Webinaire: Comment devenir enseignant(e) de Français ?

Following today's New York Post report: NYC families say DOE dropped French dual-language program at last minute  I wanted to express my full support to the parent-led effort that has involved hundreds of diverse families and dozens of nationalities united to create a new French dual-language program in Manhattan.

Dual-language education has enormous potential. Why? Because our children are part of a world that is shrinking and in which languages serve as pathways to understanding others around the globe, as well as understanding who we are.

Our children deserve the opportunity to connect not only with their relatives and friends, but also with their and others’ culture and history. This learning approach has the potential to foster respect, tolerance, and mutual understanding. These are the cornerstones of a peaceful world.

We need to embrace and advance homegrown bilingualism, but that can only happen if we offer these languages in public schools. Furthermore, immigrant children raised in environments that value the language of their parents learn the dominant language faster, as many of the French-speaking parents supporting the cause of dual-language education believe.

Issues of race, poverty, segregation, class, and gentrification have had and continue to have a significant bearing on the development of bilingual education programs and on public education in this country. We must be careful that these programs do not become exclusively for the privileged.

With the benefits of bilingualism and multiculturalism becoming clearer to researchers—in particular the impact of bilingualism on cognitive enhancement, critical thinking, and sensitivity toward other people and cultures—we need to engage all parents to become bilingual “revolutionaries” and fully support their undertakings when they strive to create dual-language education for all.

These individuals will not just be advocates of bilingual education, but true pioneers willing to spur positive change in their societies and re-enchant the public with public schools, all while promoting an active community life (socially, economically, culturally) and a mutual understanding and respect for minority groups and people of varying sociolinguistic and economic backgrounds.

This is the path to break the crippling cycle whereby access to good education is often linked to household income and status.

Dr. Fabrice Jaumont
Author, Educator, Researcher

Related Links:

Ribbon Cut for New French Dual Language Program in NYC

Push to open a French/English Dual Language Program Kindergarten in the Upper East Side in September 2021

Opening of the First French Dual Language Program in the Upper East Side: Meet Aneesha Jacko, Director of Early Childhood Education for the District 2 Pre-K Centers. By Catherine Remy

French Dual Language Pre-Kindergarten to Launch on the Upper East Side Response to Demand from Parents and Council Member Ben Kallos

I have known Blake Ramsey for almost 10 years when he started teaching in French bilingual programs in New York City. I have watched him grow as an educator, impressed by his consistency and professionalism, as well as his dedication to French dual-language education. He has now embarked in a new mission, carrying the torch of French dual-language education even further, and joining the team at Fort Greene Preparatory Academy in Brooklyn for what promises to be one of the best French dual-language middle school programs in an American public school. Below are his answers to my questions.

Tell us a little bit about your background and interest in dual-language education and the French language:

Having extensively studied, worked and lived in France for about half of my life, French and American English run through my veins. My first encounters with the joys of  bilingualism happened when I was a young child. My father was an Emmy Award winning newscaster which brought many possibilities to meet new people and explore unique places, above all,  France.  My opportunity to become bilingual was rare, especially being from Atlanta, Georgia originally. In the 80s and 90s bilinguals who were not of Spanish speaking origin were few and far between. My bilingualism set me apart, gave me confidence, and has been my link to the closest people in my life. I cultivated my language as an adolescent by frequently  returning to France, and then as a young adult teaching in two Parisian High Schools, and studying in both Nantes and Paris, France at Université de Nantes  and Université de Paris 3; La Sorbonne Nouvelle, respectively.  

As a professional, it has been my mission to make bilingualism accessible to all. I want to change what used to be considered rare into a right. After finishing back-to-back masters degrees in History and Foreign and Second Language Acquisition at NYU, I was ready to dive right into the work. I first started at PS 58 in 2011 after meeting Marie Bouteillon, the founding French Dual Language Teacher of the first French DLP in NYC. I worked at PS 58 for 5 years teaching 4th and 5th Grade French Dual Language. I subsequently served in District 13 at PS 133 for 2 years as a 5th Grade French Dual Language Teacher and Literacy and French Dual Language Instructional Coach. 

Expansion for French Dual Language Immersion proved difficult to ensure, so I set out to help create a pathway for families at the Boerum Hill School for International Studies. I had the distinct privilege collaborating with the magnificent Sarah Brooks who is also BHS’s  founding French teacher. At BHS, I served as the Language Acquisition Instructional Coach, French Dual Language Coordinator and I taught 6th, 7th, 9th, and 10th Grade French Dual Language and Foreign Language classes. 

