I would like to start a language-exchange project, but I don’t have a partner in the other linguistic sector. Could you help me find a partner?
It is the teacher’s responsibility to take the necessary steps toward finding a partner in the other linguistic sector in order to jointly develop an exchange project and apply for a grant under the PÉLIQ-AN program. You could, for example, contact the nearest school to you in the other linguistic sector, talk with colleagues during training sessions or speak to your education consultant. Exceptionally, should a teacher be unable to find a partner, he or she may contact the program coordinator or visit the PÉLIQ-AN Facebook page and post a message there.
Can I do an exchange with a class from another province?
The PÉLIQ-AN program is intended for teachers in the youth sector in Québec, and for their students. One of its several goals is to encourage communication and develop links between the anglophone and francophone communities of Québec.
What does a language-exchange project look like?
It is up to the two project co-leaders of the language-exchange project to choose the format that best suits the needs of their classes. We have tested a format that involved several (two or more) face-to-face meetings (in one of the partner schools) preceded and followed by distance exchanges (through letters, e-mails or other technologies facilitating communication). For further information, you may consult the section From Theory to Practice on the Web site (see Observations and Suggestions Concerning Exchange Procedures). There is a vast range of possibilities for imaginative projects that can meet the goals of the program.
What are the advantages of a language-exchange project?
Based on our observations, language-exchange projects can be expected to yield the obvious language benefits derived by students and be supplemented by increased openness to the second language and cultural diversity. They understand more clearly the relevance of learning the second language. Many of them remain in contact with students from the other group after the project is over.
My workload is already very heavy. How could I take on a language-exchange project?
As mentioned on the Web site in the section From Theory to Practice (see Connections with the Québec Education Program), a language-exchange project can be very compatible with the QEP. It offers activities that help to develop subject-specific competencies in language as well as cross-curricular competencies. For example, you can easily integrate into your short- and long-term planning the learning and evaluation situation and the activities available in the Web-site section Pedagogical Resources. In this section you will also find an evaluation grid that will help you to record your observations. A language-exchange project encourages students to practise their second language in a real-life context that is stimulating for both themselves and their teachers.
What if the second-language competencies of the two groups are not equal?
As explained on the Web site in the section From Theory to Practice (see Observations and Suggestions on Using the Languages), the two teachers must consider the language competency levels of their students and discuss this when organizing the exchange. A number of strategies are available to them to ensure that all the students, whatever their competency level in the second language or the language of instruction, can acquire learning and improve their self-esteem.
What is the deadline for submitting a grant application?
Your application must reach the program coordinator at the Secteur des services aux Anglophones, aux autochtones et aux communauté culturelles of MEES mid-October at the latest. Projects that reach the program coordinator after the deadline will only be examined if there are funds remaining in the program budget after projects submitted on time are approved.
When will we receive a decision concerning our grant application?
Your grant application will be studied by an evaluation committee that will render a decision by the end of October. The coordinator will then send a letter indicating acceptance or refusal of the project to both school boards or to both private educational institutions. A copy of this letter will be sent to your own school. It may happen that a project is approved on condition of certain modifications. You must accept or refuse these modifications and advise the coordinator of your decision.
What costs are covered by the grant?
The purpose of the grant is to support the project and it covers a number of costs. These include substitute teachers, consumable materials, transportation and accommodations. Part III of the Grant Application Form contains detailed explanations to help you draw up the budget for your project and a budget table to fill out according to the costs to be covered.
When can we expect to receive the grant?
MEES disburses the grant to the school board or private school principal in two instalments. The first instalment, half the total budgeted cost of the project, is issued one month after the project has been accepted. The second instalment, equal to the actual cost of the project minus the first instalment, is issued after the project has been completed and the Post-Project Report has been received, analyzed and validated.