[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-582374-105":59,"doc-detail-582374-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","knowing-ones-community-through-language-rights-research-and-writing","Knowing One’s Community Through Language Rights - Research and Writing","","Knowing One’s Community Through Language Rights examines why French-language schools in minority settings must advance both students’ educational success and the building of Francophone identity. The study frames the evolution of language rights in Canada after the 1982 Canadian Charter of Rights and Freedoms and analyzes how sections 16 to 23 support minority-language communities in areas such as school administration and public services in French. It also outlines partners and key recommendations for integrating language rights into curricula.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/knowing-ones-community-through-language-rights-research-and-writing/582374/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/knowing-ones-community-through-language-rights-research-and-writing/582374.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s focus regarding French-language schools in minority settings?","Question",{"text":112,"@type":113},"It examines how French-language schools carry a twofold mission: educational success for students and the building of Francophone identity. It also raises the need for students and teachers to learn and act on language rights.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the 1982 Canadian Charter of Rights and Freedoms affect language rights in school and public services?",{"text":117,"@type":113},"Sections 16 to 23, as interpreted by Canadian courts, advanced language rights by enabling minority-language communities to move forward in areas such as school administration and delivery of public services in French.",{"name":119,"@type":110,"acceptedAnswer":120},"Who are the key partners involved in the project and what do they contribute?",{"text":121,"@type":113},"The FAJEF supports advocacy for access to justice in French and raises awareness of language rights. The LRSP promotes knowledge of constitutional language rights and supports dispute-settlement processes and judicial remedies. The Canadian Teachers’ Federation coordinates through advocacy and the Knowing One’s Community series.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582374,1792189769,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","One’s Community  \nTHROUGH LANGUAGE RIGHTS  \nRESEARCH AND WRITING  \nMaurice Chiasson, MC Consultants  \nCOORDINATION  \nRonald Boudreau, CTF  \nWORKING AND VALIDATION COMMITTEE  \nRabia Abdeddaïm, Language Rights Support Program (LRSP)  \nMichel Collette, teacher (Nova Scotia)  \nMarc Fecteau, teacher (Alberta)  \nPierre Foucher, jurist (Ontario) Joe Pagé, jurist (British Columbia)  \nCaroline Pageot, teacher (Ontario)  \nRénald Rémillard, Fédération des associations de juristes d’expression française de common law inc. (FAJEF)(Federation of Associations of French-speaking Common Law Jurists inc.)  \nMarie-Lynne Robineau, Language Rights Support Program (LRSP)  \nTRANSLATION  \nEditext  \nLAYOUT AND DESIGN  \nNathalie Hardy, CTF  \nThis project was made possible by a financial contribution from Justice Canada through the Access to Justice in Both Official Languages Support Fund, established under the Roadmap for Canada’s Official Languages 2013-2018: Education, Immigration, Communities. The Canadian Teachers’ Federation (CTF) wishes to thank the Fédération des associations de juristes d’expression française de common law inc. (FAJEF) and the Language Rights Support Program (LRSP) for their valued collaboration throughout all phases of the project.  \nCanadian Teachers’ Federation  \n2490 Don Reid Drive Ottawa, Ontario K1H 1E1  \nTel: 613-232-1505  \nToll-free: 1-866-283-1505  \nFax: 613-232-1886  \nE-mail: [info@ctf-fce.ca](info@ctf-fce.ca)[ ](info@ctf-fce.ca)[www.ctf-fce.ca](www.ctf-fce.ca)  \nLegal deposit: 2016  \nLibrary and Archives Canada ©Canadian Teachers’ Federation, 2016 ISBN : 978-0-88989-423-5  \nTABLE OF  \nCONTENTS  \nGeneral information ................................................................................1  \nPartners ............................................................................................2  \nBackground ........................................................................................3  \nWhat is a curriculum? ...............................................................................4  \nLanguage rights in curricula.........................................................................5  \nReferences to the community ......................................................................10  \nThe presence of the Francophone minority .........................................................11  \nConclusion ........................................................................................11  \nRecommendations ................................................................................12  \nKNOWING ONE’S COMMUNITY  \nTHROUGH  \nLANGUAGE RIGHTS  \nGENERAL INFORMATION  \nFrench-language schools in minority settings are set apart from other schools by their twofold mission: the educational success of students and the building of their Francophone identity. As a result, there are few French-language school boards or schools that do not underline the importance of the French-language culture in their mission.  \nThe passage of the Canadian Charter of Rights and Freedoms in 1982 has specifically advanced the cause of the language rights of Francophone communities outside Quebec in recent years. Sections 16 to 23, as interpreted by Canadian courts, have enabled minority-language communities to move forward in such areas as school administration and the delivery of public services in French.  \nThere was a need for minority communities to acquire and assert their rights in order to secure a school system capable of fully playing its part in achieving educational success for Francophone students while building their Francophone identity. Even today, however, the proliferation of court cases initiated by parent and community groups shows how much remains to be done if all minority Francophone communities are to enjoy a school system that fully meets their needs.  \nGiven the circumstances, should minority schools not make provision for students to learn about language rights? Should teachers not be equipped to pre","cbCaitS51RH9cIh5","https://ap.wps.com/l/cbCaitS51RH9cIh5","pdf",235886,18,"English","# General information\n# Partners\n# Background\n# What is a curriculum?\n## Language rights in curricula\n## References to the community\n## The presence of the Francophone minority\n# Conclusion\n# Recommendations","[{\"question\":\"What is the study’s focus regarding French-language schools in minority settings?\",\"answer\":\"It examines how French-language schools carry a twofold mission: educational success for students and the building of Francophone identity. It also raises the need for students and teachers to learn and act on language rights.\"},{\"question\":\"How did the 1982 Canadian Charter of Rights and Freedoms affect language rights in school and public services?\",\"answer\":\"Sections 16 to 23, as interpreted by Canadian courts, advanced language rights by enabling minority-language communities to move forward in areas such as school administration and delivery of public services in French.\"},{\"question\":\"Who are the key partners involved in the project and what do they contribute?\",\"answer\":\"The FAJEF supports advocacy for access to justice in French and raises awareness of language rights. The LRSP promotes knowledge of constitutional language rights and supports dispute-settlement processes and judicial remedies. The Canadian Teachers’ Federation coordinates through advocacy and the Knowing One’s Community series.\"}]","Knowing One’s Community Through Language Rights - Research and Writing | PDF",1792043153,45]