2023 AATF Convention Workshops and Sessions
*This listing contains all confirmed presenters and will be updated as presenters either confirm or withdraw.
This page will be updated as presenters confirm their participation. Sessions are organized by commissions, then exhibitors, and then regular sessions. All sessions under these headings are organized in alphabetical order.
Workshops — all workshops will take place on Sunday, July 23 from 1:00pm – 4:00pm.
*One workshop is included when selecting the full registration option, otherwise workshops are an additional $30.
Workshop 101:“Every Trick in the Book: Reading Instruction in the World Language Classroom” by Lisa Bartels. Appropriate for all levels of instruction.
Reading instruction poses unique challenges in the world language classroom. How do I know students really understood the selection? How do I prevent use of translators? How do I encourage high-level thinking, rather than just ‘read and answer the questions’? This workshop will investigate tips for selecting good texts; pre-, during- and post-reading activities; and techniques for tying reading to writing, listening, and vocabulary instruction. You will leave this session with “every trick in the book’ to support your students’ French literacy!
Workshop 102: “AATF Commission on Cinema presents Volume IV of Allons au Cinema: Promoting French through Films: la famille et la communauté” by J. Beckwith, D. Hurtig, M. Block, M-M. Chirol, N. Degroult, M. Foster, E. N. Meyer, J. Miller, S. Myers. Appropriate for all levels of instruction.
Les éditeurs et sept auteurs du Volume IV, Allons au Cinéma : Promoting French through films : La famille et la communauté, vont présenter leurs films qui font preuve de la diversité du cinéma francophone. Après une brève introduction, chaque auteur va passer la bande-annonce de son film et présenter les thèmes de leurs films. *All participants will receive a free copy of the Cinema Commission’s Volume IV.
Workshop 103: “Mindfulness & Movement for French Class” by Jennifer Schwester. Appropriate for all levels of instruction.
Teachers will work on mindfulness strategies that they can use for themselves and their students online and/or in person. This interactive workshop will allow teachers to deepen their own skills, take some time for self-care, and share those techniques with students in the target language. Learning how to be in the present moment helps to create a greater sense of community in the classroom and help teachers and students navigate the ever-changing world.
Workshop 104: “Justice sociale : comment raconter et rencontrer l’autre par la littérature jeunesse”
Présenté par le Centre de la francophonie des Amériques, Animé par Martin Francoeur, journaliste (Québec)
Avec la participation de 3 autrices et auteurs invités :
- Camille Bouchard (Québec)
- Sarah Ménard (Guadeloupe)
- Andrée Poulin (Ontario)
Tous les êtres humains, peu importe leur provenance ou identité, ont des besoins fondamentaux. Malheureusement, là où les besoins fondamentaux ne sont pas satisfaits, des injustices apparaissent et fragilisent les individus, et, même leur milieu. Aujourd’hui, plusieurs œuvres de la littérature jeunesse dévoilent ces inégalités. En réponse à l’exclusion, les écrivains jeunesse créent des ponts qui permettent d’aller à la rencontre de l’autre. Ils utilisent leur plume pour amplifier la voix de ceux et celles qui ont une histoire à nous raconter.
Animé par Martin Francoeur, journaliste au Nouvelliste de Trois-Rivières, ce panel permettra aux enseignantes et enseignants d’en apprendre davantage sur le parcours créatif de deux autrices et un auteur jeunesse qui ont mis en mots les inégalités sociales : Camille Bouchard (Québec), Sarah Ménard (Guadeloupe) et Andrée Poulin (Ontario). Ce panel sera suivi d’un atelier pédagogique donné par l’autrice Andrée Poulin sur l’utilisation de ces œuvres littéraires en salle de classe et la manière d’aborder les thèmes sensibles avec vos élèves.
Venez par la suite rencontrer les auteurs lors d’une séance de signature qui se tiendra au salon des exposants. Pour l’occasion, la Librairie Poirier, librairie indépendante de Trois-Rivières, sera sur place pour vous permettre de mettre la main sur les livres de nos auteurs invités ainsi que d’autres ouvrages jeunesse sur la thématique de la justice sociale.
Bienvenue à toutes et à tous!
Workshop 105: “Faciliter votre Temps de Planning avec des EduProtocols” by V. Sun. Appropriate for Dual Language/Immersion and all levels.
On n’a pas assez de temps! Apprenez à alléger les séances de planning et le temps pour corriger les devoirs avec des protocoles dans la classe. Avec des outils de technologie et les élèves chargés de leur progression dans l’aventure de l’apprentissage de langue, c’est promis que les élèves seront engagés durant la leçon entière. Amenez vos ordinateurs afin de participer et partez avec les ressources numériques.
Workshop 106: “La justice sociale dans votre classe de français” by A. Jensen and T. Rucker. Appropriate for all levels.
Dans cet atelier vous allez découvrir comment enseigner la justice sociale dans vos cours. Nous allons explorer toutes les ressources fournies par l’AATF et nous allons partager beaucoup d’activités qui marchent bien à tous les niveaux de français.
Workshop 107: “Diversité, activités, contes enfantins, textes canadiens!” by Janel Lafond-Paquin. Appropriate for FLES*, Middle School, High School.
Le Québec n’est pas la seule province qui offre des contes enfantins et des textes pour promouvoir la diversité et l’apprentisage de la langue française! Chaque texte canadien-français a sa propre histoire et nous donne l’occasion de partager la tolérance en écoutant, en lisant, en parlant, en écrivant, en s’amusant! Diversifiez votre biblio perso, découvrez des exercices géniaux!
AATF Commission Sessions
Commission on Advocacy “French Language Advocacy – Pathways and Opportunities for All” By K. Stein Smith, E. Kayembe, Sister M.H. Kashuba, B. Peckham, S. Sacco, S. Tilton, J. Tousignant, A. Wolff
As both a global language and a US heritage language, French language learning and use appeal to a wide range of learners, and French language advocates must advocate for K-16 programs in partnership with educators, parents, stakeholders, and enthusiasts and work to make French language learning an opportunity for all through public school immersion, heritage language, interdisciplinary, and online programs, as well as for independent learners both in community-based programs and through online educational resources (OERs).
Commission on Cinema “Defining the future for the Commission on Cinema” by J. Beckwith, D. Hurtig.
Join the Co-Chairs of the Commission on Cinema for an informal meeting on the future direction of the Commission. Now that Volumes I, II, III and IV of Allons au Cinéma: Promoting French through francophone films have been published, how may the Commission on Cinema best serve the AATF membership? We welcome your ideas and your suggestions. The Commission Session is open to all AATF Convention attendees.
Commission on Colleges and Universities “Broadening Its Reach and Impacts: Exploring the Mission and Actions of The New Commission on Universities and Colleges” by J. Sturm and M. Schein.
The commission is broadening its reach. To celebrate this new beginning, this general session invites faculty at the college and university level to join forces, explore the strengths and opportunities in our programs, consider existing and potential challenges, and look towards the future.
