91ĆĘÜœ

Dr. DaniĂšle Moore

Dr. DaniĂšle Moore first met CĂ©cile in France, where she was struck by her intellect, passion, and commitment to language education. "I first met CĂ©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—both having studied English literature before transitioning to French as a Foreign Language—laid 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," DaniĂšle explains. "CĂ©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, CĂ©cile has been a transformative force in language education research, student mentorship, and French-language program development at SFU. “Her expertise in plurilingualism and learner-centered pedagogical approaches made her an invaluable addition to the Faculty of Education over twenty years ago,” Dagenais recalls.

From the start, CĂ©cile was tasked with shaping research on plurilingual approaches in Canadian schools while also expanding SFU’s French-language program offerings. “She 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,” Dagenais explains. “Her work not only captured the interest of the academic and professional community but also had international reach and impact.”

Beyond research, CĂ©cile played a pivotal role in teaching and program development. “She has taught in both French and English, at the undergraduate and graduate levels, as well as in initial and ongoing teacher training programs,” Dagenais shares. “Working closely with her from her arrival at SFU until my retirement two years ago, I saw firsthand her deep commitment to students—from individualized support to guiding research projects with care and dedication.”

CĂ©cile’s contributions extended to shaping SFU’s French-language doctoral programs, including the creation of the Ed.D. and later the PhD in French Language Education. “Her ability to bridge theory and practice in language teaching helped establish some of the most innovative programs in the field,” recalls Dagenais. Above all, Diane considers it a privilege to have worked alongside CĂ©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.”

Danielle Arcand 

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

“Almost immediately upon arrival, CĂ©cile lent a hand—not just with the programs in Education, but also with the newly established French Cohort Program in Arts and Social Sciences,” recalls Danielle Arcand, former Associate Director of OFFA. “She 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.”

Her dedication went beyond recruitment—CĂ©cile was instrumental in developing and delivering French-language programs that would transform teacher education in B.C. “She 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,” Arcand explains.

As a researcher, CĂ©cile’s focus on multilingualism and cultural diversity shaped how French-language education evolved at SFU. “She 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.”

Danielle fondly remembers CĂ©cile’s warmth, wit, and fierce dedication. “Her quick laughter and passion for defending her values made her an incredible colleague,” she shares.

“CĂ©cile has truly made a difference in teachers’ lives—and given them the tools to, in turn, make a difference in their students’ lives.”

Dr. Livia Poljak

For Dr. Livia Poljak, CĂ©cile was the first person she turned to when considering a Languages, Cultures and Literacies, PhD. “I 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,” she recalls. “But that first meeting with CĂ©cile solidified everything—I knew I wanted to apply, and I knew she was my perfect mentor.”

CĂ©cile’s mentorship was defined by two key qualities: academic rigour and human connection. “She was always incredibly well-prepared—whether it was reviewing my chapters, advising on grant applications, or guiding fieldwork,” Livia says. “Because of that, I always knew exactly what to do next. The work was never easy, but CĂ©cile clarified the path and helped me build confidence as an independent researcher.”

But what truly set CĂ©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’d even get a response. “Within a few hours, CĂ©cile had already submitted the letter and wished me luck,” she shares. “When I apologized, her response was unforgettable—she told me not to apologize, that we are partners in this journey, and that I should never feel ashamed to ask for help.”

CĂ©cile also played a pivotal role in shaping Livia’s identity and research on group belonging. “Originally, I was going in a completely different direction,” Livia explains. “But CĂ©cile suggested a book that introduced me to identity research, which changed everything. That shift made my work more personal and community-oriented—it even changed how I see the world outside of academia.”

Now, as Livia mentors others, she sees CĂ©cile’s influence in how she guides students. “I approach my teaching assistant position as she worked with me—supportive, collaborative, and always fostering confidence.”

For Livia, CĂ©cile’s greatest legacy isn’t just in her research or programs—it’s in how she treats students. “Academia needs more CĂ©ciles,” she says. “Her kindness, unwavering support, and belief in her students make all the difference.”

Aurélie Ishikawa

For AurĂ©lie Ishikawa, CĂ©cile is more than a professor—she is a mentor, a guide, and a source of unwavering support. “From the moment I entered my Master's program, she completely changed my perspective,” AurĂ©lie shares. “She 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.”

Her down-to-earth and approachable nature matches CĂ©cile’s expertise. “She is an encyclopedia of knowledge,” AurĂ©lie says. “She remembers exact references, dates, and concepts off the top of her head. But what makes her truly special is that she doesn’t just give answers—she guides. She offers insights and little wisdom that push you to find your way.”

A defining moment for AurĂ©lie came when CĂ©cile introduced her to the concept of plurilingualism. “It completely changed the way I teach,” she explains. “She helped me see that language learning isn’t just about communication—it’s a way of being and knowing. That shift reshaped my approach in ways I never expected.”

Beyond academics, CĂ©cile’s humanity leaves a lasting impression. “She is always looking out for her students,” AurĂ©lie says. “Recently, she sent an email extending a deadline, telling us not to start the week with stress. She understands that we’re human, that life happens, and she makes sure we feel supported.”

Even in leadership roles, CĂ©cile remains deeply committed to driving positive change. “Before she renewed her role as Associate Dean, she was exhausted. I asked her why she was still taking it on, and she told me, ‘Because I want to make things better.’ That’s who she is—she puts her heart into everything she does.” For AurĂ©lie, studying under CĂ©cile has been nothing short of transformative.

“CĂ©cile is impressive—not just as a researcher or an educator, but as a person. We in the Faculty of Education and OFFA are lucky to have her.”