It's a pleausre to invite you all to join in the ninth annual edition of Seuls en Scène, Princeton French Theater Festival, entirely virtual this year! Seuls en Scène introduces American audiences to contemporary French theater and takes place annually, in September, on the Princeton University campus. It is curated by Florent Masse, Director of L'Avant-Scène and Senior Lecturer in the…
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It's a pleausre to invite you all to join in the ninth annual edition of Seuls en Scène, Princeton French Theater Festival, entirely virtual this year! Seuls en Scène introduces American audiences to contemporary French theater and takes place annually, in September, on the Princeton University campus. It is curated by Florent Masse, Director of L'Avant-Scène and Senior Lecturer in the Department of French and Italian. This year a dozen online events will highlight the fesival running from Thursday September 10, until Sunday, September 20. This ninth edition of the festival has been prepared in collaboration with the 49th edition of Festival d’Automne à Paris.
Starting this Thursday September 10, a Conversation on the state of French main festivals and theaters will launch the festival followed by a captivating documentary film on the creative process behind the show DU SALE! by Marion Siéfert that premiered at Théâtre de la Commune in Aubervilliers. On Friday, playwright Penda Diouf will read her most recent text Pistes. To prepare this reading, she has worked with celebrated Burkinabe director Aristide Tarnagda. On Saturday, we'll offer another reading specially made for us: Sandy Ouvrier and Astrid Bayiha will read a few scenes by Jean Racine during Fragments Racine. On Sunday, two live Zoom conversations will take place in the afternoon and feature Penda Diouf and Aristide Tarnagda followed by Marion Siéfert and Mathieu Bareyre.
We'll stream La Dispute by Mohamed El Khatib from Sunday evening, September 13, and the exciting Rituels series by Emilie Rousset and Louise Hémon from Tuesday, September 15. The Rituels series includes Le Grand Débat, not to be missed in this election season! The festival will end with the show for all audiences Rémi by Hector Malot, directed by Jonathan Capdevielle.
During week 2 of the festival there will also be live Zoom conversations: with Mohamed El Khatib on Wednesday, September 16, and Jonathan Capdevielle on September, 20. The conversation with artists Émilie Rousset and Louise Hémon will be prerecorded and available for streaming on Friday, September 18.
All online events are free and open to the public. They're accessible on the festival web pages from the days when they start streaming. On average, most online offerings are available for three days, except for the opening Conversation on the state of festivals and theaters in France, and Fragments Racine).
Registration on Eventbrite is required for the live Zoom converstions (link below).
- Here is the festival web pages on the site of the Lewis Center for the Arts: https://arts.princeton.edu/frenchtheater/ and those maintained by the Departement of French and Italian: https://fit.princeton.edu/
- The Eventbrite link for registration to the conversations: https://www.eventbrite.com/o/seuls-en-scene-princeton-french-theater-festival-11090010440
- And our festival promo video!: https://vimeo.com/454847678/582b426956
We look forward to seeing you soon!
All the best
Department of French and Italian
"Within Reach" is an Immersive Interactive Cinematic Art Installation conceived and Directed by Laia Cabrera & Isabelle DuvergerInteractive Design by Aniol Saurina Masó | Original music by Nana Simopoulos
Cinematography and Editing by Laia Cabrera & Isabelle Duverger | Additional footage by Ignacio Garcia-Bustelo
"Within Reach" is an interactive art installation about transformation, reconnecting with the origin, nature and our relationship to it, created by filmmaker Laia Cabrera and visual artist Isabelle Duverger in collaboration with interactive designer Aniol Saurina Masó and composer Nana Simopoulos.Conceived as a seamless projection mapping design with full gesture responsive interactivity, “Within Reach” invites the audience to actively enter the heart of the piece creating a story that unfolds across a series of immersive interactive scenarios. The installation is a sensory experience thought the elements, from the earth to the skies, from liquid shapes to seeds and visual metaphors, and the principle of change and transformation, where the line is blurred between the physical and the digital world, between the real and the imaginary.We are far, minuscule, looking from above, but we are actors, actively morphing and shaping what we see. The sea is moving the trees, from the molecules to the exploration of nature and its fruits. “Within Reach” explores the soul of nature, it’s quietness and its power, fertility trough avatars being the fruits and seeds to the infinitesimal and the microscopic on a journey of landscapes and its enchanting beauty. The human presence is only visible at the beginning at gen end as a minuscule glimpse of looking at the skies, where coffee grains and bubbles are rain on our dreams.The audience can affect change, create an avatar of themselves and discover ways to interact with the installation, embody the different storylines and share the experience with each other.
