National Bulletin Volume 25 No

American Association of Teachers of French NATIONAL BULLETIN VOLUME 25 NO. 4 APRIL 2000

For the first time in eleven years, the tion as the convention approaches. In ad- mation appeared in the three previous is- AATF will return to Paris for its annual condition, the Exhibit Hall will be open to all sues of the National Bulletin and is also vention. Join us for this once-in-a-lifetime congressistes with not only exhibits but a posted, along with the hotel registration form opportunity to spend the dawn of the new cyberespace, a café littéraire, and some lim- on the AATF Web site [http://aatf.utsa.edu/]. millennium in the City of Light. We are meet- ited food service. Contact the FIAP directly to check on avail- ing alongside the Fédération Internationale The AATF Preliminary Program can be ability at 30, rue Cabanis, 75014 Paris; Tel: des Professeurs de Français, which repre- found on pages 17-28. It is also posted on 33.1.43.13.17.17; FAX: 33.1.45.81.63.91; E- sents over 120 national associations of the Web site [http://aatf.utsa.edu/] where it mail: [girardin@fiap. asso.fr]. A special rate French teachers and of which the AATF is will be updated as more information be- of 10% off all published airfares on TWA has the largest member. The AATF alone repre- comes available. been negotiated for AATF members and im- sents approximately one-sixth of the world's The AATF Awards Banquet will take mediate family traveling with them (see in- French teachers. We expect 3500 teachers place on Wednesday evening, July 19. Ar- formation on page 30 for obtaining this of French from 120 countries to converge rangements have not yet been completed discount). The FIAP Jean on the Palais des Congrès for un congrès for this dinner event with entertainment, but, Monnet has also orga- inoubliable where French is the only com- as usual, we will honor our Outstanding nized pre- and mon language. Because of space con- Teachers, new Honorary Members, schol- post- straints, each group will have its own sepa- arship winners, and outgoing Executive con- rate program, but we will be side by side, Council members. vention and there will be many joint activities and Other features introduced at excursions opportunities to meet colleagues from recent conventions will to la Bretagne et le around the world. This will constitute the also be contin- Berry. A number of largest gathering of French teachers ever. ued—stop by spaces remain; check with the The convention begins on Monday, July the FIAP at the coordinates listed above 17 with a joint opening day. After a wel- for more specific information. come séance plénière with greetings from It is always a significant undertaking to representatives of the French govern- AATF organize a convention abroad. This par- ment and the international orga- exhibit ticular meeting has been more than three nizations of la Franco- booth to have years in the planning. However, we believe phonie, TV5 will offer your picture taken for a that the opportunity to meet with colleagues a multimedia post-convention press re- from all over the world, to share ideas for presenta- lease, request a certificate of par- promoting French, teaching techniques, tion ticipation, invite a colleague to take ad- trends in literary and cultural studies, and to and a vantage of our special offer of a one-year learn about each other's interests will be an mid-day r e - trial membership to first-time and student unforgettable experience. Many countries ception. RENDEZ-VOUSThe after- members, and obtain academic credit À for PARIS! noon will be devoted to convention attendance (see page 6 for more Inside this issue... Page conféren- ces by several out- specific information on obtaining credit). Letter from the President ...... 3-4 standing speakers. Late in the af- This year, congressistes who also register Executive Director's Message ...... 5 ternoon, congressistes will be treated to for a stage at the Chambre de Commerce et Paris Hotel Information ...... 5 Paristoric, a multimedia spectacle about d'Industrie de Paris will receive a 10% re- Credit for the Paris Convention ...... 6 Paris. In the evening, all convention-goers fund on their convention registration (con- Chapter and Regional News ...... 7-10 will be welcomed to a reception at the tact National Headquarters for more infor- National French Week Grants ...... 8 Ministère des Affaires Étrangères. mation). Executive Council ...... 11 Tuesday, Wednesday, and Thursday July In order to avoid the late registration pen- Commission Chairs ...... 12 18-20 will be devoted to the separate pro- alty, those attending the convention need to National French Week 2000 ...... 13 grams of each convention. However, register as soon as possible and no later Mots chassés ...... 14 throughout these three days there will be than June 15. The convention registration Francophone Cinema: A Primer ..... 15-16 numerous joint tables rondes, conférences, form appeared in the November National Paris Preliminary Program ...... 17-28 and presentations on topics such as tech- Bulletin and is posted on the AATF Web site Classroom Activity ...... 29-31 nology, literature, langage policy, promotion, [http://aatf.utsa.edu/]. Paris will be crowded Special Airfares to Paris ...... 33 and business French. There may also be in July 2000. If you have not yet made travel On the Teaching of French Culture . 35-37 other entertainment activities which have and hotel plans, please do so immediately. National French Week Materials ...... 37 not yet been finalized. Check the prelimi- Some hotel rooms remain. Reservations Materials Center ...... 38 nary program on the AATF Web site [http:// for AATF members are being handled by Allons en Afrique ...... 41-42 aatf.utsa.edu/] for more up-to-date informa- the FIAP Jean Monnet in Paris. Hotel infor- Calendar ...... 43 look to us for leadership and look to the way developing information and assisting things are done in the U.S. as the example with readers. Assisted them in begin- NEW LANGUAGE to follow. Let us remember that we will be ning a plan for a public relations cam- representing not only ourselves and our paign for languages. EDUCATION SERIES profession but our country to the rest of the • Worked with the Administration to sug- Contemporary Language Education Se- world. Most of all, the chance to experience gest increases in the President’s budget ries, Bergin & Garvey, Greenwood Publish- Paris in 2000 cannot be overlooked. Those request and contacted the Appropria- ing Group, Westport, CT; Series Adviser: who arrive a few days early for the conventions Subcommittees to successfully Terry A. Osborn, Ph.D., Queens College, tion will be able to celebrate le 14 juillet seek increased funding for programs of CUNY. 2000. Many of us will certainly be along the importance to JNCL-NCLIS, particularly Manuscripts and book proposals are Champs-Élysées that morning and on the FLAP and Title VI of HEA. sought for this series which will serve to Boulevard Périphérique later in the day for • Helped the staffs of two Senators and highlight a variety of works which examine, Périphérock where a long string of bands, two Representatives to reconstitute the report on, or challenge both theory and music, and dancing will surround the city. House/Senate International Education practice in language education both Rendez-vous à Paris en juillet 2000! Study Group in a bipartisan manner. domestically and worldwide. It should be • Hosted the annual Legislative Day and noted that foreign language education, Delegate Assembly which included 101 English as a Second Language education, JNCL-NCLIS 1999 congressional visits, briefings on reau- bilingual education, language minority thorization and important programs from education, specific languages (Spanish, EXECUTIVE SUMMARY Department of Education policy makers, French, German, etc.), less commonly • Recommended to the Administration a and produced plans and strategies for taught languages, applied linguistics, lan- number of possible changes for reau- JNCL-NCLIS involvement in reauthoriz- guage for specific purposes (e.g., business thorization of the Elementary and Sec- ing the Elementary and Secondary Edu- language), language education for chil- ondary Education Act (ESEA). Foreign cation Act. dren, international education, language languages are now explicitly mentioned • Attended dozens of meetings and gave policy and planning are all examples of as eligible for funding in programs where presentations to member organizations, specialties which could potentially contrib- they did not appear before. coalitions, other organizations, govern- ute to the series. Though a broad range of • Worked with the Administration to draft ment agencies, and embassies. theoretical perspectives will be supported, only those who recognize the changing a greatly strengthened Foreign Lan- • Hired Krista Wark as Policy Analyst and social context of language education, guage Assistance Act with a commitment Kristin Poore as Office Manager. to increase the number of high quality expansion in our understanding of the • Continue to update and adapt our Web elementary foreign language programs nature of language and communication, a site to keep members informed about in 25% of our schools by 2005 and 50% need for innovation, or similar theoretical pending legislation, grant opportunities, in 2010. advances are desired. Contact [languageed requests for proposals, regulations, ad- @qc.edu] for more information. • Worked with Senator Thad Cochran (R- vocacy efforts, and grant writing. MS) to draft, introduce, and support S.601, the Foreign Language Education Improvement Amendments of 1999 changing the Foreign Language Assis- Volume 25 Number 4 AATF NATIONAL BULLETIN April 2000 tance Program (FLAP) consistent with Editor: Jane Black Goepper, Cincinnati, Ohio zation. Periodicals postage paid at the recommendations from the field. Carbondale, IL Post Office. Office of Publi- Reading Committee: Mathé Allain, University • Worked with Senator Richard Lugar (R- cation: AATF, Mailcode 4510, Southern Illi- of Southwestern Louisiana; Therese C. IN) to draft, introduce, and support S.677, nois University, Carbondale, IL 62901-4510. Clarke, Williamsville Central School District, “a bill to provide a limited waiver for cer- NY; S. Pascale Dewey, Kutztown University, All items published in the National Bulletin are tain foreign students of the requirement PA; Gisèle Loriot-Raymer, Northern Kentucky the property of the American Association of to reimburse local educational agencies University, Highland Heights, KY; Isabelle Teachers of French. They may be copied for for the costs of the students’ education.” Main, Mountain View High School, Mesa, AZ; classroom or workshop use only if the source • Worked with Senator Pete Domenici (R- Elizabeth Miller, Crystal Springs Uplands and date of publication are indicated on the copies. NM) on an English Plus Other Lan- School, CA; Samia I. Spencer, Auburn Uni- versity, AL. Postmaster: Send address changes to AATF, guages Sense of the Senate Resolution, Mailcode 4510, Southern Illinois University, which in effect eliminates the possibility The AATF National Bulletin (ISSN 0883-6795) Carbondale, IL 62901-4510. of English Only or English as the Official has its editorial offices at 2324 Park Avenue, Deadlines for submissions of materials to the Apt. 34, Cincinnati, Ohio 45206; FAX: (513) Language provisions in the Senate. National Bulletin: September issue, August 1; 861-5572; E-mail: [[email protected]]. Corre- • Traced, monitored, attended hearings, November issue, September 1; January is- spondence and manuscripts should be sent and expressed opposition to provisions sue, November 1; April issue, February 1. to the editor at this address. The American which were damaging to our interests in Association of Teachers of French publishes Please note: Because of convention dates the Dollars to the Classroom Act, the the AATF National Bulletin four times a year in and other deadlines, unlike commercial maga- Teacher Empowerment Act, the Students September, November, January, and April as zines, the issues of the National Bulletin are Results Act, and the Academic Achieve- a service to its members in supplement to the mailed during the given month of publication ment for All Act. official journal of the association, the French and should reach most readers by the end of • Worked with the Department of Educa- Review. Subscription to the AATF National that month. tion to alert and keep the field apprised Bulletin requires membership in the organi- regarding the Foreign Language Assis- tance Program (FLAP) grants, including

2 AATF National Bulletin, Vol. 25, No. 4 (April 2000) LETTER FROM THE PRESIDENT solutions to these ongoing and sometimes /aatf.utsa.edu/] with its helpful links to a vexing dilemmas and challenges. I respect- activities, projects, and other AATF profes- fully suggest that this be our mission for the sional literature as well as language-spe- “double-O-decade:” cific mentor support from experienced class- How Do We Cope With the Shortage of room teachers of French. We are exploring Qualified, Professional Teachers of the feasibility of a “Members Only” option French? on our Web site as well. Let us take a look at the challenges of What Can Individual Teachers of French the teacher shortage. What are they? When Do? qualified, professional teachers of French French teachers, from the long-range cannot be found, administrators, whose point of view, should encourage their stu- buzz-phrase these days is “thinking outside dents to understand the “joy of teaching the box,” look to alternative ways of filling French!” Some students, on all school and vacancies, such as hiring non-certified per- university levels, have demonstrated genu- sons who speak the language but who never ine interest in teaching, particularly if some prepared to teach it; hiring French-speak- classroom activities involve student leader- ing foreign teachers who require a great ship opportunities during various phases of Gladys C. Lipton deal of professional development in order classroom instruction. Encourage these to learn about the American educational students! Show them by YOUR enthusiasm, Dear Friends and Colleagues, system, our goals and methods of accom- that teaching French, despite some frustra- What is the Mission of AATF in the Double- plishing these goals, and the different ways tions, can be rewarding and fulfilling! We O-Decade? to create the optimum age-appropriate can all probably look back at our school Now that we have become used to writ- teaching and learning environments for stu- days when we admired a specific teacher, ing “2000” or “00,” now that we have ac- dents who are sometimes unmotivated and enjoyed some of the activities in French cepted the fact that we are living in the 21st unwilling learners. Administrators may think class, or were encouraged by a particular century, and now that we have realized that of foreign languages as a single subject; teacher of French who praised us or gave the third millennium is here, we need to deal that is, if you know French, then you can us the thrill of accomplishment when we with some new and continuing themes. This teach Spanish. If you know German, then were asked to lead the class in a particular is a good time to ask: “What is the mission you can teach French. Still other adminis- activity. Do you remember? Do you recall of the AATF in the first decade of the new trators think that they can solve the teacher what or who got you excited about teaching millennium?” If we research our AATF Con- shortage problem by using technology- French? Now, it is your turn to do the same stitution (published in every May issue of based distance learning programs without for some of your students! Recruitment of the French Review), we note the following professional teacher support! new teachers of French begins in your class- in Article II: “The aim of the Association shall How Can the AATF Be of Help to Teachers room! be to represent the French language in North of French? What is the Perceived Status of French in America and to encourage the dissemina- The other side of the coin is that when the Eyes of our Various “Publics?” tion, both in the schools and in the general French teacher vacancies occur, and quali- New teachers of French need to learn public, of knowledge concerning all aspects fied, professional teachers cannot be found, early that in order to be a fully professional of the culture and civilization of France and administrators find that the easiest way out teacher, one must learn about the impor- the French-speaking world.” These words of the problem is to phase out the French tance of marketing French to our various of the founders of the AATF, written in 1927, program. This happens, too, when enroll- publics. Some of us know this intuitively were as visionary then as they are today! ments are down and minimum class size is from FLES* through university levels. Some In this presidential message, I would like a factor in the termination of a French pro- of us learned when we were forced to to discuss two important issues facing teach- gram. If you are facing problems of this kind, learn...when we had to meet specific chal- ers of French in schools and universities please remember that the AATF has been lenges. And a small minority of us still thinks today. The first is coping with the shortage ready, and continues to be available, to write that “marketing,” “selling,” “advocacy,” pub- of qualified, professional teachers of French letters of support and to help in any way lic relations,” and “promotion of French” are juxtaposed with the elimination of some possible. AATF, as a language-specific pro- not essential! You will not be surprised to French programs. The second is the per- fessional organization can help by offering learn that many AATF members and I be- ceived status of French in the eyes of our new teacher workshops in our nine AATF lieve very strongly that all teachers of French various “publics” in this country. I suspect regions and at our national convention. We should follow the mandate of our AATF Con- that some of you may be thinking: “Well, I have a Teacher Standards Commission and stitution: “...encourage the dissemination am not really affected by either one of these a Student Standards Commission whose [of French language and culture of France issues...” or “I guess I am affected by only members can help in the professional de- and the French-speaking world] both in the one of them...” or “What’s the big velopment of new teachers. I have written schools and in the general public.” Promo- deal...everything is going well in my to the U.S. Secretary of Education asking tion of French begins in your classroom! So, school....” However, we all need to under- that scholarships and grants be made avail- let’s go! NATIONAL FRENCH WEEK, NO- stand and accept the new demanding roles able in order that new teachers be encour- VEMBER 4-10, 2000! Let us focus on get- that we teachers of French have to play now aged to join professional organizations, at- ting more people involved in the planning as well as the need to collaborate with other tend workshops, and receive journals and and the activities! Let us make Operation teachers of French on all school and uni- newsletters. Visit the AATF Web site [http:/ Outreach the theme for NFW 2000...reach- versity levels in order to provide creative

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 3 ing out with our students to students who NATIONAL FRENCH WEEK 1999 AT WHITTIER have never taken French; reaching out to COLLEGE: PERFORMANCE OF FOUR PLAYS FROM JEAN parents, administrators, counselors, school board members, decision makers; getting TARDIEU'S THÉÂTRE DE CHAMBRE visibility for French on local and national ra- attendees: dio and TV programs; reaching out for all About 350 Francophiles of all ages celebrated National French Week at - from high schools: Warren High School, kinds of “photo-ops” for proclamations of Compton High School, St. Joseph High Whittier College on November 10, 1999. NATIONAL FRENCH WEEK and other com- School; munity-based activities (see report on NFW There had never been so many French speakers on our campus in the history of - from colleges and universities: Cerritos on page 13). College, Pomona College, Whittier the College. This large audience came TEACHERS OF FRENCH, START YOUR College, Biola University, Chapman ENGINES NOW FOR NFW 2000! from all parts of the larger Los Angeles region to see four plays from Jean University, Cal-State LA., Cal-State I am looking forward to seeing you at the Fullerton, Cal-State Long Beach, Loyola Tardieu’s Théâtre de Chambre: Monsieur AATF Paris Convention, July 17-20, 2000. Marymount University, University of Toutes mes amitiés, moi, La Sonate et les trois messieurs, Le Guichet, and II y avait foule au manoir. Southern California; - from Francophile associations: Canadian Veteran actor and director Claude Beauclair, who heads the theater group Inter-Europe French Club, Alliance Française de Spectacles, led this performance brilliantly Pasadena, Alliance Française de la Gladys Lipton, President Riviera Californienne. [[email protected]] along with actors Françoise Majoret and André Nerman. Clearly, this event marked one of the CORRIGÉ DES EXERCICES highlights of the first National French Week Corrigé des exercices sur l’article de la FOREIGN LANGUAGE in the greater Los Angeles area. It was free French Review d’avril 1999. Les exercices to the public and broadly advertised in the PROFESSIONALS RECEIVE se trouvent à la page 14. print media (LA Times, Whittier Daily News, PRESTIGIOUS I. a. DEUG=Diplôme d’Études Universi- Le Bulletin de l'AATF-SC) as well as on the taires Générales ACTFL AWARDS Internet. These two factors helped attract rd b. CREPS=Centres Régionaux d’Éduca- At a special ceremony during its 33 all these people to our celebration. The tion Physique et Sportive Annual Convention, the American Council crowd, consisting mostly of high school, c. CAPES=Certificat d’Aptitude Pédago- on the Teaching of Foreign Languages college, and university students and gique à l’Enseignement Secondaire (ACTFL) honored ten distinguished men professors, as well as of members of Los d. CNED=Centre National d’Enseigne- and women for their contributions to foreign Angeles Francophile associations came ment à Distance language education. The ceremony took from as far as Westwood, Pasadena, Long e. UFR=Unité de Formation et de place on Friday, November 19 in Dallas, Beach, and Fullerton.1 Recherche TX. Each award recipient received a This celebration owes a great deal of its f. DAEU=Diplôme d’Accès aux Études commemorative plaque and a cash sti- success to the enthusiasm, support, and Universitaires pend. philanthropy of several groups. The g. LEA=Langues Étrangères Appliquées Among the recipients of these ACTFL Southern California Chapter of the AATF h. MISASHS=Mathématiques Informa- Awards were the following members of and the National AATF through a Small tique et Statistiques Appliquées aux AATF: Grant were absolutely instrumental through Sciences Humaines et Sociales • Dr. Marie-Christine Weidmann Koop, their generosity, as well as the Alliance i. CTU=Centre de Téléenseignement University of North Texas, Denton, TX; Française de la Riviera Californienne. Universitaire ACTFL Nelson Brooks Award for Excel- Additionally, Whittier College participated j. ALOES=Aide à l’Orientation dans lence in the Teaching of Culture; through its French Club, through the office l’Enseignement Supérieur • Dr. Myriam Met, Montgomery County of the Dean and Vice President for Public Schools, Rockville, MD; ACTFL- Academic Affairs, and through the Depart- II. Relatifs à utiliser: NYSAFLT Anthony Papalia Award for ment of Modern Languages and Litera- a. dont; b. auquel; c. lesquelles; d. où; Excellence in Teacher Education; tures. Several individuals deserve particu- e. qui; f. dont; g. que; h. quoi; i. qui; j. Qu’ • Mrs. Joanna Breedlove Crane, Mont- lar praise, namely Dean David Muller, Dr. III. Fins de phrases proposées: gomery, AL; ACTFL Florence Steiner Jayne Abrate, Dr. Véronique Flambard- a. la semestrialisation Award for Leadership in Foreign Lan- Weisbart, Gail de Mallac, Véronique b. est de deux ans guage Education, K-12. Sweat, David Palmer, Lina Katrova, as well c. qui ont des enfants à charge ou qui ont • Mrs. Jennifer Hazel, Noblesville Middle as all my colleagues in the Department of un handicap ou qui sont des sportifs School, Noblesville, IN; recipient of the Modern Languages and Literatures at de haut niveau French Embassy Travel Grant; Whittier College. d. l’inscription des étudiants • Ms. Marcia Parker, University of Wis- Our guests’ enjoyment and enthusiasm e. il faut justifier du baccalauréat consin at Stevens Point, Stevens Point, coupled with all the positive feedback f. celui de psychologie, celui de WI; recipient of the French Embassy following the show, make us look forward to sociologie et celui de philsophie Travel Grant; next Fall’s performance during National g. changer d’orientation • Mrs. Susan Shourds, Clayton High French Week 2000! Vive la Semaine du h. n’ont pas à payer de droits de scolarité School, Clayton, NJ; recipient of the Français! i. d’évaluer les connaissances des French Embassy Travel Grant. Marie-Magdeleine Chirol étudiants Congratulations to all these AATF Whittier College (CA) j. peut suivre des cours du CTU members on their outstanding achieve- 1Affiliation on record of some of the ments.

4 AATF National Bulletin, Vol. 25, No. 4 (April 2000) MESSAGE FROM THE EXECUTIVE DIRECTOR HOTEL ROOMS STILL A AVAILABLE FOR THE PARIS Now that the year 2000 has arrived with National French Week to share your experi- much fanfare and few "bugs," it is time to ences with a colleague who did not, or bet- CONVENTION plan for the future. By all reports, National ter yet, who is not currently an AATF mem- French Week 1999 was a resounding suc- ber. Use your experiences to inspire them As usual, each AATF member attending cess. So much so, that we intend to make it to participate next year or to join you in a the 2000 Convention must handle his or her an annual event. Look at the Web site [http:/ team effort in 2000. Convince a new mem- own reservations. However, given the com- /aatf.utsa.edu] for updated National French ber to join in order to learn more about Na- plexity of handling reservations in another Week Web pages, and see page 13 in this tional French Week and other AATF promo- country and the difficulty of finding rooms issue for additional information. tional ventures. available in Paris in the summer of the year As many of you learned during National I would like to offer one cautionary note 2000, the FIAP Jean Monnet has offered its French Week 1999, promotion is never about promotion. Some of you are enjoy- services to help AATF members secure ho- wasted. Those of you who were undertaking stable enrollments in your classes and tel rooms for the convention. ing promotional activities for the first time have the luxury of supportive administra- The FIAP has chosen nine hotels to were often amazed at the positive response tors and perhaps feel that you do not need house AATF members during the conven- and the concrete results. Hopefully, many to work hard to promote French and your tion. These hotels have been selected es- more AATF members understand why we program. Do not become complacent. In pecially for their quality, cost, and location are always urging you to promote, promote, the past several months, I have received permitting easy access to the Palais des promote French. We realize that not every requests from three AATF members who Congrès where the convention will take member can undertake a large community suddenly found themselves with new ad- place. effort, but even a teacher alone in his or her ministrators who felt that offering French was (1) Concorde Lafayette**** (Métro: Porte school can make a tremendous difference, a waste of resources. If a teacher has not Maillot à côté du Palais) 950 F especially by putting students to work. been regularly promoting the French pro- (2) Sofitel Le Faubourg**** (Métro: Many of our 76 AATF chapters sponsored gram, there is nothing to fall back on in a Concorde à 10 mn du Palais) 1350 F major celebrations involving festivals and circumstance like this. If, however, you have contests, cooking demonstrations, job fairs, the backing of knowledgeable colleagues (3) Sofitel Arc de Triomphe**** (Métro: concerts and theatrical performances, and in other disciplines, former students, par- Ch de Gaulle à 10 mn du Palais) 1350 F immersion days. These generated public- ents of current and former students, school (4) Sofitel Dokhan's**** (Métro: Bossière ity and often media coverage and involved board members, or the mayor who was in- à 15 mn du Palais) 1350 F dozens of volunteers and hundreds of stu- vited to sign a proclamation and attended a (5) Sofitel Scribe**** (Métro: Opéra à 15 dents and their teachers. No less important National French Week event, you will have mn du Palais) 1350 F were the many individual teachers who be- a much larger base of support on which to cause of limited resources or heavy class draw in convincing a new administrator that (6) Frantour Berthier** (RER C ou Bus schedules could not organize huge public French is indeed worthy of inclusion. PC à 15 mn du Palais) 550 F events but were no less creative. Some of In the year 2000, the AATF also plans to (7) Campanile Berthier** (RER C ou Bus their ideas included French menus for the undertake a membership drive. You will PC à 15 mn du Palais) 550 F cafeteria often with French food being read more about this in upcoming issues of (8) Mercure Opéra*** (Métro: Havre served, labeling classroom objects in French the National Bulletin. However, we hope Caumartin à 20 mn du Palais) 610/ 650 F in other classrooms, convincing the physi- that our chapter officers and, indeed, all our cal education teacher to study cycling and members are continually talking with their (9) Jardin de Paris*** (Métro: Richelieu the Tour de France that week, having stu- nonmember colleagues about the benefits Drouot à 20 mn du Palais) 620/720 F dents do posters on French contributions to of being an AATF member. The AATF tries Conditions pertaining to reservations and other disciplines and displaying them to represent the interests of all its members cancellation can be found on the reserva- throughout the school, doing an "art" exhibit effectively. We try to provide useful tools for tion form on page 24 of the September Na- of student-created reproductions of French promoting the study of French, opportuni- tional Bulletin or on the Web site. All ques- masterpieces, reading a French fact a day ties for members to participate in summer tions regarding hotel reservations should over the school public address system, or a scholarship programs, sound scholarship be directed to the FIAP whose coordinates talent show featuring French songs, skits, and practical applications of theory and ef- are listed at the bottom of the hotel reserva- and music. fective classroom techniques in our publi- tion form. The complete hotel flyer with de- Each of these activities and many others cations and through work of our Commis- scriptions of the hotels and a map showing served more than the intended purpose of sions, national projects, and services such their location is available on the Web site generating publicity for French among stu- as the Grand Concours, National French [http://aatf.utsa.edu/] or can be requested dents, parents, administrators, and the gen- Week, the Société Honoraire, or the AATF from National Headquarters: Tel: (618) 453- eral public. Teachers and students have Web site. In short, we try to speak for the 5732; Fax: (618) 453-5733; E-mail: been energized. Parents and the public study of French whenever and wherever [akwalsh@ siu.edu]. All questions pertain- have been educated about the importance possible. Please urge your colleagues to ing to hotel reservations should be ad- of French in the world and its viability as a join us and lend their voices to the impor- dressed to the FIAP: 30, rue Cabanis, 75014 language to learn. Administrators have tant work we are doing on the local, re- Paris; Tel: 33.1.43.13.17.17; Fax: been impressed by the students' enthusi- gional, and national level. 33.1.45.81.63.91; E-mail: [girardin@fiap. asm and creativity and the teachers' initia- Jayne Abrate asso.fr]. tive and organizational abilities. I would Executive Director Hotel rooms in Paris will be scarce in like to invite each of you who participated in E-mail: [[email protected]] July 2000, so act early to ensure that you will have a room during the convention.

