A Booklet of Medical Expresions Frequently Used : English-French (1992)

A Day in the Life of a Fisherman

A Generation of Seafarers

Action Plan for Official Languages 2018-2023 Highlights (2018)

Bird Rock

Bird Rock / Rocher aux oiseaux

Canada Day Celebrations (1996)

Community Case Studies (Council for Magdalen Islanders (CAMI))
These case studies accompany the section of the literature review that deals with contemporary development in island, remote and rural communities. These excerpts are quoted directly from the article or book they were published in, with the exception of Samsø, Denmark. Italicized text indicates direct quote. A complete reference accompanies each case. Cases are in alphabetical order by community name.

Community Recipes : The Fall Theme

Entry Island

Happy Anniversary C.A.M.I. : March 1987-1997 (1997)

How Butter Was Made

L'histoire de l'Île Brion

Les tombeaux en bois de l'Île Brion

Lighthouse Keepers and Legends of the Great Bird Rocks / Les gardiens de phare et légendes du rocher aux oiseaux

Magdalen Island Facts

Making Hay for Daisy

Maritime Transport

Place Names : Entry Island

Points of Interest : Plaques on Entry Island

Presentation to the APPELE Consultation

Short Stories...

The Beautiful Isles of Magdalene

The English Community of Montreal

The Home of Simeon Clarke : Site of the First Telegraph Office at Grosse Isle

The Jewels of the Gulf : Our Beautiful Magdalen Islands (Williams & Crue (1982) Ltd., 1993)

The Magdalen Islands (1988)

Transcript of Interview with Jack McLean (2003)

Un brin d'histoire

4Korners Activities - 4 Korners Family Resource Center (2020)

4Korners Activities - 4 Korners Family Resource Center (2020)

4Korners Activities - 4 Korners Family Resource Center (2020)

4Korners Activities - 4 Korners Family Resource Center (2020)

4Korners Activities - 4 Korners Family Resource Center (2020)

4Korners Activities - 4 Korners Family Resource Center (2020)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2021)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2022)

4Korners Activities - 4 Korners Family Resource Center (2023)

4Korners Activities - 4 Korners Family Resource Center (2023)

4Korners Activities - 4 Korners Family Resource Center (2023)

4Korners Activities - 4 Korners Family Resource Center (2023)

4Korners Activities : Hello February! - 4 Korners Family Resource Center (2023)

4Korners Activities : Hello March! - 4 Korners Family Resource Center (2023)

4Korners Activities ONLINE - 4 Korners Family Resource Center (2020)

4Korners Activities ONLINE - 4 Korners Family Resource Center (2020)

4Korners April 2020 - 4 Korners Family Resource Center (2020)

August 2019 4K Newsletter - 4 Korners Family Resource Center (2019)

June 2019 4K Newsletter - 4 Korners Family Resource Center (2019)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2018)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2019)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2019)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2019)

LAURENTIANS 4K NEWSLETTER - 4 Korners Family Resource Center (2019)

LAURENTIANS NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS NEWSLETTER - 4 Korners Family Resource Center (2017)

LAURENTIANS NEWSLETTER - 4 Korners Family Resource Center (2017)

May 2019 4K Newsletter - 4 Korners Family Resource Center (2019)

[Newsletter] - 4 Korners Family Resource Center (2015)

[Newsletter] - 4 Korners Family Resource Center (2015)

[Newsletter] - 4 Korners Family Resource Center (2015)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2016)

[Newsletter] - 4 Korners Family Resource Center (2017)

[Newsletter] - 4 Korners Family Resource Center (2023)

[Newsletter] - 4 Korners Family Resource Center (2023)

[Newsletter] - 4 Korners Family Resource Center (2023)

Annual Report : 2009-2010 - 4Korners (2010)

Annual Report : 2010-2011 - 4Korners (2011)

Annual Report : 2011-2012 - 4Korners (2012)

Annual Report : 2012-2013 - 4Korners (2013)

Annual Report : 2013-2014 - 4Korners (2014)

Annual Report : 2014-2015 - 4Korners (2015)

Annual Report : 2015-2016 - 4Korners (2016)

Annual Report : 2016-2017 - 4Korners (2017)

