cultural creations

In early childhood to adult educational institu- Possible actions IB 7 tions as well as in the community, facilitate: • Continue the work started by the various • the production and presentation of artistic partners on the Table de concertation Arts et and cultural creations in French; culture en éducation with regard to implementing • access to a variety of artistic and cultural the Education focus area of the Global Strategy products of the contemporary Francophonie; for the Integration of Arts and Culture into Acadian • participation in existing artistic and cultural Society in New Brunswick (2009). initiatives. • Incorporate in all curricula educational activities that promote: development of creativity; In 2007, at the Grand rassemblement of the use of the various modes of personal expres- États généraux on Arts and Culture in Acadian sion (e.g. music, dance, theatre, visual arts); Society in New Brunswick [Summit on arts and learning through the arts; culture], all the stakeholders in the province’s interdisciplinarity; Francophone education system affirmed their appreciation of works by Francophone artists conviction of the essential role that the arts play from NB and elsewhere, past and present, in building the students’ identity by adopting that are related to the field of study. a common vision: “Acadian and Francophone • Introduce mechanisms that offer training schools in New Brunswick integrate arts and and guidance in artistic and cultural education culture as core values of learning. Schools are and in education through the arts for all places that nurture the student’s sense of self teaching staff. and cultural belonging and thereby contribute to • Develop a strategy for recruiting teachers who specialize in arts education. cultural development, valuing the arts as a mode • Introduce initiatives that allow students of expression and a tool for self-development. to undertake innovative projects, develop They offer each student high-quality learning their creativity and create their own works of art, experience in all arts disciplines. Through their and that showcase their accomplishments. art and cultural education and their contact with • Create more opportunities to include artists artists and their work, students, from the begin- and their works in the school setting and ning of their schooling, develop their creativity, in the community. construct their identity, appreciate the richness • Ensure that artists and their works have access to school and community infrastructures. of their cultural heritage, become citizens who • Develop a provincial cultural and community are proud of belonging to their community and facilitation program designed for all levels of who combine a desire to contribute to it with the education system as well as the community, a global perspective and an open and positive which ensures that diversified cultural program- attitude towards the world” (Association acadi- ming is regularly available all year long. enne des artistes professionnel.le.s du Nouveau- • Make all partners in education aware of Brunswick, 2009, p. 121). the importance of the arts, culture, heritage and creativity for the learners’ educational success and identity building. • Set up mechanisms for evaluating the benefits of initiatives for integrating the arts and culture in education. in general.in Acadian and Francophone and society culture collective participation the enhancement in of ages ofand encourage all viduals and individual opment of identity, indi and language in culture works promote and cultural of artistic the devel collective creativity. and individual of blossoming the to contribution the community, and thereby make aconscious the school in and culture and the arts grating the potential of initiatives for inteto maximize placein better to able partners make the various mustTraining be put and mechanisms guidance and membersteaching staff theof community. expressionous forms of artistic for the the child, introduction to and understanding of the vari to the development of initiatives that promote fundamental is community and cultural artistic plements what taught. is The participation the of possible to action take that supports and com collaboration This life. and community makes it of academic vitality and cultural the artistic ing support for importance critical of is partnership and heritage sites.artistic cultural, and by visiting works artists, and with works contact those direct porary through with that students expose and contem to historical toessential develop and consolidate initiatives It for also is theteaching arts. through artists educators, and equip teachers and to train and to recruit specialist curricula, of all disciplinarity related heritage culture, to and the the arts, inter courses, to integratearts educational activities effort made be must improve to the offering of facets of academic life.Aspecial and community entire educational different in path well as as throughout and culture, cation the child’s arts in to create conditions favourable edu to aquality must coordinatepartners order theiractions in The creative experienceandthe appreciation Strengthening the school-family-community To vision areality, makethe education this 4. The Focus Areas of the Policy:Synergy and Complementarity ------fierté française fierté (e.g. culture speaking Semaine provinciale la de that celebrate the French language and French- national and internationalvincial, Francophonie Events Francophonie the of STRATEGY 8: IB World Acadian Congress World Acadian debatingProvincial tournament, l’Acadie de Jeux people members, and community organizers, as tion these events in by a greater number of young put are placemechanisms in to spur participa that Theyalso ensure the programming. must not is present significantly aspect whenin this new opportunities for youth to come together forthem specifically organized or by creating advantage youth of initiatives taking existing by the potential of these events maximized is communities. active, engaged and global theirlocal in citizens leadership, and the desire to beand to become ens feelings of attachment and pride, asenseof Among that participation other things, awak process. theiridentity in building meaningful events definitely is ticipation these unifying in tribute to its development. Young people’s par holds and how their life culture con in can they help them to understand the place that their own to become also aware of They theirrealities. can discover different French-speakingand cultures to people young allow activities These zations. among youthcles the various and also organi among young Francophones cir from various these events facilitate encounters and exchanges youth activities organized in connection with Expo-sciences Acadie en Francofête nie canadienne Therean abundanceis eventsof thein pro as awhole. community the as well as for learners for building to contribute to identity national andinternational Francophonie events of provincial, the in takeand advantage Facilitate of access to,visibility the increase All the educationAll must ensure partners that , , Fête mathématiques des , Concours Accros chanson la de Sommet de la Francophonie la de Sommet , FICFA , Jeux de la francopho la de Jeux , Heritage Fairs Heritage ). The The ). ------, , , , 91 Identity Building Focus Area 92 Linguistic and Cultural Development Policy

volunteers, participants or spectators. Lastly, it is vital to encourage networking during and after the activities, especially through virtual networking. Special emphasis must be placed on the educational use of these Francophone events. When well integrated with education, they can offer multiple opportunities for meaningful learning and discovery of different cultural referents of the Francophonie as it exists here and elsewhere. They are also an occasion to celebrate student successes and to recognize students, teaching staff, schools and community members who dis- tinguish themselves, in a context of promoting the language and culture.

Possible actions IB 8 • Increase the opportunities for young people to participate in unifying regional, provincial, national and international events, and make those events more accessible. • Ensure to include young people in the organization and coordination of activities, and to apply the principle of BY and FOR youth. • Ensure that as many youth participate as possible. • Encourage community participation in events celebrating language and culture. In short, encouraging youth and members • utilize instructional approaches that awaken students to the French fact here in New of the community to take part in the various Brunswick, in Canada and around the world. events of the Francophonie can only have posi- • Employ mechanisms that encourage tive impacts on community vitality, as well as on networking and the creation of ties between the identity building of individuals and the com- young Francophones from New Brunswick munity alike. Strengthening and enhancing rela- and elsewhere. tions among young members of the various local, • Maximize the visibility of the initiatives national and international Francophone commu- and promote student successes in multiple media formats. nities will surely mean a promising future for the • Make select places for culture, the arts, sports, French language and French-speaking culture. heritage, science and recreation during the events. • Promote the websites of the Canadian and international Francophonie in order to cultivate interest in the national and global Francophonie. the risks and limitations involved, and limitations the risks why which is those beconscious who them use must of also technologiesdigital offer countless possibilities, technologies. of digital While use the various onstrate critical thinking while making judicious to citizenship,dem the ability thatof is, digital that everyone clearly understands the concept communication. to important ensure It also is possibilities of national local, and international advantage of the full take young, sothat can they by the young and the not literacy skills so tal express theiridentity. which young with people arsenal powerful can etc.). Indeed, the multiple formats media offer a anti-bullying, environment, the Francophonie, that matter to them (such justice, the social as media, on the issues or the traditional in digital whetherstantive discussions, or print, oral in college or university and to embark upon sub emerge framework from the usual of the school, attend.they It to important motivate is them to thebe confined to physical space theof schools by young and Francophones Acadians must not predominant. is culture Anglo-American and ment where language contact the English with French,in even environ though an live they in and promote to affirm themselveswillingness adesire cultivating and media, while and digital place traditional the various in their rightful that be they encouragedtial to immediately take Francophone community. It therefore is essen tion to and to make tothe Acadian and society media digital and traditional Francophone citizenship: STRATEGY 9: IB It is vital to promoteIt vital is the acquisition of digi The scope of whatis expressed and created Young people have contribu important an media. digital and traditional the in community entire the and Francophone Acadian and of youth visibility and participation contribution, Enhance the

4. The Focus Areas of the Policy:Synergy and Complementarity ------Francophones. youngonly as people, and Acadians as but also tomedia informand sensitize the public), not positions on sociopolitical social issues, using their actions on the Web (e.g. taking blogging, tions relating to responsibility and the impact of respect for copyright, etc.) ques and by raising downloading, chatting, information searching, the Internet (e.g. networks, social gaming, online eyethem a critical on to cast the ways use they context, media by and traditional advising digital elementary level, of theirrole the in citizens as young people must be made aware, right from the • • • • • • • • actions Possible multimedia. Enhance French-language content on the virtual media. social the in productions and discussingby young people their projects Promote online content creation and sharing media. Promote Francophone websites in the social parents. and teachingstudents, administrators staff, school management of digitalidentity, to directed the proper on atrainingImplement strategy and the Department. districts school by schools, network within the general network used Facilitate access online secure to an open, language technology tools. of using French- tocommunity the importance Sensitize families and the young people, society). in awareness and community on of current issues traditionalboth and digital(e.g. positions taking through platforms, the various media people Encourage of young the citizen participation in teachingof digitaltechnologies and learning. and informal, that allows judicious for integration Provide initial and continuing training, formal IB 9 IB - 93 Identity Building Focus Area 94 Linguistic and Cultural Development Policy t ic tr dis oo l t sch t es u O - Nor d o ne o ph anc Fr

On another topic, it would seem essen- Finally, it must be emphasized that devel- tial to make all key players in the Acadian and opment and support of virtual Acadian and Francophone community conscious of the Francophone communities must take place importance of their role as conveyors of cul- through established networks, not just on closed ture on the Web. Affirming and representing ones. Linking the digital spaces now popular oneself in French in the virtual realm and on with young people (Tumblr, Facebook, YouTube, social networks definitely helps to build a positive Twitter, Instagram, Skype, etc.) to “local” initia- image and contributes to the appropriation of tives or websites, encourages the support, interac- the French language and culture. The more that tion, vitality and outreach of these communities. young Acadians and Francophones encounter This strategy must be developed in tandem with and recognize each other on the different media, strategies ES 13 (Digital learning environment) the more they will value their culture, the more and V 10 (Networking and collective capacity in they will develop a positive relationsip with the the digital age). language, and the more they will tend to express themselves publicly in French. All of this will have positive impacts for the entire Acadian and Francophone community. Partnerships intervention: of Area Francophone community. Francophone identity members of all of the Acadian and the collectivelyare to committed building the education in the partners All system outcome : Anticipated building. identity collective conditions favourable and to bothindividual tributes immensely to the establishment of developmentlectual (Deslandes, 2004), con emotional,and their social, physical and intel educational success of or children adolescents the promote and support indirectly or directly organizationscommunity and businesses that individuals, and schools,between families collaborative process which refers to the ties The school-family-community partnership, a for the collective of good. skills of avariety tem. It to important promote is the pooling the dual mission of the French education sys of component building identity the achieve to in order partnerships, especially requires firm Education acollective is responsibility that

4. The Focus Areas of the Policy:Synergy and Complementarity - - - FJFNB youth rally. • • • promoting: cooperation among all education partners, and coordination of mechanisms Establish 11IB coordination and —Partnership their as role conveyors of culture. regarding insystem the education all partners R 10IB conveyor of —Role culture of aise the awareness of, mobilizeand equip development of new partnerships. partnerships; maintenance and consolidation of existing building; in identity practices exchange of best 95 Identity Building Focus Area 96 Linguistic and Cultural Development Policy

STRATEGY IB 10: Role of conveyor of culture Possible actions IB 10 • Implement an awareness strategy to promote Raise the awareness of, mobilize and equip the mobilization and commitment of all the all partners in the education system regarding partners in education, including students, their role as conveyors of culture. parents and all school personnel (teachers, principals, cafeteria staff, bus drivers, librarians, caretakers, etc.), to the building of the children’s identity. Every person in the child’s environment • Develop inclusive tools, resources and training exerts some degree of influence on how that so that parents who do not speak French child’s identity is built. Consequently, all part- can participate in the implementation of ners in the Acadian and Francophone education the dual mission of the Acadian and system, including parents, teaching staff and the Francophone education system. community, have an important responsibility, • Make all educational staff aware of the which is to fully play their role as conveyors of importance of including all parents in the educational mission of their respective culture. community. Special emphasis must be placed on the par- • Set up support measures and create training ent’s role as the first conveyor of culture to the tools and resources that allow the various stakeholders, including artists and sports child. As for all the responsibilities that parents coaches, to fully play their role as conveyors have to assume (first educators, first caregivers, of culture. etc.), it must be realized that this role develops • Set up mechanisms that promote the exchange and changes over the years. Schools, the various of best practices between schools and the educational settings and the community must be various educational settings, as well as between sensitive to this reality and ensure that parents, the education partners, on the identity building component of the dual mission whether Francophone, Anglophone or allophone, of the Francophone school. receive the support they need to help build their • Adopt a cultural facilitation and development child’s identity. strategy at the various levels of intervention. Similarly, for Acadian and Francophone • Create heterogeneous cultural committees schools and the different French-language edu- to ensure that the role of conveyor of culture is kept up to date, at the various levels cational environments in New Brunswick to of intervention. become real hubs of cultural transmission, it • Incorporate the cultural, linguistic, identity, is vital to reinforce the cultural dimension in heritage and civic dimensions in the schools’ all disciplines and learning activities (Thibault, educational projects. 2009). Identity building must be made central to the school’s educational mission by integrating culture into learning, making use of local cultural resources, maintaining a dynamic Francophone cultural environment, and offering a variety of academic, extracurricular and after- school cultural programming at regular intervals all through the year. The school administration plays a critical role here in inspiring the engagement and the individual and collective leadership of its partners and in promoting the consistency of initiatives. Francophone of New community Brunswick. development of the Acadian and and growth bying and young children people and to the build identity successful to both contribute veyor education the various of culture, partners theof school’sall effect ing on students. eventsing there and activities, often acatalyz is young people organiz active are in participants tion of the concept of When BY and FORyouth. creativity. thealso Theyadvance applicamust openness to the world, respect for diversity, and munity, citizen participation, self-expression, Francophone and pluralistic to adynamic com affirmation,development ofa sense of belonging cultural accountability, individual promote must culture. of conveyors and committed of dynamic tee the availability guaran also will They basis. on adaily culture area and to role play this this ofin conveyor of launch apersonal and/or professional initiative education equip the various will stakeholders to coaches. and sports Such artists measuresing includ community, the and parents workers, school for ous partners, early staff, childhood all adapted to of andneeds the realities the vari tools, and set up support mechanisms training ones,resources develop of and make use existing muststrategy be established, to develop new awareness-raisingresponsibility assumed,an is In activelyIn accepting the mission of con Thetaken actions the by conveyor culture of To ensure and collective that bothindividual 4. The Focus Areas of the Policy:Synergy and Complementarity ------practices. that promote of knowledge the sharing and best must beestablished and mechanisms needs lar tools must be developed to meet their particu must beofferedpartners ongoing support,and consistency of action. To end, achieve all this that values the partnershipapproachculture and the extent of the benefits an of organizational understand to organizations partner of directors mobilization,of this the school principals and and for communities. critical It the also leaders is identity of Acadian and Francophone individuals their collective role the respect to with building to developsociety and adopt a common vision of ent public and private spheres of New Brunswick levels of interventionall the differ in well as as coordination and cooperation. interdepartmental, intersectoral and community of mechanisms well as as partnership structures involvesegies necessarily the establishment of strat these of Implementation dimensions. tal physical, academic, social, and digi community environment (Gilbert and Lefebvre, 2008), its in citizen), and the the community with well as as (ascerned the individual with bothperson and together solidarity. in These strategiesare con engagedan away well of as citizenship as living and its members,munity and the development of of the Acadian and Francophonevitality com and the growth Identity focus areais building coordination and Partnership STRATEGY 11: IB It for important is the education at partners the strategies all proposedaim theTheof in • • • promoting: partners, alleducation among cooperation and coordination of mechanisms Establish development of new partnerships. of development partnerships; existing maintenance of consolidation and building; identity in practices best of exchange ------97 Identity Building Focus Area 98 Linguistic and Cultural Development Policy

Establishing sustainable, two-way partner- In summary, the individual and collective ships allows the community, on the one hand, to commitment of all the education partners and contribute to the dual mission of the education the various sectors of society, together with the system and to train fulfilled, balanced, critical establishment of mechanisms of interdepart- and engaged citizens, and schools, on the other, mental, intersectoral and community coordi- to meet the community’s needs by making their nation and cooperation, will surely contribute services and infrastructures available. Many to the creation of a vibrant Francophone space strategies of the Identity building focus area which, for individual and community alike, explain how certain approaches, such as regional promotes the building of linguistic and cultural cultural development and cultural mediation, identity, the confidence and desire to express and can become real gateways between the school, affirm oneself in French, and participation in the family and community. growth of Acadian and Francophone culture and society.

Possible actions IB 11 • Make the different sectors of society aware of the importance of the partnership approach and its benefits for the vitality of the Acadian and Francophone communities. • Consolidate those initiatives that enable schools to establish sustainable partnerships (e.g. cultural development officers and community development officers). • Make sure that parents and partners are involved in development and implementation of the school’s and district’s educational projects and of school-community projects. t

• Create spaces that allow for the sharing of ce best practices in identity building and in the development of sustainable partnerships. Dou aniel oto: D oto: h t. P t. ic tr dis oo l t sch t s -E Nor d o ne o ph anc Fr

Opening ceremony for Semaine provinciale de la fierté française 2012. cess, but also for the vitality of the community.cess, for but also the vitality for development the child’s individual and suc which it in learned, decisive is is texts not only and thosethe learned first is in What years, con ofbases their identity their first life.years in of develop and acquireChildren the language skills aFrench-speaking in childhood, environment. of young every building person, right from early identity and development overall the of ment of the importance collective manageognizes itcating entiredecision an This focus area. rec place acentral assigns by to early allo childhood Policy Development Cultural and Linguistic The Area Focus Childhood Early Introduction

”Early childhood intervention entails addressing the assimilation issue to ensure theto community’s be to seems education Preschool survival. “French-language services to young to “French-language children services are one of ways the best upstream andupstream providing for early intervention with young people and their parents in developmental the of areas issues, learning, 4. of Francophone measure communities, necessary and every The Focus Areas of the Policy:Synergy and Complementarity one of the leading factors for and the growth preservation - - - - - Report ofReport the Commission on Francophone p. 5 Schools, community as a whole. a as community andfor child every theandFrancophone Acadian changes to ensure the best possible for future promote Theselies. will strategies sustainable parents with well and fami as as children with professional personnel early childhood working oneand and afinal designedpreparetrain to toport parents theirrole in educators, first as consistency another of services, providing sup of areas intervention,three one greater targeting aroundare They children. organized ofneeds all meet better actions the that can pose certain The strategies developedarea profocus forthis together to achieve the anticipated outcomes. hood professionals to workand the community for of increasingparents, the ability early child provides aframework the best conditions with necessary.area The tally early focus childhood fundamen but ambitious, are that outcomes collective perspectiveanticipated reflected is in and a individual fromearly both an childhood A. Gilbert and J. Y. Thériault, quoted and J.in Gilbert the Y. quoted A. Report Thériault, of the Commission on Francophone p. 41 Schools, This understanding of understanding of the importance This should implemented be develop it.” to and identity building.” identity and - - - - -

99 Early Childhood Focus Area 100 Linguistic and Cultural Development Policy

The strategic goal of The mandate of the Early Childhood focus area the Early Childhood focus area

Foster among children 0 to 8 years of age: New Brunswick’s Acadian • their overall development; and Francophone education system recognizes: • the building of their own identity; • the learning of the French language; • the crucial importance of the early childhood period for language learning, the laying of the foundations for identity, and the through the implementation of overall development of each person; an integrated network of services which: • the fundamental role of parents in their • is based on partnership and shared children’s development and education, leadership by public and private institutions, in partnership with workers in various families, and the community as a whole; community sectors; • gives children and their parents access • the importance of quality services in French to services in French that meet all of their that are adapted to the needs of children needs, delivered in a consistent and 0 to 8 years of age and their parents, integrated manner by qualified individuals in both rural and urban areas; who are aware of and trained in the specific • the importance of quality initial and ongoing characteristics of early childhood interven- training in French, including raising tion in a Francophone minority setting. awareness among all individuals working with children and their parents, of their role as conveyors of culture.

