Middle School Update - Selwyn House School

Middle School Update 

April 29, 2010 

Congratulations! 

• A couple of weeks ago, the Grade 8 students wrote Scholastic Challenge 2010, a 

competition which tests overall knowledge. Ulysses Pamel came first in the province. 

The top four scores, which constituted our team score were: Ulysses Pamel, Sam 

Stein, Michael Kounadis, and Jeremy Herman. Bravo! 82% of our students 

exceeded the national average. 

News/Information 

• Please note that the schedule for the last two weeks of school, May 31-June 11 is 

attached. The first week maintains the regular schedule of the day, 8:15 to 2:45 and 

there will be performance assessments as well as review and exam preparation. There 

will be no physical education that week. The second week is formal examinations, 

and students will arrive at 8:45 for a 9:00 start. Most exams are two hours. Exam 

preparations sheets for all subjects will be attached to next week’s Update email. 

• Tomorrow is the last day for the Café Red Room. This is an initiative that Senior 

School student Erik Vincelli-Gregory brought to fruition. Every day this week, 

coffee, hot chocolate and Tim Horton’s donuts have been for sale from 7:15 to 8:15 

a.m. The proceeds will be sent to the Canadian base in Kandahar and coupons for the 

Tim Horton’s there will be distributed to the Canadian Forces serving there. All are 

welcome to drop by and partake. 

• From Hal Hannaford 

o Report on French Teaching in Elementary School at Selwyn House: 

Attached you will find this important report. The English and French versions 

are included. A special thanks to Board members and Old Boys Charles 

Porteous ('84) and Jonathan Goldbloom ('72) for their help and guidance. 

AND...an extra special merci to Claudine Martel and Kathy Funamoto who 

worked so hard to create an accurate document. Their dedication and effort 

are impressive. We thought it was important to share the outcome to our entire 

community. More work to be done but we are off to a great start. 

o The Selwyn House community is a special one. It is a place where hopefully, 

we can instill in all our boys the value of looking after one another. William 

(Bill) Brock (son Phillip is in Grade 9) has quite a story. Bill has also done a 

great deal to help the school. I thought his tale was compelling enough to 

share with all of you. You can read through his letter to me and then I leave it 

up to you to determine how you may want to support this worthwhile and 

courageous project. It is always important to be aware of adventures from 

within the Selwyn House community.

• Good luck to our Middle School boys at the Robotics Competition tomorrow and 

Saturday. Their successes will be published here next week. 

• Thanks to all the families that volunteered last Sunday for the end-of-the-month 

lunch for the less fortunate at Christ Church Cathedral. They left no dish unwashed! 

• Please note that the GMAA has rescheduled (due to the snow) the Halo Race that 

was to have taken place on Wednesday, April 29. It is now scheduled for Wednesday, 

May 5. Because there was already a French field trip scheduled, the ten Grade 7’s 

scheduled to run the Halo Race will have to wait until next year – and hope that snow 

does not force another postponement. 

• Are you still wondering what to do this summer Discover the Shanghai World 

Expo and China from July 12-22, 2010. Yamin Zhang (Sean Gong’s mother in 

Grade 9) is the cultural coordinator at the Montreal Chinese newspaper, Seven Days. 

In March, they took a group of students from Villa Maria to China. They have 

organized another trip open to students and parents from Grade 7-11 at Selwyn House 

and The Study, leaving on July 12. See the attached flyer for detailed itinerary and 

costs. The minimum number of people to run the trip is 10 and the maximum is 40. 

The supervisor/student ratio is 1 adult per 20 students. Mrs. Zhang will be going on 

the trip herself and possibly a Selwyn House teacher (depending on the number of 

interested students and parents). There will be an information session about the trip 

on Wednesday, May 12 at 6:00 p.m. in the Rossy Agora. Payment is due by May 17 

in order to secure airline tickets. For more information, please contact Yamin Zhang 

at yaminzhang@sympatico.ca or Courtney Prieur at prieur@selwyn.ca / 514-931- 

9481 ext. 2228. 

• Please remind your son (and provide him with it) to use sun screen if he has a game 

or meet or tournament outside. The sun is now strong enough to do damage in a short 

period of time. Many fields, courts and tracks do not have shade available. 

• Summer uniform will coming up in a few weeks (the date will be announced soon), 

so now is the perfect time to make sure that shirts from last year are still in good 

shape and fit. If they are too small, the shirt tails do not stay in. Shirts must be clean, 

pressed and have all the buttons. Pants are regular uniform pants. Shorts are not 

permitted in Middle School. Belts are required and socks are to be grey and full size, 

not half socks. Dark leather shoes (not shoes that resemble running shoes) remain the 

standard for the uniform. The only items of clothing that can be worn with a summer 

shirt are the Selwyn blazer, Selwyn sweater vest or Selwyn sweater; hoodies etc are 

not permitted. Students who do not wear the summer uniform well will lose the 

privilege of wearing it and will be required to wear full uniform. Until summer 

uniform is announced as permissible, students must maintain their regular uniform 

• Lost and Found: There are five blazers in Ms. Manning’s office, various sizes, and 

none of them have a name in them. Two have a name blacked out, but no new name 

added. As well, an almost brand-new pair of black Geox shoes (slip on, size 40) in a 

Brown’s shopping bag have been languishing in the Lost and Found box for months. 

If any of these items sound familiar, ask your son to go to the Lost and Found on the 

second floor or to see Ms. Manning for a blazer. 

• Gryphon Sale Organizers are ready to collect outgrown uniforms for the next sale.

High demand items are: SHS blazers, crested sweaters, blue dress shirts, gray pants 

and athletic wear. Please wash or dry clean all the clothing and drop it off at the Front 

Office until May 5. Many thanks. Proceeds go to the Nancy Pitfield Endowment 

Fund. 

• Grade 8 parents: Only one more opportunity remains to volunteer for the Christ 

Church end-of-the-month lunches: May 30. If you would like to sign up for next 

month, please contact Miss Manal at marlita@selwyn.ca or ex. 2235. 

Upcoming Events 

• Friday, April 30 and Saturday, May 1 is the 6 th Annual Junior Robotics 

Competition. 

• Sunday, May 2, Les Amis de la Montagne is holding a clean-day on Mount Royal. 

