The ideal, Mr. Nadeau, would be for all students to find themselves in francophone environments for more than one year. Based on the model we've selected, students spend two years with us—and we of course offer them language training during that period—and subsequently one year abroad. That year is mandatory as part of the BA program. We've chosen to send them abroad in the third year for all kinds of reasons. When they arrive at university, after grade 12, they are 17 years old and lack maturity. They also need intellectual maturity to take advantage of the experience outside their environment. They come back enriched academically. My colleagues mentioned this phenomenon earlier. The students choose courses that are not offered at home, at their home institution. They take advantage of socio-linguistic enrichment. Language learning is done in an environment. There is cultural enrichment—that goes without saying—and personal enrichment as well. This personal growth occurs only starting at a certain age.
These are the reasons why we have selected this model. We prepare the students very well for what awaits them, that is to say that third year abroad. When they come back, they can use the entire experience they've had in third year in their francophone or francophile community. We see that, to date, our students go back to those francophone environments because the experience has really enriched them. These students have a window on the world. It may be a Canadian francophone environment or, as is the case with us, a European environment.