English Language Services Directory: Laurentians Region : 2016 - 4Korners (2016)

General By-Laws of The 4 Korners Family Resource Centre - 4Korners (2017)

Impact Report 2017-18 : English Community Services & Support - 4Korners (2018)

Impact Report 2018-19 : English Community Services & Support - 4Korners (2019)

Impact Report 2019-2020 - 4Korners (2020)

Impact Report 2020-2021 - 4Korners (2021)

Impact Report 2021-2022 - 4Korners (2022)

Impact Report 2022-2023 - 4Korners (2023)

Profil des jeunes anglophones des Laurentides 15 à 29 ans - 4Korners (2020)
Selon les données publiées par l’Institut de la statistique du Québec en 2020, la population vivant dans les régions administratives de la province a considérablement changé de 2019 à 2021 en raison des répercussions sociales directes de la pandémie de COVID-19 et de ses conséquences sur la migration, la mobilité, l’attractivité de la main-d’oeuvre, la conciliation travail-famille, les habitudes de vie et les loisirs. Ainsi, on estime que 632 000 habitants vivaient dans la région des Laurentides au 1er juillet 2020, marquant une augmentation de 17,7 % pour l’année 2019-2020; ce pourcentage est plus élevé que le taux moyen de l’ensemble de la province (8,5 %) pour cette année. De fait, il est important de souligner que cette région présente la plus forte augmentation depuis le début de la pandémie en mars 2020.

Profile of Laurentian English-speaking Youth 15-29 - 4Korners (2020)
According to data published by the Institut de la statistique du Québec in 2020, the population living in the administrative regions of the province has significantly changed between 2019 and 2021, being directly affected by the social impacts caused by the COVID-19 pandemic and its implications for out-migration, mobility, workforce attractivity, work/life balance, lifestyle habits and leisure activities. As a result, it is estimated that 632,000 inhabitants were living in the Laurentian region as of July 1, 2020. This represents an increase of 17.7% for the year 2019-2020, which is higher than the average rate across the province (8.5%) for that year. In fact, it is important to highlight that this region presents the largest increase since the outbreak of the pandemic in March 2020.

Programme de responsabilité sociale de l’entreprise / Corporate Social Responsibility Program - 4Korners

Rapport d'impact 2018-19 : Services et soutien pour la communauté anglophone - 4Korners (2019)

Rapport d'impact 2019-2020 - 4Korners (2020)

Rapport d'impact 2020-2021 - 4Korners (2021)

Rapport d'impact 2021-2022 - 4Korners (2022)

In Other Shoes - 9B, Vanguard; Writers in the Community (2011)

Rapport d'agrément : Hôpital Jeffery Hale-Saint Brigid's - Accreditation Canada (Jeffery Hale - Saint Brigid's (JHSB), 2013)
Hôpital Jeffery Hale-Saint Brigid's (nommé «l'organisme» dans le présent rapport) participe au programme Qmentum d'Agrément Canada. Dans le cadre de ce processus permanent d'amélioration de la qualité, une visite a eu lieu en mars 2013. Ce rapport d'agrément repose sur l'information obtenue dans le cadre de cette visite et sur d'autres données fournies par l'organisme. Les résultats du processus d'agrément sont fondés sur l'information reçue de l'organisme. Agrément Canada se fie à l'exactitude des renseignements qu'il a reçus pour planifier et mener la visite d'agrément, ainsi que pour préparer le rapport d'agrément.

Au-delà du modèle unique : Des solutions distinctes pour des besoins distincts - Advisory Board on English Education (2013)
Dans le présent rapport à l’intention de la ministre, nous reprenons les thèmes et les préoccupations que nous avons exposés dans notre correspondance, nos rapports et nos mémoires antérieurs et qui décrivent encore aujourd’hui fidèlement la situation de l’éducation en langue anglaise au Québec. Nous y ajoutons des exemples actuels de préoccupations et de réussites afin de dresser un portrait à jour de la situation. Nous insistons sur le fait que nous n’avons nullement l’intention de promouvoir un système au détriment de l’autre, ni de désigner des fautifs. Selon nous, bon nombre des difficultés auxquelles font face les commissions scolaires, les écoles et les centres du secteur anglophone pourraient être amoindries si le MELS tenait davantage compte des différences entre les deux secteurs dans ses politiques et leur mise en oeuvre.

