New York in French's Posts (144)

The lived personal and professional experience of Tammy Oberg De La Garza and Alyson Lavigne did much to spur them to the thinking, writing and teaching that has produced their first book together, Salsa Dancing in Gym Shoes.

Buoyed by personal narratives from Latinx students-turned-educators and scholars, as well as the authors' own journeys as the spouses of Mexican-Americans, Drs. Oberg De La Garza and Lavigne currently serve as Professors of Education at Roosevelt University in Chicago and Utah State University, respectively.

Plenty of pedagogically sound material and information is injected into this very readable tome, which takes the work of these university professors, who met while working at Roosevelt University, in cross-cultural communication and intercultural competence and mixes it with reflections from Latinos who began on the student side of the classroom and have become practitioners in their own right. The resulting admixture is distilled into a case for more equity and accessibility in K-12 and university education across languages and cultures, not only in the U.S., but applied worldwide. 

And this is exactly what our current times and the future of pedagogy require. When asked about this—specifically whether their book is even more relevant now than when they started writing it, Dr. Lavigne responded: "Yes, absolutely. I think one of the shifts that I'm seeing in working with principals and teachers is that equity is now the first question that they're accessing and that's in regards to Black Lives Matter. In combination with Covid-19 happening, there's no way that this issue [equity] can be the second or third or fourth question that we ask as a district or schools. Teachers are asking: "Is there equitable access to resources?"

"I'm currently in Utah and [there's the question of] Native communities and to what extent they have access to even the basic health needs during all of this, in addition to the things that we're requiring for remote learning like computers. And, maybe having folks at home who can support that learning and problem solve issues with them. It is long overdue for this to be the lens through which we approach learning."

Dr. Oberg De La Garza added, "Leading up to this book, the work that Alyson and I did before, was really exploring how students perceive care from teachers. Until they know you care, they don't care what you know.

"You could be a phenomenal teacher, but if there's a break in the relationship between the teacher and the student, the student is not going to benefit as much as the student who is in sync with the teacher, who feels like the teacher and they are one and the same."

The title Salsa Dancing in Gym Shoes is itself a metaphor for bringing one's own approach into a teaching situation with Latino children, particularly as a white educator, and having those implicit biases and methods hinder the learning attempted by those students.

To illustrate both this title and theme of their book as well as the importance of learning compassionate teaching, Drs. Oberg De La Garza and Lavigne cited their favorite examples of pivotal educational moments shared by the Latinx authors whose stories add vibrance to the book.

Dr. Oberg De La Garza was struck by Sarah Rafael García's account of being put on the spot to pronounce the English word "chair" and producing "ch-ch-chair". The experience was made worse by Ms. Garcia's teacher forcing her to stand up in front of the class to do this as an English Language Learner. Ms. García had a panic attack as a result. She has since become an educator who uses this personal memory in her own work and personal life to better approach socio-emotional learning and bilingual learners' specific challenges and vulnerabilities.

For her part, Dr. Lavigne mentioned the writing of Laura Guzmán-DuVernois and her class discussion prompt in a heritage language classroom of the different ways to say "kite" across the Latino world. This meta-linguistic awareness, the chance to acknowledge that even within one language there are a variety of norms, was the gem for Dr. Lavigne. Even in her own home, her children ask about different alphabets and pronunciations among and within languages, which she loves to talk about with them.

To watch kids realize that there are differences between languages and discover that different languages align in different ways to mathematical thinking and reading— is a gift, according to Dr. Lavigne.

Both authors have, in addition to their university work, experience in K-12 education, Dr. Oberg De La Garza in teaching diverse classrooms in Chicago and Dr. Lavigne in observing classroom teachers in Arizona. They agreed that there's a disconnect between what teachers are studying and what's being taught in higher education and what K-12 teachers are doing in the classroom. The two worlds, the authors feel, could be more connected and embedded.

And this is not just a U.S. problem. With another colleague, Dr. Lavigne collected data in the Netherlands on teaching practices and found that K-12 teachers desire more support from universities and other players in teaching diverse youth. She states "There's a gap between K-12 and university teaching. K-12 teachers are doing really important work that no one's studying [at the university level]."

Article written by Andrew Palmacci for NewYorkinFrench on August 4, 2020

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6731387286?profile=RESIZE_710xIn the 20th and 21st centuries, it is often the United States that is cited as the country most effective at engaging in cultural diplomacy. Or, the U.S. is touted as a major exporter of "soft power" to the rest of the world. But, in Jane Flatau Ross' Two Centuries of French Education in New York, it is France's efforts to spread influence abroad with culture—in this case education—that is given the spotlight. Dr. Ross, through a look at her own internationally flavored life and long career at the Lycée Français in New York, examines the global network of French schools abroad. She focuses on the subject through the lens of K-12 schools in New York from the early 18th century on, particularly focusing on the 20th-century Lycée Français and an earlier precursor.

Professor of History at Ohio State University, Alice L. Conklin offered the following in praise of Dr. Ross: “In this wonderfully engaging book Jane Ross restores to view a little-known dimension of French educational rayonnement in the US.  A must read for anyone seeking to understand the cultural ambitions of global France today.”

“Jane Ross has written a marvelous history of the Lycée Français de New York, bringing to that analysis deep insight gleaned from three decades teaching in the school,” added Herrick Chapman, Professor of History and French Studies at New York University.

It is true that this work of combined history and memoir is unique, in that few scholars have looked at specific “global school” models. The author’s case study of the Lycée Français de New York (1935-present) and other French schools in New York explores how the French national education systems functions not only beyond the hexagon of France itself, but also beyond the strictly colonial “civilizing mission” that was advanced by French schools in both French colonies and former colonies.