Commission on FiES “Pedagogical Poetry” by Karen Campbell Kuebler
Come on a pedagogical journey as we explore how elements of poetry enhance instruction for beginning language learners. Enjoy rhyme, rhythm, sounds, and word play as we experience a variety of curricular poems and have the opportunity to create some of our own. Resources provided for elementary and middle school language learners.
Commission on French for Specific Purposes “Sharing an effective French for Specific Lesson” by E. N. Meyer, M-M. Chirol, P. Cummins, M. Dempster, C. Meritan
Hands-on cultural and language activities for students in intermediate and beginning French courses as well as advanced classes open students’ eyes to the professional world (bio-technology, medical, scientific and business). Experienced FSP teachers will share their favorite innovative activities that engage students and work well. Handouts and examples in French. Commission update and description of new initiatives. I will share commission updates and talk about an activity combining cyber studies and health.
Commission on French for Middle School “French in the Americas!” by Janel Lafond-Paquin
Looking for francophone cultural activities in the Americas that can be adapted to any level? Come preview and critique some materials that we have created and suggest areas that you would like to see included in our upcoming AATF volume!
Commission on Standards
Commission on Teacher Recruitment and Retention “French K-16: Why they are not continuing and what we can do about it” by R. Monger and E. Walvoord
Come hear about why those incoming college Freshmen who previously studied French at the secondary level are not signing up for college French courses, what French professors at some institutions are doing about that and effective strategies you can use to address that situation in your individual institution. Sharing what you are already doing about this will be encouraged.
Le Grand Concours “Ask Le Grand Concours” by L. Narug
Is it true that Le Grand Concours is grammar-heavy? Is it difficult to administer? Why would I give my students one.more.test? Come learn the facts about Le Grand Concours and how participating in the Concours can support your program, provide feedback on one’s curriculum, and bring recognition to your students.
Réunion annuelle des Jeunes Amis du Français et de la Société Honoraire de Français by R. Symonds, F. Clonch, K. Harter, G. Phillips, H. Sindjui. Levels: Middle School and High School.
If you already sponsor a chapter of the Société Honoraire de Français ( SHF ) or Jeunes Amis du Français (JAF) or are considering founding one, please join us. After presenting an overview, including opportunities for awards, materials, and activities, the presenters look forward to hearing about your own experiences. Whether it be to recognize your outstanding students, provide them with service opportunities, or build an esprit de corps through fun activities, this organization can enrich and promote your program. Si vous sponsorisez déjà une charte de la Société Honoraire de Français (SHF) de l’AATF ou des Jeunes Amis du Français (JAF), ou vous voulez simplement en savoir plus à ce sujet , réunissons-nous tous et toutes . Après avoir reçu un aperçu, y compris des opportunités pour des prix, du matériel et des activités, les participants sont invités à parler de leurs propres expériences comme sponsors de ces sociétés. Que ce soit pour reconnaître vos étudiants exceptionnels, leur offrir des opportunités de service ou créer un esprit de corps grâce à des activités amusantes, cette organisation peut enrichir et promouvoir votre programme.
Convention Exhibitor Sessions
“Breaking barriers to make learning accessible using technology” by A. Delissaint and Kate McCrea Francis from ACTFL.
The Universal Design for Learning (UDL) is a framework utilized to enhance and improve the learning process for students, based on research into how humans learn. Examine the foundation of designing accessible learning content for your students by using technology and learn how to create and/or adapt your current resources to ensure accessibility. It is highly suggested that you bring your laptops or tablets to join the fun!
“Use FRANCE CHANNEL to Teach Conversational Patterns and Show Cultural Diversity” by J. Verley and N. Di Vito from FRANCE CHANNEL.
This exhibitor session will focus on the soon-to-be-released French language teaching component of FRANCE CHANNEL, a premier global platform of French films, documentaries, TV series, interviews, news, and cartoons. The president of FRANCE CHANNEL will first give an overview of this significant database of authentic audiovisual content that reflects the cultural and linguistic diversity of the French-speaking world in both time and space. From historical documentaries to contemporary arts, gastronomy, and leisure, from Paris to the smallest village, and from the most powerful French and Francophone figures across the centuries to everyday people participating in their daily routines, this FRANCE CHANNEL overview will show the wealth of engaging, pedagogically relevant linguistic and cultural material offered on the platform. The pedagogical director of FRANCE CHANNEL will then describe the language teaching component of the platform, which will feature mini film and TV series clips showing people engaging in everday interactional speech acts (invitations, greetings, excuses, requests, offers, compliments, etc.), with accompanying short listening and speaking exercises. She will give a brief presentation demonstrating how language instructors will be able to choose mini-film clips from an index of speech acts and topics coded for proficiency level, and will then show a sampling of the types of listening and speaking exercises that instructors will be able to access for classroom, homework, and general proficiency assessment purposes. She will also outline additional exercise templates and activity suggestions included in the academic package that will help instructors benefit from the culturally diverse content accessible on the general FRANCE CHANNEL platform, also included in the academic package. The FRANCE CHANNEL president will then discuss pricing and the logistical process for obtaining this innovative language teaching component.
“Identity and Diversity: A Textbook Case” by Terri Hammatt from Wayside Publishing.
How does social justice intersect with our French language and culture instruction? How can we integrate social justice concepts into every lesson? Join us as we seek to answer these questions! In this session we will review key concepts of social justice and demonstrate teaching strategies that work. We will also highlight how EntreCultures is a valuable tool to aid in incorporating social justice in our daily lessons.
“Language Connects Foundation: A Bold Vision to Elevate the Language Education Profession “ by Erin Welchel
The Language Connects Foundation (LCF) is a national not-for-profit and philanthropic organization created in partnership with our parent organization, ACTFL, to uplift language educators and champion language education. In this session, learn how this new, innovative initiative seeks to support language educators today and into the future, and explore French-specific resources available for current learners—including curated scholarship opportunities, the benefits of learning French, and testimonials by francophone students and professionals alike.
“Chemins à Thèmes: New Pathways to Proficiency in French” by Ken Stewart from Vista Higher Learning.
Come discover how you can use Vista’s newest scaffolded 4-level French program Chemins to build proficiency all the way to Thèmes: AP French Language & Culture. The presenter will highlight new content for DEI, Francophone Africa and News and Cultural Updates. Combine your own teaching style with Vista’s seamless, engaging instructional design and most recent digital & print programs.
General Sessions
“Products, practices, and perspectives for Novice learners : Exploring cheese and its cultural significance in France” by Sara Ahnell.
Introducing products, practices, and perspectives of French culture with Novice learners while remaining in the target language can be challenging but successful with adequate support. One highly engaging and culturally significant product to introduce to these learners is French cheese. This lesson is designed for Novice Mid to High learners to introduce the relationship between French cheese and the geography of France including the concept of an AOP/AOC (une appellation d’origine protégée/contrôlée) as well as giving learners a basic understanding of how to cut and taste French cheeses.
“Creating a Global Connection Plan with an Equity Lens” by E. H. Austin.
