8. Guidelines for planning, management and evaluation of family literacy programs

The guidelines for family literacy programs presented in this chapter are drawn from a review of writings relating to best practices. They differ from best practices in that they relate to organization and the management of a family literacy program, that is, how it is designed and evaluated. The FCAF's Guide de pratiques exemplaires en alphabetisation familiale en contexte francophone minoritaire (Guide to best practices in family literacy in a francophone minority context) (FCAF, 2007) explains the use of such guidelines:

To provide practitioners and program directors with guidelines for the orientation and support for the implementation ot high-quality family literacy programs that answer the particular needs of Francophones living in a minority setting. This guide will also help them to examine the program they offer (FCAF,2007, p. 8). [Free translation]

8.1 Characteristics of the Francophone minority setting in Canada

The Francophone minority setting presents challenges that are specific to the members of this community. Practitioners need to take this into account in their interventions. In particular, they must take into consideration the following elements:

• the socio-cultural context in which the parent and the family evolve,
• the French language and Francophone culture,
• the development of a positive Francophone identity and a sense of belonging to the larger French-speaking world, and
• the effects of linguistic, cultural and identity factors on self-esteem.