The recently published Two Centuries of French Education in New York was born out of Dr. Ross' work in the International Education doctoral program at NYU’s Steinhardt School. While engaged in her studies there, she initially thought her dissertation thesis would revolve around heritage language learning. She had founded the French Heritage Language Program, an educational resource for Francophone immigrants to the U.S. shortly after her retirement from a career of 30 years at the Lycée.

It was only when the teacher and scholar began to pull material together for her doctoral thesis that she realized that the story of French schools and the history of the Lycée in New York would be fertile ground for research and eventually for publication. That suited Dr. Ross well, as she was "more comfortable with an historical perspective as opposed to an anthropological and statistics-based approach." She was, in fact, educated as an historian, holding undergraduate degrees in History and French from Swarthmore College.

Upon completion of her thesis, one of her committee members suggested she add some personal elements to the writing. This advice was based on that professor's own scholarly work on peace and conflict studies in Afghanistan, in which she interspersed theory with anecdotes from her time on the ground in Kabul.

It took some adjustment of tack, but Dr. Ross states, "I think the most enjoyable parts [of writing the book] were the snippets of personal family history that I added after the thesis was completed. I felt I had more freedom to make the book more personal and hopefully more interesting for readers who might find the more technical or academic aspects less vibrant."

On the contrary, the distilling of French educational history in New York is compelling, particularly including the profile of the 19th-century Economical School that gives insight into the operation of an international, bilingual school in the early days of the American Republic. In fact, Dr. Ross "greatly enjoyed the research into [this] school."

One of the first sections of the book lays out the origins of a global French education system and, to be sure, French education itself. This posed the most challenging research for the author and educator: "The most difficult parts were those concerning the technicalities of the French government's relationship to the schools abroad. While the schools themselves," she adds, "and specifically the Lycée Français de New York, each have a history of their own, they fit into an administrative structure that almost seemed to exist in a parallel universe."

While at the Lycée, the writer of Two Centuries of French Education New York reflected that she "never thought [she] was a part of this "cultural machine", a machine of cultural diplomacy to be exact, which was a true global phenomenon."

"But, I was," she observes. "That was why the Cambodians were there; why the Iranians came after the Shah fell; why Africans were there and why they were sometimes not there." 

“The Lycée creates a cultural outpost with people singing La Marseillaise. It is important to France. I just thought it was a school."

Dr. Ross found working with the international student body the most enjoyable and rewarding part of her 30+ years at the school. "I loved being part of the school, the variety of families and interests they had." 

She taught Turkish students who escaped over borders and walked through deserts to eventually reach the shores of the U.S. Other students were Africans who were the children of diplomats or the children of the diplomats' chauffeurs. Even the French families from the Hexagon were diverse in many ways. She tells me she remains close friends with some of the families.

The ultimate reward for teaching at the Lycée Français for Dr. Ross was, in her words, the "feeling that I had an impact on students who would be [living] all over the globe."”

Lastly, I ask her to sum up the French philosophy of education. She responds, "Education is the creation of citizens."

Then, her own philosophy. She responds unequivocally: "Education makes us human."

Article written by Andrew Palmacci for NewYorkinFrench on July 9, 2020

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6505694258?profile=RESIZE_710xBorn on the West Coast and growing up in San Diego, California, Deana Sobel Ledeman may seem to have been far removed from a cozy, Upper West Side, Manhattan apartment, but that's exactly where this award-winning cartoonist and children's book author created some of her fondest childhood memories and developed a love for children's literature. During visits cross-coast to her parent's native New York City as a child, Lederman spent time at her grandmother's apartment, reading books such as the Madeline series (the children's classic by Ludwig Bemelmans) in a nook in the room where her own mother grew up. "In New York City, you just feel so alive," she recalled.

"That joyfulness that we experience in childhood, I still really enjoy that feeling. I've kept that with me as I grow older."

Indeed, New York City—and cities in general—have been a major source of inspiration in Lederman's work since she began penning comics as a student at UC-Berkeley and later professionally on the East Coast. This love of cities and the spirit of exploration and discovery they spark, especially in children, continues with the suite of three children's books this author and illustrator has recently published with TBR Books. The poignant yet whimsically rendered books provide a way for parents to talk to their kids about the Covid-19 pandemic and shutdown. 

Now translated into three other languages, the trilogy of Masks!The Sewing Lesson and Noah Henry: A Rainbow Story all take place in an urban setting. They deal, respectively, with kids experiencing the reopening; non-traditional families making sacrifices for essential workers; and a real-life quarantine phenomenon that took place in Brooklyn, NY. Noah Henry, whose protagonist is named after the two young sons of a friend of Lederman's residing in that New York City borough, chronicles a story of inspiration and hope coming from le confinement. In the book, a child sees rainbows drawn by other kids on their windows throughout the neighborhood, made as a sign of better times to come when everyone could all be together again. 

Reported by the international press, the practice of kids placing rainbows on their windows actually began in Italy and Europe at the outset of school closures there, but soon spread to the U.S. and Canada. In Brooklyn, Lederman's friend experienced this happening through the eyes of her young boys. "Whenever we face times of adversity, there are really inspirational stories that come out of it," observes Lederman, writer and illustrator of this book trilogy. She spoke to me of inspiration from her own family history, where one set of her grandparents escaped Europe during World War II and her grandfather on the other side of her family served as an American fighter pilot.  