Selwyn House will be participating along with ECS. Students and their families are 

invited to attend. There are three activities that students and their families can choose: 

1. Cleaning the forest floor (age 6 and up) 

2. Tree planting (age 13 and up) 

3. Pruning buckthorn (age 16 and up) 

Students who wish to attend but do not have a family member to go with them will be 

supervised by a Middle School teacher. Registration is between 8:45 a.m. and 9:30. 

The work period is 10:00 to 12:00. Those who wish to stay after the work is done can 

bring a lunch (drinks and snacks will be provided), and there will be kiosks and a 

guided walk on the mountain for those interested in making a day of it. Students and 

their families who are interested in being part of this event should sign up with 

Miss Manal (ex. 2235 or Marlita@selwyn.ca). 

• Wednesday, May 4, Regular breakfast will be cancelled from 7:15-8:30 a.m. in 

Coristine Hall due to the Grade 11 Mother/Son breakfast 

• Wednesday, May 5, Grade 7 will visit Chateau Ramezay. The boys will need to 

bring a lunch including something to drink. They will leave the school at 12:15 and 

return at 3:00. They will not have a Period 5 that day; consequently, they will be 

dismissed as soon as they arrive back at school, approximately 3:00. 

• Thursday, May 6 in the Lucas Seminar Room from 1:00 – 4:00 will be a Gryphon 

Sale (second-hand uniform sale). 

• Thursday, May 6 is the Selwyn House Fair. Please see the attached flyer. 

• Friday, May 14 is the McGill All Science Challenge. 

• Friday, May 21 is a half day of regular classes. Dismissal will be at 12:30. 

• Monday, May 24, variously know as Victoria Day or Dollard des Ormeaux Day 

is a holiday, and the school will be closed. 

• Wednesday, May 26 is the Athletic Banquet. A letter regarding those who should 

attend is attached to this email. 

• Friday, May 28 is the last day of regular classes and the last day of physical 

education. The students should clean out their physical education lockers on this day.

May and June 2010 

Middle School Assessment and Exam Calendar 

Week 1 

Period 1 

Period 2 

Note: French and math teachers will identify the periods for their respective classes. 

Monday, May 31 Tuesday, June 1 Wednesday, June 2 Thursday, June 3 

Friday, June 4 

Grade 7 Grade 8 Grade 7 Grade 8 Grade 7 Grade 8 Grade 7 Grade 8 Grade 7 Grade 8 

Math-Sit. 

Science Lab Math-Sit. 

Science Lab 

Problem 

Exam Problem 

Exam 

Math-Sit. 

Problem 

French 1 

(FLM), Day 1 

or Study Hall 

French 2 

(Reg), Day 1 

or Study Hall 

Coristine 

Study Hall 

Math-Sit. 

Problem 

English 2 French 2 

(Reg), Day 2 

or Study Hall 

French 1 

(FLM), Day 2 

and Math 

French 2 

(Reg.), Day 

3 and Math 

History ES French 1 

(FLM), Day 

3 and Math 

Coristine 

Study Hall 

Drama 

Course - 

Presentations 

for all 

History ES 

French 1 

(FLM), Day 3 

& math 

Geo Exam 

Prep 

Period 3 French 1 

(FLM), Day 1 

and Study 

Hall and 

Locker clean 

up 

Lunch 

Period 4 French 2 

(Reg.), Day 1 

and Study 

Hall and 

Locker clean 

up 

English 1 English 1 Study Hall French 2 

and Locker (Reg.), Day 2 

clean up and Math 

English 2 

Geo Exam 

Prep 

English 3 English 3 French 1 

(FLM), Day 2 

or Study Hall 

History ES English 4 French 2 

(Reg), Day 

3 & math 

English 5 English 6 

History ES 

Drama 

Course - 

Presentations 

for all 

MS Lunch and Awards 

Week 2 

Monday, Monday, Tuesday, Tuesday, Wednesday, Wednesday, Thursday, Thursday, Friday, June Friday, June 

June 7 June 7 June 8 June 8 June 9 June 9 June 10 June 10 11 

11 

Time Grade 7 Grade 8 Grade 7 Grade 8 Grade 7 Grade 8 Grade 7 Grade 8 Grade 7 Grade 8 

9:00 to 

11:00 

English Exam 

(2 h) 

French 

Exams (2 h) 

Math (2 h 

& 30 min.) 

Geo (90 

min.) 

Math Exam 

(2h) 

Geo ( 2 h) French Exam 

Day 4 

English (2 h) 

Science 

Theory Exam 

(60 min.) & 

ERC (60 

min.) 

Science 

Theory 

Exam (60 

min.) 

Resource 

Room 

9:00 to 

11:30 

CM in F1 CM in F1 GL in F1 CM in F1 

CM in F1 

CM CM GL CM CM 

12:39 PM MS Exam Schedule 2010 for parents Page 1

Selwyn House Fair 2010 

Thursday May 6, 2010 

Elementary Grandparents’ tea: Rossy Agora 

Grade 3,4,6: 12:30 p.m. – 1:30 p.m. Grade K, 1: 1:30 p.m. -2:30 p.m. Grade 5, 2: 2:30 -3:30 p.m. 

Art fair 2:00 p.m. 

Année Lieu Oeuvre exposée 

Maternelle Agora élémentaire Des dragons tirés de notre imaginaire 

Courte pointe blanche en relief 

1e année 3e étage Mosaïque à la manière de Kandisky 

Une ville en 3D 

2e année 3e étage Surprise! 

3e année Rossy Agora Hommage aux jeux olympiques de 2010 

3e étage 

Collage à la manière de Matisse 

3e étage 

Un oiseau pour Laliberté 

4e année 3e étage Oiseau-Soleil 

Agora élémentaire Lézard d'eau douce 

5e année 3e étage Les stars de l'architecture 

Agora élémentaire Une mosaïque de mobiles 

6e année 3e étage Un prénom sous toute ses formes 

Agora élémentaire Chandelles et vases colorés 

Maternelle à 6e année Coristine Hall Une mosaïque de couleurs 

Semaine du français 

7e année 2e étage Créatures métamorphosées 

2e étage 

Un lapin digne de Lewis Carroll 

2e étage 

Illustrated Poetry 

8e année 2e étage Le petit du monde animalier, vu trois fois 

2e étage 

Pots d'inspiration aztèque 

2e étage 

Illustrated Ballads 

7e et 8e MS-4 Géographie et Français 

9e année Coristine Hall Autoportraits à la manière d'Escher 

Coristine Hall Autoportraits à la manière de Hockey 

Mixed media pieces 

10e année 

Classe d'art - 2e étage Une maison, de la plus antique à la plus moderne 

Printmaking inspired by Nancy Spero 

11e année 

Classe d'art - 2e étage Un aspect de MOI, sous une autre forme 

Veuillez noter que certaines oeuvres ont été encadrées et exposées ailleurs que dans les lieux indiqués. Nous vous aiderons à les localiser. 

