71- 22,466
DUBE, Normand Camille, 1932- GUIDELINES FOR THE TEACHING OF FRENCH TO FRANCO-AMERICANS. [Portions of Text in French.]
The Ohio State University, Ph.D., 1971 Education, teacher training
University Microfilms, A XEROX Company, Ann Arbor, Michigan
(£) Copyright by
Normand Camille Dube
1971
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED GUIDELINES
FOR THE TEACHING OF FRENCH
TO FRANCO-AMERICANS
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University
By
Normand Camille Dub6, B.A., M.A. # * -» * *
The Ohio State University 1971
Approved by
Adviser College of Education PLEASE NOTE:
Some pages have indistinct print. Filmed as received.
UNIVERSITY MICROFILMS. ACKNOWLEDGMENT
The writer was b o m in the small Franco-American town of Van Buren, Maine, in the St John Valley. He left the area when he was a year and a half. He was absent 35 years before he returned. He has been teach ing on a small university campus in the region for the past year and a half.
At least five generations of Dube’s grew up, lived, and died in the Valley before his parents decided to pull stakes for some other part of the state. But they were imbued with enough Franco-American faith, dialect, and culture to sustain themselves, their children, and their grandchildren. In this respect, the writer has never left the St John Valley.
Eight generations of Dube have been and are Ameri cans Franco-Americans. At least six of these belonged to what is referred to as ’the neglected minority’*-- The seventh, the writer’s, is determined that the eighth, his children’s, will be one of deeper acculturation into the social, educational, and vocational opportunities of their American and ethnic life.
It is hoped that all generations of Franco-Ameri- ii cans will recognize, with some understanding, the humble beginnings of their predecessors and the humanistic efforts which they have made in their behalf. Above all, it is hoped that each generation will be willing to contribute, each in its own meaningful way, to its linguistic and cultural heritage.
It was in this spirit that the writer undertook this study; it is in this same spirit that it is dedicated. To my wife, Ther^se, to our children, to my parents, and to my Adviser, Dr. Edward D. Allen, who has encouraged this study, my grateful acknowledg ments .
Normand C. DubS
iii VITA
July 18, 1932 . . . Born - Van Buren, Maine
1956 ...... B.A., English, Saint Michael's College, Winooski, Vermont
1 9 5 8 . M.A., English. New York State Teachers' College, Albany, New York
1 9 6 1 . Summer Franco-American NDEA Institute, Bowdoin College, Brunswick, Maine
1963 ...... Summer NDEA Foreign Language Institute, Rennes, France
1950-1952 • . • . . Teacher, Sacred Heart High School, Winthrop, Maine
1952-1953 ...... Teacher, Saint Dorn's High School, Lewiston, Maine
1953“ 1955 ...... United States Air Force, Newspaper Editor
1956-1957 ...... Teacher, Eliot High School, Eliot, Maine
1957-1958 ...... Teaching Assistant, Milne Lab School, New York State Teachers' College, Albany, New York
1958-1965 ...... Teacher, Lewiston High School, Lewiston, Maine
196^ ...... Methods Teacher, Summer Franco- American NDEA Institute, Assumption College, Worcester, Massachusetts
iv 19 66 ...... Assistant Director, Summer NDEA Foreign Language Institute, Rennes, France
1967 ...... Methods Teacher, Summer Franco- 1968 American NDEA Institute, Assumption College, Worcester, Massachusetts
1965- 1967 ..... Teaching Assistant, University School, The Ohio State Univer sity, Columbus, Ohio
1967- 1969 ..... Assistant Professor, Foreign Language Department, Otterbein College, Westerville, Ohio
1969- ...... Associate Professor, Chairman of the Foreign Language Depart ment, University of Maine at Fort Kent, Fort Kent, Maine
FIELDS OF STUDY
Major Field: Foreign Language Education, Professor Edward E. Allen
Minor Field: Curriculum Supervision, Professor Jack R. Frymier
Minor Field: French, Professor Charles Carlut
v TABLE OF CONTENTS
Page ACKNOWLEDGMENTS ...... ii
VITA...... iv
LIST OF TABLES...... viii •
LIST OF FIGURES ...... ix
Chapter
I. INTRODUCTION...... 1
Problem Background Scope and Limitations Related Research Procedures