“Within Reach” premiered in Jersey City at the Art Wall Coolvines Powerhouse on August 11, 2020 and is currently in view until September 30, 2020.Art Wall Coolvines Powerhouse, 350 Warren St Jersey City, NJ
When asked if the story—her story—depicted in the recently published memoir and ode to the immigrant experience, Immigrant Dreams, created in her a feeling of solidarity and connection to the immigrants of today, Barbara Goldowsky responds, "Absolutely."
Ms. Goldowsky's personal narrative takes us from Dachau, Germany, where she was born, to Alsace-Lorraine, where her family lived between 1941 and 1945, and then back to Dachau as World War Two and Hitler’s dictatorship were about to end. After emigration to the United States in 1950, Goldowsky’s young adulthood was spent with already-settled family in Chicago. She attended public schools and junior college and then studied at the University of Chicago where she became interested in creative writing and literature, inspired by the Beat poets published by The Chicago Review. Later, while raising a family and living on Long Island, New York in the 1980s she was able to build the writing career that had germinated many years before.
In recalling her youth in war-torn and then liberated Dachau, a town most known for the infamous concentration camp located on its outskirts, Ms. Goldowsky describes "a charming medieval town" that was an artists' colony for decades, evident in the streets named after painters and writers. About 11 miles from Munich, which contained an artists' colony of its own, Dachau was within the American Zone of occupation following the war.
At the gymnasium (academic high school) she attended in Munich, English language instruction was offered and Goldowsky learned the basics of grammar and vocabulary. After arriving in Chicago, she was able to spearhead her family's effort to learn the language. Her mother did not speak English and her younger brother had barely learned to read and write in German when the family arrived in the U.S.
This learning helped, but didn't insulate her from the difficulties of acclimating to American life when she, aged 14, her brother, aged 8, and her single mother moved to Chicago, sponsored by her aunt and uncle.
The author's high school in Chicago had a newspaper, but she didn't join out of a reticence to express herself in a native setting in her new language. She soon, though, became enamored of journalism and newspapers by reading The Chicago Tribune, which her uncle subscribed to and "was always there," she remembers. "I was very up on the news."
Her next step was, in Ms. Goldowsky's words, "another immigrant dream fulfilled", when she received a scholarship, "thanks to a very perceptive and wonderful journalism teacher" at her junior college. The scholarship, a foreign concept to her, provided an education her family could not have otherwise afforded.
Majoring in political science with the aim of becoming a news reporter, she attended the University of Chicago, and continued her discovery of American and British literature which had started as a young adult. Although she was familiar with all of Grimm’s fairy tales, American children’s literature was still foreign to her. “I had to catch up with Tom Sawyer and Huckleberry Finn,” she recalls. When she moved on to reading the poetry of T.S. Eliot, she encountered a language that, she termed, was "so rich."
"I'm not sure I put it in words for myself, but I really enjoyed reading in English," the author of Immigrant Dreams says. Of Eliot's works, she says, "I understood maybe half, but I saw the cadences and the beauty of it."
At her university's bookstore, she picked up a copy of the school literary magazine, The Chicago Review, and started reading contemporary writers such as Allen Ginsberg and the Beats. She found the courage to walk into the magazine's offices and obtain a position as a staff member in the late 1950s.
Just like that, she was "plunged into the Beat revolution". Without question this was an eye-opening experience, especially for a new immigrant learning the ropes of her new country's language and literature.
