That's a good question. First of all, as a former executive director of your riding's school board, I appreciate your comments. The riding included Prescott-Russell, which is very francophone, and Stormont, Dundas and Glengarry, which are a little less francophone.
Perhaps I could answer you by citing the example of Stormont, Dundas and Glengarry, which are good examples of francophone communities in Canada.
The emphasis is put on the admission of students who are entitled to French-language education. We admit what are called rights holders to our schools. There are all kinds of rights holders. There are those who speak fluent French. Those are francophones who have learned French and master it. There are rights holders who have lost their French language, somewhat like the case to which you referred.
That means we have to try to "refrancize" those students who have lost their French. This approach depends on the region where you are. As I managed Prescott-Russell and Stormont, Dundas and Glengarry, the strategies that had to be put in place at a completely francophone school were different from those of a school where a number of students didn't speak the language.
I don't have the figures you want, but I imagine I could find them. Sometimes it's complicated. You have to distinguish between rights holders and non-rights holders.
My daughter was teaching kindergarten. She had 20 pupils in the morning and 20 in the afternoon. So she taught 40 pupils. Some of the 20 students in a single class did not master the language. Those many students, more than 50% of the class, were rights holders who had lost their French.
The strategies for relearning French or for francizing rights holders and non-rights holders are the same. So you can have pur laine rights holders and non-rights holders. To establish strategies in our schools, we have to consider both francization and "refrancization".