II. THE LANGUAGE PERFORMANCE OF FRANCO- AliERICAN S T U D E N T S ...... 31
A Language Tolerance Gauge Descriptions of Franco-American Phonetic Differences Organization of Phonetic Drills Description of Franco-American Korpho-Phonemic Differences Organization of Morpho-Phonemic Drills Summary
III. THE TEACHING OF FRANCO-AMERICAN CULTURE. 85
Description of Approaches Activities for Self-Identity Activities for Historical Perspective Activities for Cross-Culturalism Summary
vi IV. COURSE SYLLABI FOR FRANCO-AMERICANS . AT THE HIGH SCHOOL L E V E L ...... 160
The Need for Bilingual Education Social Activities Syllabus Academic Activities Syllabus
V. DESCRIPTION OF A FRENCH COURSE EXPE RIENCE WITH FRANCO-AMERICAN COLLEGE FRESHMEN...... 209
A Committment to Bilingual Education A Simple Design Course Orientation Results of Orientation Content and Process in the Inter mediate French Course Evaluation of Course Content and Process Summary Evaluation
APPENDIX 1 256
II...... 257
III...... 258 iv...... 259
V ...... 259
BIBLIOGRAPHY ...... 260
vii LIST OP TABLES
Table Page
1. New England Cities and Regions vrith Large Franco-American Populations...... 5
2. Language Tolerance Gauge To Measure the Language Performance of the Ambilingual. 38
3. Fishbowl Evaluation Sheet...... 97
b. Sample Chart To Be Designed by Student after Reading the Selection in Exhibit B1 ...... 135
5. Contract Designed by Students and Inves tigator for Intermediate French Course . 223 LIST OF ILLUSTRATIONS
Figure Page
1, Illustration of Drapeau Game...... 178
2. Schedule for Card Game...... 201
ix CHAPTER I
INTRODUCTION
Problem
A general premise of this dissertation is that the
language and cultural assets of the Franco-American
students can be organized for meaningful language learning
experiences•
For the investigator, the language experience of
the Franco-American student will be meaningful to the
extent that he succeeds in identifying himself with the
various sources which contribute to maintaining his
culture and in performing in standard French as well as
in his French dialect.
The writer suggests that a three-pronged approach of self-identity, historical perspective, and cross- culturalism in the study of cultural materials is most
suitable to the needs of the Franco-American student. In the area of his language performance, he must be given the opportunity to perceive those variations in pronunciation, vocabulary, and structure which make his speech different from standard French. Under social and educational pressures to change his speech, most of the time he feels threatened. The threat may he diminished by giving him
the choice of language options.
However, are the methodology and the materials presently used geared to provide the Franco-American
student with the choice of language alternatives and with the provisions for cultural growth as described in the previous paragraph?
The hypothesis of this research is that present materials are not programmed to meet the objectives suggested, but that enough research exists so that such materials can be written.
The result of this dissertation should be guidelines to writing and organizing language teaching materials for
Franco-Americans• The anticipated organization of language and cultural resources should assist both the
Franco-American teacher in the school and the teacher- preparing agencies willing to accept this responsibility.
Background 1 Franco-Americanism in New England is one aspect of
^The term Franco-American will be used rather than Canado-Araerican because it is the one preferred by the members of the ethnic group. "Franco-Americans, as New Englanders of French Canadian descent like to be called..." Herv& Lemaire, Franco-American Efforts On Behalf of the French Language In New England (Language Resources Project; Department of Education, 1964), p. 1. ~ our American ethnic culture. Until V/orld War II the
value orientation of the Franco-American group was
emphasis upon being rather than doing, that is, ethnic
survival rather than dynamic growth. The culture which
it strongly reflected was that of their French-Canadian
heritage, their Catholic religious beliefs, and their
modest economic beginnings with an upper-lower to lower- 2 lower class status.
