Québec has delayed the full implementation of its revamped French language curriculum for primary and secondary schools, pushing the rollout back to . The decision, announced by Education Minister Sonia LeBel on Tuesday, represents a significant retreat from the timeline established by her predecessor, Bernard Drainville, in .
The move comes after considerable discontent within the education sector regarding the initial implementation schedule. Drainville had initiated a pilot program in across 55 classrooms province-wide, with plans for full integration into all schools by . Educators voiced concerns that the timeframe was too aggressive, leaving insufficient opportunity to analyze the pilot project results and adequately train teaching staff.
According to a statement released by Minister LeBel’s office, the delay “responds to the concerns expressed by the network and aims to give teachers the time, flexibility and tools necessary to succeed in this transition.” The coming school year will now be dedicated to “preparation and support for the network,” with teacher training programs scheduled to begin in the spring of , led by pedagogical advisors from the Ministry of Education.
LeBel stated that the additional year will allow educators the necessary time to “master the new program before teaching it, analyze the available teaching materials and choose what is best suited for their students.”
The revised curriculum introduces several key changes to French language instruction. Traditional oral presentations will be replaced with debates, discussions, and role-playing exercises. Daily reading and writing exercises are mandated, and there will be a significantly increased emphasis on Québec culture. Students will be required to read at least ten French-language texts per year, with a majority being works by Québec authors.
Drainville had also proposed a mandatory vocabulary list of 2,700 words for students to learn by the end of primary school – a shift from the previous optional approach. This list, originally comprising 3,000 words, has been updated, with certain terms removed due to declining usage. Words like “priest,” “pastor,” and “mass” have been dropped, while “autochtone” (Indigenous) and “québécois” (Québecer) have been added. The terms “alcohol” and “tobacco” are also being removed from the required vocabulary.
the new program requires students to participate in five cultural activities annually, such as attending theatre performances or visiting museums, to expose them to Québec’s cultural landscape.
The delay follows calls from teachers’ unions for a postponement. Both the Fédération des syndicats de l’enseignement (FSE) and the Fédération autonome de l’enseignement (FAE) had urged the government to delay implementation until , citing concerns about adequate preparation time for teachers. The FAE suggested a voluntary rollout in followed by full implementation in as a more “respectful” approach.
The decision to delay comes as the province also reports record numbers in French language training for newcomers, although the opposition has criticized delays and poor planning in delivering these services. This suggests a broader focus on reinforcing French language proficiency across all segments of Québec society, but also highlights the logistical challenges involved in implementing large-scale language initiatives.
The postponement of the curriculum rollout represents a pragmatic response to concerns within the education system. While the goal of modernizing French language education and strengthening ties to Québec culture remains, the government has acknowledged the need for a more measured approach to ensure successful implementation and avoid overburdening educators.