Traditionally, World Language classrooms (and other subjects) focus on teaching ABOUT the world; Global Education, as taught by World Savvy, the Asia Society, and the Harvard Graduate School of Education, asserts that a focus on teaching WITH the world increases global readiness in students and more thoroughly supports a rigorous 21st century curriculum. Teaching WITH the world means getting out of our school and expanding the classroom to the local community, the state, the greater country, and/or the world. To teach WITH the world, we need to create a Global Connection plan that centers around equity. First, the plan should include both receptive and productive language experiences. These experiences can include French and/or translanguaging. Second, the plan should expand from the school outward (town, state, country, international). Contrary to popular belief, teachers don’t need knowledge of and access to complicated technology programs to make this happen, nor do they need to live in a major metropolitan area. Global opportunities can be simple, present, and valuable anywhere. Third, the plan should account for the socioeconomic spectrum present in the school. It is absolutely possible to give kids’ whose families may have financial difficulties global experiences. It is equally important to show all students the wide range of global opportunities that are available for free or low-lost once they leave high school. Part of our job is to excite kids to keep learning beyond our class. This session shows teachers how to build a global connection plan and highlights a variety of resources and strategies. Participants will receive QR codes for all of the resources mentioned so that they can explore further. With this knowledge, teachers can more effectively build classes that increase global competence in students and prepare them for a future in which they can truly live, work, and interact anywhere in the world!
“Authentic Vocabulary Instruction” by Lisa Bartels
Does your vocabulary instruction involve helping students memorize a list? Why not teach students to figure out vocabulary in context instead? Using authentic sources to introduce vocabulary facilitates engagement, helps students learn words naturally, provides linguistic context, and offers the fun of problem solving in French. As students finalize a collaborative list, they engage deeply in evaluating content. The end result: a list the kids have ‘bought into’ and often have memorized before it is even finalized. Authentic vocabulary instruction is student-centered, technology-integrated, and fun!
“Beyond Borders: An Empathetic Reading of (Im)migrant Experiences” By M. Beauclair and D. Guerrero
Caribbean authors Chamoiseau, Danticat, Prophète, Agnant, and Condé invite readers to go beyond incomplete media representations of migration by questioning the notions of belonging and nationality. These writers explore the complexities of (im)migrant experiences and present a fraternal vision of humanity that transcends borders. These voices can guide teachers and their students to a broader perspective which promotes empathy, curiosity, acceptance, and a true celebration of the diversity and dignity of all people.
Panel: “Through Their Words: Social Justice in the French language classroom” by C. Bezilla, M. Muravchik, E. Robinson
“Teaching Social and Environmental Justice Through the Bande Dessinée” The graphic novel Tropiques Toxiques (2020) by Jessica Oublié investigates the origins and ongoing impacts of the chlordecone pesticide scandal in Guadeloupe and Martinique through a first-person narrative. Through activities focused on analyzing the interplay between text and image, along with historical context, this work can be used in intermediate or advanced classrooms to help students make connections between environmental and social justice issues faced by cultural groups across national boundaries.
“Teaching New French Identities with Ahmed Madani’s Play Incandescences” Ahmed Madani’s play Incandescences is entirely based on the lives of its young cast. None have previous professional acting experience, all have parents or grandparents who experienced exile, and most were raised in neighborhoods considered défavorisé. Its portrait of what it means to be French today – incorporating a variety of languages, ethnicities, sexual identities, and values – juxtaposed with timeless coming of age struggles, serves as rich inspiration for the classroom.
“You Don’t Say: teaching Michele Lalonde’s Speak White” Michele Lalonde’s poem, “Speak White” is a poem that addresses the oppression felt by French-Canadian Quebeckers by English speaking North America and encourages French speakers in the greater worldwide Francophonie to come together. Recorded at the 1970 “Nuit de la poésie,” Lalonde’s poem jumped off the page and moved into the spoken word, thereby allowing students to read and hear the poem in Lalonde’s voice. Exercises regarding the poem can be modified for any level learner of French, from the beginner, to the PhD student.
“The Intriguing Relationship of Music and Pronunciation” by Lisa Brittingham
Being understood is a primary goal of language learners. However, their various backgrounds may influence their pronunciation. What if language teachers could invest in their students’ musical backgrounds to help them improve their French pronunciation? Is it more important for language teachers to focus on achieving native-like pronunciation, or is intelligibility of pronunciation more beneficial for building communicative competence? What other components besides a musical background contribute to the development of their voice in French?
“La Francophonie du nord du Maine (du Madawaska américain) d’hier et d’aujourd’hui : regards cartographiques sur la frontière, la culture acadienne de la région et l’évolution du français” by Paul F. Buck
Par le biais de cartes officielles et populaires, cette session traitera de la problématique de la frontière à partir de 1842, de la culture et de la division d’un peuple francophone historiquement uni en deux pays et, éventuellement, trois juridictions. En raison de cette division, la population acadienne du nord du Maine commencerait à évoluer à un rythme souvent différent de ses voisins jusqu’au temps présent. Cette session mettra en relief ces continuités et ruptures.
“Telling the Story of Haiti; Listening to the Voices of Students at the Collège Andrew Grene, Port au Prince” by Trina Burek
Do you and your students know the history of Haiti ? Once an economic powerhouse of the Caribbean, today we often hear stories of tragedy and violence. This session will provide background on the history of Haiti, inspire you and your students with stories of strength, resilience, and academic excellence in the face of great challenges, as well as outline a fund-raising project that culminates in a Mardi Gras celebration.
“Un Roman Compréhensible N’Est Qu’un Point de Départ” by Joshua Cabral
On utilise des romans compréhensibles (CI novels) de plus en plus avec nos élèves novices et intermédiaires. Ces bouquins sont bien plus que des histoires faciles à comprendre. Ils offrent de nombreuses opportunités pour explorer la culture, l’histoire, la justice sociale, et encore plus. Venez voir comment un roman compréhensible n’est qu’un point de départ pour toute une unité qui comprend la lecture, la discussion, l’écrit et l’écoute tout en mettant la culture au centre.
“Exploring Immigration through Project Based Learning” by Jennifer Cattaneo
Approaching the complex subject of immigration through project based learning is an immensely rewarding experience. This session explores separate projects over a three-year period with the goal of increasing understanding and empathy. We examine how to curate resources and coach students into creative essays and blog posts exhibiting their work. Finally, the session will offer a vision for participation in an immigrant community, either locally or in France.
“L’apprentissage personnalisé pour développer la compétence de langue” by K. Chambless and S. Hope
S’il existait un moyen simple de personnaliser l’apprentissage des élèves et de développer leurs compétences ? Souvent, les étudiants se sentent désintéressés par les sujets de cours. Mais personnaliser les tâches pour chacun semble impossible et la compétence peut en souffrir. Au cours de cette session, les présentateurs partageront comment elles personnalisent l’apprentissage, pour intéresser les étudiants et accroître leurs compétences.
“Des ressources cinématographiques pour soutenir l’apprentissage du français” by Nathalie Charles
Cet atelier présentera le programme digital d’éducation à l’image CinéSchool et la plateforme de films français IFCinéma et explorera comment ces offres gratuites peuvent être utilisées pour améliorer l’apprentissage du français en classe. Des informations sur les différents types de médias disponibles et les avantages de chaque offre, ainsi que des conseils sur la meilleure façon de maximiser leur utilisation pour des leçons interactives, seront fournis.