Briefly identified, the Franco-American is a United
States citizen whose ancestry can be traced back to
French-Canadian origin. During the 1840's, some 30,000
'Quebecois* emigrated to the United States. By 1908, due
to continuous migration and high birthrate, the Franco-
American population in New England was estimated at
800,000,^ Presently, statistics seem to indicate that k they are close to 1,500,000 in number.
Large concentrations of Franco-Americans can be
2 James V/. Vander Zander, American Minority Relations (The Ronald Press Company, New York, 19^3)> p. 249.
"David B. Walker, Politics and Ethnocentrism: The Case of the Franco-Americans (Bowdoin College, Brunswick, Maine, 1961), p. 9. 4 Accurate statistics are difficult to find because census are not usually made about ethnic populations. Both Lemaire and Walker give estimates of 1,400,000 and found in cities and towns all over the six states.
(See TABLE 1, page 5, for an identification of some-
cities and towns.) Their social and economic contributions
as taxpayers, politicians, businessmen, professionals, and
educators are being felt today at the state and local
levels.
In the area of education, for example, the most
important Franco-American contribution has been the
construction of 195 elementary schools, 51 high schools,
and 7 colleges. These institutions combined provide for
the education of some 90,000 students.-*
These institutions plus other Franco-American Church properties represent a large financial investment on the part of Franco-Americans. Another indication of their
2,000,000 respectively. More accurate figures are given by Reverend Paul E. Gosselin who determined the Franco- American population from the Catholic diocese census. Diocese Franco-American Percentage of Catholic Population Diocese Catholic ______Population_ Boston, Mass. 126,000 .10.4 Burlington, Vt. 60,000 61.9 Fall River, Mass. 80,000 39*6 Hartford, Conn. 70,000 10.4 Manchester, N.H. 125,000 70.0 Portland, Maine 159,000 76.7 Providence, R.I. 125,000 32.1 Springfield, Mass. 180,000 35*5 TOTAL 925,000 26.7 Reverend Paul E. Gosselin, L ’Empire Franpais d*Amerique (Editions Ferland, Quebec, 1963), P» 118.
^Ibid.. p. 98 TABLE 1
NEW ENGLAND CITIES AND REGIONS WITH LARGE FRANCO-AMERICAN POPULATIONS
Connecticut Maine Bridgeport Auburn Hartford Biddeford New Haven Brunswick Lev/is ton Massachusetts St John Valley Region Waterville Boston Cambridge New Hampshire Fall River Holyoke Berlin Lawrence Manchester Lowell Nashua New Bedford Portsmouth Springfield Worcester Rhode Island Central Falls Vermont Pawtucket Burlington Providence West Warwick Woonsocket economic solvency is the creation of 49 credit unions
with assets totaling over 78 million dollars.^
The Franco-Americans have retained singular cultural
and linguistic characteristics which make them distinctive
from other ethnic groups: their French language, their
French-Canadian customs and folklore, and their ethnic 7 fraternal orders. However, they still participate freely
in the common values and activities of American life.
Parenthetically, the American way of life is often
identified with efficiency, materialism, pragmatism, wealth, and progress by non-Americans, But it is also
true that it is the composite of the basic traits of
individual ethnic groups. As the former governor of one ■
New England state wrote while still in office:
We have inherited through these citizens, from ethnic groups, not only a rich legacy of languages and customs, but a part of the humanity of the world.®
Franco-Americanism can be studied from an historical perspective or as a contemporary social phenomenon. In either case, the scholar has usually been interested in
6Ibid., p. 122. 7 'Fraternal orders contribute much even today to Franco-American solidarity in New England. Also important are the existence of 17 radio French programs broadcasted weekly and 15 Franco-American publications appearing weekly or monthly. 8 The text is from a Proclamation of Foreign Language Week by former Governor John Heed of Maine; March, 19&5• its survival as an expression of bilingualism and bi-culturalism in the United States.
Historians have written many accounts on Franco-
Americanism as the eventful evolution of a migrant people, 9 steep in its messianic mission, integrated into the 10 mainstream of American life.
The first Franco-American immigrants came to New
England because of the economic disadvantages which existed for them in Canada. The large number of children per family usually forced the younger men to move from the paternal farm to the city. Jobs were scarce in
Canada. Survival often meant going to the more prosperous
New England area.
