尤物视频

Dr. Dani猫le Moore

Dr. Dani猫le Moore first met C茅cile in France, where she was struck by her intellect, passion, and commitment to language education. "I first met C茅cile when she was a doctoral student presenting at a conference," Moore recalls. "Later, I hired her as a research and teaching assistant in Lyon, and from the start, I knew she was someone who would make an impact."

Their shared academic background鈥攂oth having studied English literature before transitioning to French as a Foreign Language鈥攍aid the foundation for a collaborative and enriching professional relationship. When both joined SFU in 2004, their partnership deepened, shaping groundbreaking research and educational programs in French-language education, multilingualism, and identity studies.

One of the most significant projects focused on Francophone African communities in Vancouver, helping schools adjust to a new wave of French-speaking students. "We worked closely with families, communities, and schools to support children's integration," Dani猫le explains. "C茅cile has always deeply understood multilingual learners' social and cultural realities."

Their work also extended globally, representing Canada in an international study on French-language teaching. "Together, we documented teaching practices in immersion and Francophone schools nationwide. Her expertise and dedication made a lasting contribution."

Read their published work: 

Dr. Diane Dagenais

For Dr. Diane Dagenais, C茅cile has been a transformative force in language education research, student mentorship, and French-language program development at SFU. 鈥淗er expertise in plurilingualism and learner-centered pedagogical approaches made her an invaluable addition to the Faculty of Education over twenty years ago,鈥� Dagenais recalls.

From the start, C茅cile was tasked with shaping research on plurilingual approaches in Canadian schools while also expanding SFU鈥檚 French-language program offerings. 鈥淪he was a pioneer in plurilingual research in Canada, and her numerous publications and collaborations with colleagues at SFU and beyond significantly advanced pedagogical studies in this field,鈥� Dagenais explains. 鈥淗er work not only captured the interest of the academic and professional community but also had international reach and impact.鈥�

Beyond research, C茅cile played a pivotal role in teaching and program development. 鈥淪he has taught in both French and English, at the undergraduate and graduate levels, as well as in initial and ongoing teacher training programs,鈥� Dagenais shares. 鈥淲orking closely with her from her arrival at SFU until my retirement two years ago, I saw firsthand her deep commitment to students鈥攆rom individualized support to guiding research projects with care and dedication.鈥�

C茅cile鈥檚 contributions extended to shaping SFU鈥檚 French-language doctoral programs, including the creation of the Ed.D. and later the PhD in French Language Education. 鈥淗er ability to bridge theory and practice in language teaching helped establish some of the most innovative programs in the field,鈥� recalls Dagenais. Above all, Diane considers it a privilege to have worked alongside C茅cile.

"She has always prioritized the well-being of students and the integrity of the programs she helped build. Her collaborative spirit, leadership, and vision have left a lasting mark on SFU and the broader landscape of French-language education.鈥�

Danielle Arcand 

When C茅cile arrived at SFU in 2004, she immediately became an integral part of the Faculty of Education鈥檚 French-language initiatives, stepping in to support the expansion of French programs during a pivotal time for OFFA.

鈥淎lmost immediately upon arrival, C茅cile lent a hand鈥攏ot just with the programs in Education, but also with the newly established French Cohort Program in Arts and Social Sciences,鈥� recalls Danielle Arcand, former Associate Director of OFFA. 鈥淪he was driving all over the Lower Mainland, meeting teachers, speaking to high school students, and encouraging them to pursue post-secondary studies in French at SFU.鈥�

Her dedication went beyond recruitment鈥擟茅cile was instrumental in developing and delivering French-language programs that would transform teacher education in B.C. 鈥淪he played a crucial role in expanding PDP in French, launching an off-campus M.Ed. in Victoria, and helping shape district-based professional development workshops and Graduate Diplomas for in-service teachers,鈥� Arcand explains.

As a researcher, C茅cile鈥檚 focus on multilingualism and cultural diversity shaped how French-language education evolved at SFU. 鈥淪he worked with teachers to foster a better understanding of linguistic and cultural realities in B.C. schools. She was deeply committed to supporting students from francophone immigrant families and ensuring their success in an increasingly multilingual educational landscape.鈥�

Danielle fondly remembers C茅cile鈥檚 warmth, wit, and fierce dedication. 鈥淗er quick laughter and passion for defending her values made her an incredible colleague,鈥� she shares.