“Le français de l’humour” by Hanane Cherkaoui Eddeqaqi
Students’ motivation is key to their engagement in the learning process. We all try to decode the magic formula to have students motivated all the time and continue learning and being engaged, a mission that is more and more difficult with the cell phone addiction pandemic. I wanted to know from the students perspective what would make them happy learners and keep them motivated in class. The word FUN was the most common response. I tried to create fun activities, but then I thought, what could be more fun than using humor and comedy by Francophone artists to teach French?
“The facilitative effect of Spanish on learning French: a university case study” by A. Chery, S. Fernandez, M. Gradoville
The acquisition of third language (L3) phonology has been receiving increased attention. College students taking Introductory French as an L2 or L3 completed a speech task to determine if having Spanish as a second or heritage language has a facilitative effect on their L3 production. Results and pedagogical implications will be presented.
“Spreading francophilie to students of various disciplines! “ by Eugenia Charoni
What do you do when the administration changes the General Education structure and the language courses are only for the students whose program requires them? You either do nothing and let the program decline or you design new courses in English that promote the monde francophone! In this presentation I will share my experience about how newly designed courses increased students’ interest in studying French and promoted cultural awareness on campus.
“3 Generations for 3 Rivières” by A. Cianci, L. Faga, M. Tubbs
We all know that getting our students to interact with each other in the target language is one of the most difficult aspects of teaching French… even more so post-Covid. In this session, our presenters (each at different stages of their careers) will present a variety of strategies to engage students actively in the interpersonal mode. Low-tech, high-tech, scaffolds, enrichment… every attendee will walk away with material for their teacher toolbox!
“From Acadians to Cajuns: A French-Canadian-American Journey “ by A. Clément-Bayard
Many students never learn the enormous historical impact of Le Grand Dérangement, which forcefully dispersed thousands of French Acadians from their land in Nova Scotia to various colonies in the United States, with a large portion settling in Louisiana, where their impact has had a profound impact on the development of all aspects of Cajun identity and culture that continues to thrive today. This session will outline a unit of study that can be built around its history and cultural impact and can be adapted for middle school through college level French courses.
“De l’Ordinaire vers l’Extraordinaire” by F. Clonch and A. Macharia
Quelques personnages ordinaires qui sont partis de rien ou presque pour accomplir des choses extraordinaires au benefit de beaucoup. Dans cet atelier nous parlerons des parcours de Mariam Bà, Albert Khan, Jules Rimet et Kim Thuy et nous toucherons lea domaines du BI et du AP en vous presentant des activites comprenant les trois approches de communication présentation, interprétative et interpersonnel. Vous repartirez avec des activités que vous pourrez utiliser en classe avec vos élèves.
“Madagascar : One Man’s Journey” by Micheal Dale
When the French landed in Madagascar in 1648, they found the island to be inhabited by numerous ethnic groups of varied origins and with unique cultures. The French joined this vast society becoming a unique cultural group as well, influencing and becoming influenced by, the existing people. The presenter will discuss the richness of Franco-Malagasy culture which prompted his sojourn of two years on la Grande Île. Micheal Dale will accompany and enhance One Man’s Journey with Power Point and a live performance of original music on Guitar and Dulcimer, fabricated by the renowned French luthier, James Trussart.
“Reading between the signs: How to teach French learners to interpret multimodal digital texts” by M. de la Houssaye and K. Michelson
This talk focuses on how to integrate authentic, multimodal web texts into teaching French as a second language (L2). First, the background, methods, and general findings from a year-long research study conducted with French L2 learners performing think-alouds while interpreting multimodal texts will be presented. Next, case studies of two learners and their interpretations and projects will be shared. Finally, interactive dialogue around teaching reading strategies for unedited authentic multimodal web texts will be facilitated.
“Quelles actions poser pour tendre vers une justice sociale en classe de FLE?” by Linda de Serres
Teintée de notre réalité comme Québécoise, professeure de français auprès d’étudiants internationaux non francophones en milieu universitaire à Trois-Rivières, notre intervention vous procurera des pistes concrètes et des ressources de choix pour, dans l’immédiat, procéder à la justice sociale et à une bienveillante ouverture à l’Autre en classe de français langue seconde ou de français langue étrangère.
“Using Film Clips to Acquire Conversational Fluency” by Nadine Di Vito
Language instructors have long used films to promote general conversational skills; however, the use of film clips to teach everyday speech acts (invitations, apologies, compliments, excuses, etc.), a core component of daily communication, is relatively unexplored. Through sample film clip exercises highlighting common speech acts, the presenter will show that even mini-film clips can help learners acquire interactional norms and cultural values absent in French language textbooks, and can ultimately guide them to conversational fluency.
“Chapter Officer Round Table” by M. Diercks, K. Kuebler, J. Shee
Are you a chapter officer? Do you have an idea to share — something that has worked well for your chapter and would be easy to implement in another? Or, is your chapter in need of fresh ideas, having a hard time overcoming a challenge, or needing some help? Bring your great ideas and your struggles to this annual round-table session and connect with, share, and learn from other chapter officers.
“Quest of self and others: building inclusive and culturally responsive learning community in world language classrooms and beyond” by Xiaofu Ding
The overall aim of this presentation is to share my ideas and experience on how to promote authentic and culturally responsive engagement in world language teaching. I choose two projects students accomplish in advanced novice and advanced levels as empiric evidence to show how culturally responsive strategies enhance effectively each student’s awareness and knowledge, establish alliance in the learning partnership, and build a tangible intellectual community that every student feels he/she belongs to.
“Développer les compétences des apprenants de français langue seconde ou additionnelle en utilisant les concepts de l’Approche neurolinguistque (ANL)” by Leslie Doell
Cet atelier a pour but de donner un aperçu de l’Approche neurolinguistique et sa place dans le contexte de l’enseignement en immersion française. Quels sont les principes fondamentaux de l’approche? Comment créer des conditions de salle de classe qui aident à améliorer les compétences orales des élèves? Atelier d’initiation, apprenez les raisons pour lesquelles l’ANL transforme la pédagogie des enseignants en immersion et de français langue seconde/additionnelle.
“Decolonize Your French I Curriculum” by Susan Duemmel
We teach our students that French is spoken all around the world, but do we teach them WHY? Let’s start in Level I to explore the legacy and effects of French and Belgian colonization and the struggle for social and economic justice in the Francophone world. Come away with a toolkit of ideas and digital resources to diversify and decolonize your French curriculum with topics and activities that are culturally relevant to today’s students.
“Que du foot: Using French Sports Videos to Advance Language and Cultural Skills” by Randa Duvick
Learn how you can engage students by using compelling sports-related videos made by young French athlete “youtubeurs.” These soccer players–who compete on a “National 3” level team—make video series documenting their daily lives as athletes. The videos contain real-life material that can be adapted for use in classes from beginner through advanced. They appeal to a variety of students and are an inviting source for activities that both develop language skills and explore French culture, addressing multiple Standards.