You will be joining Fort Greene Prep's community in the Fall as their first French Dual Language Coordinator, what was it that attracted you to this new project and this school?

Indeed,  I am thrilled to return to District 13 to serve under the leadership of Principal Paula Lettiere. It is an honor to be the founding French Dual Language Coordinator and Teacher in what will be my 4th school with the New York City  Department of Education. When I initially reached out to Principal Paula Lettiere in March on the eve of the lockdown, my goal was to offer any support I could to her community as a collaborative partner.  After speaking with her about her ideas for the program,  I made sure to  ask her if she had any openings. She described what I have been dreaming of for ages. She has both her head and heart in the right place and truly understands how the brain processes both information and emotion.  She is a phenomenal pedagogue with over 20 years of experience working with virtually every setting imaginable. Even more impressive to me is the fact that she is the founding Principal of Fort Greene Preparatory Academy and is embarking on her 12th year as Building Leader.  She has high expectations and big ideas for both students and teachers with a strong sense of practicality. 

Principal Lettiere is committed to providing a true Dual Language experience for her students, families and teachers.  She understands how to start not only programs, but also entire schools. As previously mentioned,  She is the founding principal of Fort Greene Preparatory Academy.  She knows that you have to start small, and that in order to break the rules, you first need to learn the rules. Therefore, the program design at Fort Greene Preparatory is based on research-based practices. As a French Dual Language Team, we want to equip our teachers and students with what they need to experience success.  Principal Lettiere understands the necessity of reducing the margin of error as much as possible in order to intelligently and intelligibly reflect on best practices, so that next steps truly improve upon the initial ones. 

What is the vision and the approach behind the new French dual-language program and how is the program going to be structured and who will teach it?

We are calling this initiative, “Carrying the Torch.” The expression means, “fighting or striving for a particular belief or movement to make sure it is not forgotten and continues to grow stronger.”  This is our approach at Fort Greene Prep as we are committed to providing a true continuation for French DLP into Middle School. With 8 years of elementary DLP experience and 2 years in Middle School, I will serve as both French DLP Coordinator and Teacher, bringing my experience and invaluable  lessons I’ve learned along the way. 

I am not completely starting the Francophone movement in the school community as there is already an existing  Francophone microcosm.  I will be joined by Mr. Avram Kline who is a trilingual (Spanish, French, and English)  Language Arts Teacher with over 15 years of experience.  Our School’s Guidance Counselor is also Francophone and a certified French teacher.  Finally, Principal Lettiere’s husband’s family is Canadian, so there is a personal tie to French within her own family. 

With regards to how we are “carrying the torch,” my recipe for the successful integration of any Dual Language Program into an existing school community is through carefully blending the Goals of Dual Language Education and the School’s Mission and Vision. Below is my simple, three-step process.  

1. Start with The Goals of Dual Language Immersion:

The goals of dual language are for students to develop high levels of language proficiency and literacy in both program languages, to demonstrate high levels of academic achievement, and to develop an appreciation for and an understanding of diverse cultures. (Center of Applied Linguistics) 

2. Incorporate the School’s Mission and Vision: 

Fort Greene Preparatory Academy is committed to providing an education of excellence that allows each student to develop intellectual independence, self-confidence and a sense of responsibility towards others both within the school and throughout the larger community.

The school will graduate future leaders, decision-makers and innovators empowered to solve the problems of the 21st Century. To meet this challenge, a rigorous inquiry-based curriculum will push students from foundational knowledge towards the problem solving and critical thinking necessary for success in college and beyond.

3. Articulate the Mission and Vision of the School’s Dual Language Program; 

At Fort Greene Prep, our French Dual Language Program aims to serve students who have completed a (K-5) DLP for their continuation of speaking and learning in two languages. Our program is also designed to serve Students with Special Needs and English Language Learners whose language proficiency meet our eligibility criteria. As a French Dual Language Team, our goal is to ensure a rigorous inquiry based curriculum that  builds confidence in our students, so that all learners feel empowered to take intellectual risks in order to grow both inside and outside of the learning community.  We believe that learning in language immersion is optimized when student interest, sense of value, and comfort zone are top priority when designing curricula. Our experience has shown us that this is achieved through thematic units of study,  application of Equity in education and the usage Culturally Responsive Pedagogy.