Returning to the present, the author cites the importance of and difficulty faced by essential workers and "even people sitting at home and sewing masks for everyone," the central subject of The Sewing Lesson. Despite the crises so far in 2020, she states, "There's a lot of greatness—the right kind of greatness—happening." Lederman's trilogy, known as Rainbows, Masks and Ice Cream, is her latest artistic and literary contribution to the world, this one particularly for families, during the current moment of uncertainty. This trio was drawn not with pen and ink or oil paints (usually her media of choice), but on an iPad. This mother of two children, who is also a former member of the New York City Department of Education's communications team, noted that the digital device was ideal for sketching and creating while she was caring for her youngsters. Her older son, Aiden, even helped her do a read-aloud of Noah Henry in a YouTube video recorded soon after the book, the first written of the trilogy, was finished. The clip was later shared online by both the National Children's Museum and the Minnesota Children's Museum.

While all three are focused on life as lived by children and families throughout the world amidst a global pandemic, shutdown and calls for greater respect for people of color, Lederman's series of children's books seeks to fill a much-need role in contemporary literature and public discourse. The author, reflecting her stories and current times, wonders "if these stories are so timely, how long will they be relevant?" "And it seems, I'm starting to think, they might be relevant for longer than I originally thought. Because, even once things get better, we will probably want to remember what happened."

Finally, she hopes her books provide a means, later on, to look back on our present situation and come away with insights and understanding: "There will be things we learn from this time that we don't realize right now. We'll have much more perspective." For children and families the world over, in different languages, these stories offer a way to explore difficult themes while celebrating life and keeping alive the joyfulness that every child deserves.

Article written by Andrew Palmacci for NewYorkinFrench.net on July 1, 2020

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Upper East Side, NYC — Back in March 2020, we obtained the opening of a brand new French Dual Language Program (DLP) for school year 2020/2021 in New York City, District 2. The Department of Education's second district includes most of Lower Manhattan, Midtown and the Upper East Side. Two French dual language Pre-K classes will therefore open for the 2020-2021 school year at District 2 Pre-K Center, located at 355 East 76th Street in Manhattan, which promotes high-quality early start education and bilingual education. 40 kids from different socioeconomic and ethnolinguistic backgrounds will benefit from this FREE BILINGUAL PROGRAM (English-French), the first of its kind in the Upper East Side. Every kid deserves a top-quality early education and the benefits of a dual language education are endless. Construct an identity through two languages and two cultures is a challenge that parents and bilingual kids can now take up more easily here in NYC District 2.

6499979487?profile=RESIZE_584xI am thankful to Aneesha Jacko who accepted to tell me a bit more about her background and excitement about this new opening. Aneesha Jacko is the Early Childhood Director for the District 2 Pre-K Centers, the one on 76th more particularly. She worked for over 20 years in Early Childhood Education. She has worked for years as an Early Childhood Educator with the New York City Department of Education (NYCDOE) in the Bronx, Brooklyn, Manhattan and Queens. ‘I started 20 years ago , I am a 20 year veteran!’, she told.

As an Early Childhood Director since 2015, she focuses on nurturing the love of learning which she defines as predominant among the values she - along with her team - considers as essential in early education. To sum it up, Aneesha Jacko defines her motto as: ‘Inspire learning, building relationships and thriving.’, she said.  New York City Pre-K for All Dual Language programs provide instruction in two languages: English and a target language. The goal is for children to experience high-quality early learning in both languages.

What attracted you to bilingual education in the first place? And the French Language?
‘I started to learn French in elementary school, and I believe it was critical feature in my love for the language, culture and my overall academic achievement. The opening of this Universal Pre-K (UPK) French Dual Language Program (DLP) is special to me. To integrate a new language has so much value, appreciation and perspectives. I also worked on Early Childhood and expanding Pre-K for All in NYC with Council Member Ben Kallos. I, as a leader, am very excited to bring this experience and opportunity to our community’. The culture of learning is something meaningful to her. To succeed, she and her staff, are very aware of the key role of the families and aim at connecting this learning environment to them as partners.

How would you describe District 2 Pre-K Center situated on 76th ? How you and your team intend to develop this culture of learning?
‘through the creation of meaningful opportunities for children to investigate and construct their knowledge of themselves and the world around them’. ‘I pride myself in the strength of my team. And I look forward to working with the parents. Right now, we need to be very resilient. And I would love to co-create this French Dual Language Program with parents, to know their expectations. I know how important the families are in the process. I am thrilled and I cannot wait to start this journey together!’, she said.

In this attempt to keep in touch with the families and get them involved, a website has recently been created: District 2 Pre-K Centers: https://www.district2prek.org
Job Opportunity at District 2 Pre-K Centers: https://newyorkinfrench.net/profiles/blogs/job-opportunity-nyc-district-2-french-dual-language-program-upper
- The following link is a recent webinar called The Bilingual Revolution Webinar Series recently organized by The Cultural Services of the French Embassy in the US, hosted by author and Education Attaché Fabrice Jaumont: https://frenchlanguagek12.org/11838-watch-bilingual-revolution-webinarsonline
- For more information on our work: NYC District 2 - French Dual Language Program https://www.facebook.com/groups/593786378077031
- More information here: https://benkallos.com/press-release/french-dual-language-pre-kindergarten-launch-upper-east-side-response-demand-parents

We are currently working on the establishment of a Multilingual School K-8 in East Village for school year 2021/2022. If interested, please do not hesitate to join us!

Catherine Remy is one of the parents spearheading the creation of French dual-language programs in Manhattan. This article was written for NewYorkinFrench.net on July 1, 2020.

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6097301265?profile=RESIZE_710xby Andrew Palmacci

I recently sat down for a Zoom conversation with authors Agathe Laurent and Sabine Landolt to hear about the making of their new book, Can We Agree to Disagree?, which tackles the challenges, complexities and, yes, struggles of Americans working with the French, and vice-versa, in companies in both countries. Its format is to treat different work-world themes in sections, seasoned with real-life quotes from professionals of both nationalities on the ground. Underlying the authors' work is the idea of facilitating cross-cultural communication and understanding between professionals from and on both sides of the Atlantic. It's truly an unconventional attempt to bridge the disconnect between cultures.

