This document offers a framework for discussing the literacy levels and literacy training of French-speaking Canadians living in minority areas.
The first part of this discussion paper includes data about the status of francophones when it comes to literacy levels and training. The second part raises a number of issues that affect the development and success of literacy training initiatives in French.
This Statistics Canada analysis is based on information from the Labour Force Survey carried out in March 2012, which for the first time included questions designed to identify language characteristics of workers.
This document offers a summary of a Statistics Canada study that uses the results of the International Adult Literacy and Life Skills Survey (IALSS) to analyze the literacy skills of Canada’s official language minorities.
This document is part of a National Adult Literacy Database (NALD) project, funded by the Canadian Council on Learning (CCL), aimed at providing straightforward summaries of research documents available from Statistics Canada.
Prepared by the Ontario Literacy Coalition (OLC), now called Essential Skills Ontario, this document takes a historical look at literacy from the 19th century through to present-day programming in that province.
It includes sections about federal involvement in literacy; the history of French language education rights in Ontario; deaf literacy; and the connection between literacy and social justice.
This presentation offers both an overview of family literacy in the Canadian context and a detailed look at some specific programs aimed at parents and their young children.
According to the 2006 Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Cooperation and Development (OECD), Canadian 15-year-olds scored above OECD averages in reading, math, and science literacy. Canada’s science scores put it in the top seven of 57 countries.
The authors point out that while official language minority education rights are protected by the Charter and the Official Languages Act, the provision of quality education for minority Francophones remains a challenge. Adult literacy assessments show that Francophone adults in minority-language contexts have weaker literacy skills than their majority-language counterparts.
The goal of this research project was twofold: to demonstrate the impact of literacy on learners in their everyday lives, and to provide practical information to Literacy and Basic Skills (LBS) agencies in Francophone minority communities in Manitoba and Ontario and to stakeholders in French literacy in general.