Our program has the mindset of “strength through stability”.  Dual Language Programs must have a target language and a partner language across subject area(s).  At Fort Greene Prep, for every subject area taught in French, there is a partner language class taught in English. Additionally, we have tight horizontal alignment.  Our students will have equal access  to the target language and partner languages classes at the same frequency for the following subjects: Language Arts, Social Studies, Science with support in Math. Moreover, Dual Language Programs must have sensible vertical alignment so that students have the chance to achieve the Seal of Biliteracy once they are eligible.  Fort Greene Prep’s DLP is based on the existing vertical alignment of Core Content Areas, and incorporates language objectives, just like in the elementary school setting. 

What are some of the advantages that you foresee in a dual-language education at the middle school level?
My experience as a Dual Language Educator has shown me the amplitude of life-skills students acquire, even exclusive of the second language itself.  Indeed, overall I have seen a huge difference in students’ tolerance of frustration heightened.  Their organizational skills tend to be increased; DLP students are able to locate overarching themes that act as “connective tissue” between two seemingly unrelated concepts with greater ease. Students' problem solving skills are more advanced in autonomy. Finally and arguably, most importantly for Middle School,  Dual Language Students tend to be more resourceful and emotionally resilient than their monolingual counterparts.  Adding on a language doubles the amount of opportunities to experience success. At an age where human beings are going through rapid developmental change, the aforementioned skillsets make the experience much more manageable and balanced.  

How can interested parents find out more about the program and sign up?
We are still accepting candidates for our incoming 6th grade cohort.  We are offering seats every day. Interested applicants should apply to the school’s wait list on www.myschools.nyc. After which, Principal Lettiere can locate the applicants who meet our eligibility criteria to then formerly offer a seat. 

Download a presentation of Fort Greene Prep’s new French Dual Language Program: Carrying the Torch

Join Blake Ramsey Principal Paula Lettiere, and myself on Wednesday, June 17 at 3:30 via Zoom

Join Zoom Meeting https://zoom.us/j/92659088300?pwd=K0ZwTTJWODBIRFlLeUIwcVg1K0gyUT09

"Carrying the Torch An Interview with Blake Ramsey about Fort Greene Prep’s new French Dual Language Program." Conducted by Fabrice Jaumont for NewYorkinFrench.net, June 15, 2020

Cover Photo: Daryan Shamkhali

Related article: New French Dual Language Program at Fort Greene Prep Academy

District 13 in Brooklyn and Superintendent Kamar Samuels are committed to creating long term options for increasing the quality of Middle Schools by serving the needs of the community. The creation of the French Dual Language Program at Fort Greene Preparatory Academy is a centerpiece of this strategic plan. Fort Greene Preparatory Academy is located in close proximity to existing elementary French Dual Language programs at PS 20 and PS 133. Principal Paula Lettiere is one of the most experienced principals in District 13 and has created a school whose focus is serving the needs of all students. Fort Greene Preparatory Academy has an experienced quality staff that has developed a rigorous academic program. The school is poised and ready to expand to its next phase of serving the community.

Here is a virtual tour of the school:

And here is the recording for a meeting that took place on April 22, 2020 with Superintendent Kamar Samuels, Principal Paula Lettiere, Fabrice Jaumont and a group of parents and educators to discuss the opening of Fort Greene Preparatory Academy's French Dual Language program in September 2020.

https://zoom.us/rec/share/zP5bdujU6ThIWdLUz3vnUf4cHI3Caaa80XQX_vtfy0-r0L1aggPHsyvlroKZgcWf?startTime=1587588948000

Paula Lettiere is the founding principal of Fort Greene Preparatory Academy. As a graduate of Pratt Institute, she was proud to have the opportunity to open a school in Fort Greene, Brooklyn. Principal Lettiere started her educational career in gifted and talented education and aimed to create a school that would set such high expectations for all students in a supportive environment. Her strongest belief is that middle school is a time of exploration, discovery, and creativity that enables young people to become who they are meant to be. Fort Greene Preparatory Academy is designed to answer this challenge by offering a range of experiences for children in the Arts, STEM, Languages, and Humanities that includes Regents level course work.