The authors want to encourage companies, and specifically, HR departments, to support employees in this discovery of the other culture. To go beyond on-boarding and 1 shot workshops, but to foster consistent and in-depth cultural knowledge, to stimulate creativity on how to get there. Ms. Laurent and Ms. Landolt hope their book will whet their readers' appetite to learn more from the real-world experiences that they have organized into a highly accessible format.

They state that their ultimate goal for Can We Agree to Disagree? is to allow individuals to open their minds and work better with their colleagues from either France or the U.S. So, certainly, professionals working in multi-national and -cultural organizations and leaders within these organizations will benefit from paging through this new entry in the business and intercultural communication literary conversation.

Laurent and Landolt's conviction, based on insight they have gained from their own extensive careers and their own thorough research for this book, is simple, but one that is often forgotten: "we should all stay humble and avoid judging when we don't know the other person, their culture."

The book, through the authors' well-devised and vetted interview methods, looks to promote "cultural understanding beyond stereotypes" in the words of these two women.  Normally, they have found that people in a work situation don't understand the reactions of someone of the other culture to one's own cultural mores and attitudes. They insist that you can't extrapolate your own country's working process to another's. Intriguingly, the authors consider feelings and emotions to be an important--maybe the most important--of working through cross-cultural misunderstandings.

As the quotes from French and American professionals working with people of the other nationality form the savory meat of this book, the reader will feel the intensity of the emotions expressed in its pages. Laurent and Landolt noticed that the people they were interviewing felt uncomfortable. A broad spectrum of emotions was triggered in the participants on examining their work with members of the other culture. For some, they really didn't want to work with the other again.

Can We Agree to Disagree? is purposely not a linear read. It's a "mosaic". It features topics that matter to people, to professionals. Chapters connect and refer back to each other, are multi-layered and full of subtleties. It's a book for sensitive people who appreciate the "other" and want to learn par guise de an aesthetically pleasing layout, design, printing, all of which any reader will find in this tome.

Reaching understanding for better working relationships between people of different nationalities, cultures, and really humans of all stripes, is what the two authors of Can We Agree to Disagree? are after--and this is work they genuinely and passionately enjoy.

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6060389855?profile=RESIZE_400xCan We Agree To Disagree?: Exploring the differences at work between Americans and the French: A perspective on the cultural gap and tips for successful and happy collaborations.

By Agathe Laurent and Sandrine Landolt

A compelling collection of anecdotes about French and American professionals on their experiences working together. This book reveals the risks of misjudgments. It provides tips and tricks to foster mutual understanding.  Its goal is to spark curiosity, encourage professionals to adopt the best methods from both cultures, and to better work together.

Release Date: June 15, 2020
Available in: Paperback, Hardcover, and soon, eBook
Paperback: 124 pages
Publisher: Tbr Books (June 15, 2020)
Language: English
ISBN-10: 1947626485
ISBN-13: 978-1947626485
Product Dimensions: 7 x 0.3 x 10 inches
Shipping Weight: 10.7 ounces
Price: $23.99
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Episode 16: Mbacké Diagne

5392620675?profile=RESIZE_710xPassage par le Sénégal et l'Université Cheick Anta Diop de Dakar pour une discussion sur l'éducation plurilingue avec le professeur Mbacké Diagne, Directeur de recherche au laboratoire Linguistique et Grammaire anglaises et africaines .

La situation des langues au Sénégal est représentative du bain linguistique dans lequel les nations africaines évoluent. La place des langues nationales dans les systèmes scolaires, comme le Wolof et le Pulaar entre autres dans ce cas-ci, est encore inégale vis-à-vis de la place qu'occupent les langues internationales telle que le français, l'anglais ou l'arabe. Cette situation est au cœur des débats actuels tant elle est liée à la réussite scolaire des élèves, aux questions identitaires et au développement économique du pays.

Retrouvez les épisodes sur iTunes, Spreakers, FrenchMorning, CALEC ou sur NewYorkinFrench.net

 

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5049728453?profile=RESIZE_710xFort Greene Preparatory Academy is excited to announce the launch of our French Dual Language Program beginning in September 2020 with one section of grade 6.  Fort Greene Preparatory Academy is a public middle school located in the Fort Greene neighborhood of Brooklyn, NY.  Our program has specifically been designed to provide continuity for students who are attending established French Dual Language Programs being offered in our Brooklyn Elementary Schools.

 

Read More about the School: New French Dual Language Program at Fort Greene Prep Academy by Fabrice Jaumont

We are seeking an experienced, certified French Dual Language Teacher to coordinate the launch of the program and facilitate learning for our first cohort of students. The French Dual Language Teacher is responsible for the education of assigned students and will create a flexible program and class environment favorable for learning and personal growth. The teacher will teach literacy skills and identified content subjects to students through the use of both the French language and English language in a 50/50 model.

 

The ideal candidate will have excellent language and communication skills in both French and English, including familiarity with online teaching and communication systems.  Ideal candidates will be collaborative, inclusive, and strong builders of culture and relationships within the school, among students and their families, and within the larger community. A strong knowledge of the stages of language acquisition, project-based learning, inquiry-based learning, social-emotional development of adolescents, and differentiation techniques is preferred.  Teachers who are dynamic and creative thinkers are encouraged.

