linguistic group [ English-speaking areas | English-speaking countries | French-speaking areas | French-speaking countries | German-speaking countries | language minority | linguistic area | linguistic minority | Portuguese-speaking areas | Spanish-speaking areas ]

French-speaking Canadian [ French-language Canadian | francophone Canadian ]

French-language Centres of Excellence Development and Promotion Program [ French-language Centres for Excellence Program | French-language Centers for Excellence Programme ]

Community of French-Language Public Broadcasters [ Community of French-Language Radio Broadcasters | Community of French-Language Radio Programmes ]

Canadian Association of Second Language Teachers | CASLT [Abbr.]

Canadian observatory on language industries | COLI [Abbr.]

interpretation from each of the languages Spanish, German, English, French and Italian

Quebec French | Québécois French | Canadian French

Canadienne cow | Canadienne | Black Canadian | Canadian | French Canadian

french-language instructional unit

Question No. 217 Mr. Yvon Godin: With regard to the National Defence Official Languages Program Transformation Model: (a) who exactly must be bilingual under the Model; (b) do all National Defence members have the right to receive orders from their superiors in English or French and what is the rationale for this; (c) has National Defence ever required all its members to be bilingual; (d) is the Model consistent with the Official Languages Act and on what criteria is this answer based; (e) does the Model run counter to all the efforts made in the past to comply with the Official Languages Act; (f) what method is used, and by what me ...[+++]ans, to ensure that working groups within units can provide services in both official languages when necessary; (g) how will the adoption of a “functional” approach ensure that National Defence complies with the Official Languages Act more fully than in the past; (h) which recommendations by the former Commissioner of Official Languages were not included in the Model and why; (i) where are the English, French and bilingual units located; (j) can a unilingual member serve as superior to someone who does not understand the member’s language; (k) will the Model increase the isolation and lack of understanding between the linguistic groups, in addition to aggravating tensions between Anglophones and Francophones, and have these aspects been considered; (l) what evaluation criteria and processes are used to designate a unit bilingual, Anglophone or Francophone; (m) will only bilingual and Francophone units receive services in French; (n) will the Model provide greater opportunities for advancement and equality for Francophones and why; (o) will the Model affect the number of positions for English and French teachers, program designers, curriculum developers for English and French courses and technical and administrative staff and, if so, how; (p) who will be required to reach the CBC level; (q) how will priority be given for la ...

The message I am trying to send is that French is a Canadian language that is an asset for all Canadians, but it is an asset we can take advantage of only if we have access to that society's dynamism — if we can see French-language films and read French-language newspapers and books.

I shall not applaud when I see that even section 23 of the Charter guaranteeing French-language education for Canada's French-speaking minorities is still ignored in the face of repeated rulings by the courts, including the Supreme Court of Canada, confirming these rights; or when nearly half of the 260,000 Canadian children with a constitutional right to French-language education are deprived of that right and must study in English-language schools or French immersion courses.

According to a booklet published by the federal government and entitled Official Languages Act in Brief, the objectives of the act are as follows: first, to ensure respect for English and French as the official languages of Canada, and equal status, rights and privileges for these languages in federal institutions. Second, to support the development of English and French language minority communities and to encourage the acceptance and use of both English and French in Canadian society.