education - New York in French2024-03-28T10:36:42Zhttps://newyorkinfrench.net/profiles/blogs/feed/tag/educationResources on the Importance of Multilingualism: Conversations on Bilingualismhttps://newyorkinfrench.net/profiles/blogs/resources-on-the-importance-of-multilingualism-conversations-on-b2022-06-08T18:09:19.000Z2022-06-08T18:09:19.000ZCaitlin Leibhttps://newyorkinfrench.net/members/CaitlinLeib<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/10548105266?profile=RESIZE_400x&width=400"></div><div><p>Book-based discussions on bilingualism fill the role of a much-needed voice that can promote the inherent value of learning and teaching languages from birth, one that can influence policymakers, academics, and administrators and provide a space to discuss ideas and solutions to the challenges of educating bilingual children. In this follow-up to <em>The Bilingual Revolution: The Future of Education is in Two Languages</em>, Dr. Fabrice Jaumont delves deeper into the topics of bilingualism, bilingual education, and cognitive development through a series of conversations with world-renown experts from the Americas, Europe, and Africa: Ana Ines Ansaldo, Ellen Bialystok, Mbacké Diagne, Ofelia García, François Grosjean, and Christine Hélot.</p>
<p><em>Conversations on Bilingualism</em> expands on the work of the author to advance multilingualism, empower multilingual families and linguistic communities, and foster cross-cultural understanding. It also advocates for language as a critical life skill through the development and implementation of strong educational programs that promote diversity and equality—as well as those that battle inequality head-on. With this book, the bilingual revolution is far from over; the movement for multilingualism and multiculturalism has just begun to take hold. It is not just about the battle for quality education but is also about self-awareness and the deepening of our understanding of ourselves as human beings—both as bilingual individuals and as members of multilingual communities. In <em>Conversations on Bilingualism</em>, Dr. Jaumont takes an unprecedented look at bilingualism as an essential life skill. Linguistic diversity is an untapped resource that can be harnessed not only to promote global equality, but also to optimize cognitive development, drive cultural understanding, and foster cross-cultural collaboration.</p>
<p>Two important points cut across the key areas discussed in this book: first, bilingualism is beneficial both for schools and society as a whole; second, multilingualism must be understood and taught properly to ensure the balanced cognitive development of children. This book will serve as a valuable resource for helping children and adult bilinguals alike to understand and develop their language skills, combat social inequalities, foster linguistic diversity and cross-cultural awareness, and advance education initiatives in their respective fields.</p>
<p>We need to come together to protect and celebrate linguistic diversity. This is not about making the choice for or against bilingualism or multilingualism, but rather about empowering multilingual families, communities, and institutions so that they can diversify the way they educate their children. Bilingual education has a real impact on the lives of millions of children around the world. We must do much more and much better. It is important to teach our children the most useful thing that languages have taught us for thousands of years - how to listen, think, and articulate – by making bilingualism a priority. A multilingual society is a healthy one.</p>
<p>The bilingual revolution is here to stay for many reasons, the most important being that it works. It works for children, individuals, societies, and the global marketplace. Whether you see it or not, bilingualism is growing and changing, much like the populations it represents. The sooner we understand and embrace this phenomenon, the better everyone will be able to adapt to change. This book aims to shed light on many of the issues surrounding bilingualism and multilingualism as well as provide a path towards a more inclusive future by expanding language resources for all of us.</p>
<p>Whether you are a teacher and want to know more about bilingual techniques or a parent and want to understand why your child is speaking another language than you: this book is for you. It contains public talks by experts combined with the author's personal perspective on bilingualism. This presents readers with both the ideas thrust upon families and the teaching practices discussed in the contemporary educational spheres. If you're interested in this topic, I highly recommend adding <em>Conversations on Bilingualism</em> to your reading list!</p>
<p>Caitlin Leib</p>
<p>============</p>
<p><em>Order Conversations on Bilingualism here with coupon code <strong>NDI10</strong></em></p>