 

Applicants may submit resumes, cover letters, and digital teaching portfolios to:

Principal Paula Lettiere at plettie2@schools.nyc.gov

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Frantastique propose des cours de français personnalisés : orthographe, grammaire, conjugaison, syntaxe et expression écrite. Chaque jour, un courriel avec les aventures de Victor Hugo explorant l'univers de la francophonie. Les cours sont humoristiques, pratiques et s'adaptent à tous les niveaux (à partir de 15 ans).

Bénéficiez de 2 mois de cours gratuits (offre sans engagement) : https://www.frantastique.com/partner/new-york-in-french/26879

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Podcast Révolution Bilingue

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L’idee de ce podcast proposé conjointement par French Morning avec le soutien de CALECest de vous permettre de mieux comprendre le fait bilingue, de vous apporter des réponses par le biais d’interviews d’experts, de praticiens, d’educateurs, d’individus lambda qui vivent en deux langues ou plus.

Episode 1

Pour ce premier épisode de Révolution Bilingue, Fabrice Jaumont interroge Sean Lynch, l’ancien principal du Lycée Français de New York récemment arrivé à la tête de la Chinese International School de Hong Kong.

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Episode 2

Ana Ines Ansaldo ne parle pas seulement 5 langues. Elle est aussi une des meilleures spécialistes du cerveau bilingue. Elle a notamment découvert que les bilingues résistaient mieux au vieillissement que les monolingues.

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Episode 3

Christine Hélot, une des meilleures spécialistes françaises de l’éducation bilingue, est l’invitée du 3ème épisode de Révolution Bilingue. Elle confie à Fabrice Jaumont ce que la France pour entrer enfin dans l’éducation bilingue.

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Episode 4

Révolution Bilingue reçoit Anne Lair, coordinatrice du programme d’immersion au lycée/université (programme Bridge) pour l’Etat de l’Utah. Elle nous raconte comment l’Etat est devenu le surprenant leader de l’éducation bilingue aux Etats-Unis. Et comment des centaines d’élèves de l’Utah apprennent désormais le français dès le plus jeune âge.

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Episode 5

Si le français revit ces dernières années en Louisiane, on le doit notamment à Joseph Dunn, qui se bat depuis des années, avec d’autres, pour le bilinguisme et la défense du français. Lorsque la Louisiane est entrée dans l’Organisation Internationale de la Francophonie l’an dernier, “mon rêve est devenu réalité” dit-il.

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Episode 6

Ofelia Garcia est une des grandes voix américaines qui s’élèvent en faveur du bilinguisme dans les salles de classe américaines. Elle est l’invitée de Fabrice Jaumont pour ce 6ème épisode de Révolution Bilingue.

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Episode 7

Spécialiste du bilinguisme et du développement du langage, Anne Mazuis Goldenberg accompagne les enfants qui font face à des troubles du langage, des dysphasies, ou des problèmes d’attention et de concentration en lien avec les apprentissages. Elle est l’invitée de Fabrice Jaumont pour ce 7ème épisode de Révolution Bilingue.

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Episode 8

Juriste, homme d’affaire, philanthrope et francophile, Peter S. Paine est un Américain, amoureux de la langue française depuis près de 70 ans. Il a fait de son bilinguisme une force à chaque étape de sa carrière. Tour à tour, Peter Paine a défendu la compagnie Peugeot aux États-Unis, sauvé de la faillite le Fort Carillon, sur l’Hudson, et soutenu de nombreux projets environnementaux autour du Lac Champlain

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Episode 9

De l’Allier à New York, en passant par l’Egypte et la Syrie, Bénédicte de Montlaur est une passionnée des langues et des relations internationales, et nous confirme que parler plusieurs langues est à la fois un atout pour notre développement personnel et professionnel, mais aussi un pont vers d’autres cultures et imaginaires qui nous mène à des rencontres enrichissantes et une meilleure compréhension du monde.

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Episode 10

Chef d’établissement, éducateur passionné et défenseur de la diversité linguistique et culturelle, Marc Maurice est né en Haïti et vit 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.

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Episode 11

Passage par la Chine avec une interview de Yu Zhonggen et Zhu Yanhua, deux spécialistes des langues à Pékin. L’enseignement des langues est en plein essor en Chine et les perspectives de croissance du secteur du plurilinguisme, au sein duquel le français tient une bonne place, sont absolument renversantes.

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Episode 12

Passage par Washington à la rencontre de Vanessa Bertelli, une Suissesse multilingue engagée et fondatrice de DC Immersion, une organisation à but non lucratif qui a changé la donne en matière d’éducation bilingue dans la ville en multipliant les plaidoyers en faveur du multilinguisme et en encourageant les éducateurs et les parents à monter des filières bilingues dans les écoles publiques. Quand la Révolution bilingue s’empare de la capitale américaine !

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Episode 13

Dans quelle langue doit-on commencer à lire ? Quelles sont les bonnes pratiques d’enseignement de la lecture et de l’écriture en contexte bilingue ? Quels conseils donner aux parents qui n’ont pas accès à une école bilingue pour développer le bilinguisme. Voici quelques questions abordées dans ce nouvel épisode de Révolution bilingue avec Marie Bouteillon, une pédagogue passionnante et engagée dans le développement de l’enseignement en deux langues.

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Episode 14

Dans l’épisode 14 de Révolution bilingue Fabrice Jaumont parle des avantages du bilinguisme précoce avec la psycholinguiste Ranka Bijeljac-Babic. Maître de conférences à l’Université de Poitiers, elle est également membre du Laboratoire de psychologie de la perception de Paris-Descartes où elle mène des recherches sur les effets précoces du bilinguisme chez les nourrissons et, plus largement, sur le bilinguisme chez l’enfant.