She acknowledges this and observes that it was "a real education" because "the language was changing." This was thanks to authors like William S. Burroughs, whom The Chicago Review wanted to publish but ran into difficulty with the university’s administration due to the controversial nature of his writings.
Her firsthand account of this era, which saw her and other editors resign from the school magazine to found their own countercultural journal, is detailed in a piece she wrote for The Chicago Review in 2019, a memoir entitled Beat Poets and Zen Buddhists on the Midway.
Returning to why Ms. Goldowsky has written this memoir, Immigrant Dreams, now, she tells me a story about her late husband.
As she's gotten to be a grandmother, her family has told her "Oh, you've had such an interesting life. You should write all that up!" When she reflected on it, she thought her story would be nice for her family to read, but didn't think it would benefit a wider public.
"But then came the election of 2016. “And shortly after, we began to see this poisonous climate of hatred against immigrants. The Muslim ban; parents tried to hold on the their children as they were dragged away [at the U.S.-Mexico border]."
"One day," she says "I walked past the photo of my late husband that hangs in my room," explaining that she always says hi to him there.
"I suddenly heard what he would say. In my mind, he would have said, 'Okay, you have a problem. So, state the problem, look at it and, then, don't sit there—do something!”
"So his mantra was take action."
As a result, Ms. Goldowsky said she saw what action she could take, and that was to write. She began to cull the autobiographical essays she had started to write on Long Island, all the while thinking of herself and her brother coming over in 1950 and how different their story would have been had it happened now.
She wondered aloud to me how things would have been different if she and her family had been people of color, unable to integrate more easily into a predominantly white society once they learned English.
But still she thought, "You know, that's what I can do. I can write."
And Immigrant Dreams was born.
Article written by Andrew Palmacci for NewYorkinFrench on September 6, 2020
Order now: Paperback
A bilingual french contemporary art preschool is currently seeking a full time preschool 2's teacher for its Greenwich village location for 2020-2021 Academic year.
The ideal candidate is organized, patient, gentle, 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.
• Able to successfully manage class to maintain a positive, nurturing and respectful
• Plan, execute, and collaborate with other teachers on preschool curriculum and arts-integrated lesson planning on daily basis.
• Weekly observation, assessment and evaluation of students.
• 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.
• 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.
• Attend school Open Houses (usually afterschool) and conduct student interviews
Required Skills & Qualifications:
• Bachelor in early childhood education (birth to grade 2) or currently in study plan.
• 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 at email@example.com. For more information about the school, please visit our website at www.lpeny.com. No phone calls, please
EFNY program is designed for Children from K to 8th grade interested in learning French and the diversity of Francophone culture. EFNY offers French as a Second Language, French for native speakers, and a variety of French culture classes!
Class offerings will run daily 3-4:30PM* from September 21, 2020 to January 29, 2021
*Class start & end times subject to modification based on NYC DOE school schedule
Classes are organized by grade in small groups of up to 12 students/class maximum
Online EFNY semester tuition will be $500/class
For more information & registration, see http://www.efny.net/efny-line-fall-2020/
Music Box Films is proud to announce that French director Justine Triet’s darkly comic psychodrama SIBYL, a selection of the Cannes, Toronto and New York Film Festivals, will be released in New York and Los Angeles on Friday, September 11 at Film at Lincoln Center and Laemmle's Virtual Cinemas, followed by other top markets throughout the US.
Sibyl (Virginie Efira), a jaded psychotherapist, abruptly decides to leave her practice to return to her first passion: writing. But her newest patient Margot (Adèle Exarchopoulos), a troubled up-and-coming actress, proves to be a source of inspiration that is far too tempting. Fascinated to the point of obsession, Sibyl becomes increasingly involved in Margot’s tumultuous life while negotiating her own demons.
In her second collaboration with rising star Virginie Efira, writer-director Justine Triet has created heroines of intense complexity, seamlessly intertwining past and present while maintaining a delicate balance between drama and acidic farce.