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 5 ACADEMIC CREDIT FOR ATTENDING THE HELP RESTORE 2000 CONVENTION IN PARIS VERSAILLES The Parc de Versailles was se- The AATF is pleased to be able to offer 2000 Paris Convention participants one-hour of verely damaged during the storms that graduate credit through the M.A.T. In-Service Program at Webster University in St. Louis. hit France after Christmas. More than The cost for one hour of graduate credit is $95. (This fee covers only the cost of credit; 10,000 trees were uprooted as well th th participants must still register for the convention.) Below is the preliminary syllabus. as 80% of historic 18 - and 19 -cen- Participants must pre-register so that paperwork can be completed and staff can get an tury plantings, and it is estimated that idea of the number of people interested. it will cost $36-38 million to repair the devastation. An international fund has PRELIMINARY SYLLABUS been set up to help replant the trees. College Graduate Credit (one credit hour) For information on contributing, visit • Participants should plan to register for and attend the entire conference beginning [http://www.chateauversailles.fr]. Monday, July 17 and concluding at 3:00 p.m. on Thursday, July 20, 2000. • Participants must log a minimum of 15 hours of attendance at sessions. During the convention: SWISS KITS: OLD AND • Participants will attend the opening plenary session on Monday morning, July 17. NEW VERSIONS AVAILABLE • Participants may select from one of the following themes and attend related Both versions of these kits, provided by sessions scheduled throughout the convention or they may create their own the Swiss Embassy, contain general infor- theme-based plan. mation on Switzerland, including geogra- ♦ Technology phy, maps, history, economy, but are pre- ♦ FLES* sented with different sets of materials. ♦ French and Francophone Cultures The old version includes a large color ♦ Literature poster, maps of the country and city guides, Language Learning a colorful brochure on the cheese industry, ♦ a pamphlet on Jean-Jacques Rousseau, lit- Teaching Techniques ♦ erary excerpts of Swiss authors, an article • Participants will attend a minimum of eight break-out sessions and two joint on the youth of Switzerland, and a small sessions. book with information on geography, his- After the convention: tory, economy, and the political and cultural • Each participant will present a written summary of the conference which includes institutions of the country. the following: The new version, La Suisse en vue, has 1) A summary and critique of each session; a more uniform format with four colorful dépliants on (1) paysage et cadre de vie, 2) A simulated letter to the editor of your local newspaper describing how this (2) économie et activités scientifiques, (3) conference has impacted your future work; population et société, and (4) fédéralisme 3) An analysis outlining how you plan to implement the knowledge you et plurilinguisme. Multiple copies of each gained at the convention in your teaching. section are included with a Teacher's • Submit all written work by August 31, 2000. Manual. If you are interested in receiving one hour of graduate credit, please fill out the form Both Swiss kits are offered to AATF mem- below and return it to AATF Headquarters along with your payment of $95. This will place bers free of charge for the cost of postage: $4.00 for the first copy, $1.00 for each addi- your name on the mailing list to receive updated information and official registration mate- tional copy (while supplies last). Order one rials from Webster University. The intstructor for this course will be Brian Kennelly of copy of the old and one of the new version Webster University [[email protected]]. If you already registered along with your for only $5.00. If no indication is given, the convention registration, this form is not needed. new version will be sent.

One-hour Graduate Credit for the 2000 AATF Convention through Webster University

Name ______

Address ______

City ______State ______Zip ______

Phone (home) ______Phone (work)______

Fax ______E-mail ______

School Affiliation ______Level taught ______

Return this form to AATF, Mailcode 4510, Southern Illinois University, Carbondale, IL 62901-4510; Fax: 618-453-5733.

6 AATF National Bulletin, Vol. 25, No. 4 (April 2000) CHAPTER NEWS CHICAGO/NORTHERN ILLINOIS Samantha Godden-Chmeilowicz mailed Programme d'automne: l'Hôtel: créer Our own National French Week, pro- the prizes. une simulation globale claimed by Governor George H. Ryan, Carolyn Dunoon L'intervenante de notre programme Chicago Mayor Richard M. Daley, and East Leyden High Schools d'automne fut le professeur Michèle Magnin many suburban mayors, started with a Cours de cuisine de l'Université de San Diego. Ce concours de connaissances and an art Lots of "C's" at the cooking class programme eut lieu le 30 octobre à Truman poster contest (the entrants actually did conducted by Christian Gaborit, chef de College dans le Satellite Learning Center their work in October), then was officially cuisine at the Hôtel Sofitel, on Saturday, et dans le laboratoire d'ordinateurs grâce à kicked off by a French winemakers’ dinner November 6. But not as grades, for both Mary Robinson, professeur de français à November 4 at the Hôtel Sofitel Chicago conductor and classmates deserved "A+'s" Truman. O’Hare which hosted and closely collabo- (20 sur 20) for their efforts. Dressed in Mme Magnin nous expliqua le concept rated with us on most of our activities. The cook’s caps and aprons, we learned how to de la simulation globale: un scénario qui dégustation of French wines and the make chicken, seafood and spinach permet à un groupe d'apprenants ou à une fabulous dinner were followed by a French crêpes, and mousse au chocolat. In what classe entière de créer un "univers" cooking class on November 6, a Sunday other class category do you get to consume comme, par exemple, un hôtel (ce que musical brunch on November 7 and a your creations? In addition to four students nous avons fait ce jour-là), un village, un career day on November 10. from McGugan Junior High School in Oak immeuble ou une entreprise, et d'animer Concours de connaissances Lawn, there were three culinary moms, des personnages en simulant toutes les In order to acknowledge the role that plus Robin Jacobi, John Tomme, photogra- conditions du langage que requiert le technology plays in modern France and in pher Laura Long, and overseeing all, the scénario choisi. Une simulation globale the lives of our students, a concours de hotel’s food and beverage manager Pierre- comprend une multiplicité de personnages connaissances was held via the Internet. Louis Giacotto. Parbleu, déliciciux! et d'événements qui stimulent The 30-question test was multiple-choice John Tomme l'apprentissage de la langue et de la or true/false to allow for easy scoring. Mary Waubonsee Community College culture. Les personnages du scénario participent au jeu de rôles et aux Lou Jenks created the questions, and Musical Brunch événements qui évoluent. Steve Hurder, mathematics professor at the Students of French from three area high Pour commencer cette simulation, nous University of Illinois-Chicago and a schools provided musical entertainment at avons créé des relations personnelles Francophile, did the technical work. Stu- the Hôtel Sofitel on Sunday, November 7 to entre les employés et le directeur général dents accessed the test via the Oak Park- celebrate National French Week. de l'hôtel, puis les relations entre les River Forest Web site of which Hurder is the Three students from Homewood- employés et les clients. On projette des webmaster. The students were told their Flossmoor High School arrived with their rencontres ou des accidents entre les scores immediately after the test and were teacher, Jane Castle, and delighted brunch- employés et les clients. Ou bien on peut able to try again for improvement. Approxi- goers with their renditions of traditional folk choisir un événement comme la visite du mately 900 students from 10 different songs and madrigals as they strolled from Président de la République, le millénaire schools participated. The 75 students with table to table in Chez Colette, one of the de l'an 2000 ou 2001, une fête, le Carnaval perfect scores were entered in a tombola hotel’s restaurants. They were accompa- ou le 14 juillet 2000, et préparer un from which three winners were drawn. Will nied on the mandolin by Jane’s husband scénario pour les participants (employés et Chapman, one of Lori Starck-King’s stu- Mort. clients) à cet événement. Pour conclure dents at New Trier High School, won first Hotel guests were then treated in the (c'est-à-dire, mettre fin au cours ou au prize: breakfast for two at the Hôtel Sofitel. main lobby to a performance on the piano semestre où on a créé la simulation), on Sheila Halani and Augustine Hong, both of Chopin’s “Fantaisie impromptu” by one peut fermer l'hôtel par sa destruction (une students of Sue Leibowitz at Glenbrook of Eileen Walvoord’s students from Niles éruption de volcan, par exemple), une South High School, won second and third North High School. A sing-along followed, rénovation, le tournage d'un film, ou peut- prizes respectively: a dining certificate for with students and teachers joining three être la vente de l'hôtel à une chaîne; ou on Brasserie Jo and two French CD’s. Thank Niles North students performing contempo- peut projeter l'avenir de l'hôtel dans l'an you to Samantha Godden-Chmielowicz for rary and traditional French favorites with 2020 et donner des conseils aux futurs mailing out the prizes and Robin Jacobi for audience participation. Included was a gérants. sending congratulatory certificates to the "hiking" or musical march around the lobby On doit demander aux participants 75 students with perfect scores. fountain to the tune of "Un kilomètre à pied." d'archiver les liens Internet qu'ils trouvent Mary Lou Jenks The event ended with a chorale by sur un sujet donné. Le prof doit leur donner Morton East High School students from both East and West Leyden une grille d'évaluation sur les sites trouvés, Poster Contest High Schools featuring both early and consultés, vus, cherchés, comparés ou The highly successful poster contest for contemporary French madrigals. Leyden critiqués. Il faut archiver les données de la la Semaine du Français attracted 106 teacher Carolyn Dunoon was joined by simulation: fiches, liens, documents, entries from 29 schools. Merci beaucoup to other teachers, students, and hotel guests publicités, lettres. On peut, si l'on veut, faire all the students who so creatively illustrated and employees in applauding the student ce travail avec d'autres professeurs comme our theme: “Le français est formidable!" musicians and their teachers admired the partenaires: de gestion d'hôtellerie ou de Countless guests and visitors saw the authentic merchandise in the hotel bou- tourisme, de communication, d'informa- display at the Hôtel Sofitel, and over 200 tique and enjoyed the Sofitel Sunday tique, de géographie, d'histoire ou de droit. voted for their favorites. President Rosalee "Frunch,” including entrée and dessert Pour commencer la simulation de Gentile kindly arranged for the judging. crêpes. l'hôtel, nous nous sommes divisés en petits Robin Jacobi sent certificates of participa- Eileen Walvoord groupes de quatre ou cinq personnes. tion to all the students who entered, and Niles North High School

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 7 Chaque groupe dut construire son propre NORTH TEXAS NATIONAL FRENCH WEEK hôtel: choisir un continent, une ville, un The Texas chapter, designated a Na- GRANTS FOR 2000 hôtel avec désignation de qualité (étoiles), tional French Week key site and recipient of The AATF is pleased to announce that nombre de chambres, nombre de restau- an AATF grant, culminated National French the Executive Council has approved fund- rants, de bars, genre de loisirs et terrains week with a Festival du Français on ing for additional Grants for National French de jeux offerts. Puis dans chaque groupe November 13 at Mountain View College. Week 2000 which will take place Novem- on choisit son occupation, son âge, ses The festival spotlighted the talents of over ber 4-10. This money is in addition to regu- responsabilités d'employé ou de client. 600 French students from 35 schools in the lar AATF Small Grants and will be for projects Alors chaque groupe choisit un événement Dallas-Ft. Worth area, including FLES* of all types related to National French Week. important qu'on veut promouvoir et on through university students. The maximum award will be $500. Both prépare une annonce pour lancer cet Activities included a Concours de AATF chapters and individual members may événement. kiosques, with schools creating displays of apply. Projects related to the themes of On a beaucoup appris avec Mme over 22 French-speaking areas of the National French Week (Cuisine; the Arts and Magnin, une intervenante qui nous a world, a poster contest for students of all Arts and Crafts; Community Events; Sports, stimulés à aller plus loin dans nos cours et ages and abilities, displays of French Games, and Traditions; Science, Technol- qui nous a guidés à trouver beaucoup students’ art and crafts, and student vocal, ogy, and Careers; and Music and Dance) d'idées pour nos apprenants de langue et instrumental, and dance performances and reaching the widest audience will be de culture françaises. Et en plus, nous throughout the day. Special “make-over’s” given priority. nous sommes bien amusés. by Sephora and a fashion show of student- Proposals from chapters should include Chaque participant a reçu le livre created French costumes and "mode” (1) the chapter name and the person desig- L'hôtel: simulation globale (Hachette). added more spice to the day. Local disk nated to be responsible for the project (this Anne Hebert may be a chapter officer but does not have jockey Bill Cody, a favorite of North Texas to be); (2) a one-page (minimum) summary Our spring program May 6 will feature a teenagers, kept the energy level high with of the project which includes a description pre-impressionism lecture and gallery tour French music ranging from Édith Piaf to MC and the names and responsibilities of the at the Art Institute of Chicago and include a Solar to Angélique Kidjo, as 75 door prizes luncheon and awards ceremony. organizing team or committee as well as were distributed to lucky winners. The plans to obtain appropriate proclamations John Tomme opening ceremony included the reading of and publicity; (3) the anticipated budget in- Waubonsee College proclamations and messages from Presi- cluding funds contributed by the chapter or EASTERN MASSACHUSETTS dent Bill Clinton, Governor of Texas, any additional funding sources; (4) evi- This year the Eastern Massachusetts George W. Bush, Dallas County Commis- dence of a multiplier effect such as plans to Chapter offered a series of continuing sioner Ken Mayfield, and the mayors of reach the maximum number of people in education workshops over five Saturdays, Dallas, Ron Kirk, and Fort Worth, Kenneth the school and local community; (5) a letter one per month from January through May. Barr. The president of the Dallas French- of support from the chpater president out- Each workshop took place from 9 a.m. to American Chamber of Commerce, Keith lining the chapter's commitment to the noon. The price for the series was $60, and Harvey, as well as the President-Elect of project. 15 professional development points were the AATF, Jean-Pierre Piriou also contrib- Proposals from individuals should in- awarded. uted to the excitement generated by the clude (1) the chapter name where the ap- plicant is located and evidence that the lo- January 15: Présentation des normes Hockaday Lower School French students’ cal chapter has been informed of the des programmes établies par le Massa- musical “Bonjour” and the African drum- project; (2) a one-page (minimum) summary chusetts (Mass Frameworks) par Richard mers., of the project which includes a description Ladd The Festival steering committee mem- and the names and responsibilities of the February 12: Unités pédagogiques sur: bers included Sherry Dean, Mountain View College, Dr. Marie-Christine Koop, Univer- organizing team or committee as well as Les traditions et fêtes, par Christiane plans to obtain appropriate proclamations sity of North Texas, Helen Lorenz, AATF Fabricant et La Provence par Phyllis Follett and publicity; (3) the anticipated budget in- Region VIII Representative, Marty Brush March 4: Comment enseigner la cluding evidence of additional means of West, Richardson High School, Sylvia littérature dès le niveau 1 par Lison support which may include but are not lim- Mawhee, Cedar Hills High School, Julie Baselis-Bitoun et Unité pédagogique sur ited to support from the local AATF chapter, Haïti par Carole Prospère Hughes, Billy Ryan High School, Denton, school or business support, plans to charge April 8: Comment enseigner l'art et la Andréanne Bauman, Chapter Treasurer, entrance fees, support from local French or chanson dès le niveau 1, par Lison Sherry Johnson, Chapter Vice-President, Francophone agencies or the Alliance Baselis-Bitoun et Unité pédagogique sur la and Constance Alexandre, President of Française; (4) evidence of a multiplier effect littérature enfantine, par Rosanna Moakley AATF North Texas. such as plans to reach the maximum num- May 6: "Tout finit par des chansons” par ber of people in the local community. Brian Thompson; et une surprise. CORRECTION Proposals will be evaluated by a national In addition, the chapter offered two Les réponses au Quiz sur Paris (Na- committee which will determine the recipi- continuing education workshops for teach- tional Bulletin, January 2000, p. 18) ents. Applications should not exceed five ers of AP literature, one in January and the contiennent une erreur. La réponse à pages and must be postmarked by June o other in February. These were offered at a la question N 6 devrait lire "Henri IV 15, 2000. The original application materi- cost of $40 per workshop. The first was on s'est marié avec Marguerite de Valois, als and three copies should be submitted to sœur du roi son cousin Henri III, en AATF National French Week Grants, La guerre de Troie n'aura pas lieu, while 1572...." Mailcode 4510, Southern Illinois University, the second treated Le Mariage de Figaro. Carbondale, IL 62901-4510.

8 AATF National Bulletin, Vol. 25, No. 4 (April 2000) REGIONAL NEWS REGION VII: WEST CENTRAL voyageur songfest. In the Duluth public Houston Chapter who, every year, have schools, students, parents, school board been mounting a kind of miniature As there has been a change of members, and members of the community Semaine du Français by organizing the representative for this region, it was not enjoyed La Fête du Fromage which Texas Symposium which is a celebration in possible to obtain news from all eleven included cheese tasting, waiter/waitress competition form of the achievements of chapters for this edition. There will be races, Trivial Pursuit based on the French students in Texas. This year the much more news about our activities and Francophone world, folk dancing, Franco- French Symposium took place on March 3- efforts in the next Region VII report. phone music and student performances. 5. Sandra Miller, Toby Freeman, and Judy The Downstate Illinois Chapter is Both the Stillwater and Hopkins public Feinstein put their heads together, turned currently re-emerging from its long period school students enjoyed music by Francine off their other commitments (except for their of dormancy under the leadership of Roche, as well as special dinners and classes), and mounted this mammoth President Gwenne Hickman (Belleville student performances. Northfield High enterprise. For many years, long before la Township High School East), Treasurer School students organized Une Soirée Semaine du Français, these teachers were Joan Debbie Mann (Southern Illinois Française featuring French food and working to draw attention to students’ University Edwardsville, and National music. Students at Central Junior High accomplishments in French. Although not French Contest Administrator John Garvey School in Forest Lake placed croissants in under the ægis of AATF, their herculean (University Lab High School, Urbana). the faculty lounge with a message indicat- efforts nonetheless have served to under- They have planned activities for the spring ing "It’s National French Week...Have a score the mission of the AATF to encourage in conjunction with the Illinois Council on croissant and enjoy!" This simple activity the study of French and to recognize the Teaching of Foreign Languages was very effective in promoting good will. teacher and student achievement. (ICTFL). At the ICTFL-sponsored Winterfest Karen Lewis reports: "At Lake Country Another round of applause to Connie in Urbana on March 18, they offered a School in Minneapolis, the cafeteria lunch Alexandre, the other officers, and steering Table française during lunch for all menu was written in French and baguettes committee of the North Texas Chapter for downstate French teachers. ICTFL has were served with lunch throughout the organizing such a successful Festival du also organized an immersion day at week, flags of the Francophone countries français hosted and choreographed by Southern Illinois University Edwardsville decorated the tables, and students tasted Sherry Dean at Mountain View College on for all teachers of French, German, and food from all over the French-speaking November 13 as the culminating activity Spanish on Saturday, April 15. world. In addition, P.E. classes focused on following La Semaine. The enthusiastic The Kansas Chapter held their annual soccer during that week. At Normandale participation of local French students was meeting in conjunction with the Kansas Community College in Bloomington, the heartwarming. Of particular importance Foreign Language Association (KFLA) Ariel Trio gave a concert and Impressionist was the presence of President-Elect Jean- conference in Wichita last November. All slide presentation, and at Mankato State Pierre Piriou who led a part of the program. members in attendance enjoyed trying out University, the highlight of National French Notable was the input of the Dallas chapter several dances demonstrated by Hetty Week was a concert by French singer and of the French Chamber of Commerce Bailey with the help of video tapes. Work is composer Eric Vincent. Congratulations to which helped find business members to now proceeding on the Week-end à la all AATF members in Region VII who underwrite some of the expenses. Another française that the Kansas Chapter offers to participated in the first Semaine du exciting outcome is the interest of a French all French teachers in Kansas and eastern Français. We look forward to an even company which is presently investigating Missouri. This very enjoyable immersion greater and more successful celebration the possibility of providing one or two weekend was last held in April 1999; for NFW 2000! scholarships to encourage business stu- chapter officers are discussing the possibil- Ann Sunderland dents with an interest in France to enroll in ity of organizing another fine weekend in Region VII Representative a summer session abroad. More about this the fall of 2000. REGION VIII: SOUTHWEST later. Wisconsin President Jim Radtke invites In November also, there was a meeting all AATF members to visit the Wisconsin Region 8 now numbers twelve chapters, a new one having been recognized in of ACTFL in Dallas. A number of AATF chapter Web site at [http://waatf@ members journeyed there to attend thought egroups.com]. The Wisconsin Association South Texas. Among these chapters there are now seven in Texas and one each in provoking presentations some of which of Foreign Language Teachers (WAFLT) were presented by our colleagues. Certain has a Web site for all language teachers, Arkansas, Colorado/Wyoming, New Mexico, Oklahoma, and Utah. AATF Commissions also took advantage of and Ken Fleurant has developed a this time to call mini-meetings. On Wisconsin French Connection Web site. The dominant news of Region VIII has been the wonderful response of the French Saturday, November 20, about 150 AATF La Semaine du Français was cel- members were guests of the Services ebrated throughout Region VII. The teachers to la Semaine du Français. As I read down the lists of activities, I was very Culturels of the French Embassy at a Minnesota French Week activities were reception held at the Hockaday School. M. especially successful and serve as an impressed by the ingenuity and creativity shown. To say nothing of how EXHAUST- Charles Barrière, Cultural Attaché in New example and model of the activities York, made a wonderful, encouraging plea throughout this region. Molly Wieland, ING it must have been for organizers and students alike. Such energy! to French teachers to hold fast in our goal to Immediate Past-President of Minnesota continue to expand the interest in French in AATF, reports that students in the Minne- Special kudos to Claudine Giacchetti and Therese Murray in the Houston area. the U.S. Éric Sacher, Linguistic Attaché, apolis public schools celebrated the distributed a number of prizes to the guests. French heritage in their city with a mini-tour Their teachers were particularly inventive and showed great staying power. In Nianna Gustovich, President of the of historic sites and a visit to Our Lady of newly-formed chapter of AATF in McAllen, Lourdes, complete with tourtières and addition, we need to recognize the activities of several AATF members in the TX reported on the French Escapade which

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 9 took place November 6-7. It included a is disappointing and devastating to teacher EMBERS' NOTES mini Tour de France competition, art morale. I believe, very strongly, that we M competitions, Paris Waiter’s run, etc. A need to address this issue of waning IN MEMORIAM number of activities were organized be- interest and involvement. We must ask tween and among the different high ourselves whether we become members of schools in the area. On the horizon, AATF solely because it looks good on a planning is underway for a special resume or because it allows our students to concours in Harlingen (TX) at the Marine compete in the National French Contest! Military Academy on April 7 featuring This may be the case where a chapter has special events/competitions in art, French a registration of 135 members on the books cuisine, pétanque, and recitations. but only 19 appear at a meeting. A hearty welcome to Oklahoma Presi- To be continued... dent, Glenda Allen who was elected in Helen Lorenz October. Robin Tippin, former President of Region VIII Representative the Oklahoma Chapter, reported that at their fall meeting in Tulsa, Susan Gross from Colorado Springs presented an exciting session on French TPR Storytelling which was well attended. It even drew the CALL FOR PAPERS Former AATF Vice-President (1973-78) enthusiasm of a few Spanish teachers! For AAUSC Calls for Articles for 2001 Volume: Second Language Acquisition and Region IX Representative (1968-73), French Week at Robin’s school they made Jean-Charles Seigneuret passed away on 3-D Eiffel Towers, offered their versions of and the Literature Classroom: Fostering January 19, 2000. Professor Emeritus at impressionist paintings, demonstrated Dialogues, Editors: Virginia Scott and Holly Tucker, Box 6312-B, Vanderbilt University, the University of Cincinnati, Dr. Seigneret, Breton folk dances, played boules, in- 62, died in his sleep while on vacation in dulged their palates in French cuisine. Nashville, TN 37235; E-mail: [scottvm@ ctrvax.vanderbilt.edu]. Submission dead- Florida. A memorial service was held in They also displayed French recruitment line is September 1, 2000. Suggested Cincinnati on February 2. Former students posters extolling the benefits of French length is 15-35 manuscript pages. Please gave brief statements at the service testify- language study. Another activity of follow AAUSC style, published in annual ing to how important a role he had played in particular interest was a high school volumes (Modified Chicago B). their lives. One said he was frequently the French immersion day hosted at the This volume will foster a dialogue in target of Jean-Charles' thrown chalk be- University of Central Oklahoma which was which researchers and practitioners in both cause of his butchering of French but that it attended by several area high schools. It is literary studies and SLA can consider the was all in fun and really helped him not very gratifying to see the university and points of overlap that unite us in order to make the same mistake again! He refused high schools working together toward a increase our teaching effectiveness in both sloppy and inferior work, Jean-Charles was common goal. language and literature. At the heart of this a hard task-master, yet he did not make stu- SWCOLT will be meeting in Oklahoma volume is the notion that American dents feel like failures—only that they had City in 2002, and we’re all invited! students of FL literature at any level are, let him down, which gave them the courage after all and always, language learners. On October 6, Helen Guillory, President to redo the work well. For this reason, we must consider FL of the Central Texas AATF, organized a After the memorial service there was a meeting at which she asked me to present programs in terms of a continuum in which party with champagne and good food to a talk on introducing poetry into the French all levels of instruction are interconnected by issues of acquisition. Contributors will celebrate life—not death—at Jean-Charles' curriculum at levels 1-3. We also request. Again, and more informally, people discussed the kinds of activities which be especially encouraged to consider spoke of their memories of him—some might be planned for French Week. I had literature instruction at the intermediate level, where the interrelationships between funny, some sad, most about how he had the strong impression that there were many made it possible for them to pursue their enthusiastic members in that group. language and literature instruction are perhaps the most pronounced. The studies and how supportive he was of them Meanwhile, out in El Paso, Karen volume will address specifically how all. Kaminis who is fulfilling the dual role of existing SLA research can inform the He was a man who lived life in all its Chapter President AND Contest Adminis- teaching of literature in multi-section and aspects to its fullest, who wanted to experi- trator tells me that all is going well. Their single-instructor courses, and, conversely, ence it all. He was a passionnate fan of the activities included a talk made by a native what contemporary literary theory might Cincinnati Reds and Bengals who let noth- speaker, a Soirée du Film along with hors bring to research and methodology in SLA. ing interfere with his season tickets. He at- d'œuvres and many other food activities, Particularly welcome are papers that tended theater and concerts avidly. crêpes salées, bœuf bourguignon tasting, consider curricular issues, models for What better way for him to die—on vaca- etc. empirical research design (quantitative tion in a warm, sunny climate, in his sleep I will close on a somber note. Despite all and qualitative), methodology, and prepa- after a day of enjoying life, good food, good the positive attention that was evidenced ration of TAs and other instructional staff. drink—so appropriate to the way he lived. above by teachers, there are still some To reflect the collaborative spirit of this areas where the word is not being spread. volume, researchers/practitioners in SLA J'ai rêvé d'étre et puis je fus, A chapter president has informed me that and in literature are encouraged to co- Frisson des jours qui ne sont plus. there is growing apathy among her author submissions. All papers must be J'ai cessé d'être quand je sus membership. No one wants to assume the reviewed by members of the AAUSC Que l'oiseau-fête enfin s'est tu. reins of leadership. This situation has been Editorial Board before they are accepted Jean-Charles Seigneuret reported before in other regions as well. It for inclusion in the volume. (1937-2000)

10 AATF National Bulletin, Vol. 25, No. 4 (April 2000) AATF 1999 Executive Council Gladys Lipton, President [2000] Kenmore, NY 14223-1236 Robert J. Ludwig, Region III Rep. [2000] Modern Languages & Linguistics E-mail: [[email protected]] 1102 Ardsley Road University of Maryland-Baltimore County Christopher Pinet, Editor in Chief, Schenectady, NY 12308 Baltimore, MD 21250 French Review [2001] E-mail: [[email protected]] Fax: (301) 230-2652 409 West Morrow Diana Regan, Region IV Rep. [2001] E-mail: [[email protected]] Bozeman, MT 59715 411 Dartmouth Road Jayne Abrate, Executive Director Fax: (406) 587-8490 Bryn Mawr, PA 19010 [2000] E-mail: [[email protected]] E-mail: [[email protected]] AATF, Mailcode 4510 James Gilroy, Managing Editor, French Lee Bradley, Region V Rep. [2000] Southern Illinois University Review [2001] Valdosta State University Carbondale, IL 62901-4510 Language & Literatures Valdosta, GA 31698 Phone: (618) 453-5731 University of Denver Fax: (912) 333-7389 Fax: (618) 453-5733 Denver, CO 80208 E-mail: [[email protected]] E-mail: [[email protected]] Fax: (303) 871-4555 Mary Jo Netherton, Region VI Rep. Jean-Pierre Piriou, President-Elect E-mail: [[email protected]] [2001] [2000] Jane Black Goepper, Editor, National Morehead State University Dept. of Romance Languages Bulletin [2001] 421B Combs Building University of Georgia 2324 Park Avenue, #34 Morehead, KY 40351 Athens, GA 30606 Cincinnati, OH 45206 E-mail: [[email protected]] Fax: (706) 542-3287 Fax: (513) 861-5572 Ann Sunderland, Region VII Rep. [2002] E-mail: [[email protected]] E-mail: [[email protected]] Truman High School Marie-Christine Koop, Vice-President Sidney L. Teitelbaum, Director 3301 South Noland Road [2001] National French Contest [2001] Independence, MO 64055 Foreign Languages P.O. Box 32030 E-mail: [[email protected]] University of North Texas Sarasota, FL 34278 Helen Lorenz, Region VIII Rep. [2001] P.O. Box 311127 Fax: (941) 364-9820 4120 Eldorado Denton, TX 76203-1127 E-mail: [[email protected]] Plano, TX 75093 Fax: (940) 565-2581 Geraldine O’Neill, Region I Rep. [2000] E-mail: [[email protected]] E-mail: [[email protected]] 21 Mill River Road Vincent Morrissette, Region IX Rep. Judith A. Johannessen, Vice-President South Salem, NY 10590-2003 [2002] [2000] Fax: (914) 533-6643 845 Taylor Street #3 1167 Glendon Street E-mail: [[email protected]] Monterey, CA 93940-1962 St. Paul, MN 55119 Joyce Beckwith, Region II Rep. [2002] E-mail: [[email protected]] E-mail: [[email protected]] 159 Main Street, Apt. 37A Brenda Benzin, Vice-President [2002] Stoneham, MA 02180 824 Delaware Road E-mail: [[email protected]] LANGUAGE COURSE FINDER: The Web’s Largest On-line Database of Language Schools For anyone wishing to study a language sion, group sizes, one-to-one, tailor-made, active in the field of language education. abroad, there is now the Web site Language at teacher’s home; teacher training, distance For further information, please contact, Course Finder at [http://www.language- learning, tuition by telephone, programs for Where+How Language Course Finder, course-finder.com] listing more than 5300 children, for parent and child, for senior stu- Susanne Thoene, Am Hofgarten 18, 53113 institutions teaching 54 different languages dents, for female students only); sports/ac- Bonn, Germany; Tel: 49-229-20-11-924; from Arabic to Zulu in 77 countries. tivities (golf, riding, skiing, tennis, water FAX: 49-228-21-19-44; e-mail: [info@ With free access to all information pro- sports, cooking, painting, music, dancing); language-learning.net]. vided, the Language Course Finder is avail- special services/accommodation (visa sup- able in 19 languages (Chinese, Czech, Dan- port, airport transfer, student counseling, ish, Dutch, English, Finnish, French, Ger- facilities for disabled students, accommo- man, Greek, Hungarian, Italian, Japanese, dation in host family, on campus, at teacher’s Promotional Materials Korean, Norwegian, Polish, Portuguese, home), as well as additional programs (work Looking for materials to attract Spanish, Swedish, and Turkish) thus allow- experience/internships, further academic students, promote French, and ing the vast majority of people in the world studies, work permit during course). Stu- enliven your classes? to consult it in their own language. dents receive immediately a list of institu- A truly unique feature of the Web site are tions registered under these criteria. Each Check out the the detailed search facilities. From a menu, school is listed with full address details to • AATF Materials Center (p. 38) students can select their study preferences enable students to make direct contact. • French Promotional Kit (p. 34) such as location (urban, rural, seaside, The site also offers detailed background • New Promotional Flyer (p. 34) mountains, on campus); course type (gen- information on related issues such as lan- • National French Week eral, business, academic, special purposes, guage tests and certificates in many lan- Promotional Items (p. 37) exam preparation, intensive, total immer- guages and a broad range of organizations

