ࡱ>  G]jbjbjj .XW]8D M~~~~~~~~LLLLLLL, NO M~~~~~ M;~~~;;;~5~~L.JxJ~L;;d@ILR,d 8L>Projet stage-change ACPLS / UQAM LACPLS a pilot, en 2003 et en 2004, un projet de stage-change dont un candidat du programme de formation en FLS de lUQAM a complt son dernier stage dans une communaut rurale anglophone. En 2003, une candidate a complt son dernier stage dune dure de 4 semaines au mois de mars Carbonear, Terre-Neuve. En 2004, deux candidates ont complt leurs stages de 9 semaines entre fvrier et avril, une St. Johns, Terre-Neuve et lautre Richmond en Colombie-Britannique. Les buts long terme du projet: Encourager les candidats pr-service francophones dexplorer la disponibilit de postes en FLS lextrieur du Qubec; Accrotre le recrutement denseignants FLS dans les rgions rurales du Canada; Accrotre les connaissances des bnfices et des difficults attribus la mobilit des enseignants dune province ou territoire un autre. Les buts court terme du projet: Fournir des ouvertures de placement aux candidats FLS dans leur domaine dtudes; Accrotre les connaissances des candidats FLS aux ouvertures demplois dans les rgions hors Qubec; Accrotre les connaissances des bnfices et des difficults attribus une telle exprience dchange. Les partenaires et leurs responsabilits: ACPLS: agent de liaison et coordination du projet entre les partenaires; slection de placement et de stage appropri selon le candidat choisi; organisation du voyagement, hbergement, et des frais en sus; soutien dans la province travers du rseau enseignant de lassociation; recueil des questionnaires et articles, rdactions et partage des rsultats. UQAM: agent de communication du projet auprs des candidats universitaires; slection du professeur/superviseur responsable du candidat; plan des responsabilits des partenaires et des critres pour assurer le succs du stage; communication des attentes pour buts dvaluation du candidat; rdaction dun questionnaire et dun bref article de lexprience du point de vue du programme. COLE/Enseignant de rception: plan dtaill des tches, des attentes et du processus dvaluation du candidat; enseignant/superviseur responsable de fournir une communication claire, une rtroaction soutenue, et un soutien gnral du candidat; dsignation dune personne externe pour buts dvaluation; rdaction dun questionnaire et dun bref article sur lexprience pour lcole, lenseignant, et les lves. CANDIDAT: fait preuve et dmonstration dune attitude et un esprit ouverts, dinitiative, et de flexibilit; intrt simpliquer dans la vie scolaire et communautaire; intrt de partager sa culture et sa langue; plans et prparations dtaills requis pas lenseignant et le professeur; rdaction dun questionnaire et dun bref article de lexprience au niveau personnel et professionnel. Aperu du programme de formation (UQAM) Ce stage est le dernier effectu pour complter le baccalaurat en enseignement du franais langue seconde lUniversit du Qubec Montral (UQAM). Le programme de formation des matres au Qubec dure quatre ans et il conduit directement au brevet denseignement. La particularit du programme de EFLS au Qubec est quil permet de travailler aussi bien dans les coles primaires, secondaires ou dans les centres de formation aux adultes, en langue seconde (franais de base) ou en immersion, dans les coles anglophones ou en classe daccueil (francisation des immigrants) dans les coles francophones. lUQAM, le programme comprend quatre stages, dune dure totale de vingt semaines. Luniversit impose cependant quelques restrictions quant aux milieux de stages. Par exemple, il est obligatoire deffectuer un stage au primaire et un au secondaire. Les tudiants sont tenus galement de faire un stage en immersion et un en classe daccueil. Par ailleurs, il est fortement recommand aux tudiants de varier au maximum les clientles et les milieux de stage. Types de questions recueillis des candidats pr-change: Comment les familles daccueil sont choisies? Quels sont les frais pour l'hbergement? Est-ce qu'il y a possibilit d'avoir accs l'Internet l'cole qui nous reoit? De plus, qu'advient-il de notre cours synthse, qui se droule en mme temps que le stage? Est-il possible de mettre deux tudiants ensemble, dans un mme secteur de la ville? dans la mme famille par exemple ou dans la mme cole? Allons-nous avoir notre endroit de stage et le nom de la famille un peu d'avance? Questionnaire post-change: cole/Enseignant- School/Teacher: Quels sont les bnfices de ce projet pour votre cole et vos lves? What are the benefits of this project for your school and for your students? While our junior high school is a city school, the majority of students, especially those in Core French programs, have not had many opportunities to meet and interact with francophones on a regular basis. This makes their FSL program very unrelated to their everyday reality. The presence of a francophone in the school and in their classrooms obviously helps address this concern. Having a francophone teacher to share not only language, but cultural perspectives with students and staff was very worthwhile. There were many benefits to the students and population of our school: The introduction of "au courant qubcois" vocabulary; as both teachers (classroom and student teacher) spoke French constantly, this created a stronger Francophone environment in the classroom. The students were more dedicated to using and improving their French accent and vocabulary. The daily introduction of "Qubcois" culture; increased curiosity about the "Qubcois" culture; a renewed enthusiasm for the language; more opportunities for the students to demonstrate