Décentralisation, régionalisation et adaptation (DRA) : Jamais deux sans trois - Advisory Board on English Education (2006)
La question de la régionalisation – non seulement dans le secteur de l’éducation mais dans l’ensemble de l’activité d’élaboration des politiques et de prestation des services gouvernementaux – ne date pas d’hier. Au cours des dernières années, deux gouvernements successifs ont fait de l’étude de la régionalisation et de la décentralisation une priorité, dans l’optique de rendre les politiques et les services gouvernementaux mieux adaptés aux besoins locaux et régionaux.

Decentralization, Regionalization and Adaptation (DRA) : Jamais deux sans trois - Advisory Board on English Education (2006)
The issue of regionalization—not just in education but also across the entire spectrum of government policy making and service delivery—is not a new one. In recent years two successive governments have made discussion of regionalization and decentralization a priority with a view to making government policies and services more responsive to local and regional needs.

Educating Today's Québec Anglophone - Advisory Board on English Education (2010)

Educating Today's Québec Anglophone : Brief Presented to the Minister of Education, Recreation and Sports - Advisory Board on English Education (2010)

Éducation autochtone : Les deux rives du fleuve - Advisory Board on English Education (2017)
À l’échelle mondiale, la recherche rend compte du faible rendement scolaire des élèves de culture autochtone, mais aussi d’une tendance progressive à améliorer cette situation. La Commission de vérité et de réconciliation (CVR) du gouvernement canadien a donné l’impulsion nécessaire pour que les provinces examinent leurs pratiques, et la Commission de l’éducation en langue anglaise (CELA) félicite le ministre de l’Éducation, du Loisir et du Sport de prendre part à l’initiative. Les rapports de recherche et les médias font état de facteurs nombreux et divers qui entravent la réussite des enfants autochtones à l’école. Certains, comme l’éloignement et l’inaccessibilité des communautés, la rareté et le coût élevé de la nourriture, la pauvreté, les mauvaises conditions d’habitation et une infrastructure défaillante, débordent du cadre des solutions purement éducationnelles, mais ils n’en ont pas moins, en se combinant, de profonds effets sur les résultats scolaires. Il faut donc mobiliser les services sociaux et médicaux pour améliorer les conditions qui influent sur la réussite scolaire des élèves autochtones, ce qui, nous l’espérons, sera facilité au Québec par le Plan d’action gouvernemental en matière de développement social autochtone. Quoi qu’il en soit, l’éducation reste à la base de toute solution potentielle aux difficultés et aux problèmes de cette population. Pour améliorer la situation des 100 000 Autochtones du Québec, il faut commencer par la jeune génération. D’ailleurs, bon nombre des problèmes qui mènent à l’insuccès scolaire, dont quelques uns sont abordés dans ce mémoire, peuvent être résolus par le système d’éducation. Il n’est pas question ici de prescrire un « remède aux problèmes » du système scolaire autochtone, aussi ce mémoire ne formule‑t-il pas de recommandations, à la différence de la plupart de ceux que la CELA a déposés jusqu’ici. Il dresse plutôt une liste des éléments qui peuvent alimenter la discussion sur l’éducation des Autochtones au Québec. Nous espérons en outre que certaines des observations et recommandations formulées dans nos mémoires précédents au sujet du système d’éducation anglophone seront d’un apport utile, même si notre perspective est surtout celle des différences entre cultures et des problèmes de longue date des systèmes scolaires autochtones.

Former les anglophones du Québec d'aujourd'hui - Advisory Board on English Education (2010)

Fostering Student Success in Québec's English School : Implications for Policy and Practice - Advisory Board on English Education (2011)

High-quality Teachers and Administrators for English-language Schools in Québec : Preparation, Induction and Support - Advisory Board on English Education (2009)
The Advisory Board on English Education begins by commending the teachers and principals of the English-language schools of the province for the crucial work they do in educating the future citizens of Québec, Canada, and the world. Education has always been an important preoccupation of English-speaking Quebeckers. Graduates of English-language schools have contributed greatly to the institutions of the province, and the schoolhouse has traditionally provided a focal point for rural populations of the community. Worldwide, there is a recognition that education must change to accommodate the needs of twenty-first century graduates, and that therefore the curriculum and teachers must also change. Many countries have developed initiatives that aim to prepare, support, and retain teachers more effectively than in the past, and to encourage young people to become teachers, especially in disciplines such as science and mathematics, seen as necessary for living in contemporary society. Our goal in this brief is to respond to the preoccupation that the English-language schools of Québec need even more good teachers and principals who, in turn, need more appropriate preparation and more support so that they do not leave the profession but continue to develop within it.