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 11 AATF NATIONAL COMMISSIONS SOCIÉTÉ HONORAIRE DE FRANÇAIS Commission on Articulation Dena Bachman Thomas J. Cox St. Joseph Public Schools Célébrons nos 50 ans! San Diego State University 412 Highland Avenue Sponsors of chapters of Société San Diego, CA 92182-7704 St. Joseph, MO 64505 Honoraire de Français who met for E-mail: [[email protected]] E-mail: [[email protected]] breakfast in St. Louis considered several Judy Johannessen Commission on High Schools items of business and information. Among 1167 Glendon Street Brenda Benzin these were a progress report on and St. Paul, MN 55119 824 Delaware Road evaluation of two ongoing projects. E-mail: [[email protected]] Kenmore, NY 14223-1236 Materials are being collected and created for a handbook for sponsors. Commission on Community Colleges E-mail: [[email protected]] These currently take the form of a set of Mary Jo Netherton Molly Wieland Morehead State University 4430 Harriet Avenue insert pages for a three-ring binder. 421B Combs Building Minneapolis, MN 55409 Sponsors were asked to evaluate materials Morehead, KY 40351 E-mail: [molly_wieland@hopkins. included to date and to make suggestions E-mail: [[email protected]] k12.mn.us] of additional pages/topics which would be of help. Contributions of sample invita- Sherry Dean Commission on Middle Schools tions, local bylaws, visuals, activities, Mountain View Community College Patricia Duggar ceremonies, and other materials may be 4849 West Illinois Avenue 4313 191 Avenue SE Dallas, TX 75211 Issaquah, WA 98027 sent to the address below. E-mail: [[email protected]] E-mail: [[email protected]] An SHF brochure would be used to promote la Société Honoraire to potential Commission on Cultural Competence Janel Lafond-Paquin sponsors of chapters, to inform students Marie-Christine Koop Rogers High School and parents, and to serve as a vehicle for Dept. of Foreign Languages Wickham Road general publicity. Sponsors evaluated University of North Texas Newport, RI 02840 three samples and made suggestions for P.O. Box 311127 E-mail: [[email protected]] changes and additions. Denton, TX 76203-1127 Commission on Student Standards E-mail: [[email protected]] Avenues for publicity were discussed in Robert C. Lafayette light of our goal of 2000 active chapters in Sharon B. Rapp Dept. of Curriculum & Instruction 2000. It was suggested that we submit Conway High School West 223 Peabody Hall 5701 articles to the National Bulletin, encourage 2300 Prince Street Louisiana State University networking between active sponsors and Conway, AR 72032 Baton Rouge, LA 70803 potential/new sponsors, and that we work E-mail: [[email protected]] E-mail: [[email protected]] toward a Web site linked to AATF. FLES* Commission Nancy J. Gadbois Concerns were expressed about the Gladys Lipton 86 East Street effects of block scheduling in situations University of Maryland-Baltimore County Southampton, MA 01073 where continued study is required for Baltimore, MD 21250 E-mail: [[email protected]] continued student membership. Questions E-mail: [[email protected]] Commission on Professional Teacher Stan- have also arisen concerning initial eligibil- Lena Lucietto dards ity (grades, exchange students, lack of Isidore Newman School Susan Colville-Hall current enrollment due to the block at the 1903 Jefferson Avenue University of Akron time of chapter induction), continued New Orleans, LA 70115 Akron, OH 44325-4205 membership (grades, continued enroll- E-mail: [[email protected]] E-mail: [[email protected]] ment, conduct), and the requirement of Commission on French for Business Toni Theisen service projects. Adjustments will need to and International Trade Loveland High School be made in local bylaws so that require- Steven Loughrin-Sacco 920 West 29th Street ments and responsibilities are clearly International Business Program Loveland, CO 80528 stated. San Diego State Unviersity E-mail: [[email protected]] Samples of T-shirts and a new blue/ 5500 Campanile Drive, BAM 431 Commission on Telematics and New white/red braided cord were on display. San Diego, CA 92182-7732 Technologies The latter is appropriate for wear at E-mail: [[email protected]] Townsend Bowling induction and graduation. Information Commission for the Promotion of French Dept. of Foreign Languages about ordering may be obtained from the e- Raymond Comeau University of Texas mail address below. Harvard University Extension School San Antonio, TX 78249 Plans are underway for a birthday 51 Brattle Street E-mail: [[email protected]] celebration in Paris. Join us there for input Cambridge, MA 02138 Commission on Universities into decisions which will affect our next half E-mail: [[email protected]] Edward C. Knox century of service. Jacqueline Thomas French Department 1949-1950 to 1999-2000: Fêtons! Dept. of Language and Literature Middlebury College Sharon B. Rapp, President Mail Sort Code 162 Middlebury, VT 05753 1817 South Blvd. Texas A&M University-Kingsville E-mail: [[email protected]] Conway, AR 72032-6205 Kingsville, TEXAS 78363 E-mail: [[email protected]] E-mail: [[email protected]]

12 AATF National Bulletin, Vol. 25, No. 4 (April 2000) NATIONAL FRENCH WEEK 2000 Start planning now for the second annual National French Week celebration. Join with your local chapter, colleagues in your school and community, as well as colleagues at local colleges and universities to create another exciting National French Week. We decided to keep the dates the same as last year in order to reuse the beautiful National French Week posters which were distributed last year. We will have matching stickers printed that you can use to cover up the year 1999 on the poster. (Send a self-addressed stamped envelope to AATF National Headquarters to receive these stickers; be sure to indicate the quantity.) We will again have special National French Week materials (pencils, balloons, pins, bumper stickers, T-shirts, and invitations) available for distribution (see page 37). Make sure to order early. If you wait until October, it may be too late to receive your order in time for your celebration. Remember that every activity from large to small can be an effective promotional event for the study of French, especially when students are involved. Below is just a brief list of some of the successful activities organized by our members in 1999, proceeding from small to city-wide: • student-created posters on French or Francophone scientists, artists, authors, engineers displayed in the school or in local places of business; • a student-created mural featuring famous French or Francophone individuals; • an exhibit of student-created reproductions of famous French art works; • a French meal served in the school cafeteria; • French menus for the regular cafeteria fare; • inviting colleagues in other disciplines to study units on French-related topics during the week; • serving croissants and café au lait in the teachers' lounge or to the counselors and office staff; • a French fact a day read over the public address system; • poster, slogan, cooking, sports, or recitation contests with prizes, of course; • a job fair featuring local French business or U.S. business that have operations in France; • a cooking class by a local French chef or baker; • guest speakers including natives of Francophone countries, artists, authors, performers, or film directors; • immersion activities (but with outside participation by administrators or elected officials as judges, for instance), Francophone festivals, film festivals, performances; • a talent show or cabaret featuring all French skits, songs, and music. These represent just a few of the many creative ideas suggested by our members. Do not forget that one of the key components of National French Week is to involve target audiences beyond our students and their families. Be certain to include counselors, fellow teachers, potential students and their parents, administrators, school board members, and local elected officials in your festivities. Begin working now to obtain a proclamation from your mayor and share it with colleagues in your city. AATF Chapters should begin work immediately to obtain a proclamation from the governor and make sure every chapter member receives a copy. These can be published in newsletters and on posters and shared with the media. University faculty should take a copy of these proclamations and request a similar statement from the university president or provost. Many of you reported having difficulty getting media attention for your activities this past fall. Media coverage is a key component to a successful National French Week but is not always easy to attract. The media are interested in events not information. Present your news as an event although you may well need to provide background information as well. Court your local journalists and television reporters or, better yet, have your students do it. Don't forget the school newspaper or alumni magazine. Of course, this year you can return with documents, photography, and video from last year's event. Create a schedule for contacting the media with periodic updates both before and after the event.

CELEBRATE NATIONAL FRENCH WEEK NOVEMBER 4-10, 2000

NATIONAL FRENCH WEEK CHECK LIST • Consult the AATF Web site for ideas for your 2000 National French Week celebration; • Ask your students for input; START • Invite colleagues to join you and share the work; NOW! • Prepare a flyer for your colleagues in other disciplines, and ask them to support your effort by planning a French-related unit during National French Week; offer to help them find information; • Request a proclamation from your mayor (combine efforts in larger cities or work with your local chapter so you are not duplicating efforts); • Order promotional materials, an AATF Promo Kit (page 34) or National French Week items (page 37); • Solicit support from local businesses, civic organizations, or Francophone agencies; • Contact local media representatives; • Put your students to works researching information, preparing materials, and making contacts.

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 13 MOTS CHASSÉS:

Exercices sur l’article paru dans la French Review d’avril 1999, Vol. 72, No. 5.

I. Développez les sigles suivants: a. DEUG b. CREPS c. CAPES d. CNED e. UFR f. DAEU g. LEA h. MISASHS i. CTU j. ALOES

II. Reliez les phrases suivantes à l’aide de pronoms relatifs.

a. Le DEUG _____ je parle est un DEUG de langues.

b. Le DEUG _____ il a fait allusion est un DEUG de maths.

c. Les études pour ____ les parents ont payé 10.000 francs sont des études de gestion.

d. Les CREPS sont des centres ______s’enseignent les sports.

e. Le jury ______préside le concours d’Agrégation a été particulièrement sévère cette année.

f. Ce ____ les étudiants se plaignent c’est la compétitivité des concours tels le CAPES.

g. La durée des études ____ ce jeune homme envisage est d’environ cinq ans.

h. À ___ donc s’attendent les étudiants qui ne travaillent pas?

i. Le coefficient ______a été attribué à cette matière est 3.

j. L’Université ____ il a choisie est loin du domicile de ses parents.

III. Complétez les phrases données.

a. La répartition de l’année universitaire en deux semestres s’appelle la ______.

b. La durée d’études d’un DEUG ______.

c. Bénéficient d’un “régime long” les étudiants ______.

d. Le Minitel sert à _____.

e. Pour être admis au premier cycle universitaire ______.

f. À l’UFER “Connaissances de l’homme” sont rattachés trois DEUG différents: _____.

g. Les "passerelles" permettent à l'étudiant de ______.

h. L’avantage offert aux étudiants boursiers est que ceux-ci ______.

i. Les contrôles écrits et oraux permettent de ______.

j. Si un étudiant souffre d’une maladie qui lui interdit de se déplacer, il ______. Colette Dio Le corrigé de ces exercices se trouve à la page 4. Nancy, France

Used with permission of the American Association of Teachers of French, National Bulletin, Vol. 25, No. 4. (April 2000). AATF, Mailcode 4510, Southern Illinois University, Carbondale, IL 62901-4510.

14 AATF National Bulletin, Vol. 25, No. 4 (April 2000) FRANCOPHONE CINEMA, A PRIMER Francophone cinema is a promising and cal Duquenne shared best actor award at ten used as an instrument of social and po- relatively new language and culture re- Cannes. Belgium has a long, successful litical progress. Manthia Diawara groups source for French teachers. Francophone history in cinema in spite of being divided films into three broad thematic categories: cinema does indeed seem to have a lot to into two linguistic and cultural camps, the (1) (neo)colonial confrontation, (2) social offer: The films present new voices, issues, Dutch-speaking north and the Francophone realism, and (3) cultural identity. These and perspectives from the Francophone Wallonie, which dilutes production. Swit- categories are useful in that they help de- world, and at the same time, provide new zerland too is divided along linguistic and termine whether a film is primarily about ex- materials for teaching and learning. I was cultural lines but, like Belgium, has man- ploitation, alienation, conflicts with the West, first attracted to Francophone films as a way aged to carve out a cinematic presence. or the search for heroes and myths in the to show my students the importance of There are several Francophone titles, but pre-colonial past. French as an international language and to only a few are well-known or have been Ousmane Sembene is without ques- help them experience life in a Francophone widely distributed on videocassette. An ex- tion the dean of African cinema. He was a country as directly as possible. I began by ception is the work of Alain Tanner, a film- pioneer with Borom Sarret about a cart- making lists and watching as many Franco- maker of the auteur tradition who has some driver on the outskirts of Dakar and Mandabi phone films as I could and soon discovered 18 feature films to his credit. One of these is in which an illiterate Dieng gets duped out the number of films could be overwhelm- Messidor in which two girls, a 17 year-old of his money order. Mandabi is considered ing. I concluded, however, that they offered shop clerk and a bored university student, sub-Saharan Africa’s first full-length feature an effective way to explore la Francophonie, hitchhike through Switzerland and resort film. Sembene’s Camp de Thiaroye, about and that when grouped together, they con- first to petty then serious crimes. Messidor a massacre of expatriated Senegalese stituted an area of research comparable to has all the requisite nature panoramas and troops returning from battle in World War II, Francophone literature. reflects the placid, orderly tenor of life in Swit- is one of the most potent colonial confronta- What is Francophone cinema? Es- zerland that the girls do all they can to dis- tion films. Ousmane Sembene continues to sentially, a Francophone film is a French- rupt. make films and is one of the few African language film that takes place in a country African Francophone films come typi- directors with several titles to his credit. or region other than France. The writer, Unfortunately, few of his films are avail- director, and actors are usually “local,” able on videocassette. A totally differ- and the film’s narrative reflects the com- July 17-20, 2000 ent film is Ngangura Mweze’s La Vie munity in some way. Ousmane Palais des Congrès est belle. This film is about Kourou who Sembene’s Camp de Thiaroye and comes in from the Zairian countryside Claude Jutra’s Mon oncle Antoine are Paris, France to Kinshasa to find success. Kourou is classic examples of Francophone films played by Papa Wemba, in real life a from Senegal and Quebec, as are Alain legendary singer/musician known Tanner’s Swiss Messidor and Jean- throughout sub-Saharan Africa as well Marie Teno’s documentary-style Afrique, as in Europe. (Papa Wemba makes a je te plumerai about the socio-economic Watch for updates on our Web site: cameo appearance in Ngangura’s most recent film, Pièces d’Identité that won problems in Cameroon. In reality, http://aatf.utsa.edu/ though, few films meet all the criteria of the 1999 FESPACO best-film award.) a Francophone film. Jaco van Dormael le français: un pari sur l'avenir! Ngangura’s La Vie est belle is a good of Belgium wrote and directed Le example of Diawara’s social realism Huitième jour starring the French actor while Burkina Faso’s Dani Kouyaté Daniel Auteuil, and the Zairian film La Vie cally from former French colonies. Countries sought to retell a major African epic, the thir- est belle was co-directed by Ngangura of the Maghreb, that is, Tunisia, Algeria, and teenth-century Sundjata Epic, in his Keïta, Mweze, an African, and Benoît Lamy, a Eu- Morocco, have produced a number of no- L’Héritage du Griot. ropean. The latter films would still qualify table films but most are in Arabic. There are Francophone films from the Antilles as Francophone because they meet the a few Francophone titles, however: the clas- are similar in many respects to their African basic criteria of geography, cultural set- sic La Bataille d’Alger represents a whole counterparts. Euzhan Palcy’s Rue cases- ting, and especially voice, which help dis- group of films on revolution and colonial lib- nègres recounts with style and grace the tinguish the exotic and the authentic. Clas- eration and still seems valid even after 35 coming-of-age experiences of José during sifying a film can be a frustrating and some- years. Many of the Francophone titles by the early 1930’s in colonial Martinique. This times fruitless experience because film is a Maghreb directors are like Merzak uncontested Antillean classic has become very international medium, but grouping Allouache’s Salut Cousin! about Algerian a favorite among French teachers because films under the banner of Francophone cin- immigrant experiences in France. Or like of the engaging characters and because of ema helps us organize a body of work and Férid Boughedir’s Un été à La Gouette, a the wealth of materials available to help in- expands our role as learners and teachers. multicultural story in French, Italian, and Ara- corporate the film into instruction. Euzhan It was no surprise that a Francophone bic that takes place in Tunisia. Palcy is not the only Antillean film director film from Belgium, Rosetta, won the most A host of Francophone film titles are to achieve success. Christian Lara of recent top-film award at the Cannes Film available by directors from Senegal, Ivory Guadaloupe is the most prolific of the Festival. Belgium has had its share of Coast, Cameroon, Congo, and Burkina Antillean directors with some 10 films to his award-winning films; Le Maître de musique Faso, among others. Filmmaking in sub- credit. His films include, among others, was nominated for an Academy Award in Saharan Africa had its beginnings in the Adieu foulard, Vivre libre ou mourir, and, 1989, Ma vie en rose won the Golden 1960’s just after independence. Most films more recently, Sucre amer. Aside from Rue Globe’s Best Foreign Language Film, and from the early years had social or political cases-nègres, however, Francophone films Le Huitième jour’s Daniel Auteuil and Pas- agendas because the film medium was of- from the Antilles are difficult to find.

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 15 Francophone films from North America, vides a wealth of current information about Selected Resources that is, Quebec, pose a whole new set of films: It is no longer as difficult or time con- Books and articles: questions. Québécois films are similar in suming to gather facts about film directors, Diawara, Manthia. African Cinema: Politics many respects to their African and Antillean actors, and production or to find reviews and Culture. Bloomington, IN: Indiana counterparts even though the cultural and and information on film festivals and awards. University Press, 1992. linguistic contexts are very different. For I have included a few of the major Internet Encyclopedia of European Cinema. Ginette starters, the market for Québécois films is film sites below. Vincendeau, ed. New York, NY; Facts on relatively small and the resources to make In addition, there are book-length stud- File, 1995. a film are limited. At the same time, ies that supply background information on Garrity, Henry. Film in the French Class- Québécois filmmakers have to compete with Francophone cinema. Manthia Diawara room. Cambridge, MA: Polyglot Produc- the overwhelming number of imported films, mentioned above writes about the politics tions,1987. particularly those from the United States. and culture of filmmaking in Francophone Pallister, Janis L. The Cinema of Quebec. Still, Québécois cinema has a long, com- Africa. N. Frank Ukadike discusses theory Masters in Their Own House. Cranbury, plex history, and many of the films are world- and practice of Black African filmmaking NJ: Associated University Presses, class. from the colonial beginnings to the 1990’s. 1995. The classic of early Québécois films is Mbye Cham edited a unique book on the Sugarman, Judy and Nancy Ward. Rue Mon oncle Antoine, a coming-of-age, rites- relatively unknown cinema of the Antilles. cases-nègres. A study guide. Vernon of-passage film that takes place just before Janis Pallister provides a thorough treat- Hills, IL: FilmArobics, 1995. Christmas in a small asbestos mining town ment of Quebec cinema in her study which Ukadike, Nwachukwu F. Black African Cin- in Quebec during the late 1940’s. This film includes sections on historical roots, women ema. Berkley: University of California provides a lot of material to learn about directors, literature into film, and film as mir- Press, 1994. Quebec and Québécois issues, for example, ror of society. Peter Cowie’s annual Variety Variety International Film Guide 1999. Pe- cultural roots, conflict with Anglophones, International Film Guide lists new films by ter Cowie, ed. Los Angeles, CA: Silman- family problems, and decadence. And there country and provides up-dates on cinema James Press, 1999. are ample materials to help adapt Mon worldwide. Viswanathan, Jacqueline. “Approche oncle Antoine for instruction. Another There are also numerous resources, both pédagogique d’un classique du cinéma Québécois classic is Gilles Carle’s La Vie books and articles, for using (Francophone) québécois: Mon oncle Antoine.” French heureuse de Léopold Z. This film recounts films in the classroom. Garrity includes Mon Review, Vol. 63 No. 5 (April 1990): 849- the adventures of Léopold Tremblay during oncle Antoine and La Vie de Léopold Z. in 858. Christmas Eve. Léopold, a snowplow driver, his Film in the French Classroom. Zéphir, Flore. “Caribbean Films in the makes several side-trips during his work- Sugarman and Ward prepared a 54-page French Curriculum: Strengthening Lin- ing day, first to borrow money for a fur coat, study guide for Palcy’s Rue cases-nègres, guistic and Multicultural Compe- to meet his wife’s friend Josette at the train and more recently, Flore Zéphir outlined a tency.” French Review, Vol. 72 No. 3 station, and to haul a sofa for his boss plan for using film documentaries on Haiti (February 1999): 515-528. Théophile. This is a relatively short film, for teaching language and culture. It’s im- Internet: some 68 minutes, that captures Montreal in portant to remember that films require spe- Internet Movie Database: [http:// the mid-60’s. La Vie heureuse de Léopold cial treatment and that students need help us.imdb.com/] Z. is ideal for the classroom because the in sorting out what to do and what to look Canadian Studies: [http://canada- French is clear and there are no question- for. A viewing guide with some basic vo- acsus.plattsburgh.edu/] able or explicit scenes that would prohibit cabulary and grammar is always useful, but Vues d’Afrique: [http://www.vuesdafrique its use. in most cases, films are less suited for teach- .org/sommaireframes.html] Charles Binamé’s Eldorado and Louis ing discrete vocabulary and grammar items Festival Panafricain du Cinéma: [http:// Saïa’s Les Boys are recent Québécois films. than for exposing our students to culture in www.fespaco.bf/] Eldorado, 1994 is an urban film that follows context. It makes more sense to construct Selected Film Titles: [http://www.uncc.edu/ the lives of four twenty-somethings in activities, for example, like those suggested colleges/arts_and_sciences/fornlang/ Montreal. As you might expect, it’s an R- by Zéphir and others, that address topics francocin.htm] rated film and would be appropriate for only such as greetings, clothing, housing, trans- the most advanced students. Les Boys, portation, daily-life activities, social roles, Distributors: 1997, is a somewhat raunchy film about an values, and cross-cultural comparisons. In Canadian Film Distribution Center irreverent hockey team. Les Boys became this way, students take advantage of the SUNY Plattsburgh Plattsburgh, NY Quebec’s most successful film of all time and strengths of the film medium. Beyond lan- Phone: (800) 388-6784 was followed by Les Boys II. Clearly, Que- guage and culture, Francophone films are bec cinema is on an upswing and should also applicable to other areas of the cur- Facets Multimedia 1517 West Fullerton Ave no longer be ignored. riculum: cinema studies, literary works on Chicago, IL 60614 Keeping up with Francophone cinema in film, historical figures, and gender studies. Phone: (800) 331-6197 Quebec, or for that matter in Africa and Eu- Whatever the application, for teaching rope, has become easier in recent years. and learning or just for enjoyment, Franco- FACSEA 972 Fifth Avenue Distributors such as Facets, California News- phone cinema is an important resource to New York, NY 10021 reel (Library of African Cinema), and the Ca- us as French teachers. Francophone cin- Phone: (212) 439-1439 nadian Film Distribution Center offer a ema helps us extend our field of studies, wide variety of films on videocassette. The and at the same time, provides dynamic “por- Library of African Cinema California Newsreel purchase cost for these films is often rea- traits” of the Francophone world. 149 Ninth Street #420 sonable (although still a strain on meager San Francisco, CA 94103 budgets), ranging from $20 to about $100. Phone: (415) 621-9196 Rentals are also available. The Internet pro-