There, industrialists, especially in the textile mills and in the shoe shops, welcomed the young Canadians who were willing to work for low wages.
For the young immigrant, the move was always envisioned as a temporary one. But prosperity and the proximity to Canada was enough to convince the young
9 " 'The expression is analogous to one used by Gerard Brault: "The bedrock of this 'survivance1 is a messianic passion for preserving cultural values... "Special NDEA Institute At Bowdoin College For French Teachers Of Canadian Descent" PMLA Vol. LXXVII, September 1962, p. 1. 10 For those interested in Franco-American history, a selective bibliography is included at the end of this dissertation. worker to stay in the newly-founded "Petit Canada".
It did not take long for these "Petits Canada",
the reception halls of Canadian immigrants to New
England, to become almost self-sufficient communities.
Professionals came, churches and schools were erected,
small businesses were started by some Franco-Americans.
A French press and French radio programs also became
available which tightened the bonds uniting the ethnic
group.
The Franco-American had a reputation for being an honest and a hard worker. He took pride in being a good
family provider and a member of his ethnic community.
All of his actions were motivated by his religious con victions. This outlook was understandable because he felt "used" by everyone except those in his religious and social milieu.
Franco-American ethnicity, therefore, may not have been entirely achieved by design but by opportunity. It was not ideally conceived; but it was pragmatically executed. It provided for social immobility, economic stability, and ethnic identity. It did not influence the course of American evolution, but it did supplement it with a character of its own.
One of the Franco-Americans' most outstanding achievements has been the concerted effort to maintain their linguistic and cultural identity. Successful in
this effort, they have become, however, Americans in their
thinking and in their feelings about such things as poli
tics, education, and church-state relationships.
But it would be an illusion to believe that the
maintenance of their Franco-American language and culture
has made any significant contribution to the American way
of life. Maintenance of the French language and of the
Canadian culture was achieved through isolation. Growth,
social or intellectual, meant to learn about one's
heritage and to live by it. There was little effort to
make any part of ethnic life identifiable with American
traditions. While many non-Irish Americans, for instance,
will allow themselves to be identified with Saint Patrick
Day, no American will identify himself with Saint John
Baptist on June
If a new Franco-American image is emerging, some
Franco-Americans still live in the quandry of their past
isolationism. They do not want to accept the reality of
H l ' h e patron saint of Franco-Americans, In some cities, there is a parade to church. The parade is made up of "raquetteurs", snowshoers, who later in the after noon compete in races of different kinds. A young boy is always selected to be the young Saint John. Some clubs will sponsor a banquet and a gala-dance on the eve of the feast. 10 12 acculturation. When the behavior of an individual is affected by influences outside of his own culture, the phenomenon is called acculturation. It occurs when an individual is transplanted from his milieu or when foreign influences are introduced in his own environment.
Outside influences may affect all aspects of an individual's behavior: cultural and linguistic. The result is usually the complete assimilation of the individual into the dominant culture. On the other hand, only certain aspects of his behavior may be affected. He can then behave according to two styles of living. The outcome is usually a bilingual and bi-cultural way of life.
When the writer speaks of Franco-Americans who are proponents of isolationism, he means to single out those who choose to ignore the phenomenon of acculturation or of assimilation. They blindly refuse to formulate guide lines to help realize one or the other. They would want every Franco-American immuned against cultural and linguistic influences outside of their ethnic group. This attitude has often been the cause of deep cultural
12 Einar Haugen wrote: "Acculturation is the learning of social behavior from another culture than one's own." Bilingualism In The Americas. (American Dialect Society, November, 1956), P. 99." 11
trauma.
The truth is that, historically, the Franco-
American is a transplant into an American environment.
He is subject to American cultural and linguistic in
fluences. He is in the throes of acculturation.
Acculturation can offer many hopeful challenges
for the Franco-American. He can re-examine and redefine
his identity. He can re-evaluate his linguistic and
cultural assets. He can direct his efforts so as to
become a completely assimilated American. He can also
create the conditions for Franco-American bilingualism
and bi-culturalism within American society.