Justine Triet graduated from Paris’ École Nationale Supérieure des Beaux-Arts. Following documentary and narrative short films, she made her debut feature with La Bataille de Solférino (Age of Panic), which earned her a César nomination for Best First Film. Her second feature, In Bed with Victoria, starring Virginie Efira, opened the 2016 Cannes Critics’ Week and received five César nominations including Best Film and Best Actress. SIBYL is her third feature.
"Justine Triet's second highly pleasurable collaboration with actress Virginie Efira is a witty, slinky psychodrama… Seals the arrival of Efira … A first-class leading lady of consistently expanding range and élan — with the emotional honesty and deadpan pluck to pull off the more outrageous character turns." - Guy Lodge, Variety
For more information about Virtual Cinemas please visit:
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
Join CEC1, CEC2 and CEC3 on Zoom Monday, July 27 at 7PM
Dual Language Chairs, Superintendents and Elected Officials will discuss establishing a K-5 / K-8 French and Spanish Dual Language School.
Advocacy makes a impact. Take the opportunity to be heard.
Join us !
Meeting ID: 891 3113 3966
If you know someone who may be interested in this FREE BILINGUAL PROGRAM, please forward this opportunity!
Thank you for your support.
NYC District 2 French Dual Language Program
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. 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
Born 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
Order the books on TBR Books
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.
I 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.
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.
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)
Product Dimensions: 7 x 0.3 x 10 inches
Shipping Weight: 10.7 ounces
I have known Blake Ramsey for almost 10 years when he started teaching in French bilingual programs in New York City. I have watched him grow as an educator, impressed by his consistency and professionalism, as well as his dedication to French dual-language education. He has now embarked in a new mission, carrying the torch of French dual-language education even further, and joining the team at Fort Greene Preparatory Academy in Brooklyn for what promises to be one of the best French dual-language middle school programs in an American public school. Below are his answers to my questions.
Tell us a little bit about your background and interest in dual-language education and the French language:
Having extensively studied, worked and lived in France for about half of my life, French and American English run through my veins. My first encounters with the joys of bilingualism happened when I was a young child. My father was an Emmy Award winning newscaster which brought many possibilities to meet new people and explore unique places, above all, France. My opportunity to become bilingual was rare, especially being from Atlanta, Georgia originally. In the 80s and 90s bilinguals who were not of Spanish speaking origin were few and far between. My bilingualism set me apart, gave me confidence, and has been my link to the closest people in my life. I cultivated my language as an adolescent by frequently returning to France, and then as a young adult teaching in two Parisian High Schools, and studying in both Nantes and Paris, France at Université de Nantes and Université de Paris 3; La Sorbonne Nouvelle, respectively.
As a professional, it has been my mission to make bilingualism accessible to all. I want to change what used to be considered rare into a right. After finishing back-to-back masters degrees in History and Foreign and Second Language Acquisition at NYU, I was ready to dive right into the work. I first started at PS 58 in 2011 after meeting Marie Bouteillon, the founding French Dual Language Teacher of the first French DLP in NYC. I worked at PS 58 for 5 years teaching 4th and 5th Grade French Dual Language. I subsequently served in District 13 at PS 133 for 2 years as a 5th Grade French Dual Language Teacher and Literacy and French Dual Language Instructional Coach.
Expansion for French Dual Language Immersion proved difficult to ensure, so I set out to help create a pathway for families at the Boerum Hill School for International Studies. I had the distinct privilege collaborating with the magnificent Sarah Brooks who is also BHS’s founding French teacher. At BHS, I served as the Language Acquisition Instructional Coach, French Dual Language Coordinator and I taught 6th, 7th, 9th, and 10th Grade French Dual Language and Foreign Language classes.
You will be joining Fort Greene Prep's community in the Fall as their first French Dual Language Coordinator, what was it that attracted you to this new project and this school?