“90%: Maximize your use of French with CI strategies” by Heidi Edel
Are you struggling with staying in French 90% of class time? In this session, teachers will participate in an activity to help them think about proficiency targets and learn how principles of language acquisition and the use of comprehensible input can help them maintain the use of target language in the classroom.
“What’s Next on the Horizon? Exciting Opportunities for French Learners” by Linda Egnatz
Help students make the connection between language proficiency and the real world. Learn how to inspire and inform students about future opportunities to use and grow their language skills. Excite learners to continue their language journey with a variety of compelling options including scholarships, advanced placement, language for specific purposes, study abroad, internships, and other unique learning experiences. Receive strategies and resources to help students take their next steps toward lifelong use of language skills.
“Je me souviens… comment raconter la vie et l’identité de Colette à travers ses textes “ by T. Engelking and E. N. Meyer
Dans cette session interactive, les intervenants présentent deux approches autobiographiques. Le premier décrit une méthode pour intégrer des textes autobiographiques de Colette dans les cours en encourageant les étudiants d’écrire leurs propres autobiographies. La seconde porte sur une exploration du rapport entre la maison natale de Colette et son mémoire, La Maison de Claudine, pour créer des projets autobiographiques sur la jeunesse. Les participants recevront des matériaux pédagogiques développés pour les niveaux de compétence différents.
Les maisons d’écrivains invitent les lecteurs de marcher sur les pas de leurs auteurs préférés. A partir d’une exploration de la maison natale de Colette, l’intervenant présente une leçon interactive qui guidera les étudiants à découvrir les liens personnels entre leur jeunesse et celle de Colette pour créer des projets autobiographiques d’après son modèle. Les participants recevront des activités pédagogiques adaptables aux niveaux de compétences différents, que l’on peut aussi utiliser avec d’autres maisons d’écrivains.
Se souvenir et vieillir, une relation complexe dans les autobiographies féminines. Dans cette session interactive, nous allons discuter les autobiographies La Naissance du jour par Colette, Enfance par Nathalie Sarraute, et Une Femme par Annie Ernaux. Ces auteures explorent plusieurs aspects de la mémoire et surtout la difficulté de capter ce dont on se souvient (ou dont on ne se souvient plus) sur la page écrite. Le pacte autobiographique se complique à cause de la peur d’oubli et d’être oublié qui y entre de manières fascinantes. Dans cette intervention, nous allons considérer et ces textes ci-dessus mentionnés et comment les intégrer dans vos cours en encourageant vos étudiants de produire eux-mêmes des textes autobiographiques /autofictionnels. Quels sont les aspects nécessaires (grammaticaux et autres) à une autobiographie personnelle ? Quelle est la relation entre l’acte de créer et les textes qui en résultent? Les participants vont partir avec des exercices, suppléments grammaticaux, rubriques et quelques exemples créés en classe, afin de pouvoir les intégrer dans leur propres cours.
“A Year of Cultural Activities” by R. Fortgang, B. Martin, J. Nadeau
Searching for culture based activities for your class or French club? Join us to learn about more than 20 different French-inspired activities we have done this year! Guaranteed to immerse your students in Francophone Culture, you will find everything from field trips, to collaborations, to leadership opportunities! We have a variety of activities and fundraising ideas to help you make them happen. Presented to you by the students who planned and participated in the activities.
“Créer des moments marquants avec vos élèves – ou comment fixer le vocabulaire” by Claire Frazier
Les méthodes actuelles de l’enseignement des langues étrangères au primaire sont interactives, fun et dynamiques. Malgré cela, est-ce que nous permettons aux apprenants de vraiment mémoriser ? Que faisons-nous pour créer des instants inoubliables ? L’intervenante s’attachera à montrer que mettre l’apprenant au centre de notre didactique permet à l’enfant de retenir plus facilement et plus longtemps ce qui est enseigné. Des exemples concrets seront donnés et les participants auront accès à des activités simples, ludiques et marquantes.
“Using Stories to introduce vocabulary” by Jodie Gill
Learn how to create a narrative with visuals to introduce the vocabulary and cultural theme of a unit. A daily routine story will be showcased that is applicable to novice levels. Activities for checking comprehension and producing in the target language as well as extension activities for the story will also be included. This technique can be used for novice to intermediate levels.
“From RÉVEIL to LE CARREFOUR: Including Francophone Voices from Maine in your Language and Culture Classes” by N. Gorey and C. Ray
In our presentation, we will discuss the films LE RÉVEIL: WAKING UP FRENCH (2003) and LE CARREFOUR (2021). Both films highlight the realities of French speakers in Maine, both from the existing Franco-American and newly arrived African immigrant communities. In some ways, these two films are in conversation with each other. We will discuss these films in the context of social justice and consider how to include these powerful stories in your classes. Presentation in French and English.
“Cap sur la Journée Intensive en Français de Chicago” by Sylvie Goutas
This presentation aims to encourage educators and institutions teaching French as a Second Language to better understand the relevance of immersive educational activities, while drawing inspiration from the Journée Intensive en Français Chicago. It is led by its program director, Dr. Sylvie Goutas, and seeks to highlight the importance of collaborative projects bringing together not only members of various educational institutions, but also representatives of French-speaking institutions or organizations, such as the Consulate General of France, the Quebec Government Office in Chicago and the American Association of Teachers of French at a local and national levels. The presentation will go over the immersion day’s origins, support, organization, impact on student and teacher participants and will include suggestions to teachers for creating similar events online or in person. It will also include testimonies, annual reports, expenses and, last but not least, educational tools and activities that have been the most successful ones with students, many of which can also be used with college students.
“Navigating St. Laurent’s diverse (his)stories to make Connections via the 3P’s Cultural lens” by Keith Grasmann
The diverse voices and histories past and present of Quebec can easily be integrated into the classroom. We will sail past the lands of Hochelaga to Mastheuiatsh and anchor in the stories of indigenous peoples and immigrants currently in today’s Montreal. First Nation folk stories and seafaring songs of early French settlers will be explored. Finally we will gather in the galley to learn about the politics and literature of the Quiet Revolution. With an emphasis on Personal and Public Identities, you will appreciate the complexity of the Quebec story and leave ready to use materials and activities that address the three modes of communication for your class in September.
“Promenades lumineuses avec les chercheurs de vérité: Tendances, auteur.es. et acteurs, dans la vie spirituelle en France aujourd’hui” by Michel Gueldry
Quelques grandes tendances religieuses dominent la France contemporaine: laïcité, déchristianisation, inculture religieuse, islam, et importance des communautés juive et musulmane. Parallèlement se diffusent maintes pratiques non-canoniques. Nous présentons certaines de ces spiritualités “alternatives”. Nous étudions des mouvements minoritaires et des pionniers.ères, et analysons les significations de ces forces individuelles et communautaires. Les participant.es recevront un lexique à compléter, et divers documents pour utiliser en classe et /ou poursuivre leurs propres recherches.