Prior to the last ten years, bilingual and bi-
cultural education of Franco-Americans in the New England
region was largely a parochial effort. The objectives were geared to the preservation of values of the family and the parish as entities outside of any real national
involvement•
The extent to which such efforts were successful
is due to the determination of well-meaning persons and institutions to keep Franco-Americanism intact. This was achieved by nourishing the individual's pride in his
French-Canadian language and culture. The extent to which these same efforts failed often relates to the economic and political emancipation of the individual and 12
to his assimilation into a competitive local, state, and national structure.
The apparent conflict of interest.was the result of a perception of exclusion: parochialism versus the melting pot. It resulted in a status quo in the area of linguistic and cultural growth. Much of the time spent
in self-preservation was a distration from creative and productive activities.
Eut an attitude of co-existence and mutual support is now emerging between ethnic and national interests.
It is difficult to pinpoint exactly when and hov/ this transformation took place socially. In education, however, it has come about with the increased interest in foreign languages just prior to Sputnik.
At that time, a need for trained foreign language personnel was felt. As a result of an evaluation of our national language resources, some attention began to focus on the bilingual minorities. Public support so far has been mainly in teacher training.
Presently, some 2^0 Franco-American teachers have IS attended one of six Franco-American NDEA Institutes J
IS -dPhe directors and places where Franco-American Institutes were held: 1961 Gerard Brault Bowdoin College . Brunswick, Me. 1962 Gerard Brault Bowdoin College Brunswick, Me. 196^+ Gerard Brault Assumption College Worcester, Mass. 1965 Alfred LeBlanc Assumption College Worcester, Mass. 1967 Th§ophile Martin Assumption College Worcester, Mass. 1968 Th^ophile Martin Assumption College Worcester, Mass. 13 since the first one held at Eowdoin College under the directorship of Gerard Brault in 1961. His leadership and the efforts of his two successors. Alfred LeBlanc and Theophile Martin, have affected these teachers professionally. Certainly, the dedication and good will of the Franco-American teachers, as a result of these
Institutes, has made clear to the author the potential for bilingual and bi-cultural education in the national interest.
Assistance from both the American and the Canadian 1 Zl Governments in financing Franco-American NDEA Institutes has produced creative and tangible dividends: Bowdoin
Materials Textbook,^ organization of the 'Association 16 des Professeurs Franco-Am£ricains1, the professional
1^ During the period when the U.S. Government did not accept the responsibility of granting stipends to parochial school teachers attending NDEA Institutes, some monies were received from the Province of Quebec to assist nun-participants who made up between 25 to 50 per cent of the group. The percentage is understandable if one realizes that parochial F-A schools have FLES programs which are important to support. 1 ^ ^Cours de langu.e francaise destinl aux .jeunes Franco-am6ricains or Bowdoin Materials is a textbook written to help standardize the French spoken by F-A students. Originally the joint effort of ^0 F-A teachers, it was later revised by G6rard Brault. It was used experimentally from 1961 to 1965 by many F-A teachers. Blais Printing Service, Manchester, N.H., printed the text sponsored by the 'Association des Professeurs Franco- Am£ricains'.
■^Founded in 196^. 14 promotion for some, the decision for further professional preparation for others, and new knowledge in the training of Franco-American teachers.
The reason for stressing teacher training of native-speakers as an important step in cultivating our natural resources was evident to Mildred V. Boyer when she was an evaluator of NDEA Institutes for MLA.
To recapitulate, it should not be overlooked that native-speaking teachers need upgrading in the same proficiency areas as the non native, although in different ways and with different emphasis. They possess the language in a way those of us who learned late can never possess it, and given needed opportunities for professional improvement, they would surely prove a vast resource of leadership. Paralleling the resources of our non-English speaking children..,, these teachers represent the quickest, most efficient possibilities we have for upgrading our profession.17
Her evaluation is still valid today. Many more native-speaking teachers need retraining. Many more native-speakers need to be encouraged to enter the profession.
