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CULTURE

IN THE CLASSROOM

roud to be Francophone, to

have fun in French, attract

young people, transmission of
my culture... All these feelings and
many others were expressed by
parents during the three days colloque
in February on The French School, an
environmentfor culture. On Saturday,
participants laughed, cried, smiled,
regained pride and reflected on the
subject.

Lise Paiement, formerly a teacher
who became consultant in education
forthe Ministry of Education in Ontario,
spoke to the hundred participants with
awitty eloquence about French culture
reminding everyone thatitis important
to remember old songs and wear
Ceintures fléchées but that culture is
something always on the move and
should be adapted to the realities of
the nineties. In her opinion the
Francophone community in British
Columbia is reflected by the common
interest of the Frencophones and not
their differences.

As she underlined, the French
culture must be transmitted to our
children to avoid severing their cultural
heritage by half. Itis not always easy
in a mixed marriage but the French
school can bring support to the work
made at home. Culture in the

classroom is a service well structured,

based on cultural action and
enhancement ofthe children culture as
wellas giving them asense of belonging
to their community. In other words
activities should be organized outside
school enabling the children to have fun
in French.

On Friday the film Mon amour, My
love was projected. Reflecting on the
reality of mixed marriages itis funny as
wellas loving as we go through the daily
life of four couples and their children.
Choices are made on which language
will be spoken at home and which

Many
preoccupations
were identified by
the parents and
three of them in
each area were
chosen as

the main

preoccupations.

language will be learned at school and
everyday realities are well rounded up.
An active discussion followed and
participants expressed their own
experiences.

The last day parents participated in
an exercice in view of establishing the
priorities for the Association three-year
plan. Four fields of intervention were
selected: education, early childhood
education, communications andsupport
to members. First the preoccupations
were identified and three of them were
chosen as the main preoccupations.
From then solutions were identified.

The three priorities in each area were defined as follows:

Education:

We want a system of school governance
that will include: planning, organization,
development, evaluation and supervision.
An electronic network for secondary
education must be developed.

Will the new system influence the quality
of education for better or for worst?

Communications:

What will become of Programme cadre de
frangais?

Get more information on what happens in
other parts of the Province.

Recruiting means insufficient.

Early childhood education: This field is-
notrecognized by the Ministry of Education.
Not enough support to English speaking
parents at the early stage of the child
education.

Not enough intensive training for the early
childhood educators.

Support to members

Not enough parents participation
(recruitment).

Students do not participate in Parents
Committees meetings.

Local human resources not identified.

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