Exogamy is defined as a union between two people with different mother tongues and cultural backgrounds. In French, the term is exogamie. Some people prefer to use “mixed,” “linguistically mixed,” “intercultural” or “culturally mixed.” Regardless of the expression one chooses, the fact remains that a lot of children in Canada’s Francophone education system come from this type of family. Approximately 75% of francophone families in British Columbia are exogamous and most of our students are fully fluent in two and at times three languages.

However, exogamy as a family structure need not prevent children from developing the Francophone part of their family heritage. You and your spouse can decide to create the conditions for your children to become fluently bilingual by actively promoting the use of French.

Children in culturally mixed families have the potential to become fluently bilingual and identify with Francophone and Anglophone culture. They can do this when both parents respect each other’s language and culture. Studies show that parents also help when they encourage the use of French at home and enrol their children in a Francophone school.

It’s not always easy to be objective, especially when it comes to making important decisions for our children. Exogamous couples face some unique challenges brought about by the presence of two languages and cultures in their home. Consider just a few of the questions that need to be answered sooner or later:

• What language(s) should we speak to our children?
• Do we want our children to be bilingual?
• Bicultural?
• Anglophone?
• Francophone?
• What does it mean to be one or the other?
• Are they mutually exclusive?

Keep in mind that your children have a unique potential to gain two languages and cultures from the moment they are born. How you help them develop this potential is up to you. But remember: it’s their potential, and your responsibility is to do what’s best for them!
Parents who choose a Francophone daycare, preschool, or kindergarten are about to connect with a community that understands them better than any other. Such institutions exist to fill a need among Francophone and exogamous families for services tailored to their situation.

The two types of education serve different purposes and parents’ choice depends on their options, priorities, goals and Charter rights1.

French first language

As its name implies, French first language education is tailor-made for children with Francophone roots from at least one parent. The Francophone school is a facility designed for living, learning, and integrating the French language, culture and community. In other words, it exists not only to address students’ academic needs but to help them explore and develop their francophone heritage. It also provides a unique setting for children with Francophone roots to gain additive, balanced bilingualism.

French first language education is intended for children who are eligible under section 23 of the Canadian Charter of rights and Freedoms. Francophone schooling takes place entirely in French from kindergarten to the end of high school; French language and francophone culture in the classroom are a natural extension of children’s family and community life. Students also learn English starting in Grade 4.

Upon graduation, they can expect to be highly proficient in French and identify with and be part of the Francophone culture and community. They will also be highly proficient in English, and be able to pursue postsecondary studies and work in either official language across the country.

French immersion

French immersion is designed for children whose family heritage is other than French. The goal is to learn French as a second language. French is the language of instruction for a significant portion of each school day, although the amount varies from one program to another. Immersion begins with a focus on language development so that students can learn to speak and read French well enough to study other subjects in that language. They also study the English-language curriculum and other courses in English.

When they complete an immersion program, students may be functionally fluent in French (able to live, work, and pursue postsecondary studies in French). In addition, they’ll have gained an understanding and appreciation of francophone culture.

Francophone schools across Canada (outside Québec) are intended for Canadian citizens and landed immigrants residing in British Columbia who qualify under section 23 of the Canadian Charter of Rights and Freedoms. Section 23 of the Charter of Rights and Freedoms grants all Canadian citizens and landed immigrants residing in British Columbia the right to educate their children in a Francophone program if they meet one of the following conditions:

• the first language learned and still understood is French;
• they received their primary school instruction in Canada in French (excludes French immersion)*;
• they have a child who has received primary or secondary school instruction in Canada in French (excludes French immersion)*;
• they have a child who is receiving primary or secondary school instruction in Canada in French (excludes French immersion)*;

* Instruction must take place in French first language. French immersion does not confer section 23 rights.

The above text has been taken from a booklet called «I’m with you!» which has been published by the Fédération des parents francophones de l’Alberta (FPFA) for English-speaking parents across Canada. If you want to read more about this subject, contact the FPFA by email at fpfa@francalta.ab.ca or by phone at 780.468.6934.

Yes! The public school system is based on respect and equality. In our schools, your child learns to live in harmony with others and to become a valuable citizen in her or his community. Here are some of the programs that help students cope using a positive approach to conflict:

• Integration of social skills
• World religions (in secondary school)
• Parenting skills (role and responsibilities)
• Personal growth plans

By promoting the learning of different cultures and religions, the school becomes an open door onto a world where students can develop and enhance skills in understanding, tolerance and compassion to appreciate individual differences.

All of our schools have a code of conduct which clearly outlines the rights and responsibilities of all those involved in creating a safe learning environment. Furthermore, our School District endorses the Ministry of Education’s policy and programs which condemns verbal and physical violence. Codes of conduct exist to ensure the security of all and to reflect the values that our school system promotes. The code of conduct ensures that your child’s rights will be respected and will allow her or him to take ownership for her or his own words and actions. As a result, students are encouraged to find solutions to problems using various tools such as conflict resolution, mediation and problem solving.

• By following the Ministry of Education Curriculum
• By offering specialized reading programs
• By offering a full-day Francophone kindergarten program
• By making available a French-language acquisition program
• By offering a quality English program starting in Grade 4.
• By transmitting a high level of bilingualism to our students.
• By offering a variety of sports and cultural programs.
• By having small class sizes to provide more assistance on a one-on-one basis.
• By integrating technology into the classroom and making laptop computers available to grade 4 to 12 students.
• By integrating extra-curricular activities into student life.
• By offering cooperative education programs which integrate the learning environment with the work environment.
• And by offering an environment that contributes to the full development and cultural identity of Francophone students.