In western Canada there may be a few exceptions, but generally the problem is dispersion of small communities. I remember testing in Saskatchewan and travelling for three days just to test about seven or eight students in each school. Saskatchewan is a good example of dispersion.
What's missing there for the first actors, the parents and the family, is that they don't have social proximity to institutions, to other francophones, so it's a major challenge on that side.
The second component is the institutional completeness. That's also dictated by numbers.
The third factor is the state legitimizing the language. In that case, governments could be more generous in legitimizing the language, giving them access to communities.
I have testified a few times in court cases in western Canada. They build small schools. They quickly outgrow the schools. There's a lack of vision. You might remember the last court case in B.C. that went to the Supreme Court. The judge herself said it's true that we don't give the francophones what they need, but they are going to assimilate just the same. We should not invest too much.
With those kinds of attitudes, we have problems.