Indigenous Education : Walking on Both Sides of the River - Advisory Board on English Education (2017)
Worldwide research has identified low school achievement levels among students from Indigenous cultures and there is a gradual movement to improve their situation. The Truth and Reconciliation Commission (TRC) of the Canadian government has provided the impetus for the provinces to examine their practices and the Advisory Board on English Education (ABEE) congratulates the Minister of Education, Recreation and Sports for joining this initiative. The research literature and the media have identified a broad range of issues affecting the success of Indigenous children in schools. Some of these issues, such as the remoteness and inaccessibility of the communities, poverty, the scarcity and high cost of food, poor housing, and infrastructure problems, are outside the scope of educational solutions, although they combine to have a profound effect on educational outcomes. Social and medical services must be called upon to improve the circumstances that contribute to the educational success of Indigenous students, and we hope this will be facilitated in Québec by the provincial government’s Aboriginal Social Development Action Plan. Yet education is fundamental to any potential solution to Indigenous concerns and problems, and any changes to the situation of the 100 000 Indigenous people of Québec must start with the younger generation. Many of the issues affecting the students and their success or failure in school can be addressed by the school system and this brief will identify some of them. In no way is this brief a prescription to “cure problems” in the Indigenous school system, so it does not contain recommendations, unlike most ABEE briefs. Rather, we will identify some of the issues that might contribute to the discussion of Indigenous education in Québec. We hope that some of the observations and recommendations we have made in earlier briefs regarding the Anglophone school system will be useful additions to the conversation, even though our perspective is influenced by differences between cultures and long-standing problems within Indigenous school systems.

Keeping the Door Open for Young English-speaking Adults in Québec : Language Learning in English Schools and Centres - Advisory Board on English Education (2016)
During a committee hearing in April 2015, Premier Philippe Couillard responded to a question from Mr. David Birnbaum (MNA for D’Arcy-McGee) about “what our government has done and plans to do to ensure that young anglophone Quebecers are full and valued participants in building our future,” by saying that he wanted to hear from the English-speaking community. About the same time, then-Minister of Education Bolduc asked the Advisory Board on English Education (ABEE) to advise him on how to encourage English-speaking youth to remain in Québec. In May 2016, Premier Couillard identified the English educational sector as a model for the system as a whole, and the Board proposed some reasons for this success in its most recent brief. It should be noted that students in the English sector achieve this success while receiving instruction in two languages from kindergarten onward. The ability to function in two languages is recognized as a crucial socio-economic skill for young Anglophones, and has an impact on their decision whether or not to stay in Québec. How can the education system contribute to developing this skill? This brief is respectfully presented to the Minister of Education with recommendations that respond to this question.

Lettre au ministre de l'Éducation - Advisory Board on English Education (2021)

« Nous sommes responsables envers les élèves » : La réussite et la persévérance scolaires dans les écoles de langue anglaise - Advisory Board on English Education (2015)
En février 2015, la Commission de l’éducation en langue anglaise a reçu de l’ancien ministre de l’Éducation le mandat d’examiner les réussites dans les écoles anglophones de la province, de déterminer les conditions propices à ces réussites dans ces écoles et de proposer des moyens de transposer ces conditions dans l’ensemble du réseau québécois de l’éducation. Elle s’est acquittée de ce mandat et croit que les enjeux sont assez pertinents et importants pour s’y intéresser, tout en sachant qu’un grand nombre des éléments décrits dans le présent mémoire ne sont pas nouveaux et que quiconque connaît bien la pratique pédagogique les reconnaîtra.