16 AATF National Bulletin, Vol. 25, No. 4 (April 2000) 73ÈME CONGRÈS ANNUEL DE L’AATF PROGRAMME PRÉLIMINAIRE

Ce programme reste préliminaire. Nous le publions afin de documents et d’illustrations, on démontrera que l’esprit américain vous donner une idée des sessions et ateliers offerts. De se traduit bien mieux par la conception de l’espace dans le jardin nombreuses autres manifestations et interventions sont prévues, français que dans le jardin sauvage à l’anglaise. mais pour le moment elles n’ont pas été entièrement confirmées. Cookbooks, Menus, and Manners: Gastronomy and 19th- Les jours indiqués sont également provisoires et pourraient en- Century French Culture core changer avant le mois de juillet. Les intervenants ne devraient Intervenante: Mary Beth Raycraft, Vanderbilt University (TN) point s’y fier. La date et l’heure de chaque session seront This presentation focuses on the usefulness of incorporating communiquées directement aux intervenants. primary source materials on gastronomy and social etiquette into 19th-century literature and culture courses. Using excerpts from Nous nous retrouverons au Palais des Congrès avec les cookbooks and etiquette manuals as well as descriptions of dinner congressistes de la Fédération Internationale des Professeurs de parties by Flaubert, Zola, and Maupassant, the presenter will AATF PRELIMINARY PROGRAM Français, organisme qui regroupe les associations nationales de analyze literary representations of dining scenes in the social professeurs de français provenant de plus de 120 pays et dont and cultural context of 19th-century gastronomy. l’AATF fait partie. Chaque association aura son propre programme, Teenspeak: An Asynchronous Cultural Exchange mais il y aura une multiplicité d’événements en commun. De plus, Intervenantes: Leonora A. Yates & Carolyn Trombi, Pilgrim High le hall des expositions où l’on pourra trouver non seulement expo- School (RI) sitions, mais aussi cyberespace, café-littéraire, et restauration, et This unique Web-based course encourages exploration of the toutes les espaces publiques seront ouverts à tous. Nous vous target country and its cultural institutions. Using E-pal interviews invitons et encourageons à vous mêler avec vos collègues venant and Web-based investigations, students learn about teenage de tous les pays. Cela reste une occasion unique où seront réunis mores and culture, examine family life and the educational system, plus de 3000 professeurs de français et où la langue française and provide comparisons to American culture. sera la seule commune. African-American Composers: A French Legacy Le lundi 17 juillet sera journée commune où toutes les activités Intervenantes: Rosa Bobia, Kennesaw State University (GA) & réuniront les congressistes de la FIPF et de l’AATF. À commencer Jacqueline Konan, Columbia State University (GA) par une séance d’ouverture où les personnalités du gouvernement The repertoire of well-known African-American composers like français et du monde francophone nous accueilleront. Et qui sait? William Grant Still and Jim Dédé consists of art songs, folk songs, and children play songs in French. The presenters will provide a Peut-être même le Président Jacques Chirac viendra-t-il saluer les discussion of the songs and engage the audience in a song fest. congressistes comme, alors maire de Paris, il l'a fait en 1989. Cette séance sera suivie d’une présentation multimédia de TV5 et Teaching French to Adults: "Don’t Treat Us Like Kids" une réception. L’après-midi nous pourrons écouter plusieurs Intervenants: Thomas F. Ratican & Rita T. Mendl, U.S. Government, OALSR/DOD grands conférenciers. Les congressistes s’amuseront en fin de Teaching a foreign language to adults is a significantly different journée avec le spectacle multimédia Paristoric, une introduction experience from teaching other students. For adults, "performance" à Paris vu à travers ses femmes. En soirée, le Ministère des Affaires is often as important as "proficiency." The presenters will discuss étrangères nous offre une réception avant que nous ne nous dis- what they keep in mind when preparing to teach French to U.S. persions dans Paris pour terminer ce premier jour de congrès. government employees, demonstrating some of the strategies Le programme propre à l’AATF se déroulera mardi, mercredi et they use, including sample lessons. jeudi avec toutefois certaines conférences et tables rondes com- Teaching a Multi-Level Class (or How to Run a 3-Ring Circus) munes aux deux associations. Note: les résumés ont été abrégés. Intervenante: Joan Chardkoff, Ouachita Parish High School (LA) Vous trouverez la version complète sur le site Web [http:// In the best of all possible worlds there would be a different class aatf.utsa.edu] avec des mises à jour régulières jusqu'au congrès. for each level. In the real world we must often combine different levels. This presentation discusses two fundamentally different SESSIONS approaches and offers suggestions for procedures and grading. le mardi 18 juillet au matin Fighting French Teacher Fatigue: Maintaining an Energy Equilibrium À la recherche de Vinteuil Intervenante: Mary Jo Netherton, Morehead State University Intervenant: Peter A. Machonis, Florida International University The extraordinary demands on French teachers today coupled Cette présentation propose l’expérience auditive de la musique with lower enrollments leave many teachers feeling hopeless de Vinteuil, compositeur imaginaire dans À la recherche du temps and depressed. Reasonable measures can be taken to improve perdu. Au lieu de faire correspondre Vinteuil à une entité réelle, difficult situations, thereby reducing stress and enhancing the nous suggérons que le personnage de Vinteuil est une synthèse, quality of teachers’ professional and personal lives. inspirée par plusieurs compositeurs de l’époque de Proust. Increasing French Enrollment through Re-invigorated Minors Candide and Forrest Gump: How Much Are They Really Alike? Intervenante: Sister Mary Helen Kashuba, Chestnut Hill College Intervenant: James P. Gilroy, University of Denver A minor in conjunction with a major in another field can attract The remarkable similarities between Voltaire’s tale and the today’s students. Using surveys of current minors, along with a popular movie can be used by teachers of French literature as a program developed through a Title VI Grant, the presenter will way of demonstrating how closely the classics reflect our present- examine the curriculum for a minor tailored to Business, Social day concerns and aspirations. The parallels discussed occur on Studies, Education, Global Studies, and Liberal Arts. several levels: characterization, plot, style, world view, and moral. Parlons Poliment (A Culture Capsule) Jardin français et jardin à la française: la conception de l’espace Intervenante: Jana Brill, Georgetown College (KY) chez les Français et chez les Américains Il vaut mieux parler poliment en France, comme nous l'a fait Intervenante: Martha Pereszlenyi-Pinter, John Carroll University remarquer Polly Platt, et aussi Charles Perrault dans son conte L’ordre, la clarté et l’harmonie marquent le jardin français qui Les Fées. Cette présentation expliquera comment préparer la représente l’acte d’apprivoiser, de civiliser la Nature. À l’aide de lecture de ce conte en faisant apprendre d’abord le vocabulaire nécessaire dans un sketch et en montrant certains objets/jouets. AATF National Bulletin, Vol. 25, No. 4 (April 2000) 17 Lettres militaires de 1917 De Jeanne d’Arc au Viêt Nam: la construction de la con- Intervenant: Lionel J. Lemarchand, Georgia Institute of science collective Technology Intervenant: Michael Kline, Dickinson College (PA) La découverte de lettres censurées écrites par des poilus en L’identité collective est une construction qui s’accomplit dans le 1917 ajoutent à notre compréhension de la littérature dans temps et que contestent des pressions idéologiques. Cette séance laquelle est représentée la société de l’époque. Elle permet fera la démonstration d’un cours de français avancé dans lequel il d’approcher de manière originale l’évolution de la société et des s’agit de l’identité sociale et culturelle française telle qu’elle relations entre classes sociales au vingtième siècle. s’exprime dans une sélection de lieux de mémoire. Reconsidering Jean Moulin Exercises for Teaching French Pronunciation Intervenant: Homer B. Sutton, Davidson College (NC) Intervenante: Lorin Pritikin, Francis W. Parker School (IL) 1999 marks the hundredth anniversary of Jean Moulin’s birth. A brief history will be presented on the shift from explicit phonics Some recent biographical works claim that Moulin was a instruction to the indirect method of teaching French sounds. Video Communist or an American agent, while other biographers deny excerpts on the direct and indirect methods will be shown. Audience these allegations. We shall review the arguments concerning members will practice phonetic exercises which facilitate the Moulin’s allegiances and reexamine his place in history. production of various French sounds and intonation. Le Sénégal pour tout le monde Une Approche pédagogique interdisciplinaire à la présence Intervenantes: Samantha Godden-Chmielowicz, Harper High maghrébine dans la France urbaine School (IL) & Jennifer Robinson, Midwest City High School (OK) Intervenant: Christopher Pinet, Montana State University Participants from the 1999 NEH Institute, "La Francophonie: Le conférencier présentera des thèmes comme le racisme, la Literature and Cultural Geography of Francophone West Africa," famille, le bidonville, le crime, la tradition culturelle, la condition will share information for teaching about Africa from their ouvrière, le conflit culturel et l’intégration et leur représentation experiences in Senegal and the classroom applications that have dans des œuvres comme Élise ou la vraie vie et La Goutte d’or, et been derived from their studies. dans deux films, La Haine et ByeBye. French Fairy Tales for Beginners Intervenante: Leanne Wierenga, Wittenberg University (OH) SESSION SPÉCIALE This presentation will focus on the design of a course based on French fairy tales. The discussion will include the choice of Les Défis de la France à l’aube du troisième millénaire: texts and videos, various configurations of texts from different rencontre avec le Sénateur Maman centuries, and the introduction of several critical methodologies. Intervenant: André Maman, Sénateur des Français établis hors de France La Fontaine: Past and Present Le Sénateur Maman parlera brièvement de défis auxquels Intervenante: Eléonore M. Zimmermann, SUNY-Stony Brook la France fait face à l’aube de ce troisième millénaire. Ensuite This presentation is centered on a reading of La Fontaine's and il répondra aux questions du public. Æsop’s fable, "La Cigale et la fourmi." It introduces a technique which encourages a reading that is attentive to the relevance of details and to the cultural differences in the two versions. Ils sont venus à Paris Intervenantes: Nicole Amon, San Jose City College (CA) & Teresa Le Français aux Hawaï: véritable pari sur l’avenir Myintoo, California State University-Hayward Intervenante: Marie-José Fassiotto, University of Hawaii Paris agit comme une sorte d’aimant sur le destin des jeunes Cette présentation offre plusieurs initiatives du département amoureux des lettres et des arts. Pour certains, Paris les accueillera de langues à l’Université des Hawaï pour inciter les étudiants à à bras ouverts, pour d’autres ce sera la misère et la perte des étudier le français et la communauté à ne pas perdre de vue la illusions. Nous nous pencherons sur ce phénomène au moment culture française, dans le lieu le plus isolé des États-Unis. «des années folles» où beaucoup d’écrivains et d’artistes étrangers What Our Students Do and Don’t Know About Paris ne pourront resister au pouvoir magnétique de la grande ville. Intervenante: June M. Gill, California State University, Fresno Les Bonnes adresses: 17, rue de l’Odéon chez Adrienne Monnier What do our students know about Paris? Find out at this Intervenant: Marc Bertrand, Stanford University (CA) discussion of a recent survey of undergraduates. Then follow up Cette présentation rappelle un des hauts lieux du Paris littéraire with a discussion of classroom strategies for teaching Paris as a et artistique de l’Entre-deux-guerres. La Maison des amis des motivating part of our French curriculum. livres sera plus qu’un point de vente, ce sera aussi un lieu de rencontre entre générations littéraires et de dissémination par les SPECIAL JOINT SESSION WITH THE FIPF lectures publiques, les expositions et l’édition. La Rue de l’Odéon L'Entreprise et les langues devient un point d’échanges interculturels inégalé depuis. Table ronde organisée par la Chambre de Commerce et Le Paris fantasmatique et poétique de Julien Green d'Industrie de Paris. Intervenante: Dominique Van Hooff, San Jose State University (CA) Paris sert de toile de fond à plusieurs romans de Green. Il note

AATF PRELIMINARY PROGRAM PRELIMINARY AATF Le Fantôme de l’Opéra: gala parisien! avec passion dans son Journal les décors parisiens qu’il découvre Intervenante: Janel Lafond-Paquin, Rogers High School (RI) lors de ses déambulations. C’est un Paris insolite et poétique qu’il Venez voir les stratégies que la conférencière utilise pour révèle au lecteur, un Paris plus «recréé» que réel, bien fait pour rendre vivants les protagonistes de cette œuvre dont la mise-en- nous séduire. scène est à Paris! Webbed Feats How to Get an NEH Grant and What to Do with It Once You Have Animateurs, Judith Johannessen, AATF Vice-President (MN) & It: Lessons from Studying the Nazi Occupation of France Thomas J. Cox, San Diego State University (CA) Intervenants: Michael G. Hydak, Austin School District (TX) & The Articulation Commission and its Web site need you to let us Eugenia Landes, Houston School District (TX) know what your problems are and what you and others have done The presenters participated in an NEH Summer Seminar in to solve them. We want to share with you what is being done by France to study the Nazi Occupation. They will describe the others, put you in touch with experts, give you the germ of an idea program, provide practical hints for applying and discuss how to try. We need your input. they use the information in their classrooms. Resources for Middle School Magic for the Millennium! teaching the Occupation and the Holocaust will be provided. Intervenante: Janel Lafond-Paquin, Rogers High School (RI) Come hear about our Francophone cultural projects and share

18 AATF National Bulletin, Vol. 25, No. 4 (April 2000) your enthusiasm and ideas! Join us in the continuing creation of a Romans contemporains: Les Femmes parlent packet of materials for middle school teachers meant to involve Teaching Nathalie Sarraute’s Enfance in Language Classes students and enliven classes! Intervenante: Seda Chavdarian, University of California, Berkeley St. Pierre et Miquelon: Tout ce que vous voulez savoir sur cette The presenter will demonstrate how excerpts of a literary work collectivité territoriale can be used not only to sensitize students to more traditional Intervenantes: Jolene Lichtenwalner, North Hunterdon High thematic considerations but also to teach grammar and culture. School/Rutgers University (NJ) & Shelley M. Friedman, St. Ignatius We will show how the text is introduced and discussed and how College Prep High School (CA) it leads into group-work, written assignments, and testing. Connaissez-vous ces îles? Qui sont leurs habitants? Pourquoi Love and Patriarchy: Fathers and Daughters in Contemporary parlent-ils français? Vous serez transporté dans cette région grâce Quebec Women’s Fiction à l’aide d’une présentation multimédia. Tous les aspects culturels Intervenante: Lori Saint-Martin, Université du Québec à Montréal et sociaux seront développés à travers des photos, des diapos, After much focus on mother-daughter relationships, many une vidéo et d’autres documents authentiques. Quebec women writers are now including important father figures Cultures française et américaine en vis-à-vis: un projet interactif in their recent works. This paper will explore the father-daughter AATF PRELIMINARY PROGRAM et collaboratif visant à développer la compréhension bond from a theoretical, feminist, and psychoanalytic standpoint interculturelle by analyzing the relationship in several contemporary novels. Intervenantes: Gilberte Furstenberg & Katherine Maillet, L’Art du métissage textuel dans Cantique des plaines de Nancy Massachusetts Institute of Technology Huston Cette présentation détaillera un projet novateur visant à Intervenante: Brigitte Roussel, Wichita State University (KS) développer, dans le cadre d’un cours de langue, la compréhension Huston campe un personnage féminin s’adressant à son grand- d’une culture étrangère. Elle montrera le site Web créé à cette père qui vient de mourir et dont elle reprend le manuscrit pour intention et son contenu; la methodologie sous-jacente, les l’achever. Plus on avance dans le récit biographique qui sous- différentes étapes et multiples activités proposées aux étudiants. tend le projet du livre, plus le livre devient celui de Paula. Le National French Week: Un Succès Fou résultat est un mélange savant de biographie et de critique sociale Intervenants: Joyce Beckwith, Wilmington High School (MA), particulièrement subversive envers la religion, la violence et le Christian Derobert, French Library and Cultural Center (MA), patriarcat. Jacqueline Thomas, Texas A & M University - Kingsville Speaking the Truth: Denial, Discovery, and Consequences in Get ready for National French Week 2000! Come prepared to Sallenave’s Viol bring back ideas and models for your classroom, your colleagues, Intervenante: E. Nicole Meyer, University of Wisconsin-Green Bay your communities, and your AATF chapter: activities, portfolios, A woman speaks. She reveals how profound solitude can be, essay and poster contests, sponsorships, advertising, publicity, how denial can shape and destroy so many lives. The business partnerships, networking, collaborations, and special contradictions that define the novel’s protagonist give her life events! We’ve done it, and we’re here to share our know-how. meaning. Students begin to understand how all humans have a Community, Modernity, Universalism: The French Year 2000 tendency to believe "celle [la vérité] qui vous arrange." Celebration Intervenant: Michael F. Leruth, The College of William and Mary SESSION SPÉCIALE The presentation will examine key elements of the French Year 2000 celebration and will place the festivities in the context of other Les Mutations de la famille dans la France d’aujourd’hui French public spectacles of the past ten years. Together, these Intervenant: Alain Kimmel, Centre International d’Etudes spectacles offer a creative reinterpretation of the French definition Pédagogiques (France) of the nation as a universalist community of citizens. Depuis vingt-cinq ans, la famille française s’est profondément transformée: déclin du mariage et de la Promoting French on Campus with Pi Delta Phi, the National natalité, progression du divorce et du concubinage. D’où French Honor Society l’éclatement de la famille «traditionnelle» et l’expansion de Intervenantes: Rebecca M. Valette, Boston College (MA), Paul nouveaux modes de vie. Afin de s’adapter à ces mutations, Wood, Pi Delta Phi President, Mary Gutermuth, Pi Delta Phi les pouvoirs publics prévoient diverses mesures juridiques. Executive Secretary, Nikki Bartlett, Boston College Chapter Secretary This session will present various successful Pi Delta Phi activities le mardi 18 juillet l’après-midi at Boston College: creation of a Chartres meditation labyrinth, publication of book on a French medieval manuscript, and organization of a museum exhibit of French fans. The audience SESSION SPÉCIALE will be invited to describe their activities. Des notes qui sonnent en français: chanson et société Culture With Class québécoises Intervenantes: Sharon B. Rapp, Conway High School (AR) & Karen Intervenant: Roger Chamberland, Université Laval Campbell Kuebler, Wellwood International School (MD) La chanson a toujours occupé une place de prédilection Presenters will share activities demonstrating strategies for dans la culture québécoise. Des chansons des coureurs incorporating culture as a component of learning of the other four de bois jusqu’à celles qui traversent le quotidien, en passant «C’s» of the National Standards. Classroom-ready activities are par les boîtes à chanson et la musique populaire, le adaptable to all levels. répertoire chansonnier est devenu un lieu d’affirmation, de Black in Paris: West African, African-American, and Caribbean revendications et d’expression d’une culture francophone. Writers in the French Capital Le parcours historique proposé dans cette conférence vise Intervenants: Judy Schaneman & David Collins, Westminster à mettre en évidence la fonction sociale de la chanson, ses College (MO) réseaux d’influence et ses composantes thématiques. Focusing on Paris as a cultural site which brought together voices from Africa, the Caribbean, and the U.S., the presenters will examine Seeds for the Future: Betting on Our Children interactions of these populations from early collaborations like the Intervenantes: Christy Thoren & Laurie Ramsey, University of bilingual Revue du Monde Noir to the First International Congress the South (TN) of Black Writers and Artists, suggesting teaching strategies and This presentation addresses a key issue in the recruitment of resources. future French students in this country: how to teach enrichment

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 19 French to elementary school children with limited time and Dansons! French and Francophone Folk and Popular Dance resources. We propose a thirty-week curriculum and suggest Animatrice: Ellen Lorraine Friedrich, Presbyterian College (SC) how to use currently available materials in weekly, hour-long Performing dance with our students ensures a combination of sessions. movement and language in classrooms, club activities, and in Le Maintien du fait français aux États-Unis presentations to schools, parents, and communities. Participants Intervenants: Albert Valdman, Indiana University & Cynthia A. learn dances from the Francophone world and receive handouts Fox, SUNY Albany (NY) with instructions, song lyrics, staging and costume information, and État présent de la situation linguistique en Nouvelle Angleterre a bibliography, discography, and videography. et en Louisiane. Présentation des aspects linguistiques et Comment enseigner et intégrer la littérature, l’art et la chanson sociolinguistes du fait français dans ces régions et description dans un cours de français dès le niveau I des tentatives de maintien des variétés vernaculaires face à la Intervenante: Lison Baselis-Bitoun, Buckingham Brown & Nichols réintroduction du français de référence par le biais de l’école. School (MA) Présentation de documents oraux et d’œuvres littéraires. Cette session reprend plusieurs objectifs des National Standards. La conférencière vous guidera dans l’acquisition de nouvelles approches d’enseignement de la lecture et de la SESSION SPÉCIALE compréhension d’un texte et d’une image. L’objectif est de vous aider à créer des unités pédagogiques autour de thèmes précis en Le TEF, Test d’évaluation de français intégrant ces trois disciplines. Cet atelier sera très pragmatique. Intervenante: Guilhène Maratier-Decléty, Chambre de Commerce et d’Industrie de Paris French Responses to Immigrants: Expressions of Social Bilan et perspectives du TEF, conçu par une équipe Distance d’experts et de linguistes. Le TEF est un instrument innovant Intervenant: Robert M. Pierce, SUNY, Cortland et fiable pour mesurer rapidement et de manière Bogardus’ Social Distance Scale is used to measure the attitudes individualisée les compétences en français général des of French university students toward immigrés and étrangers. étudiants et salariés non francophones. Des sessions Greatest social distance exists with the Maghrébin and other Muslim internationales sont organisées tous les mois. L’ouverture populations. French identité and similarities between France and de centres agréés TEF est possible sur demande. the U.S. are discussed within the context of these results. Helping Students Understand the Multi-Cultural Nature of Securing a Place for French French Identity Animatrices: Mary Jo Netherton, Morehead State University (KY) Intervenante: Sally Sieloff Magnan, University of Wisconsin & Sherry Dean, Mountain View College (TX) Many American students come to French study with limited, even The complex nature of today’s community college student stereotyped, notions of the French. This presentation offers population has had a dramatic impact on the curriculum and strategies and materials for introducing secondary and extended programs of the modern two-year college. The diversity postsecondary students to the history and current state of of the new post-secondary landscape presents powerful immigration in France and for discussing the delicate notion of challenges to the inclusion of French as a vital and relevant area racism. of study. L’Idée européenne de l’identité nationale française: ouverture Expanding French FLES* Programs ou contradiction? Animatrices: Lena L. Lucietto, Isidore Newman School (LA) & Intervenant: Gilles Bousquet, University of Wisconsin Gladys C. Lipton, University of Maryland-Baltimore County Ce travail a pour but de confronter le sentiment européen, le This session will be devoted to promotional strategies and projet d’une Europe unie et les difficultés de l’identité française en support for FLES* K-8 programs, FLES* advocacy projects, cette fin-de-millénaire. L’Europe peut-elle ouvrir de nouvelles including research and criteria for successful programs, and a formes d’identité post-nationales à l’heure où le phénomène de sharing of ideas about teaching approaches which contribute to mondialisation culturelle et économique peut exacerber les successful programs. interrogations étroitement identitaires? AATF Publications in 2000: Meet the Editors Assessing the Standards: Sample Assessment Items for Christopher Pinet, Editor in Chief, French Review, Jane Black Standard 1.2 (Interpretive Communication) Goepper, Editor, National Bulletin , Townsend Bowling, Intervenants: Robert C. Lafayette, Louisiana State University & Webmaster, Colette Dio, La Vie des Mots Nancy J. Gadbois, High School of Science of Technology (MA) The French Review is making exciting innovations in the The presenters offer sample assessment items for Standards millennium—new rubrics, "Bloc-notes culturels" which discussed 1.2 which reads "students understand and interpret spoken and French cultural life and society during 1998 and "In Your Corner: written French on a variety of topics." They will also share with Focus on the Classroom" which will present successful classroom participants a bibliography of instruments available to assess foreign practice. A Special Issue on pedagogy will also appear. The language learning and proficiency. National Bulletin has published exercises by Colette Dio to Jeux et Florilèges préparant à la dictée de l’an 2000 accompany her column, «La Vie des mots.» The Editors will Intervenantes: Marie-Simone Pavlovich, Northwestern University AATF PRELIMINARY PROGRAM PRELIMINARY AATF discuss these and other new developments, and Webmaster (IL) & Rosalee Gentile, Chicago/Northern Illinois AATF Chapter Townsend Bowling will discuss new Web site developments. Cet atelier se propose d’offrir une revision systématique portant AATF’s ATFF in St. Louis, MO sur des problèmes de syntaxe et de vocabulaire, en commençant Intervenants: June Ricks, Fort Zumwalt West High School (MO) par des exercices élémentaires allant à des notions plus difficiles & Jean-Louis Pautrot, St. Louis University (MO) et complexes. Cette session se terminera par une dictée portant The Greater St. Louis Articulation Task Force for French (ATFF) sur les difficultés étudiées et conditionnant les participants à la was organized to provide a smoother transition for French dictée de l’an 2000. students as they go from high school to university. Paris Gratis Representatives from St. Louis universities as well as area high Intervenantes: Jacqueline Thomas, Texas A & M University - schools received a grant to hold seminars and paired-member Kingsville & Ann Williams-Gascon, Metropolitan State College of sessions to compare curricula, evaluate placement tests and types Denver (CO) of assessment, and discuss instructional methods, materials, Les participants feront un tour virtuel des cafés et bars parisiens technology, interdisciplinary connections, and career fréquentés par certains écrivains et artistes. Grâce aux photos, opportunities.

20 AATF National Bulletin, Vol. 25, No. 4 (April 2000) extraits littéraires et reproductions d’art, les participants apprendront the text and three local sculptural examples of the legend. This comment profiter d’une promenade parmi des cafés et bars pour drama and sculptures are appropriate for study in classes of une leçon gratuite sur la vie littéraire, artistique et sociale de Paris. general survey of French literature, French medieval literature, L’Œuvre romanesque de Rachid Mimouni ou l’écriture d’une and interdisciplinary arts and humanities. Algérie en dérive The Comics of War Intervenant: Najib Redouane, California State University-Long Intervenante: Clare Tufts, Duke University (NC) Beach This session offers a rationale and method for using the bande Cette étude vise à présenter quelques éléments d’analyse de dessinée to teach students of French about the impact of the two l’œuvre romanesque de cet écrivain. Ce dernier se distingue par World Wars in France. The presenter will give an overview of une écriture de témoignage, de combat qui vise à dénoncer et à war-time BDs, trace the themes of juvenile political propaganda décrire la dérive de l’Algérie depuis son indépendance. and lessons on patriotism, and discuss lesson plans and L’Interdite de Malika Mokeddem ou sur-vie d’une écrivaine en development of course materials. marge de sa société Interpreting Cross-Cultural Images: Franco-American Intervenante: Yvette Bénayoun-Szmidt, York University (Canada) Relations as Portrayed in the French and U.S. Press AATF PRELIMINARY PROGRAM Malika Mokkeddem inscrit son identité féminine dans sa totale Intervenant: Michel H. Sage, West Chester University (PA) multiplicité et étrangeté et son refus au totalitarisme. Certains Using a selection of authentic French and U.S. materials, the éléments confirment l’existence de tout un jeu péritextuel destiné presenter will demonstrate how to engage students in analyzing à solliciter la complicité du lecteur et à orienter le fonctionnement political articles as persuasive texts. Systematic comparisons of du texte vers la contestation et la protestation. international events ranging from the recent "McDo" trashing to D’un pays à l’autre ou les enjeux du passage dans Les Yeux French participation in NATO will illustrate how language, baissés de Tahar Ben Jelloun techniques, and illustration combine to influence readers in their Intervenante: Rabia Redouane, Oise/University of Toronto interpretation of a journalistic text. Ce roman livre un texte où la question de l'usage du français Quelle France (re)connaît le New York Times? prend une dimension fort intéressante et apparaît comme une Intervenant: Edward Knox, Middlebury College (VT) nécessité de survie ainsi qu’un désir d’épanouissement pour la Plusieurs éléments de rhétorique journalistique—les titres et protagoniste du roman. Cette jeune immigrée à Paris quitte avec sous-titres; une distinction factice entre France et Français; le ses parents le Maroc vers la France où l’apprentissage de la langue recours à des idées reçues culturelles—concourent à une vision française lui fait découvrir un monde nouveau. biaisée de la France et des Français, même dans «le meilleur Techniques to Make Literature Come Alive journal américain». Intervenante: Anne G. Jensen, Gunn High School (CA) We Are in the Same Boat: The French Standards and Their Many students view poetry, short stories, novels and plays as a Implications for Articulation Between Secondary and Post- part of the curriculum they would rather skip over because they do Secondary Institutions not enjoy reading. The presenter has developed a variety of Intervenante: Flore Zéphir, University of Missouri techniques and activities which actively involve students in the This presentation will review the various trends contained in literature being studied. the National Standards as they have been adapted to French and discuss their implications for the teaching of French. The le mardi 18 juillet le soir successful implementation of these standards mandates a sustained collaboration between these two groups. The presenter will explore the validity of action-based research as a viable model OCCASION UNIQUE POUR LES designed to enhance such a collaboration. CONGRESSISTES DE L'AATF La Société civile des Auteurs-Réalisateurs-Producteurs Vive la Semaine du Français: compte rendu d’un succès au et le Virginia Commonwealth University French Film Festival Michigan invitent les participants au congrès de l'AATF à une projection Intervenants: Marie-José Pappas-Delachaume, Greenhills en avant-première d'un nouveau film français présenté par School (MI), Olga de Mercouly, European Academy of Science, son réalisateur et/ou acteur(s). Note: Space is limited to 320 Art & Literature, J. Sanford Dugan, Eastern Michigan University seats. So please reserve your seat before May 15, 2000 by Cette présentation explique comment une équipe dynamique sending your name(s) via e-mail to [[email protected]] or a obtenu la collaboration d’une trentaine d’établissements by contacting Dr. Peter Kirkpatrick at Tel: (804) 357-FILM. commerciaux et académiques pour mettre en place une série The showing will take place at 8:00 p.m. on Tuesday, July 18. d’événements célébrant la Francophonie. La semaine du 4 au This event is free to AATF convention-goers but will require a 10 novembre 1999 a connu multiples manifestations: ticket for entrance so reservations are a must. Guarantee proclamations publiques, expositions, discours, soirées de your place now. musique, animations. A Multimedia Approach to Zazie dans le métro: Using Music, le mercredi 19 juillet au matin Video, and the World Wide Web to Teach Language and Culture Intervenante: Kate Paesani Starrett, Indiana University EXHIBITOR SESSION This multimedia treatment of Zazie includes pre-viewing Apprentissage et enseignement stratégique du FLS: Bilan et activities, comprehension questions, and post-viewing activities . perspectives d’avenir Designed for advanced students, it is also adaptable to beginning Intervenante: Christine Besnard, Glendon College - York University and intermediate learners. Après avoir passé en revue des recherches-clés sur l’apprentissage et l’enseignement stratégique des L2 des 15 Perceptions de la pauvreté et la lutte contre la pauvreté en dernières années, nous en examinerons quelques-unes des France applications pratiques. Nous mentionnerons certaines des Intervenante: Ada Giusti, Montana State University faiblesses de ce nouveau courant didactique et essayerons de Liberté, égalité, fraternité: la République Française a choisi tracer les voies qui nous semblent les plus prometteuses. ces trois mots comme devise. Cependant, pour les milliers de pauvres les notions de liberté et d’égalité sont bien illusoires. La Théophile à Paris: Approaches to Teaching Le Miracle de conférencière examinera qui sont les pauvres en France, Théophile through the Study of Three Local Sculptures comment ils sont perçus par les médias et les actions des pouvoirs Intervenante: Minnie B. Sangster, North Carolina Central University publics et les associations caritatives pour les secourir. This presentation, illustrated with slides, presents a structure for teaching Rutebeuf’s 13th century Miracle de Théophile by studying AATF National Bulletin, Vol. 25, No. 4 (April 2000) 21 Peut-on la chanter encore une fois? Aux Accents Citoyens: French Reactions to Spelling Reform Intervenante: Joelle N. Quoirin, University of Missouri Intervenant: Edward Ousselin, University of Kansas Ne vous limitez plus à chanter «Alouette» et «Frère Jacques» In 1990, a government-sponsored commission proposed a dans votre classe. Apprenez comment enseigner diverses limited reform of French spelling and grammatical rules. The chansons françaises à vos étudiants pour qu’ils en redemandent. passionate and largely negative public response revealed an Cette méthode préconise l’emploi des gestes et de la répétition. attachment to the very complexity of the French language as an Soyez vous-même dans mon cours où chanter est un grand plaisir. immutable national institution—one that encodes social distinctions Le Cinéma français sur votre campus et dans votre ville and means of exclusion. Animateur: Jean-François Brière, State University of New York at The Language of Advertising: A Barometer of Linguistic Change Albany Intervenantes: Eileen Angelini, Philadelphia University & Maureen Cette table ronde présentera à la fois l’état actuel de la Wesolowski, St. Mary’s College of California distribution du film français aux États-Unis et les structures The debates that have raged in recent years about the présentes sur le sol américain pour la promotion du cinéma encroachments of le franglais have focused mainly on vocabulary. français auprès des milieux scolaires et universitaires aussi bien More subtly, the very structures of the French language are qu’auprès du public américain en général. undergoing profound changes. We will analyze this evolution with À suivre...le VCU French Film Festival special reference to the language of advertising where it is Intervenant: Peter S. Kirkpatrick, Virginia Commonwealth particularly evident. University Using Biography to Teach Culture and Human Values Le VCU French Film Festival est devenu une manifestation Intervenant: Raymond Comeau, Harvard University culturelle française unique aux États-Unis de par sa conception Learn how the biographical study of path-breaking individuals et ses activités. Le Festival offre de nouveaux films français qui such as the Curies, Pasteur, Senghor, Lévesque, and Cousteau, n’ont pas encore de distributeurs aux États-Unis, présentés par can be used to teach human values and major trends in 20th-century leurs acteurs et/ou réalisateurs, invités de France. French and Francophone culture. A discussion of the uses of FACSEA: «Tournées» et «Éclairage» readings, media, assignments, class activities, and evaluation will Intervenante: Véronique Godard, FACSEA show participants how to create a similar course or course module Cette présentation fournira des informations sur les fonctions based on their own interests and values. du bureau FACSEA de New York et sur ses programmes Paris au XXIème siècle: les Grands Travaux «Tournées» et «Éclairage». L’origine du bureau et sa raison d’être Intervenante: Marie-Camille Havard, Calvert School (MD) seront expliquées ainsi que les expériences de nombreuses François Mitterrand, un homme visionnaire, voulait que Paris universités américaines ayant utilisé ses programmes. devienne l’emblème du XXIème siècle et le centre culturel de Vocation pédagogique du cinéma: pour l’enseignement du l’Europe. Grâce à son énergie et à sa volonté de fer, une douzaine cinéma français aux États-Unis: le modèle du VCU French Film de «Grands Travaux» ont été réalisés. Paris est prêt a projeter la Festival en Virginie continuité de la culture et de l’histoire française au tournant de ce Intervenante: Françoise Ravaux-Kirkpatrick, University of nouveau siècle. Richmond Campus Stories: Français authentique et multimédia Cette présentation traitera des stratégies relatives à Intervenants: Jean R. Cranmer, University of New Orleans (LA), l’enseignement du cinéma français et des activités pédagogiques Brigitte Roussel, Wichita State University, Marie-Thérèse associées aux VCU French Film Festival et montrera l’importance Farmine, Université d’Orléans (France), David Jaymes, Oakland d’une éducation au cinéma, au langage cinématographique et à University (MI), Paul Crapo, University of Tennessee-Martin son caractère multidimensionnel, et insistera plus spécifiquement Les conférenciers présenteront des courts-métrages sous forme sur la nécessité d’un apprentissage pour l’acquisition d’une de sitcom et conçus de façon à donner matière à des échanges sensibilité à l’écriture cinématographique française. oraux entre étudiants et professeurs. Accompagnés d’un livret et Enseignement du langage du cinéma et de l’audiovisuel dans d’un support pédagogique électronique. les lycées français TV5 and DVD Intervenante: Dominique Coujard, Lycée Henri Poincaré à Nancy Intervenants: Adam Steg, Services Culturels à la Nouvelle Orléans Cette présentation expliquera certaines des nouvelles & Townsend Bowling, University of Texas at San Antonio méthodes d’enseignement du cinéma et de l’audiovisuel utilisées Ces nouvelles technologies posent de nouveaux défis dans un lycée de Nancy. L’adoption récente d’une option Cinéma technologiques. Quelles sont les questions techniques et quelles pour certains candidats au baccalauréat a eu pour conséquence sont les solutions pratiques? La valeur des contenus exige une la création de sites Intemet sur l’enseignement du cinéma et maîtrise des contenants. l’élaboration de nouvelles approches pédagogiques. Bridging the Gap Between Classroom and Library: How to L’Action de L’Association des Réalisateurs et des Producteurs Create a Resource Guide for Students of French pour la défense et la promotion du cinéma Intervenantes: Sabine Almut Wolf, Santa Clara University (CA) & Intervenant: Michel Gomez, ARP Elisabeth Remak-Honnef, University of California, Santa Cruz L’ARP regroupe de nombreux artistes de l’industrie The number of print and electronic materials to which students