Gryphon Sale: 1:00 p.m. – 4:00 p.m. Lucas Seminar Room 

Grade1: classroom activities 2:30 p.m. – 3:10 p.m. (1A, 1B) 

Grade 3 & 4: Storytelling 2:00 p.m. – 3:00 p.m. (3A, 3B, 4A, 4B) 

Grade 6A: Museé de cire animé 2:00 p.m. – 3:00 p.m. (6A) 

Grade 6B: Museé de cire animé 3:00 p.m. – 4:00 p.m. (6B) 

Jazz Cabaret: 7:00 p.m. Featuring: Senior Jazz Band Special guests: Jazz Storm (ECS 

vocal jazz ensemble with the SHS senior jazz band) Grade 7 & 8 jazz bands

2010 

Monday, September 6 

Labour Day 

Tuesday, September 7 

Student Orientation Day (Grades 1 to 11) 

Welcome Back BBQ 

Wednesday, September 8 

Classes Begin (Grades 1 to 11) 

Thursday, September 9 

Rosh Hashanah - School Closed 

Friday, October 8 

Terry Fox Run - Half Day 

(Grades K to 11) 

Monday, October 11 

Thanksgiving - School Closed 

Wednesday, October 13 

Grades KA 

Parent/Teacher Interviews 4:00-8:00 p.m. 

Thursday, October 14 

Grade KB and Grades 1 and 2 


Friday, October 29 

Grades K to 6 

Half Day – No lunch served 

Pedagogical Day - afternoon 

Thursday, November 4 

Grades 3 to 6 


Friday, November 5 

Grades 3 to 6 

Parent/Teacher Interviews 8:00 a.m.-4:00 p.m. 

No Classes (Grades 3-6 only) 


Grades 7 to 11 


Dismissal at 12:30 p.m. (Grades 7-11 only) 


Grades 7 to11 

Parent/Teacher Interviews 8:00 am-12:00 p.m. 


Important Dates for 2010 – 2011 

2010 (cont’d) 

Monday, November 15 

Mid-Term Holiday - School Closed 


Grades K to 2 



Grades K to 2 

Parent/Teacher Interviews 8:00 a.m.-4:00 p.m. 

No Classes (Grades K-2 only) 


Founder’s Day 


Founder’s Day Holiday 

School Closed 

Thursday, December 23 

Winter Break Begins (K to11) 

2011 

Monday, January 10 

Pedagogical Day - No Classes (Grades K to 11) 

Tuesday, January 11 

Students Return from Winter Break 

Thursday, January 27 

Grades 3 to 6 




Dismissal at 12:30 p.m. (Grades 7-11 only) 

Friday, January 28 


Parent/Teacher Interviews 8:00 am-12:00 p.m. 


Monday, February 7 

Mid-Winter Break - School Closed 

Thursday, February 24 

Grades 1 to 6 

Student Led Interviews 3:00-7:00 p.m. 

(Grades K-6 early dismissal @ 2:30 p.m.) 

2011 (cont’d) 

Friday, February 25 

Grades 1 to 6 

Student Led Interviews 8:00 a.m.-12:00 p.m. 

No Classes (Grades K-6 only) 

Monday, February 28 

March Break Begins 

Monday, March 14 

Pedagogical Day - No Classes (Grades K to 11) 

Tuesday, March 15 

Students Return from March Break 

Friday, April 22 

Good Friday - School Closed 

Monday, April 25 

Easter Monday - School Closed 

Friday, May 20 

Grade 11 Graduation Dinner/Dance 

Elementary School Track Meet 

Half Day - No lunch served 

(Grades K-11) 

Monday, May 23 

Victoria/DDO Day - School Closed 

Thursday, June 9 

Grades K to 5 – Last Day 


Grade 6 Graduation 

Last Day for Middle School 

Half Day - No lunch served 

Tuesday, June 21 

Senior School - Last Day of Exams 

Wednesday, June 22 

Grade 11 Graduation Ceremony 


Legal Holiday - School Closed 

____________________________________________________________________________ 

95, chemin Côte St-Antoine, Westmount (Québec) Canada H3Y 2H8 

Tél.: 514-931-9481 Fax: 514-931-6118 

www.selwyn.ca Last updated 4/28/10

The 2010 Annual Selwyn House School 

Parent and Son Athletic Banquet 

April 26, 2010 

Dear Athlete and Parents, 

The school will complete another successful year in athletics, and we want to inform you of the format for our 

athletic banquet on May 26, 2010. If your son is in Grade 8 to 11 and he has played on a school team or in a 

competitive individual sport, he is expected to attend our annual athletic banquet. He may invite both his parents. 

Elementary and Grade 7 student award winners are also invited and have received a special invitation to the 

banquet. School dress is required. 

The banquet will start with a reception in the Rossy Agora at 4:30 p.m. followed by dinner at 6:15 p.m. The awards 

ceremony starts at 7:30 p.m. The athletic banquet will be held in the Coristine Hall at the school. All athletes and 

their parents are required to reserve before May 15, via email only, with Ms. Debbie Dragone at 

draggod@selwyn.ca. Please reserve as soon as possible. 

The cost of the evening will be $30.00 per adult. There will be no charge for students/athletes. Payment by cheque 

is required when your reserved tickets are picked up. There will be an additional charge of $10 per ticket for tickets 

purchased after May 15. . Please note: tickets are not refundable. 

We look forward to your attending our annual Athletic Banquet. 

Sincerely, 

Steve Mitchell 

Athletic Director 

The format for the evening is: 

4:30 p.m. Reception in the Rossy Agora 

6:15 p.m. Dinner will be a roast beef dinner with a vegetarian meal available upon request. 