To that end, it: • provides access to an integrated network of services in French; • recruits, welcomes and supports parents; • provides quality programming and interventions in French. childhood services. early all of delivery and management the in duality toestablish structures and policies adapt plan, atransition of assistance the With French in services to acccess 2—Equal EC • • • • ensure: which community the and parents institutions, private and public among partnerships and collaboration maintain and Establish network —Integrated EC 1 Strategies • • have: parents their and age of 0to8years Children Anticipated outcome Summary table of the early childhood focus area of children 0 to 8 years of age. of 0to8years children of education the of stages all at services French-language quality of delivery the in continuity of aresult as transitions smooth received; services of type and number the whatever child, each for file asingle of creation the and sharing information system; ofthe coordination an screening early areas;and rural urban both in point entry asingle from accessible services childhood early of the interdependence and complementarity an integrated network. integrated an within delivered period, perinatal the in starting services continuous effective, child; the of development overall the on based needs, their of all meet that services French-language toquality access network of services in French in services of network Access to an integrated integrated an to Access

cultural referents. cultural Acadian, Francophone and international include that resources and programs services, French-language quality offer From birth, linguistic and cultural development for resources and 5—Services EC of culture. conveyors of role the including children their of educators first as roles their assume fully can they so parents for tools support and welcoming develop and structures up Set support and 4—Welcoming EC path. throughoutperiod their child’s educational perinatal the from French in education and services tocare, rights their about parents public awareness and inform rights-holder toraise strategies communication Implement French in education and services care, of —Recognition PE EC 3 Strategies • • • • • to: them enabling rights, their about resources and information guidance, quality support, receive child, their of educators first as age, of 0to8years childen of Parents Anticipated outcome the Acadian and Francophone community. to attachment of feeling their strengthen culture; of conveyors as role their play fully child; their of development overall tothe contribute education; language French- child’s their in fully participate in French, in starting the perinatal period; education and services care, choose 4. Recruitment, welcomingRecruitment, and support for parents for support and Areas of intervention of Areas The Focus Areas of the Policy:Synergy and Complementarity

inclusive setting. an in child each of development overall the respect that approaches instructional incorporating age, of 0to8years children for designed curricula and programs coordinate to serves that amechanism Implement instruction and E 8—Programs • • incorporate: that training ongoing and toinitial and tosupport access with Provide persons working with young children training —Staff EC 7 • • strategies: Implement EC 6 — Human resources Strategies • • • • who: T Anticipated outcome he early childhood sectors have personnel have personnel sectors childhood early he education in Francophone settings. minority and intervention of characteristics specific Freedoms and Rights of Charter Canadian 16.1, sections of 24 the and of 23 knowledge age. of 0to8years children with French in working of capable staff professional of retention and recruitment the support that professions; intervention and education childhood early value that contribute to children’s overall development. overall tochildren’s contribute setting; minority aFrancophone in intervention of characteristics specific the account into take that education and services care, offer culture; of conveyors as role their play and parents; support towelcome knowledge and skills have the Quality programming and programming interventions Quality in French in ; 101 Early Childhood Focus Area 102 Linguistic and Cultural Development Policy

Early Childhood Toward a common understanding of “early childhood” According to the research (Friendly, 2000; The province of New Brunswick follows suit Willms, 2002; McCain, Mustard, & McCuaig, with UNESCO in defining early childhood as 2011), a public policy on early childhood can be the period from birth up to age eight. This new decisive in reducing the development gap that outlook is being adopted by numerous coun- often begins in a child’s early years. Not only does tries, which also recognize that an approach that this gap put the child’s development at risk, it also combines health, nutrition, care and education generates major economic and social costs for is more effective in enhancing the child’s well- society. In Francophone New Brunswick, where being and development than approaches limited a significant percentage of adults do not have to only one aspect. The former is more respect- an acceptable level of literacy, it is even more ful of the child’s needs, and at the same time important to have a policy that aims to reduce facilitates the establishment of an integrated net- the development gap starting in the child’s first work of services, care and education as well as years. greater cohesion of service delivery. The result is The research (McCain & Mustard, 1999; improved sharing of intervention strategies and Landry & Rousselle, 2003) also shows that the smoother transitions when the child moves from most effective public policies for early childhood the family circle to daycare and then to school. are those that take the child’s overall develop- In other words, this approach favours the sharing ment into account. Better knowledge of this of necessary information, access to user-friendly development will allow for the use, as needed, services for parents, and complementarity of ser- of child-focused educational practices, services vices and programs. and care. This also leads to the sustained offer of In addition, when services are delivered parental support services and increased involve- within an integrated network, it becomes eas- ment of the community as a whole. In addition, ier to include children who have special needs. in a Francophone minority setting, such a policy Under this definition of early childhood, special- has to pay special attention to transmission of the ized services offered during this stage of life are French language and appropriation of French- extended up to age eight. Traditionally, many speaking culture, while remaining sensitive to services offered to children (such as specialized and respectful of the various cultures that may autism or speech therapy services) or paren- exist within families (First Nations, immigrants, tal support services would end or be stepped etc.). The quality of services offered is all the more down once the child entered the school system. important since it must promote the building of By extending the early childhood period up to cultural identity and support the parents, the age eight, continuity of services is guaranteed, professional early childhood staff, and the com- thereby increasing every child’s chances for edu- munity in their role as conveyors of culture. The cational success. early childhood focus area of this policy has been developed on the basis of these elements, offering The use of this definition implies a paradigm child care workers, decision makers, educators, shift, which will change the way caregivers and and parents some serious food for thought in educators work, involving the establishment of relation to preferred actions. partnerships, an integrated service network, and instructional continuity between programs at different levels that will be more respectful of children’s overall development and specific needs. Furthermore, adopting this definition implies certain changes within the school system ily members,ily educators and caregivers. Parents thesuchwho child, with fam interact as directly attentionSpecial must be paid to the persons up the Acadian and Francophone in community. for theirdevelopment grow and sothat can they needed so that acquire they the language skills place take French in birth possible, oftenas as must beensured that interactions their from ofto the majority, the language and culture it exposed where mainly are children settting ity about development. the child’s brain aminor In into consideration, knowledge with parallel in complex whole that must beconsciously taken Shanker, of these influences 2004). All form a on the Developing Greenspan & 2005; Child, ment (National of child every Scientific Council communities, influence exert an theon develop of resourcesity and ways of interacting within availabil of stimuli, including the quality texts, con community.andcultural social Thevarious ple around influencd them, it also an is entireby children’s interactions nature and the peo with development this of While life. influenced is by developingfirstthe starts in The years very brain building identity on and Focusing learning on French the language the harmonization of practices the field. in how to move beyond physical integration this to gies of thefocus early area explain childhood DevelopmentChildhood (DEECD). The strate place the Department in of Education and Early integration already in this is New Brunswick, more effectivemanagement thesystem.Inof ers and educators, addition in for to allowing many advantages for children, parents, caregiv education with care early child grating creates for the child. start the bestpossible guarantee parentsand with will cies (daycare etc.) services, centres, specialized where greater collaboration agen external with the child’s development, with to bealigned and approachesthe instructional advocatedhave will itself, i.e. from kindergarten to Grade 3, where Again accordingAgain (2000), to UNESCO inte 4. The Focus Areas of the Policy:Synergy and Complementarity ------minority setting: Thériaultthat,in a argue Francophone(2004) development”.and cultural Similarly, and Gilbert them linguistic satisfactory guarantee that can environmentofferlinguistic a minority children ance ance counterbal anecessary as identify they thing education from earlysome service childhood, (2005) stress of the importance aFrancophone Francophone community. Corbin andBuchanan ment of asenseof belonging to the Acadian and attentioncial order in to promote the develop deserve spe the culture with and familiarization community, aminority in that, language learning kindergarten” in child (p. 23). oneas of the biggest indicators of success for the the literature in recognized language is written that [Translation] “the development of and oral [kindergarten instructional framework] indicates d’orientation (2011) maternelle la de pédagogique vehicleimportant Hence of learning. the Cadre age the most language andis that oral three, month from of is the sixth ing up pregnancy to know thatperiod the critical for language learn guage to which the baby We exposed. is now year of age, depending on the sounds and lan to differentiate beforebegin and specialize one 2009) showsFellman, of that the areas the brain Olds Papalia, & (Boysson-Bardies 2004; &Hallé, the early years. development Language research the child’s parents French beavailable in through and education provided or to the child directly identity.the child’s cultural and parentlished betweenchild helps to shape since that it the relationshiprecognized is estab play their roleto fully conveyors as of culture, must receive the support need they to be able Research (Landry, 2003b)demonstrates also It therefore is that essential the care, services community. (p. 164) contribute of attachment sense to to their the also French in school in will Socializing culture. French the with familiar French, becoming while confidence school in with to start edge necessary knowl linguistic the acquire will They lives. their ofFrench-language time at acritical abilities their develop to […]French children enable [Translation:] “ because cannot the surroundingsociety … early childhood services in services childhood …early ------103 Early Childhood Focus Area 104 Linguistic and Cultural Development Policy

In New Brunswick, many rights-holder par- Communities also have to be made aware of ents and many newcomers do not opt for French- the impact they have on the children’s identity language care, services and education, because building process and development of their sense they are not aware of their rights to these or of of attachment to a community larger than their the importance of language transmission and family. When communities take action within cultural appropriation for the vitality of the their linguistic landscape and offer meaningful Acadian and Francophone community or their opportunities for discovery and diverse expres- child’s overall development and identity build- sion of Acadian and Francophone culture, they ing. Furthermore, Anglophone parents within are building the capacities of families and the exogamous couples and newcomers may feel that early childhood sector to meet the children’s it will be difficult to find their own place in the needs and contributing to their harmonious French-language education of their child. While development in a Francophone minority setting. it is essential for all parents to receive support, The strategies described in the next section special attention must be paid to newcomer par- are intended as a response to issues relating to ents and parents in exogamous couples. children’s overall and identity development and In this context specific to the Francophone as a tool to awaken the collective conscience minority setting, educators and persons working and arouse the interest of rights-holder parents with young children have to be made aware of and newcomers with respect to their rights to and trained in the role they must fill in ensur- care, services and education in French and to ing French-language acquisition, identity build- the importance of their role in the transmis- ing and overall development of the children who sion of the French language and appropriation are around them every day in the course of their of the culture. The proposed strategies list the duties. These goals are attained by these profes- actions that will produce the best possible start sionals interacting directly with the children and for children in a minority setting, while ensur- making sure that the parents have the services ing the survival and vitality of the Acadian and they need to fully play their role as first educa- Francophone community of New Brunswick. tors of and conveyors of culture to their children. of services in French Access network integrated an to intervention: of Area PossibleStrategies and Actions have: 0to 8years ofChildren age and theirparents outcome: Anticipated organizations and the private sector. not-for-profitby offered are however, they sometimes of public agencies. most In cases, and departments government different of education.are: Those services and umbrellas, services such health, social as under various fall services Early childhood French-language access to quality ser • the are responsibilityThese services from kindergarten instruction • parental support and instruction; • services; early childhood • for services infants; • prenatal services; • effective, continuous starting services • to Grade 3. an integrated network. integrated an period, the perinatal deliveredin within on thedevelopment overall of the child; of based needs, their vices that meet all

The Focus Areas of the Policy:Synergy and Complementarity - in French access services to EC2—Equal Strategy • • • • whichand the community ensure: ships and private public among institutions, parents partner and collaboration maintain and Establish network Integrated — 1 EC Strategy services. management of all and delivery early childhood in the to establish duality and structures policies theassistanceWith of atransition plan,adapt years of age. years of of children of the education at all 0to stages 8 of French-languagethe quality delivery services smooth transitions as aresult of continuity in received; services of type fileeachfor child,whatever and the number information sharing and the creation of asingle system; screening early an of coordination the areas; and rural point inurban both single entry accessible a services from of childhood early the interdependence and complementarity

- 105 Early Childhood Focus Area 106 Linguistic and Cultural Development Policy

STRATEGY EC 1: For children with special needs, the effec- Integrated network tiveness of the integrated services network is partly dependent on early screening. These Establish and maintain collaboration and children may be vulnerable, in the sense that partnerships among public and private they may have difficulty meeting the social and institutions, parents and the community emotional criteria of child care services or the which ensure: school (Lareau, 2003; Lero, Irwin & Darisi, 2006). • the interdependence and complementarity A system of prompt and accurate early screening of early childhood services accessible from a single entry point in both urban and rural carried out by multidisciplinary and intersec- areas; toral teams will allow for the appropriate and • the coordination of an early screening system; necessary interventions to be defined, while • information sharing and the creation of avoiding duplication of services. This screening a single file for each child, whatever the system must also ensure access to all services in number and type of services received; French, with no wait time. Creating a single file • smooth transitions as a result of continuity for each child, whatever the number and type in the delivery of quality French-language services at all stages of the education of of services received, promotes smooth transi- children 0 to 8 years of age. tions through every stage of the child’s educational career. While the early screening system

It is important for children 0 to 8 years of age to get the best start possible and to develop the Possible actions EC 1 necessary skills to help them succeed in school. An integrated network of services encompassing • Structure partner relations through intersectoral committees, memoranda of both care and education allows for a compre- understanding, contractual arrangements, hensive approach to child development through mergers, consultation mechanisms etc., to collaboration and information sharing among facilitate successful integration of the network. the education, health, social services and com- • Include in the strategic plans of the various munity sectors. Such a network can develop a partners elements that can change an more effective system focused on the needs of institution-oriented culture to a network culture. children and their parents. The foundation of • Form a multidisciplinary team to ensure continuity of services (e.g. integrated services an integrated network is based on the princi- delivery model). ple that every early childhood service is interde- • Appoint individuals to take charge of planning, pendent and complementary to other services, establishment and operationalization of and that networking is essential to promote the the integrated network. overall development of the child. In rural and • Assess the impacts of the integrated network urban communities alike, the network facilitates and adjust actions according to the analysis the establishment of a single entry point, simpli- of the results. fying access to the information and resources • Implement a school transition plan that that parents need. The factors of success for this considers the overall development of the child and parents’ support needs. integrated network are the capacity to respond • Enhance and improve services offered at school, consistently to the needs of children and their e.g. early childhood centre, daycare centre, parents beginning in the perinatal period, the after-school program, family literacy services, ability of the partners to work together and the homework help, etc. quality of the services offered. It is also essential for the partners to pay special attention to the specific needs of disadvantaged families, because research shows links between socio-economic status and educational success. and material resources. beoptimum ofhuman use financial, result will of integrated delivered services French. in The anetworkcollaboration within expected that is of the professionalthe tasks in theterms of staff toboundaries them, expand soas and redefine pendence, and must redefine its organizational values such collaborationtain as and interde work concept. to embrace has Every partner cer vision andof understanding the integrated net need topartners sharethe various acommon the development overall of child. every offerwork appropriate will in support service of other need—an effective special integrated net physical need, need created or any by giftedness need—a language problem, emotional difficulty, the school Whatever system. the nature of the follow-up well as as time, wait enter they after resources accesswith French to in all no with foressential providing special-needs children integrated network children, an services is all interventionsand the ensuing for important are For to bedelivered these services effectively, 4. The Focus Areas of the Policy:Synergy and Complementarity - - - - 2003a). 1990; Landry, &Allard, these (Landry children environmentof the social bothlanguages in of Thesehelp services to outbalance the presence environments. Anglo-dominant in up grow bornchildren of exogamous couples, who often tribute to the development of bothidentities of French in con services 2003a). also can Quality Acadian and Francophone communities (Landry, of 1990) andthe &Allard, vitality (Landry family a major impact on both the Frenchness of the French, in services ity and those choices have ofteninfluencedare of qual the by availability or care atchild in language school, used that is period,by parents including this the during Francophone communities. The choicesmade indirectly, for of the Acadian the and future of the French-languagethe future school, and out for that period the crucial early childhood is &Thériault, 1997b;2002) Allard, points Coghlan French-speaking& The culture. research (Landry the language and promote the appropriation of the communities helpvices in can to safeguard Furthermore, Francophone ser early childhood whochildren opt for French-language services. parents, and parentsimmigrant of First Nations for Anglophone parents exogamous in couples, beinclusive Itculture. must also and make room the Frenchirming language and French-speaking of the Francophoneity communities affi while and educationcare, services that respect the real children 0 to 8years of age, sector must offer this Tochild. contribute to the overalldevelopment of cational success andfor identity building every sector must endorse the dual mandate of edu and continues to adulthood, the early childhood early childhood in thattinuum starts of learning con a within system educational Francophone Equal access to services in French STRATEGY 2: EC As an integral part of the and Acadian part integral an As services. childhood allearly of delivery and management the in duality to establish structures and policies adapt atransition of plan, assistance the With ------107 Early Childhood Focus Area 108 Linguistic and Cultural Development Policy

Possible actions EC 2 • Clarify the different agencies’ roles with respect to service delivery in French. • offer incentives to establish accredited French- language daycare services for all children up to age 12, including daycares affiliated with all elementary schools in the Acadian and Francophone education system. • offer incentives to persuade daycare owners to choose French-language programming. • Ensure that Policy 321 under the Education Act on conditions of admission to French or English school is understood and applied.

t Duality in the management and delivery of all ic

tr services for children 0 to 8 years of age and their

dis parents is essential to the vitality of the Acadian oo l and Francophone community. It allows for all t sch t s these services to be delivered in a homogene- -E ous environment, and for children to be properly Nor d prepared to enter the Acadian and Francophone o ne school system by encouraging their learning of o ph

anc the French language and the development of their Fr identity. This duality has to be implemented gradually, The government must adopt policies and by means of a transition plan, which will per- structures to manage the delivery of these ser- mit early childhood institutions and workers to vices properly in each linguistic sector. This receive education in and adapt to this new reality, dualistic approach to the management of early while ensuring that there is no interruption in childhood services ensures and safeguards the the offer of care and services. To attain the out- fundamental elements of the province’s linguistic comes anticipated by this strategy, policies will and cultural character, and takes into considera- have to be formulated to manage and support the tion the actions required for the vitality of the necessary initiatives. An issue table composed official-language minority communities under of individuals representing the various sectors sections 16 and 23 of the Canadian Charter of and agencies involved will need to be set up to Rights and Freedoms by guaranteeing services prepare and implement an action plan. This plan in French. must include such elements as a review of clauses of legislation that have to be amended, a study to clearly identify the early childhood services that will be subject to duality, a plan to educate and raise the awareness of service providers, parents, decision makers and the community in general, a plan for making the transition to duality in early childhood services, and any other relevant action. and support of parents welcoming Recruitment, intervention: of Area their rights, enablingtheir rights, them to: resourcesance, and information quality about educators of receive theirchild, support, guid Parents of 0to children 8years of age, first as outcome: Anticipated comer to needs beconsidered. parents also couples) 2010). (Landry The situation of new Francophone-Anglophone/allophone mous exoga couples, Francophone (endogamous the language spoken and also status, at home socio-economic families), blended parents, (nuclear single parents, same-sex families, that consider contexts the diversity of family support needs adapted to their particular role, must they beoffered orientationand petuated. For play the parents their to fully development of identity, formed are and per including development, overall child’s the tudes, behaviours traditions and that shape eventhe child before where birth, the atti It the home, in is context social the first of strengthen feeling their of attachment • play role their conveyors fully as • contribute to thedevelopment overall • child’s their French- in participate fully • choose and education care, services in • community. to the Acadian and Francophone culture; of child; their of education; language period;French, the perinatal in starting

