Watch this animated film at the Magic Johnson Theatre this November! 

Minga is an orphaned girl living with her stepmother Mami Kaba and her stepsister Abena. One day, when she was washing dishes in the river, she accidentally broke a spoon. A furious Mami Kaba then chased her away from the house, asking her to find the only identical spoon hidden by her late mother. A adventurous journey then begins for Minga in the forest.

Directed by Claye Edou, 80 minutes, Cameroon, Animation, English

WHERE: Magic Johnson Harlem

WHEN: Wed, Nov 29th, 11:00 AM

BUY TICKETS

Bonjour ! On est MS 136, un collège publique à Brooklyn. On cherche un.e autre prof pour rejoindre notre programme de DL français.

Si vous êtes intéressé.e ou si vous avez des questions, n'hesitez pas de me contacter: Emmalee Mills, prof de DL français, emills@ms136brooklyn.com

French is an important language of New York City, and it's not the only one. With speakers of approximately 10 percent of the world’s 6000-7000 languages, the New York metropolitan area is the most linguistically diverse urban center in the world, probably in the history of the world. From a thriving Algonquian language in pre-contact times, Lenape today is down to its last native speakers, but there are efforts to revitalize it, despite the sea of surrounding non-Indigenous languages with their own complex histories. Beginning in the colonial period, local languages were overrun by European languages, and by the early 20th century, New York had become a quintessential product of large-scale pan-European immigration.

Now, in the 21st century, New York City is hyperdiverse, with arrivals from areas of deep linguistic diversity across the globe, from the Himalaya to West Africa to the Indigenous zones of Mexico and Central America. Among its residents the city can count speakers of languages found virtually nowhere else, but the pressure to switch to rising world languages — like English, Spanish, Mandarin, Arabic, and Hindi — is intense.

Since 2010, the Endangered Language Alliance, motivated by worldwide language endangerment, has worked with speakers of over 100 distinct endangered and minority languages, including Lenape, an Indigenous language whose traditional territories include what is now New York City.

This mapincludes nearly 700 languages and dialects confirmed to nearly 1200 significant sites, including neighborhoods, community institutions, restaurants, and other locations where there is, or was, at least one speaker. In terms of geographic diversity, approximately 38% of the languages shown are from Asia, 24% from Africa, 19% from Europe, 16% from the Americas, and the rest from Oceania and the Pacific.

This map comes out of the project Mapping Linguistic Diversity in a Globalizing World through Open Source Digital Tools, a new collaborative partnership between the University of British Columbia and the Endangered Language Alliance. Core support comes from the Peter Wall Institute for Advanced Studies Wall Solutions Initiative.

You can visit this remarkable resource here:https://languagemap.nyc

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/

Interested in a new French Dual Language Program in East Village for next year 2021/2022?

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 !

Zoom Meeting:

Meeting ID: 891 3113 3966

Password: 161969

https://us02web.zoom.us/j/89131133966?pwd=WTJsVyttWGlMTkR2dUF3Y25SWmhhQT09

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

https://www.facebook.com/groups/593786378077031 

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

Order now: Paperback, Hardcover, eBook

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.

by Andrew Palmacci

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

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

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

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

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

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

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

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

-------------------------------------------------------------------------------------------------------------------------------

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

By Agathe Laurent and Sandrine Landolt

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Start with The Goals of Dual Language Immersion:

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

2. Incorporate the School’s Mission and Vision: 

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

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

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

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

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

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

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

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

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

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

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

Cover Photo: Daryan Shamkhali

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

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

Thinking of earning University credit for French classes?

Consider Montclair State University, only 13 miles from New York and easily accessible by mass transit.

An online summer graduate course (15 May to 25 June) explores "Exploits, Disguise, and Trickery in Medieval French Literature" while Montclair State 2020 Summer and Fall classes are dedicated to Translation, contemporary North African writers, Hugo's Les Misérables and its adaptations, and films from French-speaking Africa and the Caribbean (in addition to language and culture classes at all levels).

The French program at Montclair offers:

• BA in French with concentrations in French civilization, translation, and teaching
• A 5-year joint BA/MA in French Studies
• An MA in French with a concentration in Professional Translation or French Studies
• Various pathways to becoming an NJ certified teacher.

For more information, contact the Department of Modern Languages: mll@montclair.edu. Or follow us on Instagram and Twitter: @msufrench

Venez nombreux! Au plaisir de vous voir à Montclair!

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. 

A daily meet-up not to be missed beginning on April 14 at 3 pm on Bayam and Herve Tullet's Facebook page 

-       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.