“Contre la discrimination au niveau intermédiaire: courts-métrages et textes” by K. Harter and D. Mahns
Dans cette intervention, nous cherchons tous à sensibiliser nos apprenants aux enjeux identitaires afin de lutter contre la discrimination. Sous l’angle de plusieurs courts-métrages et textes au niveau intermédiaire, on proposera des outils pédagogiques dans le cadre de leçons sur l’identité et la justice sociale. Le contexte de la présentation sera fondé sur les thèmes du programme AP et les objectifs du développement durable de l’ONU. Venez nous rejoindre pour discuter et partager vos idées!
“Le rôle des sanctuaires dans la culture québécoise” by Sister Mary Helen Kashuba
Plus que tout autre endroit en Amérique du Nord, le Québec est connu pour ses centres de pèlerinage. De nos jours on estime 4,8 millions de visiteurs par an aux cinq sanctuaires les plus populaires. Parmi ceux-ci on trouve Notre-Dame du Cap à Trois-Rivières. Nous allons discuter le phénomène du tourisme religieux au Québec, ses sources et son évolution, surtout pour Notre-Dame du Cap, l’Oratoire Saint-Joseph à Montréal, et Sainte-Anne de Beaupré près de Québec.
“La Francophonie des Amériques: A Decolonial Approach” by Sophie Kerman
In Spring 2022, we developed a high school-college collaboration to teach a course on French/Francophone heritage in North America and the Caribbean with a focus on traditionally silenced or marginalized communities (such as First Nations peoples, the Haitian diaspora, and African migrants). Come find out how we conceived the course and what we learned through this experience, and share ideas about how to decolonize the classroom.
“It’s Your French Program” by Nelly Kupper
Do you find yourself alone in promoting your French Program and working to increase enrollment? Learn how to engage your students and your community at large to support and grow your program.
“Échanges virtuels, médias numériques et compétences interculturelles dans l’enseignement du français” by Adela Lechintan-Siefer
Cette communication se propose de présenter des modalités d’exploitation pédagogique des échanges virtuels et des ressources numériques dans les cours de français de niveaux intermédiaire et avancé. Des stratégies de conception de cours et des exemples d’activités ayant comme objectif principal d’apprentissage l’acquisition des compétences interculturelles seront également exposés.
“How to create a culture of excellence through friendly competition and a relaxed classroom environment” by Roxanne Lécrivain
Do you ever wish your students would push a little further? And enjoyed the process? This session is about creating a fun classroom environment where students make lots of mistakes because they never shy away from a challenge! During this activity filled hour, we will explore different techniques to make it possible for classrooms to thrive, individual students to reach their potential, and see the possibilities beyond, towards an authentic involvement in the Francophone world.
“Ethical Discussions for Social Justice in French Studies” by K. MacCornack and A. Sykes
Our presentation will look at environmental and other global challenges in the Francophone world through an ethical lens. Using our school’s ethical decision-making method to guide discussion and individual work, participants will learn how to consider issues from multiple perspectives and value-standpoints. We will use case studies including Québec, Madagascar, et Côte d’Ivoire. Participants will have the opportunity to learn how to apply different frameworks to make ethical decisions in each case study.
“The Teacher behind the Francophone Writer: Mentors of the Marginalized in Roy, Begag and Camus” by Katie Madigan
In this session, the spotlight will be on the support of teachers for marginalized students, as recounted in autobiographical francophone literature. Some of these became outstanding writers: Gabrielle Roy (1909, St. Boniface, Manitoba-1983, Quebec), Albert Camus (1913, second-generation French in Algeria-1960, France), and Azouz Begag (1957-, second-generation Algerian in Lyons, France). After considering the impact of these teachers and the homage paid them, we will reflect on our own influence and social justice legacy.
“Cultural Immersion with Les Cowboys Fringants: Seriously, c’est le fun!” by Debbie Mann
This session offers activities for engaging students in the study of Québécois culture through the music of the alternative/folk rock group Les Cowboys Fringants. The presentation focuses especially on the group’s environmental and social activism to encourage student use of the target language and grammar in context to build proficiency. Using lyrics, interviews and contextual materials, the presentation provides a framework for guiding learners through interpreting authentic resources and for designing oral interpersonal communication tasks.
“Alors on danse!: Celebrating diversity in French pop music” by Cynthia Marker
This session will explore the means by which contemporary French music may be used to advance discussions of equity and inclusion with regard to socio-political trends in the Francophone world. Participants will be invited to discuss strategies for the practical incorporation of song analysis in daily lessons, to explore interdisciplinary themes for more elaborate units, and to post favorite songs to a shared playlist.
“Félicité de Genlis: Pédagogue, Naturalist & Fabulist” by Joanne McKeown
Félicité de Genlis (1746-1830) was a prolific writer passionate about education. Even had the future King Louis-Philippe not been in her care, her innovative pedagogies would still interest us. Her collection of fables, Herbier moral (1799), features characters from the natural world. My presentation includes a biographical sketch, examples of Genlis’s experiential techniques, and a sampling of her more compelling fables. Attendees will brainstorm ways of working creatively with the fables in their own classrooms.
“L’approche multilingue dans le cours de français pour hispanophones” by Maryse Mijalski
Comment intégrer une approche multilingue dans votre cours de français? L’intervenante présentera un cours de français pour hispanophones ainsi que l’approche pédagogique «intercompréhensive» sur laquelle le cours se base. Elle partagera ensuite les stratégies et les ressources qui facilitent la comparaison entre le français, l’espagnol et l’anglais et offrira des exemples précis tels que « l’atelier de traduction » et « l’atelier de grammaire pour hispanophones ».
“Histoires de femmes : amplifions les voix féminines avec la bande dessinée” by Jessica Miller
Les bandes dessinées se prêtent bien à l’enseignement du français au niveau intermédiaire. En effet, elles permettent d’exposer nos élèves à des idées complexes grâce à un langage littéraire concis et des supports visuels facilitant la compréhension. Aujourd’hui, il existe plusieurs BD retraçant la vie de femmes remarquables. Cette présentation propose des idées pour en intégrer des extraits à nos cours de français et amplifier la voix de ces figures féminines francophones.
“Beyond Question and Answer: Teaching Object Pronouns” by Perry Moon
The difficulties students have in learning object pronouns are well known. This presentation will consider the sources of learners’ difficulty and present ways to address them. Both oral and written activities designed to make learners more attentive to object pronouns will be demonstrated. Additionally, the presenter will demonstrate activities which give students the opportunity to use object pronouns other than the question-answer activities commonly used to practice them.
“Smartphones et séjours à l’étranger : quand les apprenants emportent leur chez-eux avec eux” by Aurore Mroz
Le smartphone est omniprésent dans la vie de nos apprenants de la Génération Z et les accompagne naturellement quand ils partent à l’étranger. Mais quel effet cela a-t-il sur le développement des compétences langagières et interculturelles ? Faut-il couper ce cordon ombilical électronique les reliant à leurs proches ou bien au contraire en tirer parti ? Quels autres aspects de leur chez-eux emportent-ils qui influencent la qualité de leur séjour et de leur apprentissage ?