4. The Focus Areas of the Policy:Synergy and Complementarity - - - - - Francophone and international cultural referents. programs and resources that include Acadian, services, From offer quality French-language birth, development and cultural linguistic for resources and EC5—Services Strategy including of theconveyors role of culture. educators of their theirchildren as roles first they assume so toolsfully can parents for support and develop welcoming and up structures Set EC4—WelcomingStrategy support and path. child’s educational their in French from the perinatalthroughout period and education their to rights care,about services public awareness and inform rights-holder parents to raise strategies communication Implement French in education and services care, of EC3—Recognition Strategy

Francophone Sud school district 109 Early Childhood Focus Area 110 Linguistic and Cultural Development Policy

STRATEGY EC 3: The communication strategy must also Recognition of care, services underscore the importance of intervention and and education in French education in French starting in early childhood. If people choose to exercise their rights, in the Implement communication strategies to raise long term it leads to numerous advantages for public awareness and inform rights-holder individuals as well as for the community. First, parents about their rights to care, services and all children can develop fully, particularly with education in French from the perinatal period throughout their child’s educational path. regard to their identity. Second, when more rights-holder parents decide to act upon their rights, their decision fosters the vitality of the Research shows that too many rights-holder Acadian and Francophone communities, while parents are unaware of their rights to care, contributing to the advancement of bilingualism services and education in French, even if their in the province. It is important to focus on the child speaks little or no French. In some parts of above-mentioned benefits when communicating New Brunswick, just over half the rights-holder with the public, so that people are encouraged to parents enrol their children in English school exercise their rights. because they are facing language barriers and have not received the necessary support upon the birth of their children to understand the ben- Possible actions EC 3 efits of opting for care, services and education in French. • Build partnerships with different organizations or agencies to develop and implement a It is the responsibility of the education system communication strategy that: to inform rights-holder parents and the general makes the public aware of the importance public of the rights that flow from sections 16.1 of intervention and education in French and 23 of the Canadian Charter of Rights and beginning in early childhood; Freedoms. The education system must discuss informs parents of their rights and the benefits if they choose to act on them; and implement a communication strategy to encourages rights-holder parents as well as make rights-holder parents aware of their rights immigrants to choose services in French to care, services and education in French, as well from early childhood all through their child’s as the long-term consequences of not exercis- time educational path. ing these rights for their young children and • Produce and disseminate tools (leaflets, for the vitality of the Acadian and Francophone brochures, websites, etc.) to inform parents community. that services in French are available for all children 0 to 8 years of age. The communication strategy must clearly • Produce and disseminate tools (leaflets, explain to the public and to rights-holder par- brochures, PowerPoint presentations, etc.) ents the conditions that afford access to French- to inform service providers of their obligations language education according to section 23 of the and responsibilities under sections 16 and 23 Canadian Charter of Rights and Freedoms and of the Charter. • See that information is distributed on the rights section 5 of the New Brunswick Education Act. of rights-holder parents and the benefits of This strategy must also make the public aware exercising those rights, for example, for prenatal of the fact that section 16.1 of the Charter states courses and vaccination clinics. that the English linguistic community and the French linguistic community in New Brunswick have equality of status and equal rights and privileges, including the right to distinct educational institutions and such distinct cultural institutions as are necessary for their preservation and promotion. (see IB 10, Strategy page 96). roleeducators first as and conveyors culture of educators must then support the parents their in of parents, caregivers the various and and skills Once have they come to appreciate the expertise practices. proven and research of foundation overall development of on based their child, a aware role of the crucial that parents play the in and educators.that they made be requires This among caregivers early the childhood various culture parent-centred a develop to is strategy development. overall and cultural experiences decisive are for the child’s linguistic, family, daycare in or at school. these initial Often experiencesinitial for whether the child, the in community, perfect are ways to facilitate positive different providers, service parents, schooland grounded genuine in collaboration among the child. the of mon feature the sound is overall development the thecific of needs or child parents,the com includes different components, the based on spe though the notion of welcoming andsupport goal, which to provide is support to parents. Even bedevelopedwill must share ultimate the same the parentseducators the first as theirof child. of role the of realization collective on centred way to provide orientation an for that network, of the presentchildren, the aim a in is strategy parents and promote thedevelopment overall of proposes beintegrated that services to support Welcoming support and STRATEGY 4: EC The first stagefirstThe of the welcoming and support support, and orientation High-quality or and tools that that exist the structures All “Integrated network,” strategy EC 1, While conveyors of role the including culture. dren of chil of their educators as first roles assume their fully they so can parents for tools support and develop and welcoming structures up Set 4. The Focus Areas of the Policy:Synergy and Complementarity - - - u • • • • • • actions Possible • structures. families who choose Francophone welcoming that are sensitive ofNations First to the needs Establish affirmative,open orientation structures of a Francophone environment. promotion the guaranteeing while parents, immigrant and parents allophone or that are sensitive of Anglophone to the needs affirmative, Establish openwelcoming structures as firsteducators. role their in parents supporting and welcoming for whichin theare schools, idealstructures centres family and childhood early more Develop child. their of the educational success and building identity allow to in parents and contribute engage to that and parents system the school services, early childhoodDevelop between partnerships for parents. and support grasp of their in role providing welcoming and teachingso that staff they have good a Provide training for caregivers, educators of newly arrived families. arrived newly of needs aware of the welcoming and support Make the Acadian and Francophone community or attending schoolin French. services receiving are children French whose and no or little speak who adapted parents for se existing resources existing se design or new ones EC 4 EC 111 Early Childhood Focus Area 112 Linguistic and Cultural Development Policy

Some parents require more targeted welcom- children who speak another language or whose ing and support, and it is vital to have structures appearance is different from theirs (McCain & and tools that can identify these parents and Mustard, 1999; Shonkoff & Phillips, 2000). The address their specific needs. Parents who lack early childhood welcoming and support struc- confidence in their parenting skills, those who tures must develop strategies that aim for respect suffer from linguistic insecurity, Anglophone and openness with regard to the various linguis- parents within exogamous couples, single par- tic, cultural, ethnic and religious origins of the ents, parents newly arrived from another coun- families they serve, thereby creating an inclusive try, parents living under the poverty line, and environment while promoting the influence of parents of special-needs children must be given the French language and culture. special consideration. The welcoming and sup- Particular attention must be paid to low- port structures have to customize their services income parents, to ensure that socio-economic and adapt tools to the realities of the children or other challenges do not prevent them from and their parents. When parents receive the receiving the full benefit of welcoming and sup- proper support and have positive experiences, port structures that meet their needs. Often a they are able to fully play their role and to pro- parent’s difficult financial situation can curb mote the French language and culture in their his or her participation in the various activities family activities. proposed by the early childhood and school set- In any parent welcoming and support struc- tings. This withdrawal can be harmful to the ture, it is necessary to ensure that they are made achievement of equitable outcomes for all chil- aware of their linguistic and cultural rights, and dren (Bernhard, Freire & Mulligan, 2004; Lareau that Anglophone parents within exogamous & Weininger, 2007). Also, these structures as couples have a say in the linguistic and cultural well as all welcoming and support tools must be development of their children. For parents newly accessible to all parents and all children, in rural arrived in Canada, who may or may not under- and urban areas alike. stand French, it is important not only to inform them of the services available in French, but also to ensure that a partnership exists between early childhood service providers and immigrant reception centres. And the existence of immigrant reception centres notwithstanding, it is still important for early childhood workers themselves to be welcoming to immigrant children and their families, recognizing and respecting beliefs or values that may be different. Children realize the importance of their identity when they grow up in communities that promote fair and democratic attitudes, beliefs and values (Bennett, 2004). It is also essential that there be openness to, recognition of, and respect for the traditional attitudes, beliefs, and values of First Nations families who opt for French-language services, which may be different from those of the early childhood staff. Similarly, right from early childhood, it is beneficial for children to be in educational settings where they learn to live in harmony with communities. to the local, national Francophone and global attachment collective of feeling the increasing the Acadian and Francophone community, while to strengthen relationship theirindividual with reflected; they serve themselves see can culturally which and they in ents identify and children can reference meaningful whichare par points with referentsdaycare Cultural and school curricula. the prenatal designed programs for parents to and resources, programs from childhood ranging referents toimportant include cultural early in referents,other ways, cultural through soit is vidual’s identity.is sense developed, This among to essential that the development is of any indi its own to create asense of belonging, something ties, and soon. activi and social sports music, games, cultural, of French-language resources, including books, centres be places can thattural offervariety a resource centres,family public libraries and cul organizations such as and cultural Community access available. for is thatsibility this ensuring organizations share respon and cultural munity providers,service education sectors and com play theirrolefully conveyors as ofThe culture. professionals, educators can and the community sothat essential ince parents, is early childhood resources French in region every in of the prov development cultural and linguistic for and resourcesServices STRATEGY 5: EC However, accessibility insufficient is on this and programs services, Access to quality referents. FrancophoneAcadian, international and cultural that include resources and programs services, French-language quality offer From birth,

4. The Focus Areas of the Policy:Synergy and Complementarity ------value of other cultures. referents,the at affirming while time the same Acadian, Francophone or international cultural themselvesals bemodels for the selection of leaders early childhood various and profession delivered. are services It that important the is ofwhere the community reality the the cultural resources or designexisting new ones that reflect on must they Based that acquire understanding, when being are delivered. services the various referents oftance cultural for identity building must earlyunderstand childhood in the impor expressions, wayslinguistic etc. of doing things, and literature,of art inventions, personalities, national or international event, heritage, works event,values, traditions, a local response to a u • actions Possible • • • The leaders thedifferentof sectors working referentsCultural many forms: take can in urban or rural areas. rural or urban in they liveall whether Brunswick New parents, programsin French literacy and family for Make available and continuously offer literacy French. no or childrenfor little speak who francization and language upgrading programs offer continuously and available Make Brunswick. New of the Acadian and Francophone communities of characteristics the specific that reflect culture and community, arts childhood Make accessible to and families, to the early as conveyors culture. of and make themawareidentity of their role order parents’in buildat to differentthe stages, families immigrant for and families exogamous and design new tools for endogamous and se existing French-language resources EC 5 EC - - 113 Early Childhood Focus Area 114 Linguistic and Cultural Development Policy t ic tr dis oo l t sch t s -E Nor d o ne o ph anc Fr

To ensure a greater number of resources resources (books, games, music, concerts, multi- featuring local cultural referents, it is vital to media events, family activities, etc.). This cultural develop partnerships between the various early grounding is indispensable for children and their childhood service providers and agencies with an parents living in a minority setting who may be artistic, cultural, heritage or other relevant mis- called upon to define their identity in an envi- sion. It is a good idea to work together on target- ronment dominated by the majority language ing early childhood needs, and then to produce and culture. and provide access to quality French-language and interventions in French in interventions and programming Quality intervention: of Area who: The sectorsearly childhood have personnel outcome: Anticipated and theirparents.children French in programs of the needs that meet all edge which equip them to deliver and services fied peopleknowland to haverange a of skills Francophone these quali expects community theirparents. with wellTheand as as Acadian fields workwith 0 to 8 children years of age, Professionals services. ofsocial these from all educationarea well of as as healthcare and interventionsEarly childhood the be in can contribute to children’s• overall offer and education care, services that • play role their conveyors as of• culture; have • development. minority setting; ofistics intervention aFrancophone in intotake account the specific character and support parents; the skills and knowledge

to welcome 4. The Focus Areas of the Policy:Synergy and Complementarity - - - • of each child in an inclusive setting. the overall thatapproaches development respect 0 to 8years of age, incorporating instructional children for designed curricula and programs to amechanismImplement coordinate that serves instruction and EC8–Programs Strategy • thatincorporate: training with access and to initial to and ongoing support Provide working persons with young children training EC7–Staff Strategy • • strategies: Implement resources –Human EC-6 Strategy education in Francophone settings. minority of intervention and characteristics specific the Canadianthe Charter Rights of and Freedoms 16.1, of sections knowledge 23 and 24 of French with children 0to 8years of age. in of capable working of professional staff theand recruitment retention that support and intervention professions; that value early childhood education ; 115 Early Childhood Focus Area 116 Linguistic and Cultural Development Policy

STRATEGY EC 6: Human resources Possible actions EC 6 • Establish partnerships between departments Implement strategies: and with the private sector to value recruit and retain professional early childhood personnel. • that value early childhood education • Mobilize community and institutional and intervention professions; stakeholders around the importance of the • that support the recruitment and retention educational and social role of professional early of professional staff capable of working childhood personnel (awareness campaigns, in French with children 0 to 8 years of age. presentations, etc.). • recruit more professional staff in all fields (e.g. health, education, social services) that If we as a society recognize the early child- are capable of working in French with young hood period as being crucial to the child’s overall children, by means of scholarships or other development, then we must value the profession incentives. Ensure at the same time that post- of all those who contribute to the development secondary institutions are able to meet and education of young children and to the wel- the demand. • Staff all school districts with personnel assigned coming and ongoing support of parents. to preschool intervention, guidance for The professions that work in the early child- the transition to school, and support for hood field must be promoted by explaining to kindergarten to Grade 3 teaching staff. communities and decision makers the linguis- • Develop policies that guarantee a competitive salary and fringe benefits for early childhood tic, cultural, societal and economic issues relat- professionals working in sectors that have ing to a holistic approach to child development, a shortage of skilled labour. right from the perinatal period. Along with • Provide high school guidance counsellors this understanding, we must develop personnel with relevant and helpful information for recruitment strategies and make more spaces students about career opportunities in the available for initial training in collaboration with early childhood sector. the Francophone post-secondary institutions concerned. These recruitment strategies must indicate the skills and expertise specific to the Strategies to value, recruit and retain profes- different fields of early childhood services. For sional staff capable of working in French with example, a strategy to recruit childcare educa- children 0 to 8 years of age are also excellent tors is not going to focus on the same skills as a opportunities to promote the social and edu- strategy to recruit social workers, even though cational function of early childhood services, all strategies have to emphasize the personnel’s thereby helping to reinforce the integrated ser- role as conveyors of culture and their role in an vices network. environment that is intended to be inclusive. It will subsequently be essential to ensure that there are retention strategies in certain early childhood sectors. For example, there is regular turnover in childcare personnel, which can be detrimental to establishment of the stable relations that are needed for sound child development, so the conditions required for greater retention must be created. the integrated network early childhood to affirm in providers service different the of directors the veyors of Then, culture. the is it responsibility of professionalplaytheir fully role to as con staff offer mustways also practical forthe training and ongoing Initial cation settings. minority in specific interventionscharacteristics of and edu and the rights minority that explains training hence and ongoing of the importance initial responsibility. ofimportance this themselves becomewill more conscious of the of exercising the professional these rights, staff andthethe benefits community the family to sionals. By promoting of better understanding profes the early childhood those lies with rights Freedoms and Rights of Charter by the Canadian ognized and education French in among is therec rights care, services While languages. obtaining official of alevel playing fieldthe between province’stwo counterbalance anecessary act as to create more entity of operating early the service childhood in sector and the collective commitment of every ment of professional every the early childhood in its follow-up.and in offer they elements bepresent the training will in mission and mandate of the policy, and that these know and support the vision, will that instructors sector.early childhood It therefore is expected of the professionaltraining who staff workthe in and ongoing mustpolicy befound the initial in training Staff STRATEGY 7: EC • This understanding begins witheducation, understanding begins This the personal commit setting, a minority In Theandvalues that attitudesinspire this • that training incorporate: ongoing to and initial and accesswith to support young children with working Provide persons education in Francophone minority settings. Francophone in education minority and intervention of characteristics specific the the 16.1, sections of knowledge 23 24 and of Canadian Charter of Rights and Freedoms and Rights of Charter Canadian , part of the responsibility, part for on acting 4. The Focus Areas of the Policy:Synergy and Complementarity ; - - - - - identity. developing while and culture, own their cultural must advance theirknowledge of the language to Forand ongoing happen, staff this training. all must form the common backdrop initial to all to the specific features setting theminority of concept French in services of adapted quality toing parental welcoming and support, and the setting. ity interventionsquality and education aminor in incorporate the specific features needed to offer roles of members. theirteam Those roles must and tothe policy definethem properlythe within and protect the attitudes and values promoted in o • actions Possible r • • • t • • • The role of conveyor culture, actions of relat role: their about parents their and with childrenworking 0to 8years of ange in French. services of years and theirof the importance ofparents age work who with children 0to persons Inform 8 communities. intervention in Francophone minority of consideration characteristics the specific workerschildhood to ensure that ittakes into Adapt initial training and ongoing early for regions. in Frenchand adapted in support different and intervention by offering ongoing training for schoolprincipals. development in intial and ongoing training Include a component on early childhood mandatory whenhiring childcare staff. education childhood early in training Make in early childhood education. rain more people in early childhood education education in childhood early rain people more aise awareness of, train and equip persons persons equip of, and awareness aise train ffer French-language university training for parents. for of providing welcoming and support as conveyors culture; of EC 7 EC - - 117 Early Childhood Focus Area 118 Linguistic and Cultural Development Policy

Strategy EC 8: Programs and instruction Possible actions EC 8 • Ensure that a quality curriculum in French is used for the childcare sector, and update Implement a mechanism that serves to it as required. coordinate programs and curricula designed for children 0 to 8 years of age, incorporating • In all programs and curricula, include possible instructional approaches that respect the actions that improve orientation and support overall development of each child in an for parents. inclusive setting. • Provide more training in child development for teaching staff up to Grade 3. • Develop partnerships with families and The successful overall development of chil- the community in order to enrich the learning dren 0 to 8 years of age depends, among other in programs and curricula and make it more things, on programs and curricula that respect meaningful. the characteristics of that development, and that • Implement the instructional framework have coordinated approches and philosophy for for kindergarten. • Set up an issue table to ensure that programs smoother transitions from one stage of the child’s and curricula are coordinated and that instruc- life to another. Early childhood is a critical period tional approaches specific to education in a for development and for the acquisition of apti- Francophone minority setting are incorporated. tudes, attitudes, skills, knowledge and values that • reassess the ways that various specialized will be useful to them all their lives, and a time services are delivered (speech therapy, early when action can be taken to reduce the perfor- intervention, services for autistic children, etc.) to ensure that they reflect the early childhood mance variations between different children. period. The implementation of this strategy requires programs and curricula that focus especially on the development of language, social skills, cultural identity, citizenship, and creativity, physical There needs to be a mechanism to facilitate development, management of behaviours and the coordination of programs and curricula and emotions, and the ability to reason and solve to provide for instructional continuity. The joint problems, as well as on the choice of instruc- governance structure of the early childhood inte- tional approaches to deliver these programs and grated services network could serve as such a curricula. Play-based learning, instruction in mechanism. Governance encourages commu- minority settings, and differentiated instruction, nity participation and engagement, while seeing for example, respect the development and needs to coordination by developing policies to that of the child. Programs and materials must also be effect. Another mechanism with a coordinat- adapted to respond inclusively to the needs of all ing function would be collaboration among the children. Finally, any early childhood program or different professional staff delivering the early curriculum has to have a parental support com- childhood programs and curricula. Their man- ponent. Early childhood development research agement must ensure that they are given time must be the foundation for drafting programs for sharing and training, so that instructional and selecting approaches. practices can be harmonized. In addition, they must ensure, through an advisory committee for example, that programs and curricula are coordinated with each other. make informed choices about to future, their to them enable will development overall This emotional,lectual, and moral dimensions. social the student, encompassing the physical, intel success, we focus on thedevelopment overall of focusing on in educational fact, In personal skills. citizenship and solid personal and inter social, the development of astrong identity, engaged an academic success, but beyond includes that it also not be neglected. So educational success includes institutions accomplished human beings must educational Francophone and Acadian attending make students other that will personal aspects the courses and masterthe results of learning, beable students to who succeedtrain will at their and to expectations to have learning cal high it criti is courseof results. the expected While to academic performance, achievement that is, schoolthan success, aterm that refers mainly and creativecal thinking. differences of opinion,and to developtheir criti interact others, with to negotiate, to understand learn,they beaplace where students to learn can about of what the meaning students think can schools addition must, in to being aplace where society. in area and to participate To fully do this, every identity in to thrive havebut also the skills who citizens cating not are onlyproud of their people, schools must ensure that edu are they of the Acadian and Francophonefor the survival world changing constantly and aperiod socritical Francophone schools a In of New Brunswick. of thethe heart mission very of the Acadian and Theeducational success studentevery of is at Area Focus SuccessEducational Introduction Educational success encompasses much more