their language skills; more feedback and language corrections; introduction to various "Qubcois" artists. The students were challenged to listen carefully to a native speaker and to try to understand. The candidate also expected the students to use the French they had been learning with their teachers as well as the new vocabulary that she was introducing. Even four short weeks with a francophone can make an impression on students who do not often get the opportunity to really use their French for communication. She helped students understand that millions of people live in the French language. Quels sont les bnfices de ce projet pour vous? What are the benefits of the project for you as a teacher? As a teacher, I am delighted to have a francophone colleague, especially since I teach in the context described. The UQAM student teacher that taught with me during this past school year brought resources such as music and movies from Quebec which contributed enormously to our program. It is important to note that these student teachers are close to graduating and therefore, are essentially teachers who have ideas and resources to share. As these student teachers become comfortable with the setting they take on their required share of the teaching and deliver the program content using their own approach and their own teaching style. As the Principal of the school, I will comment from my perspective that I felt that it provided the classroom teacher with another wonderful resource in the classroom. It enabled her to organize the class into groupings and encouraged instructional strategies that provided enrichment opportunities that may not have been possible without the student teacher being there. What I appreciated most was the opportunity to converse with a native French speaker on a daily basis. At school, teachers tend to communicate in English due to the environment we find ourselves in (mixed schools). Here was a wonderful chance to reacquaint myself with Quebec culture, artists, idioms through our daily chats. Students also saw us chatting in French regularly and became more interested in using and improving their communicative skills. This created a more enjoyable environment to work in as my students were more open to work at improving their language skills. I really enjoyed the opportunity to do collaborative planning and teaching on a regular basis. The students received more feedback and individual attention and I was capable of spending more time with the kids with stronger needs. Quels sont les bnfices de ce projet pour le candidat stagiaire? What are the benefits for the participating student teachers? The student teachers get to see what teaching FSL is all about outside of the larger centres. The UQAM student teachers, in particular, are usually surprised to find that their students may never have met a francophone, have perhaps not traveled to a francophone region of Canada, and certainly do not have the opportunity to really use the French that they are learning. At the junior high level, most of the students are essentially beginners. The student teachers have to use second-language teaching techniques that might not be necessary if they were teaching Core French in a school in the Montreal area. In Core French classes in our province, the student teachers have to learn to communicate and to keep the classes in French using the few words and expressions that the learners understand. They also have to find ways of ensuring that the students actually have the opportunity to speak up in class using these few words and phrases. A student teacher that learns to do this has really had a valuable experience as an FSL teacher. The candidate also benefits from the community and the new culture. They too are in a second language context and this helps them relate to the students they are teaching. The student teacher participated in many extra-curricular activities such as student excursions and the CPF public speaking. This student teacher, in particular, made friends in the community. It would not surprise us at all to see her back here as a teacher some day. My sense was that it was a culturally broadening experience about how schools and teachers work in Western Canada. It also provided, I hope, an opportunity for professional and personal relationships to be created and reach across the country. Coming to BC from Quebec, provided my student teacher with a closer to real life teaching situation for a few reasons. She did not get to come and observe, before the practicum began (which is how it is when you take over a classroom). She arrived just as we were planning the term (she had an opportunity to input her interests). She was given freedom in preparing teaching assignments that would reflect her "Qubcois" upbringing. She was provided with clear expectations: share her knowledge of the French language with as many kids as possible within our school; "ALWAYS" correct the kids French by having them repeat their corrected error; ask as many questions as you need to assist you; don't be afraid to ask for help; if a lesson does not go as well as anticipated, don't worry, we can do it again tomorrow in a different way; collaborative planning is a great opportunity to learn. After a few days of observing the classes, the candidate was given the opportunity to plan language activities of her own based on the program outcomes. She had time to do a unit of work with each of her groups and confer daily with the teachers with whom she was working. Quelles sont les prparations pr-change