The latest U.S. Census Bureau American Community Survey reports that 1,203,941 people in the U.S. speak French at home.This includes speakers of French Patois and Cajun.  These individuals are over 5 years old (count another 4.6% if you want to include children under 5, or 55,380 children). Despite a drop since my last count, French is still the fifth most common non-English language spoken in U.S. households, after Spanish, Chinese, Vietnamese, and Tagalog.

Francophone communities in the United States have many different historical and geographic origins.Some Francophone communities trace their lineage as far back as the seventeenth and eighteenth centuries, when settlers and refugees immigrated from Europe and Canada. These groups, such as the Acadians of Maine and Louisiana have passed their language down through the generations.The US Census reports 7,997,196 individuals with French ancestry, and an additional 2,109,242 reporting French-Canadian ancestry (2013-2017 American Community Survey).

Other communities of French speakers arrived in the U.S. more recently, mainly from France, Haiti, Senegal, Mali, Côte d’Ivoire, the DRC, and other African countries. It is interesting to note that 824,884 individuals over the age of 5 report speaking Haitian at home (1,202, 251 report Haitian ancestry). Also, 484,415 individuals report speaking West African languages, and 213,484 report speaking Central/East/South African languages. Many of these individuals are multilingual and can speak, read, and write in French, and in other languages.

Franco-American communities long-established in New England and Maine, most notably the Cajuns and Houma people of Louisiana, and the Franco-Americans in Maine, have begun to revitalize the French language after years of neglect due to prolonged discrimination within their local communities. Meanwhile, French parents within expatriate communities have managed to create bilingual programs and promote French after-school instruction in public schools in urban centers such as New York, Miami, Houston, Boston, Los Angeles, San Francisco, and other areas which stand out on the map above. Together these groups form a diverse community of heritage language speakers who maintain a strong connection to the French language, making it one of the most vibrant languages spoken everyday in the United States.

Fabrice Jaumont

Here is an updated Map of French speakers in New York in support of parents, educators, community leaders, and elected officials actively engaged in creating more French dual language programs in New York City.

Plus de 100 personnes ont assisté à la réunion d'hier soir pour soutenir davantage de programmes bilingues en français à Manhattan, réunion organisée par Stéphane Lautner, un parent franco-américain qui a travaillé sans relâche pour créer un programme dans le district 2 (j'encourage tout le monde à le contacter et à l'aider). Le conseiller municipal Ben Kallos, la présidente du CEC2, Maud Maron, la principale de PS84 Evelyn Lolis, la surintendante Donalda Chumney ont partagé leurs points de vue sur cette possibilité. Je crois que tous ont été impressionnés par le taux de participation énorme et par la détermination des parents. J'ai rappelé à tous que les parents organisés ont du pouvoir et qu'ils ont également le droit d'accéder à des programmes bilingues. La loi est de leur côté. En outre, l'enseignement bilingue est un bien public qui devrait être proposé à tous les élèves. Les programmes bilingues peuvent transformer positivement une école, une communauté, voire une ville comme New York. #révolutionbilingue

Over 100 people attended last night's meeting in support of more French dual-language programs in Manhattan organized by Stephane Lautner, a French-American parent who has worked tirelessly to create a program in District 2 (I encourage everyone to contact him and help). Councilman Ben Kallos, CEC2 President Maud Maron, PS84 Principal Evelyn Lolis, Superintendent Donalda Chumney shared their views on this possibility. I believe all were impressed by the huge turn-out and by the parents' determination. I reminded everyone that organized parents have power.They also have a right to gain access to dual-language programs. The law is on their side. Furthermore, dual-language education is a public good that should be offered to all students. Dual-language programs can positively transform a school, a community, even a city like New York. #bilingualrevolution

Fabrice Jaumont

Charles O. Dewey (M.S. 136), a middle school located in Sunset Park, Brooklyn, is opening a French Dual Language program this September 2019. Dewey is a school committed to Dual Language learning and believes strongly in promoting equal status and opportunities to connect across languages and cultural backgrounds. The school is currently in its third year of its Spanish Dual Language and excited about introducing a French Dual Language program to the community. In its first year, Dewey’s French Dual Language program will provide its students with 16 periods of French instruction per week in the subject areas of Social Studies, Science and Native Language Arts. The school is still accepting students for September.

