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Join us this Saturday, March 20 at 7pm EST, for a free virtual screening of On Va Continuer! A "rockumentary" following Grammy Award-winning band Lost Bayou Ramblers as they preserve Cajun culture and the French language in Louisiana through their music. Be ready to dance!
This event is presented by the Cultural Services of the French Embassy, #CreateLouisiana and TV5 Monde as part of the D.C. Francophonie Cultural Festival. Films will be available with English subtitles.
French Fun with Laure!
Wednesdays, 10:00am - 10:45am, ages 1- 3
March 17th - April 14th
This is a fun, interactive class to stimulate the imagination of the youngest children in French. Each week, children will join their teacher on Zoom, where we will spend time as a community singing, creating art, and listening to stories and music in French. We will meet weekly from March 17th - April 14th.
Our teacher for this class, Laure, arrived in New York City during the summer 2019 after living in France, Australia and Hong Kong. She is a trained psychologist and has worked with teens, adults and children, some of them with disabilities. After backpacking for a year in Australia and the surrounding area, she arrived in Hong Kong, where she had kids and founded her counseling company around perinatology and to help children overall. Very interested in neuroscience, child development, and deafness, Laure also started classes to become a trained FSL teacher (DAEFLE).
February 21 was International Mother Language Day, the month of February is also Black History Month in the US and March is the month of the Francophonie. Most of our students are at the center of all of these celebrations: they are multilingual, they are black and they are the “Francophonie”, this truly diverse plurilingual and pluricultural space where French cohabits with other languages.
Every year, more and more people around the world join these celebrations and while they are symbolic, they bring into focus the intersection of race, language and culture. I also hope they reflect and prelude a deep and positive shift from a world where there are dominant cultures and marginalized ones, a world where differences are considered a threat, a world in which schooling equals remediation and assimilation, to a world where all cultures are valued equally, a world where differences are assets, a world in which schools acknowledge, value and leverage the wealth of knowledge that every student bring into the classroom.
This shift is needed and necessary especially in schools where we don’t only teach subjects, we also shape and mold the mind of future generations. Around the world today, but especially in big cities, classrooms are global, diverse, multiethnic and multilingual. The most obvious case is New York City, where 43% of the students in the public schools speak another language than English .
Our students, especially the ones who recently arrived in this country, are not only learning a new language but they are also navigating new cultural norms but also a new identity, in a socio-economic context which racialize them as Black. Like me, when they left their native country, there were sons and daughters, from a family and a specific village, from an ethnic group with a common language, traditions and values that they carry proudly with them, and all of that defined who they are.
On their way to the “American dream”, these students find themselves in monolingual classrooms where, all of a sudden, their complex and rich identities are too often reduced to being “Black “and “English Learners”. Unfortunately, none of the boxes they check on the many forms (US entry, schools and colleges, etc..) they must fill out, give them the space to express what they really are: multilingual, from a culture, from countries with a rich history and rich traditions.
Equity, inclusion, access to a high quality education for all, a “Culturally Responsive Education” seem to be the buzz words these days. The ambition is to see and teach the students in front of us, to meet them where they are, to affirm them, to see their diversity as an asset and not a deficit. In order to meet those goals, we must take our students out of the “black” and “English learners” boxes and allow them to use French as an asset through heritage programs or even better, bilingual programs.
The French language does not belong to France anymore but to the 300 million people who speak it around the world, (the majority of them soon to be in Africa); among them, our students who form, within their schools, a community, in ways that would not be possible if they were all speaking in their maternal languages. It is often, in French, that our students, from Mali, Senegal, Togo or Ivory Coast find each other and connect in their American schools.
They can access the growing and diverse artistic and literary body of work created, not only by french people but also by French speaking people around the world. Many cultures and languages live within that space called "Francophonie" and this true diversity allows the cohabitation of different views of the world.
Through the French language, students also break racial and socio-economic barriers every day when they meet in bilingual classrooms; when students from a private school in Brittany (France) visit our students in the Bronx and discover their common humanity by sharing and comparing their lives; when our students connect and exchange with students from Lafayette College, getting access to a world their circumstances put out of reach and in return, giving them access to their world while breaking stereotypes.
The benefits of a bilingual education and the maintenance of heritage languages have been proven by researchers and scientists around the world but also by data. If we stop seeing French as the language of the colonizer, the language reserved to a certain elite or the language of France; if we, instead, start seeing it as the language that will propel these students in a globalized future where more than 470 million people will speak it too ( 70% of them will be under 29), a future in which monolingualism means illiteracy, then, giving these students the education they deserve means giving them a bilingual education.