<p><a href="https://tbr-books.org/product/conversations-on-bilingualism">https://tbr-books.org/product/conversations-on-bilingualism</a></p></div>[Recording] Book Talk: America’s Bilingual Centuryhttps://newyorkinfrench.net/profiles/blogs/america-s-bilingual-century2021-04-10T17:20:51.000Z2021-04-10T17:20:51.000ZNew York in Frenchhttps://newyorkinfrench.net/members/NYIF<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/8779600063?profile=RESIZE_400x&width=400"></div><div><p><strong><em>America’s Bilingual Century: How Americans Are Giving the Gift of Bilingualism to Themselves, Their Loved Ones, and Their Country</em></strong></p>
<p>Imagine an America where kids have even more chance for success, thanks to their experiences in dual language and community-based heritage language schools. Where businesses gain an edge globally because they can literally speak their customers’ language. Where lifelong learners can become more than tourists in other countries and finely hone their brainpower. Join us on May 6 for a conversation with Steve Leveen and Fabrice Jaumont presented by The Coalition of Community-Based Heritage Language Schools & The Center for the Advancement of Languages, Education, and Communities.</p>
<p>More than just imagining such a country, Steve Leveen has discovered that this is the America we are becoming. We are growing into our rich language heritage—one of the richest, in fact, in the world. <em>America’s Bilingual Century</em> is the result of 12 years of research, including hundreds of interviews that Steve had with leading language scholars as well as bilinguals of all ages and backgrounds. The book is also the result of Steve’s own journey to bilingualism. You need not be bilingual to enjoy this book. But you may well be excited about such a prospect by the time you finish it. And encouraged about America’s prospects for a stronger and healthier nation, as a country that believes in bilingualism. Because, as Steve discovers, “English is what unites us; our other languages are what define and strengthen us.”</p>
<p style="text-align:center;"><iframe src="https://www.youtube.com/embed/OGFFEizzWk4?feature=oembed" width="480" height="270" frameborder="0" allowfullscreen=""></iframe></p>
<p>Hosted live on Thursday, May 6, 2021</p>
<p> </p>
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<p class="has-text-align-center"><a href="https://shop.booksandbooks.com/book/9781733937559" target="_blank"><strong>BUY THE BOOK HERE</strong></a></p>
<p><strong><br />
About the Author</strong><br />
<strong><br />
Steve Leveen </strong>devoted his first career to celebrating literacy, cofounding the first company in America to create products for readers (Levenger) and serving on the board of the National Book Foundation. He is now dedicating his encore career to biliteracy, championing bilingualism in America as a path to a stronger and healthier nation. A monolingual until midlife, Steve has chosen Spanish as his adopted language and is an avid learner. Steve divides his time between South Florida, where he successfully practices his Spanish, and Maine, where he is somewhat less successful in sounding like a local. <em>America’s Bilingual Century</em> is his third book. He holds a PhD in Sociology from Cornell University.<br />
<br />
<strong>About the Moderator</strong><br />
<strong>Fabrice Jaumont </strong>is a scholar-practitioner, award-winning author, non-profit leader, and education advisor based in New York. He hosts a podcast, a blog, speaks to audiences world-wide and has published five books, including <em>The Bilingual Revolution: The Future of Education is in Two Languages</em>, which provides inspirational vignettes and practical advice for parents and educators who want to create a dual-language program in their own school. His upcoming book, <em>Conversations on Bilingualism</em>, features world-renown voices in the fields of multilingualism, language maintenance, bilingual education, and cognitive development.</p>
<p><strong>About the Discussants</strong></p>
<ul>
<li>Aerin Benavides, Teacher, Immersion for Spanish Language Acquisition (ISLA), Spanish; Professor, UNC Greensboro, Chapel Hill, NC</li>
<li>Angela Hasheva, Founder and President, Association of Bulgarian Schools in America (ABSA); Principal, Bulgarian School of Seattle</li>
<li>Tommy Lu, Advisor, Washington Metropolitan Association of Chinese Schools (WMACS)</li>
<li>Agnès Ndiaye Tounkara, Coordinator, French Heritage Language Program, FACE Foundation, New York</li>
</ul>
<p><strong>About the Organizers</strong></p>
<div class="wp-block-image"><img class="wp-image-26858 jetpack-lazy-image jetpack-lazy-image--handled" src="https://i1.wp.com/calec.org/wp-content/uploads/2021/04/Logo-Coalition.png?resize=300%2C112&ssl=1" alt="Logo-Coalition.png?resize=300%2C112&ssl=1" /></div>
<p><a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fheritagelanguageschools.org%2Fcoalition%2Farticle%2F189448&data=04%7C01%7C%7C65345d72fcd54c7cc79c08d8efb139f4%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637522891749563162%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=2y4TsUYT2CT0jBFi5ov2N40vLWgMWjbYCVTjmHbIKr0%3D&reserved=0" target="_blank">The Coalition of Community-Based Heritage Language Schools</a><strong> </strong>is a nationwide initiative, established in 2012, to support and advocate for community-based heritage language schools across the United States and to facilitate connections among them and with public, private, and charter schools.</p>