Indeed, I am thrilled to return to District 13 to serve under the leadership of Principal Paula Lettiere. It is an honor to be the founding French Dual Language Coordinator and Teacher in what will be my 4th school with the New York City Department of Education. When I initially reached out to Principal Paula Lettiere in March on the eve of the lockdown, my goal was to offer any support I could to her community as a collaborative partner. After speaking with her about her ideas for the program, I made sure to ask her if she had any openings. She described what I have been dreaming of for ages. She has both her head and heart in the right place and truly understands how the brain processes both information and emotion. She is a phenomenal pedagogue with over 20 years of experience working with virtually every setting imaginable. Even more impressive to me is the fact that she is the founding Principal of Fort Greene Preparatory Academy and is embarking on her 12th year as Building Leader. She has high expectations and big ideas for both students and teachers with a strong sense of practicality.
Principal Lettiere is committed to providing a true Dual Language experience for her students, families and teachers. She understands how to start not only programs, but also entire schools. As previously mentioned, She is the founding principal of Fort Greene Preparatory Academy. She knows that you have to start small, and that in order to break the rules, you first need to learn the rules. Therefore, the program design at Fort Greene Preparatory is based on research-based practices. As a French Dual Language Team, we want to equip our teachers and students with what they need to experience success. Principal Lettiere understands the necessity of reducing the margin of error as much as possible in order to intelligently and intelligibly reflect on best practices, so that next steps truly improve upon the initial ones.
What is the vision and the approach behind the new French dual-language program and how is the program going to be structured and who will teach it?
We are calling this initiative, “Carrying the Torch.” The expression means, “fighting or striving for a particular belief or movement to make sure it is not forgotten and continues to grow stronger.” This is our approach at Fort Greene Prep as we are committed to providing a true continuation for French DLP into Middle School. With 8 years of elementary DLP experience and 2 years in Middle School, I will serve as both French DLP Coordinator and Teacher, bringing my experience and invaluable lessons I’ve learned along the way.
I am not completely starting the Francophone movement in the school community as there is already an existing Francophone microcosm. I will be joined by Mr. Avram Kline who is a trilingual (Spanish, French, and English) Language Arts Teacher with over 15 years of experience. Our School’s Guidance Counselor is also Francophone and a certified French teacher. Finally, Principal Lettiere’s husband’s family is Canadian, so there is a personal tie to French within her own family.
With regards to how we are “carrying the torch,” my recipe for the successful integration of any Dual Language Program into an existing school community is through carefully blending the Goals of Dual Language Education and the School’s Mission and Vision. Below is my simple, three-step process.
- Start with The Goals of Dual Language Immersion:
The goals of dual language are for students to develop high levels of language proficiency and literacy in both program languages, to demonstrate high levels of academic achievement, and to develop an appreciation for and an understanding of diverse cultures. (Center of Applied Linguistics)
- Incorporate the School’s Mission and Vision:
Fort Greene Preparatory Academy is committed to providing an education of excellence that allows each student to develop intellectual independence, self-confidence and a sense of responsibility towards others both within the school and throughout the larger community.
The school will graduate future leaders, decision-makers and innovators empowered to solve the problems of the 21st Century. To meet this challenge, a rigorous inquiry-based curriculum will push students from foundational knowledge towards the problem solving and critical thinking necessary for success in college and beyond.
- Articulate the Mission and Vision of the School’s Dual Language Program;
At Fort Greene Prep, our French Dual Language Program aims to serve students who have completed a (K-5) DLP for their continuation of speaking and learning in two languages. Our program is also designed to serve Students with Special Needs and English Language Learners whose language proficiency meet our eligibility criteria. As a French Dual Language Team, our goal is to ensure a rigorous inquiry based curriculum that builds confidence in our students, so that all learners feel empowered to take intellectual risks in order to grow both inside and outside of the learning community. We believe that learning in language immersion is optimized when student interest, sense of value, and comfort zone are top priority when designing curricula. Our experience has shown us that this is achieved through thematic units of study, application of Equity in education and the usage Culturally Responsive Pedagogy.