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eBooks à télécharger gratuitement

 Download these ebooks for free on TBR Books with coupon code CALEC

The Other Shore

The Bilingual Revolution

The Clarks of Willsborough Point – The Long Trek North

La Révolution bilingue

The Gift of Languages: Paradigm Shift in U.S. Foreign Language Education

La revolución bilingüe

Die bilinguale Revolution

El regalo de las lenguas

La Rivoluzione bilingue

Rewolucja Dwujęzyczna

 


TBR Books is the publishing arm of The Center for the Advancement of Languages, Education, and Communities, a not-for-profit organization chartered in the State of New York. We publish researchers and practitioners who seek to engage diverse communities on topics related to education, languages, cultural history, and social initiatives. We translate our books in a variety of languages to further expand our impact. Browse through our pages for a listing of all our books, series, artwork, customized products, or for our submission guidelines for authors.

 
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4236866264?profile=RESIZE_710xFrantastique : Bénéficiez de 2 mois de cours de français gratuits (offre sans engagement). Cliquez ici.

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Apprenez le français FLE (Français Langue Étrangère) avec un e-mail, une histoire et une correction. Suivez les aventures de Victor Hugo explorant l'univers de la francophonie. Les cours sont drôles, pratiques et avec une grande variété d'accents. Nos cours sont adaptés à partir d'un niveau post-débutant et pour les plus de 15 ans.

Bénéficiez de 2 mois de cours gratuits (offre sans engagement) :

En validant le formulaire, vous acceptez nos conditions générales d'utilisation et vous consentez à notre politique de confidentialité (qui s'engage à respecter votre vie privée !). Comme nos leçons vous sont envoyées par e-mail, vous en recevrez de notre part, mais vous pourrez vous désinscrire à tout moment.
Comment ça marche ?
1 - Chaque matin, une leçon personnalisée avec des contenus écrit, audio et vidéo.
2 - Une correction immédiate avec votre score du jour et des explications.
3 - Un parcours pédagogique qui s'adapte à votre profil en revenant sur vos erreurs.
4 - En fin de formation, un diplôme avec des statistiques de niveaux, progression et participation.

https://www.frantastique.com/partner/new-york-in-french/26126

 

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3438655958?profile=RESIZE_710xUpper East Side, NY- Today the New York City Department of Education and Council Member Ben Kallos announced the creation of two French dual language classes to the Pre-K center located at 355 East 76th Street. Council Member Kallos worked with the Francophone community including immigrants from Canada, Africa, and even France itself to gather more than two hundred families that pledged to send their children to a French dual language program in Manhattan. The classes will open in September 2020 with Pre-K applications for the French dual language classes are now open through March 16, 2020.

The Department of Education will run these classes using a side-by-side instructional model where it will have one Early Childhood certified teacher who is fluent in French, and who has or will have a Bilingual Extension alongside a second Early Childhood certified teacher. Currently the Department of Education is seeking more dual language certified teachers who can apply online and email prekduallanguage@schools.nyc.gov for information.

“We are pleased to continue expanding our Pre-K Dual Language programs to serve as many children in New York City as possible, and thank Council Member Kallos for his ongoing partnership on early education,” said Josh Wallack Deputy Chancellor, Early Childhood and Student Enrollment

“I hear so many languages spoken in my district from every corner of the world and now we are working with the Francophone community to address a need in the neighborhood as we hope to increase the overall diversity of our schools,” said Council Member Ben Kallos. “Thank you to Deputy Chancellor Josh Wallack for his ongoing partnership in expanding early education opportunities, the French Consulate for supporting the Francophone community, and especially to Stephane Lautner and Catherine Remy who worked closely with my office to put meetings together and organize hundreds of other parents.”

4078276240?profile=RESIZE_710x“On behalf of France I want to thank Chancellor Richard A. Carranza for opening the first French Dual Language Program in District 2. This program will not only provide a bilingual education to French Speaking families but also support multiculturalism that is a central feature of New York City’s identity. Let me express my deepest gratitude to Councilmember Ben Kallos whose continued support to this endeavor has been critical. The commitment of the French speaking parents who dedicated countless hours to this French Dual Language program has been truly inspiring and Stéphane Lautner and Catherine Remy deserve special credit for making it happen,” said Anne- Claire Legendre Consul General of France in New York

"Parents across the nation - from all socioeconomic and ethnolinguistic backgrounds - are asking school systems to provide bilingual dual language education. It is a great thing to see New York City embrace this approach and offer dual-language education in French and a dozen other languages."
Fabrice Jaumont, PhD. Education Attaché of the Embassy of France and Author of The Bilingual Revolution.

“The parents of this community had a vision and a desire for bilingual education for their children. The establishment of this Dual Language French UPK program is the culmination of two years of groundwork, involving over 150 families in New York City coming from countries all around the world, interested in having their children learn French. The personal stories of the parents, told during the meetings with the Department of Education and Council Member Kallos, showed the critical link of language in the maintenance of culture, heritage, and identity. The success of this program was possible thanks to the strong partnership and support of Deputy Chancellor Wallack his team at the DOE, Council Member Ben Kallos and his staff, and Maud Maron and the Community Education Council. The guidance of Anne-Claire Legendre, Consul General of France in New York and Fabrice Jaumont of the Embassy of France was invaluable,” said Stephane Lautner parent organizer and local resident.