[Translation] “A quality the is product education of asystem, 4. The Focus Areas of the Policy:Synergy and Complementarity - - - - - strategies to facilitate educational success: theguideand been identifiedactions thatwill actions by devoting entire an focus area to it. system should make it tocentral its strategic education French the for Policy Development and Cultural pletely that the Linguistic natural com therefore is It community. Francophone expansion and prosperity of the Acadian and success of student every paramount for is the of excellenceculture education. in potentialing of student every creating and in a learn theplay full role adetermining realizing in bered that the parents also and the community where students it thrive, must can beremem all inclusive an environmentestablishing learning leadership teaching and instructional ity and for latter clearly are responsible for providing qual onthe the shoulders While of the teaching staff. numerous key stakeholders, and does not lie solely of collaboration and participation the requires Brunswick. New of province the and community Francophone and developmentvitality of the Acadian and the 21st century, the in and to participate fully adapt to the many changes in to intrinsic life Partnerships. • and engaging Stimulating learning • leadership; Instructional • teaching; Quality • To that end, four of areas intervention have Thereis no questionthatthe educational obviously students of success educational The and not just the individual work of teachers.” environment; CMEC, 2011,CMEC, p. 7 - - - -

119 Educational Success Focus Area 120 Linguistic and Cultural Development Policy

These strategies are in response to the rec- The mandate of ommendations in the report of the Commission the Educational Success focus area on Francophone Schools and to consultations with the community and various stakeholders to New Brunswick’s Acadian and establish the main components of this strategic Francophone education system provides focus area. each learner with: • an environment rich in learnings and The strategic goal of experiences that promote educational the Educational Success focus area success; • a diversified and balanced education allowing for the development of one’s Ensure that students develop knowledge full potential. and skills that will: • make them lifelong learners; To that end, it: • guarantee their educational success; • provides quality teaching; • enable them to express themselves fluently • stimulates instructional leadership; in French and to assert themselves • creates an inviting and engaging learning with confidence; environment; enable them to engage in and contribute • • establishes strong school-family-community fully to the vitality and development of partnerships. the Acadian and Francophone community;

through educational experiences which reflect the specificity of the Acadian and Francophone community and are supported by: • a quality education based on effective and proven practices; • leadership that promotes a culture of learning; • an inclusive learning environment; • the engagement of the parents and a ll the partners. Summary table of the educational success focus area relationship with the language. the with relationship apositive promotes that acontext in written, and oral both language, French the of use effective in students to guide staff teaching the of members all Equip with the language relationship apositive and proficiency language —French- ES 6 French. no or little speak who children for services upgrading language and francization quality Provide —Francization ES 5 skills. literacy solid todevelop students allow that practices level,academic instructional every at subjects, all in Incorporate —Literacy ES 4 building.knowledge and process learning own their tomanage students allow that practices assessment and instructional Adopt building —Knowledge ES 3 creativeand thinking. critical their todevelop students enable that practices instructional Adopt thinking creative and 2—Critical ES • • to: students allow that conditions creating by environment T and developing skills passions —Awakening ES 1 Strategies • • • • • considers: T passions. their and interest of fields their on based project a life/career tochoose and studies their in to succeed skills necessary have the Students Anticipated outcomes eachers provide quality instruction that that instruction quality provide eachers ransform the teaching and learning learning and teaching the ransform and changing world. acomplex in project life/career their for necessary skills the develop interest; of fields new and passions new discover setting. minority aFrancophone in education of characteristics unique the communication tool; a as language of importance the subject; every in numeracy and literacy century; 21st the in life for necessary skills the clientele; school the of diversity the teaching Quality Quality

and decision making. and decision intervention of level every at learning improve to designed practices collaborative Consolidate collaboration of ES 10 —Culture district. school and school their within setting aminority in leaders instructional as role their play tofully principals school allow that nisms measures and mecha Implement support of principals leadership —Instructional ES 9 Strategies collaborative practices. toeffective access have making decision and action of levels All student. every of development full the and learning toquality conducive aclimate tocreate as so culture and mobilizers, of conveyors setting, aminority in leaders instructional as role their play tofully equipped are prinicpals School Anticipated outcomes Instructional Instructional leadership 4. Areas of Intervention of Areas The Focus Areas of the Policy:Synergy and Complementarity -

• • today: of citizens as students, the which in environment academic an Create life school in ES 15 —Engagement school health approach. concerned, implement a comprehensive and governmentpartners departments different the with collaboration In health approach school ES 14 —Comprehensive networks. social and technologies of use tional instruc the optimizing by environment T environment learning ES 13 —Digital interests. and needs their meet that sified courses andlearning experiences diver toaccess students urban and rural both allow that place in structures Put and learning experiences courses ES 12 —Diversified student. every of needs particular and intelligence of kinds learning, of paces styles, the respect can that ment instruction and flexible class manage differentiated and inclusive Adopt environment ES 11 learning —Inclusive Strategies • • • • • • environment that: learning a from benefit Students Anticipated outcomes ransform the teaching and learning learning and teaching the ransform tastes and fields of interest. of fields and tastes totheir correspond that programs nity scientific, civic,heritage and commu cultural, artistic, sports, in participate school; the of operation the and life school in engaged fully are school. their at making decision in participate and toengage them allows health; overall their of charge totake them allows space;digital Francophone tothe contributing of importance the of aware them makes space; digital the in and community, extended and local their in school, their in citizens, engaged and informed responsible, tobecome and tobe them enables both personal and educational; needs, and interests their meets potential; full to their todevelop and tothrive them allows Stimulating and engaging learning environment - - - -

student can be met. be can student every of needs particular the that so stakeholders education the among collaboration close ensure that partnerships effective structured, Establish and partnerships ES 16 —Collaboration plan. education school’s the in partners community the by participation promotes that structure community a school high and elementary every in up Set ofstructure the school ES 17 —Community • • • which: measuresImplement first educators as ES 16 —Parents Strategies of student. every success educational the tofurther together work and collaborate system education the in partners the All path. educational throughout their educational success their in involved fully are parents children, their of educators first the As Anticipated outcomes success of every student. every of success educational the for together closely to work staff school the and parents the get relationship; school-family the of and role parents’ the of importance the of aware staff school make path; educational children’s their allchildren through their of educators first as role their of aware parents make (continued on page 122) page (continued on Partnerships

121 Educational Success Focus Area 122 Linguistic and Cultural Development Policy

Summary table of the educational success focus area (continued)

Areas of Intervention Quality Instructional Stimulating and engaging teaching leadership learning environment Partnerships Strategies ES 7 — Numeracy At every academic level, adopt instructional practices that allow students to develop solid numeracy skills.

ES 8 — Initial and ongoing training Implement initial and ongoing training programs and support mechanisms that permit all teaching staff to be constantly on the watch for proven instructional practices that meet the needs of the Acadian and Francophone education community. something whichsomething involves theirpersonal, social need to implementwill theirlife/career project, edge and develop and attitudes they the skills dents must have the chance to acquire the knowl passions of each student. More specifically, stu education more based that is on and the needs from offering general,universaleducation to is why look like. This it changemust will future withouttheir future—even what knowing that area. every in tainable, transposable skills of the development to aculture changing of sus edge, Acadian and Francophone schools are now them. From of of knowl transmission a culture constant transformation the world in around prepare better it can students the with to deal education to adjust system has and evolve so that acknowledged that the Acadian and Francophone adaptation. for capacity tional excep awhole and an with izens range of skills and overcominguncertainties, them requires cit overall the world, these challenges causing are of the population or the environmental problems just abouttion that exists everywhere, the aging lives, the precarious our daily economicin situa technologies communication and information of Whether it predominant the increasingly is place surely continue itas will to befor many more. a sea of constant change for many years now, of population, the global been has plunged in Acadian and Francophone society, the rest like skills developing and Awakening passions attention. and deserve importance closer ofare particular and the school-family-community partnership, literacy and numeracy,skills, inclusive education awakeningas passions and the development of elements, the same,student. certain such All potential of learning every the full realizing in related dimensions that play role important an Educational success encompasses many inter Educational SuccessEducational It the role is of school to prepare students for the faceIn of it these realities, must be 4. The Focus Areas of the Policy:Synergy and Complementarity ------and social studies. and social ematics, other but in fieldsincluding also science communicating math results essential in are problem in reading graphicsSkills solving, and depends on large their numeracy in part skills. obviously,And students’ success school in also them to make progress satisfactory school. in bedifficult for it will or writing, ideas in orally see, hear or read, or communicate cannot their understand cannot courses. they If what they of make eachthey constant use these in of their since communication and oral writing skills, ing, demic largely career is dependent on theirread Indeed, students’ success throughout theiraca beneficialimpacts has on learning. skills eracy It generally is that solid recognized having lit numeracy and literacy on Focusing full-fledged as citizens. society in participate fully theirpersonal and working in just, lives, and to them equip to will adjust and to readThese skills problem literacy and innovation. digital solving, collaboration, communication, thinking, creative for the 21st in life century, such and critical as just knowledge; necessary need they the skills eachallow student to acquire much more than theirfuture. well as as become the lead of architects theirown present and tives, what meetthey challenges, start, finish spirit, must that is, enable them to initia take entrepreneurial an of development the promote community. experiences These learning must that foster knowledge of themselves and of their and authentic experiences learning meaningful project, for need students the opportunity also engagement. citizen their make informed choices about their career and issues, can sothey societal and its characteristic more conscious of the world which live they in addition, school must lead students to become In activities. recreational their and work their their physical life, and mental health,and family Finally, experiences learning at school must life/career their implement To successfully ------123 Educational Success Focus Area 124 Linguistic and Cultural Development Policy

Literacy and numeracy are important in the Given these findings, it is not surprising that academic career of all students, but they also the Linguistic and Cultural Development Policy have an impact on the well-being and general and the Department of Education and Early quality of life of all citizens. Childhood Development should continue to Literacy plays a key role in the struggle for ascribe such importance to these two areas for social justice, and promotes fairness, peace, promoting educational success and improving and social, political and economic develop- the chances of success of every students through- ment (MacFarlane & Serafini, 2008). UNESCO out their educational path and all through their even calls it a fundamental human right, which lives. In focusing on literacy and numeracy, the encourages personal empowerment and serves to policy is also contributing to the vitality of the “increase self-esteem, confidence and assertive- Acadian and Francophone community and the ness and helps to build a sense of personal com- entire province of New Brunswick by improv- petence and independence together with bet- ing the quality of life of its citizens over the long ter awareness of one’s rights” (2009, UNESCO term. website). Creating an inclusive Green & Riddell (2007) explain that: learning environment … in any attempt to build a better society, the distribution and generation of literacy is of fun- For years now, New Brunswick has been among damental importance. Literacy is also potentially the world leaders in inclusive education. As important for instrumental reasons. An indi- early as 1999, the Organization for Economic vidual who improves his or her literacy might Cooperation and Development (OECD) took plausibly be expected to have better employment note of the success of the province’s schools in opportunities and command higher earnings, this regard. Numerous efforts have been made leading to a higher level of well-being. From a and many initiatives deployed over the last 20 societal point of view, a more literate workforce may be better positioned to adjust to change and years to ensure that all students receive a quality to adopt new technologies. Thus, improving liter- education, whatever their differences and what- acy for individuals may have spill-over effects on ever their needs. Just recently the Porter-Aucoin the productivity of the economy as a whole. (p. 8) report, Strengthening Inclusion, Strengthening Schools (2012), presented the situation with The National Research and Development respect to inclusive education in New Brunswick Centre for Adult Literacy and Numeracy schools, and proposed possible actions to con- (Carpentieri, Litster & Frumkin, 2009) is in com- tinue improving the work already being done. plete agreement. Persons with good numeracy sklls are paid above the average and make a posi- Among other things, subscribing to the phi- tive contribution to the economy since they gen- losophy of inclusive education means that teach- erally hold stable jobs, unlike persons with fewer ing staff take care to customize the education skills. The same organization goes on to point they offer, provide access to the curricula pre- out that individuals with limited numeracy are scribed by the DEECD, and differentiate their at greater risk of developing health problems and instruction (Paré & Trépanier, 2010). Such prac- suffering from depression, hence the importance tices enable teachers to plan diversified learn- for any society of ensuring that its population is ing situations that meet the particular needs of equipped with solid numeracy skills. each of the students in their classroom (Porter- Aucoin, 2012). social, physicalsocial, and emotional. potential cognitive, area: every in their full ize esteem because have they opportunities to real to “make a society.” They develop excellent self- interact extensively others with andhow learn inclusiveand so on. a truly In school, students clubs kinds, committees, of all cultural cils, of school whether life, it student be sports, coun the entire in other school spheresalso all and in feel that have they aplace the classroom in and inclusive an environmentin learning feel secure, the school (DOE, 2009a). community” Students and positive interactions peers and with others in acompletepation learning, in school experience, motes cohesion, social belonging, active partici “pro education inclusive concept, this of nition beyond the classroom. indicated the defi As in Fête des mathématiques However, inclusive education extends well well extends education inclusive However, . 4. The Focus Areas of the Policy:Synergy and Complementarity - - - - - success and for identity building each student. on their own their dual mission of educational ents, it would be difficult for schoolsdischarge to and contribution of and par the community considerable. are society Without the support projecttional of the Acadian and Francophone opment and for implementation of the educa for and community the students’by family devel The positive benefits of the contributions made partnership Cultivating school-family-community the potential. full to ensure or that each her his student realize can Acadian and Francophone beable schools will that styles and diversecharacteristics learning students have that all recognizing individual on students’ educational success. It onlyby is schools, light of in the huge have it impacts can inclusive environment learning each in of the prioritize than the establishment oferwise an Given these facts, this policy cannot do cannot policy Given oth this these facts, - - - -

Francophone Nord-Est school district 125 Educational Success Focus Area 126 Linguistic and Cultural Development Policy

This observation has been made many times, including in the report of the Commission on Francophone Schools (2009), which states that: Acadian and Francophone schools must reflect their community. In concrete terms, the community must support the schools to make learning meaningful and be a key partner in the

education plan. This in no way factors out the t ic

school’s obligation to form citizens aware of the tr

bigger picture—the national and international dis

Francophone community (la Francophonie) in oo l sch

particular—or the socioeconomic and environ- d

mental issues of the early twenty-first century. Su

But schools must also avoid being isolated and o ne disconnected from the local community develop- o ph anc

ment plan. (p. 24) Fr There is no doubt that opening up to and initi- Place aux compétences program, ating real collaboration with the community will training and work component. make Acadian and Francophone schools even stronger. It is vital for the survival and renewal While community and school play a deter- of Acadian and Francophone society to set up mining role in the students’ educational suc- a constructive dialogue and create real synergy cess, it definitely must not be forgotten that the between these two important pillars. If educa- parents are the first educators of their children. tion is a collective priority and a societal project, Therefore the school system must support the it naturally follows that all stakeholders must be parents by including them in their children’s active contributors to it. In allowing commu- learning process throughout their educational nity members to engage more and participate path. Parents also need to be given the tools and much more closely in the school’s educational resources required to be able in turn to support mission, learning is made more meaningful for their children, whether they are Francophone, the students and their feeling of attachment to non-Francophone, or newcomers. the community is nourished. Quality teaching Quality intervention: of Area PossibleStrategies and Actions considers: that instruction quality Teachers provide passions. on based ject theirfields interestof andtheir their studies and toin choose alife/career pro to succeedStudents have skills the necessary outcomes: Anticipated potential. full their life/career project and develop to their students forpractical, necessary to all achieve and knowledge,the skills both theoretical and students live.for allows It acquisition also of which the in setting minority the linguistic proven approaches instructional that consider Francophone education It on system. based is ofof excellence aculture the Acadian and in for essential teaching is developmentQuality of the unique characteristics education • of the importance a language as • literacy and numeracysubject; every in • for the 21st in necessary life the skills • the diversity of the school clientele; • in aFrancophonein setting. minority tool; communication century;

4. The Focus Areas of the Policy:Synergy and Complementarity - ES 4 —Literacy ES 4 process building. and knowledge that allowto manage their students own learning and assessment Adopt instructional practices ES 3 — Knowledge building creative thinking. and critical their to develop that students practices enable Adopt instructional thinking creative and 2—Critical ES • • by creating conditions that allowto: students T developingand skills —AwakeningES 1 passions Acadian and Francophone education community. of the the needs that practices meet instructional be to constantlystaff watchon the proven for mechanisms all that teaching permit and support initialImplement training and ongoing programs training ongoing and 8—Initial ES skills. numeracy thatpractices allowto develop students solid At academic level, every adopt instructional 7—Numeracy ES a positive relationship with the language. that in acontext promotes and written, oral both of use the in effective Frenchstudents language, Equip of the teaching allto staff guide members language the with relationship a positive and proficiency —French-language ES 6 or no French. children for little speak who services upgrading and language Provide francization quality —Francization ES 5 skills. to develop literacy solid that allow students practices instructional level, academic at every Incorporate in all subects, ransform the teaching and learning environment environment learning and teaching the ransform project in a complexproject and changing world. their for life/careerdevelop the skills necessary discover new passions and newof fields interest;