I visited the school and talked to its new leader, Amanda Bueno (center of picture below) and her team. I was impressed by their dedication and enthusiasm for this new project. I am sure many families will benefit from what promises to be a great program. Talking about her interest for dual-language education here is what Amanda replied:

"I went into this profession because growing up I heard countless stories from my parents, as well as other adults in family, around the traumas of entering a school system that at the time did not honor their native language, did not support their acquisition of a new language. I am passionate about creating spaces where students feel safe and encouraged to use their native language, where it is valued and honored, and where students acquire language mutually from one another. Dual language is my why, why I am in education, and I look forward to growing the French and Spanish programs at Dewey, and potentially adding a third language next fall."

Beyond providing students with the opportunity to become biliterate and bicultural, Dewey also provides its students with the opportunity to showcase their multimedia artwork and student-created performances throughout the school year. Dewey currently has partnerships with NurtureArt, Aperture, Residency Unlimited, NYSSAA, Groundswell, Leader in Me Foundation, the Pulitzer Center, DiverCity Lens and our in-house CBO Center for Family Life. Through these collaborations, students have participated in art internships around mural execution and curating, art seminars, and workshops that connect them to artists in their community. Academic opportunities as well as opportunities for creativity are limitless through a wide range of extracurricular activities and project-based learning in all content areas.

The school still accepts 6th grade students interested in joining the French Dual-Language program, particularly if they have been exposed to French at home or school.

The school also accepts French book donations to create a French corner in its library. French books in good conditions for middle-schoolers (age 10-14). Delivery address is 4004 4th Ave, Brooklyn, NY 11232. Phone: (718) 840-1950.

For more information, contact Amanda Bueno, Dewey's new school leader at: abueno3@schools.nyc.gov
School website: http://ms136brooklyn.com/

Chef d’établissement, éducateur passionné et défenseur de la diversité linguistique et culturelle, Marc Maurice est l’invité du 10ème épisode du podcast Révolution Bilingue.

Né en Haïti et installé aux États-Unis depuis les années 70, il nous parle de son intégration difficile dans ce pays, du multilinguisme en Haïti et de la New York French-American Charter School (NYFACS), une école bilingue unique en son genre qu’il dirige depuis quelques années à Harlem.

Le podcast “Révolution Bilingue” est proposé par French Morning avec le soutien de CALEC (Center for the Advancement of Languages, Education, and Communities).

Écoutez l’épisode ici, sur le site de French Morning ou sur iTunes Podcast.

173 écoles, 94 villes, 34 États ! Il s'agit des dernières données sur les filières bilingues francophones aux États-Unis. Les écoles qui ont répondu à l'enquête sont majoritairement des écoles publiques au niveau élémentaire. Quelques établissements secondaires proposent un enseignement bilingue en français, leur nombre devrait cependant augmenter dans les prochaines années tant la demande est forte pour un continuum de qualité au collège et au lycée. C'est le cas en Utah, en Louisiane, en Floride et à New York. Toutes les écoles sondées suivent le programme de la ville ou de l'État dans lesquelles elles se trouvent. Celui-ci est enseigné en anglais et en français selon des modèles d'enseignement qui peuvent varier d'un district scolaire à l'autre.

Alors que les écoles publiques du comté de Montgomery (Montgomery County Public Schools) comptent la plus ancienne filière d'immersion en français des Etats-Unis, ouverte en 1974, c'est la Louisiane qui, par ses liens historiques avec la langue française, est à la tête de l'éducation bilingue francophone aux États-Unis, notamment grâce au soutien du Conseil pour le développement du français en Louisiane, le CODOFIL. Cet État comptait 405 élèves inscrits dans une filière d'immersion en français en 1991, 5 279 élèves sont aujourd'hui inscrits dans 34 écoles en 2018-19. Deuxième sur la liste, grâce à un mode de développement spécifique, les filières bilingues de l'Utah servent 5 000 élèves dans 31 écoles différentes en 2018-2019. Avec sa "Révolution bilingue", la ville de New York propose le plus grand nombre de filières bilingues en français, à l'échelle d'une ville, avec 12 écoles servant 2 000 élèves.

La croissance de ces programmes reflète également leur popularité parmi les familles non-francophones dont les enfants représentent la majorité des élèves inscrits dans ces filières. Beaucoup d'autres manifestent régulièrement de l'intérêt pour ces filières à en juger par les longues listes d'attente et les systèmes de sélection par loterie mis en place dans les écoles.