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In December 13, 2019, Council Member Kallos joined Community Education District Superintendent Donalda Chumney in a meeting with dozens of parents Stanley Isaacs Center. Following the meeting Council Member Kallos worked with organizers to host a petition when more 200 parents pledged to send their children to a French dual language program. When Council Member Kallos shared the results of the petition, Department of Education requested a meeting with the Francophone community, held again at Stanley Isaacs Neighborhood Center on Tuesday, March 3rd. The meeting was led by Council Member Ben Kallos, Deputy Chancellor of Early Childhood and Student Enrollment Josh Wallack, the Education Attaché of the Embassy of France Fabrice Jaumont, Community Education District 2 President Maud Maron, and Stephane Lautner with attendance by the Executive Superintendent for Manhattan Marisol Rosales and Community Education District 2 Superintendent Donalda Chumney. At the March 3rd meeting French speaking parents from New York City, Canada, Africa, and even France itself made their case for a French dual language program to a receptive Department of Education.

The results of the petition and pledge found:

Year of Birth     Number of Children

  • 2016           50
  • 2017           31
  • 2018           28

“As a multilingual learner and an educator, it is an honor to partner with families across District 2 and Council Member Ben Kallos to launch this French Dual Language Pre-Kindergarten Program, which will enrich the learning opportunities for all our students,” said Marisol Rosales Executive Superintendent for Manhattan.

“The creation of this French dual language pre-k is thanks to the determined and passionate advocacy of the many parents who insisted that dual language instruction is vitally important—both because it provides a 21st century skill and because it helps children remain connected to their multiple heritages and cultures ,” said Community Education Council 2 President Maud Maron.

Council Member Kallos has worked closely with the New York City Department of Education since 2014 to bring Pre-K for All to the Upper East Side and Roosevelt Island, following reporting by WNYC that Yorkville, Lenox Hill and Roosevelt Island had 2,118 four-year-olds and only 123 Pre-Kindergarten seats. Some of the ways his office has done this include identifying parents with four-year-olds who pledged to send their children toPre-K for All, working with schools and providers to become Pre-Kindergarten locations, and working with the Department of Education through the application process to open more seats in the 5th Council District on the Upper East Side and Roosevelt Island. The Upper East Side has added Pre-k seats each of the past five school years and now has a capacity of 2,056 seats.

[Note: for zip codes 10021, 10022, 10028, 10029, 10044, 10065, 10075, 10128, 10162]

Families seeking to add the French program to their application, can search for 02Z128 on MySchools to locate the program. For families that have already applied and are seeking to update their application they can:

  • Log into their MySchools.nyc account and re-submit their application, if they applied online
  • All other families can call 718-935-2009 to update their application
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3986648688?profile=RESIZE_710xThe work to establishing a new public Dual Language Preschool program and the #bilingualrevolution continues this week. Meeting this Tuesday with Councilman Benjamin Kallos, Deputy Chancellor Josh Wallack, CEC2 President Maud Maron, Superintendent Donalda Chumney, and Fabrice Jaumont, and a group of parents in District 2 led by Stéphane Lautner to discuss the path forward.

Part of the conversation on Tuesday will be focused on challenges around finding a NYS dual language certified teacher & early-childhood education certified teacher, as well as identifying a path forward after UPK into a K-5. District 2 covers almost all of Manhattan under 96th Street (with the exception of the Upper West Side and Lower East Side). 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.

The meeting is on Tuesday 3/3 at 6PM at Stanley Isaacs community center, 415 East 93rd Street.

PLEASE SHOW YOUR SUPPORT BY ATTENDING THE EVENT.

For more information, contact Stéphane Lautner : j.stephane.lautner@gmail.com

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Guide pratique education bilingue

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The below guide, created for New York's francophone population, explains, through broad strokes, the opportunities for bilingual education for French and francophone students within the context of the American K-12 school system. The guide also includes alternative ideas for bilingual education geared toward younger children.  

Cette note, à l’attention du public francophone, expose les grandes lignes du système scolaire américain K-12 et regroupe les possibilités d’éducation bilingue pour les enfants français et francophones. Principalement orientée vers l’enseignement scolaire, la note regroupe également des idées alternatives pour permettre l’apprentissage du français aux plus jeunes.

Guide pratique education bilingue.pdf

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Dans quelle langue doit-on commencer à lire ? Quelles sont les bonnes pratiques d’enseignement de la lecture et de l’écriture en contexte bilingue ? Quels conseils donner aux parents qui n’ont pas accès à une école bilingue pour développer le bilinguisme. Voici quelques questions abordées dans ce nouvel épisode de Révolution bilingue avec Marie Bouteillon, une pédagogue passionnante et engagée dans le développement de l’enseignement en deux langues.

Présenté par French Morning, Révolution Bilingue est soutenu par la fondation CALEC (Center for Advancement of Languages, Cultures and Communities).

Ecoutez l'épisode 13 sur Spreaker ou iTunes

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3805527629?profile=RESIZE_710xBoerum Hill School for International Studies is an International Baccalaureate and dual language  public middle and high school in Brooklyn, NY. We emphasize equity, student voice, and real world inquiry.  Our students are challenged and supported to think creatively and critically as socially conscious global citizens in a warm and dynamic school community.

JOIN US!

Teaching Position Available: Two French Teacher Positions.  

Grades 9-12 and  Grades 6-8 

To Apply:  Please send resume and cover letter to samantha.schmoeger@k497.org


Our Mission Statement 

The Boerum Hill School for International Studies is committed to creating a learning environment that develops inquisitive, knowledgeable, and compassionate young people who work to create a just and peaceful world through intercultural understanding and respect. As an International Baccalaureate World School, our classrooms are rich with authentic, project-based, and interdisciplinary learning. We emphasize intellectually challenging, culturally responsive curricula, and robust dual-language courses which empower our students to become active, engaged, and socially conscious global citizens.