127 Educational Success Focus Area 128 Linguistic and Cultural Development Policy

STRATEGY ES 1: Students need to acquire the tools that will be Awakening passions necessary to live in a society that is constantly and developing skills evolving. The school’s role in this regard is therefore to put the conditions in place that will allow Transform the teaching and learning students to receive an education that is based environment by creating conditions that allow on their life/career project. All the school staff, students to: the parents and the community support the stu- • discover new passions and new fields dents and offer them a variety of opportunities of interest; to explore, experiment, discover, question and • develop the skills necessary for their life/ career project in a complex and changing decide—in short, to be actively engaged in what world. they learn and in their overall development. The introduction of a variety of inclusive academic paths, a wider range of course options, and the Here as elsewhere, young people and adults guidance-oriented approach to learning are some live in a world of accelerated change caused by of the ways that schools can take into consid- the new social, cultural, economic, environmen- eration the best interest and the strengths and tal and technological realities around us. More needs of each student. This approach is leading specifically, the labour market is being affected the school system to change its orientation from by some major trends, such as the unstable eco- a general, universal education to an education nomic situation, the aging population, technolog- that is based more on the students’ needs and ical innovations in the workplace, the ever-higher areas of interest, one that allows them to dis- level of skills demanded for new jobs, and the lack cover their passions, build their identity, shape of a qualified workforce to fill those jobs. To be their plans for the future, and develop the skills equipped to deal with all these changes, students required for the various transitions they will face must be able to acquire the knowledge, skills and in their personal and working lives. attitudes necessary to carry through with their life/career project and their civic engagement, so as to advance their personal and vocational Possible actions ES 1 development. • Promote groupings that respect the students’ To better support young people and their life/ pace and style of learning and takes their career project, the education system sees value achievements into consideration. in a culture of the guidance-oriented school, in • Give preference to learning sequences that are based on interdisciplinarity. which all students have opportunities through- • Provide students with meaningful opportunities out their time in school for experiences that help to engage in different activities that involve them to know themselves better and discover interacting with others in different fields, their passions and areas of interest. These experi- in school and in the community. ences serve to shape their entrepreneurial spirit, • Implement strategies to inform students, that is, they lead them to take initiatives, meet school staff and the community of the various challenges, finish what they start, develop abili- possibilities of life in French in the working world and in the community. ties to co-exist with others, and become actively • Implement strategies that give students, engaged citizens of the world. teachers and the community a positive perception of their individual and collective capabilities for educational success. own present, theirfuture. well as as students to become the lead of architects their on acommon objective: and coaching guiding ageneral through focus meaning ontakes its full ofale the school-family-community partnership career project. To the ration these goals, attain constructing meaning, and achieving their life/ potential,fields interest,full of their achieving students awakening in all port their passions and engaging experiencesof meaningful, that sup on schoolsbased life, offer real can a multitude strategies that relevant, are differentiatedand interdisciplinarity and creating instructional promoting By objectives. learning explicit as to support the development of skills sustainable soas tinue toteaching and learning transform knowledge-based society. contributing in, living to and prospering our in consideredand wellness all are indispensable for development life/career citizenship, global and affirmation identity spirit, entrepreneurial and laboration, literacy, digital creativity, innovation col communication, written and oral solving, problemto change, and creative critical thinking, to adapt such ability as skills Multidisciplinary routeless decide they of the particular to take. meet the challenges of the 21st century, regard toare they if to demonstrate key skills certain of emphasizeCanada that young have people will and the Conferencefor 21st Skills Board Century tions. For example, the OECD, the Partnership consensus among many international organiza from early avery ageable now is skills apoint of Given perspective, schools this must con sustain developing of importance crucial The 4. The Focus Areas of the Policy:Synergy and Complementarity ------effectivelyin society. to essential thus beable is to function thinking homophobia,sexism, etc.). Critical and creative (e.g. racism, concepts mistaken and prejudices ofing the world around them coloured are by their perception arena if social and understand difficult for them to be effectively engaged inthe more,academically is disadvantaged. What it is classroomduring debates,themselves oftenfind on topical, scientific historical, or other subjects then react to them, or unable to aposition take make a judgment read onthey the texts to so as mation when doing assignments, their unable to unableare the infor relevance to assess of certain their educational success. students fact, In who challenges, bothinterpersonal of terms and in ments often lack can objectivity, creating certain them or from guidance the school, these judg not. or led tojudgments, make critical either consciously these realities constantly, with deal andthus are scientific or beliefs, moral young people have to religious, or opinions political interests, ferent fromWhethervaluestheirs. that differ dif it be confronted opinions with and basis on adaily society, pluralistic increasingly up an are they in nature. Furthermore,social growing are they as a or personal a of complex, or simple whether effectivelyin order informedmaketo decisions, of information have they to to learn navigate students aremore ever to exposedthan a sea theirlives, Acadian in and Francophonemedia Critical creative and thinking STRATEGY 2: ES Without supervision from the adults around Because of the preponderant place of the thinking. creative and tocritical develop their students that enable practices Adopt instructional - - - - 129 Educational Success Focus Area 130 Linguistic and Cultural Development Policy

appreciation and creation of literary or artis- Possible actions ES 2 tic works, analysis and resolution of problems • Incorporate in all curricula, regardless of in mathematics and in the trades, or simply in the subject, learning content and instructional physical education and personal and social devel- avenues that promote the development of critical and creative thinking. opment courses, in the choices a person makes • Develop support tools and resources relating concerning all the facets of his or her well-being. to critical and creative thinking for the teaching In this sense, critical thinking and creative think- staff. ing are crosscutting skills, since they need to be • review initial and ongoing training to make developed in every academic field. more room for critical and creative thinking. UNESCO (2007) considers critical thinking to • Develop support documentation relating to critical and creative thinking for parents. be necessary to the life, appropriation of freedom, • Make the community aware of the importance and exercise of citizenship of every individual. of including youth in debates about current It is defined as the art of analyzing and assess- issues in society. ing thinking in order to improve on it (Paul & • Encourage the establishment of an institute Elder, 2008). In other words, students who dem- on critical thinking (such as the Foundation onstrate critical thinking learn to think, decide, for Critical Thinking). and adopt a point of view with a minimum of • Suggest texts (such as novels), particularly prejudice. Creative thinking, on the other hand, in language courses, which are more engaged and which present issues that invite reflection employs multiple initiatives to generate new on the human condition. ideas and possibilities. It often calls recognized • Propose learning activities (e.g. writing opinion principles into question (Manitoba Department pieces, debates, creation of “engaged” works of Education, Citizenship and Youth, 2007). In of art, etc.) that allow students to take positions addition, creative thinking harmonizes intuition on various subjects. and logic. It leads students to define the elements • See that students have access to newspapers of a situation, imagine different scenarios, and and news magazines at school. explore, express and carry out their ideas in different ways (Ministère de l’Éducation du Québec, 2006). In summary, when students make use of critical and creative thinking, they are able to It is essential for the education system and the assess the issues, consider the facts, evaluate their Acadian and Francophone community to ensure accuracy, and put them into perspective so as to that students acquire skills that allow them not adjust their position and propose solutions. only to make a judgment with a minimum of prejudice or preconceived ideas about various While it is imperative that students be brought situations, but also to propose solutions that are to develop critical and creative thinking, teachers relevant, effective and respectful of all parties also need to be provided with the appropriate involved in the course of remedying situations tools for discharging this important task they they view as problematic. For this to happen, are assigned. Initial and ongoing training must the instructional practices used in class, at all of course address critical and creative thinking as levels and in all subjects, have to require stu- a “learning object”, but it must above all promote dents to demonstrate critical and creative think- the development of this sort of thinking in cur- ing. Critical thinking and creative thinking are rent and future teachers as part of every initial reinforced in particular in fields that naturally training course or on professional development call for informed positions to be taken. The sci- days. Furthermore it must provide up-to-date ences and social studies are examples, but so are resources, suggesting possibilities for action and French, language courses, or the arts with their reflection to teachers. and to open up to the world. Francophone continue to will evolve community bying and for themselves that the Acadian and students who capable are by training of think environmental issues, for example. For it only is sions ofor on their community on the future exercise by including youth different in discus fortance any individual, and of their summoning which of are the utmost impor these skills, ing be made awarepillars of the necessity of develop that reasonFor these two it fundamental is this thinking. creative and critical of development play must arole also munity young in people’s parents school and the com walls, only within Finally, since education does not place take 4. The Focus Areas of the Policy:Synergy and Complementarity - - - - - ating, creating). taxonomy (e.g. evalu understanding, analyzing, described Bloom’s in skills the superior thinking and assessment situations that generally require vest these strategies authentic through learning to help necessary gies. It students also is rein a range of cognitive and metacognitive strate of for strategicassistance instruction, example, knowledge, to but appropriate, also the with among to on build other theirprevious things, need a school environment them, that allows acontinual,in gradual To fashion. they do this, learners have to actively theirknowledge build different in learn subjects. connectionsof betweenwhat establishing they students to becapable depth in and of learning Another theirown learning. objectivein for is oration and to become responsible stakeholders knowledge peer through interaction and collab approaches that students allow to their build clearlyricula indicates that teachers must select for years. Thetheoreticalframework cur all for Development been thething same has saying Department of Education and Early Childhood (p. 78).students’ disposal” The New Brunswick knowledge placed are trigger this at building the the elements which all in likely to facilitate and mandate to [Translation] “create environment an 1992, early as TardifAs that said teachers have a recent research years in on cognitive psychology. knowledgein times beenmany confirmed has process their their learning building in and in building Knowledge STRATEGY 3: ES According to the cognitive notion of learning, The central placethat students must hold ing process building. and knowledge own learn their to manage that allow students practices assessment and instructional Adopt ------131 Educational Success Focus Area 132 Linguistic and Cultural Development Policy

If the aim is to make students capable of man- Possible actions ES 3 aging their own learning process, it is important • Give abundant attention to strategic and to adopt assessment practices that will not leave explicit instruction of various cognitive and them passive while being assessed. They should metacognitive strategies that allow students to better manage the ways they learn therefore have the opportunity to self-assess on a and understand. regular basis, as this allows them to take a criti- • Facilitate learning transfer by means cal, constructive look at their own processes and of interdisciplinary projects. the strategies they have used to carry out the • utilize a wide range of instructional approaches various tasks required. Furthermore, the assess- to take into account students’ different learning ment practices adopted by teachers should be styles and different forms of intelligence. consistent with regular teaching practices, and • Make more room for reciprocal education. the feedback given to students in the wake of • Propose meaningful projects to the students. these assessments should be prompt and specific, • Present early learning subjects in elementary as indicated in the provincial student assessment school using an interdisciplinary teaching policy (DEECD, 2013). approach. • Step up efforts to develop literacy and numeracy The idea of making students active partici- in elementary and high school. pants in their learning is certainly not new. • Adopt assessment practices in the service However teachers need ongoing training and of learning (assessments for learning, not support to ensure that all the principles of this of learning). philosophy are applied in all classrooms. • Encourage students to set their own learning targets after engaging in self-assessment. • Set up training and coaching mechanisms for teaching staff who need to master proven instructional and assessment practices that foster knowledge building (e.g. strategic instruction, assessment for learning, etc.). • refer to the CMEC kit on reading and writing strategies during training and at school staff meetings. • Develop capsules for teachers on proven instructional practices (e.g. strategic instruction). • refer to the provincial student assessment policy during training and at school staff meetings. t ic tr dis oo l t sch t s -E Nor d o ne o ph anc Fr Statistics Canada has reported has Statistics Canada (2010): and long the years spend past they school. in As their goals—in short, to succeed area, every in potential and achieve their full to realize uals individ allows communication oral and writing of Acquisition life. reading, ity in of solid skills students on well as of theirgeneral as all qual municate, whether or writing. in orally respect to their abilities to understand and com such,as but because challenged are they with not because challenged are they by the discipline given specific to a discipline, learning essential ers provide, students may not get the benefit of Without the contributionskills. teach that all the developmenting of their students’ literacy role andessential critical play they advanc in a way literacy teachers: must they be aware of the ers, whatever the subject and level taught, in are and to help teach that them sense, In all learn. communicate and interact theirstudents, with and level language to and written taught, oral use teachers,cle All of whatever learning. the subject the engine language and vehi is and written oral 2012a).(DEECD, communicate and interact effectivelyin society messages,various or order written in oral, to and situations various in found information of interpret,stand, evaluate use and make advised society,under to theas defined literacyability is More specifically,knowledge-basedskills. in a municate and to employ orally superior thinking encompasses it to also meaning: com the ability school, in amuch literacy has skills broadertain fortial the development and acquisition of cer abilities reading essen are and writing While does not amount to simply reading and writing. the world It a citizen. as andparticipate it in fully Literacy STRATEGY 4: ES Literacy has an impactLiteracy on an the academic has path because learning, Literacy of the basis all is Literacy order essential in is to understand skills. literacy to develop solid that allow students practices level, instructional academic at every allsubjects, in Incorporate 4. The Focus Areas of the Policy:Synergy and Complementarity ------o • • actions Possible o • • • • • • • • • didactics courses. didactics the particularly courses, training initial the in each of Include acomponent literacy on training in all subjects. all in training their reading and writing skills. writing and reading their faire lire Acadie students in to developing support programssuchof community as CLEF and Lire et the developmentSupport and implementation situations. and communication formal knowledge building read and write, in informal knowledge In each to course, speak, create opportunities atstrategies teachers’at meetings schools. on oral communication and reading and writing Make reference to and/or use of the CMEC kit principals teaching or staff. instrategies trainingfor courses offered on oral communication and reading and writing Make reference to and/or use of the CMEC kit in all courses. of literacy with regard theirto staff the integration support toolsDevelop that allow principals to better to share and discover practices. literacy best up collaborationSet sites that allow teachers practices. literacy to best the community adopt toolsDevelop that allow and parents teachers, courses. their in practices literacy incorporate best to better resources and in curricula that allow teachers Include instructional avenues in teaching with support. that so they tooprovide can students literacy want who to about more learn members ffer both principals ffer and teachers literacy ffer training for parents and community and community parents for training ffer ES 4 ES 133 Educational Success Focus Area 134 Linguistic and Cultural Development Policy t ic tr dis oo l t sch t es u O - Nor d o ne o ph anc Fr

Students leaving secondary education without leading role in literacy, which is why the school a strong foundation may experience difficulty must work closely with them so that everyone’s accessing the postsecondary education system efforts can be productive. The community pro- and the labour market, and they may benefit less grams and school programs that have been set when learning opportunities are presented later in life. Without the tools needed to be effective up to promote the acquisiton of literacy skills by learners throughout their lives, these individu- elementary students must remain in place, but als with limited skills risk economic and social as suggested in the report of the Commission marginalization. on Francophone Schools (2009), this initiative should now “be broadened to meet the needs of Faced with these realities, it is imperative that students of all ages in all grades” (p. 36). efforts be constantly deployed to keep literacy a priority for the Acadian and Francophone education system and for the entire population of New Brunswick. It is of course necessary to continue to train all teaching staff so that every teacher is better able to support students through instructional practices proven to be effective for literacy, but it is also important to ensure that parents and all community partners are equipped so that they too are able to guide Acadian and Francophone students toward the acquisition of solid literacy skills that will be useful all their life. Parents and the community can and must play a isters of language, including normative French, ofimportance reg exposing tochildren various ents made are and the community aware of the reasonFor to it important ensure that is par this different significantly from that used at home. by whereis used the school ting the dialect staff adjustment whenthemselves find they in aset school, these children go aperiod through of Frencha vernacular (e.g. chiac and some to have children been mainly exposed morethe school is normative like setting French Since their learning. gress in the languagein used repertoireguistic to be able to make effective pro need they that to is, theirlin expand upgrading, butfrancization services, do they need language ties. Thesemay children notrequire necessarily oftheir French, language abili affects and this ous contact and literacy the written aspects with at arrive children school without much previ parents newcomers are who do not French. speak parents rights-holders are and for whose children ofare course intended bothfor whose children services Francization French. in proficient not are who children to all francization service quality related asecond to learning language to deliver knowledge have theteaching staff necessary ronment. It therefore is to essential ensure that to effectively learn in a French-speaking envi school insufficient knowledge with of French Many of children rights-holder parents start in schools.francization to services offer quality V 1, page strategy 50)the Vitality and the need lies of their right education to an French in (see the need tolar: informexogamous better fami issues. Thetwoissues in particu targetsreport tem to pay attention special to exogamy-related the Acadian and Francophone education sys Schools (2009) mentions how it important for is Francization STRATEGY 5: ES In addition,In it often happens that Francophone Francophone on Commission the of report The French. no or little speak who students for services upgrading language and francization Provide quality ) before entering 4. The Focus Areas of the Policy:Synergy and Complementarity ------pre-schoolers and theirparents. hood, so it would advisable to focus efforts on right from francization early services ing child educational success, it best to consider is offer children’s the and communities Francophone the interest of the Acadian and of the vitality focus area).of the Early Childhood in fact, In guage before school (see start they section 1.2 to to beexposed the French and learn nity lan itimportant for is to children have the opportu mended. Then again, we aboutoften hear how teacher interaction, whatever the model recom tion of student- of of the importance the quality that should be adopted at school, there no is ques the best francization model certainty total with develop knowledge. theirlinguistic students able are and to enrich theirvocabulary out and tospeaking peer interaction, sothat all word-rich, reassuring, that is and conducive to established climate is and that see alearning must employ multiple instructional strategies right from their earliest years. The teaching staff o • • • • • • • actions Possible • • While the research yet has toWhile demonstrate Ensure stability of staff working in francization. in working of staff Ensure stability in francization and language upgrading. Collaborate the advancement on of research student. of every the needs that meets instruction Introduce and differentiated francization normative French, right from early childhood. various registers of language, including the children of exposing to the importance Make aware and the community parents of staff. school and parents Establish ongoing communication between services. and francization literacy Make sure that all families have access to family language upgrading atlanguage the provincial upgrading level. and in principles francization didactic Develop and early childhood services. Ensure coordination academic services between teaching for upgrading staff. ffer training in francization and language language and francization in training ffer ES 5 ES ------135 Educational Success Focus Area 136 Linguistic and Cultural Development Policy