7:30 p.m. Awards 

Announcement of the “Athletes of the Year” 

Announcement of the “2010 Sportsman Guild”

May 2010 

MON TUE WED THU FRI SAT/SUN 

26 

27 

28 

29 

30 

1 

Week 1 

Grade 10 YPI 

SHS Tennis 

French 

High School 

Outdoor Ed Golf 

Fair 

Tournament 

Conference 

Allstar Football 

to Malone, NY 

8:30 AM to 

1:30 PM to 3:30 

Game 

10:30 AM 

Parent 

PM 

6th Annual 

Location: 

Association 

Location: The 

Outdoor Ed Golf 

Robocup Junior 

Macaulay Gym 

General 

Study 

to Malone, NY 

Robotics 

Meeting 

Competition 

Grade 10 YPI 

8:15 AM 

Big Brothers 

6th Annual 

8:00 AM to 4:00 

Finals 

Location: Rossy 

Meeting 

Robocup Junior 

PM 

5:30 PM 

Agora 

3:30 PM to 4:30 

Robotics 

Location: l'ecole 


PM 

Competition 

primaire St. 

Agora 

Baseball - SHS 

Location: 

8:00 AM to 2:30 

Monica 

vs LCC 

1:00 PM 

Coristine Hall 

PM 

Location: l'ecole 

2 

primaire St. 

Monica 

3 

4 

5 

6 

7 

8 

Week 2 

Grades 10 & 11 

GMAA Halo 

Elementary 

Elementary 

Elementary 

(optional) day 

Race 

Regional 

Regional 

Regional 

Senior School 

trip to Bishops 

Science Fair 

Science Fair 

Science Fair 

AP Exam 


Location: Centre 



(French) 

Grade 11 

AP Exam 

Communautaire 

Communautaire 

Communautaire 

12:00 PM to 

Mother & Son 

(Calculus) 

Lajeunesse 

Lajeunesse 

Lajeunesse 

3:00 PM 

Location: Speirs 

Breakfast 

7:15 AM to 8:30 

8:00 AM to 

11:00 AM 

GMAA Track 


9 

Seminar Room 

AM 


Meet 

vs Kuper 

Location: 

Seminar Room 

1:00 PM 


SHS Fair 

Grade 11 Think 

Grade 2 to 

First 

Biodome 

Presentation 


9:00 AM to 3:00 

with Enrico 

AP Exam 

PM 

Quilico, Class of 

(English) 

2000 

8:00 AM to 

Grades K-4 

11:15 AM 

11:00 AM 

outing to view 



play 

Agora 

Seminar Room 

10:00 AM 

Location: D.B. 

Grade 7 to 

Grades K to 6 

Clarke Theatre 

Chateau 

Grandparent 

(Concordia 

Ramezay 

Tea 

downtown 

12:00 PM to 

12:30 PM to 

campus) 

3:30 PM 

3:30 PM 



Agora 

vs LCC 

1:00 PM 

Gryphon Sale 

1:00 PM to 4:00 

Grade 2 & 3 

PM 

Parent Evening 

Location: Lucas 

7:00 PM to 9:00 

Seminar Room 

PM 


Music Cabaret 

Agora 

7:00 PM to 9:30 

PM 

Location: 


10 

11 

12 

13 

14 

15 

GMAA Tennis 

GMAA Tennis 

Gauss Math 

GMAA Tennis 

GMAA Tennis 


Week 

Week 

Contest (Grades 

Week 

Week 

Play 

7 & 8) 

Location: 

Week 1 

National Denim 

GMAA Track 

Middle School - 


Day - Cure 

Foundation 

GMAA Tennis 

Week 

Meet 

All Science 

Challenge of 

16 


2010 (all day) 

Foire de livre 

Foire du livre 

Play 

Location: McGill 

10:00 AM to 

8:30 AM to 4:30 

Location: 

University 

4:30 PM 

PM 


Downtown 



Campus 

Seminar Room 

Seminar Room 


GMAA Banquet 

Play 

6:00 PM 

Location: 


Grade 6B 

Drama Class 

Field Trip to 

Segal Centre 

12:00 PM to 

3:30 PM 

17 

18 

19 

20 

21 

22 

Week 2 

Grade 4 Trip to 



Elementary 

Old Port 

9:00 AM to 3:00 

Quebec CIty 

Quebec City 

School Track 

Meet - 1/2 day 

23 

PM 

Grade 10 Josten 

- no lunch 

Grad Ring Order 

served 

New Parent 

($50 deposit) 

Reception 

12:30 PM 

Grade 11 

4:30 PM to 6:30 

Location: Red 

Graduation 

PM 

Room 

Dinner/Dance 

Location: 


Grade 11 

Grs. 7 to 10 - 

students to visit 

1/2 day - 

Medecins Sans 

dismissal at 

Frontieres 

12:30 p.m. 

"Refugee Camp 

in the City" 

Last day of 

1:00 PM 


phys ed 

24 

25 26 

27 

28 

29 

Victoria/DDO 

SHS Athletic 

GMAA Rugby 

Grade 2 to "Nuit 

Day - School 

Closed 

Banquet @ SHS 

(no sports 

Championships 

Magique a 

l'Ecomuseum" 

30 

p.m.) 

Grade 2 to "Nuit 

5/27/2010 

Week 1 

4:30 PM 

Magique a 

7:00 PM 

l'Ecomuseum" 

to 5/28/2010 

5/27/2010 

9:00 AM 

7:00 PM 

to 5/28/2010 

End of Term 2 - 

9:00 AM 

Grades 7-11 

Last day of phys 

ed for Middle 

School 

Middle School 

Dance 

Location: 


Grade 4 

Hepatitis A&B 

and chicken pox 

vaccinations 

1:30 PM 

Location: 

Elementary Coop 

Room 

31 

1 

2 

3 

4 

5 

Exams start for 


Grade 1 to 

Elementary 

Grades K to 3 to 

Grades 9-11 

Upper Canada 

Village 

Ecomuseum 

8:30 AM to 3:25 

Spring Concert 

2:00 PM 

Oka Beach (all 

day) 

6 

Week 2 

7:30 AM to 5:30 

PM 

Location: 

12th Annual 

PM 

Parent 


Alumni & 

Association 

Friends Golf 

Appreciation 

Tournament 

Tea 

12:30 PM 

1:30 PM to 3:15 

PM 


Agora

SHS Yearbook 

Dear Parents, 

Personalize your son’s yearbook by having his name printed in gold lettering on 

the front cover. Name stamping is one of the ways to make his yearbook unique. The 

Yearbook staff is happy to offer you this service for $10 per book. All 2010 grads will 

have their names stamped free of charge. 

