As I said, the association reacts to the needs of its members, and teachers in the remote regions are obviously facing quite significant challenges.
First, we often encounter the situation in which a teacher is teaching mathematics, for example. Since he speaks French, however, he winds up teaching French without having the pedagogical knowledge to teach second languages. In many cases, these are teachers who live entirely in an anglophone environment, in an anglophone administration in which staff are also anglophone. This person is thus the only individual who is bilingual or who speaks French. He or she has very little immersion contact and, as we know, you really have to be in contact with the language in order to be able to maintain it. So there are challenges of that kind, such as the challenge of access to educational resources related to professional training.