That being said, children who in spite of eve- STRATEGY ES 6: rything still need francization service when they French-language proficiency and a positive enter school must receive quality services that relationship with the language facilitate both social integration and learning, and this requires appropriate teacher training. Equip all members of the teaching staff to guide Francization, learning support and home room students in effective use of the French language, teachers have to clearly understand and adopt the both oral and written, in a context that promotes a positive relationship with the language. instructional practices that allow for acquisition of the French language, but they also need a good grasp of the differences between the language Teaching in French in a minority setting used in social contexts and the language used requires teachers to have a special kind of exper- in the school context, because it is by developing tise that enables them to develop their students’ the vocabulary used in the school context that proficiency in French and to instill in them a students will best be able to learn. In addition, the positive relationship with the language. training provided to the teaching staff involved has to cover many other elements, such as the There is no question that one role of Acadian reception of students not fluent in French, the and Francophone schools is to guide students building of partnerships with parents—includ- toward becoming proficient users of the French ing non-Francophone parents—and the instruc- language: this is attested by the curricula require- tional practices to be recommended. The train- ments and the various linguistic and cultural pol- ing must also address the use of monitoring tools icies in the school districts. However, it should be that will allow teachers to check the students’ realized that language skills have to be acquired language skills regularly. And it is important for in a manner that does not feed the sense of lin- teachers to know how to create a stimulating, guistic insecurity from which many students suf- reassuring atmosphere that will permit the stu- fer. Many students have the feeling or impression dents to take risks in this new language they are that their language skills are inferior to those of learning. Finally, it is necessary to take account other Francophones, and the result is a drop in of the anglicization aspect often found in settings their self-esteem. This sense of linguistic inse- where there are more students requiring franci- curity can be detrimental to the development zation services than students already proficient of their language, culture and identity, thereby in French. affecting their educational success. We must also be aware of the fact that some teachers may themselves suffer from linguistic insecurity, and feel the need to refine their language skills so they can provide better support to their students. The need to master the French language and develop a positive relationship with it is not confined to the students: the teaching staff might also benefit from some form of coaching in this area. and pride the language and culture. in toing help develop the feeling of attachment to abilities of theirstudents, do for noth that will the French-languageof challenging constantly language-related. Teachers have also to bewary that activities are French meaningful through butculture, ways have to befound to showcase to do tothat language disparage is and that thing the last Certainly language and culture. English tensionstity caused by a strong attraction to the iden oftengrappling are with settings minority them” (Cormier, p. 12). 2005, Youth who live in to radiate their want culture around and will assimilation moreconfers withstand easily will their language and feel proud of the identity it them relevant. as [Translation] “People who love desiredthenot because students effects, see will the effortsmade to teachnot havewill theit it likely and important, is that valid language as 2). (p. context should bemotivating, not threatening” and of competencynity theirlanguage. in The give them asenseof attachment to the commu dents should have positive experiences which CormierAs (2006) points out, [Translation] “stu a positive relationship the French with language. developing for appropriate highly often are nity situationsthat learning that involve the commu (p. 13). regard, to it remember important this In is vitality, not of other out languages” of mistrust actively favoured the interest in of its usage and does not fear mean of other languages. French is “a positive relationship the French with language (2008b), explains française [Translation]langue the AssociationAs canadienne d’éducation de theirto languagespraise French.by confining and shades, without however other disparaging itssee richness and diversity, of its forms all in French leading language, their students while to practicestional that generate respect for the and equip them to of make use instruc train extremelyis on important the other hand to throughout professional their career. it And bolstercan theirsenseof pride the language in on the one hand, so skills, they own linguistic their developing in support receive teachers If the studentsIf do not come to the see French Given situation, this it imperative is that 4. The Focus Areas of the Policy:Synergy and Complementarity ------lect,”, but rather to get the students to understand to of the “ideology dia of“ideology standard” The objective howeveris not to movefromthe be expressedwithout andopenly finally can fear. speech that have long been asource of shame attitude changes toward it, because words and encourage students their will to adopt positive that teachers who accept language the vernacular chiac) at school. Boudreau and Dubois (2001) say the students’ to legitimize staff vernacular (i.e. to reiteratesary teaching for the importance all French language from it being neces futile, is esteem and to preventthe highlight efforts to o • actions Possible u • • • • • • • • o • • Finally, not so as students’ to harm self- by students. to the language open variationsBe expressed subjects. school all Promote language as alearningin tool research) courses. all in (films, music, correspondence,meaningful occasions to read, write, hearFrench and speak Increase and informal of formal the number in terms of development of their language skills. that isneeds matched specific to students’ and offer instruction Have high expectations success. educational for capabilities perception of their individual and collective apositiveteachers and the community that give students, strategies Implement with the language. thatpractices foster apositive relationship that allow teaching to master staff instructional toolsDevelop make or tools use of existing career.their to improve their language skills throughout that strategies Implement will allow teachers with the language. and in developing apositive relationship positive experiences in French. scientific,etc.) that allowstudents to have and take steps to address it. Watch signs for in students of linguistic insecurity vocabulary. to develop se meaningful activities as opportunities as opportunities activities meaningful se rganize community activities (cultural, sports, (cultural,rganize activities community sports, ffer training in instruction in a minority setting setting in a minority ffer training in instruction ES 6 ES - - 137 Educational Success Focus Area 138 Linguistic and Cultural Development Policy

that there is a happy medium. In other words, STRATEGY ES 7: the more standard variety of French (normative Numeracy French) should be presented as a particular linguistic code appropriate to certain communica- At every academic level, adopt instructional tion situations, and not as the only variety that is practices that allow students to develop solid acceptable. In this way, students will understand numeracy skills. that it may be all right to speak popular or vernacular French at certain times, but they also Every day, consciously or not, people utilize have to be able to understand normative French various sorts of knowledge and skills that are and have it at their disposal at other times. closely linked with mathematics. In this world of By taking into account the students’ various constant change in which citizens have to solve language experiences, building on their achieve- increasingly complex problems, whether per- ments and having high expectations, teachers sonal, economic, social or environmental, math- will have a much greater chance of ultimately ematics plays an increasingly predominant role, seeing their students develop solid language so it goes without saying that the citizens of today skills, and of inspiring them to value and safe- and tomorrow need solid skills in mathemati- guard the French language—in short, of their cal literacy, or numeracy. It is the responsibility developing a positive relationship with the lan- of the Acadian and Francophone education sys- guage. However, developing that relationship tem to ensure that all students acquire numeracy will be much easier if the parents and the entire skills that enable them to live as engaged citizens Acadian and Francophone community are work- of their community and the world. Having strong ing with the school toward that end. numeracy skills allows one to better understand the world, to be more actively involved in society, and to substantially improve one’s future pros- pects (Expert Panel on Student Success, 2004). In light of these facts, special importance should be placed on numeracy throughout the students’ time in school, to ensure they have a better understanding of the vital role played by mathematics in their daily lives and for their future. According to Leading Math Success: Mathematical Literacy, Grades 7-12, Report of the Expert Panel on Student Success (2004), mathematical literacy is defined as all of the essential competencies in mathematical concepts and related skills that enable a person to function in society, that is, to effectively process and manage life situations, solve real-life problems and communicate solutions.Students therefore need access to various strategies for managing and understanding situations which call for cal- culations and estimates, while identifying trends that can predict outcomes or events in a variety of contexts. Students also need to develop certain important skills, such as the ability to identify and make connections between mathematics and effectively can so they helptheir students see on the one and coachtial, hand, teachers to train mathematics lives. Hence daily their in it essen is then the see contribution will they and power of have to develop as the opportunity these skills, real-life situations thatmeaningful, students will nature of the problem question. in It through is of othergrowth depending disciplines, on the that mathematicsrealize contribute can to the imperativeis that students and teachers alike problemsare to besolved any it discipline, in role the acquisition in of numeracy. Where there obtained. solutions and to make informed decisions light of in the effectively, supporting with solidarguments,it need to beable to communicate theirreasoning situations. from various drawn Lastly, students and to manage and process relevant information interpret information to which have they access, and solve complex problems, to understand and o • • • o • actions Possible • • • All of the school’sAll vital play teaching staff a the other subjects. other the to present ways with of integrating numeracy Make use of teacher training opportunities the teaching staff. tools to support with numeracy-related Provide principals and school administrators than mathematics. than other with subjects to incorporate numeracy resources and curricula that allow teachers Include instructional methodesin teaching in initial courses. training numeracy didactics on Incorporate, as much as possible, acomponent of interest, passions and life/career choices. in mathematics, oriented toward their fields (e.g. P resources by the DEECD recommended Follow the upuse on regularly of numeracy resource teachers. and high school teachers elementary and for ffer all high school students a variety of paths of variety a students ffer all school high for all elementary ffer training in numeracy R IME kits)with allIME students. working for ES 7 ES 4. The Focus Areas of the Policy:Synergy and Complementarity - sustainable and transferable. and sustainable much make theirlearning morewill meaningful, present students more with authentic that tasks and to opt instead for situations learning that on the acquisition mainly based of knowledge, come to from depart more education traditional mathematics elsewhere. courses as Thetime has up in effortspractices, to instructional advance the other and on disciplines, the other, to keep 139 Educational Success Focus Area 140 Linguistic and Cultural Development Policy

STRATEGY ES 8: The school districts, the Association des Initial and ongoing training enseignants et enseignantes francophones du Nouveau-Brunswick (AEFNB) and the New Implement initial and ongoing training Brunswick Department of Education and Early programs and support mechanisms that permit Childhood Development (DEECD) have a big all teaching staff to be constantly on the watch role to play in the ongoing training of teachers for proven instructional practices that meet the needs of the Acadian and Francophone and principals, but they are not the only parties education community. responsible. Teaching staff and school principals are also responsible for their own ongoing training, according to their needs and fields of inter- If the students are the heart of the Acadian est, by taking part in various seminars, forums and Francophone education system, the teaching and institutes, or through regular perusal of edu- staff are in a way its engine. It is impossible to cational literature. To build collective capacity, it imagine any improvement to the quality of edu- would also be desirable to see more collaboration cation without the contribution of the teachers. on various education research projects between The report of the Commission on Francophone teachers and the province’s post-secondary insti- Schools (2009) states: tutions such as the Université de Moncton. The Teachers play a crucial role in the overall success school districts, the AEFNB and the Department of the education system. They constitute the raw of Education and Early Childhood Development material, if you will, or the most basic resource should provide teachers with support in this of our education system. (p. 53) regard. There is no question that the Acadian and Francophone community and all of the educa- Possible actions ES 8 tion partners are focused on developing a culture of excellence in the Acadian and Francophone • Considering existing professional profiles (e.g. profile of the faculty of education), develop education system. Obviously, this culture of performance evaluation tools that are linked to excellence cannot exist and grow without initial the requirements of the mandate of the Acadian training that is of very high quality, at the cut- and Francophone education system. ting edge of research in such fields as minority • review the initial training programs in light education, assessment, literacy, numeracy and of this professional profile. inclusive education. These fields naturally have • Set up welcoming, mentoring and integration to be addressed as well in ongoing training. programs for teaching staff and school principals. • Develop a culture of professional development To be truly effective, we now know that this and ongoing training by: training must also be combined with some form developing a comprehensive ongoing of continuous coaching, whether of teaching training strategy, in partnership with the graduates just coming into the profession or of entities concerned; experienced teachers or administrators. Without developing mentoring programs for teaching this coaching, it is more difficult for the teaching staff and school principals; staff and school principals to apply the knowl- establishing and continuously improving professional learning communities; edge learned during initial training or ad hoc providing hands-on instructional support training (professional development). Hence there for teachers. is good reason to implement a variety of support • Encourage the teaching staff to play an active mechanisms to ensure the transfer of knowledge role in their own professional development, and expertise in the schools and the classrooms. at times individually and on their own. professionals should cooperate these on building ners working on the development of education of the part acquisition All of the desired skills. toward and ongoing ier to initial plan training more, the professionalmake it eas profileswill dual mission of the education is What system. andthedischarge to principals the teaching staff the capacity build of then indirectly which will and to determine methods of self-improvement, and challengesstrengths of each professional beeasierclearly the to stated identify and it will key stakeholders. Thatway, be will expectations performance evaluation tools for each of these to develop or update professional profilesand and school generally order administrators in knowledge and attitudes sought teaching staff in N.B. François-Xavier-Daigle Allardville, school, project, School-community It is also necessary to identify the skills, tothe skills, identify necessary It also is 4. The Focus Areas of the Policy:Synergy and Complementarity - - AEFNB. employees, leaders district and members of the members of post-secondary DEECD institutions, include should Partners profiles. professional

Francophone Nord-Est school district 141 Educational Success Focus Area 142 Linguistic and Cultural Development Policy

STRATEGY ES 9: Area of intervention: Instructional leadership of principals Instructional leadership Implement support measures and mechanisms that allow school principals to fully play their The people who hold positions of responsibil- role as instructional leaders in a minority setting ity at the various levels of the education system within their school and school district. (school, district, department) are called upon to demonstrate instructional leadership. They must be on the lookout for proven practices, The development of the new organizational and have the necessary skills to provide effec- model for school districts in 2012 has given rise tive guidance to those they come in contact to major changes in the mode of operation within with in the course of their work, as well as to the districts. The school is the cornerstone of help them become leaders in turn within their the education system, so the entire structure own school or organization. Instructional around it has to provide it with support. That is leaders must also see that a culture of coop- why, instead of favouring a management style in eration is developed within schools, districts, which decisions are made and transmitted “from the department and the community, with the the top down,” the new organizational model goal of fulfilling the dual educational and iden- instead favours a hierarchical management style tity mission of the Acadian and Francophone whereby key stakeholders at different levels are education system. more involved in the decision-making process for education planning. Anticipated outcomes: The roles and responsibilities of school prin- School principals are equipped to fully play cipals have therefore changed substantially, since their role as instructional leaders in a minority they are now required to exercise their instruc- setting, conveyors of culture and mobilizers, tional leadership in even more obvious fashion. so as to create a climate conducive to qual- The emphasis is no longer solely on administra- ity learning and the full development of every tive tasks, as was often the case in the past, but student. on the learning and identity path of the students. Among other things, this means that the princi- All levels of action and decision making have pals’ priority must be to ensure at all times that access to effective collaborative practices. all students are receiving quality instruction, and that requires constant and effective staff support. However the principals cannot work in isolation: ES 9 — Instructional leadership of principals they need to establish a climate of collaboration Implement support measures and mechanisms in their school and encourage the leadership of that allow school principals to fully play their role as instructional leaders in a minority setting within every staff member if they want to see improve- their school and school district. ments to learning. ES 10 — Culture of collaboration Consolidate collaborative practices designed to improve learning at every level of intervention and decision making. als, etc. als, of materi guidance types various programs, ing supervisory meetings, ongoing training, mentor properly. supporttakevarious forms: This can out tasks these important toand guidance carry support need principals school model, tional sibilities assigned are they under the organiza leadership Because of qualities. the new respon them to beheaded by persons exceptional with spaces for democratic requires citizenship; this and community, vitality and behubs of cultural mustthey target excellence, beopen to the of Acadianexpected and Francophone schools: and citizenship education.ing are Many things their school conducive identity build to learning, principalsplayting, adecisive role making in • o • • • • • • • • actions Possible It is clear that in a linguistic minority set minority It alinguistic clear that in is deliver ongoing training for principals. the DEECD and AEEFNB to in order develop and amechanismDevelop collaboration for between and to practices. share best tional leader in a linguistic setting minority common understanding of the role of instruc principals to in order promote a between and a mentoring program for new principals. acoachingDevelop all for principals program and informal formal exchange.for haveMake sure that principals opportunities and the DEECD. districts principals, school collaboration and communication among Put mechanisms in place that promote conveyorof culture. of that allowplay their principals role to better toolsDevelop (or make ones) use of existing focus on students’ educational success. that to tasks are as so reduced to give priority thatSee the administrative of principals tasks profile. with the principals’ competency principal certification and ongoing training Coordinate education, graduate university as instructional leaders. principals that incorporates their new role profilefor aprovincialDevelop competency rganize regular face-to-face or virtual meetings meetings virtual or rganize regular face-to-face ES 9 ES 4. - The Focus Areas of the Policy:Synergy and Complementarity ------information made is accessible. easily important must ensure thatschool this districts Therefore settings. minority the andtheDEECD cation impact in system, that have aparticular edu French the for Policy Development Cultural of policies, the various notably and the Linguistic school. addition, In must they have agood grasp them to tailor their sothat can they settings, ity and to proven instructional practices in minor to attentive bevery to the most recent research principals foressential It also all is setting. ity roleminor special of the alinguistic principal in education the It system. to essential highlight is new of realities the Acadian and Francophone for principal certification shouldalso reflect the school and the courses required administration laboration and exchange among principals. communities—that for col allow can regular place—such in nisms the professional as learning It therefore is district. to put necessary mecha their school, theirschool and their community leaders them to instructional bebetter within enablenew knowledge will and these new skills plex problems This that facebasis. they on adaily and findsolutionsthe to sometimes comvery to broaden new theirhorizons, ideas assimilate ince, and even the country the world, order in the prov their district, in their counterparts fortunities collaboration and exchange with The courses offered master’sfor the in degree School have must administrators also oppor ------143 Educational Success Focus Area 144 Linguistic and Cultural Development Policy

STRATEGY ES 10: Similarly, it might be worthwhile to further Culture of cooperation solicit the Department of Education and Early Childhood Development, post-secondary insti- Consolidate collaborative practices designed tutions and the various community and govern- to improve learning at every level of mental organizations with an education affilia- intervention and decision making. tion, when possible, to join with the schools and districts to consider the best ways of improving The students are at the heart of the Acadian the learning process for every student. Developing and Francophone education system. The organ- closer working relations between school, district, izational structure and all the decisions made department and community cannot help but fos- should contribute first and foremost to improv- ter the vitality of the Acadian and Francophone ing the students’ learning at school. It is often education system. said that the best decisions are the ones made in collaboration. And indeed, the gains in terms of student learning are undeniable when the Possible actions ES 10 strengths of a number of individuals are turned • Schedule meeting and collaboration time to advantage. Hence it is natural to endorse a for teachers, including principals, in the school form of shared leadership so that all key stake- calendar. holders in the education system can contribute • Ensure that principals and management staff in the school districts and DEECD adopt a shared to the improvement of learning. leadership style that encourages commitment There are certainly many benefits to collabo- by the various stakeholders to the improvement ration within the education community, particu- of student performance. larly in the schools. A good deal of literature21 • Communicate the expectations and vision for education to all stakeholders in the Acadian published over the last two decades reminds and Francophone education system. teachers and school administrators that devel- • Clearly define the roles of all stakeholders in oping collaborative practices among education the education system in order to clarify ambigu- professionals makes interventions more effective ous situations which might impede the work and promotes innovative instructional practices, of collaboration. indirectly resulting in substantial improvements • See that the interpersonal skills of all stakehold- in learning. For that reason, the majority of the ers are developed in order to facilitate exchange and establish a climate of confidence. province’s Acadian and Francophone schools • Ensure that stakeholders have access to adopted the professional learning community the tools required for online collaboration. model some time ago. While the spirit of teacher • Facilitate the participation of all stakeholders collaboration is alive and well in the schools, we in school decision making. must continue to work to spread it to other lev- • Cultivate an organizational culture conducive els of action and decision making. For example, to communication between all those who offer principals should have the opportunity to col- school programs and services and all those who laborate among themselves, but they should also receive them. cooperate with the educational staff in the school districts (mentors, learning specialists, executive directors of learning, dirctors of learning support services, etc.).