One Size Does Not Fit All: Distinct Solutions for Distinct Needs - Advisory Board on English Education (2013)
In this report to the Minister, the Advisory Board on English Education is taking the opportunity to review the themes and concerns identified in earlier correspondence, reports and briefs that continue to describe English education in Québec accurately, and to update them with current examples of both concerns and successes. We emphasize that there is no intention to promote one system over another, nor to assign fault. We believe that many of the inherent difficulties faced by English school boards, schools and centres could be mitigated if MELS were to take better account of the differences between the two sectors in its policies and their implementation. It is hoped that a description of the distinctiveness of the English sector and how it functions differently from the French sector will provide some insight as to how the English system is frequently constrained by many of the Ministry’s policies, especially in their application, and indicate the need for flexibility in implementing policy. This will ensure that the English education system can continue to prepare its graduates to participate fully in the life of Québec society.

Ouvrir grande la voie aux jeunes adultes anglophones du Québec : Apprentissage linguistique dans les écoles et les centres de formation anglophones - Advisory Board on English Education (2016)
En avril 2015, pendant les débats de la Commission des relations avec les citoyens, M. David Birnbaum (député de D’Arcy-McGee) a demandé au premier ministre « [TRADUCTION] ce que le gouvernement a fait et prévoit faire pour que les jeunes anglophones du Québec participent à part entière à l’édification de notre avenir et que leur contribution soit appréciée ». Le premier ministre Philippe Couillard a répondu vouloir entendre la voix de la communauté anglophone. À la même époque, M. Bolduc, qui était alors ministre de l’Éducation, a demandé à la Commission de l’éducation en langue anglaise (CELA) de lui suggérer des moyens d’encourager les jeunes anglophones à demeurer au Québec. En mai 2016, le premier ministre a présenté le secteur anglophone de l’éducation comme un modèle pour le système dans son ensemble, et la CELA a suggéré dans son plus récent mémoire quelques raisons pouvant expliquer ce succès. Il est à noter que les élèves du secteur anglophone obtiennent d’excellents résultats alors qu’ils apprennent l’anglais et le français dès la maternelle. Cette capacité de fonctionner dans les deux langues, considérée comme une compétence socioéconomique essentielle pour les jeunes anglophones, influe sur leur décision de rester ou non au Québec. Comment le système d’éducation peut-il contribuer à l’acquisition de ces compétences? Les recommandations formulées dans le présent mémoire, respectueusement présenté au ministre de l’Éducation, répondent à cette question.

Plus ça change, plus c'est pareil : Retour sur le rapport du Groupe de travail sur le réseau scolaire anglophone de 1992 - Advisory Board on English Education (2018)

Plus ça change, plus c'est pareil : Revisiting the 1992 Task Force Report on English Education in Québec - Advisory Board on English Education (2018)

Pour la réussite scolaire dans les écoles anglophones du Québec : Répercussions sur les politiques et les pratiques - Advisory Board on English Education (2011)

Pour un personnel enseignant et un personnel de direction hautement qualifiés dans les écoles anglophones du Québec : Préparation, orientation et soutien - Advisory Board on English Education (2009)
La Commission de l’éducation en langue anglaise tient à louer le travail crucial des enseignants et enseignantes ainsi que celui des directeurs et directrices des écoles de la province qui éduquent les futurs citoyens du Québec, du Canada et du monde. Les Québécois anglophones se sont toujours beaucoup souciés de l’éducation. Les diplômés des écoles de langue anglaise contribuent énormément aux institutions de la province, et l’école a toujours été un foyer de convergence des populations rurales anglophones. L’opinion mondiale est unanime : l’éducation doit évoluer pour que les diplômés répondent aux besoins du XXIe siècle. C’est dire que les programmes et les enseignants doivent changer aussi. Beaucoup de nations ont conçu des initiatives qui visent à préparer, aider et retenir en poste les enseignants de manière plus efficace que par le passé de même qu’à encourager les jeunes à devenir enseignants, surtout dans des disciplines comme les sciences et la mathématique, si nécessaires à la société contemporaine. Le but de ce mémoire est de répondre à une préoccupation particulière, à savoir que les écoles anglophones du Québec ont besoin d’un plus grand nombre de bons enseignants et directeurs qui, à leur tour, doivent être mieux préparés et soutenus pour se perfectionner et s’épanouir dans la profession au lieu de la quitter.

