A framework of reference for pluralistic approaches

FREPA and plural approaches in Canada


This country page offers an overview about developments in Canada and documents available in English.

About the situation in Canada

In Canada, alongside the teaching of the two official languages, English and French, a number of initiatives and programs have been developed to promote the diffusion, teaching and learning of indigenous, heritage and international languages.

See for example :

Canadian Multiculturalism Act

Several institutions correspondingly share a common vision towards the promotion of languages and cultures, at various administrative levels, including the Canadian government, universities and other learning institutions, and numerous professional associations. The on-going collaboration between the European Centre for Modern Languages (ECML) and the Canadian Official Languages and Bilingualism Institute (OLBI) in Ottawa, has continuously supported the development of a number of projects within this common orientation.

The Framework of Reference for Pluralistic Approaches (FREPA/CARAP) is an example of this fruitful collaboration. The FREPA offers both theoretical and practical support to teachers, teacher-trainers, and decision makers, as well as resources that are adaptable to various educational contexts. The FREPA aims to develop competences and resources in the form of knowledge, attitudes and skills typical of mobile populations. The FREPA resources aim to offer an opening to continued exchanges between different linguistic realities which share the common objective of knowledge sharing, with an emphasis on cultural discovery and respect.


FREPA-Instruments in English

See here.

Examples of materials

The online database contains teaching materials that can be used in teaching French and English. Some of them have been produced in Canada.
See also:

FREPA in Immersion programms. An example in a Canadian classroom: Lire la ville (Danièle Moore - in French) :     Part-1    Presentation of the project


Dagenais, D., Moore, D., Sabatier, C., Lamarre, P. & Armand, F. (2009). Linguistic landscape and Language Awareness. In D. Gorter & E. Shohamy (eds). Linguistic landscape: Expanding the scenery (Pp. 253-269). LEA/ Routledge.

Litalien, R, Moore, D., Sabatier, C. (2012). Ethnographie de la classe, pratiques plurielles et réflexivité: pour une écologie de la diversité en contexte francophone en Colombie-Britannique, Canadian Journal of Education, 35(2) 192-211.

Experience reports

Marsh, Carolyn, (2013). The Missing Piece of Plurilingual Puzzle: FREPA and the Implementation of Plurilingualism in the Secondary Core French Classroom. An example in British Columbia.


Danièle Moore, Faculté d'Education, Simon Fraser University, dmoore@sfu.ca
Hilarie Lemoine, Institut des langues officielles et du bilinguisme (ILOB), Université d'Ottawa, hlemoine@uottawa.ca

Responsabilité du contenu : Hilaire Lemoine, Point de contact national du CELV
Avec le concours de Danièle Moore, Simon Fraser University, Vancouver

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