Our program has the mindset of “strength through stability”. Dual Language Programs must have a target language and a partner language across subject area(s). At Fort Greene Prep, for every subject area taught in French, there is a partner language class taught in English. Additionally, we have tight horizontal alignment. Our students will have equal access to the target language and partner languages classes at the same frequency for the following subjects: Language Arts, Social Studies, Science with support in Math. Moreover, Dual Language Programs must have sensible vertical alignment so that students have the chance to achieve the Seal of Biliteracy once they are eligible. Fort Greene Prep’s DLP is based on the existing vertical alignment of Core Content Areas, and incorporates language objectives, just like in the elementary school setting.
What are some of the advantages that you foresee in a dual-language education at the middle school level?
My experience as a Dual Language Educator has shown me the amplitude of life-skills students acquire, even exclusive of the second language itself. Indeed, overall I have seen a huge difference in students’ tolerance of frustration heightened. Their organizational skills tend to be increased; DLP students are able to locate overarching themes that act as “connective tissue” between two seemingly unrelated concepts with greater ease. Students' problem solving skills are more advanced in autonomy. Finally and arguably, most importantly for Middle School, Dual Language Students tend to be more resourceful and emotionally resilient than their monolingual counterparts. Adding on a language doubles the amount of opportunities to experience success. At an age where human beings are going through rapid developmental change, the aforementioned skillsets make the experience much more manageable and balanced.
How can interested parents find out more about the program and sign up?
We are still accepting candidates for our incoming 6th grade cohort. We are offering seats every day. Interested applicants should apply to the school’s wait list on www.myschools.nyc. After which, Principal Lettiere can locate the applicants who meet our eligibility criteria to then formerly offer a seat.
Download a presentation of Fort Greene Prep’s new French Dual Language Program: Carrying the Torch
Join Blake Ramsey Principal Paula Lettiere, and myself on Wednesday, June 17 at 3:30 via Zoom
Join Zoom Meeting https://zoom.us/j/92659088300?pwd=K0ZwTTJWODBIRFlLeUIwcVg1K0gyUT09
"Carrying the Torch An Interview with Blake Ramsey about Fort Greene Prep’s new French Dual Language Program." Conducted by Fabrice Jaumont for NewYorkinFrench.net, June 15, 2020
Cover Photo: Daryan Shamkhali
Related article: New French Dual Language Program at Fort Greene Prep Academy
Passage 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
NYC District 2- French Dual Language Program-
UPPER EAST SIDE
== Attention certified Early childhood New York State teachers (with French dual language extension or a desire to get the bilingual extension) ==
The District 2 Pre-K Centers are looking for two French bilingual teachers certifed in (early) childhood education for the 2020-2021 school year.
Interested candidates who meet those qualifications should send a CV, cover letter to the Assistant Principal - Ms. Lisa Lew, at: LLew2@schools.nyc.gov
If you know someone who may be interested, please forward this opportunity to qualified teachers.
For more details about the certification:
Fort 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 firstname.lastname@example.org
Art in my Window: An Ideal Exhibition at home with Hervé Tullet
Can an exhibition take place in a shoebox? In a museum? In a window? Of course! Anything’s possible.
Children, families and art-lovers of all ages are invited to add color and joy to the world as part of “The ideal exhibition with Hervé Tullet.”
Created in 2018 by Hervé Tullet and Tobo Studio, the Ideal Exhibition is a project in which the acclaimed children’s book author and artist, shares his inspirations, reflections, creative process, and advice for budding artists to create their own exhibitions at home. Since its inception, the project has inspired a multitude of exhibitions of all sizes throughout the world, from Los Angeles to France, Italy, Switzerland, and beyond.
We are happy to invite you to participate in Art in my Window: An Ideal Exhibition at home with Hervé Tullet, a series of online events designed to guide all generations create a virtual collective museum during the confinement. Together, let’s build a collective museum and create artworks to display in your windows for our neighbors to see and enjoy !
These events have been developed in partnership with Herve Tullet, the Cultural Services of the French Embassy, Bayam and La Petite Ecole NY .