Agnès Ndiaye Tounkara
Program Officer of the French Heritage Language Program
 2018-2019 English Language Learners Demographic Report (NYC Department of Education): https://infohub.nyced.org/docs/default-source/default-document-library/ell-demographic-report.pdf
- Admission des élèves, organisation des visites, suivi des contrats.
- Comptabilité client, factures, relances.
- Secretariat de l’école, mise a jour des différents documents administratifs, réponse aux emails et au telephone
- Accueil des enfants le matin et départ le soir.
Full Time Preschool Co-Teacher for our Greenwich Village location :
A bilingual french contemporary art preschool in the Greenwich Village is currently seeking a full time preschool teacher for the 2'/3" classroom for September 2021.
The ideal candidate is organized, patient, gentle, understand french, and has prior experience working in preschool and early childhood education, special aid experience is a plus.
Work hours are from 8:30-4:30, Monday through Friday, plus weekly meetings and parent tours. Yearly salary based on experience.
• Plan, execute, and collaborate with other teachers on preschool curriculum and arts-integrated lesson planning on daily basis.
• Be in charge of safety and cleanliness in the classroom at all times
• Take daily attendance, keep accident reports, and organize monthly fire drills
• Prepare preschool for students’ arrival and clean up when school is finished
• Supervising the classroom when the other teachers are out of the room or absent.
• Manage all pick up, drop off, and visitors.
• Facilitate nap time and assist with meals
• Plan, Chaperone, field trips and organize related paperworks in collaboration with director.
• Weekly observation, assessment and evaluation of students.
• Organize and re-stock classroom, supplies, and storage area as needed
• Manage general housekeeping and cleaning of classroom and kitchen
• Supervise and organize recycling program with all the parents for art projects.
• Able to successfully manage class to maintain a positive, nurturing and respectful learning environment
• Attend school Open Houses (usually afterschool) and conduct student interviews
Required Skills & Qualifications:
• Master Degree in early childhood education (birth to grade 2)
• NY state Early Childhood Certification Birth to Grade 2
• Prior experience working in preschool and early childhood education, special aid experience is a plus
• Working papers and visa for non-US citizens
• Fingerprinting and FBI background Check required.
• First aid and CPR certified.• Familiarity with progressive educational philosophies such as Reggio Emilia, a plus.
• Patience and flexibility; ability to relate to young children and communicate with parents.
Interested applicants should send their cover letter and resume. For more information about the school, please visit our website at www.lpeny.com. No phone calls, please
Je fais loué un appartement avec deux chambres, une salle de bain ainsi qu’une très grande cuisine, situé dans le centre de Hudson Yards. L’appartement est localisé dans une ville dynamique avec des transports en communs fréquents, des boutiques et bars, ainsi que le supermarché Whole Foods à proximité.
Le logement est parfaitement entretenu. Cette annonce s’adresse à des stagiaires français ou vacancier francais et le premiers mois est gratuit, sans frais, puis 1,955$ / mois.
Aucune sélection de dossier ne sera faite. Elle s’adresse donc à tout français n’ayant pas le statut de résident.--
Le document ci-joint est proposé en français par le département de l'éducation (DOE) de la ville de New York. Il est téléchargeable au format PDF avec ce lien: MS Admissions - Fall 2021 Family Presentation_Francais.pdf
Voici la lettre de présentation du DOE:
Bienvenue dans les admissions au collège
Nous savons que cette année a été pleine de changements et nous apprécions la patience et la souplesse des familles comme la vôtre dans toute la ville.
Comme annoncé par le maire et le Chancelier, les collèges du DOE utiliseront une méthode d'admission ouverte cette année:
•Cela signifie que les programmes n’utiliseront pas la sélection ou les dossiers scolaires, les auditions des candidats ou d’autres évaluations pour évaluer ou admettre les élèves.
•Si une école compte plus de candidats que de places disponibles, les offres seront faites en utilisant les groupes prioritaires (le cas échéant) et une sélection aléatoire (une loterie).
•Les autres parties de la procédure d’admission, comme les priorités de secteur, resteront les mêmes.
Cette présentation vous expliquera les procédures d’admission, y compris ces mises à jour.
Comment demander une place dans les collèges de NYC?
