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

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

LATE FRENCH IMMERSION

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

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

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

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

MORE INFORMATION

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

ANALYSIS OF THE POLICIES

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

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

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

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

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

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

BCPF’s INVOLVEMENT

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