These results are significant for Francophone minorities. Although reading and writing, or academic literacy, are a very important success factors in life, one must also take into account the fact that other literacies also contribute to success and to lifelong learning. Certain models of family literacy adhere to the principle of multiple literacies. The Coalition francophone uses the term "family literacy" in the context of cultural literacy, community literacy and academic literacy. This position is very recent and its effects are beginning to have a positive impact on the family literacy programs offered by the Coalition francophone's members.

A number of results found in the For My Child reports include elements of multiple literacies. The adult participants indicated that they had changed their ways of using French. Families living in a bilingual setting reported that they were speaking French more often both at home and in the community. All of the adults tried to participate in more cultural activities in French and, thanks to the program, they created a network that enabled them to socialize in French. These are examples of family literacy programs that promote community and cultural literacies. With regard to academic literacy, the participants said they were very satisfied with the support they received to help their child to read, write and do his homework.

A family literacy program helps develop a closer relationship between the child and the significant adult in the child's life. The programs delivered by the partners in the Coalition francophone's research included a component on parenting skills. The parents said that this aspect of their program was very informative. For Francophone minority parents, acquiring such skills also gave them the opportunity to enlarge their vocabulary related to these strategies and, as a result, to describe their life experiences in French.

A family literacy program supports parents in their own learning process. The programs delivered by the members of the Coalition francophone are generally focused on the adult and often include a "child" component. They give the adult the opportunity to improve his linguistic abilities and his literacies, as well as to acquire parenting skills. An adult participates in a family literacy program mainly to help his child. A family literacy program must help both the adult and the child. The child gets help when he needs it, and the same is true for the adult.

A family literacy program builds stronger families and healthy communities. Many families in a Francophone minority community live in a precarious situation. In Ontario, for example, Francophone communities are scattered across the whole province. For a language and culture to maintain itself and to flourish, the members of the community must actively participate to keep it vital. The results of the Coalition francophone's research demonstrated that family literacy programs have helped establish a network for socializing in French while keeping families informed about the Francophone community and giving them the opportunity to use the services offered in French in their city or region.

Much work remains to be done to support adults as lifelong learners, and current efforts must be sustained. To continue to achieve good results, family literacy programs need to be able to rely on solid sources of strategic, long-term funding. Research has shown that family literacy programs produce good results. All of the necessary evidence is there to demand such funding. We must add, however, that other elements need to be put in place. First, it is necessary to ensure that practitioners currently employed in family literacy programs are trained in the various approaches and family literacy models; this is essential for the success of the programs. In addition, program evaluations should be done on a continuous basis, as should the creation of partnerships in the community. Finally,we recommend the conception of a common framework and a family literacy program based on multiple literacies.