De plus, selon l’enquête de recensement American Community Survey, 1,3 million d’Américains de plus de 5 ans parlent français à la maison. On estime que 250 000 enfants en âge d'être scolarisé vivent dans des foyers où le français est utilisé quotidiennement. Cependant, moins de 10% d'entre eux bénéficient d'un accès à un enseignement bilingue français-anglais. On peut donc espérer voir grandir ce nombre d'écoles afin qu'elles puissent servir un plus grand nombre d'élèves.

Une solution pour y parvenir est celle que je propose dans mon livre, La Révolution bilingue : l'avenir de l'éducation s'écrit en deux langues. en impliquant les parents dans la création de nouvelles filières, en leur faisant comprendre les avantages du bilinguisme pour qu'ils ne renoncent pas et continuent à maintenir leur langue à la maison, en les aidant à s’organiser pour qu'ils puissent convaincre les directeurs d'écoles et trouver des solutions localement, et en leur faisant prendre conscience de l'immense pouvoir qu'ils ont sur leur école. Avec cette démarche qui part des parents, il sera possible de multiplier le nombre de filières bilingues aux Etats-Unis et dans bien d'autres pays.

Fabrice Jaumont, PhD

Notes:
- L'enquête n'a pas inclus les 47 établissements homologués qui connaissent également un développement constant.
- Les résultats de l'enquête ont été présentés lors de la 7ème édition de la conférence internationale sur l'immersion et l'éducation bilingue (International Conference on Immersion & Dual Language Education) à Charlotte, en Caroline du Nord, le 8 février 2019.
- Remerciements particuliers à Solène Burtz & Massinissa Baleh pour leur collaboration lors de cette enquête.
- Téléchargez gratuitement l'ebook La Révolution bilingue sur http://www.tbr-books.org avec le code coupon : CALEC

I have been fortunate to have had several of my books illustrated by the New York-based French artist, Raymond Verdaguer. I have always been inspired by his work and the beauty of his art. This blog post seeks to present this artist's unique technique and approach, and encourage readers to pay closer attention to his work.

Born of Catalan parents in a small village in the eastern Pyrenees on the border of France and Spain, Raymond Verdaguer arrived in the United States in 1969, first in San Francisco and then New York, where he pursued his artistic career. Since 1976, he has specialized with wood engravings and linocuts with exhibitions in the United States, France, Canada, and in Italy, which he has visited regularly in recent years.

Recurring Themes and Publications

Verdaguer traveled extensively in Europe first and then throughout the Americas. While in quest of new sceneries and experiences that ultimately fed into his creative process, Verdaguer discovered recurring themes that have permeated in his art:

"The work that we see and that looks banal has in fact always a very very long journey. This course is sometimes very painful and sometimes very happy but always very long. Themes that I believe to be new in my creative process, I found in Vancouver and Paris when I was on the banks of the Seine drawing the Pont des Arts or painting the city. I find the same themes appearing over the years / over the water of the Hudson and the Seine. Everything is a continuation. I find the themes of the boat over my work in Menton through Collioure and Paris and of course in New York."

Verdaguer's illustrations depict disillusioned and suffering people in a devastated environment, beset by monstrous technology and dubious interests. He takes an anthropological perspective: the person suffering now and the suffering person of all times and spaces.  His work has appeared in newspapers and magazines such as The New York Times, Harper’s Magazine, The Wall Street Journal, San Francisco Magazine, Liberation, International Herald Tribune, Le Point, Le Monde diplomatique, and Courrier International.  As a book illustrator, Raymond Verdaguer works for a number of major publishers in the US and Europe (Random House, Viking Penguin, TBR Books, and Editions de la Maison de l’Homme). Verdaguer prefers simple outlines and strong dynamic contrasts. He mostly deals with political-ethical topics.

Linocutting: Revelation of a technique as old as the world.
Linocut is a relatively recent etching technique. Linoleum appeared in England in 1863. Originally used to cover the soil, it was only around 1900 that it was used by artists as a method of engraving.  It is derived from xylography (wood engraving), so we find the same technical principles: white savings size, stamp obtained by pressure and transfer of the ink arranged on the not excavated areas on the support. In his own words, Verdaguer deems "the technique ... childish and at the same time it has a long tradition."