If you would like to order extra copies of the yearbook, please send a request via 

email to the staff advisor, Ms. Julie Heath (heathj@selwyn.ca) before May 14 letting her 

know how many extra copies you would like. All students will receive one yearbook and 

extra copies are $40.00. 

Sincerely, 

Colin Fitzpatrick 

2010 Yearbook Editor 

…………………………………………………………………………………………… 

Please Print: 

Name:______________________________________ 

(As will appear on cover, 25 characters max) 

Grade:_____ 

(Not printed on cover) 

Please send this form with a cheque for $10 made out to Selwyn House Association to the 

attention of Ms. Julie Heath. 

Deadline for submissions is Friday, May 14 th , 2010. 

L’ASSOCIATION SELWYN HOUSE – SELWYN HOUSE ASSOSIATION 

95, chemin Côte St-Antoine, Westmount (Quebec) Canada H3Y 2H8 

Tél.: (514) 931-9481 Fax : (514) 931-6118 

www.selwyn.ca

Teaching French at Selwyn House: 

Three Decades of Progress in the Elementary School 

Francophone families and Selwyn House School 

Selwyn House School has emphasized excellence in second language instruction for almost 

three decades. As an English language school, SHS has concentrated on developing a French 

second language teaching approach that is among the finest in the English private and public 

systems in Montreal. 

It may be less widely recognized, however, that the leadership of the school has been focused 

on meeting the needs of mother tongue French students in terms of language acquisition as 

well, with a stated intention to emphasize the needs of these students in curriculum and 

resource development since 1979. 

This brief report sketches the development of Selwyn House School’s approach to the teaching 

and the use of French in Grades K-6 with a particular focus on the approach’s success with 

mother tongue French students whose parents want their sons to acquire English while 

developing levels of French language skills that will allow them to enter the French language 

school system at the secondary level, if that is the choice or the need of the family. The 

evidence suggest that these students, like their English speaking classmates, not only benefit 

from learning a second language early in life, but by the end of elementary school the two 

groups are also equally strong in terms of their academic performance. 

History of second language instruction at Selwyn House School 

The evolution of Quebec society made French second language instruction a critically important 

issue for all English language schools in the province, private and public, starting as early as the 

1960s. Since that time, massive investments have been made to develop innovative approaches 

to French second language instruction. Along the way, there has been extensive, often highly 

politicised, public debate over issues such as when a child should begin second language 

instruction. Parents often found it difficult to know how to act effectively on their instinct that 

their children needed high-quality instruction in both English and French. 

Frustration was and continues to be particularly high among francophone parents who wanted 

their children to get an early start in their second language but were in a system that only began 

English language instruction in Grade 4. 

Montreal’s English language schools became worldwide leaders in second language instruction 

during this period and healthy competition among schools pushed everyone to innovate and 

invest to meet the needs of Quebec families. 

SHS’s path to excellence in French second language programming includes many elements that 

are now recognized as evidence-based best practices. While sketching a brief history of the 

development of this programming, however, it is critical to keep in mind that since 1979, SHS 

has been committed to raising the quality and quantity of French language instruction for all 

students at the primary level with a stated intention to consider both the mother tongue and 

the second language learning needs of francophone students as well. 

Page 1 of 5



In 1979, SHS implemented the first of a long series of measures to enhance second language 

instruction with the opening of “la Sixième”, the school’s first “immersion” type learning 

environment. “Immersion” language instruction was “state of the art” at the time, with an 

emphasis on what was characterized as “authentic communication in a natural exchange 

setting”. Oral skills were the priority. 

Through the 1980s and early 1990s, SHS began to supplement formal French instruction classes 

with instruction of other core subjects in French as teaching resources allowed (beginning with 

geometry and followed by science and music). At this point, the school also implemented 

“streaming” of French with “français langue seconde” and “français langue maternelle” options. 

This step was taken in large part to meet the perceived needs of mother tongue francophone 

boys. 

In 1993, SHS took the step of implementing “la Cinquième”, French immersion beginning in 

Grade 5 and continuing in the Grade 6. At this point, SHS teachers were beginning to focus 

much more attention on reading and writing skills to complement the emphasis on oral skills 

that had characterized the first chapter in the story of enhanced second language programming 

at SHS. French immersion Kindergarten was launched in 1994 and by 1996, streaming into 

langue seconde and langue maternelle was in place beginning in Grade 3. 

By the end of the 1990s, SHS expertise and capacity in second language instruction had 

developed to a point where a fundamental “re-think” was in order. The experience of SHS 

teachers, backed up by research in educational outcomes and best practices from McGill 

University, suggested that a powerful tool for second language learning was to teach basic 

reading skills in that second language. It seemed counter-intuitive to some, but the research 

showed that reading ability in the mother tongue was not compromised in any way by this 

approach and second language acquisition was notably enhanced. A recognized authority on 

bilingual education, Dr. Fred Genesee of McGill University, has stated that research is 

conclusive: 

...reduced exposure to instruction in the L1 (or mother tongue) as a result of participation in 

a bilingual program in the elementary or secondary grades does not usually impede the 

normal L1 development of majority language students. 

With respect to achievement in academic domains, such as mathematics, science, and social 

studies, evaluations of the progress of majority language students in bilingual programs 

indicate that they generally achieve the same levels of competence as comparable students 

in L1 programs. 1 

SHS called its approach to second language instruction that included learning how to read in 

French “biliteracy” and implemented a teaching program in Grades K-2 that included a heavy 

emphasis on French oral skills with the addition of reading instruction in French that gives boys 

all the skills they need to read comfortably at a Grade 1 level. All the while, the school was 

pushing to teach more subjects in the core curriculum in French and to create opportunities for 

1 From “What do we know about bilingual education for majority language students” in T.K. Bhatia & 

W. Ritchie (Eds) (2004). Handbook of Bilingualism and Multiculturalism. 

Page 2 of 5



the use of French outside the classroom in sports and club-based activities as well. By 2001, 70 

per cent of instructional time in K-2 was in French, a ratio that has been maintained to present. 

The effectiveness of this innovation led to a decision to begin phasing out “streaming” in French 

in 2002. The 2009-2010 academic year is the first where all students in SHS elementary grades 

are in an integrated, non-streamed French program. 

In terms of teaching resources, hiring has been done so that about two thirds of the school’s 

primary level teaching staff are mother tongue francophones. These teachers interact with 

students (both inside and outside the classroom) in French only. In addition, a wide range of 

student activities and clubs are offered in French. Hockey, for example, is coached exclusively in 

French and extracurricular learning opportunities at the primary level include Robotique, Comité 

scientifique, Club dictée, Club comprehension de lecture, Génies en Herbes, and Entreprises SHS 

inc. 