“Quelle place pour les traducteurs en ligne dans les cours de français langue étrangère ?” by Errol O’Neill
Malgré leur longévité, il n’existe toujours pas de consensus parmi les enseignants sur la bonne approche à adopter face aux traducteurs automatiques en ligne. Dans cette communication, les résultats de deux études seront présentés portant sur l’impact de la traduction automatique sur l’expression écrite des apprenants de français langue étrangère, ainsi que des exemples de politiques citées par des enseignants sondés soit pour restreindre, soit pour incorporer la traduction automatique dans leurs cours.
“Empathy, Action Civics, and Cross-Cultural Understanding for Social Justice in the World Language Classroom” by Akash Patel
Learn how to use resources from organizations for standards-based interdisciplinary learning experiences that connect, engage and empower students as valued global citizens. Additionally, examine practical tools, resources, and activities to develop lesson plans that tie in with the global in-classroom learning experiences, and how to foster these competencies in traditional, hybrid, and/or online teaching environments.
“Understanding African voices and cultural perspectives through popular music” by Kristin Phillips
Bring two beautiful African voices and unique perspectives into your classroom through the study of popular music by Maitre GIMS and Nassi. I have created material to teach intermediate French via the music of these artists. GIMS’ music brings learners his lens of growing up a Congolese immigrant in France and overcoming both racism and poverty to reach international success. Nassi’s music offers listeners the dual perspective of a Franco-Moroccan artist navigating two cultures while staying true to his maghrebin roots. I will show how to use my worksheet packets and the audio and video resources made by both artists for me. Your students will enjoy their music, gain insight from their African voices, and learn French at the same time.
“Hear the voices of Les Impatientes by Djaili Amadou Amal” by Kaitlyn Pullin
Discover this powerful novel that shares the stories of three women’s lives in Cameroon and learn more about a francophone culture not often mentioned in class. The presenter will highlight text segments with lesson ideas touching on family, women, religion, and tradition. Resources including podcasts and video will also be shared. Participants will also have the opportunity to collaborate and brainstorm additional activities for class use.
“En garde! La classe de français est merveilleuse!” by H. Pursley and E. Pursley
French class – a wonderful venue to teach students about social justice. Let’s make it fun and interactive!
“Multiple voices of the French Caribbean” by M. Ramakrishnan, L. Izzo, K. Maratea, A. Rastley
The Roundtable will present the importance of including all voices and narratives emanating from the islands of Martinique and Guadeloupe in the French Caribbean to gain a textured understanding of the French presence in the region. The migratory patterns from 1630s to the present and the development of the various identity movements are critical to our overall understanding of French history and serve as a model for our rapidly diversifying world.
“Structuring Classroom Activities to Build Community, Engage Learners and Have Fun!” by Gwynn Reback
How does structuring time relate to community-building? This presentation will offer a glimpse into a beginning-level class and allow participants the opportunity to experience a classroom structure in an active, engaging way. In this presentation, comprehensible input and scaffolded language practice will come together in fun classroom activities that work both to maintain French during class and to promote community. Participants will leave with activities they can adapt to their own classrooms and situations.
“Justice, Injustices, Espoirs dans les textes de Naomi Fontaine” by Marie Schein
Naomi Fontaine ajoute sa voix et son talent à la nouvelle génération d’auteurs autochtones. Dans ses récits, Kuessipan, Manikanetish, et Shuni l’auteure révèle la réalité de la vie quotidienne dans les communautés innu. Elle y aborde des thèmes difficiles tels que les ravages de l’alcool, le manque de travail, l’exil intérieur, ou les inégalités. Mais, elle clame aussi la résistance aux injustices d’hier et d’aujourd’hui, affirme l’identité autochtone, et montre la voie vers l’espoir et l’avenir.
“SELF-COMPASSION FOR PROFESSIONAL GROWTH” by Jennifer Schwester
Burn-out can lead to negative emotions and potential loss of productivity in our work environment. Self-Compassion is a valuable tool to transform burn-out into balanced productivity and joy. Discover how to identify and label your emotions without judgment and focus on yourself in order to be your best self at school (and outside of school)!
“New approaches to teaching Existentialism & Sartre’s Huis Clos“ by Jon Shee
Got high school juniors/seniors or college students? Want to pique their interest at their core? Jean-Paul Sartre’s one-act play “Huis Clos” and the theories of Existentialism get them every time. Discover updated, accessible, annotated materials that help make this unit more understandable for today’s French learners. Whether you’ve not yet taught Existential philosophy, or are looking for fresh strategies to bring these profound ideas alive with students, this session should spark some ideas!
“Valuable Resources You Might Not Have Discovered…Yet” by Margot Steinhart
Looking for resources to expand opportunities for your own professional development and your French program? Join us to identity francophone and francophile individuals and organizations beyond the AATF, which also promote the study of French and francophone cultures. Attendees will hear about a variety of organizations that provide cultural and linguistic benefits to teachers and their students, such as scholarships and grants, competitions, speakers, seminars, conferences and webinars. These resources can lend support, visibility, and recognition to your French program.
“Are You Interested In Global Education?” by Sylvia Simard-Newman
Are you interested in starting a global education program at your school? This session will demonstrate how to start such a program based on mastery skills. World Language is an essential part of building a strong global studies program.
“Ça marche comme sur les roulettes! Apprenons en chantant!” by Henriette Sinduji
La musique est une stratégie d’enseignement qui marche bien dans les classes de langue à tous les niveaux. Le potentiel pédagogique de la chanson permet de rendre les élèves plus autonomes à travers des messages véhiculées, des routines, et le plaisir que les élèves ont sans être conscients qu’ils font des apprentissages. Le point ici c’est montrer que l’intégration de la musique en classe de langue marche très bien.
” Au-delà du binaire: la démystification des pronoms neutres dans la classe de FLE.” by Bénédicte Sohier
Comment peut-on promouvoir l’inclusion de nos étudiants non-binaires dans la classe de FLE? Le français, langue incroyablement riche mais grammaticalement genrée (masculine/féminin) est considérée par certain.e.s comme sexiste et excluante. Dans cette session, les participants exploreront comment s’exprimer de façon non genrée en français et ainsi créer un espace inclusif pour tous les étudiants de FLE.
“Beyond Astérix: Incorporating La Bande Dessinée for Language Acquisition, Interculturality and literary analysis” by Shelley Stein
Boum! Vlan! How do you use bandes dessinées (BDs) en classe? This interactive session will present three bande dessinée units for novice to advanced learners and an Intermediate Low/Mid culminating project in which students create their own BD. Participants will study excerpts from BDs such as l’Elève Ducobu, Lou and Le Chat du Rabbin, brainstorm activities and share their own BD practices. In the end, the group will leave with tools and materials they can easily incorporate into their own lesson planning.
“Sports as a Cultural Lens for Teaching French” by Jessica Sturm
France is stereotypically associated with fashion, food, and romantic love. However, France is also a major player in many sports. During my session, I will articulate my argument for sports as a cultural lens and present examples using communicative approaches. The big-C culture of sports opens the door to little-c questions about daily life; comparing sports culture in France (and the Francophone world) to students’ own cultures allows for deep exploration of all these cultures.