21. Plauborg, 2008; Dufour, Dufour & Eaker, 2008; Dufour, Dufour, Eaker & Many, 2006; Beaumont, Lavoie & Couture, 2009. successful approachessuccessful or best practices. other with their horizons and become familiar and Francophone education systemto broaden would the key allow stakeholders of the Acadian even the country. Such extended cooperation or province, the outside working professionals networks and social tomedia collaborate with be worthwhile to greater take advantage of the from community, thebe drawn same it might In addition,In always cannot since expertise 4. The Focus Areas of the Policy:Synergy and Complementarity education. be ablestudents to receive will the best possible ongoingan that basis, Acadian and Francophone collaborateers can from and learn each other on capacity, stakehold that all by that is, ensuring Finally, it by is continuing to collective build -

Francophone Nord-Ouest school district 145 Educational Success Focus Area 146 Linguistic and Cultural Development Policy

Area of intervention: ES 11 — Inclusive learning environment Stimulating and engaging Adopt inclusive and differentiated instruction and flexible class management that can respect learning environment the styles, paces of learning, kinds of intelligence and particular needs of every student. A stimulating and engaging learning envi- ES 12 — Diversified courses ronment forms a dynamic whole that brings and learning experiences together all of the educational, human, physi- Put structures in place that allow both rural cal, sociocultural and technological conditions and urban students to access diversified courses that interact to collectively make for educa- and learning experiences that meet their needs and interests. tional success. ES 13 — Digital learning environment Anticipated outcome: Transform the teaching and learning environment by optimizing the instructional use of technologies Students benefit from a learning environment and social networks. that: ES 14 — Comprehensive school health • allows them to thrive and to develop approach to their full potential; In collaboration with the different partners • meets their interests and needs, both and government departments concerned, personal and educational; implement a comprehensive school health approach. • enables them to be and to become responsible, informed and engaged ES 15 — Engagement in school life citiizens, in their school, in their local Create an academic environment in which and extended community, and the students, as citizens of today: in the digital space; • are fully engaged in school life and the operation of the school; • makes them aware of the importance • participate in sports, artistic, cultural, scientific, of contributing to the Francophone civic, heritage and community programs that digital space; correspond to their tastes and fields of interest. • allows them to take charge of their overall health; • allows them to engage and participate in decision making at their school. peers. alongside learn can needs, their learning special or orientation sexual religion, culture, their of environmentan where students, regardless all inclusiveAn environment learning therefore is our, place condition of social origin, and others. such physical as or mental disability, race, col grounds, various on discrimination prohibits Act Rights Human the Newin Brunswick on asystemof proclaimed aright, values,but also inclusive education not is just aphilosophy based follows: as education sive The needs. DOEindividual (2009a) defines inclu theirvarious respecting theirpeers, while with collaboration to in learn them the opportunity learners right from its design stage. It provides cation into takes account the uniqueness of all Inclusive environment learning STRATEGY 11: ES However, itto important acknowledge is that inclusive environment, an In learning edu student. every of needs particular and gence intelli of kinds learning, of paces styles, the respect can that classmanagement flexible and Adopt inclusive and differentiated instruction community […].community (p. 1) school the others and peers in with interactions acompleteing, school experience, positive and learn cohesion, in participation active belonging, ofinterests student, the promotes which social centred beliefs on and of best the values a system on It based is potential. develop or her to full his andconfident so and safe he or learn shecan each student allow that totices feel respected, […] prac of philosophy pedagogical and apairing 4. - , which which , The Focus Areas of the Policy:Synergy and Complementarity - - - - - assessment. and learning instruction, of implementation and design theof planning and during curriculum from needs tion the stage students’ particular design which for into takes considera learning, and assessmenting situations; and universal students when the class in all preparing learn of intelligencepaces and the kinds of learning of tion, whichconsidering consists in and the styles approaches advocated: are differentiatedinstruc spheresdents all in of education, interrelated two u • actions Possible o • • • • • r • • To promote inclusion the successful stu of all report are implemented.report workers students’ in needs. order meet to better Promote close cooperation among all education inclusion. of proficientpedagogy to in a become stakeholders Put in place that strategies allow all school or disabilities. difficulties with learning of enrichment, and students in need students students, including gifted of all students, the needs to meet instruction acultureImplement of differentiated of intelligence. and kinds styles to take into account differentlearning students’ Strengthening Inclusion thatSee the recommendations of the students’ specific needs. meet to in order better partnerships mental andEstablishinterdepart effective structured connection with inclusive education. educe wait times for specialized services. educe wait timesspecialized for tilize a wide range of instructional approaches approaches tilize of instructional range awide ffer school staff training staff and coachingschool ffer in , Strengthening Schools ES 11 ES

- - - - 147 Educational Success Focus Area 148 Linguistic and Cultural Development Policy

It is interesting to note that the Strengthening STRATEGY ES 12: Inclusion, Strengthening Schools report, published Diversified courses in June 2012, shows that responsibility for inclu- and learning experiences sive education lies with all academic stakeholders and cannot be successful unless leadership Put structures in place that allow both rural is assumed at all levels of the education system, and urban students to access diversified courses collaborative structures are clearly defined, and and learning experiences that meet their needs and interests. initial and ongoing training is provided for all workers. The education system is undergoing major transformations so it can provide optimal responses to the needs of all students, instead of requiring them to adapt to just one path of learning. With inclusive education as the basic premise, numerous initiatives are being introduced to meet the academic, socio-emotional and life/ career needs of young people. These projects or programs inevitably draw their strength from collaboration among various academic stakeholders, so as to benefit from the expertise and contribution of each. In an inclusive school, it is important to develop programming that allows for the dif- ferentiation of learning content so as to better respond to students’ needs and fields of interest related to their life/career project, while offering services that support diversity. Programming that offers different academic paths gives students the benefit of sustainable learning that is transferable to their field of post-secondary study, to the working world and to their everyday lives. To create the conditions necessary for educational success and for the achievement of each student’s life/career project, schools take full Jeux de l’Acadie. advantage of their partnerships with the community, so as to propose meaningful and varied learning situations. Community and guidance- oriented projects are based precisely on the rich school-family-community relationship, to enhance and give meaning to the students’ learning experiences by linking curriculum content to real-life contexts. needs and differentneeds paces of learning. therefore accommodate students special with supported by differentiated andcan instruction to grades those in 8and 9, courses are online to students grades in 10 to and increasingly 12, of resources orDirected scheduling conflicts. decline, one lackis rurality, with way of dealing make they availableings to theirstudents: this courses toonline broaden of offer the spectrum fields. various Schools in can profit fromskills cover new passions and acquire knowledge and tostudents dis them the opportunity by giving contributes to the life/career development of and life/careerpersonal, social development. their educational path and contribute to their young people to have experiences that enrich allowing tage partnerships, of while community another is the community way to advan take o • actions Possible • • • Access of elective to courses a variety also Recognition of achievements in and learning learning assessment. learning prior for aprogram andDevelop implement the skills that are essential work. for on focusing abilities, and skills sustainable that the use of target Encourage projects courses. e.g. optional online courses, itinerant courses, the challenges schools, rural facing meet that up innovative,can Set structures flexible interests. and of pathways, needs in line with students’ ffer a flexible curriculumopens flexible thatrange aup ffer ES 12 ES 4. The Focus Areas of the Policy:Synergy and Complementarity - - - school. theyareoffered,and services whatevertheir more the programs ensuring in while fairness meetbetter of the needs 21st-century learners, some of the methods that permit the school to students devices, are to bring their own digital for for media social example, learning, by inviting environment,ing and the judicious integration of student and teacher or of her his personal learn each by development tools, management learning combines face-to-face digital with instruction 22. strategies. Hybridand learning learning the enhancementin and upgrading of teaching are now demonstrating the key role of technology

Face-to-face learning. Face-to-face In additionIn courses, to online other strategies 22 , which which , -

Francophone Sud school district 149 Educational Success Focus Area 150 Linguistic and Cultural Development Policy

STRATEGY ES 13: Clearly, the appropriation and exploitation Digital learning environment of the instructional potential of ICTs demand time, effort and creativity on the part of the edu- Transform the teaching and learning cational staff. This professional mission can find environment by optimizing the instructional substantial support in the social media available use of technologies and social networks. at the educator’s fingertips. The same applies for those responsible for initial and ongoing teacher In this digital age, the role of the information training. These trainers have to ensure that the and communication technologies (ICTs) in edu- necessary training mechanisms are implemented cation represents much more than added value. and updated, whether they are formal or infor- ICTs boost capacities, for example, to search for, mal, individual or collective, classroom or vir- process, produce and communicate information. tual. They also have to see that resources are Development of students’ digital literacy thus developed to meet the needs of teaching staff, becomes something that is unavoidable, essential and they must facilitate access to digital instruc- and indeed central for learning. The new realities tional resources in French. It is also important to related to the omnipresence of ICTs at school encourage learners, both students and teachers, are exerting considerable influence on the way to develop and share resources, thereby helping learning is approached, since factual knowledge to enrich the Francophone digital space at all lev- is increasingly in the palms of students’ hands els—local, provincial, national and international. with tools such as digital tablets and smart phones, facilitating access to the many search ES 13 engines available on the Internet. Possible actions • Promote access and contribution to The creation of a digital learning environment digital resources through various platforms, necessarily means a transformation of instruc- and encourage contribution to these platforms. tional practices. Those practices, as well as the • Put mechanisms in place for education staff proposed learning activities, have to be inclu- that support the effective integration of ICTs sive and guidance-oriented, take the principles in teaching. of minority education into account, and be con- • Promote the leadership of school principals, sistent with learning outcomes, while permit- especially on social networks. ting students to engage in knowledge building • Promote judicious use of digital technologies to encourage networking and social learning through judicious use of the digital and techno- (e.g. online meetings, sharing). logical spaces and tools at their disposal. There • Provide initial and ongoing training, both formal is no question that information and communi- and informal, that allows for judicious integration cation technologies offer teachers a multitude of digital technologies in teaching and learning. of opportunities to create a rich and effective • Facilitate access to an open and secure online learning environment. However, they have to network for all schools, districts and the be used wisely, so that instructional practices Department. are genuinely transformed: they cannot be used • Implement a training strategy on the proper management of digital identity for youth, simply as tools for transmitting content in the teachers, school administrators and parents. conventional way. This metamorphosis of the • Leave evidence (blogs, videos, testimonials) teaching and learning environment will certainly of experiences of mastering digital tools for lead students to become more engaged, to com- learning and collective capacity building. municate, collaborate, create, connect and criti- • Consider the most recent research relating to cize more—in short, to learn through the lens of the classroom use of ICT on an ongoing basis. their reality and that of society. ity in the digital age). the digital in ity V10strategy (Networking and collective capac media) and and traditional digital citizenship in 9 (Francophone IB on strategy tandem in with should Note strategy ward. be worked that this and help to move the science of education for work. They must provide leverage for learning and collaborate socialize, consume, municate, continue to reshape the ways that people com will technologies digital The realities. logical technomust reflectthe changing constantly ronment.vision Theirandtheir action plans envi the transformation learning of the digital department, colleges, universities) for crucial is cational entities (schools, the school districts, Finally, the leadership of edu the various 4. The Focus Areas of the Policy:Synergy and Complementarity ------of wellness ahealthy associated with lifestyle: and Inclusive four Communities identify pillars regard, the departments of Health and of Healthy studentsby of all ahealthy, this In active lifestyle. promoting and services programs the adoption the schools that permit them to offer of variety a du Nouveau-Brunswick inc. (MACS-NB). Santé en Communautés des Mouvement Acadien WellnessNew Brunswick’s Strategy, and the Nouveau-Brunswick, du francophones jeunes Racines l’espoir de project of the Fédération des the the Health Promoting Schools program, theare Joint Consortiumfor School Health, approach. Among the more of important these support of the comprehensive school health helpthat can schools implement strategies in to lead aphysically and emotionally healthy life. students’in need they acquisition of the skills underscores role the fundamental of the school the comprehensiveful, school approachhealth healthyare more andare better learn success sexuality). use, stance activity, interpersonal relations, spirituality, sub of (e.g. theirlife aspect every ing physical diet, pared to make informed, healthy choices regard so that the province’s youth pre bebetter can visionsame of andwellness health promotion, Healthy and Inclusive Communities share this Development,Early Childhood Health, and the departments ofBrunswick, Education and success Newtional In theirhealth. well as as whose objective to improve is students’ educa internationally wellness an model recognized is school health approach Comprehensive STRATEGY 14: ES Thereis a multitude of resources to available Thereare a number of models initiativesor who people young that premise the Adopting The approach. health school acomprehensive implement concerned, governmentand departments partners different the with collaboration In Comprehensive School Health Approach

- - - - - 151 Educational Success Focus Area 152 Linguistic and Cultural Development Policy

Possible actions ES 14 • offer students and their parents a variety of opportunities to acquire the knowledge, expertise and self-management skills to adopt and maintain a healthy lifestyle in all aspects of their life. • Implement a variety of measures to enhance student and staff health and vitality. • Create an environment where everyone feels safe and at ease, and plays their role in keeping the school positive, secure and inclusive. • Involve the community in creating an environment that is free of bullying, taxing and harassment. • Implement anti-bullying strategies that focus on at-risk youth, including bullies as well as victims. • Promote a climate of fairness in ethnic and multicultural relations and in human rights. t ic tr dis oo l t sch t s

-E Health and wellness being major issues in our society, schools can only gain from collaborating Nor d

o ne with parents and various community partners to

o ph bring about and maintain a healthy, respectful

anc and welcoming school environment that values Fr the health and wellness of staff and students alike. Schools, parents and community must therefore physical activity, mental fitness and resilience, join forces and resources to set up inclusive, par- healthy eating, and tobacco-free living. Mental ticipative and holistic structures and practices fitness and resilience, in particular, are recog- that can facilitate the positive development of nized as triggers of positive behavioural change children, so that society as a whole can reap the in the direction of wellness. Mental fitness is rewards. A joint vision of child health points the now one of the central concerns of schools, from way to a culture of wellness for all citizens of a perspective no longer confined to the prob- New Brunswick. lem itself, but which sees itself as more proactive and preventive. The school environment is replete with opportunities for generating self- esteem, resilience, and positive interpersonal relationships. dents have programming. access to this interested,are stu must and they ensure that all activities)munity fieldsthein in which students and com (e.g. cultural, gramming arts, sports, and after-schoolschool, pro extracurricular to coordinate their efforts to of offervariety a affairs. its people power real the school managing and in of concept of ademocratic governance process to apply the to school monitors life for the implementation IB 4, page 85). support should begiven Particular develop facilitate their identity and help building them and mentors guides act as for young people, to for fundamental totion. the partners It also is and experiences that promote citizen participa education offer partners range a of opportunities their school, zens in the it that essential all is identity. collective and engagement and their individual building in and that promotes the emergence of leadership be active theirschool in and theircommunity, environmenta learning students that allows to of should the partners share the desire to create All projects. collective of implementation and expression, of discussion ideas, decision making, serve, formechanisms example, to promote self- vibrant. Youth truly is Brunswick participation the Acadian and Francophone students of New Engagement in school life STRATEGY 15: ES The schoolalso need andthe community For students to be active and engaged citi The engagementthat be can foundamong • • astoday: citizens of students, the which environment in Create anacademic and fields of interest. fields and tastes to their thatgrams correspond pro and community heritage civic, scientific, cultural, artistic, sports, in participate school; the of operation the and life school in engaged fully are citizenship-related (see strategy skills BY FOR and youth and to young allow 4. The Focus Areas of the Policy:Synergy and Complementarity ------• • • • • • • • • • • actions Possible policies and services. and policies more whendeveloping schoolprograms, consultthe DECs with youth and involve them thatSee the DEECD, and districts the school schools. Facilitate among practices the sharing of best space. and maintenance of aFrancophone cultural creation the in participation Promote student of youth and that multiple activities. offers Strive an for environment the needs that meets and with other youngcommunity people. Highlight of youth the engagement in the programsand activities. ment of its (FJFNB) in the develop du Nouveau-Brunswick the FédérationSupport des jeunes francophones of the students. the part on thinking and practices of and civic democratic with an emphasisthe school, the emergence on in the life of participate thatSee students committees).advisory (e.g.committees councils, school interest groups, various in participation students’ the Increase processes). advisory (e.g. activities, and community school to involved get students at differentlevels for Increase of opportunities the number students to design, deliver and manage projects. for Increase of opportunities the number to of the school. the life and operation the unique contribution make that young people Create an environment that welcomes ES 15 ES - 153 Educational Success Focus Area 154 Linguistic and Cultural Development Policy t ic tr dis oo l t sch t es u O - Nor d o ne o ph anc Fr

GénieArts Nouveau-Brunswick (ArtsSmarts) program.

Finally, so that schools can make a harmoni- and diversified programming. However the ben- ous transition toward the principle of democ- efits of this effort will be significant in terms of ratization and student empowerment, it is students’ development of feelings of attachment, vital to establish permanent, ongoing dialogue autonomy, competency and confidence, and will between the government and youth organiza- make definite contributions to educational suc- tions, to ensure that actions of the partners in cess, individual and collective identity building, education are consistent and complement each and the sustainable development and vitality of other. A good deal of effort will be required to the Acadian and Francophone community. develop new youth participation mechanisms Partnerships intervention: of Area student can be met. be can student of every needs that so the particular stakeholders ensure close collaboration among the education that partnerships effective structured, Establish ES 18— partnerships and Collaboration plan. education in the school’s by partners the community participation that promotes structure community a and high school elementary up in every Set school the ES 17 of structure —Community • • • measures which:Implement ES 16educators asfirst —Parents educational success of student. every collaborate and work together the to further the education in the partners All system path. educational their throughout involved theireducational in fully are success educators the first As theirof children, parents outcomes: Anticipated ners, and parents. playing arole education), in part community tutions, departments the otherDEECD than (post-secondary partners institutional insti levels (department,all and schools), districts includes This partners. academic partners at collective engagement the education by all exchanges and collaborations, a well as as for ground the provide which partnerships Educational success depends on two-way of every student.of every the educationalsuccess for together closely to staff work and the theschool parents get relationship; and ofof role the theschool-family parents’ make staff aware of the importance school path; children’s educational educators of their children throughout their make aware parents of their as role first

4. The Focus Areas of the Policy:Synergy and Complementarity - - child’s education. child’s ties: need they to be actively involved their in activi extracurricular in participation simple ents’ place school in should never amount to over the child’s entire educational path. The par and include the parents what in learns their child that important is to teachingit staff welcome is all whyship.to remind is This it necessary and fostersbuilding the school-family relation promotesand students andthis alike, identity attachment to the school reinforced is for parents educators and work them, with the feeling of teachers acknowledge the parents’ role first as self-esteem and identity tensions. However, when not is oftenleads valuedbytity society to low that one’s iden or individual collective cultural a good of deal research. the conclusion is fact that And in their child. of tribution to make to the educational success of havethey and indeed important conessential an be welcoming and to make the parents feel that have aresult, path.the teaching staff As to anl a select place throughout the child’s education educators of which a fact their child, gives them play the parents. with The parentsarefirstthe and supportcoming role that the teaching staff the schoolin context when considering the wel self-esteem. becomestheory This relevantvery groups have that can apositive effect theiron and Turner, 1986), people prefer with to identify Parents as firsteducators STRATEGY 16: ES In a linguistic minority setting, the feeling setting, minority alinguistic In According identity to social (Tajfel theory • • • measures which: Implement of every student. every of success educational the for together closely to work staff school the and parents the get relationship; school-family the of and role parents’ the of importance of the aware staff make school children’s path; educational their allthrough children their of educators as first role aware their make of parents ------155 Educational Success Focus Area 156 Linguistic and Cultural Development Policy

It is crucial for parents to understand that, first of all, their contribution is essential to their child’s success in school, whatever their own level of schooling may be. Second, they need to be aware of their role as conveyors of culture in a linguistic minority setting. Therefore the education sector and the entire Acadian and Francophone community have a duty to make parents aware of the paramount role they play

Possible actions ES 16 • Get parents to realize that their child is the primary beneficiary of their involvement with the school. • Publicize and highlight the variety of roles that parents can play with the school to contribute t

to the educational success of their child. ic tr • train the teaching staff and other workers dis in welcoming and supporting the parents. oo l

• Develop for and offer to parents resources, sch d

services and programs that allow them to Su

support the educational success of their child, o ne

such as: o ph

francization programs for parents; anc Fr homework help; parent-child-teenager communication; follow-up for newcomers; in the educational success and identity build- services for exogamous couples; ing of their child. This awareness raising must services for families at risk; be followed by concrete actions that can kindle parental engagement and collaboration among mutual parental support (twinning). all the key stakeholders. • Implement strategies to encourage and facilitate volunteerism among parents. With high-quality support and opportunities • Support family literacy programs. for influencing decision making in the school • Develop effective strategies for multilateral system (e.g. through parent school support com- family-school-community communication. mittees), the parents will want to identify with • Publicize the role that parents play in school the Acadian and Francophone education system governance. because that system will have helped to raise • review the structures of the Parents’ Committee their self-esteem as parents. Ultimately, it is the and the Parent School Support Committee in order to combine their strengths. children who will be the big winners from this • Promote and showcase the importance of school-family collaboration. the role of parents in parental structures. resources which to: serve synergized are school and its community. away Silos and fall 23. program cational edu mobilizationThis on a focuses meaningful importance of education of the future. apillar as and responsible acritical in fashion around the placesare where mobilize can the community the educationassume of alone. the young They all that schools is no means longer can this What fessionalism of the teachers (Marzano, 2003). performance do orderly than schools or the pro school amore has impact important on student involvementand community of the life in the Community structure of theschool STRATEGY 17: ES actions implemented. actions educational and instructional the to coherence and meaning lends and stakeholders its of all It involves community. its and school the of program educational the context, this In two-way, establish partnerships win-win • seek out systematically of the assistance • years ofOver 40 research show that parent plan. school’s the in education partners by community the participation that promotes structure a community school high and elementary every in up Set parents and the community. the school responds to multiple of needs to multiple of needs the school, and where where parents respond and the community building; promoting and thus learning identity their motivating their the children, enriching parents and other in partners community 23 which is coloured by the the by coloured is which of a school reflects the needs needs the reflects aschool of 4. The Focus Areas of the Policy:Synergy and Complementarity - - serve to:serve specifictheir to community,gram will which defineandimplement can the educational pro have set for themselves. achieve they the goals will partners community way the schoolthis team, the parents and the to work together.must willingness beareal In mustand beestablished. partners Finally, there nity. continuous Next, mobilization of the staff members the commu and strategic in partners ment officer,guidance the counsellor, staffthe must work closely develop the community with necessary.tions are First, theschool principal develop student every in feelings of attach • create opportunitiesfor youth to become • players all mobilize around the dual mission • orient actions according to the socio- • orient actions according to school-family-• embody the vision and mission • School, parents symbiosis in and community To condi achieve winning three these goals, as they explore they as around thethem; society to and discoverpassions strengths their actively engaged and learning their in system; of the Acadian and Francophone education economic of life the school and the region; and needs; strengths community of the school; Francophone identity. Francophone tency, consolidate which a positive will ment, confidence, autonomyand compe ------

