Programs of study are policy documents that have an enormous impact on charter right minority groups, such as francophones; however, the topic of francophone curriculum development is not often discussed. What are the best practices and how does the development of francophone curriculum in a minority setting compare across the country?
The pillars of francophone education in a minority context
The following four pillars are common to francophone curriculum in Canada:
- Linguistic development
- Cultural and identity construction
- A sense of belonging
- Contributions to the community
These repeat across francophone minority education documents and policies in Canada. The pillars go beyond the integration of francophone history, perspectives and contributions across curricula for the majority language group. The pillars ensure language vitality and sustainability in the minority setting. Francophone curriculum must have these four pillars as a foundation.
Curriculum
The development of curriculum for francophone minorities is not consistent among provinces, but there are common themes. They can be divided into three main categories:
- Translation (from majority language without contextualisation)
- Adaptation (from frameworks to front matter to adapted statements or learning outcomes within subject content)
- Development (original and specific to minority needs by its members)
When looking at francophone curriculum, a positive outcome is that every province and territory develops French first-language arts courses that all meet the above-mentioned pillar for linguistic development. However, the pillars should be integrated into any curricula that impact minority language education, not solely language courses. Additionally, best practice suggests that francophone curriculum should be, at the very least, an adaptation of the majority language curriculum and, at best, an original development.
Approaches vary throughout Canadian provinces and territories. At one end of the spectrum, B.C., the Yukon and Newfoundland and Labrador employ only translations. At the other end, New Brunswick and Nova Scotia adapt or develop all curricula specifically for francophones. All other jurisdictions employ varying levels of translation and adaptation/development. In Alberta’s current K–6 curriculum, science, mathematics and health are translations, whereas physical education and social studies are adapted. The kindergarten and music programs of study are developed specifically for francophone students.
Recommendations
Strong curriculum development should include
- adequate francophone representation within the ministries of education;
- the integration of the four pillars;
- collaboration with local teachers from the minority context and subject matter experts;
- community involvement; and
- adaptation or original development of all subjects, not simply translations.
These conditions are present in varying frameworks across the country, such as Cadre des compétences transdisciplinaires, Cadre commun de français langue première (M à 12) du Protocol de l’ouest et du Nord canadienne and Le cadre de l’éducation francophone en Alberta (Framework for French First Language Education in Alberta). To counter assimilation, curriculum must provide for a rich linguistic and cultural environment that nurtures the francophone identity and sense of belonging.
Considering the trends that exist across the country, the federal government is well positioned to encourage an interprovincial, pan-Canadian curricula development and implementation framework to ensure that francophone minority language educational needs are met and that equitable opportunities exist across the nation.