Le meilleur moyen est de le faire en ligne sur MySchools.nyc.
•Créez un compte en utilisant votre adresse e-mail personnelle.
•Pour ajouter un élève sur votre compte, vous aurez besoin de ce qui suit:
•N°d'identifiant de l'élève (OSIS)
•Code de création de compte
•Les codes de création de compte ont été envoyés mi-décembre par courrier au domicile de tous les élèves des écoles publiques. Si vous avez encore besoin de votre code:
•Les élèves des écoles publiques peuvent contacter leur école primaire actuelle
•Les élèves des écoles privées ou confessionnelles peuvent contacter un Centre d’accueil pour les familles.
Lorsque vous accéderez à votre demande personnalisée, vous verrez la liste des programmes où votre enfant peut demander une place.Cela peut inclure ce qui suit:
Votre école de secteur
Découvrez si vous avez un collège de secteur sur Schoolsearch.schools.nycou en composant le311.
Les élèves de secteur sont prioritaires pour fréquenter leur école de secteur. Cela ne change pas à cause du COVID-19.
Programmes de district
Ouvert à tous les élèves qui sont du secteur ou fréquentent l’école du district.
Si votre enfant dépend du secteur d’un district et fréquente l’école dans un autre district, il peut demander une place dans les écoles des deux districts.
Programmes desservant tout le borough
Programmes desservant toute la ville
Comment demander une place dans les collèges de NYC?
oListez jusqu’à 12choix sur votre demande par ordre de préférence, en classant au rang numéro1 le programme qui vous intéresse le plus.
oCertaines écoles peuvent avoir plusieurs programmes, comme un programme général et un programme double langue. Si une école a plusieurs programmes, vous pouvez demander une place dans plusieurs programmes.
oSoumettez votre demande sur MySchoolsau plus tard le mardi9février. Après avoir soumis votre demande, vous pourrez toujours vous connecter et faire des changements jusqu’à la date limite.
oVous pouvez aussi contacter votre école primaire actuelle qui peut soumettre une demande d’admission en votre nom.
Nous vous invitons à nous rejoindre pour un webinaire présentant les opportunités d’emploi dans l’enseignement du français ou Etats-Unis et les parcours permettant de rejoindre ces carrières: 27 janvier 2021, 17h-19h EST (en ligne) .
Hello Everyone! Happy New Year!
Are you looking for a commercial or industrial building? (5 Boroughs)
Retail store or warehouse space, small or very large.
Buying a mixed-use building?
Contact me at your convenience:
Cell: 917-698-1650 (call or text)
Thank you, Merci.
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
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
French-language podcast competition for students: Une fois, une voix
Inspired by "Les pieds sur terre" by France Culture and "This American Life", "Une fois, une voix" is a contest to create a documentary podcast, open to Francophone adolescents across the world. Students--alone or in groups--are encouraged to inspect their own world with both a personal and sociological eye, with this year's theme of "Le travail des femmes".
We encourage you to participate in the online training "Realiser un podcast en cours de FLE" with Eric Schweitzer (information above) to equip yourself and your students with the tools for a fantastic contest submission!
The contest is open from December 1, 2020 to March 1, 2021; participants must sign up before January 31, 2021 to be eligible. Find out more about "Une fois, une voix" on our website, and sign up on the contest website here.
ART, RESISTANCE & ACTIVISM PROGRAM + CLOSING NIGHT FILM
LIL' BUCK: REAL SWAN
Bringing his experience in the ballet world with him, Lil Buck heads back to South Memphis to teach dance to the youth, offering them the chance of a better future. Returning home to the town where he first learned to dance, Lil Buck leads us through the streets as he recounts his personal story and the history of Jookin...
Directed by Louis Wallecan, 2019, France/United States, 85 minutes, documentary, English
Festival Website: nyadiff.org/2020
FIRST NATION PROGRAM
KUESSIPAN (NEW YORK PREMIERE)
Adapted from Naomi Fontaine’s acclaimed novel, Kuessipan is Myriam Verreault’s first narrative feature. In a Quebec Innu community, Mikuan and Shaniss struggle to maintain their close friendship when they clash over their diverging ambitions. When Mikuan falls in love with a white boy and starts to consider a life beyond their tiny reserve, her bond with Shaniss and her family is put to the test.
Directed by Myriam Verreault, 2019, Canada, 117 minutes, drama, English.
Festival Website: nyadiff.org/2020
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