Yet, for a novice, there is nothing simple to this art form. There are three main stages in the production of a print: creating the recesses that will ultimately form the white areas in the final piece and the work on the plate (the engraving itself), the application of the ink (the inking), and finally the transfer of the image engraved on the paper (printing, or printing). The tools used in wood engraving are perfect for linocuts - gouges are the basic tools. They are often sold in batches with a handle and interchangeable heads of different sizes and shapes (V or U). As part of a higher degree of mastery, it is possible to use finer instruments such as knives or scissors. After having degreased the lino with gasoline or talc, the inking of the linoleum plate is done with a roller. The entire surface is inked (professionals use an ink based on oil called typographic ink), then the process is complete and at this point the linoleum plate, now inked, can be used as a stamp.

"An engraving can be conducted in many ways and goes through several steps to be completed. The 2 main steps are as follows: The engraving must be legible. The reader must immediately understand the image, and the sketch must be printed on the plate using ink that looks like paint."

The technique that Raymond Verdaguer uses is similar to Chinese calligraphy. The paper is more like blotting paper fabric and, just like Chinese calligraphy, the gesture of the engraver must be precise and fast because the absorption is instantaneous. The colors used are basic colors: yellow, red, blue, black, white and transparent base. The transparent base makes it possible, from the same blue, to make the pigmentation which is diluted clearer. The inks are mixed on a thick glass plate. The dough material that best evokes this 'ink' is honey or any substance made from sticky sugar. Secateurs are then used to accelerate the drying process (with varnish for example, which gives transparency and gives a lively appearance to the image).

Video by Mike Kobal

When using linoleum, the print is lighter because the material is much thinner than wood. When the printing is finished, the plate is cleaned and recycled using a solvent. When we talk about engraving, especially in English, there is a confusion between the engraving that is a work in itself independently, and the actual printing and stamping. The first step is meticulous and precise while the second evokes this idea that the image is realized thanks to the force of pressing it onto the page.

"When it comes to responding to a request for illustration for a newspaper such as the New York Times, is a race against the clock as it often takes 24 hours to make a sketch. The sketch in ink can then be modeled on the computer."

For Verdaguer, the way the image is created is as much a part of the aesthetic as the image itself. Raymond Verdaguer has always claimed that it is better to make an engraving rather than a drawing with a pen. The engraving is indeed based on metal or engraved wood that can be anchored on the upper part of the plate. Pressure is then exerted for the portion on the plate to be printed–otherwise known as "relief printing". By exerting strong pressure, this color is transferred to the paper and a "mirrored effect" appears to see it in the right place. It is engraved as a trace-mirror and then printed on paper.

"The drawing / sketch is an interpretation of what the text represents. By tradition or courtesy, for a book cover drawing a drawing is proposed. This explains that drawing gives a false idea of ​​the final product because some drawings that appeared in the drawing no longer appear in the engraving. The engraving corresponds to a translation into a drawing of what the book or article evokes."

With my book, The Bilingual Revolution, Raymond and I took this aspect even further as each version of the book has been illustrated with some variation, as is the case with the English, Spanish, German, French, and upcoming translations. With the cover of my book on American philanthropy in Africa, Partenaires inégaux, the artist's creation reinforced the theme of the book in a striking way, both book cover and book title working in synergy towards meaningful impact.

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About the author:

Fabrice Jaumont, PhD is a French educator, researcher, and author based in New York. He currently serves as Education Attaché for the Embassy of France to the United States, a Program Officer for FACE Foundation in New York, and a Research Fellow at Fondation Maison des Sciences de l’Homme in Paris. Fabrice Jaumont is the author of several books, including Unequal Partners: American Foundations and Higher Education Development in Africa (Palgrave-MacMillan, 2016), Partenaires inégaux : fondations américaines et universités en Afrique, The Bilingual Revolution: The Future of Education is in Two Languages (TBR Books, 2017), Stanley Kubrick: The Odysseys (Books We Live by), and The Gift of Languages: Paradigm Shift in U.S. Foreign Language Education (TBR Books, 2019) with Kathleen Stein-Smith.

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Notes:

Interviews with Raymond Verdaguer took place between 2017 and 2018

Illustrations credit: Raymond Verdaguer

For more information, visit Raymond Verdaguer’s Blog or follow him on Instagram.

173 schools, 94 cities, 34 states! These are the recent data on French dual-language immersion programs in the U.S. Most of the schools surveyed are public schools with a majority of them at the elementary level. While fewer secondary schools offer French dual-language education more states are now developing plans for creating strong high school programs (Utah, Louisiana, Florida, New York, etc.). All schools follow the local / state curriculum which is taught in English and French through teaching models that vary from school to school. The survey did not include the 47 French curriculum schools that follow France’s National curriculum.