ncessaires pour assurer le succs du stage-change? What preparations were required ahead of time to ensure the success of the exchange? Most experienced teachers are used to having student teachers for a term, so at the school level, I did not find that any extra preparation was required other than the usual consideration of which units of work the teacher-intern might like to take on. Of course, it is important to have everything in place like accommodations and transportation for the student teacher ahead of time. A major aspect of this preparation was identifying an outstanding sponsor teacher and a positive school setting. Receiving the package from the University sooner would have been great in order for all parties to be aware of the expectations of this practicum. It would also be important to approach the Administrative Officers of the schools prior to inviting the teachers to sign up as they (AOs) are expected to write a report on top of the one by the Sponsor Teacher. Quelles sont les prparations post-change ncessaires pour assurer le succs du stage-change? What preparations were required after the exchange was completed? It would be nice to have pre-paid postage available with the package, with a timeline of when the assessment package should be returned to the University. There was none of this. The package they sent us was very straightforward and simple to complete. Quelles difficults avez-vous remarques, soit pr, durant, ou post stage-change? What difficulties did you note: pre, during and post-exchange? The initial realization that these students are very far away from any francophone culture or language is startling for someone from the Montreal area. Teaching their language in such isolation is a very different experience for these student teachers. This, however, just serves to help the intern develop teaching skills that he or she might not have done in another context. Because the teacher who came to us was outstanding, there were few if any difficulties that I was aware of. None. We were lucky that our student teacher was very capable, motivated, eager and energetic. Our personalities were also very similar and compatible. Est-ce que vous encourageriez dautres enseignants/coles participer une telle exprience? Pourquoi? Would you encourage other teachers/schools to participate in such an experience? Why? I would certainly encourage any teacher who has a reasonable amount of teaching experience and who is in a position to mentor a pre-service teacher to participate in such an experience. We owe it to our students and to the culture of our schools and communities, as a whole, to have teachers from Quebec come to work with us. Most definitely - for all of the reasons indicated previously. I truly believe this opportunity was a benefit to all involved. I would encourage all French Immersion schools to participate, as it brings a slice of Quebec to your school as well as more French with a strong accent for the students to emulate. Grade 6/7 EFI students are not always eager to work on improving their French abilities, but with a young native French speaker the influence can be just what the program needs. Suggestions, commentaires, remarques: An excellent program, especially for rural Canadian schools. Continue the program. Many students benefit from one student teacher experience. The mutual professional benefits for both teachers are invaluable. From a selfish point of view, if they are all as good as our student teacher, I would ask that the person you send us has an interest in continuing their career in our district - or at least in Western Canada! When selecting candidates it may be nice to know if they might be interested in relocating, should the possibility be available after their practicum (BC always seems to need new French speaking teachers). Try to ensure that the student teacher is competent, dedicated, independent (8 weeks is a long time to be away from home living with strangers). Provide a more detailed blurb about the candidates in order to ensure they are placed in a compatible situation. Provide more notice and clear expectations for the host family and the sponsor teacher, in order for us to prepare for the arrival of the candidate. Provide the student teachers with resources (web links etc.) to introduce the curriculum resources for the province they will be visiting. Give the student teachers an idea that their host school may look at them to provide a strong modeling of their French culture by speaking to various classes, presenting something that is special to them, or teaching a lesson on a tradition. We hope that they will get involved with their host school. I had a great experience and I am sure my students would agree we were very lucky to work with our student teacher. She was an excellent role model for all. I would do it again any time. But I am also aware that not all situations are necessarily this positive. I do believe that with a little more preparation the experience would be wonderful for all. CANDIDATS Quels sont les bnfices de ce projet pour vous? Avoir la chance de travailler dans un milieu anglophone, tre dans un contexte de travail plus rel. Mieux cerner les difficults en langue seconde puisque celle-ci n'est pas parle l'extrieur de l'cole. Apprendre travailler dans un nouveau ministre de l'ducation. Connaissance dun environnement de travail diffrent. Une exprience avec de la clientle hors Qubec. Constat de ltat du franais dans cette province. Ma principale difficult, lors de ces quatre semaines, a t de communiquer dans