Commenting on the development of second language instruction at SHS, one senior leader said, 

“I used to teach French at Selwyn House; now I teach in French.” 

Other teachers and parents have characterized the SHS approach as “le français vivant” with 

benefits for boys of any mother tongue. “Both French and English are heard in the corridors and 

the playground,” noted Kathy Funamoto, Director of the Junior School. “The reality is that we 

are witnessing first-hand the breakdown of cultural barriers and the benefits of diversity.” 

SHS continues to provide excellent instruction in English in the classroom. About 30% of 

instruction is in English in levels K-2, rising to about 50 per cent in levels 3-6. There are extensive 

extracurricular activities in both French and English. The success of its mother tongue French 

students in English attests to the effectiveness of the SHS environment and teaching approach 

for their second language learning needs as well. 

As part of the study, several French-speaking parents were interviewed. The following are 

samples of what was said. “At home we speak French because we want to ensure that our 

children are able to live and work in this province and are proud of our language and our roots. 

What has impressed me is that most of his friends from school, although more at ease in 

English, understand when I speak to them in French and can respond in the language of 

Moliere.” 

Another quote: “On any day you walk down the hallways of the Elementary School and you hear 

French echoing from the classrooms.” 

Another quote: “The school makes a real effort to introduce the boys to the French reality of 

Quebec through film, TV and theatre.” 

Page 3 of 5



The Selwyn House School environment and learning a second language 

SHS’s curriculum approach to teaching second languages is rigorous and evidence-based. 

Success may be due, however, as much to the School’s fundamental approach to education as 

the specifics of its French and English second language instruction methods. 

Three things characterize education at Selwyn House, and each can have a powerful and 

positive effect on language learning. 

The first is the SHS focus on boys and their educational needs. There is extensive research that 

speaks to the effectiveness of boys-only schools in terms of learning and academic 

achievement. There is also considerable anecdotal, and the beginnings of quantitative, evidence 

that this “boys-only effect” is at work in second language learning as well. It is a demonstrated 

fact that girls tend to have an advantage over boys in language skill development and that boys 

have a tendency to “shut down” in the presence of girls and be more reluctant to participate in 

learning opportunities involving language. 

Secondly, the small class sizes at SHS allow teachers much more interaction with individual 

students; this kind of direct student-teacher contact is particularly important for language 

learning. As one SHS French teacher observed, “With our low student-teacher ratio , I teach the 

individuals; with 30 students, I can only teach the book.” 

A third, less tangible aspect of the SHS teaching environment’s beneficial impact on second 

language instruction is the intentional and effective investment of energy in making learning a 

pleasurable experience for boys. Research is clear that this may be the single most important 

variable in second language learning success—creative teachers and their motivated students. 

Preparing for French language secondary school 

In spite of the quality and effectiveness of SHS second language instruction, the School 

recognizes that its core programming in French needs to be supplemented for a student who 

may want to transition easily into a French language secondary school. 

That is why, starting in Grade 3, SHS teachers begin working with francophone parents who 

want that option for their child to reinforce French language reading skills and to ensure 

enhanced exposure to French language media and culture in the non-school environment. In 

some individual cases, the school may advise parents to include some additional formal learning 

opportunities in the grammar and structure of the French language. 

This kind of partnership is critically important for a boy’s success in high school in French, and 

SHS has worked closely with a number of families to create bridges that have led to notable 

success for a number of SHS boys in French language secondary schools, both public and 

private. 

Page 4 of 5



The benefits of bilingual and biliterate education in an environment of “le français vivant” 

The intellectual, academic, personal and professional benefits of bilingual education are without 

question. The SHS experience demonstrates that elementary school graduates have a solid 

foundation in core subjects regardless of the language in which the course had been taught and 

their mother tongue. 

Parents face difficult choices about how to ensure that their children receive these benefits— 

choices that start literally at birth with decisions about home language use and continue right 

through to the selection of a university. SHS has developed an approach for K-6 that ensures 

strong English language skills while protecting a full range of school choice for mother tongue 

francophone boys. 

SHS offers an environment where “le français vivant” is the language of instruction and 

interaction for most in-class and extra-curricular activities at the primary level. This is 

complemented by strong formal instruction in English, creating a compelling option for Frenchspeaking 

parents who want their boys to have the benefits of bilingualism while maintaining 

their core linguistic identity. 

Page 5 of 5

L’enseignement du Français à Selwyn House: 

Trois décennies d’avancement à l’école primaire 

Les familles francophones et l’école Selwyn House 

Depuis près de trente ans, l’école Selwyn House vise l’excellence dans l’enseignement des 

langues secondes. À titre d’établissement scolaire anglophone, Selwyn House s’est 

appliquée à développer une approche en enseignement du français langue seconde réputée 

parmi les institutions scolaires anglophones, tant privées que publiques, à Montréal. 

Il est peut-être moins connu, cependant, que la direction de l’école s’efforce de satisfaire les 

besoins des élèves francophones non seulement en ce qui a trait à l’acquisition de la langue 

comme telle, mais aussi en mettant l’accent sur les besoins de ces élèves tant au point de 

vue personnel que scolaire et ce, depuis 1979. 

Ce bref document expose les grandes lignes de l’évolution de l’utilisation du français et de sa 

méthode d’enseignement, de la maternelle à la sixième année à Selwyn House. Une 

attention particulière sera portée au succès de cette méthode auprès des garçons 

francophones dont les parents souhaitent autant l’apprentissage de l’anglais que la 

progression des habiletés en français, ce qui leur permettrait, si désiré, de poursuivre leurs 

études dans le système scolaire francophone au secondaire. Il devient évident que ces 

garçons, tout comme leurs camarades de classe anglophones, sont avantagés par 

l’apprentissage d’une langue seconde à un jeune âge puisque les deux groupes, à la fin du 

primaire, présentent de tout aussi forts résultats scolaires. 