<div class="wp-block-image"><img class="wp-image-26865 jetpack-lazy-image jetpack-lazy-image--handled" src="https://i1.wp.com/calec.org/wp-content/uploads/2021/04/Logo-CALEC.png?resize=300%2C140&ssl=1" alt="Logo-CALEC.png?resize=300%2C140&ssl=1" /></div>
<p><a href="https://calec.org">The Center for the Advancement of Languages, Education, and Communities</a> is a nonprofit organization with a focus on multilingualism, cross-cultural understanding, and the dissemination of ideas. Our mission is to empower multilingual families and linguistic communities through education, knowledge, and advocacy.</p></div>Personal Experiences of Two Educators Inform Their Look at Intercultural & Social Justice Approaches to Teaching Latino Students: Salsa Dancing in Gym Shoes By Tammy Oberg De La Garza and Alyson Lhttps://newyorkinfrench.net/profiles/blogs/personal-experience-of-two-educators-inform-their-look-at-intercu2020-08-04T13:36:17.000Z2020-08-04T13:36:17.000ZNew York in Frenchhttps://newyorkinfrench.net/members/NYIF<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/7215831682?profile=RESIZE_400x&width=400"></div><div><p><span style="font-weight:400;">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, </span><em><span style="font-weight:400;">Salsa Dancing in Gym Shoes</span></em><span style="font-weight:400;">.</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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. </span></p>
<p><span style="font-weight:400;">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?"</span></p>
<p><span style="font-weight:400;">"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."</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">"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."</span></p>
<p><span style="font-weight:400;">The title </span><em><span style="font-weight:400;">Salsa Dancing in Gym Shoes</span></em><span style="font-weight:400;"> 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.</span></p>
<p><span style="font-weight:400;">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 </span><span style="font-weight:400;">of pivotal educational moments shared by the Latinx authors whose stories add vibrance to the book.</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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]."</span></p>
<p><em><span style="font-weight:400;">Article written by <a href="https://newyorkinfrench.net/members/AndrewLawrencePalmacci" target="_blank">Andrew Palmacci</a> for NewYorkinFrench on August 4, 2020</span></em></p>
<p><span style="font-weight:400;"><em>Order now</em>: <a href="https://www.tbr-books.org/product/salsa-dancing-in-gym-shoes" target="_blank">Paperback</a>, <a href="https://www.tbr-books.org/product/salsa-dancing-in-gym-shoes-hardcover" target="_blank">Hardcover</a>, <a href="https://www.tbr-books.org/product/salsa-dancing-in-gym-shoes-ebook" target="_blank">eBook</a></span></p>
<p><span style="font-weight:400;"><a href="{{#staticFileLink}}7216155878,original{{/staticFileLink}}"><img class="align-full" src="{{#staticFileLink}}7216155878,RESIZE_710x{{/staticFileLink}}" alt="7216155878?profile=RESIZE_710x" width="710" /></a></span></p></div>Interested in a new French Dual Language Program in East Village for next year 2021/2022 ?https://newyorkinfrench.net/profiles/blogs/interested-in-a-new-french-dual-language-program-in-east-village-2020-07-16T15:13:01.000Z2020-07-16T15:13:01.000ZCatherine Remyhttps://newyorkinfrench.net/members/CatherineRemy<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/6930769271?profile=RESIZE_400x&width=400"></div><div><p><a href="{{#staticFileLink}}6930769271,RESIZE_930x{{/staticFileLink}}"><br /> </a>Interested in a new French Dual Language Program in East Village for next year 2021/2022?</p>
<p>Join CEC1, CEC2 and CEC3 on Zoom Monday, July 27 at 7PM<span class="Apple-converted-space"> </span></p>
<p>Dual Language Chairs, Superintendents and Elected Officials will discuss establishing a K-5 / K-8 French and Spanish Dual Language School.</p>
<p>Advocacy makes a impact. Take the opportunity to be heard.</p>
<p>Join us !</p>
<p>Zoom Meeting:</p>
<p>Meeting ID: 891 3113 3966</p>
<p>Password: 161969</p>
<p><a href="https://us02web.zoom.us/j/89131133966?pwd=WTJsVyttWGlMTkR2dUF3Y25SWmhhQT09">https://us02web.zoom.us/j/89131133966?pwd=WTJsVyttWGlMTkR2dUF3Y25SWmhhQT09</a></p>
<p>If you know someone who may be interested in this FREE BILINGUAL PROGRAM, please forward this opportunity!</p>
<p>Thank you for your support.</p>
<p>NYC District 2 French Dual Language Program</p>
