Thank you, Mr. Chairman.
By the way, I would like to thank Mr. Gaffield for offering to send us the titles of these studies. I believe they will make an important contribution to the committee's work.
Mr. Clément, I taught in French schools in Saskatchewan. When the children were starting school, they were already bilingual. Here I am referring to Saskatoon, which is clearly a very Anglophone environment.
One of the problems we had at school was that, after Grade 8, the parents—Franco-Saskatchewanians, old stock Franco-Manitobans or Quebeckers whose language and culture were French—would decide to send their children to an immersion school or even an English school because French was not enough to ensure that they could earn a living. That is part of the mindset, and it is very sad and very difficult for teachers to accept the idea that, having fought for these schools and having finally secured them, young people would not remain in the system. When that happens, we lose these young people. It is a real shame, and it simply is not true that if they go into immersion, they will remain Francophone, particularly since they are in a very Anglophone environment.
When you conduct studies with a view to finding ways of keeping young people interested in pursuing their education in French as a first language, do you find there are old stock Francophones who went to English school, that you consider to be Anglophones, and who learn their second language when they are admitted to your programs? Do you look at their educational path when you are looking at admission?