Prioriser la diversité des élèves du système scolaire québécois - Advisory Board on English Education (2021)

Prioritizing Student Diversity in Québec’s Education System - Advisory Board on English Education (2021)
In previous briefs to the Minister, the Advisory Board on English Education (ABEE) has given advice on inclusion in the classroom and on Indigenous education, so this brief will not address these two issues directly. It will, instead, consider the impact of discrimination and the promotion of inclusion in the school environment, the curriculum, student achievement, and teacher education. Much of the research we have identified relates to racism, and there are certainly issues specific to racist behaviour, but we recognize that the mindset that causes racist behaviour often causes discrimination against “others” of all sorts and that the remediating strategies are often similar.

Profil des enseignants comme clé de voûte de la mise en oeuvre de la réforme au secondaire : Rapport au ministre de l'Éducation - Advisory Board on English Education (2003)

Profile of the Teacher as Keystone in Secondary Reform Implementation : Report to the Minister of Education - Advisory Board on English Education (2003)

Réponse à la consultation sur le programme Éthique et culture religieuse - Advisory Board on English Education (2020)
La Commission de l’éducation en langue anglaise (CELA) a pour mandat de « donner des avis au ministre de l’Éducation et de l’Enseignement supérieur sur toutes les questions touchant les services éducatifs dans les écoles anglophones primaires et secondaires ainsi que dans les centres d’éducation aux adultes et de formation professionnelle ». Elle est donc tenue de soumettre le présent mémoire dans le cadre de la consultation sur le remplacement du programme Éthique et culture religieuse (ECR). Cependant, nous, les membres, trouvons frustrant le court délai accordé pour la consultation, car nous n’avons pas le temps d’examiner minutieusement les études pertinentes, ni de consulter le milieu pour bien comprendre comment le cours est donné et accueilli dans les écoles. Les décisions relatives au curriculum, comme celles d’ordre pédagogique, devraient s’appuyer sur les conclusions d’études fiables. Nous avons des doutes quant à l’utilité des questions du sondage en ligne. Si l’on avait demandé aux répondants d’évaluer leur connaissance du contenu et de la pédagogie du programme actuel d’ECR, l’information aurait pu aider à jauger la pertinence de leurs opinions. Bien que le programme d’ECR représente une petite partie du programme global de formation au primaire et au secondaire, il joue un rôle déterminant dans le développement de nos futurs citoyens et mérite une réflexion approfondie. Cela dit, nous espérons que le ministre étudiera attentivement les documents qui lui seront soumis et que le programme proposé n’est pas déjà un fait accompli. Dans les huit thèmes du programme proposé, l’étude des différentes religions n’est mentionnée qu’une seule fois, ce qui traduit clairement l’intention du gouvernement de promouvoir la laïcisation de la vie publique. Nous doutons, cependant, que cela contribue à former efficacement les citoyens de demain dans une société de plus en plus diversifiée et pluraliste. Vu le temps dont nous disposons, nous ne pouvons que soulever la question. Il y a toutefois des problèmes pratiques et pédagogiques qui, selon nous, doivent être considérés et dont nous traiterons plus en détail ci-dessous.

Response to the Consultation on the Proposed Ethics and Religious Culture Program - Advisory Board on English Education (2020)
The mandate of the Advisory Board on English Education (ABEE) is “to advise the Minister of Education and Higher Education on all matters affecting the educational services offered in English elementary and secondary schools and adult and vocational education centres.” For this reason, we are obliged to offer this contribution to the consultation on replacing the Ethics and Religious Culture (ERC) program, although we are frustrated that the short time allowed for consultation does not allow us to do a careful study of pertinent research and to consult with the milieu to have a fuller understanding of how this course is offered and received in the schools. Curriculum decisions, just as pedagogical decisions, should be based on conclusions from robust research. We question the value of the questions in the on-line survey: it might have been revelatory to have asked respondents to estimate their knowledge of the content and pedagogy of the existing ERC program to assess the pertinence of their opinions. Although the program occupies a small part of the overall elementary and secondary school curriculum, it is a critical program in the development of our future citizens and one that merits thoughtful consideration. Nevertheless, we also hope that the Minister will consider carefully the submissions made to him and that the proposal does not represent a fait accompli. It is clear that the relegation of the study of different religions to one reference in the eight themes of the proposed program represents the government’s intent to further the secularization of public life. However, we question whether this will effectively educate future citizens in an increasingly diverse and multi-faceted society. In the time available, we can only raise the question, but there are pedagogical and practical issues that we believe need to be considered and that we will elaborate.