<p><a href="https://www.facebook.com/groups/593786378077031&nbsp">https://www.facebook.com/groups/593786378077031&nbsp</a>;</p></div>NYC, Je t'aime: Exploring French Schooling in the Big Apple with Jane Flatau Ross' Two Centuries of French Education in New Yorkhttps://newyorkinfrench.net/profiles/blogs/nyc-je-t-aime-exploring-french-schooling-in-the-big-apple-with-ja2020-07-09T14:56:47.000Z2020-07-09T14:56:47.000ZNew York in Frenchhttps://newyorkinfrench.net/members/NYIF<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/10661958064?profile=RESIZE_400x&width=400"></div><div><p><span style="font-weight:400;">In 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. </span><span style="font-weight:400;">But, in Jane Flatau Ross' </span><a href="https://www.tbr-books.org/product/two-centuries-of-french-education-in-new-york-hardcover" target="_blank">Two Centuries of French Education in New York</a><span style="font-weight:400;">, it is France's efforts to spread influence abroad with culture—in this case education—that is given the spotlight. </span><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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.”</span></p>
<p><span style="font-weight:400;">“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.</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">The recently published </span><a href="https://www.tbr-books.org/product/two-centuries-of-french-education-in-new-york-hardcover" target="_blank">Two Centuries of French Education in New York</a><span style="font-weight:400;"> 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.</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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."</span></p>
<p><span style="font-weight:400;">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."</span></p>
<p><span style="font-weight:400;">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."</span></p>
<p><span style="font-weight:400;">While at the Lycée, the writer of </span><a href="https://www.tbr-books.org/product/two-centuries-of-french-education-in-new-york-hardcover" target="_blank">Two Centuries of French Education New York</a><span style="font-weight:400;"> 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."</span></p>
<p><span style="font-weight:400;">"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." </span></p>
<p><span style="font-weight:400;">“The Lycée creates a cultural outpost with people singing </span><em><span style="font-weight:400;">La Marseillaise</span></em><span style="font-weight:400;">. It is important to France. I just thought it was a school."</span></p>
<p><span style="font-weight:400;">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." </span></p>
<p><span style="font-weight:400;">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.</span></p>
<p><span style="font-weight:400;">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."”</span></p>
<p><span style="font-weight:400;">Lastly, I ask her to sum up the French philosophy of education. She responds, "Education is the creation of citizens."</span></p>
<p><span style="font-weight:400;">Then, her own philosophy. She responds unequivocally: "Education makes us human."</span></p>
<p><em><span style="font-weight:400;">Article written by <a href="https://newyorkinfrench.net/members/AndrewLawrencePalmacci" target="_blank">Andrew Palmacci</a> for NewYorkinFrench on July 9, 2020</span></em></p>
<p><span style="font-weight:400;"><em>Order now</em>: <a href="https://www.tbr-books.org/product/two-centuries-of-french-education-in-new-york" target="_blank">Paperback</a>, <a href="https://www.tbr-books.org/product/two-centuries-of-french-education-in-new-york-hardcover" target="_blank">Hardcover</a>, <a href="https://www.tbr-books.org/product/two-centuries-of-french-education-in-new-york-ebook" target="_blank">eBook</a></span></p></div>Découvrez la dernière édition du guide France-Amérique des écoles !https://newyorkinfrench.net/profiles/blogs/decouvrez-la-derniere-edition-du-guide-france-amerique-des-ecoles2020-03-11T17:30:51.000Z2020-03-11T17:30:51.000ZFrance-Amériquehttps://newyorkinfrench.net/members/FranceAmerique<div><p><span style="font-size:10pt;"><a href="https://france-amerique.com/wp-content/uploads/2020/02/schoolGuide2020_March.pdf" target="_blank"><img class="align-center" src="{{#staticFileLink}}4076632395,RESIZE_710x{{/staticFileLink}}" alt="4076632395?profile=RESIZE_710x" width="436" height="593" /></a></span><span style="font-size:10pt;">Découvrez <a href="https://france-amerique.com/wp-content/uploads/2020/02/schoolGuide2020_March.pdf" target="_blank">l'édition printemps/été 2020 du French Education Guide</a> : un annuaire détaillé Etat par Etat des écoles et programmes bilingues français aux Etats-Unis. Conçu à l’attention des parents cherchant à scolariser leurs enfants en français aux Etats-Unis, ce guide vous aidera à choisir l'école bilingue qui répond le mieux aux besoins de vos enfants.</span><br /> <br /> <span style="font-size:10pt;"> => <a href="https://france-amerique.com/wp-content/uploads/2020/02/schoolGuide2020_March.pdf" target="_blank">Accédez au guide des écoles<br /> </a>=> <a href="https://france-amerique.com/fr/" target="_blank">Accédez au site du magazine France-Amérique</a></span></p></div>