AATF PRELIMINARY PROGRAM PRELIMINARY AATF cinématographique qui travaillent à la protection et à la promotion have access is growing daily. This wealth of information can du cinéma français et européen. L’ARP organise les Rencontres overwhelm even the most sophisticated researchers. The subject Cinématographiques de Beaune où les professionnels du cinéma expertise, research and pedagogical skills of a librarian and an débattent des enjeux et des problèmes auxquels doit faire face instructor can be combined to provide a guide to show students leur industrie. how to do research. Unifrance: 50 ans de promotion du cinéma français Professional Teacher Standards: Directions for a New Century Intervenant: Bruno Berthemy, Unifrance Animatrices: Susan Colville-Hall, University of Akron (OH), Toni Depuis 1949, la charge d’Unifrance est de promouvoir le Theisen, Loveland High School (CO) cinéma français dans le monde. Unifrance compte plus de 600 To better understand the direction of professional teacher membres (acteurs, réalisateurs, producteurs et agences). Cette standards, we will examine and discuss guidelines and présentation donnera un aperçu des différentes manifestations recommandations of other professional organizations and the role parrainées ou organisées par Unifrance dans le monde pour of AATF in finalizing these standards. We will also propose ways of favoriser la vente des films français sur les marchés étrangers. providing members the means to attain these standards.

22 AATF National Bulletin, Vol. 25, No. 4 (April 2000) Making it Automatic: The Brain and Language Learning Échantillon varié d’activités interactives sur Internet pour la Intervenante: Karen Campbell Kuebler, Wellwood International salle de classe School (MD) Intervenante: Catherine Marin, Georgia Institute of Technology Synapse, connect, learn language. Second and third language Illustrer la présence française sur l'Internet pour dépasser l'image instruction should begin during the brain’s critical period for passéiste figée que beaucoup se font de la France et pour la language acquisition. The presenter will demonstrate how the présenter projetée dans le nouveau millénaire comme ayant déjà brain uses contextual clues, repetition, music, rhythm, and sa place dans le village planétaire dans lequel nous vivons movement to enhance language learning. Participants will be désormais. Nombreux exemples d'activités remis aux participants involved in the presentation and receive handouts of all activities. dans dossier individuel. Le Québec en ligne: culture, communication, et formation SESSION SPÉCIALE professionnelle continue Intervenante: Linda Emanuel, Lock Haven University (PA) Communauté Wallonie-Bruxelles, Cap Nord de la Cette intervention traitera des sites Internet qui offrent des Francophonie: Programmes d’été-bourses d’étude documents authentiques ciblant la connaissance du Québec, la Intervenante: Éliane Levaque, Communauté Wallonie- pratique communicative de la langue et la formation Bruxelles AATF PRELIMINARY PROGRAM professionnelle des enseignants. La conférencière présentera la Wallonie et Bruxelles, y compris les aspects géographiques et historiques, les Torn Between Three Continents: Exile, Alienation, and the aspects culturels spécifiques et les relations internationales Search for Identity in Maryse Condé’s Une Saison à Rihata de la Communauté Francophone de Belgique. Les élèves and Myriam Warner-Vieyra’s Juletane peuvent apprendre le français dans des établissements Intervenante: Debra Popkin, Baruch College CUNY publics et privés offrant des cours de français avec la This presentation focuses on two novels from Guadeloupe possibilité de formations spéciales. whose female protagonists’ journeys spans three continents. Issues of racial and class prejudice, the rejection of their native land, experiences in France, fascination with Africa, marriage to Using Puppets to Teach the Fables of La Fontaine African men, and gradual disillusionment with life in Africa will be Intervenante: Georgette Schmidt, Jamesville Dewitt High School discussed. Participants will analyze a fable and write a short dialogue which would be spoken by animals or people in the fable. Participants Dans l’œil du cyclone: violence et espérance dans les textes will then make a puppet and present their dialogue in groups. A caraïbes packet of instructional materials will be distributed. Intervenante: Maag Mitton, Dyson College, Pace University (NY) S’appuyant sur la discussion de L’Espérance macadame de Jacques Doillon, cinéaste de l’adolescence et comment s’en Gisèle Pineau et du récit bilingue de Félix Morisseau Leroy, servir? Ravine au Diable, cette présentation suggère des stratégies de Intervenant: George Santoni, State University of New York at Albany lecture du thème de la violence nautrelle et la violence humaine Une courte promenade à travers l’œuvre de Jacques Doillon, dans les textes caraïbes. Distribution d’une bibliographie pratique. un des plus grands cinéastes de l’enfance et de l’adolescence et comment utiliser dans nos cours, d’un point de vue culturel et L’Aïeule dans la littérature africaine féminine linguistique, ses merveilleux portraits. Intervenante: Geraldine O’Neill, Pace University (NY) Comment comprendre la tradition sans comprendre la Romans et Films personne qui la représente? Cette discussion de trois ouvrages Intervenante: Catherine Montfort, Santa Clara University (CA) africains, L’Appel aux arènes, L’Amour et la fantasia et Une si Le but de cette presentation est de partager un nouveau cours, longue lettre montrera l’effet soit maléfique soir bénéfique de «Romans et films: culture, gender et classes sociales.» Pour chaque l’aïeule dans l’âme et par conséquence dans les actions de ses œuvre étudié, la discussion a porté sur les raisons d’adaptation du descendants en train de se découvrir. roman en film, les caractéristiques de l’auteur transmises par les cinéastes, les aspects culturels, et les films en eux-mêmes: Femmes telluriques dans l’œuvre de Simone Schwarz-Bart et musique, acteurs, voix off, gros plans. Jovette Marchessault Intervenante: Eileen Burchell, Marymount College (NY) De la page à l’écran Exploration de la vision poétique d'une guadeloupéenne et Intervenante: Monique Saigal, Pomona College (CA) d'une québécoise la femme tellurique comme médiatrice de la La présentatrice montrera comment présenter un texte et le film créativité et de la parole dans Pluie et veut sur Télumée Miracle qui en a été tiré. Elle parlera d’un clip numérisé pour le mettre sur et Comme une enfant de la terre. l’écran de l’ordinateur. Le clip sera sur le côté gauche de l’écran et à droite le texte qui lui correspond. Le conférencière montrera les le mercredi 19 juillet l’après midi différences et les ressemblances entre les deux média. Les Facteurs de la réussite scolaire en France Women’s Perspectives in the Novel and Film Class Intervenante: Marie-Christine Koop, University of North Texas Intervenante: Katherine Stephenson, University of North Carolina, Cette session analysera les principaux facteurs qui affectent Charlotte la réussite scolaire: l’origine sociale, le sexe et le type Film as a medium suffers more from commercial constraints d’établissement fréquenté qui jouent chacun un rôle dans le than does literature. Thus, comparing women’s novels to their film parcours scolaire des élèves. Des documents et des sources de treatments provides a useful method of highlighting women’s références seront disponibles. perspectives often central to such novels that get left out of interpretations by media still marked by the dominant cultural Le Front National: 1972-2000 tradition. Intervenant: Joseph Marthan, Richard Stockton College of New Jersey Pedagogy and Technology in the Literature Classroom: A Case Cette communication se propose de dresser le bilan critique Study de l’histoire du Front National depuis sa fondation en 1972. Intervenante: Julia K. DePree, Agnes Scott College (GA) Groupuscule insignifiant à l’origine, le FN allait devenir le troisième The presenter will share her experience using technology in parti de France pour finalement éclater lors des élections the literature classroom. She will distribute examples of online européennes de 1999. course materials and assessment results in order to describe student reactions. Technology can indeed enhance the teaching Teaming Up for Travel: Interdisciplinary Study in France of literature through improved opportunities for process writing, Intervenantes: Adelia Williams & Geraldine O’Neill, Pace peer editing, and outside reflection. University (NY) AATF National Bulletin, Vol. 25, No. 4 (April 2000) 23 This presentation with slides will look at two distinct approaches parlera des idées pour incorporer ce roman dans les cours de to college-level courses to France—a travel course, "France: A français. L'auteur donnera ses propres interprétations de son Study of Culture in Context" which was paired with a marketing œuvre et parlera de son rôle dans le développement de la littérature course and "From Medieval to Modern: French Art and Literature," africaine francophone. a course which was paired with Art History. In both cases, French Teaching the Real Cyrano de Bergerac professors teamed up with colleagues in other departments to Intervenante: Carol Walker MacKay, University of Southern Indiana create unique opportunities for undergraduates. This presentation will offer suggestions for using Cyrano's life Cléamis: A Keypals Project and works in a variety of ways that may be adapted for a semester Intervenants: Carla Guerard & Chuck Merritt, Palo Alto Senior course, a literary survey course, or a unit in high school or middle High School (CA), José Sanchez, Lorrez-le-Bocage (France) school. Teaching approaches will be rehearsed and an annotated The presenters will offer a detailed explanation of how to run a syllabus provided. keypals project. The purpose for communication, in Cléamis, is a Promotion in Motion—Focus on Success! structured exploration of culture in which students interpret their Intervenants: Raymond Comeau, Harvard University (MA), Joyce own culture while investigating that of their keypals. Beckwith, Wilmington High School (MA), Jacqueline Thomas, (Re-)Claiming a Slice of the Classroom Pie: Techniques for Texas A & M University - Kingsville Incorporating Vocabulary Acquisition More Seamlessly into The goal of this meeting is to share promotion, recruitment, and the French Classroom retention strategies leading to successful French programs at all Intervenant: Charles L. Pooser, University of Louisville (KY) levels. Practical suggestions for reaching administrators, This presentation will explore practical ways to introduce counselors, parents, students, and the community will be discussed. effective vocabulary acquisition strategies. Recent research in Handouts include a recruitment questionnaire, a promotion lexical acquisition will strongly inform this presentation as we checklist, suggestions for National French Week, and brochures demonstrate how the lexicon can become a more integral part of prepared by members of the Commission. instruction while maintaining the focus on broader communicative Le Cinéaste au masque d’enfant: un regard critique sur une goals. société Les Simulations à cheval sur les siècles Intervenantes: Anna Norris, Michigan State University & Carol S. Intervenantes: Michèle Claude Magnin, University of San Diego Altman, University of Denver/Graland Country Day School (CA) & Véronique Flambard-Weisbart, Loyola Marymount Présentation, analyse, et discussion des extraits de trois films: University (CA) La Rue Cases Nègres, Au Revoir les enfants, Les 400 Coups pour Nous sommes nombreux à enseigner des cours de culture et découvrir comment les grands cinéastes ont critiqué la société tout de civilisation françaises. Il arrive cependant que nous soyons à en se servant du thème de l’enfance pour réaliser certains effets court d’inspiration pour couvrir sérieusement le programme tout artistiques et qualités affectives qui ont fortement ému le public. en créant un contexte divertissant et interactif facilitant Motivating Students by Making Language Learning Relevant l’apprentissage. Comment la pratique des simulations peut-elle Intervenantes: Judith Frommer & Marie-France Bunting, Harvard nous aider? University, Margaret Haggstrom, Loyola College (MD) Taking French into the Next Century Many students fail to see the relevance of their foreign language Intervenants: Steven J. Loughrin-Sacco, San Diego State study to their own lives. Participants will learn how to develop University, Eileen Angelini, Philadelphia University, Jo Ann activities that will help language students discover links between Hinshaw, University of Maryland at College Park, E. Nicole Meyer, the language and culture(s) they are studying and their individual University of Wisconsin-Green Bay interests, areas of specialization, and career goals. A panel of presenters will discuss the progress completed Différences culturelles et applications dans la salle de classe during the first year of a three-year $351,972 U.S. Department of Intervenant: Christian Derobert, French Library and Cultural Center Education grant received by the AATF that is designed to regain Au delà des stéréotypes cet atelier permet une approche French enrollments at all levels of instruction. Discussion of rationnelle des différences culturelles. Cet atelier très interacif et activities in years 2 and 3 of the grant will follow. amusant, s’attache à leur découverte par les étudiants et leur Standards in Action: Teaching Practices Revitalized application immédiate aux sujets de cours. Ces différences Intervenantes: Rebecca M. Valette, Boston College (MA), Margot serviront de support à l’analyse de la vie en France, du formalisme M. Steinhart, Barrington High School (IL), Lena L. Lucietto, Isidore des Français etc... Un polycopié sera remis aux participants. Newman School (LA) The newly published volume of the National Standards including their adaptation to learn French can emerge as a SESSION SPÉCIALE dynamic catalyst for reflection on curriculum and challenge La Réforme des Examens teachers to take another look at teaching practices. The presenters Intervenante: Guilhène Maratier-Decléty, Chambre de consider how the French standards have inspired them to Commerce et d’Industrie de Paris enhance and to re-energize their French programs for elementary Pour mieux répondre aux attentes de professeurs et AATF PRELIMINARY PROGRAM PRELIMINARY AATF through post-secondary students. partenaires nord américains et assurer une meilleure Le Grand Concours 2000-3000 adéquation de ses certifications aux réalités du monde Intervenante: Sid Teitelbaum, Director, AATF Grand Concours, professionnel, la CCIP a engagé une profonde réforme: (1) Lisa Narug, Chair, Computer Operations and Scoring, Hélène création d’un nouvel examen, le Certificat de Français Sanko, John Carroll University, Margaret Dess, Chaperone Professionnel (CFP); (2) Modification des structures et des Come listen, admire, and congratulate the seven students who modalités et techniques d’évaluation; (3) mise en place des placed First in their respective levels and divisions and passed a nouveaux examens dès septembre 2000. rigorous oral interview in Le Grand Concours 2000. Nouveau Regard sur Rencontres essentielles et la La Traduction du verbe à particule anglais dans Alice in Francophonie Wonderland: l’expérience des traducteurs-stagiaires Intervenantes: Cheryl Toman, Millikin University (IL) & Thérèse anglophones Kuoh-Moukoury, Author (Paris) Intervenant: Fred M. Jenkins, University of Illinois Thérèse Kuoh-Moukoury est la première romancière Le verbe à particule anglais (bring back) représente un obstacle francophone camerounaise. Rencontres essentielles a une significatif pour l’apprenti-traducteur anglophone cherchant son importance historique et un message universel. La présentatrice équivalent français. La comparaison d’une vingtaine de traductions

24 AATF National Bulletin, Vol. 25, No. 4 (April 2000) d’Alice offre au moins six solutions-modèles. Le conférencier La France sur un caillou—St. Pierre et Miquelon examinera davantage ces phénomènes et présentera une Intervenante: Louise B. Dumont Méthot, Dover-Sherborn hiérarchie provisoire de difficulté pour les étudiants. Regional Middle School (MA) Quelques repères linguistiques et méthodologiques sur les La conférencière vous invite à découvrir une petite parcelle de traductions de «then» dans Alice in Wonderland à partir d’une France située dans l’Océan Atlantique. Elle vous propose une étude comparative vue de l’archipel à travers son histoire, sa culture et ses traditions, Intervenant: Michaël Vallée, Université de Poitiers son témoinage du passé et son avenir inconnu, la beauté de la Then est très polysémique et ne peut être rendu par un marqueur nature sauvage. Les participants recevront des activités pratiques seul en français. Le conférencier propose de démontrer qu'il existe pour la salle de classe. des critères linguistiques permettant d'opter pour une traduction Teaching French Cinemawith a Focus on Cultural Comparisons spécifique en français malgré une certaine instabilité chez les Intervenante: Jane W. Romer, Elon College (NC) traducteurs pour certains contextes. La temporalité en anglais et Hollywood has remade numerous French films, including Le bien plus marquée qu'en français. Retour de Martin Guerre and À Bout de souffle. What do the Of course you know what «it» means differences between the French and American versions reveal about the two cultures? This presentation describes a college Intervenant: Douglas A. Kibbee, University of Illinois AATF PRELIMINARY PROGRAM Les "petits mots" sont souvent les plus difficiles à traduire. Dans course which focuses on these questions. une série de phrases Lewis Carroll met en jeu (de mots) certaines Restructuring Intermediate Courses: A Means of Increasing difficultés de l'emploi du mot it, sans antécédent, en anglais. La Enrollments traduction de ces phrases révèle d'intéressantes divergences entre Intervenante: Germaine Baril, University College of the Fraser les sytèmes pronominaux du français et de l'anglais. Valley (Canada) France and the European Union in the Secondary Classroom: A restructuring of traditional two-semester sequences into a Materials and Methods series of truly independent, modular, one-semester units will in Animatrice: Patricia W. Cummins, University of Toledo (OH) part address the problem of students who wish to continue studying Intervenants: JoAnne Bratkovich, Proviso West High School (IL), French but who experience scheduling conflicts. At the same time Kim Young, Denise Wiederhold the particular needs and interests of students coming from different Secondary teachers will present materials created for their backgrounds and having différent goals are met. classes using publications from the European Union and materials La Littérature francophone: son rôle dans le high school available from the European Union Web site. They will present américain advice on how to reinforce the textbook using such materials in Intervenante: Nora Kelting, Wichita High School West (KS) class. Comments apply equally to the first four semesters of college. La conférencière présentera des poèmes, des extraits, et des Why Not Tourism? Why An Exchange? chansons tirés de la littérature francophone qui sont à la portée Intervenant: Jane Black Goepper, Holmes High School (KY- des jeunes. Ces morceaux les intéressent et leur montrent Retired), Brenda B. Benzin, Buffalo State College (NY), Barbara l’importance de l’expression française dans le monde. P. Ransford, Camden Fairview High School (AR), Huguette Tisot, Teleconferencing with the French-Speaking World Lycée Georges de la Tour (France) Intervenante: Stacey Katz, Montclair State University (NJ) This session explores the advantages of exchanges between This presentation is based on the teleconferencing project being high schools and lycées over mere tourism. The panelists, who conducted by Montclair State University and two universities in have all had on-going exchanges, and some of their French France. The presenter will provide pedagogical materials and colleagues discuss ways to organize these exchanges as well as information about setting up such a program as well as outline the the problem areas of such exchanges and propose some remedies. benefits and drawbacks of teleconferencing. Le Français en marche le jeudi 20 juillet au matin Intervenante: Sylvie Rockmore, Carnegie Mellon University (PA) La conférencière prendra en compte les changements et additions à la langue française dans ces dernières décennies. Le Jardin des Tuileries, son histoire et ses jardiniers à travers Elle essaiera de les replacer dans le débat pérenne sur la langue les siècles et finalement de replacer celui-ci dans une perspective plus Intervenante: Hélène S. Sanko, John Carroll University (OH) globale qui engloberait la politique culturelle. Le Jardin des Tuileries fut témoin de plus de cinq siècles Le Théâtre de Fatima Gallaire et le cours de littérature d’histoire de France. Au XVIIème et XVIIIème siècles la renommée de francophone ce Jardin se confirme et son plan est reproduit dans les Planches Intervenante: Gisèle Kapuscinski, Monterey Institute of de l’Encyclopédie. Le Jardin est l’endroit où Le Nôtre a fait ses International Studies (CA) premières preuves avant d’aller aux châteaux de Vaux-le-Vicomte Le théâtre de Fatima Gallaire se prête particulièrement bien à et Versailles. Visite guidée (pré-inscription obligatoire et gratuite; l’enseignement de la littérature et la culture maghrébines. Après contactez [[email protected]] afin de réserver votre place). un court survol de l’œuvre de cette auteure, deux de ses pièces French Through Food, Food for Thought seront analysées. Des techniques pour leur utilisation Intervenante: Andrée Grandjean-Levy, Cornell University (NY) pédagogique seront démontrées. Une solution pour inciter les étudiants qui ne se destinent pas Reading Cultural and Racial Diversity through Francophone forcément à la littérature à lire des textes variés, à améliorer leur Literature: Calixthe Beyala’s Le Petit Prince de Belleville sens de la langue et de la culture et à mieux écrire: créer un cours Intervenante: Janice Spleth, West Virginia University à thème. Incorporating Francophone texts into the syllabus offers an Le Français à travers la poésie opportunity to celebrate racial and cultural diversity and to raise Intervenante: Dulce M. Goldenberg, Miami Senior High School pertinent questions about racism and discrimination. Beyala’s Le This project is designed to provide students with an opportunity Petit Prince de Belleville serves as an excellent point of departure to discover the beauty of poetry while they develop language skills. for discussing these issues both as general social concepts and The poems and activities as well as methods of assessment, will within the context of the French immigrant culture. give teachers an alternative way to attain the objectives and evaluate Bet on French to Improve Students’ Standardized Test Scores performance. The teacher will be able to integrate the four language Intervenantes: Anna V. Lambros, North Forsyth High School (GA) skills and meet the state and National Standards. In French. & Lorabeth Stroup, Lovejoy High School (GA)

