In Person Events

I am using visuals (ex. coloured cards/flags) and audio to get attention of a group during our event.
I can get to the venue without the use of a single stair.
I have provided written instructions that are easy to understand, and offer larger print versions.
I have provided, in some way, an option to anonymously disclose accessibility needs before the event.
Our event will have an ASL / LSQ interpreter.
Our venue has accessible signage that use braille.
Our venue has an accessible bathroom that I know has an accessible stall.
Our venue has doorways wide enough to fit two people at the same time.
We have disclosed that our event might have flashing lights and/or loud sudden noises.
We have done our best to make our event a scent-free environment.

Online Events

I have provided, in some way, an option to anonymously disclose accessibility needs before the event.
Our event will have a subtitler.
Our event will have an ASL / LSQ interpreter.
Our speakers faces are all brightly lit.
We have checked our online venue with free screen reading software.
We have disclosed that our event might have flashing lights and/or loud sudden noises.
We have provided written instructions as well as verbal in any format that is not a screenshot or scan of paper.
We have someone who will read out a question from chat or in a trivia setting.
We mute microphones unless we are speaking.
We provide plenty of time for people to get their answers in.

During your event

We are starting the event with a land acknowledgement.
We are sharing clear instructions on where the recycling/composit bins are located, and where to locate a dish washing station (if relevant).
We are ensuring that our recycling and composit bins are well marked and accessible.
We are avoiding wasteful last minute purchases (sticking to our sustainability plan!) as much as possible.
We are sharing any relevant information from our event electronically.

After your event

We are ensuring all waste is sorted and managed properly and bins are returned to the right place.
If cleaning with products, we are using certified more environmentally friendly products.
We are collecting and putting away all items that can be reused from the event (e.g., tablecloths, name tag holders, decorations, etc.)
We are reflecting on the overall sustainability from the event: what went well? What can be improved upon for next time? What resources did we lack in order to make our event more sustainable?
If we have anything leftover from our event that can be donated, we are figuring out doing so based on your plan (e.g., plan for leftover food)

Creating a Bilingual Culture

Whether you are a club, RSG or a Service that is or intends to offer French language service (FLS), the implementation and delivery of it calls for a transformation of your organizational culture. It is important to note that the following steps are not linear, they all play an important role in the creation of a bilingual culture and as such should all be given the same importance when making changes to your organization.

Using the following self assessment questions, you can evaluate where you are and implement changes that will help your organization create a bilingual culture on campus. If you find you require improvement in a specific area but are not sure what changes to implement you can contact the bilingualism centre coordinator or the francophone affairs commissioner on campus.

1. Understanding the campus francophone backgrounds

I know who makes up the local Francophone community
I am aware of the diversity within the Francophone community on campus
I know the different Francophone community leaders (i.e. RSG Francophone VPs, Francophone club leaders, Francophone services)
I know the Francophone spaces available on campus
I know what Francophone events take place on campus and in the community
I know if my organization has worked with Francophone ones in the past
I know if my organization has offered or currently offers FLS
I am aware of my organization’s obligations regarding FLS as mandated by the University, Student Union or Federal Government
I have informed all my team of the reasons and importance for offering FLS

2. Working with Francophones

I know what Francophone organizations are present on campus and in the Ottawa community
I have partnered with these Francophone community organizations
I recognize students who identify as Francophone and practice active offer when they use my organization’s services
I have reached out to my FLS coordinators and commissioner for funding of Francophone events and services
I have reached out to the Centre Michael-Jean
I have worked with my Francophone staff to organize community involvement events on and around campus

3. Analyzing Francophones’ needs

I gather information about Francophone students’ needs (surveys, focus groups, etc.)
I provide services that are culturally appropriate
I assess my French-language services

4. Developing a strategic framework for the French-language service offer

I have access to a strategic framework for offering services in French
I have an action plan for French-language services in place
I have access to policies and procedures for French-language services in my organization
I have a clear set of rules for translation (decisions to translate or not, internally versus outside communications, etc.)

5. Building your bilingual capacity

Bilingualism is one of my hiring criteria
I have identified positions that should be staffed by bilingual personnel
I run my position availabilities in both languages
I assess my applicants’ language proficiency
I assess my applicants’ knowledge of the prevailing Francophone context of your organization
French-language services are part of the orientation plan for new staff
I encourage my staff to speak French to each other in my organizational space
I suggest French language training for my staff
Management or the executive of my organization includes bilingual people

6. Communicating in both official languages

I disseminate your main message in both official languages
My communication plan includes French
My communications tools (website, social media, e-newsletters, brochures, etc.) are produced in French
I adapt my messages when translating for proper context and structure
Students are greeted in French (in person, over the phone, etc.)
I actively offer my services in French
Every students’ language preference is remembered or recorded

7. Making Francophones part of your governance structure

Francophones are on my management or executive team
I have a policy for recruiting francophone members for my management or executive team
The Francophone representation in my governance structure reflects the diversity of the Francophone students who frequent my service most
I have access to a French-language services committee