鈥淐茅cile has truly made a difference in teachers鈥� lives鈥攁nd given them the tools to, in turn, make a difference in their students鈥� lives.鈥�

Dr. Livia Poljak

For Dr. Livia Poljak, C茅cile was the first person she turned to when considering a Languages, Cultures and Literacies, PhD. 鈥淚 had known of her from my days as a student at OFFA and had already heard great things about her as a professor and instructor for future French immersion teachers,鈥� she recalls. 鈥淏ut that first meeting with C茅cile solidified everything鈥擨 knew I wanted to apply, and I knew she was my perfect mentor.鈥�

C茅cile鈥檚 mentorship was defined by two key qualities: academic rigour and human connection. 鈥淪he was always incredibly well-prepared鈥攚hether it was reviewing my chapters, advising on grant applications, or guiding fieldwork,鈥� Livia says. 鈥淏ecause of that, I always knew exactly what to do next. The work was never easy, but C茅cile clarified the path and helped me build confidence as an independent researcher.鈥�

But what truly set C茅cile apart was her genuine care for her students. Livia recalls a moment early in her PhD when she forgot a major scholarship deadline and sent a last-minute request for a reference letter, embarrassed and unsure if she鈥檇 even get a response. 鈥淲ithin a few hours, C茅cile had already submitted the letter and wished me luck,鈥� she shares. 鈥淲hen I apologized, her response was unforgettable鈥攕he told me not to apologize, that we are partners in this journey, and that I should never feel ashamed to ask for help.鈥�

C茅cile also played a pivotal role in shaping Livia鈥檚 identity and research on group belonging. 鈥淥riginally, I was going in a completely different direction,鈥� Livia explains. 鈥淏ut C茅cile suggested a book that introduced me to identity research, which changed everything. That shift made my work more personal and community-oriented鈥攊t even changed how I see the world outside of academia.鈥�

Now, as Livia mentors others, she sees C茅cile鈥檚 influence in how she guides students. 鈥淚 approach my teaching assistant position as she worked with me鈥攕upportive, collaborative, and always fostering confidence.鈥�

For Livia, C茅cile鈥檚 greatest legacy isn鈥檛 just in her research or programs鈥攊t鈥檚 in how she treats students. 鈥淎cademia needs more C茅ciles,鈥� she says. 鈥淗er kindness, unwavering support, and belief in her students make all the difference.鈥�

Aur茅lie Ishikawa

For Aur茅lie Ishikawa, C茅cile is more than a professor鈥攕he is a mentor, a guide, and a source of unwavering support. 鈥淔rom the moment I entered my Master's program, she completely changed my perspective,鈥� Aur茅lie shares. 鈥淪he has this incredible ability to make you think deeper, to challenge your understanding of education, and to open your mind to new ways of learning.鈥�

Her down-to-earth and approachable nature matches C茅cile鈥檚 expertise. 鈥淪he is an encyclopedia of knowledge,鈥� Aur茅lie says. 鈥淪he remembers exact references, dates, and concepts off the top of her head. But what makes her truly special is that she doesn鈥檛 just give answers鈥攕he guides. She offers insights and little wisdom that push you to find your way.鈥�

A defining moment for Aur茅lie came when C茅cile introduced her to the concept of plurilingualism. 鈥淚t completely changed the way I teach,鈥� she explains. 鈥淪he helped me see that language learning isn鈥檛 just about communication鈥攊t鈥檚 a way of being and knowing. That shift reshaped my approach in ways I never expected.鈥�

Beyond academics, C茅cile鈥檚 humanity leaves a lasting impression. 鈥淪he is always looking out for her students,鈥� Aur茅lie says. 鈥淩ecently, she sent an email extending a deadline, telling us not to start the week with stress. She understands that we鈥檙e human, that life happens, and she makes sure we feel supported.鈥�

Even in leadership roles, C茅cile remains deeply committed to driving positive change. 鈥淏efore she renewed her role as Associate Dean, she was exhausted. I asked her why she was still taking it on, and she told me, 鈥楤ecause I want to make things better.鈥� That鈥檚 who she is鈥攕he puts her heart into everything she does.鈥� For Aur茅lie, studying under C茅cile has been nothing short of transformative.

鈥淐茅cile is impressive鈥攏ot just as a researcher or an educator, but as a person. We in the Faculty of Education and OFFA are lucky to have her.鈥