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 25 High priority on standardized testing requires that French canadienne et de comment on peut s'en servir, concrètement, pour instructors redirect a portion of their instructional time to enhance enseigner la langue. the test-taking skills of their students by including standardized L’Avenir...c’est les enfants et les nouvelles technologies testing type questions in their instruction. This presentation will Intervenants: Thomas Durnford, Keene State College (NH) & Yvon focus on methods to incorporate exercises in analogies, Guillon, Université Rennes 2 (France) derivatives, and sentence completion examples in French. Les conférenciers présenteront une méthode d’initiation au Crêpes for Credit: French Cuisine as Part of a First-Year français langue étrangère déstinée aux enfants de l’école primaire, Curriculum» qui privilégie l’oralité et l’apprentissage par le jeu. Elle associe un Intervenante: Helynne H. Hansen, Western State College of programme interactif d’acquisition individuelle à un travail collectif Colorado de communication, en classe, basé sur les jeux de rôles. This presentation will offer suggestions on how teachers can Le Monde virtuel et l’apprentissage FLE: Ce qu’on propose, ce encourage even their beginning students to become que les étudiants désirent, et ce qu’ils choisissent adventuresome in the art of French cooking, to share their Intervenant: Jean-Louis P. Dassier, University of Southern projects—crêpes, quiche, pastries, mousse, with their classmates, Mississippi and to gain points for their creativity toward their course grade. Cette étude recueille des données statistiques et qualitatives La Plume et le pinceau: maîtresse et voilage de l’âme pendant un cours de Français Langue Étrangère (niveau Intervenante: Mary C. McDonnell, Université de Rouen (France) intermédiaire) pour déterminer (a) comment les étudiants utilisent La beauté féerique et inapprovoisée du Berry et de la Marche l'Internet en dehors du cours, (b) comment les étudiants utilisent émerveille toujours et provoque son influx magnétique. Maurice l'Internet pour le cours, (c) quelle utilisation d’activité Intemet les Rollinat, poète-musicien, prit sa plume pour livrer sa vision étudiants recommandent pour optimiser l’apprentissage FLE. reposante ou hallucinante de la région. De même, Developing Reading Strategies for Francophone Texts impressionnistes et fauves: Gauillaumin, Maillaud et Detroy...y Intervenante: Sharon L. Shelly, College of Wooster (OH) brossèrent leurs tableaux en plein air. This presentation will focus on addressing sociolinguistic Les Ados...captifs devant vous dans une classe de 80 minutes: variation in language classes. Excerpts from Francophone texts comment y survivre will be used to demonstrate lexical, morphological, syntactic, and Intervenants: Richard Ladd, Ipswich High School (MA), Nancy J. stylistic diversity. The presenter will illustrate a variety of techniques Gadbois, High School of Science & Technology for developing students’ reading strategies. Trois partisans du long block préfèrent ce système pour The Teacher as Impresario—Getting Everyone Into the Act enseigner. N’importe quel système offre un bloc où on peut Intervenantes: Claudia Hommel, Chicago Cabaret Professionals engager tous, même les élèves moins doués. La réaction des (IL), Suzanne Sharer, John Hersey High School (IL), Cosima lycéens, les désavantages du bloc et plusieurs trucs à employer Hasenstein, St. Thomas More High School (LA), Lorin Pritikin, seront discutés. Francis W. Parker School (IL) Évaluation de la compétence orale par ordinateur? Cela se The new standards are encouraging teachers to use peut! multidisciplinary and contextual approaches to foreign language Intervenante: Janet Flewelling, University of Windsor (Canada) instruction. Funding sources are promoting the use of arts in La conférencière présentera un logiciel qui permet d’évaluer education. Put them together and you, too, can be an arts presenter la compétence orale des étudiants par ordinateur. Quels sont les in your school. The presenters suggest ways to get your students avantages d’une telle technique d’évaluation? De quoi le logiciel and other departments into the act. est-il capable? Ccomment pourrait-on l’incorporer dans un Nonverbal Communication in Foreign Language Instruction programme d’enseignement? Intervenante: Linda Quinn Allen, University of Missouri - St. Louis Intermediate-Level Curriculum: Matching Student Needs with This session will present three roles of nonverbal communication Instructional Materials and Activities in foreign language instruction: gestures as context, nonverbals as Intervenantes: Linda L. Harlow, Ohio State University & Judith an integral part of culture, and nonverbal accommodations in foreign Muyskens, Colby-Sawyer College (NH) language teacher talk. The presentation will include results of two French teachers continually seek to improve methodologies research studies and their implications for classroom instruction. and overall programs, but are we prepared to meet student needs Top Ten French Lessons for the New Millennium in the new millennium? This presentation will review research Intervenantes: Elizabeth Tomlinson & Juliette Eastwick, The Bryn that uses needs analysis to address this issue. A checklist for Mawr School (MD) developing instructional materials and activities at the intermediate The presenters share over fifty combined years of experience level will be presented. teaching French to young students. They will present the top ten Vertical Team as a Means to Enhance the French Program lessons that have become mainstays of their program over the Intervenante: Renée White, Greenhill School (TX) & Mona Mulhair, years. They offer successful teaching strategies appropriate for Las Lomas High School (CA) many levels in traditional FLES, FLEX, or immersion programs. Vertical articulation est la méthode d’enseignement suggérée ème AATF PRELIMINARY PROGRAM PRELIMINARY AATF Le 8 Sommet de la Francophone...soit «Être francophone, pour tous les niveaux afin de commencer la préparation à c’est une façon d’être!» l’examen AP dès la première année de français. Cet atelier offre Intervenante: Susan M.S. Boldrey, Consultant (IL) deux techniques d’enseignement de la poésie et de la lecture à L’avenir des jeunes, la sécurité, les droits humains, l’éducation, tous les niveaux. Ces deux sujets, lorsqu’il s’agit d’une langue la technologie et la survie de la langue française préoccupaient étrangère, peuvent beaucoup intimider les jeunes. les personnalités politiques et les délégués chaleureusement Le Témoignage de Rémi Tremblay ou l’histoire américaine au accueillis par le peuple acadien au Sommet. Des documents , service de l’enseignement des langues et de la culture diapositives et vidéos nous aideront à mieux placer une Intervenants: Margaret S. Langford, Keene State College (NH), Francophonie fervente et fragile dans nos programmes. Venez Monique Lebrun-Brossard, Université du Québec à Montréal, parler francophone ensemble! Louis Brossard, Université du Québec à Montréal Francophony Beyond Literature: Developing Strategies for Trois perspectives sur Rémi Tremblay et son roman Un revenant Teaching Francophone Civilization offertes par un historien, une linguiste et une professeure de Intervenantes: Camille Krone, College of St. Benedict at St. John’s français langue seconde. Les conférenciers parleront de la University (MN), Lisa Beckstrand, Concordia College (MN), Tama perspective historique et de la valeur de témoignage du document, Engelking, Cleveland State University (OH), Cynthia Running- de son utilisation dans l’enseignement de la culture franco- Johnson, Western Michigan University

26 AATF National Bulletin, Vol. 25, No. 4 (April 2000) This round table explores the challenges of teaching the cultures XIXème siècle et de mieux comprendre la vie et la manière de of various Francophone countries and regions. The topics penser d’une famille de petits bourgeois. addressed will include developing a college course on Portraits d’enfants Francophone civilizations, approaches to organizing courses Intervenante: Pierina Carcich, Manhattanville College (NY) dealing with a variety of cultures, teaching about African oral Marginal dans sa société, l’enfant de Le Clézio se nourrit de la tradition, and using literature to teach about diverse cultures. chaleur de la nature, du merveilleux et de l’amitié passagère de Le Monde du rap en France: art populaire, commerce, avenir vieillards. L’analyse de Mondo et des Bergers surtout montrera la Intervenant: André JM Prévos, Penn State University (PA) rupture avec la société occidentale moderne où la fantaisie, Cette présentation offre une vue du monde du rap en France l’insouciance et le spirituel font souvent défaut. après plus d’une décennie de présence enregistrée. On présentera Weird France: Integrating French and Science in the FLES une brève histoire depuis les années 1980, un survol des artistes Curriculum et des impacts de cette forme musicale ainsi qu’une formulation de Intervenantes: Marcia J. Pastorek & Lisa Craig, Trinity Episcopal l’avenir possible de cette musique en France. School (LA) Les Magazines de télévision dans la classe de français The presenters will demonstrate several imaginative ways of Intervenants: Sandye Jean McIntyre II & Carleen S. Leggett, integrating Science and French in the classroom. Learning AATF PRELIMINARY PROGRAM Morgan State University (MD) Science in French adds a new dimension to the material. The Les magazines de télévision peuvent servir d’outils Science curriculum becomes an engine for greater understanding pédagogiques efficaces dans la classe de français. De multiples of the French language and Francophone cultures. activités sont possibles, basées sur les matières de ces programmes de télévision telles que les descriptions de films et le jeudi 20 juillet l’après-midi d’autres émissions américaines et françaises, les mots croisés, les petites annonces et l’horoscope. Creating a Virtual Classroom in a Distance Learning Composition La Presse, un outil nécessaire à tous les niveaux Course Intervenantes: Samia I. Spencer, Auburn University (AL) & Christy Intervenante: Catherine Caws, Simon Fraser University (Canada) Michelle May, Columbus High School (GA) How can computer-mediated communication help create a Comment enseigner la France contemporaine? Les manuels virtual classroom and extend the dialogue between students and scolaires ont toujours quelques années de retard. Afin de instructors? This presentation will try to answer these questions by remédier à ce décalage, nous proposons d’utiliser la presse. Les focusing on a distance learning composition course. Topics covered intervenants expliqueront l'usage de la presse au niveaux will include course content, its first offering, the patterns of interaction secondaire et universitaire et comment sensibiliser les apprenants among students and between students and teacher, and the new au contenu socioculturel des documents. role taken by both instructors and students. Les Antilles françaises: une région négligée dans Quel avenir pour le français sur Internet? l’enseignement américain Intervenante: Marilyn Lambert-Drache, York University (Canada) Intervenante: Lois K. Beck, Messiah College (PA) L’expansion rapide de l’Internet soulève la question de l’avenir La Guadeloupe et la Martinique sont peu connus par les du français comme langue de communication face à la visibilité enseignants américains. Cette présentation donnera des croissante de l’anglais. Cette réalité qui affecte les sociétés renseignements pratiques sur la géographie, l’histoire, la culture, francophones doit nous faire réfléchir à la promotion de la langue la littérature et la politique de ces deux îles. et de la culture françaises dans un contexte de mondialisation. France and the Holocaust: A Model for Interdisciplinary International Penpal Networking Session Instruction Intervenantes: Jane Lapko & Niki Silvaroli, Niagara Catholic District Intervenantes: Mary Ellen Kasak-Saxler, Stillwater Area High School Board (Canada) School (MN) & Michèle Cassavante, Black Upper School (MN) This session will offer French teachers the opportunity to meet How can history, literature, art, and film be integrated in the and exchange addresses with other colleagues for the purpose of French classroom? Presenters will offer a model for setting up their own penpal programs. Brief descriptions and interdisciplinary instruction based on the study of France and the addresses of various international penpal organizations will also Holocaust. This model can be adapted to all instructional levels be provided. Sample activities will be distributed. and applied to other topics. Lessons on Motivation: A Comparison of Language Learners in La Belle Époque: la culture en multimédia the U.S. and France Intervenante: Emese Soos, Tufts University (MA) Intervenante: Susan Colville-Hall, University of Akron (OH) Paris pendant la Belle Époque connaît une vive collaboration To better understand student motivation for learning a foreign d’artistes travaillant dans tous les genres qui élaborent ensemble language, the presenter observed, surveyed, and interviewed l’esthétique du modernisme. Le conférencier détaillera le middle school students in an urban setting in the U.S. and in France. programme d'un cours et les ressources multimédia qui This session will focus on the findings of the study, reveal important enrichissent l’étude de cette période. characteristics of motivation, provide a cultural comparison of the All Abroad: Designing Educational Experiences in France for educational settings, and recommend techniques for motivating Students of All Levels students to achieve. Intervenantes: Mary Jo Netherton, Morehead State University Portraits d’enfants (KY), Jacque Bott-Van Houten, Kentucky Department of L’Enfant noir de Camara Laye Education, Sarah Moran, Louisville Collegiate School (KY) Intervenante: Sherrie M. Fleshman, University of North Dakota The big payoff for French students at any level of instruction is La conférencière se propose d’examiner l’enfance d’un jeune to travel to France to use skills already learned and to improve garçon guinéen. Camara Laye présente les différentes formes them through authentic experiences with French people, French d’éducation de son narrateur. L’Enfant noir met en relief la valeur culture, and studies structured to meet their needs. This session des liens familiaux et sociaux ainsi que l’importance des traditions will outline three diverse study abroad programs. et des superstitions de la société villageoise guinéenne. Comment organiser un week-end d’immersion qui marche L’Enfant de Jules Vallès Intervenants: Christian Derobert, French Library and Cultural Intervenant: André Lebugle, University of North Dakota Center (MA), Joyce Beckwith, Wilmington High School (MA) L’Enfant constitue une remarquable étude de l’enfance Les intervenants vous feront partager leurs expériences de martyrisée. Il nous permet aussi de découvrir différents aspects du l’organisation d’un programme d’immersion pour enseignants

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 27 de français. Quand, où, comment, à quel prix, quel programme pour quelle audience jusqu’aux détails heures par heures. Ils MORE CONVENTION OPPORTUNITIES vous montreront comment tout le monde s’amuse en travaillent, Additional Sessions which have not yet been scheduled or for en cuisinant, en dansant. which descriptions are not available include: The Class: French Cultural Topics/The Means: Internet and Joint Sessions with the FIPF: Multimedia • Théâtre et enseignement du français (table ronde de l'ANRAT) Intervenante: Kitty Hutchcroft, Mission High School (TX) • État des lieux du français (table ronde sur la politique This session will focus on developing a technology-based linguistique) culture class. The student-produced Web site will demonstrate • Enseignement et formation à distance (Thierry Lancien) the various activities undertaken in such a class. • La Féminisation de la langue (Josette Rey-Debove) Cooperative Learning in the French Classroom: Bridging the • Métissage des cultures et des littératures dans l'espace Gap between Research, Theory, and Practice francophone (Joubert et Delas) Intervenante: Patricia M. Mougel, University of Minnesota, • L'Interculturel (Geneviève Zarate) Minneapolis Multiple perspectives on cooperative learning will be presented • Le Fait créole en francophonie (Albert Valdman) in this workshop, linking research, theory, and practice. Classroom • Technologies nouvelles et formation des enseignents (table applications will be emphasized, and participants will be provided ronde à laquelle participera Jayne Abrate et qui aura lieu le with examples of for beginning and intermediate French, along vendredi 21 juillet au matin) with recommendations for successful implementation in the Joint Sessions sponsored by the AATF: classroom. Le Français sur le Web: expériences de l'AATF Choices in Assessing French Writing Intervenants: Gilberte Furstenberg, Massachusetts Institute of Intervenante: Erin Joyce Arantowicz, Baker University (KS) Technology, Townsend Bowling, University of Texas at San Anto- Many teachers find composition assessment a tedious and nio, AATF Webmaster, Michèle Magnin,University of San Diego difficult task. How can we make this part of our job more satisfying Les conférenciers feront le point sur les expériences de l'AATF and, ultimately, most beneficial for our students? Strategies for en matière du Web. Ils offriront quelques exemples concrets de composition assessment will be presented. projets ou de cours réalisés par des membres de l'AATF. En conclusion, on suggèrera des objectifs pour le proche avenir et des projets à entreprendre. Une version de cette présentation sera affichée sur le site Web AATF à l'issu du congrès. REMEMBER TO REGISTER FOR La Semaine du Français: Promotion à l'échelle nationale THESE SPECIAL EVENTS Intervenants: Jayne Abrate, Southern Illinois University, Secrétaire générale de l'AATF, Jean-Pierre Piriou,University of Georgia, Président-élu de l'AATF, Sherry Dean, Mountain View College, • The special film preview offered by the Société des Texas Auteurs-Réalisateurs-Producteurs and the Virginia Les conférenciers présenteront la Semaine du Français 1999, Commonwealth University French Film Festival on une initiative de l'AATF pour promouvoir le français au niveau na- Tuesday evening, July 18, 2000 at 8:00 p.m. Tickets tional en le sortant de la salle de classe pour organiser des mani- are free, but space is limited, and pre-registration is festations culturelles, des jeux et concours, des expositions, et des required. Tickets will not be available on site. To événements médiatiques qui ciblaient des publics non- reserve a place, contact Dr. Peter Kirkpatrick at traditionnels—administrateurs, élus locaux, élèves potentiels et [[email protected]] or Telephone: 804-357-FILM leurs parents, et médias. Les intervenants décriront l'organisation by May 15, 2000. de cette grande fête, sa médiatisation, et un échantillon d'activités • The AATF Awards Banquet will take place on et d'événements de tout genre. Une telle célébration pourrait Wednesday, July 19, 2000 at 8:30 p.m. The cost if facilement se reproduire dans d'autres pays selon leurs possibilités $50, and space is limited. Tickets will not be avail- et circonstances. able on site. If you did not register for the banquet on Special AATF Guest speakers your conference registration form, please do so by • Jacques Pécheur, Editor of Le Français dans le monde and contacting National Headquarters as soon as pos- Honorary Member of the AATF sible. • Odile Ledru-Menot (Techniques gestuelles pour le • A special walking tour of the Jardin des Tuileries perfectionnement d'accent—de l'élémentaire à l'université) will occur on Thursday morning, July 20, 2000. Tick-

AATF PRELIMINARY PROGRAM PRELIMINARY AATF Additional Meetings: ets are free, but space is very limited, and pre-regis- • Meeting of sponsors of chapters of the Société Honoraire de tration is required. To reserve a place, contact April Français Walsh at [[email protected]] or Telephone: (618) 453- • Meeting of AATF Chapter Officers 5731. • Newcomers session • Places may still be available for the pre- and post- • Open meeting of the AATF Commission on High Schools conference excursions to Bretagne and Le Berry. If • Open meeting of the AATF Commission on French for Business you are interested, contact Michel Girardin at and International Trade [[email protected]] for more information as soon The AATF Delegate Assembly will take place on Wednesday, as possible. July 19, 2000 from 8:00-11:15 a.m.

28 AATF National Bulletin, Vol. 25, No. 4 (April 2000) CLASSROOM ACTIVITY ILS ONT ACIÉ LE BON ARGENT AND OTHER DICTIONARY-RELATED CRIMES1 The second language dictionary to the mastery of English grammar to understand ACTIVITY 2: uninitiated brings to mind the image of the in which way they wish to use a word. Le professeur a beuglé 1000 fois. poet wandering through the forest of Therefore, useful to a dictionary unit is also un verbe (pc) un chiffre symbols in Baudelaire’s "Correspon- a grammar review. A second useful activity may be a review dances:" the symbols are all-knowing, the Of course, there will always be students of grammar terms and functions that can wanderer is not. Using the second who missed the class discussion devoted quickly refresh the collective student language dictionary can quickly become to dictionary decoding. There will also be memory. Because the rest of the semester overwhelming to those who have not students who will not feel like perusing the will be enough time for fuller and more studied the third language of the second dictionary beyond the first word. There will formal discussions of grammar, a painless language dictionary. When students even be the unanticipated English spelling source of review would be a variation of the attempt to take on this new linguistic code, errors that will forever be a test of our STERNE/PRICE/SLOAN game, Madlibs®. the results of their efforts range from the detective skills. Although we cannot In this game, people are given texts with sometimes successful to the outrageously realistically hope to end all errors of usage holes in them; underneath the blank for the comic, and equally, to the frustratingly with the second language dictionary, missing word is listed the part of speech incomprehensible. Too often sentences especially if the error does not originate that is needed. Keeping the title and and ideas end up indecipherable for both there, sentences such as “Quand je me content of their paragraphs a secret, the professor who reads the essays and the marie, mon mari va porter une bague de students ask a partner to supply the student who tries to rewrite them. désherbage” (When I get married, my missing words, asking for “noun” or Precisely because the symbols embed- husband will wear a wedding ring) may “adverb” depending on what is indicated ded in each entry of the second language color student essays less frequently.3 under the blank. Depending on the level of dictionary are necessary to developing Despite the fact that some errors are the language course, the texts used could advanced skills, and specifically because beyond our correction before they happen, be either in English or in the second the bilingual dictionary itself is such an there are a few things that can be done to language, since putting them into the important tool in any second language make dictionaries less mystifying and more second language for those who prefer total class, setting aside time each semester to helpful to our students. Although based in immersion would not be too difficult a task. teach or to review dictionary basics is French, the activities proposed here for Using texts in the second language can essential. Time spent as a class looking at familiarizing students with the dictionary serve to encourage the use of language in and using the symbols of the larger can be applied to most languages, and all a non-stressful, non-evaluated way. It will dictionaries will reap enormous benefits to of these activities may be adapted for use in also provide an opportunity to review the both writers and readers. the first or second language. basic formation of the parts of speech. If, for If, for example, the student who wrote "II ACTIVITY 1: Are Malapropisms “Malà- example, a student asks “What’s an ascenseur poids" for “He lifts weights” had gauche”? adverb?” the quick response in English known that the "n" in the entry under "lift" The demystification process may begin would be: “Often a word that ends in -ly.” In meant "noun," that the (Brit) meant British on the first or second day of class by asking French, the quick answer might be: “Often English, and that the word in parenthesis the students to write or tell a story about a words that end in -ment." At this point, (elevator) was not placed there randomly misunderstanding that they have had with students can help their partners in remem- 2 but to indicate a specific context, he might someone because of a misplaced or bering the use and formation of the parts of have realized that “lift” was a noun and not misused word. Stories from both the first speech, or the professor can jog the a verb and was therefore an inappropriate and second language (depending on the student’s memory without taking time for a translation. If the student who wrote “Ma level of the learners) will be equally more formal grammar lesson. soeur m’est très vouloir-dire” (My sister is revelatory both from a linguistic point of No matter what language is used, very mean to me) had been able to view as well as a cultural one. Most stories however, and because this is not a decipher "[mi:n] pret, ptp meantvt (a) will be humorous, such as the one where a listening activity, once the paragraphs are (signify) vouloir-dire...," and had the stu- young woman, trying to show her cosmo- completed, an overhead of each of them dent understood that these were not politan use of French, wanted to explain should be shown and/or a sheet with all of hieroglyphics for other dictionary users, he that she did not like going to parties. them should be passed out so that when might have been able to navigate the rest of Explaining that parties were not really her students read their new nonsensical the entry to find the appropriate context of cup of tea, she announced that parties just stories to the class, others can follow along. “mean.” Too, he likely would not have were not her “coup d’état.” In this way, confusion will be minimal and substituted a verb for an adjective, a Whether serious or funny, the stories the comprehension higher. This activity, then, problem linked as much to understanding students choose to tell would allow them to will not only review points of grammar grammar as to finding the correct meaning. generate their own personal and concrete painlessly, but will again bring home the Identifying and sifting through possible examples of what just the wrong word can point that the wrong word in the wrong contexts is key to navigating a successful do in a conversation. The discussion of place may provide humor but may also translation and, had the student had these stories may also be a good time to severely impede the messages they are occasion to practice with the symbols categorize generally the types of errors trying to convey. before writing the composition, she may made and what may potentially result from ACTIVITY 3: All Dictionaries Were Not have found more appropriate wording for them. Created Equal or Size Does Matter her translated thoughts. Identifying the Having reviewed grammar, students appropriate context of a word, however, See page 38 for correction to list of can now tackle the incomprehensible depends on students having enough French Cultural Services addresses. world of messages encoded in the

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 29 dictionary. For the third part of a dictionary SAMPLE QUESTIONNAIRE FOR students already use the Larousse or the unit, hold up a variety of bilingual DICTIONARY WORK Bantam, so choose others from either end dictionaries and have students remark Travail de dictionnaire of the spectrum even on their physical differences. Follow- A. LEFT These are 5 of the dictionaries my ing this, distribute copies of the same You want to say, “Everybody left the party.” students commonly had (the Collins Robert dictionary entry from three or four different Look up the word “left” in the dictionaries. and the Hachette being mine). What struck bilingual dictionaries using a micro-pocket 1. What do you find as possibilities? me in my class was that most of the one, a smaller paperback one, and a 2. Write out all the symbols you don’t know dictionaries were at least ten years old; this bilingual dictionary that offers multiple (or cannot interpret). is also a point to discuss with the class. contexts for a single word. (Or again, to 3. How many different parts of speech are The Random House Basic Dictionary. save paper, an overhead of each would do given for this word (in all the various French. Special Book Club Edition, 1981. the job as well.) dictionaries)? Which one are you This dictionary brags of over 40,000 As the word "run" has rich semantic looking for? entries, Pronunciation Guide, Irregular possibilities, samples of it from different 4. How many possibilities are offered in verbs, Useful Phrases, Days and Months, French-English dictionaries make a useful Dictionary 1, Dictionary 2, Dictionary 3? Numerals, Signs, and EVERYTHING FOR point. Before passing out the pages with Which dictionaries offer the greatest THE STUDENT, TEACHER, TRAVELER. the same entry, first ask students to possibility of choice? Is greater choice The pronunciation guide is not part of the generate a list of compound words and/or an advantage or disadvantage? dictionary entries, however, for each entry expressions that use the word “run,” such B. RUN consists only of the word being looked up, as “home run,” “run-of-the-mill,” “a run-on *In the sentences below, identify the the part of speech the dictionary intends to sentence,” “to be given the runaround,” etc. grammatical function of the expressions translate, and a one word translation in Then ask them to choose 2 or 3 of these with “run” in them, and then translate them. most cases. The dictionary offers only the expressions—this can be done as a class, Before you begin, the following questions most common usage of the word, and does in pairs, or as individuals—and to look up might help: not offer multiple contexts or functions. It the various expressions they have chosen. 1. On page ... of the Collins Robert, what reads like a large vocabulary list, and With a brief questionnaire (see model) ask do you think “V run 2” might mean under indeed might be appropriate for a traveler the students to determine what kind of the word "run-on?" who needs basic words in isolated information and contextual options each 2. What does a new letter of the alphabet contexts. mean under an entry? A new number? dictionary offered. Once students see that Collins Gem: French Dictionary, 1988 ed. 3. In the Collins Robert what does the ~ different dictionaries can meet different This dictionary also has over 40,000 mean in each entry? needs, the class can then begin to references and 70,000 translations. De- determine which dictionaries offer the *Translate the following: spite measuring only 3 in. x 4 in. it has appropriate context of a word, i.e. are they • The children are running. advantages over the Random House Basic looking for a verbal expression (to run • My nose is running. because it offers the phonetic pronuncia- around) or a noun (He gave me the • A man was run down by the mob the tion of each word and does offer multiple 4 runaround)? other night. contexts. For the word “run,” it provides as ACTIVITY 4: Follow-up and synthesis • She was feeling a little run down last many contexts as the Larousse Pocket. As Having been given the tools for week. a small dictionary this would not be a bad deciphering the dictionary, students should • There was a run on corn shares last one to recommend. week. be shown how to apply this knowledge. Random House Webster’s French Pocket It was a run on line of poetry that they Two ways to begin doing this are to have • Dictionary. 2nd ed. 1988. couldn’t interpret. them write sample sentences as a class This Random House version, has only C. Pick two expressions that you wrote using new words which they will be 30,000 entries, but markets itself with the down before this activity using the word required to find in the dictionary or devise at the top “New words faster.” It is "run," look up how to say them, and write assigning them 3-4 sentences to translate indeed a slimmer volume but has the same them down. which require dictionary work. Certainly limitations as the Random House Basic. D. Pick two expressions that you came dictionary work should be assessed and Larousse Pocket French-English, English- eventually evaluated when writing a across while doing this activity that you thought were fun, funny, or interesting. French Dictionary. 1994 ed. composition. A more recently published dictionary, The flexibility of these activities leaves Write them down and use them in an original sentence. the Larousse has over 80,000 translations. them fairly easy to incorporate into any It provides the phonetic pronunciation of A Brief Comparison of a class. They may be used in sequence or each word as well as multiple contexts. individually. They are quickly adapted to Few Dictionaries any language, to any course level, and To gather a sampling of dictionaries, ask The Bantam New College French and certainly to personal style. While they may students who normally bring theirs to class English Dictionary. 1989 ed. not end the laughter derived from the to borrow their dictionaries for a day so that This dictionary has 85,000 entries, a composition that begins “Congélation! you can copy entries from them. Most newly expanded French grammar section, Police!” they can help to minimize confu- students—having had better or lessor luck a pronunciation guide and a table for all irregular verbs. The Bantam allows sion and maximize communication by with dictionaries and in-class activities— students to see that the larger the initiating students into the lexicographic already know the limitations of their dictionary, the more resources it will have. world and making it their “coup d’état.” dictionaries and do not mind having their Like the Larousse, it gives the phonetic dictionary compared to others. Many

Used with permission of the American Association of Teachers of French, National Bulletin, Vol. 25, 4 (April 2000). AATF, Mailcode 4510, Southern Illinois University, Carbondale, IL 62901-4510.

30 AATF National Bulletin, Vol. 25, No. 4 (April 2000) pronunciation of the word and has entries Samples of dictionary errors5 that cover multiple contexts. (For fun, cover up the right side and try to determine what the writer was saying). Collins Robert French-English, English- J’idolatrais sa beauté. I admired her beauty. French Dictionary. 1978 ed. Oxford Ce soir là je suis allé à la chaise maquiller. That evening, I went to make up with the Hachette French Dictionary. 1994 ed. chair. (The student tells in his composi- These last two dictionaries are both tion how he had kicked the chair and hard-bound editions. The Oxford Hachette had had a series of bad luck afterwards. has the advantage of being the newer of To end the streak, he went to make his the two and providing not only common peace with the chair). dictionary functions, but it has a section on Je me souvenais des mots pour le repos du I remembered the words for the rest of the appropriate correspondence for different récit. recital. situations as well as boxes to explain Ma petite amie les a choisi pour allumette ... to match her dress. grammar points or idioms. Both dictionar- sa robe. ies are reputable and have, of course, more Mon prom ainé... (sic) My senior prom ... room to offer multiple contexts, larger print, Le verre a glissé exterieure (sic) de ma The glass slipped out of my hand. and more idiomatic uses of words. main. Julia DiLiberti En tout cas, nous sommes fauchés In any case, we broke up. Peoria, IL séparément. Abe Lincoln est un homme extraordinaire Abe...and a good leader. Notes et un bon conducteur. 1All examples of errors are taken from C’est quelque chose qu’on utilise pour This was from an exercice de circumlocu- student compositions. (See Table for obtenir marié (sic). —C’est la bague de tion where the student gives both the translation of this and for other examples of désherbage. clue and the answer. She meant dictionary crimes). "wedding ring" but looked up "weeding" 2Both examples in this paragraph are instead. taken from the Robert Collins French- C’est l’endroit où on lave leur tout le corps It's the place where one washes their entire English Dictionary (sic). —C’est l’averse. body. The shower. 3In this instance of dictionary criminality, About a film: II y avait un (sic) torsion à la ...a twist at the end. the student had intended to say “wedding fin. ring” but had looked up "weeding" instead. J’ai éprouvé une goutte de l’eau (sic) sur I felt a drop of water on my back. (dossier vs. Two French teachers and several hours of mon dossier. dos) on and off speculations finally solved the Je devais inviter 5 gens pour imprimer mon I had to invite 5 people to impress my boss. mystery. patron. 4The Oxford Hachette provides an Il a maigrit (sic) vers moi. He leaned towards me. excellent step-by-step methodology that J’ai su quelque chose s’est trompé. I knew something was wrong. can be used with the students at this point. Ils ont acié le bon argent. They stole the good silver (using noun but Their methodology varies depending on processing verb rules and making a the goal, but tells students to begin by past participle of the English homonym: identifying the problem word, by identifying "steel" vs. "to steal" its grammatical function and thus the part of Congélation! Police! Freeze! Police! speech needed. The dictionary then tells Ils ont bavé jusqu’à Dayton. Confusion of "driven" and "drivel," "drove/ them to look for the most appropriate drool" context of the word desired, and from there Un auto-piscine A car pool to choose the most appropriate word. Les terrorists (sic) n’ont pas supporté une The terrorists didn’t stand a chance. 5All of the errors listed here have come chance. from student compositions and are verba- Marie odeur la rose. Mary smells the rose. tim. Tout le monde gauche. Everybody left.