The highlight will be a live online flower workshop lead by Hervé Tullet on Saturday, April 25 at 11:30am.
- Mornings workshops with La Petite École New York
On Tuesdays, Wednesdays and Thursdays at 11:30 am EST, join La Petite Ecole New York facebook page for a creative workshop for children to create large works of art together to decorate their windows and shine some color onto our world. Themes and dates are as listed below for next week, more informations here
Tuesday April 21: “Drawing Factory/ Trash workshop” Wednesday April 22: “Totems” Thursday April 23 : "Mosaique/ Windows/ Taches”
- “Bored Dom Dom Dom” – Hervé Tullet’s ‘stuck at home’ mini-series
This will make you smile, give you ideas and inspire you to take on art in a new and relaxed way.
- The Giant Workshop
On April 25 at 11:30 am EST, Hervé Tullet, in partnership with the Cultural Services of the French Embassy and La Petite Ecole New York, will host a live workshop to create giant flowers. The live will then be re-shown for three days on the Bayam site, April 25-April 27.
Get your materials ready!
- Paper: set up a big piece of paper on the floor or on a wall, or keep a stack of papers close by to use throughout the workshop
- Paint or markers: Hervé’s favorite colors are blue, red and yellow. Feel free to add whatever colors you like best.
Post your artwork on Instagram with hashtag #artinmywindow and tag @expo_ideale_herve_tullet, @lapetiteecolenyc, and @frenchcultureus @bayam_fr for a chance to have it shared!
District 13 in Brooklyn and Superintendent Kamar Samuels are committed to creating long term options for increasing the quality of Middle Schools by serving the needs of the community. The creation of the French Dual Language Program at Fort Greene Preparatory Academy is a centerpiece of this strategic plan. Fort Greene Preparatory Academy is located in close proximity to existing elementary French Dual Language programs at PS 20 and PS 133. Principal Paula Lettiere is one of the most experienced principals in District 13 and has created a school whose focus is serving the needs of all students. Fort Greene Preparatory Academy has an experienced quality staff that has developed a rigorous academic program. The school is poised and ready to expand to its next phase of serving the community.
Here is a virtual tour of the school:
And here is the recording for a meeting that took place on April 22, 2020 with Superintendent Kamar Samuels, Principal Paula Lettiere, Fabrice Jaumont and a group of parents and educators to discuss the opening of Fort Greene Preparatory Academy's French Dual Language program in September 2020.
Paula Lettiere is the founding principal of Fort Greene Preparatory Academy. As a graduate of Pratt Institute, she was proud to have the opportunity to open a school in Fort Greene, Brooklyn. Principal Lettiere started her educational career in gifted and talented education and aimed to create a school that would set such high expectations for all students in a supportive environment. Her strongest belief is that middle school is a time of exploration, discovery, and creativity that enables young people to become who they are meant to be. Fort Greene Preparatory Academy is designed to answer this challenge by offering a range of experiences for children in the Arts, STEM, Languages, and Humanities that includes Regents level course work.
An educator for 20 years, Paula Lettiere began her career as a teacher of English/Language Arts at Philippa Schuyler Middle School. She was a founding teacher of the School for Human Rights, instructional coach, and later became Assistant Principal. She received her administrative certification through the New Leaders for New Schools program in 2008. Prior to opening Fort Greene Preparatory Academy, she was on the founding team of Mott Hall Science and Technology in the Bronx as an administrator and instructional coach. She has acted an a mentor to aspiring leaders as part of the New Leaders for New Schools program and LEAP and is currently a guest lecturer for the education department of Pratt Institute.
Principal Lettiere loves her students and knows that they are the future leaders of Brooklyn, our country, and the world. It is her goal to continue to create a space for children that is ever expanding its diversity and inclusivity and meeting the needs of this dynamic community.
Storytime in French with Dame Hiboux (aka Mrs Owls in French!) :-)
Pendant la période de confinement, Véronique Hiboux enchante petits et grands avec ses histoires en français !
Check out this other video: Les histoires de Mme Hiboux
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