The Transitions Beyond Secondary : Report to the Minister of Education of Québec - Advisory Board on English Education (2004)

Transitions postsecondaires : Rapport au ministre de l'Éducation du Québec - Advisory Board on English Education (2004)

"We Are Accountable to the Students" : Success and Retention in English-language Schools - Advisory Board on English Education (2015)
In February 2015, the Advisory Board on English Education was given a mandate from the former Minister of Education to examine the successes experienced in the English-language schools of the province, identify the conditions present in the schools that contribute to these successes, and suggest how these conditions might be transferred throughout the education network in Québec. The Board has carried out this mandate, believing that the issues are relevant and important enough to be addressed, but aware that many of the factors identified in this brief are not novel and may be recognizable to anyone familiar with good educational practice.

ACDPN Proposes Roadmap for Access to Prevention Services for Black English-speaking Families - African Canadian Development and Prevention Network (2013)

Africana Congress 2000 - Africana Studies Committee (2000)
Africana Congress 2000 was held at McGill University from February 4" to February 6” 2000. Organized by the Africana Studies Committee and the Black Student Network, and sponsored in large part by Canadian Heritage, the event served to celebrate and critically re-evaluate 30 years of Africana Studies at McGill University. The Congress marked a major turning point in the struggle to maintain and promote Africana Studies at McGill University. It was first conceived two years earlier, when the Africana Studies Committee (ASC) drafted its 1998 Development Plan, a document that charted ASC’s 20-year vision for the potential expansion of the program. The plan was divided into four phases, the final one being the establishment of an Africana Studies Centre. In the interim, the Congress was conceived and proposed as a way of mobilizing as much support for the initiative as possible. The Congress was also conceived as a forum that would welcome input and would generate discussion about how to achieve our goals. ASC without engaging in acknowledged that it could not achieve these ambitious, though not unrealistic, goals with genuine consultations with the wider community.

AGAPE's Healthy Early Years (HEY) Program - AGAPE

Minutes of the Annual General Meeting of “Agape” Inc. - AGAPE (2022)

Survey on Access to Health Care and Social Services for the English-speaking Community of Laval - AGAPE (2019)

The English-speaking Catholic Population Profile in Quebec, 2001 : Comparative Analysis of the Demographic Characteristics and Geographic Distribution of the FOLS-English Catholic Population in Quebec - Ahmadzadeh, Nazanin (English Speaking Catholic Council, 2004)
The general objective of this study is to provide the English-Speaking Catholic Council in Québec with a comprehensive demographic portrait of the English speaking Catholic Community in Québec. This portrait will serve as support for the orientation of the ESCC. This study follows a previous study carried out in 1992 which focused only on the parishes in the Montreal metropolitan area.

The English-Speaking Catholic Population in Quebec, 2001 - Ahmadzadeh, Nazanin; Warnke, Jan (2004)

Learning Disabilities in Quebec : Potential Barriers in French Language Learning for English-Speaking Youth - Alder, Helen (Youth for Youth Québec (Y4Y Québec), 2022)

Church in the Modern World : Sociologist's View - Allen, Paul (2010)

Loyola High School: How to Defend Religious Freedom - Allen, Paul (2014)

APPELE-Québec critique vivement le gouvernement du Québec pour son changement d'avis sur les élections dans lescommissions scolaires anglophones - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2020)

APPELE-Québec Deplores Government Haste in Involving Closure on Bill 40 - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2020)
Keywords: Official Language Minority Community (OLMC)

APPELE-Québec Disappointed with Government's Hasty Decision to Reject Court Reference - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2020)

APPELE-Québec Proposes Path for Breaking Impasse on Bill 40 - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2020)

APPELE-Québec Slams Quebec Government for Flip Flop on School Board Elections - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2020)