While Montgomery County Public Schools boast the oldest French immersion program opened in 1974, Louisiana’s historical roots place the state at the helm of French dual-language immersion in the United States. From 405 students in 1991 there, 5,279 students now attend a French immersion program offered in 34 schools in 2018-19. Second on the list, and catching up with rapid growth, Utah’s French dual-language programs serve 5000 students in 31 schools in 2018-19. With its bilingual revolution, New York City offers the most French dual-language programs as a city with 12 schools serving 2000 students.

There is room for growth given the number of French language speakers in the United States alone – based on the U.S. Census’s American Community Survey, 1.3M of Americans older than 5 years-old speak French at home. The number of school-aged children who live in French-speaking homes in the U.S. is estimated to be at 250,000. Less than 10% are actually benefiting from French dual-language programs.

The growth of these programs also reflects their popularity among non-French-speaking families whose children represent the majority in French dual-language classrooms across the nation. And many more have shown interest in these programs given the long waiting lists and lotteries put in place in many schools.

This data was presented during the Seventh Annual International Conference on Immersion & Dual Language Education in Charlotte, NC on February 8, 2019. Special thanks to Solene Burtz & Massinissa Baleh for their collaboration on this survey.

French artist Hervé Tullet has done it again! This time he has touched two school communities in Manhattan: P.S. 84 The Lillian Weber School of the Arts and Lafayette Academy (M.S. 256). Both schools boast a French dual-language program and now a beautiful collection of artworks painted by the entire community. Even an entire wall was unveiled, showing the impact of art in getting a community closer together.
About the Schools

P.S. 84 The Lillian Weber School of The Arts (Upper West Side, Manhattan) provides a dual-language program in French as well as one in Spanish. In 2017, First Lady of France, Brigitte Macron, and French Minister of Education, Jean-Michel Blanquer, visited P.S.84: read about it here.

Lafayette Academy (Middle School 256) in Manhattan (154 West 93rd Street, New York, NY) has a French Dual Language program that immerses French-speaking students int he French language in a number of their instructional classes, and was awarded the Label FrancEducation by the French Government in 2016.

View Photo Album here

Episode #2 avec Ana-Inès Ansaldo qui non seulement parle 5 langues mais est aussi et surtout une chercheuse les plus réputées sur la plasticité du cerveau des personnes bilingues. Dans son laboratoire de l'Université de Montréal, elle a notamment montré que les bilingues résistent mieux aux maladies du vieillissment que les monolingues.

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Ecoutez cet épisode sur iTunes, Spreaker, French Morning ou le site officiel de la Révolution bilingue

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Retrouvez l'épisode #1 avec Sean Lynch ici

Episode #1 avec Sean Lynch, directeur de la Chinese International School of Hong Kong, et ancien directeur du Lycée francais de New York.

Ecoutez cet épisode sur iTunes, Spreaker, French Morning ou le site officiel de la Révolution bilingue

Several schools are actively looking for teachers. Please share these announcements with your contacts

BHSIS

Boerum Hill School for International Studies is looking for an 11th and 12th grade French Language teacher.  We are an International Baccalaureate school and a French dual language school.  We are looking for a dynamic, caring, and intellectually engaging candidate who supports students and connects their studies to their lives and the world around them. We are open to new teachers and those looking to become teachers (in this case we would hire the teacher as a long term substitute as they pursue their teaching license).  Our school is deeply collaborative with lots of support for teachers.  We are well equipped to help new teachers develop their craft.To learn more about our school:   http://k497.org/

I am very pleased to announce the creation of a new French dual language program in New York at PS05 in Bedford-Stuyvesant (Brooklyn). I was able to sit down with Principal Lena Gates and Benoit Busseuil, a French parent who serves on the school's leadership committee.

The school is accepting applications for its upcoming pre-K and Kindergarten French dual language classes. Everyone is welcome to apply. School tours and a townhall meeting are coming up next.

Help us get French books and other teaching resources for the school please, particularly for early grades. You can also make a donation through the FACE Foundation which supports the expansion of French dual language programs throughout the city and country http://face-foundation.org/french-dual-language-program/donate.html

Student teachers can also contact me if they would like to work. Teachers with NYS certification and the bilingual extension are also needed.