“Engager les apprenants en utilisant un cycle interculturel” by Valerie Sun
Le temps et la possibilité de réfléchir jouent un rôle important dans l’apprentissage de langue afin que les élèves comprennent la culture de la langue et son rôle dans le monde. Cette séance présentera un cycle d’apprentissage basé sur le modèle de compétence en communication interculturelle de Byram. Les participants exploreront et analyseront des leçons qui utilisent ce cycle.
“Portrayals of the French Creole Communities of the American Midwest” by William Thompson
Starting in the late 17th century, French explorers, missionaries, traders, and troops travelled up and down the Mississippi River, eventually establishing communities that still exist today. Although they left little written documentation about their lives, the French were frequently described in texts written by travelers to the region. This presentation examines some of these (largely unflattering) portrayals and sheds some light on the earliest European communities of the American Midwest.
“A Beginner’s Guide to Manie Musicale” by Victoria Toste
Have you heard of Manie Musicale, but didn’t know where to start? Have you thought about participating, but not sure how it all works? Or, is this the first time you’ve heard about the highly engaging movement started by Stephanie Carbonneau and Michelle Fournier? If you answered yes, this session is for you! Learn all the basics of Manie Musicale, how to get started, and how to incorporate it into your classroom to the level that works for you and your students.
“Gilets jaunes, justice sociale, et démocratie en France aujourd’hui: voix littéraires, philosophiques, socio-économiques et politiques.” by Eric Touya de Marenne
Nous explorons à travers le mouvement des gilets jaunes et ses ramifications les liens entre la nécessité de la justice sociale et la préservation de la démocratie en France aujourd’hui à travers l’analyse de diverses voix littéraires (Danièle Sallenave), philosophiques (Michel Onfray), économiques (Nathalie Artaud) et politiques (Jean-Pierre Dupuy) parmi d’autres. Nous envisageons dans quelle mesure ces liens ont des implications nationales et internationales.
“Tout a commence ici: Samuel Champlain et la grande alliance franco-amerindienne (1634-present) “ by Eric Tschuy
En 1634, Samuel de Champlain fonde Trois-Rivieres au nom de la France. Il propose alors aux chefs algonquins une alliance commerciale et militaire, mais aussi des alliances sentimentales, de mariage et de liens familiaux entre jeunes Francais et jeunes Amerindiennes. Cette tradition de mariages interculturels va durer et marquer l’histoire de l’Amerique du Nord et de beaucoup de tribus aux Etats-Unis et au Canada. Aucune autre nation europeenne n’a elabore un tel rapport de respect mutuel, d’interdependance et de confluence d’interets entre blancs et Amerindiens dans toutes les Ameriques.
“Langue et culture à travers les écrits de Samuel de Champlain : explorateur, colonisateur, commandant” by Peter Vantine
Cette présentation interactive examinera divers écrits de Samuel de Champlain afin de proposer plusieurs perspectives selon lesquelles des enseignantes à différents niveaux (collège, lycée, université) pourraient étudier cette figure historique avec leurs étudiantes autour des thèmes suivants : ses descriptions des populations autochtones et de ses propres interactions avec les Premières Nations ; la description de la nature et du paysage chez Champlain ; les qualités d’un bon marin et d’un bon chef selon Champlain.
“Women of a Certain Age: Writing the Past, Present and Future of the Quiet Revolution” by Jean Marie Walls
This presentation focuses on key women writers who produced, critiqued and taught the canon of Quebec literature that emerged as a result of the Quiet Revolution. Authors such as Yolande Villemaire, Francine Noël, France Théoret and Elise Turcotte have continued to write and publish since their early work in the 1970’s and 80’s and evolve in their positions, styles and perspectives over the past decades. Their most recent works announce a new round of questions and reflections on the roles and places of women as writers, critics, teachers, mothers, aunts and grandmothers.
“Nos voisins au Nord” by Dawn Young & the Centre de la francophonie des Amériques
As travel across the Atlantic has become tricky in the time of COVID, NC French teachers can avail themselves of coordinating literary experiences with the Centre de la francophonie aux Amériques. Free Zoom experiences can put students in touch with various authors and poets through programs such as Noires Amériques in February, Rendez-vous littéraire de jeunesse in the spring, Atelier Slam in the fall during National French Week.
“Portrait de la francophonie des Amériques” by Aleksandra Grzybowska, Centre de la francophonie des Amériques
Saviez-vous que plus de 33 millions de personnes (9,6 millions au Canada, 11 millions aux États-Unis) habitant les Amériques parlent français? Qui sont-ils? Comment créer des liens et un sentiment d’appartenance à cette grande famille francophone? Le Centre de la francophonie des Amériques est un organisme innovateur et rassembleur qui vise à mettre en mouvement cette communauté composée de francophones et de francophiles. De la terre de Baffin à la terre de feu, c’est quelque 33 millions de francophones (plus de 9,6 millions au Canada et 11 millions aux Etats-Unis) qui habitent et forment la francophonie des Amériques. Ces données proviennent d’une étude réalisée par le professeur Étienne Rivard de l’Université Laval à Québec. Fort de ce chiffre, et aussi de la volonté du gouvernement du Québec de promouvoir cette francophonie dans les Amériques, le rassemblement de ces gens qui parlent français devient une nécessité évidente. Affirmer le fait français en Amérique, c’est reconnaître la vitalité et la diversité de la francophonie des Amériques. L’histoire est complexe et variée d’une région à l’autre. Qu’en est-il du passé mais surtout du présent des francophones qui habitent notre continent? Comment s’exprime la diversité de cette francophonie vivante et vibrante en Amérique?
“Promoting inclusion through Kin-Ball and cooperative games” by Paolo Zambito
Kin-Ball is a French Canadian sport created in 1986 that has been at the forefront of cooperative gameplay that promotes inclusion and cooperation. In this session, you will learn how Kin-Ball can encourage an active lifestyle and build confidence in any student regardless of it’s background or profile. With KIN-BALL, there is no physical contact, no intimidation, no interference and no one left out.
« Un dessert sans fromage est une belle à qui il manque un œil » by Kinga Zawada
Dans le cadre du FLE, vos apprenants pourront maîtriser le vocabulaire du fromage et découvrir les variétés régionales, les grandes familles, l’art de la découpe, le métier d’affineur etc. L’animatrice proposera des activités didactiques qui visent cet apprentissage dans le domaine de la gastronomie tout en travaillant les compétences de compréhension et d’expression écrites et orales. Grâce aux ressources présentées, vous pourrez développer, en fonction des besoins de vos étudiants, des leçons qui intègrent l’acquisition langagière, la dégustation et la découverte gastronomique.
“Welcoming heritage learners of French to celebrate cultural and linguistic identities” by Elizabeth Zwanziger
The number of French heritage learners in U.S. K-16 French programs is on the rise. This very positive and welcomed demographic shift invites educators of French to consider the cultural and linguistic richness these students offer to existing classes and programs. Effective ways to welcome, celebrate, and meet the needs of heritage learners with asset-based approaches at both the classroom and program levels will be discussed.
Created: March 30, 2023
Last update: May 19, 2023