 We are looking for talented and committed educators to join our school.  We offer many exciting opportunities for teachers, including:

  • A deep commitment to equity, social justice, and on-going anti-bias work.
  • An intentionally inclusive and diverse school with several ICT (integrated co-taught) classes per grade, heterogeneous classrooms, and admissions policies in place to maintain socio-economic diversity. 
  • Student centered classroom environments that cultivate confident, powerful, and curious thinkers.
  • International Baccalaureate trainings and the support of International Baccalaureate Coordinators at both the Middle Years Program (grades six through ten) and Diploma Program (grades eleven and twelve) levels.
  • A collaborative, intellectually engaged staff who deepen their practice together through co-planning, inquiry, and inter-visitation.
  • Opportunities to design deep units of study framed by International Baccalaureate principles, including interdisciplinary units in partnership with colleagues from other subject groups.
  • Robust peer coaching and a wide range of professional development opportunities to support teacher development.
  • A well developed Restorative Justice Program that includes dedicated Restorative Justice faculty and a school-wide Advisory Program.
  • Distributed leadership and a variety of teacher leadership opportunities.
  • Active collaboration between teachers and school leadership.
  • Dual language for all students regardless of their current level of foreign language proficiency.   
  • Exemplary Visual Arts, Graphic Design, Dance, Culinary, and Physical Education Programs.
  • Partnerships with a wide range of community organizations.
  • Joyful collaboration with families.
  • International student trips.
  • Location in vibrant Boerum Hill, Brooklyn.


Ideal applicants will demonstrate:

  • Unwavering commitment to students and to addressing their instructional and socio-emotional needs through differentiation.
  • Ability to integrate small group instruction, rich investigations, and interdisciplinary connections into curriculum planning for heterogeneous classrooms.
  • Flexibility, comfort with self-reflection, and a problem-solving stance.
  • Interest in collaborating with teachers and administration around instruction and school-wide policies.
  • Certification to teach in the NYC public schools.
  • Excellent communication and organizational skills.
  • A commitment to teaching as an act of social justice.
  • Excitement for ongoing professional development.


Check us out at http:www.k497.org

 

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French dual-language program

3759628962?profile=RESIZE_710xFrench-speaking, early childhood education teacher needed at P.S. 5 Dr. Ronald Mcnair, in Brooklyn. This teacher would need to have an early childhood certification, and be bilingual in French and English. Contact Principal Lena Gates lgates@schools.nyc.gov

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Now firmly established in the New York educational landscape, the 2019 Bilingual Education Fair, organized by French Morning, is expanding its offer for its sixth edition, which will be held on Saturday, November 23, at Fordham University (get your discounted tickets here now).

Schools, extracurricular activities, booksellers, publishers and other exhibitors, some sixty in all, will be there to help you navigate the available offers in bilingual education (see the list of exhibitors here). About ten languages will be represented. On the French side, all the schools in the New York area will be there, public or private. It’s the opportunity to ask all your questions about bilingual education in one place.

Conferences and roundtables

As every year, the conference program will provide parents and educators with an opportunity to learn and discuss, including about controversial topics in the world of bilingual education. Bilingualism and multiculturalism in public schools (at 10:30 a.m.) will host elected officials and representatives from the New York City Department of Education to discuss the challenges facing public schools.

Later in the day, Mariam Ottimofiore Navaid, a specialist in third culture kids, to whom she has just devoted a book (“This Messy Mobile Life”), will lead a round table, Raising Happy Kids Between Cultures and Languages (at 1:30 p.m.), where we will discuss strategies and advice for families with kids of one culture raised in another.

Other conferences include: Navigating Special Education in New York City and the Bilingual Child with Special Needs (11:30 a.m.); Trials and Tribulations of maintaining minority languages alive: the example of Sardinian, Catalan, Alsatian and Breton languages (11:30 a.m.); Singing and speaking: reciprocal influences of music and language in early childhood development and learning (2:30 p.m.). Sign up for conferences for free here.

Bilingual education awards

For the first time, the Bilingual Fair will recognize six people whose work has contributed to the development of bilingual education in New York. Nominations are open until October 30 in the following categories: Leader, Trailblazer, Visionary, Student, Parent, Patron. A jury of experts will select the winner of each category. The trophies will be presented during the ceremony (1 p.m.) presided over by Gale Brewer, Manhattan Borough President.

Hip hop workshop

This year, the programme of activities and conferences has been enriched. For children and teenagers, in addition to a multitude of free activities with our partners, we’ll welcome the French rapper Hippocampe Fou. The inventiveness and creativity of this singer-songwriter’s texts, a combination of rap and slam poetry, earned him a loyal audience in France. Twenty lucky children and teenagers will be able to participate in a two-hour session led by “Hippo” himself, which will culminate in the creation of a group song performed in front of the Bilingual Education Fair audience. The first workshop is from 10:30 a.m. to 12:30 p.m. for French-speaking children aged 8 to 11 years; the second workshop is from 1:30 p.m. to 3:30 p.m. for French-speaking adolescents aged 12 to 15 years. Free registration required (register here).

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PS 110, located in historic, dynamic Greenpoint, Brooklyn is seeking a qualified French-speaking bilingual teacher or substitute teacher to fill the following position immediately: Second Grade Side by Side French Teacher.

Candidates should possess native-like French fluency, and be willing to work with colleagues on the grade as well as within the FDL department.

PS 110 is honored to be the recipient of the NYS ASCD Educating the Whole Child for the 21st Century Award. Performing and visual arts, The Leader in Me program, as well as Sustainability and parental involvement play an important role at PS 110. These initiatives combined with a collegial and nurturing staff, help grow the hearts and minds of PS 110 students.

Interested candidates should send their resumes to Dana Raciunas, Assistant Principal, at draciun@schools.nyc.gov

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