Diplôme d'études en langue française
Diplôme approfondi de langue française

Expert testimonials

Interview with the examination centre directors

At the fifth annual meeting of the directors of Canada’s DELF-DALF examination centres, four centre directors from different provinces explained to us why they offer this diploma within their respective ministries, school boards, and universities.

Interviewees :

  • Josée Boutin
    DELF-DALF Centre of South-Central Ontario – KPR, Peterborough
  • Mélanie Colado
    University of Lethbridge DELF-DALF Centre, Alberta
  • Walter Nikkel
    Manitoba School Divisions DELF Centre
  • Jean-Claude Bergeron
    Nova Scotia Ministry of Education DELF Centre

Dr. James Archibald, Director of the McGill University DELF-DALF Examination Centre, member of the Conseil supérieur de la langue française (CLSF), and Associate Dean of Continuing Studies at McGill University.

“James Archibald was the first Canadian to introduce the DELF-DALF to Canada. Under his guidance, the first DELF-DALF centre opened in Canada at McGill University in 1997. Since then, Dr. Archibald has overseen the operations and dynamism of this centre. In 2013, the McGill DELF-DALF Centre saw roughly 400 candidates take the DELF-DALF examinations, roughly half of whom attended schools in Montreal.”

Read Dr. Archibald’s interview with the Conseil Supérieur de la Langue Française (CLSF)
(Reproduced with the kind permission of the CLSF)

Conclusion of the 2012 end-of-year report by Josée Clermont, French Program Coordinator for the Yellowknife Catholic School Board. In 2012, the centre offered its first DELF examination sessions, as well as its first four-day training programs for all teaching staff for Grades 5—12.

“This experience has been very positive, not only for our teaching staff but also for our students, who have been very proud of their success and very motivated to continue studying French. With regard to our teaching staff, this has also been an excellent occasion to continue their professional development, and, for some, preparing their students for the DELF examinations has changed their teaching methods. Their classes are more lively and there is now more emphasis on oral comprehension and expression. The fact of working together, with primary- and secondary-level colleagues, has taught them a great deal and given  them a better understanding of teaching needs at other levels.”

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