Historique de l’enseignement des langues secondes à Selwyn House 

L’évolution de la société québécoise a fait de l’enseignement du français langue seconde un 

enjeu important pour toutes les écoles anglophones de la province, aussi bien publiques que 

privées, et ce, depuis les années 1960. Des investissements massifs ont dès lors été déployés 

pour développer de nouvelles méthodes d’enseignement du français langue seconde. À 

travers cela, des débats publics de grande envergure, souvent très politisés ont eu lieu à 

propos, entre autres, de l’âge auquel un enfant devrait débuter l’apprentissage d’une langue 

seconde. Adhérant à l’importance d’offrir à leurs enfants un enseignement de grande qualité 

tant en français qu’en anglais, les parents trouvaient difficile de faire un choix éclairé à ce 

sujet. La frustration était et continue d’être palpable, particulièrement chez plusieurs 

parents francophones souhaitant que leurs enfants commencent à apprendre l’anglais plus 

tôt, mais devant se limiter à un système n’offrant des cours d’anglais qu’à partir de la 

quatrième année. 

Durant cette période, les écoles anglophones de Montréal sont vite devenues des chefs de 

file internationaux en enseignement des langues secondes. Une saine compétition entre les 

écoles poussa alors tout le monde à innover et à investir pour satisfaire les besoins des 

familles québécoises. 

1 / 6



Le cheminement vers l’excellence en enseignement du français langue seconde à Selwyn 

House propose des méthodes qui sont maintenant adoptées et reconnues comme étant de 

bonnes pratiques. Tout en survolant les grandes étapes du développement de ce 

programme, il est important de garder en tête que depuis 1979, l’école s’est engagée à 

augmenter la quantité et améliorer la qualité de l’enseignement du français pour tous les 

élèves du primaire. Tout ceci en tenant compte des besoins d’apprentissage des garçons 

dont le français est la langue maternelle et de ceux pour qui il s’agit d’une langue seconde. 

En 1979, Selwyn House mit sur pied la première d’une longue série de mesures pour 

accroître la qualité de l’enseignement du français en lançant « la sixième », première classe 

d’immersion. L’enseignement par immersion était ce qu’il se faisait de mieux à cette 

époque. L’accent était surtout porté sur ce qu’on appelait « la conversation authentique 

dans un milieu naturel ». La communication orale était priorisée. 

Au cours des années 1980 et au début des années 1990, Selwyn House, en plus des cours 

réguliers de français, commença à offrir l’enseignement de quelques autres matières 

principales en français. Tenant compte alors de la disponibilité du corps enseignant, ce fut 

d’abord la géométrie, suivie des sciences et de la musique. À ce moment, l’école mit aussi 

en place les options « français langue seconde » et « français langue maternelle ». Cette 

nouvelle répartition fut dictée en grande partie par les besoins des garçons dont la langue 

maternelle est le français. 

En 1993, Selwyn House prit la décision d’implanter «la cinquième», une immersion française 

en cinquième année se poursuivant en sixième. À ce moment, pour bonifier le programme 

instauré aux premières heures de l’histoire de l’enseignement des langues secondes à 

Selwyn House, les instituteurs commencèrent à accorder beaucoup plus d’attention à la 

lecture et à l’écriture. L’immersion française à la maternelle, quant à elle, fut adoptée en 

1994 et, en 1996, la répartition des élèves entre les cours de français langue seconde et ceux 

de français langue maternelle eut lieu en troisième année. 

À la fin des années 1990, la compétence et la capacité de Selwyn House en enseignement 

des langues secondes se sont tellement développées qu’une réévaluation s’imposait. 

L’expertise des enseignants, soutenue par les recherches en didactique et bonnes pratiques 

de l’Université McGill, laissaient entendre qu’un puissant outil pour l’apprentissage d’une 

langue seconde était l’enseignement de simples notions de lecture dans cette langue 

seconde. Cela semblait surprenant pour certains, mais les recherches démontraient bien que 

les compétences de lecture dans la langue maternelle n’étaient compromises d’aucune 

façon par cette approche, et que l’apprentissage de la langue seconde en bénéficiait 

significativement. Le Dr Fred Genesee de l’Université McGill, une sommité en éducation 

bilingue, abonde dans ce sens : 

2 / 6



« …une exposition réduite à l’enseignement dans la L1 (la langue maternelle) dans 

le cadre d’un programme bilingue à l’école primaire ou secondaire n’entrave 

généralement pas le développement normal de la L1 chez la majorité des étudiants 

en langue. Quant aux résultats obtenus dans d’autres matières académiques telles 

que mathématiques, sciences et sciences sociales, les évaluations des progrès de la 

majorité des étudiants en langue inscrits dans des programmes bilingues 

démontrent qu’ils atteignent les mêmes niveaux de compétence que les étudiants 

inscrits dans des programmes de L1. 1 » 

Selwyn House baptisa son approche à l’enseignement d’une langue seconde doublée d’une 

formation en lecture française, « biliteracy ». De plus, l’école instaura un programme 

d’enseignement de la maternelle à la deuxième année axé sur la conversation orale tout en 

ajoutant des notions de lecture et d’écriture en français, ce qui donnait aux garçons tous les 

outils dont ils avaient besoin pour lire et écrire aisément en français dès la première année. 

Pendant ce temps, l’école faisait pression pour que l’on enseigne plus de matières 

principales du cursus en français et pour que l’on crée des occasions d’utiliser le français à 

l’extérieur de la salle de classe, dans les sports et dans les clubs. En 2001, 70% du temps 

d’enseignement, de la maternelle à la deuxième année, était en français, une proportion qui 

a été maintenue jusqu’à maintenant. 

L’efficacité de cette innovation mena, en 2002, à la décision de jumeler graduellement les 

programmes « français langue seconde » et « français langue maternelle ». L’année scolaire 

2009-2010 est la première année où tous les élèves de l’école primaire Selwyn House sont 

intégrés dans un seul programme de français. 

En ce qui concerne le corps enseignant, des embauches ont été faites afin que les deux tiers 

des instituteurs soient francophones. Ces instituteurs interagissent avec les élèves en 

français seulement, autant à l’intérieur qu’à l’extérieur des salles de classe. De plus, une 

grande variété d’activités et de clubs sont offerts en français. Les pratiques de hockey, par 

exemple, se déroulent en français ainsi que plusieurs autres activités parascolaires telles que 

Robotique, Comité scientifique, Club dictée, Club compréhension de lecture, Génies en 

herbes et Entreprises SHS inc. 

Appelé à donner son opinion sur le développement de l’enseignement des langues secondes 

à Selwyn House, un enseignant d’expérience déclara : « J’enseignais le français à Selwyn 

House, maintenant j’enseigne en français. » 

1 GENESEE, Fred. « What do we know about bilingual education for majority language students » dans 

BHATIA, T.K. et RITCHIE, W. (Éditeurs) Handbook of Bilingualism and Multiculturalism, Blackwell, 2004. 