AATF MEDALS AATF medals make excellent awards to give to outstanding students at the end of the school year. We have medals in two price ranges. The Washington/Lafayette and Hexagone medals are $5.25 each. They are 1-inch in diameter, blue, gold, and white cloisonné enamel. The other medals are bronze medals from the government mint in Paris. The smaller, 32 mm in diameter, displays Les Armes de Paris for $18. The larger, 41 mm in diameter, has La Minerve and is $22. All prices include shipping and handling. To order medals, please fill out the form below, and send it with payment to: AATF Materials Center, Mailcode 4510, Southern Illinois University, Carbondale, IL 62901-4510. Please print. Name ______Telephone: (Home) ______Address ______(Work) ______Quantity Quantity _____ Washington/Lafayette @ $5.25 _____ L'Hexagone @ $5.25 _____ Les Armes de Paris @$18 _____ La Minerve @ $22 Total enclosed: ______Check the Materials Center (page 38) for other promotional items. See the medals on the Web at [http://aatf.utsa.edu/].

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 31 NATIONAL K-12 FOREIGN LANGUAGE RESOURCE NOUVELLES DE LA CENTER SUMMER 2000 INSTITUTES DIRECTION DES RELATIONS Participants will represent experienced observe and discuss the classes, plan INTERNATIONALES DE and practicing: (1) methods professors at lessons, and teach activities in the L'ENSEIGNEMENT DE LA CCIP institutions of higher education who pre- children’s classes. Participants will also La Réforme des examens pare pre-service and in-service teachers; design and evaluate lessons that reflect the Soucieuse de satisfaire les besoins de (2) district supervisors of foreign language goals of the national student standards and ses partenaires francophones et pour who provide professional development for incorporate technology and assessment mieux répondre aux attentes des teachers in their districts; and (3) grade K- appropriate for the K-6 level. Topics to be 12 foreign language teachers as follows: addressed in the institute include national professeurs nord-américains, la Chambre grade K-12 Spanish teachers (Temas trends and standards in foreign language de Commerce et d’Industrie de Paris (CCIP) Añejos), grade K-6 teachers (K-6 Foreign education, K-6 curriculum, effective K-6 a mis en place une réforme des examens Languages: Leading the Way with Teacher classroom teaching strategies, authentic de français des affaires et des professions Preparation), and grade K-12 teachers assessment, the use of technology in the qui porte sur: (New Technologies). Additionally, appli- classroom, and the teacher as researcher. • L’ouverture des certifications à un plus cants to the New Technologies institute Two graduate credits available upon large public avec, notamment la création must be very familiar with at least one word request. $184 per credit hour (subject to d’un nouvel examen, le Certificat de processing program using a Macintosh or new tuition fees). français professionnel (CFP), qui IBM-compatible computer. A Macintosh New Technologies in the Foreign Lan- s’adresse à des candidats d’un niveau computer lab is used for this institute. guage Classroom intermédiaire, désireux de valider leurs To apply, request an application form August 5-13, 2000 compétences en français professionnel; from NFLRC, N131 Lagomarcino Hall, Participants: Methods professors, dis- • L’ouverture à l’international avec des Iowa State University, Ames, IA 50011; trict supervisors, and grade K-12 foreign épreuves plus universelles; telephone: (515) 294-6999; FAX: (515) language teachers • Le recours aux techniques de correc- 294-2776; E-mail: [[email protected]]; Web Institute Leaders: Karen Willetts, French tion automatisée (questionnaires à choix site: [http://www.educ.iastate.edu/nflrc]. Teacher and Chair, Foreign Language multiples) pour garantir une totale Please note that a separate and complete Department, Springbrook High School, objectivité et une plus grande fiabilité application is necessary for each institute Silver Spring, MD; Cindy Kendall, Ph.D. pour l’interprétation des résultats. for which an individual is applying. Candidate, College of Education, Michigan Les nouveaux examens entreront en Application deadline is April 30, 2000. State University, East Lansing, MI; Jamey Participants will be notified of their Hansen, Computer Laboratory Coordina- application dès la rentrée de septembre acceptance by May 2000. All institutes will tor, Iowa State University, Ames, IA 2000 et la première session aura lieu en be held on the Iowa State University Foreign language teachers nationwide décembre 2000. campus, Ames, Iowa. have demonstrated great interest in explor- L’Université d’Été ing the use and implementation of new La XXVIème Université d’Été de la CCIP K-6 Foreign Languages: Leading the Way technologies to enhance student learning. with Teacher Preparation This interest provides the focus of the New se déroulera du 19 juin au 13 juillet 2000. July 24-August 3, 2000 Technologies institute. Participants will 10 stages et 8 ateliers spécialisés sont Participants: Methods professors, dis- examine and evaluate recent develop- encadrés par une équipe d’experts trict supervisors, and grade K-6 foreign ments in new technologies that are formateurs, auteurs de manuels, language teachers applicable to foreign language instruction. professionnels d’entreprises et consultants Institute Leaders: Helena Curtain, There will be opportunities to work with internationaux, rassemblée pour vous University of Wisconsin, Milwaukee, Wis- hardware applications such as color- permettre de: consin and Carol Ann Pesola Dahlberg, scanners, digital cameras, CD-ROM drives, • découvrir de nouvelles approches; Concordia College, Moorhead, MN. multimedia stations, storage solutions, and • acquérir de nouveaux savoirs et savoir- presentation tools. Participants will also There is a critical need to prepare faire; have hands-on experience in the use of teachers for the growing number of • imaginer de nouveaux comportements elementary school foreign language pro- telecommunications to improve student language skills and cultural understand- pour l’enseignement du français; grams in the nation. This institute will • vous entraîner à utiliser de nouveaux enhance the skills of teacher educators ing, using such tools as electronic mail, Internet, Netscape, and listservs as well as médias et explorer les nouveaux and supervisors who prepare pre-service video conferencing. Experts in the field of champs de connaissance offerts par les and in-service teachers for the K-6 level, distance learning will present the newest nouvelles technologies. especially those who have little or no equipment and instructional trends in a Tous les participants à l’Université d’Été personal experience with elementary school high-tech distance learning classroom. students. Participating K-6 teachers, who bénéficieront d’une réduction de 10% pour Using technology to design innovative, assister au Colloque AATF du 17 au 22 juillet provide a valuable experience base for the student-centered activities will be stressed. 2000. institute, will enrich their professional Participants will use an authoring program knowledge and skills and will gain to develop a multimedia lesson, and they Retrouver toutes ces informations sur le renewed appreciation for their own class- will develop a basic Web page. Through- site Web: [http://www.fda.ccip.fr]. room teaching. A daily demonstration out the institute emphasis will be placed on Thunderbird-EMU 2000 Conference class with young children will facilitate effective technology-based instructional Guilhène MARATIER DECLÉTY et Ber- understanding of similarities and differ- strategies and practices. Participants will nard LÉVEQUE ont représenté la CCIP au ences between K-6 students and those in develop a plan of action for training Colloque International de Français des secondary school programs. An experi- colleagues, locally or regionally. One Spécialités d’Eastern Michigan University graduate credit available upon request. enced and practicing K-6 language teacher 2000 qui s'est tenu à Thunderbird (AZ) du 5 $184 per credit hour (tuition subject to will teach the demonstration classes and au 8 avril 2000. serve as a consultant to participants as they change).

32 AATF National Bulletin, Vol. 25, No. 4 (April 2000) LE CARREFOUR CULTUREL

AATF COMMISSION ON CULTURAL COMPETENCE Marie-Christine Koop and Sharon Rapp, Co-Chairs

The AATF National Commission on Cultural Competence invites your ACTIVE participation! The primary objective of the Commission is to provide a forum for information on the teaching of Francophone cultures at all levels of instruction. • You will read on page 35 of this issue a thoughtful and thought-provoking essay “On the Teaching of French Culture” by Samia Spencer of Auburn University (AL). • If you would like to share a classroom activity with readers of the National Bulletin, please send your contribution to Sharon Rapp at the e-mail address below. American Association of Teachers of French 73rd Annual Convention held in • members of the Commission continue to Paris, France plan and present sessions and workshops on the teaching of culture at state, re- AIR TRAVEL DISCOUNTS PROVIDED BY gional, and national meetings. The TRANS WORLD AIRLINES Commission organized two workshops/ sessions for both AATF in St. Louis and for Travel Dates Valid for travel on and/or between ACTFL in Dallas. June 17, 2000 through August 17, 2000 • Two sessions have been proposed for APPLICABLE DISCOUNTS OFF UNRESTRICTED AATF Paris. Chaired by Made-Christine F, C, AND Y FARE TYPES: 25% Discount on these flights Koop, one session will present cultural updates. A second, chaired by Sharon APPLICABLE DISCOUNTS OFF ALL OTHER Rapp, will focus on practical strategies for PUBLISHED FARES: 10% Discount on all flights the classroom. The Commission wel- FOR RESERVATIONS CALL YOUR TRAVEL AGENT OR comes suggestions on topics and loca- THE TWA CONVENTION DESK AT 1-800-325-4933 tions for future sessions and workshops. MONDAY THROUGH FRIDAY FROM 7:00 A.M. UNTIL 7:00 P.M. • Discussion and planning are under way (CST). for a seminar in Quebec for the summer of 2001. This would provide an opportunity THE PROFILE NUMBER V17679 MUST BE REFERRED TO for a group of teachers to study abroad, AS IT IS immersed in a Francophone culture. USED IN THE RESERVATION AND ON THE TICKET. • Work continues on follow-up volumes to the Commission’s first publication entitled THANK YOU FOR SELECTING TWA Acquiring Cross-cultural Competence, a theoretical volume edited by Alan WE WANT TO BE YOUR AIRLINE Singerman. A volume of practical applications, edited by Jayne Abrate and Rosalie Vermette, is being prepared from a wide sampling of activities at differing levels, touching seven areas of cultural competence, submitted by French teachers from across the country. A third volume, France at the Dawn of the XXIst Century. Trends and Transformations, edited by Marie-Christine Koop, assisted by Rosalie Vermette, is scheduled to appear this year. • A Web site is being maintained. For more information on Commission objectives and projects, visit the site at [http:// courses.unt.edu/koop/aaffculture.htm].

To submit activities for the National Bulletin, suggest information for the Web site, propose and/or present sessions at conferences, contact one of the Commission Co-Chairs below. Marie-Christine Koop Sharon Rapp Dept. of Foreign Languages and Literatures Foreign Language Department University of North Texas Conway High School West P.O. Box 311127 2300 Prince Street Denton, TX 76203 Conway, AR 72032-3749 [[email protected]] [[email protected]] The work of the Commission is a work in progress! JOIN US!

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 33 NEW! AATF PROMOTIONAL FLYER Why Learn French? Attractive blue/green flyer highlights business and career reasons for studing French. ♦ French means Business! ♦ French means Jobs! ♦ French means World Travel! ♦ French means Global Communication! ♦ Le français, c'est pratique! These flyers are available in quantity for 10 cents/copy or $10.00 per hundred. The cost of producing and mailing these flyers to our members who request them is partially subsidized by the AATF. Larger orders 20 cents/copy. A complimentary sample copy is available upon request.

______Why Learn French flyers x 10 cents each = Total amount for flyers ______AATF PROMOTIONAL KIT We have put together this promotional kit offered for only $50 to help teachers promote French during National French Week and throughout the year. For complete descriptions of all of these materials as well as other items available from the AATF, see the Materials Center listing on page 38. All items can be purchased separately. The Promotional Kit includes the following: • A set of 8 one-page promotional flyers suitable for duplication (appeared in past issues of the National Bulletin) • 100 copies of the flyer Le Français m'ouvre le monde • 100 copies of the flyer Top 10 Reasons to Learn French • 100 copies of the flyer Speaking French: An Investment in the Future _____ 25 copies of the Why French FLES*? flyer (optional at no extra cost; check if you would like to receive them) • 10 Forward with French bumper stickers • one AATF promotional video (Please indicate your choice; select only one.) _____ Le Français m'ouvre le monde _____ Forward with French _____ Allons en France • one AATF guide or FLES* report (Please indicate your choice; select only one.) _____ Guide to Support from Embassies _____ Travel Guide _____ FLES* report (See page 38 for descriptions and titles; specify by year.) • promotional items (Select only one.) _____ 25 Le Français en Amérique du Nord notepads _____ 25 Forward with French Bic pens Total ($50 per kit): ______This entire kit is available for $50 (postpaid). This represents a 15% savings over ordering the items individually. Payment accepted by check or school purchase order.

Mail this form to AATF Materials, Mailcode 4510, Southern Illinois University, Carbondale, IL 62901-4510; Fax: (618) 453-5733. Name : ______

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Telephone: ______Home ______Work ______

34 AATF National Bulletin, Vol. 25, No. 4 (April 2000) ON THE TEACHING OF FRENCH CULTURE THROUGH THE PRESS When leafing through the pages of Early in my career as a professor of for French products and the lists of French French, one of my students, an outstanding popular weeklies and women’s maga- cultural activities in the U.S., outlined in the zines, beginners concentrate only on young woman, made a statement that Journal—lectures, meetings, art exhibits, illustrations and headlines. Advertise- opened my eyes. Having just completed concerts, and film screenings—provides an M.A. thesis under my direction in which ments, in particular, offer a chance for added benefits. Students realize that the acquisition of new vocabulary and practice she compared the ideas of two eighteenth- exploration of French culture does not of simple conversation while arousing century authors, she was offered a necessarily require a visit to France; prestigious scholarship by the Government students’s curiosity and interest in all things opportunities to enjoy it abound in the U.S. French. They can be given specific tasks, of France. After an exciting year at the and may be found near their cities and keyed to the textbook in use. For example, University of Dijon, as she was heading to homes. Learners are encouraged to take the University of South Carolina for a work on time-telling can be enhanced advantage of these events, and extra credit through TV program guides or simply Master's in International Business, she is offered to those who provide evidence of through pictures of everyday activities. stopped by my office for a visit. In fluent participation. French and with evident enthusiasm, she Students answer the question “quelle 3. In my contemporary civilization course, heure est-il?” with a logical response to the spoke of her memorable experiences and one that generally follows conversation pictured scenes. Similarly, food vocabu- her enjoyment of life in France. Then, with and composition classes, students learn to obvious embarrassment and with a bit of lary can be practiced while, at the same use the press as a research tool. By now, time, students observe cultural differences irony, she also mentioned her greatest their language skills and their more in attitudes toward food. Learners compare disappointment: while she had no problem extensive college experience allow them to comprehending the classics during her advertising styles, indicate if they ever saw perform more complex tasks. Students or purchased the publicized products, and graduate studies, once in France, she was select a topic from a list of 20-25 subjects speak of their favorite French designers unable to read a newspaper. Hers was not dealing with issues currently debated in a problem of linguistic deficiency or and food items. Likewise, photographs French society. These range from unem- contribute to the expansion of cultural insufficient vocabulary. It was a matter of ployment, AIDS, drugs, school violence, knowledge. Celebrities in politics, cinema, understanding references to various French the war in Kosovo, French multinationals, institutions and programs, identifying no- literature, music, arts, or sports are or elections to the European parliament, to identified, leading to basic acquaintance table individuals whose names appeared the Cannes film festival, political scandals, with their field of prominence. Gestures, in the articles, and deciphering allusions to same-sex marriages, social security, the current events. More than twenty years expressions, or clothes are observed and National Front, or application of the 35- described. Places and sites depicted in the later, the student’s words still ring in my hour work week. ears; the impression they left is indelible. illustrations are also identified and located Students are required to find no fewer Of the two of us, I believe I was the more on the map. than four or five different sources for their 2. By the time students reach junior-level embarrassed, for having failed to prepare research in order to acquaint themselves this young woman for life in France. The courses, activities offered to them through with more than one viewpoint. Teaching of discussion sharpened my sensitivity to the the press increase exponentially. Begin- this course requires the full cooperation of ning with this level, students are expected need for strengthening the teaching of the humanities and social science librar- culture and bolstered my determination to to read for meaning and discuss the ians who guide the students in their remedy the situation. Since then, my substance of the articles. In conversation bibliographical and computer searches. classes, reading material for the course teaching of culture has no longer been While use of the Internet is allowed and confined to the few courses that bear the requires short-term subscriptions to the encouraged, it does not substitute for the word on their titles; it has become an Journal Français. Specific articles are concrete use of the French press. Perusing assigned for class discussion; however, integral part of the teaching of French at all the pages of newspapers and magazines levels and in every subject. Films, prior to reading the assignments, students offers much greater learning opportunities newspapers, and magazines now are used are handed a list of questions relating to than just finding information on a research each article in order to help them focus on in nearly every course that I teach. topic. As they turn the pages, students the most important information. Studying encounter numerous headlines, see pic- SUGGESTIONS FOR INCORPORATING the articles in the Journal is a multifaceted CULTURE AT THE UNDERGRADUATE tures of new players on the political and exercise with immense educational ben- cultural scenes, spot current fashion styles LEVEL efits, reaching beyond practice of the 1. The press is an invaluable pedagogical and new products, notice titles of recently French language. It develops the students’s published books and newly released tool. Its versatility makes it adaptable to any reading comprehension and enriches their level, from basic elementary classes to movies, come across plays performed on vocabulary; it provides meaningful ideas the Parisian and regional stages, and skim advanced graduate courses. It reinforces and substance for discussion in class or the four skills by providing endless through job advertisements. While some of outside; it allows students (and teachers) to the information they encounter may be opportunities to practice oral and reading remain current in their knowledge of events comprehension, pronunciation, spelling, short-lived, a certain amount is likely to be in France and the world; and, by affording stored and used in future contexts. and written exercises, both structured and students an opportunity to compare French communicative. Naturally, the type of 4. For beginners, the viewing of French and American viewpoints on current affairs, films is encouraged, mostly for entertain- activity involving the press and the it sharpens their analytical skills. Thus, the expectations of student performance vary ment purposes. Their pedagogical use is study of the French press contributes to restricted to questions related to title or according to the level and focus of each students’s overall intellectual growth and class. As students develop their skills and names of characters and actors, given the enhances their general education. students' limited vocabulary and skills. expand their knowledge, assignments can Furthermore, reading the advertisements increase in complexity and sophistication. Beginning in the second year, however, AATF National Bulletin, Vol. 25, No. 4 (April 2000) 35 learners are required to see at least one opment of students permits more sophisti- of language used, depth of historical French film in every course that I teach. cated usages as well. For example, films references; and from the comparison Different lists, with appropriate titles, are may serve to illustrate the evolution of between national and regional dailies. prepared for each class. For their movie vocabulary and language throughout the Through their readings, students learn the assignment, students write a summary of ages or the diversity of regional accents in names and tendencies of political parties the plot, describe the time and place where France and other Francophone countries. and their leaders; the intricacies of the film takes place, identify the main In recent years, the film productions of government institutions; the relationship characters and their relationships with Belgium, Quebec, and Francophone Africa between the executive, legislative, and each other, name the actors who played have become more easily available in the judicial branches; the links between the parts, and add basic information on the U.S. and facilitate such guided analysis. politics and the economy; the various stars and the director, including brief In my history of civilization course, social programs underwritten by the State; mentions of their previous work. In this period films contribute significantly to the tensions between the various countries respect, the Internet proves to be an students’s understanding of France’s situa- on European issues; and the most recent invaluable tool. tion in a given era. For example, La Reine publications, shows, and styles. The list of In more advanced courses, when Margot underlines the horrors of religious topics encountered is endless. students have developed greater linguistic conflicts in the sixteenth-century; Ridicule Students also observe that despite the skills, they discuss the cinematography, the epitomizes the use of wit among eigh- difference in coverage and the diversity of theme of the movie, and the problems teenth-century elites; and Lacombe Lucien opinions, there are constants in the French encountered by the protagonists. Assign- illustrates the tensions between collabora- press. These include, among others, a ments vary according to the specific focus tionists and resistants during the difficult passion for the arts and culture, evidenced of the course. For example, in conversation years of World War II. by daily articles on new books in French or classes, students prepare for oral discus- 2. Following my student's comment in translation, plays, movies, shows; sion of the film by practicing proper about her inability to read the newspapers, interest in international affairs beyond pronunciation of names and places, by I developed two graduate courses on that politics and the economy; the importance of learning to incorporate newly acquired topic: one on the daily press and another humor and jeux de mots; and frequent vocabulary in spontaneous responses, on the periodical press. In terms of time, references to literature and history. No and by trying to overcome the fear of organization, and preparation, these are other courses offer students as much making mistakes while speaking. In undoubtedly the most difficult and chal- opportunity to understand contemporary composition courses, narration of the plot lenging courses that I teach. However, France and the mentalities of its people. and description of the characters empha- given the enthusiasm they generate Term papers for the course include a size application of grammar rules, sen- among graduate students and the superla- variety of options. Students may choose to tence structure, spelling, and the rational tive evaluations they receive, I continue to focus in-depth on one theme as treated in flow of ideas. offer them. all the newspapers, for example, the 5. In survey courses, the viewing of When studying the daily press, students economy, human rights, the U.S., or screen adaptations of literary masterpieces read same-day issues of Le Monde, Le culture. They can research a single contributes to a fuller appreciation of the Figaro, Libération, Aujourd’hui, La Croix, newspaper by studying the history of its original work. According to the period and L’Humanité, France-Soir, and Dernières creation and evolution, its distribution and genre studied, a selection may be made, Nouvelles d’Alsace. For background readership, its ownership and journalists, for example, from movies adapted from reading, they rely on two short studies in and, where appropriate, any change in its Cyrano, Les Liaisons dangeureuses, Le the “Que sais-je?” collection: La Presse perspective. Other students choose to Colonel Chabert, Le Rouge et le noir, and Histoire de la presse. Preparation for compare a French national daily with an Madame Bovary, Germinal, J'accuse, Sous the course requires that students commit to equivalent American publication, noting le soleil de Satan, Le Silence de la mer, or taking the course at least seven weeks in parallels and contrasts. Those who prefer Zazie dans le métro. Films may be used in advance, so that orders for the exact creative writing can submit an article on a a variety of ways. They may constitute an number of materials may be placed. current crisis, written in a style espousing integral part of class assignments. In this Friends living in Strasbourg handle the the perspective of a specific daily. Another case, several films are viewed by the entire purchase, packing, and mailing of the option yet is to write a book review of a class while they read the literary works or books and newspapers. recent publication dealing with the French excerpts. Discussions involve all students, The diversity of viewpoints on same-day press. and short papers may be written on each events allows students to understand the The course on the periodical press screen adaptation and its closeness to the orientation of each publication regarding parallels the one on the daily press; student original work. On the other hand, political, social, and economic issues. projects are also similar. Reading material instructors may choose to make more Relations with other nations, especially the usually includes same-week issues of limited use of movies. Students make U.S., take on different colors depending on L'Express, Paris Match, Le Point, Le individual selections, view different films, the tendency of the publication and its Nouvel Observateur, Marie-Claire, and Le and write an in-depth term paper, making readership. Students learn to note every Canard enchaîné, as well as La Presse more extensive use of primary and detail in the newspaper and to analyze its périodique for background information. secondary sources on both genres. significance. Much information can be Format and content of magazines have a SUGGESTIONS FOR INCORPORAT- inferred from the space devoted to various different focus from those of dailies. Their ING CULTURE AT THE GRADUATE types of advertisements; size of headlines coverage tends to include more informa- LEVEL and photographs; amount of coverage tion on the arts and culture, life-styles, 1. In graduate courses, films may be dealing with crime, national and interna- popular restaurants, and celebrities. Re- used in ways similar to those described in tional affairs, and the economy; type of jobs cent movie releases can occupy several the paragraphs above. However, the more advertised; amount of space devoted to TV pages devoted to interviews with the actors advanced linguistic and intellectual devel- schedules, horoscope, and weather; level and director and an elaborate develop-

36 AATF National Bulletin, Vol. 25, No. 4 (April 2000) ment of the topic treated. Likewise, reviews teacher than to discover that French culture and diversity, French culture can offer of important publications can be extensive has not only impregnated students’ minds unique opportunities in certain areas and may include interviews with the and broadened their horizons, but it has where no other language can contribute as authors and discussion of their ideas. also fulfilled their hearts. much. I propose that, once again, it is time Advertisements are compared and studied As we enter the new millennium, our to reach beyond our departments in order in detail in order to deduce the type of student body will, in all likelihood, continue to seek colleagues in other disciplines audience and consumer they attempt to to be increasingly diversified and demand- whose work complements our own. To- reach. Class discussion also involves the ing. As French teachers and curriculum gether, we can create new courses and reading habits of the French people, as it developers, we need to broaden our own curricular models that would benefit majors contrasts the prosperity of their periodical perspectives and search for novel ways to in both areas. Combining French with the press with the growing difficulties of their touch the lives of these students through study of journalism, film production, hotel dailies. French culture. In the late 60's and 70's, and restaurant management, nutrition and CONCLUSION when the relevance of foreign language foods, fashion design and merchandising, In recent years, I have been more studies was seriously challenged, enlight- would not only be relevant, it would greatly pleased with comments made by students ened members of our profession re- enhance the education of future profes- returning from France. They have shared sponded by linking the study of French to sionals in those fields. Besides benefitting with me their enthusiasm for French life and the needs of the corporate world. The trend students, such bold initiatives can regener- culture, told me of the films they saw, and was reversed with the development of a ate interest in French studies, add new spoken of their pride in reading the papers new curriculum combining French with allies to our cause, and strengthen our and following current events in France and international business and the creation of a position on campus. Indeed, the teaching the world. Sharing the life of the French in new specialty—commercial and business of French has yet to be fully explored. As this manner has given students more self- French. we look toward the future, it will become confidence, inspired a sense of community, As dwindling enrollments have given increasingly clear that culture is the soul of and allowed them to relate more comfort- rise to another major crisis in the late our discipline. ably and more meaningfully to their hosts. 1990's, I submit that we can react creatively Samia I. Spencer There is no greater satisfaction for any in the new century. Because of its richness Auburn University

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AATF National Bulletin, Vol. 25, No. 4 (April 2000) 37 AATF MATERIALS CENTER Prices quoted in this list INCLUDE Belgium, Quebec, and Switzerland. $8.00 Châteaux, Cathédrales, Bretagne, Paris) POSTAGE AND HANDLING. Make (members)/$10.00 (nonmembers). $6.00. checks payable to AATF. Payment or PROMOTIONAL FLYERS (sample copy AATF Coloring Book, 16 pp. 8" x 11" for school purchase order should accompany available on request) FLES* students. $1.00 each. orders. Prices listed apply only to stocks French FLES* Stickers: "AATF, FRENCH NEW! Why Learn French? Highlights on hand. Pictures of some promotional FOR KIDS, FLES* in Grades K-8." 4/$l.00. business and career reasons to study items are available on the AATF Web site: L'Année en français: Un Calendrier French; 10 cents/copy for quantities up to [http://aatf.utsa.edu/]. Please allow 4-6 perpétuel. 1994. A project of the AATF 250; 20 cents/copy for larger orders. weeks for delivery. FLES* Commission. Every day marked by (member prices) the birth or death of a famous person or by REPORTS OF THE AATF FLES* Top 10 Reasons to Learn French; $5/ some other event. Teacher’s Guide for K-8 COMMISSION hundred for postage & handling. & info by Katherine C. Kurk. Designed for 1. NEW! The FLES* Image: A Picture is French is More Than ...; $7.50/hundred Francophiles of all ages. $9.95. Worth a Thousand Words! Lena L. for postage & handling (while supplies NEW! Color Notecards: 12 notecards Lucietto, Editor, 1998. $9.00 last). Order now; prices for this flyer will with envelopes featuring 6 different color increase on June 30, 2000. 2. Attracting French FLES* Students. designs from winners of the 1999 FLES* Speaking French: an investment in the Gladys Lipton, Editor, 1996. $9.00. Poster Contest; blank inside. $10.00. future; 10 cents/copy for quantities up to 3. Reaching All FLES* Students. Gladys Swiss Kit. New updated version! 250; 20 cents/copy for larger orders. 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38 AATF National Bulletin, Vol. 25, No. 4 (April 2000) NEW DIRECTIONS IN BUSINESS FRENCH: IMPACT OF QUEBEC-PARIS CHAMBER OF COMMERCE COOPERATION