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

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

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

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

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

 Le COVID-19 nous confine à la maison; cela ne veut pas dire que nos horizons intellectuels doivent l'être: au contraire, c'est peut être le moment d'explorer de nouveaux horizons, en français. Nous avons compilé pour vous une liste de ressources disponibles sur le net: elles sont toutes gratuites, de façon permanente ou temporairement.  Il y en a pour tous les goûts, quelque soit vos intérêts et votre âge:

• Pour ceux qui parlent le français et veulent un accès plus large a des supports en français ici aux Etats Unis
• Pour ceux qui l’apprennent la langue et qui veulent la vivre non seulement en classe mais a travers les films, la presse, la littérature ou même le yoga ou les pilates.
• Pour ceux qui l’enseignent et sont toujours à la recherche de ressources authentiques et variées 

 -------------------

The COVID-19 is keeping us inside our homes; it doesn't mean that we have to confine our minds; at the contrary; it is the perfect opportunity to explore new horizons, in French. We made a best off list of free ressources in French that are online and free right now. No matter what you are looking for:

• If you are a french speaker and want access to a wider range of resources in French
• If you are learning the language and want to do it outside of the classroom through movies, articles, books or even a Yoga or a Pilat class.
• If you are teaching it and always looking for new authentic materials.

  Cliquez ici pour accéder à la liste la plus à jour: nous l'actualisons regulièrement.
Click here to access the most updated list
 Profitez-en et aidez nous à l'alimenter en nous envoyant vos suggestions!  

• CULTURETHEQUE  (Institut Français) gratuit jusqu’au 30 Mai
  70000 ressources numériques en français: livres, films, presse, documentaires, musique..
•  TV5 MONDE
  Les ressources rangées par dossier:
  
• APPRENDRE AVEC TV5 MONDE
  Le lien vers l’application (téléchargeable sur téléphone) pour les élèves qui veulent aller plus loin:
  
• TV5 AFRIQUE
  des vidéos, de l’info, des reportages, des mini-séries.
  
• UN JOUR UNE ACTU
  L'actualité à hauteur d'enfants !
• PODCASTS EN FRANÇAIS
  • French avec nous
  • ActuFLE
  • Français Facile
  • Okapi
  • Salut l’info
  • Révolution bilingue
•  RADIO
  • Radio France Internationale

• COMPILATION DE L’ORGANISATION INTERNATIONALE DE LA FRANCOPHONIE
• FILMS EN FRANÇAIS SUR NETFLIX
• FILMS EN FRANCAIS POUR LA FAMILLE
• FILMS POUR ENFANTS
• BRAIN POP 
• LISTE DE L’AATF
• JEUX ET ACTIVITÉS
• BAYAM
• OCCUPER LES ENFANTS: LISTE COLLABORATIVE DE PARENTS 
• LIVRES POUR ENFANTS 
• 150 GRANDS CLASSIQUES DE LA LITTÉRATURE FRANÇAISE
  De  Molière a Victor Hugo et Alexandre Dumas en passant par Balzac. 
• RESEAU CANOPÉ
  Scolaire, artistique, enseignement morale et civique, éducation aux médias

MANUELS EN FRANÇAIS DISPONIBLES GRATUITEMENT EN LIGNE

• VIRGULE (EFBA)
  La collection VIRGULE, cahiers d’activités FLAM  (Français Langue Maternelle) conçus par l'association FLAM de San Francisco  constituent une méthode complète d’enseignement du français destinée à des enfants francophones résidant à l’étranger qui ne sont pas inscrits en école française d’immersion à temps plein.
• HACHETTE
  Hachette FLE propose un accès en ligne gratuit pendant de 3 mois aux manuels numériques classe de la collection pour adolescents.
• CLE INTERNATIONAL
  Ressources gratuites pour vos cours à distance
  CLE International  propose un accès en ligne gratuit aux manuels numériques classe de la collection pour adolescents.

UNE CLASSE DE YOGA , DE ZUMBA OU DE  PILATES  EN FRANCAIS.

Avec nos remerciements à Agnès Tounkara et au French Heritage Language Program pour cette compilation

Storytime in French by Mme Hiboux (aka Mrs Owls in French!) :-)
Pendant la période de confinement, Véronique Hiboux enchante petits et grands avec ses histoires en français !

More to come soon!!!!

Job:  Summer Day Camp Site Director

Location:  Brooklyn and Manhattan

Dates: June 29 through August 28, 2020 + several training sessions in May and June

Hours: 8:00 AM - 6:00 PM

Are you looking for a great and meaningful way to spend the summer? 