157 Educational Success Focus Area 158 Linguistic and Cultural Development Policy

STRATEGY ES 18: Possible actions ES 17 Collaboration and partnerships • Encourage the development in every school, in collaboration with partners in the surrounding Establish structured, effective partnerships community, of an education program that that ensure close collaboration among the reflects that community. education stakeholders so that the particular • Adopt a supportive community structure needs of every student can be met. to ensure that partnerships and initiatives are sustainable. • Encourage the emergence of collaborative It is important for all students, whether they structures that feature youth, parents, teachers, live in the country or the city, to have the best community and cultural development officers, learning specialists from the Department and possible services so they can develop the skills the school districts, recreational workers, artists, necessary to realize their personal and occupa- athletes and other professionals involved in tional dreams, as they become citizens capable the school environment. of contributing to the vitality of the Acadian and • Consolidate initiatives that permit schools Francophone community. The very notion of the to benefit from community and cultural “best possible service” demands close collabora- development officers. tion and sharing of information among the vari- • Ensure there is effective, constant, two-way communication with parents (e.g. social ous education stakeholders. This collaboration networks). is achieved, among other ways, by developing • take into consideration the comprehensive structured partnerships based on the principle strategy for integrating arts and culture into that every service offered to the student is inter- Acadian society when planning school activities. dependent and complementary to other services. • Develop strategies of collaboration: The factors of success in creating these part- with artists and the various arts and culture organizations; nerships are: with business people and employers from • capacity to respond consistently to the stu- the region; dent’s needs; with professionals from the region who • establishment of effective mechanisms of work in various fields. communication between teaching staff, • Create occasions for pride which showcase and celebrate what students have learned as well workers and parents; as effective school-community partnerships. • capacity to engage parents in the development and implementation of plans designed to meet the particular needs of their child; • capacity of the partners to work in collaboration; • quality of the services offered. service of the students.service known, and that the information the in used is providers service various are the community in information on the students shared, is that the providersof service the various must ensure that leadersnity, instructional and the management mote the improvement the commu in of services To effectively providers service mobilize and pro of needs the student. better meet the particular to again services, complementary necessary of facilitatethe addition, delivery will file asingle needsof each student.meet the particular In the stakeholders have to work together to better be available from a single point of entry, and all effectivenesshave services all to of partnerships, and educationalstatus success. To the maximize socio-economic between links strates important because the research demonvantaged families, attentionticular todisad the specific of needs o • • • • • • actions Possible o • It is also essential for essential It to also thepay partners is par are set upare in the province. set thatSee other integrated programsand services Create auniquestudent. fileeachfor collaboration. mental interdepart of mechanisms structured up Set services. of variety a point for Make asingle entry the school principals. and students, teaching and non-teaching staff, all stakeholders in the schoolsystem—parents, for structures collaborative effective Establish collective commitmentcollective in each organization. and introduce ways to encourage individual and a culture delivery, of excellence in service coordination of services, etc. coordination services, of of another administration’scollection fees, administration’s managing program, the program, suchservices as delivering another to minimize any to obstacles the integrated ffer training for leaders in order to develop ffer ffer training in order staffconcerned to the ES 18 ES 4. - The Focus Areas of the Policy:Synergy and Complementarity - - - - - and material resources. beoptimum ofhuman use financial, result will effective an partnership. The within expected relate they as als to the level of collaboration boundaries and redefine theof tasks profession must expand partner its organizationalevery collaboration and interdependence. addition, In ship, on based the adoption of values such as mon understanding of the concept of partner ships, the different havepartners must a com To and effective partner establish structured - - - - 159 Educational Success Focus Area

161

Implementation Mechanisms and Monitoring of Progress

The strategic goals of the Linguistic and Cultural Development Policy for the French education system are ambitious and will have a significant impact on the vitality of the Acadian and Francophone community of New Brunswick. The implementation mechanisms and monitoring of progress introduced will be essential to the success of this social endeavour. The policy, which will be implemented gradually over a period of approximately 10 years, involves all education partners, including departments and departmental sections that play a role in the Acadian and Francophone education system from early childhood to the post- secondary level, as well as all other public, private and community stakeholders contributing to the success of this collective educational project. Designing the implementation this way underlies a change in culture at all levels of involvement (local, regional, and provincial), based on collaboration, dialogue, individual and collective accountability, and on shared leadership by all partners of the Acadian and Francophone education system. This partnership culture will be rooted in a common vision built on individual and collective engagement to fulfill the dual mission of Acadian and Francophone schools in order to contribute to the development of young Acadians and Francophones in the province, the Acadian and Francophone community, and New Brunswick society as a whole. The implementation mechanisms and monitoring of progress should be established with this in mind. Moreover, as a societal project, the policy must move forward. If its vision and strategic goals remain the same throughout the implementation process, the efforts to achieve them will need to constantly adapt to accelerated change relating to, among other things, the social, cultural, economic, demographic, environmental, and technological conditions, as well as the evolution of the education system. These efforts will also have to draw inspiration from the research and practices that have proven useful. The implementation mechanisms and monitoring of progress introduced should be positive, unifying, and promote continuous improvement, and will support the leaders in their decision making.

163

Roles and Responsibilities

To ensure that this policy becomes a genuine societal project, the partner organizations involved have decided to assume collective responsibility for its implementation. They will work together collaboratively and cohesively, developing a collective action plan with shared responsibilities, and will see to the expansion of the network of partners at the local, regional, and provincial levels by rallying various sectors of New Brunswick’s society around this collective undertaking. Similarly, the partner organizations will define certain components of accountability and establish measures to evaluate the policy’s spin-offs (e.g. common framework of monitoring of progress). By analyzing the data collected by the various continuous improvement mechanisms that will be established, the partners will be able to set common and specific priorities, in order to better target the actions to be taken and to regulate the strategies in place in terms of the needs of each setting. Lastly, the Department of Education and Early Childhood Development will assume special responsibility throughout the implementation process by facilitating the introduction of mechanisms to encourage cooperation among the partners so that they can work together to achieve the policy’s anticipated outcomes.

165

Conclusion

In adopting the Linguistic and Cultural Development Policy, the Government of New Brunswick reaffirms to the Acadian and Francophone community a commitment to contribute to its sustainability and development, thus reiterating the importance it places on having all students reach their full potential. In this way, the government is joining forces with the Acadian and Francophone community to carry out this societal project together, believing that the policy’s success rests on the strength and the momentum of the multi-sector partnerships at all levels of the education system (local, regional, provincial). The policy’s strategic goals will enable all stakeholders in the Acadian and Francophone education system to direct and better target their actions in order to contribute individually as well as collectively to the educational success and the identity building of each student. These goals will also guide the partners towards an instructional approach in a minority setting that focuses on cooperation, accountability, commitment, and shared leadership. The policy is a crucial step in the history of New Brunswick Acadians and Francophones. By identifying certain challenges of education in a minority setting and by proposing strategies that can meet them, the policy will contribute not only to the vitality of the French language and the French-speaking culture, but also to the evolution of the Acadian and Francophone community and that of New Brunswick society as a whole. The growth and momentum of the Acadian and Francophone community can only lead to positive spin-offs in terms of the province’s sustainable development.

167 Glossary

CITIZEN PARTICIPATION: Engagement - individual and other groups think, act, and communicate or collective, ad hoc or regular - that enables in a way that is somewhat different from theirs people to participate actively in the develop- (Dorais, 2004, p. 5). ment of their community or environment for CULTURAL MEDIATION: Approach that facilitates the purpose of contributing to the collective citizens’ appropriation of culture by taking well-being. advantage of the relationships between the CITIZENSHIP EDUCATION: Education that ena- spheres of culture, art, and heritage of a society. bles individuals to acquire the skills they need CULTURAL REFERENTS: Elements and attributes to integrate into and engage in all aspects of characteristic of the Francophone community the world around them, a world perceived as at the local, provincial or territorial, regional, being in a state of constant flux owing to the pan-Canadian, and international levels. They globalization of economic markets, increased can be used as a topic of study to make learn- immigration, and political, social, and moral ing more meaningful and to stimulate the changes (Pilote, 2006). learner’s cultural and identity development COLLECTIVE CULTURE: Characteristics of a society (definition based on the Council of Ministers or a social group based on values, beliefs, tradi- of Education, Canada, 2012, p. 47). tions, and ways of living together that change CULTURE: Set of distinctive spiritual, material, depending on the individuals who partici- intellectual, and emotional features of a society pate in its evolution (Council of Ministers of or a social group that encompasses, in addition Education, Canada, 2012). to art and literature, lifestyles, ways of living CONVEYOR OF CULTURE: Person who supports together, value systems, traditions, and beliefs a child or adult in the building of their iden- (UNESCO, 1982). tity by creating meaningful opportunities for DIFFERENTIATED INSTRUCTION: Instruction discovery and expression of the Francophone designed to adapt a wide range of educational culture while remaining open to other cul- situations to individual differences so as to ena- tures. Through actions that prompt feelings ble each learner to learn to the best of his or her of attachment, competency, and autonomy, the ability (definition based on Legendre, 2005). conveyor of culture encourages serious consideration of the relationship to oneself, to oth- DIGITAL LITERACY: Set of skills and knowledge to ers, and to the environment (ACELF, FCDEF, use a variety of digital media software applica- FCCF, & DOE, 2009). tions and hardware devices to critically understand digital media content and to create with CULTURAL FACILITATION: Structured service digital technology (Canada’s Centre for Digital based on identity-building activities and pro- and Media Literacy, 2010). motion of the French language and culture designed to result in and support engagement EARLY CHILDHOOD: Period from birth to age 8 in academic studies and cultural life at school during which brain development lays the foun- and within the community. dations for future learning. CULTURAL IDENTITY: Process by which a group of EDUCATION CONTINUUM: Quality of the educa- individuals who share a partially common way tion system that makes it possible to provide of understanding and acting on the universe seamless instruction of its curricula, from early and of communicating their ideas and models childhood to adulthood. for action become aware that other individuals 168 Glossary

EDUCATION PARTNERS: Groups and individuals HERITAGE: Tangible and intangible aspects of our engaged in a collaborative process designed to natural and cultural past, from prehistory to enhance various components of the education the present. Tangible aspects include build- system and its impact on the community. ings and structures, archaeological and his- ENTREPRENEURIAL SPIRIT: Set of aptitudes and toric sites, cemeteries, sacred places, monu- attitudes that enable students to take initia- ments, artifacts, specimens, and collections. tives, meet challenges, and finish what they Intangible aspects include beliefs, ideas, cus- start. toms, language, religion, stories, and many others. EQUITY: Principle of justice that takes into account IDENTITY BUILDING: the special needs of Francophone minorities Dynamic process dur- in order to provide them with a standard of ing which individuals define and recognize education equivalent to that of the official- themselves by their way of thinking, acting, language majority (Office of the Commissioner and desiring in the social contexts and natu- of Official Languages, 2006). ral environment in which they live their lives (Association canadienne d’éducation de langue EXOGAMOUS COUPLE: Couple of which one française, 2008a, p. 2). spouse speaks French and the other speaks INCLUSIVE EDUCATION: another language, generally English. A pairing of a philosophy and a set of instructional practices that FAMILY LITERACY: Approach used to improve the enables each student to feel valued, confident, literacy skills of parents to help them support and safe such that he or she can develop to his their child more effectively during his or her or her full potential. It is based on a system academic journey. of values and beliefs that are centred on the FRANCIZATION: Process that involves a set of best interests of the child and promote not only measures taken at the pre-school or school active participation in learning and school life, level to assist learners with under-developed but also a feeling of belonging, social devel- or non-existent language skills in French (defi- opment, and positive interactions with ones nition based on the Council of Ministers of peers and school community (New Brunswick, Education, Canada, 2002, p. 2). Department of Education and Early Childhood Development, 2009). FRANCOPHONE CULTURAL SPACE: Physical or vir- INDIVIDUAL CULTURE: tual dimension where the culture of Canada’s Personal history fashioned Francophone and Acadian communities can by events and the individual’s familiar universe be expressed and conveyed and that encom- (Council of Ministers of Education, Canada, passes the history, heritage, arts, behaviours, 2012). and values of those communities. INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ITC): GUIDANCE-ORIENTED APPROACH TO LEARNING: Set of tools and tech- Approach coordinated by the school team and niques that enable users to communicate, its partners, which sets goals and puts in place access sources of information, store, manipu- services (individual and collective), tools, and late, produce, and transmit information in all educational activities to support students in of its forms. the development of their identity and in their INSTRUCTIONAL APPROACH IN A MINORITY career path. These are therefore activities and SETTING: Instructional approach relating to services that are incorporated into an institu- the sociodemographic and linguistic context tion’s success plan and education plan, rather of Francophone communities that seeks to act than simply a series of isolated actions that on identity-based tensions, react to social injus- involve the school team very little (Ministère tice, develop a sense of community, and build de l’Éducation du Québec, 2002, p. 18). a positive relationship with the language. This Glossary 169

is a comprehensive form of education that is LINGUISTIC DUALITY: Principle recognizing transformative, actualizing, differentiated, and the equality of status of French and English community building (Cormier, 2005). and involving the equitable treatment of INSTRUCTIONAL LEADERSHIP: Ability of an edu- Francophones and Anglophones in all aspects cator to set clear goals for a collective edu- of life (Office of the Commissioner of Official cational group learning project, to motivate Languages, 2006). colleagues and learners, and to promote their LITERACY: Ability to understand, interpret, evalu- ongoing learning (based on Legendre, 2005). ate, and use wisely the information found in INTEGRATED NETWORK OF SERVICES: Series of various situations and messages, in written interrelated and complementary public and or oral communication, to communicate and private institutions that provide or ensure the interact effectively in society (New Brunswick, delivery of a continuum of coordinated ser- Department of Education and Early Childhood vices, from a single entry point, to a defined Development, 2012a). population within a defined area, and that is NEWCOMERS: Newly arrived immigrants to collectively responsible for the overall develop- Canada who may or may not speak French. ment of children aged 0 to 8 and for support- NUMERACY: Set of skills requiring mathematical ing parents beginning in the perinatal period. concepts that enable learners to handle and INTERCULTURAL COMPETENCE: Attitude that is manage life situations effectively, solve prob- manifested by the ability to interact effectively lems in a real context, and communicate their with people from cultures that are different solutions. from our own (definition based on Lussier, PERINATAL PERIOD: Period surrounding birth, i.e., 2007). pregnancy and the first weeks of a child’s life. INTERDISCIPLINARITY: Teaching approach that PLAY-BASED LEARNING: Type of instruction that promotes the development of links among the uses play as a means of development and learn- learning outcomes of various curricula. ing (Legendre, 2005). LANGUAGE UPGRADING: Approach that seeks SUBSTANTIVE EQUALITY: Principle of justice to expand the linguistic repertoire of stu- that recognizes that, in minority situations, a dents who already speak French so they can community or group must receive appropri- make appropriate progress at French-language ate resources in order to enjoy the same fun- school. damental rights and the same services as the LIFE-CAREER PROJECT: Lifelong process of man- majority. aging learning, work, leisure, and transitions REGIONAL CULTURAL DEVELOPMENT: Approach in order to move toward a personally deter- that makes cultural development a central ral- mined and evolving preferred future (Canadian lying point for all sectors of a community for Council for Career Development, 2012). A the purpose of developing and implementing student’s life-career project includes personal, strategies for the integration of art, culture, and social, and family life, physical and mental heritage in the region. health, work, and leisure. RIGHTS-HOLDER: LINGUISTIC AND CULTURAL DEVELOPMENT IN Parent or legal guardian who, under the Canadian Charter of Rights and EDUCATION: Implementation, by educational Freedoms, s. 23(1) and 23(2), has the right institutions and their education partners, of to have his or her children educated in the planned, systematic, and coordinated actions language of the minority. designed to ensure the protection, promotion, and transmission of language and culture. 170 Glossary

SCHOOL SYSTEM GOVERNANCE: Structure of shared management of the school system where certain authorities contribute to student success by sharing responsibilities and decision-making power in education. In New Brunswick, the Department of Education and Early Childhood Development, the district education councils (DECs), and the parent school support committees (PSSCs) ensure school governance pursuant to the Education Act. Also, sections 16.1 and 23 of the Canadian Charter of Rights and Freedoms give parents and the linguistic minority community the right to management and control over schools in relation to aspects affecting their language and culture, through the DECs. SELF-DETERMINATION: Intrinsic motivation that arises when the context makes it possible to meet three basic needs: autonomy, competency, and belonging. SHARED LEADERSHIP: Management style that promotes the participation and accountability of all members of a team or group with respect to the achievement of common goals. SINGLE ENTRY POINT: Physical or virtual place that offers information and directs people to the community or institutional services required, based on an assessment of their needs. SOCIAL MARKETING: Approach modelled on com- mercial marketing but that seeks social change and sustainable development based on a needs assessment and best practices that promote the well-being of a target population. TRANSCULTURAL COMPETENCE: Integration and respect of other values, which derives from the coexistence of different ethnic groups and cultures evolving in a same society or in distinct societies while advocating the enrichment of identity (Lussier, 2007). 171 Bibliography

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Laws, regulations and jurisprudence An Act Recognizing the Equality of the Two Official Linguistic Communities in New Brunswick, R.S.N.B. 2011, c. 198, s. 3. An Act to Amend the Education Act, S.N.B. 2000, c. 52, s. 44. Arsenault-Cameron v. Prince Edward Island, [2000] 1 SCR 3 at para. 27. Arsenault-Cameron, supra note 1 at para. 51 Desrochers v. Canada (Industry), 2009 SCC 8 [2009] 1SCR 194 at para. 54 Ford v. Quebec (Attorney General), [1988] 2 SCR 712 at 748-749. Mahe v. Alberta, [1990] 1 SCR 342 at 350. Mahe, supra note 1 at 362. Mahe, supra note 1 at 364. R. v. Beaulac at para. 17 and 25. Renvoi manitobain, supra note 8 at 850. Renvoi manitobain, supra note 8 at 854-855 Renvoi relatif à la sécession du Québec, [1998] 1 SCR 753 at para. 74, 79 and 81. The Linguistic and Cultural Development Policy A Societal Project for the French Education System

The Linguistic and Cultural Development Policy is much more than just a document. It is the realization of a dream and a vision of a community that has mobilized its strengths to adopt a strategy that will contribute not only to the development of current and future generations, but also to its own vitality as well as the vitality of its language and culture. Through this policy, New Brunswick’s Acadian and Francophone community, together with the government of New Brunswick, has committed to a genuine societal project to take on the many challenges associated with its minority linguistic situation, which can be adapted, over the years, to the multiplicity and the ever-changing nature of its realities. The purpose of the policy is to enhance the capacity of all the education partners to ful ll the dual mission of the Acadian and Francophone education system, i.e. to ensure the educational success and identity building of each learner, while contributing to the sustainable development of the Acadian and Francophone community and of the province of New Brunswick.

ISBN 978-1-4605-0347-8 (English version)