3 / 6



D’autres enseignants et parents ont qualifié le programme de l’école comme étant « le 

français vivant » et comme présentant des bienfaits pour tous les garçons, toutes langues 

maternelles confondues. « L’anglais et le français sont entendus dans les corridors et dans la 

cour de récréation », affirma Kathy Funamoto, directrice de l'école primaire. « La réalité est 

que nous assistons en primeur à l’effondrement des barrières culturelles et à la 

démonstration des avantages liés à la diversité. » 

Selwyn House continue d’offrir un excellent enseignement en anglais dans ses salles de 

classe. En effet, environ 30% des cours se déroulent en anglais, de la maternelle à la 

deuxième année, et ce pourcentage s’élève à approximativement 50% de la troisième à la 

cinquième année. Plusieurs activités parascolaires sont offertes autant en français qu’en 

anglais. La réussite en anglais des élèves francophones prouve que le programme 

d’enseignement ainsi que l’environnement scolaire parviennent à combler les besoins de ces 

élèves en apprentissage d’une langue seconde. 

Dans le cadre de ce document, plusieurs parents francophones ont été interrogés. Voici 

quelques-uns des commentaires recueillis. 

« À la maison, nous parlons français parce que nous voulons nous assurer que nos enfants 

seront capables de vivre et de travailler dans cette province, et parce que nous sommes fiers 

de notre langue et de nos racines. Ce qui m’a le plus impressionné chez ses amis de l’école 

c’est que, même s’ils sont plus à l’aise en anglais, ils me comprennent lorsque je m’adresse à 

eux en français et ils peuvent me répondre dans la langue de Molière. » 

« À tout moment, lorsque vous marchez dans les corridors de l’école primaire, vous 

entendez du français résonner dans les salles de classe. » 

« L’école fait un véritable effort pour familiariser les garçons avec la réalité francophone du 

Québec à travers les films, la télévision et le théâtre. » 

L’environnement scolaire de Selwyn House et l’apprentissage d’une langue seconde 

Le programme d’enseignement des langues secondes de Selwyn House est rigoureux et 

repose sur des recherches récentes et éprouvées. Cependant, le succès du programme peut 

être attribué autant à l’approche fondamentale de l’école envers l’éducation, qu’aux 

méthodes spécifiques d’enseignement des langues secondes. 

Trois points caractérisent l’éducation à Selwyn House et chacun d’eux peut avoir un effet 

positif et considérable sur l’apprentissage d’une langue. 

4 / 6



Le premier point est l’importance accordée aux besoins éducationnels des garçons. En effet, 

plusieurs recherches rigoureuses démontrent l’efficacité des écoles réservées aux garçons 

pour ce qui est de l’apprentissage et de la réussite scolaire. En outre, plusieurs exemples et 

preuves quantifiables soulignent que cet effet « garçons seulement » est aussi valable dans 

l’apprentissage des langues. Il est prouvé que les filles tendent à avoir plus d’aptitudes que 

les garçons en langues et que ceux-ci ont tendance à «se fermer» en présence des filles et 

ainsi, participent peu aux activités de conversation orale. 

Deuxièmement, le nombre restreint d’élèves par classe permet à l’enseignant de passer plus 

de temps avec chaque élève. Cette relation élève-enseignant est particulièrement 

importante dans l’apprentissage d’une langue. Comme l’a si bien dit une enseignante : 

« Avec un bas ratio enfant/enseignant dans ma classe, j’enseigne à des individus, avec trente 

élèves, je ne peux qu’enseigner le manuel. » 

Enfin, un aspect bénéfique peut-être moins tangible : l’énergie déployée à faire de 

l’apprentissage d’une langue seconde une expérience agréable pour les garçons. Les 

recherches exposent clairement que la créativité des enseignants et la motivation des élèves 

sont des variables cruciales pour le succès de l’apprentissage d’une langue seconde. 

La préparation à l’école secondaire francophone 

Malgré la qualité et l’efficacité de l’enseignement des langues secondes à Selwyn House, 

l’école reconnaît que le programme de français a besoin d’être bonifié pour un élève qui 

souhaiterait faire une transition aisée vers une école secondaire francophone. 

Dès la troisième année, les enseignants commencent à travailler avec les parents 

francophones qui désirent garder cette option pour leurs enfants, afin de renforcer les 

compétences de lecture en français et d’augmenter la présence du français hors de l’école. À 

l’occasion, l’école pourrait suggérer l’ajout de cours particuliers de grammaire et de syntaxe. 

Cette forme de collaboration est extrêmement importante pour le succès de l’élève dans 

une école secondaire francophone. Selwyn House a travaillé de près avec plusieurs familles 

pour créer des ponts qui ont mené à des résultats remarquables chez plusieurs garçons qui 

sont maintenant inscrits dans des écoles secondaires francophones publiques et privées. 

Les avantages d’une éducation bilingue et d’une « bilittératie» dans un environnement de 

type « le français vivant » 

Les avantages intellectuels, scolaires, personnels et professionnels d’une éducation bilingue 

sont indiscutables. L’expérience de Selwyn House démontre que les finissants de l’école 

5 / 6



primaire ont une solide base dans les matières principales, peu importent leur langue 

maternelle et la langue dans laquelle les cours leur ont été livrés. 

Les parents font face à des choix difficiles afin que leurs enfants profitent de ces avantages. 

Ces choix se présentent dès la naissance, d’abord, sur la langue parlée à la maison et plus 

tard, sur la sélection d’un établissement universitaire. Selwyn House a opté pour une 

approche, de la maternelle à la sixième année, qui favorise le développement de fortes 

habiletés en anglais tout en assurant à l’élève francophone l’accès à un large éventail 

d’institutions scolaires. 

Selwyn House offre un environnement dans lequel « le français vivant » est la langue 

privilégiée pour l’enseignement de plusieurs matières scolaires et activités parascolaires et 

ce, au primaire. Ajoutons à cela un enseignement formel de la langue anglaise supérieur, 

créant ainsi une option attirante pour les parents francophones qui désirent que leurs 

garçons profitent des avantages du bilinguisme tout en conservant le cœur de leur identité 

linguistique. 

6 / 6

Middle School Update - Selwyn House School

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