Position Summary:

Work at the best bilingual camp ever!! Dynamic team, wonderful campers between 3.5 and 11 years old. French Language Traditional active camp: swimming, arts, sports, outdoor activities…

A Director is responsible for the direct care and supervision of all campers and Team members, promoting and actively participating in all camp activities, providing a safe and fun learning environment, and serving as a positive role model for campers and Team members.

Position Objective/Purpose:

We are seeking motivated team members who believe deeply in the organization’s mission and who display a record of achievement in effective supervision & management of Team members and campers.  The candidate must be capable of building positive relationships, providing top-notch customer service and ensuring the safety and well-being of people of all ages.  This position will require the candidate to complete multiple tasks simultaneously in a fast-paced environment while maintaining the professional standards of Bonjour NY. 

Job Description:

1. Group supervision of campers with attention to: behavior and group management, health and safety, security, and personal and skill development
2. Create a high-energy, fun, and creative experience for campers
3. Complete paperwork as assigned
4. Manage daily camper sign-in and pick-up procedure
5. Serve as a positive role model to campers and Team members
6. Monitor the organization, supervision, and administration of all activities and assemblies
7. Assure quality of the camp program
8. Oversee campers’ behavior management
9. Coordinates camp daily transportation and camp daily schedules
10. Conduct morning briefings daily with Team
11. Conduct summer Team member evaluations
12. Assist and support the Executive Director in any camp operation or activity
13. Attend all BNY events
14. Model behavior & group management strategies for groups
15. Monitor safety and security of all campers and Team Members
16. Conduct tours of the camp facilities and program areas to prospective camp families
17. Follow, implement and maintain the BNY Code and Look at all times
18. Exhibit BNY Core Values at all times and adhere to all company policies
19. Be accessible by phone, text and email in the evening after camp is over and on weekends
20. Have fun
21. Participate in camp activities to the extent necessary for proper awareness and supervisory functioning. 
22. Establish procedures, routines and practices for camp operations
23. Ensure that risk prevention and crisis management plans are implemented.
24. Other responsibilities as assigned

Position competencies for success:

1. Understand and support the mission of the organization
2. Ability to work effectively with others in all levels of the organization in a professional manner
3. Positive attitude
4. Commitment to the growth and development of youth
5. Commitment to producing consistent, high-quality work
6. Excellent judgment, ability to identify problems and works quickly to find solutions
7. Patient, caring and creative
8. Flexible, adaptive and a Team player
9. Desire to make a difference in the life of a child
10. Mental and physical ability to deal with high stress situations and to work well under pressure.
11. Ability to perform several tasks concurrently.
12. Knowledge of/practical experience in: camper psychology, peer leadership and supervision, staff management & motivation.

Experience Requirements:

• 3 seasons of previous administrative or supervisory experience in camping or equivalent experience*

* Equivalent experience is defined as : At least one year of supervisory or administrative experience working with children under the age of 16 in educational, developmental and/or recreational programs

Certification Requirements:

1. First Aid/CPR or ability to obtain these prior to the 1st day of employment.
2. Lifeguard and lifeguard management & Supervision certifications or ability to obtain these prior to the 1st day of employment.

Education Requirements:

1. Bachelor’s Degree

Other Skills Requirements:

1. Outstanding communication skills which include the ability to use clear, concise and grammatically correct written and oral language in all aspects of professional interaction with campers, their families, peers, leadership team and the larger community in both French and English.

Reporting Relationships:

1. Reports directly to and takes direction from Camp Coordinator.
2. Keeps constant open communication with office assistant

Working Conditions and Physical Requirements:

1. Candidates must be a minimum of 21 years old.
2. French fluent (French native is preferred).
3. Must be available to work the full camp program, and to begin part-time administrative work in the spring
4. Must be accessible by phone, text and email in the evenings after camp is over and on weekends during camp season
5. Mentally and physically able to deal with high stress situations and work well under pressure
6. Strong swimmer, must be able to obtain a lifeguard certification
7. Ability to push/pull, lift and carry a minimum of 35lbs
8. Endurance to work outside and on your feet for 10 hours per day
9. Good physical condition which enables candidate to execute all responsibilities associated with this position
10. Willing to work remotely from home after camp hours
11. Experience supervising/managing/motivating a group of children. And a group of adults
12. Willing to hold staff meetings and team building events outside of work hours

Training

All directors must attend several training sessions/orientation conducted in the months preceding camp.

International staff: Bonjour NY will participate in visa fees. Bonjour NY does not provide housing. Candidates must make their own housing arrangements. 

Application Process:

• Please click on the “Apply Now” section of our website, create an account and fill out an application.
• We will contact you to set up an interview.