The American Association of Teachers tional Business Education Research 3. Objectifs culturels of French is a major beneficiary as well as a (CIBER) at San Diego State University also 4. Objectifs lexicaux supporter of cooperation between the Paris helped with tuition, and institutional sup- 5. Objectifs grammaticaux Chamber of Commerce (CCIP) and busi- port was provided by McGill University, While Laurence Bonnafous did not ness French specialists in Quebec. For the where the 1999 workshop took place, and focus on the major revisions in Paris first time last summer, there was a by the University of Quebec at Chicoutimi. Chamber of Commerce exams being workshop held in Quebec that was jointly Administrators from both Quebec universi- planned by others at the CCIP, the arranged by the Paris Chamber of Com- ties interacted with workshop participants opportunity to test at a lower pedagogical merce, McGill University, and the Univer- and furnished speakers from outside the level is likely. Implications will be more sity of Quebec at Chicoutimi. The new French Department. clear at the time of the Summer 2000 cooperation of these partners promoted in Workshop instructors represented workshop. Bonnafous' classroom strate- the 1999 workshop will be continued in Quebec's business world, government, gies and the applied grammar contexts another workshop in Summer 2000. As and the educational sector. In preparation presented by Professor Beauchamp and one of the founding members of the AATF's for a local exam portion to be inserted in her colleagues in their draft textbook will be Commission on French for Business and Fall 2000 into the international exams of useful for CCIP testing at several levels as one of the longest promoters of French the CCIP, session on the Quebec economy, regardless of revisions. They will also be and Quebec cooperation, it was a personal Quebec business, and Quebec politics will useful to high school and college teachers pleasure for me to participate in this first have importance for teachers preparing joint workshop. Collaboration rather than who do not place to have students take students for exams of the Paris Chamber of competition between France and Quebec CCIP exams. has been a goal of the AATF Commission Commerce. Similar sessions given on the Pedagogical methods included an on French for Business since the French and European setting had been the acquaintance with technology. Several Commission’s inception. focus of earlier workshops sponsored by sessions were spent in the computer lab The three organizers from Quebec have the CCIP in Paris. Quebec workshops where participants navigated through the all participated in convention sessions of complement rather than compete with a Web site [http://francais-affaires.com]. While AATF’s Commission on French for Busi- French and European focus provided in it is labeled as a business French site, it has ness where cooperative endeavors were France. sections that go beyond French for discussed. Damien Ferland (University of One session presented by the Office de business, and it establishes links with other Quebec at Chicoutimi) is an AATF member la Langue Française (OLF) focused on the important sites, including that of the AATF. and served earlier on the Commission’s historical and cultural issues associated One of the workshop instructors came from steering committee. Hervé de Fontenay with Loi 101, a law that is more flexible than the business community, but his visit had a (McGill University) wrote an article in the many realize. Representatives of the OLF dual function. He was the creator of the commission’s first published volume, Is- explained both why this law was needed software Antidote. On the one hand, he sues and Methods in French for Business and how it functioned in a practical setting. was a living example of how important the (1995). James Archibald (McGill Univer- Another session brought us to a building of technology sector is for the Quebec sity) has both participated in AATF the Quebec Chamber of Commerce. economy. On the other hand, he spent an (organized sessions at conferences 1993) Representatives discussed the respective entire session walking us through this and invited both AATF and the Paris roles of the Montreal Chamber of Com- software that will be useful to students in Chamber of Commerce to participate in a merce, the Quebec Chamber of Com- the language learning center or to teachers French for special purposes session at the merce, and the Canadian Chamber of who have access to it over a server. The Association canadienne française pour Commerce. Also we had an opportunity to software functions as a dictionary with I’avancement des sciences (1996). All ask questions about the interaction of meanings given according to usage in three Quebec experts continue to work with government and business entities in a way several countries. It is also a grammar the AATF Commission on French for that allowed us to understand how Quebec correction program, a geography resource, Business, and our current Commission and Canada differ from both France and and the source of a variety of other chair Steven Loughrin-Sacco not only the United States. information. worked to promote the Summer 1999 Workshop instructors from the Paris The group of workshop participants workshop through AATF, but he also made Chamber of Commerce and McGill Univer- ranged from business French experts like available CIBER scholarships to cover sity raised pedagogical issues. Much of the myself, to those who were planning to tuition for five participants. Similarly, the pedagogical content resembled the four teach their first college course in business current leadership of the Paris Chamber of skills plus culture that one would find in French, to high school teachers who Commerce, director Guilhène Maratier- many intermediate and advanced French planned merely to insert business-related Decléty, has continued the long-standing classes whether or not students intended to topics in their classes. Without exception cooperation with AATF and with the take the CCIP exams. We did not come to a Commission on French for Business. Not our reactions were positive. Most of us consensus in defining what "business would have enjoyed a longer workshop, surprisingly, the vast majority of partici- French" is, a question posed by Laurence something that would have been feasible pants in the August 24-27 workshop were Bonnafous of the Paris Chamber of with added scholarship support. However, members of AATF. Commerce. However, we did focus on all of us found that the experience was This event had a long and diverse list of efforts by Marie-Claude Beauchamp (McGill supporters. Tuition of $725 Canadian worth the investment of both time and University) to test out a draft textbook (about $500 U.S.) was kept low because of personal resources. I strongly urge others designed for fourth or fifth semester support from the Cultural Services of the to take advantage of the Summer 2000 students. The group agreed on five French Embassy in Montreal and the workshop (see calendar on page 43). objectives for students: Quebec Government‘s Ministry of Interna- Patricia W. Cummins 1. Objectifs fonctionnels/professionnels tional Relations. The Center for Interna- University of Toledo 2. Objectifs socio-économiques

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 39 PROMOTION IN MOTION: AATF MEMBERSHIP CARD AVAILABLE FROM NATIONAL HEADQUARTERS ANOTHER REASON TO An official AATF member- LEARN FRENCH ship card is available to mem- American Association Students in my beginning French class bers. To obtain one, send a of Teachers of French often tell me that their friends and family postcard to: AATF Membership Année ______members sometimes ask them incredu- Card, Mailcode 4510, South- lously, "Why are you taking French?" On ern Illinois University, M., Mme/Mlle the first day of class I distribute a small hand- Carbondale, IL 62901-4510. ______out which gives them a few reasons. These est membre de l'Association Américaine de Professeurs de include "You can send a fax in French to 44 The card may help travelers to Français avec tous les privilèges et tous les droits qui s'y France obtain reduced en- attachent. countries around the world" and "You can trance fees to national monu- Fait à Carbondale, Illinois, États-Unis d'Amérique understand French movies without looking ments and museums. Chap- le ______pour servir et at the subtitles." Recently, a student pro- ter treasurers can order cards valoir ce que de droit. vided me with another reason—crossword in bulk for distribution to their ______French. La Secrétaire générale members. Members regis- The student loves to do the New York tered for the Paris convention Times crossword puzzles, and she has col- will automatically receive a card. lected clues which can be solved only by persons who know French (and in some cases French geography). The words are mostly three- or four-letter words and would SPECIAL ISSUES OF THE FRENCH REVIEW likely be known by people who had only studied a year or two of French. A list of the Watch for the May 2000 issue of the French Review which is devoted to Paris. clues, with their solutions, follows. I plan to It will include articles of cultural, literary, linguistic, and pedagogical interest com- put a different clue on my French Club bul- memorating the site of our 2000 convention. letin board each week and offer a small prize In order to address the current state of teaching and the future directions of our to the student who finds the most solutions. profession from kindergarten through university, the French Review will devote Once a person sees the pattern, they are the May 2001 issue to pedagogy. Articles should be scholarly but not exceed- easy to guess. ingly specialized and might touch on subjects such as the teaching of language, What a logical Parisian uses:tête literature, film, and society and culture. Authors should consult the "Guide for Nice seasons: été Authors" at the end of each issue of the Review for formal considerations. THE Vichy water: eau DEADLINE FOR SUBMISSION TO THE EDITOR, CHRIS PINET, MODERN LAN- Born in Burgundy: née GUAGES AND LITERATURES, MONTANA STATE UNIVERSITY, BOZEMAN, MT To be in Toulouse: être 59717, WILL BE AUGUST 1, 2000. You, to Yves: toi Here in Le Havre ici Invitation word: plaît Match opening cry: en garde Cannes farewell: adieu MOVING THIS SUMMER? LET US KNOW. Evening abroad: soir AATF publications are mailed Second Class. The U.S. Post Office does not forward Fr. holy woman: ste. second class mail unless you have paid for this service. If you move without informing us It means nothing to some people: of your new address, the Post Office destroys the lost issues and charges AATF $.50 per rien item. This amounts to hundreds of dollars per year in charges in addition to the cost of the French legislature: Sénat destroyed material and replacing it. Therefore, if you intend to move, please let us know April in Paris: avril your new address by returning this form to National Headquarters as indicated. The king of France: roi Springtime in Paris: mai CHANGE OF ADDRESS Café additive: lait Name ______Bonne _____: nuit Last First Middle ______d'outre-tombe: mémoires New address ______This proves that educated people know some French language and culture. ______Jacki Thomas City State Zip Texas A&M University-Kingsville Old address ______(as it appears on mailing label) CHECK THE WEB FOR ______UPDATES ON PARIS City State Zip The AATF Web site will have regular updates on activities occurring in Date new address takes effect: ______Paris at the time of the convention at Send this form to: AATF, Mailcode 4510, Southern Illinois University, Carbondale, IL [http://aatf.utsa.edu/]. 62901-4510. Remember that no AATF publications are mailed over the summer.

40 AATF National Bulletin, Vol. 25, No. 4 (April 2000) ALLONS EN AFRIQUE This past summer, I was one of 24 high African dinner, and some visited an African Dakar. We impressed the restaurant and school teachers from all over the U.S. night club, Zanzibar. The next day started front desk staffs with our knowledge of chosen to participate in the National with a trip to the Islamic Center. We were Wolof which is spoken by about 80% of the Endowment for the Humanities Institute met by a guide who spoke to us about the people of Senegal. My roommate and I entitled ‘The Cultural Geography of intricacies of Islam. As we were in a were very lucky; our air conditioning Francophone West Africa.” Together we Mosque, women all wore long sleeves, worked all the time, and we had four spent five weeks studying the dynamic long skirts or pants, and headscarves. After different channels on the television! We cultures of this region. the Mosque, we toured the National watched the météo as we got ready in the The adventure began on 26 June 1999 Museum of African Art at the Smithsonian morning and had our daily laugh—it was when we all arrived at Old Dominion Institution with a guide. Still more videos hotter in the Chicago heatwave than it was University where Dr. Chris Drake, who were seen on the bus ride home. in Dakar. And the experience prepared me directed the Institute, teaches. We moved We continued lectures, discussions, for the electrical problems with Common- into campus apartments and began a two- and classroom applications at ODU, along wealth Edison when I returned home and-a-half week marathon of study to with evening sessions about po- because in Dakar the power goes out on a prepare for the segment held in Senegal. etry, theater, and the film Gulewar. daily basis. We were there during the rainy Our "Welcome Basket" included maps of Because Aminata Sow Fall was in Salt season, but out of 16 days there, it rained Norfolk, Virginia, a telephone, and a binder Lake City, and we would not be able to only three times and only for short periods. filled with the 858 pages that We were expecting more we would read before our and really came to under- departure. The next day we stand the agricultural prob- were able to start our home- lems. work before a reception at the Our two and a half home of Karen Gould, Dean weeks in Dakar were non- of the College of Arts and stop. Dr. Oumar Ndongo Sciences, and also a scholar and his assistant Sarrany of Francophone Literature. Bodian of the West African By Monday we were in full Research Center took us swing: hour-long sessions well in hand and provided with speakers and time to us a memorable experi- spend in discussion of the ence. We had a private bus materials and their possibili- and a saint of a driver, ties for use in our classrooms. Nguaye. Most of our meals We also toured the African Art were at the guest house of collection at the Chrysler the university, served by Museum of Art in Norfolk. Fatou and her warm, wel- Dr. Drake led the Geogra- coming staff. We ate rice phy portion of the Institute, and fish, fish and rice, and and the Literature section rice/fish stew, with the oc- was led by Dr. Irène d'Almeida casional chicken, frites, or of the University of Arizona. omelette. We had a few Other faculty included Fallou free nights for meals and Guèye of Columbia Univer- found a boulangerie- sity, Janet Ring of Old Domin- pâtisserie that sold pizzas ion, Kandioura Dramé of the and pain au chocolat...a University of Virginia, Karen little taste of France! Gould of Old Dominion, Tom Lansford of meet her in Dakar as planned, Dr. Drake We took a city tour and spent a good Old Dominion, Edris Makward of the was able to organize a teleconference with deal of time and money at the University of Wisconsin-Madison, Elisabeth her which we all attended. The session was Soumbédioune market, the old flower Mudimbe-Boyi of Stanford University, taped, and we all received copy. market, the HLM fabric market, and others, Matuku Ngame of Texas A&M University, Bastille Day was our big travel day. That as well as at Librairie ClaireAfrique, and Abbe Guillet of C.W. Baker High morning we all sent home the binders we Librairie des Quatre Vents, CAEC (Aminata School in Baldwinsville, NY. had grown to love and any other objects Sow Fall’s store), and Présence Africaine. We spent one night in Washington, DC that would take up unnecessary suitcase Who knew French teachers could find so during the 4th of July weekend. We left ODU space. We flew to New York’s LaGuardia many things to import for their classrooms? at 6:30 a.m. and watched videos on the airport, and transferred to JFK for our 11 In Dakar, we had lectures with university coach bus: feature films from Africa and p.m. flight. When we woke up the 15th, we professors and authors whose works we documentaries about life in West Africa. could see the coast of Africa as the plane had studied. These included Alioune Upon arrival, we met with the Ambassador approached. The adventure was well Badara Beye of La Maison de Birago, of Senegal and his assistant M. Paul underway! Aminata Maïga Ka, Adama Dieye, Ndong at our hotel. After lunch, we toured Because of renovations at the guest Latsoukabe Mbow, Bassirou Dieng, Alioune the French Embassy and met with M. house of l'Université Cheik Anta Diop of Tine, Penda Mbow, Boubacar Boris Diop, Nicolas de Rivière. Our group ate an Dakar, we stayed in a hotel near downtown and Amadou Ly.

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 41 We also visited outside of Dakar. We invited us into their homes, answered our List of participants in NEH Institute in toured Lac Rose, a source of salt and questions, and discussed their hopes for Senegal: (* designates AATF members): legends, the Île de Gorée with its infamous the future of their country. We all returned *Jean Amick (KY), *Jacqueline Barnwell slave house, and also the Mariama Bâ home changed in ways that not everyone (CT); Jennie Bolan (WI), *Kathy Burton school and World War II fortifications, the can understand but that will make us better (CA), *Annmarie Cipollo (NY), *Lori Langer village of Théo, the bibliothèque at French teachers and better people in de Ramirez (NY), *Nicole Desrosiers (MA), Thiaroye-sur-mer, a high school, Toubab general, since our eyes have been opened *Olivia Dorman (CA), *Samantha Godden- Diallo, and took two overnight trips. to another way of life. Chmielowicz (IL), *Jane Goodman (VT), We spent two nights in Saint-Louis, near I am grateful to the director, Dr. Chris *Lori Johnson (PA), *Therese Keoseian the border with Mauritania. On the road Drake for her hard work, all the contributing (MA), *Janice Letson (CA), *Norma Mabry north, we stopped at Thies, site of the 1947 faculty, especially Irène d’Almeida and (CT), *Gail Massot (VA), *Valerie railroad strike, and also visited a tapestry Fallou Guèye, who lived in Senegal and Matejowsky (LA), *Michel Methot (MA), factory. We stopped at peanut fields, upland rice fields, and baobabs. Children provided valuable insights during our stay *Lois Mulvaney (IA), Karin Narcisse (MA), appeared anytime the bus stopped, so we there, and also to my colleagues for their Tim Nealigh (OH), *Jennifer Robinson had plenty of photo opportunities and new ideas for use in the classroom and out and (OK), *Elizabeth Schollaert (VA), *Karoline friends with whom to talk. In Saint-Louis, for an experience I will never forget. Steckley (WI), *Kathy Swanson (CO). we discussed the spreading of the Sahara, Samantha Godden-Chmielowicz visited the university, the dam on the Djama GIFT FROM ACTFL River, and spent an afternoon on the Langue de Barbarie. We also took a tour of AWARD WINNER the city, seeing the Lycée Faidherbe, the What's New in the AATF member Joanna Crane (AL) has old governor's mansion, and the hotel recently made a very generous gift to sup- where Antoine de St.-Exupéry stayed French Review? port our activities to promote French. Joanna during Aéropostale flights. The television was the recipient of the 1999 ACTFL Flo- channels here were in French, several in Vol. 73, No. 5 (April 2000) rence Steiner Award for Leadership in For- Arabic, one in Portuguese, and CNN in Among the exciting articles in this eign Language Education K-12, announced English. It was an odd collection, and the issue, you will find: last November. Her nomination was spon- Ford commercial in Arabic was a real • "The French Fête de l'Internet" sored jointly by the AATF and the Alabama example of how much cultures affect each (Leruth); Association of Foreign Language Teachers other. Some of us visited a cybercafé and • "Louis Pasteur, Marie Curie, and (AAFLT). Along with the Steiner Award, sent home e-mail from Africa. On the trip the TGV: Developing a Course in Joanna received a check for $500 from home we passed through Louga, which Scientific and Technological ACTFL. has recently grown as it is the hometown of French" (Raycraft); Joanna sent AATF $250 of this award the current president Abdou Diouf. We • "'Cher Pierre que je ne reverrai adding an additional $250 of her own. She then went to Touba and visited the giant plus ici': Marie Curie's Mourning sent a similar amount to the AAFLT. We Mosque there. This city is the sacred center Journal, 1906-1907" (Nichols- wish not only to congratulate Joanna on her of the Mouride Brotherhood of Islam which award, on her many years of teaching and was founded by Amadou Bamba. Pecceu); helping teachers of French in Alabama, and Our other trip took us south to the Petite as well as articles on Camus, Le Côte. After lunch in Mbour, we visited the Clézio, and much more. And don't on her 34 years of membership in the AATF, fishmarket in Mbour. It was a full-sensory forget "La Vie des Mots." but we want to thank her most sincerely for experience as we passed the tables filled her support of the AATF. Merci, Joanna. with millions of fish drying in the sun. Fish is Senegal’s largest export, having sur- passed peanuts in the mid-1980s. We NEW! COLOR NOTECARDS spent the night in the resort town of Saly- Portudal. We felt bad for the tourists who come here straight from the airport and We have taken six winning posters from the think that it is the real Senegal. Our 1999 AATF FLES* Poster Contest and assignment was to interview tourists and turned them into notecards. Great for spe- see where they were from, where else they cial notes to students and parents. Six dif- had been, and their thoughts in general. ferent designs illustrate the theme Le We discussed the results the next day on Français: Clé du monde francophone. In- the bus to Joal, the childhood home of side blank. Price includes envelopes and Léopold Sédar Senghor. We toured the shipping and handling. 12 for $10.00. house and also visited the seminary where Senghor was educated. We rode in ______sets (12 cards & envelopes) x $10 = Total enclosed ______pirogues (dugout canoes; ours were a little leaky) to the island village of Fadiout, which Name: ______is made up of shells. This was, unfortunately, one of the days that it rained, Address: ______and pirogues do not come with canopies. The time spent in Senegal was not City, State, Zip ______always easy. Many people live in conditions of extreme poverty, and polio is quite a visible reality. We were touched by Tel: ______Mail to: AATF, Mailcode 4510, Southern Ill. Univ., Carbondale, IL 62901 the open nature of the Senegalese who

42 AATF National Bulletin, Vol. 25, No. 4 (April 2000) CALENDAR OF EVENTS 68ème CONGRÈS DE L'ACFAS: FOREIGN LANGUAGE ASSOCIATION OF 7864; E-mail: [[email protected]]; URL: COLLOQUE INTERNATIONAL SUR LA NORTH CAROLINA (FLANC), November [http://www.tesol.com]. DIFFÉRENCE CULTURELLE: ENJEUX 2-4, 2000, High Point, NC. Information: NORTHEAST CONFERENCE ON THE ET DÉFIS, LA CULTURE DES Debra S. Martin, FLANC Executive Direc- TEACHING OF FOREIGN LANGUAGES, ORGANISATIONS ET L'IMPACT DE tor, P.O. Box 19153, Asheville, NC 28815; April 19-22, 2001, New York, NY. Informa- CELLE-CI SUR L'EXPANSION COMMER- Telephone: (828) 686-4985; Fax: (828) tion: Northeast Conference, Dickinson CIALE DANS LE CADRE DE L'ALÉNA, 686-3600; E-mail: [martintl@ interpath.com]. College, P.O. Box 1773, Carlisle, PA 15-19 mai 2000, l'Université de Montréal, THE FOREIGN LANGUAGE ASSOCIA- 17013-2896. Telephone: (717) 245-1977; Canada. Information: J. Archibald, Dépt. TION OF MISSOURI (FLAM), November 3- FAX: (717) 245-1976; E-mail: [nectfl de langues et de traduction, Université 5, 2000, Lodge of the Four Seasons, Lake @dickinson.edu]; Web site: [http://www. McGill, 680, rue Sherbrooke Ouest, 11e of the Ozarks, MO. Information: Ruth Doyle, dickinson.edu/~nectfl]. étage, Montréal, QC H3A 3R1 Canada. 302 Johnson Avenue, Warrensburg, MO CENTRAL STATES CONFERENCE, April Téléphone: (514) 398-6160; FAX: (514) 64093. Telephone: (660) 757-9336; E- 26-29, 2001, Indianapolis, IN. Information: 398-2650; Courriel: [[email protected]. mail: [[email protected]]. CSC, Diane Ging, Executive Director, P.O. mcgill.ca] ou consulter le secrétariat de NATIONAL ASSOCIATION OF DISTRICT Box 21531, Columbus, OH 43221-0531. l'ACFAS: [congres@ acfas.ca]. SUPERVISORS OF FOREIGN LAN- Telephone: (614) 529-0109; FAX: (614) CONSEIL INTERNATIONAL D'ÉTUDES GUAGES, November 15-16, 2000, Boston. 529-0321; E-mail: [[email protected]]. Information: Loretta Williams, President, FRANCOPHONES, May 28-June 3, 2000, th AMERICAN ASSOCIATION OF TEACH- Sousse, Tunisia. Information: Professeur Plano ISD, 2700 West 15 Street, Plano, TX ERS OF FRENCH, July 5-8, 2001, Denver, 75075; Telephone: (972) 519-8196: Fax: Éloise Brière, Présidente CIEF, LL C/HU CO. Information: AATF, Mailcode 4510, (972) 519-8031; E-mail: [[email protected]] 237, SUNY-Albany, Albany, NY 12222. Southern Illinois University, Carbondale, IL or Erwin Petri, E-mail: [[email protected]]. Telephone: (518) 442-4103; Fax: (518) 62901-4510. Telephone: (618) 453-5731; 442-4111; E-mail: [[email protected]. AMERICAN COUNCIL ON THE TEACH- FAX: (618) 453-5733; E-mail: [abrate@ edu]. ING OF FOREIGN LANGUAGES, Novem- siu.edu]; URL: [http://aatf.utsa.edu/]. AMERICAN ASSOCIATION OF TEACH- ber 17-19, 2000, Boston, MA. Information: ACTFL, 6 Executive Plaza, Yonkers, NY NATIONAL ASSOCIATION OF DISTRICT ERS OF FRENCH with the FÉDÉRATION 10701-6801. Telephone: (914) 963-8830; SUPERVISORS OF FOREIGN LAN- INTERNATIONALE DES PROFESSEURS Fax: (914) 963-1275; E-mail: [actflhq@ GUAGES, November 14-15, 2001, Wash- DE FRANÇAIS, July 17-20, 2000, Paris, aol.com]; Web site: [http://www.actfl.org]. ington, DC. Information: Loretta Williams, France. Information: AATF, Mailcode 4510, President, Plano ISD, 2700 W. 15th St., MODERN LANGUAGE ASSOCIATION OF Southern Illinois University, Carbondale, IL Plano, TX 75075; Telephone: (972) 519- AMERICA, December 27-30, 2000, Wash- 62901-4510. Telephone: (618) 453-5731; 8196: Fax: (972) 519-8031; E-mail: ington, DC. Information: MLA, 10 Astor FAX: (618) 453-5733; E-mail: [abrate [[email protected]] or Erwin Petri, E-mail: Place, New York, NY 10003-6981; FAX: @siu.edu]; URL: [http://aatf.utsa.edu/]. [[email protected]]. (212) 477-9863; E-mail: [convention@ FÉDÉRATION INTERNATIONALE DES mla.org]. AMERICAN COUNCIL ON THE TEACH- PROFESSEURS DE LANGUES AMERICAN ASSOCIATION OF APPLIED ING OF FOREIGN LANGUAGES, Novem- VIVANTES, July 22-26, 2000, Paris, LINGUISTICS, February 24-27, 2001, St. ber 16-18, 2001, Washington, DC. Infor- France. Information: FIPLV, Université Louis, MO. Information: AAAL, P.O. Box mation: ACTFL, 6 Executive Plaza, Yon- René Descartes Paris V,45, rue des Saints 21686, Eagan, MN 55121-0686. Tele- kers, NY 10701-6801. Telephone: (914) Pères, 75006 PARIS; E-mail: [fiplv2000 phone: (612) 953-0805; FAX: (612) 431- 963-8830; Fax: (914) 963-1275; E-mail: @citi2.fr]. 8404; E-mail: [[email protected]]; Web [[email protected]]; Web site: [http:// www.actfl.org]. STAGE «LE FRANÇAIS DES AFFAIRES» site: [http://www.aaal.org]. - CCIP/QUÉBEC, August 21-25, 2000, TEACHERS OF ENGLISH TO SPEAKERS MODERN LANGUAGE ASSOCIATION OF Chicoutimi, Quebec. Information: Consult OF OTHER LANGUAGES, February 27- AMERICA, December 27-30, 2001, loca- the Web site: [http://www.francais- Marhc 3, 2001, St. Louis, MO. Information: tion to be announced. Information: MLA, 10 affaires.com]. TESOL, 700 South Washington Street, Astor Place, New York, NY 10003-6981; FAX: (212) 477-9863; E-mail: [convention WEST VIRGINIA UNIVERSITY 25TH Suite 200, Alexandria, VA 22314. Tele- phone: (703) 836-0774; FAX: (703) 836- @mla.org]. COLLOQUIUM: THE FEMALE GAZE IN LITERATURE AND FILM, October 12-14, 2000. Information: Armand E. Singer, Department of Foreign Languages, P.O. CONVENTION INFORMATION Box 6298, West Virginia University, ♦ Registration - form in November National Bulletin Morgantown, WV 26506-6298; Telephone: ♦ Hotel - form in September National Bulletin (304) 293-5121; Fax: (304) 293-7655; E- Airfare - 10% off TWA airfares (see page 33) mail: [[email protected]]. ♦ All information is on the AATF Web site at AMERICAN COUNCIL FOR QUEBEC STUDIES, October 26-29, 2000, Montreal. [http://aatf.utsa.edu] Information: Matthew Smith, ACQS Admin- or available from National Headquarters. AATF Convention, Mailcode 4510, istrator, Plattsburgh State University, 133 Southern Illinois University, Carbondale, IL 62901-4510; Telephone: 618-453- Court Street, Plattsburgh, NY 12901; 5731; FAX: 618-453-5733; E-mail: [email protected]] Telephone: (518) 564-2392; Fax: (518) 564-2112; E-mail: [[email protected]].

AATF National Bulletin, Vol. 25, No. 4 (April 2000) 43 REMINDER: IMPORTANT DEADLINES AND DATES April 15, 2000 Deadline for submissions to the Grand Concours Mondial de Chansons (see January issue) April 30, 2000 Deadline for nominations for Executive Secre- tary of the Société Honoraire de Français (see January issue) Deadline for applications for National K-12 Foreign Language Resource Center Summer 2000 Institutes (see page 32) May 1, 2000 Deadline for MLA Scaglione Literary Prizes, Bibliography, Independant Scholar, and Mildenberger Prize (see November issue) June 15, 2000 Pre-registration Deadline for 2000 Convention Registration (see form in November issue, or AATF Web site) July 17-20, 2000 AATF Congrès à Paris (see also November issue or AATF Web site) August 1, 2000 Deadline for submissions to French Review special issue on pedagogy (see page 40) Deadline for submissions to the September National Bulletin September 1, 2000 Deadline for submissions for AAUSC 2001 Volume (see page 10) November 4-10, 2000 National French Week 2000 (see page 13)

Celebrate National French Week: La Semaine du Français 2000 November 4-10

AATF National Bulletin (ISSN 0883-6795) Periodicals American Association of Teachers of French Mailcode 4510 Postage Paid Southern Illinois University Carbondale, IL Carbondale, IL 62901-4510 62901