Bill 40 Submission by APPELE-Québec - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2019)

Community Unites to Fight for Domocratically Elected School Boards - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2019)

Compte rendu des audiences publiques sur le projet de loi no 40 tenues par APPELE-Québec - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2019)
APPELE-Québec a entendu 18 groupes et particuliers lors des audiences publiques qu’il a commanditées, portant sur le projet de loi no 40 : Loi modifiant principalement la Loi sur l’instruction publique relativement à l’organisation et à la gouvernance scolaires. Lors de cet exercice, nous avons pu entendre le point de vue d’un vaste échantillon de représentants de la communauté anglophone du Québec ainsi que des parties concernées originaires de l’ensemble du Canada.

Court Challenge to Bill 40 Launched : Qubec's English-Speaking Minority Seeks Interlocutory Injunction - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2020)
Keywords: Official Language Minority Community (OLMC)

English-speaking Community Challenges the Constitutionality of Bill 40 - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2020)
Keywords: Official Language Minority Community (OLMC)

Mémoire présenté sur le projet de loi 40 par APPELE-Québec - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2019)

Report on Hearings on Bill 40 Organized by APPELE-Québec - Alliance for the Promotion of Public English-language Education in Quebec (APPELE-Quebec) (2019)
APPELE-Québec heard from 18 groups and individuals at hearings it sponsored on Bill 40; An Act to amend mainly the Education Act with regard to school organization and governance. We benefited from the input of a wide cross-section of representatives from Quebec’s English-speaking community as well as from concerned parties from across Canada.

A Brief on Quebec's English-speaking Youth on the Occasion of the Youth Summit - Alliance Quebec (AQ) (2000)
We, the English-speaking youth of Quebec, come before you today to ask that our distinctive voices be heard. We share many of the concerns, problems and preoccupations of our French-speaking brothers and sisters. But we have anguishes, specific and poignant, which are ours alone, and which you will not hear about from the other participants and observers at the Youth Conference.

A Policy for the English-speaking Community of Quebec - Alliance Quebec (AQ) (1982)
We are almost one million English-speaking Quebecers. We regard Quebec as our home. Our community has participated in more than two hundred years of Quebec's history. We have contributed to the building of one of the world's most stable, prosperous and culturally rich societies. We believe that the interplay of the influences of Quebec's French-speaking and English-speaking peoples has been mutually enriching.

Adoption of Regional Access Plans : AQ to Monitor Process - Alliance Quebec (AQ) (1999)

Adoption of Seven Health and Social Services Access Plans : Too Little Too Late - Alliance Quebec (AQ) (1999)

Agreement on Manpower Development a Positive Step - Alliance Quebec (AQ) (1997)

Alliance Calls on Quebec Government to Withdraw Appeal - Alliance Quebec (AQ) (1999)

Alliance Gets Director-General to Expand Revision of Electoral Rolls for June 14 School Board Vote - Alliance Quebec (AQ) (1998)

Alliance Quebec : A Needs Assessment Study - Alliance Quebec (AQ) (1999)
The pressures of resources - both human and financial – impose limits on studies of this scope that are unavoidable. Furthermore needs are very subjective in nature and may depend upon who identifies them, who evaluates them and where they are placed among other so-called needs. To assess the needs of any particular group as diverse as the community which Alliance Quebec serves is a daunting task. Alliance Quebec's unique provincial perspective clearly underscores that challenge facing all our communities, urban and rural, large and small, unilingual and multi-lingual. English-speaking Quebecers are increasingly ethnically diverse, ageing and in fear of the loss of our young to other parts of the country and the world. Obviously, given these circumstances, differences will surface as to what is a need and as to how the needs are to be determined. Even though we face common issues, there is nothing common about the way our communities face those issues.

Alliance Quebec Agrees with the Office of the Commissioner of Official Languages National Report on Service to the Public in English and French : Time for a Change in Culture - Alliance Quebec (AQ) (2001)

Alliance Quebec Announces Office de la langue anglaise - Alliance Quebec (AQ) (1996)

Alliance Quebec Board of Directors Elect an Interim President - Alliance Quebec (AQ) (2001)

Alliance Quebec Board of Directors Will Elect an Interim President - Alliance Quebec (AQ) (2001)