I am going to start the answer and Mr. Lacombe can continue.
In a very broad sense, I will say that the conventional learning of French and math, among other subjects, is part of the basic education that every child should get. The cultural component is what makes it possible to build the identity of an individual. We grow up somewhere, whatever the place; we grow up in a community, in an environment. If we ignore that aspect and say that we are just focusing on education and learning as such, our work is incomplete.
Our concern is to build the identity of every child, of every individual, until they become adults, so that they can be whole citizens living in two cultures. Make no mistake: the anglophone culture in which francophone minorities are immersed is easily acquired. We must not fight it, we must live with it. Often, the trouble is making young francophone people live in French on a daily basis when they live in an anglophone setting. That is why we say that we must start with families, from early childhood, and continue it in school.
With the help of other organizations like the CTF, we have developed the Trousse du passeur culturel, which we talked about in our presentation. The purpose of the Trousse du passeur culturel is exactly to address this fundamental aspect. Once the learning is done, it is important to live as well. This way of living and of asserting oneself is going to encourage more francophones to continue attending francophone high schools. It is a great challenge. Minority communities are often worried about whether their future will be in French. If they decide to continue in French, they are afraid of failing and of not being able to go to university. Those are some of their concerns.
Culture strengthens identity. We believe it is very important.
Richard might have some more concrete examples for you.