ma langue seconde. Nanmoins, ces difficults vcues au quotidien mont appris beaucoup sur ce que peuvent vivre les immigrants quand ils sont confronts une langue et une culture qui leur sont trangres. Je peux aussi mieux comprendre les difficults des lves face la langue seconde, car jai vcu simultanment la situation de lenseignante et celle des apprenants de langue seconde. Cest un point de vue trs intressant que de se mettre dans leurs souliers pendant un temps. Quels sont les bnfices de ce projet pour lcole et les lves? Avoir une enseignante de franais qui connat bien la langue. Je ne suis pas un produit de l'immersion. L'enseignement est donc plus juste, plus profitable pour les lves. Contact avec un locuteur natif francophone. Ralisation pour les lves que le franais est une langue et que certaines personnes lutilisent dans toutes les sphres de la vie quotidienne. Point de vue extrieur sur les mthodes de travail, vision diffrente des choses et des vnements. Quelles sont les prparations pr-change ncessaires pour assurer le succs du stage-change? Avoir le lieu de rsidence au moins deux semaines l'avance, afin de pouvoir entrer en contact avec la famille d'accueil. Mme chose pour l'enseignant-formateur associ. Avoir, si possible, l'adresse internet de l'cole afin de voir quels sont les projets mis en oeuvre. Meilleure prparation quant savoir le lieu de destination au moins 2 mois lavance, se renseigner sur nos tches, sur les rgles de lcole o nous allons travailler. Meilleure organisation quant notre valuation par lenseignant de Montral : les vidocassettes pas gnial comme ide! Sassurer davoir les moyens financiers ncessaires, de planifier le sjour, les bagages, le matriel scolaire davance. Quelles sont les prparations post-change ncessaires pour assurer le succs du stage-change? S'assurer de ramener le matriel utilis durant le stage. Rester en contact avec son enseignant-formateur associ. Retour sur les constatations faites, critiques, points forts. Analyse de limpact que nous avons eu sur les lves. Quelles difficults avez-vous remarques soit pr, durant, ou post stage-change? La langue a t un obstacle au dbut, mais je m'y suis vite retrouve. Outre que cel, je n'ai prouv aucune difficult. Mais il faut savoir s'adapter rapidement, et ne pas trop s'ennuyer. Manque dorganisation de la part de luniversit et des contacts extrieurs (entre eux). Adaptation au milieu, prendre le temps de comprendre le domaine et les particularits du milieu. Ma principale difficult, lors de ces quatre semaines, a t de communiquer dans ma langue seconde. Mon anglais est moins bon que je ne le croyais avant mon dpart et jai eu de grosses difficults vivre exclusivement en anglais lextrieur de la classe. Je me suis sentie trs isole, malgr les efforts constants quont fait les gens pour mintgrer. Ils ont tous t dune chaleur et dune gnrosit incroyables, en me pardonnant facilement mes erreurs langagires et en faisant en sorte que mon sjour parmi eux soit des plus agrables. Jai trouv trs difficile aussi denseigner une langue nayant comme seuls outils, les cahiers de classe et mes connaissances du franais, car les ressources matrielles en langue seconde sont inexistantes dans la ville. Il ma fallu tre trs imaginative pour pallier ce problme. Est-ce que vous encourageriez dautres candidats/stagiaires participer une telle exprience? Pourquoi? J'encourage fortement les stagiaires s'informer et profiter d'expriences aussi grandissantes. C'est une bonne faon de se concentrer 100% dans le stage, dcouvrir des nouvelles faons de faire, explorer un autre coin du pays. Ce n'est pas juste le stage qui est amlior, du fait qu'on est l'tranger. C'est un apprentissage global! Absolument, cest une exprience tellement enrichissante autant pour les stagiaires que pour le milieu daccueil. tre en contact avec des apprenants dune province o le franais nest pas tous les coins de rues, voir les diffrences, connatre dautres milieux, visiter un endroit du Canada souvent moins connu. Cest une exprience trs difficile dcrire, mais tellement profitable tant au niveau personnel que professionnel. Dautres lieux, dautres mrs, dautres perceptions : tout est enrichissant, cest une exprience vivre et mme revivre. 7. Considreriez-vous d'enseigner l'endroit de votre stage? Avez-vous dj pris un poste? Si oui, quel endroit? Non, je ne veux pas aller travailler en Colombie-Britannique. J'ai eu la chance de dire non un poste comme enseignante au primaire, en immersion, mais je ne regrette pas d'y avoir t. Je lai considr et avoir la chance jirais ds demain. Malheureusement jai sign un contrat Montral et devrai men contenter pour cette anne. Suggestions, commentaires, remarques: C'est une exprience unique, il faut vraiment la prendre lorsqu'elle nous passe sous les yeux!!! Superbe exprience, le programme doit se continuer. Par contre, il faudrait que lorganisation se fasse plus tt, on a attendu longtemps avec impatience pour connatre notre lieu de stage. Je recommencerais nimporte quand, et la vision que javais de ma profession a t compltement change la suite de cette exprience (pour le bien videmment). Ce que je trouve regrettable de mon stage, cest quil a t trop court, dabord pour mesurer limpact de ma prsence sur les lves, chez qui je commenais voir sveiller un intrt pour le franais, et ensuite, pour que je puisse amliorer mon aisance en anglais. Je vous assure quune telle exprience enrichit bien plus quun stage en terrain familier. Association canadienne des professeurs de langues secondes (ACPLS) Automne 2004. 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