It is encouraging, however, that leadership responsibility is being assumed by those who have the benefit of Franco-American NDEA Institue training. This
"^Mildred V. Boyer, "Language Institutes and Their Future", PMLA Vol. LXXIX, September 1964, p. 14. 15 responsibility is being expressed in different ways:
collaboration in teacher preparation, participation in
in-service workshops, evaluation of Franco-American
speech, interest of Franco-American teachers in cultural
assets for teaching purposes (newspapers, radio scripts,
folklore), and initiating school-community involvement.
Whatever the task pursued, a new impetus is
stimulating Franco-American linguistic and cultural
growth. While some Franco-Americans are just discovering
the new mold of their ethnic identity, others are already
functioning creatively within the scope of Franco-
American needs and those of the national interests. The results are different approaches, new directions, and promising materials. These are the activities and products which the writer will look for in his inquiry.
Scope and Limitations
It is the investigator's intention to analyse those aspects of teaching methodology and language learning materials which can provide for the linguistic and the cultural growth of the Franco-American student.
The objectives of this investigation are to organize the language learning experience of the Franco-American students so that:
1. He become conscious of his own French speech in the areas of pronunciation, vocabulary, and structure; accept the alternatives of standard French and his 16
speech variations where they exist; and select in favor of standard French, at least when communication might otherwise be less effective.
2. He can identify his own ethnic cultural assets and integrate them into the broader perspectives of French, American, and Franco-American cultures.
In the area of the student's language performance
(French speech), there will be the need first to differentiate between the standard French pronunciation and the variations from standard French which he speaks.
Drills to make him conscious of specific standard French which he uses must be written. The Franco-American student makes no mistake in pronouncing Q£) in the word la, for instance.
Example A: la pomme la femme la porte
But what happens when he is confronted with the following words?
Example B: le bas le chat le drap
ThepeQ sound in each word taken individually is pronouncedpd) . So that what is heard is: [bo] »[/oJ f and jdrpj» But having been made conscious of the standard sound which he produces correctly in Example A, he can be presented the alternatives in Example B. Then, the 17 alternatives are his usual sound variation and the standard sound Dfl •
Besides pronunciation, the researcher will study some morpho-phonemic differences which occur in Franco-
American speech, the use of anglicisms, and some prepositions and conjunctions which differ from standard
French.
The methodology or approach to be discussed in language learning is one of options. It will consist of:
1. programmed drills so that with practice he will not fear to speak entirely in standard French, but will choose to do so because of its social merits in the context of communication with the entire French-speaking community;
2. programmed linguistically-based options of sounds so that the student recognizes certain of his speech patterns as being standard French and others as being French variants.
So far, Franco-American students have been taught
French from one of two assumptions. The first is that he can learn French the way a French-Canadian does, as a first language. The second is that he is in an American institutional setting, and therefore, studies French as a second language using the same materials and approaches devised for English-speaking students.
To admit that Franco-Americans cannot learn French 18 the way that a French-Canadian does or that an English- speaking student does sheds no light on what materials or what approaches to use. To say that the solution is somewhere in between the two might be very misleading.
For if the Franco-American is bilingual, the languages (French and English) which divide his loyalty are but a part of the problem. The area of discomfort for many, and the area which interests the investigator in this dissertation, is the ambilingualism of the Franco- 1 8 American student in French.
The writer will suggest some gauge to measure the language tolerance of an ambilingual student in order to have some evaluation of his language behavior. The gauge should describe for the teacher what linguistic task the student is performing, how socially acceptable the language is for communication, and why the student chooses to perform the way he does. It is from an evaluation of this language tolerance that the language teacher will be able to determine what language experience should be given to each individual student.
In the area of identification of Franco-American
1 8 Ambilingualism, to be discussed in CHAPTER II, will be defined as speech in which two dialects of the same language are used. 19 cultural assets, it is felt that the Franco-American student needs to be able to define his own identity, be aware of those influences which have shaped his present, and function intelligently in the broad cultural context into which he is being assimilated. Accordingly, materials researched will be classified into three categories:
1. Materials for self-identity 2. Materials for historical perspective 3. Materials for cross-culturalisra
The writer is especially concerned that Franco-
Americans, in general, do not contribute creatively to the American society in xvhich they live. It is important that the student perceive the process of acculturation in terms of creative experiences. These experiences should provide the Franco-American with the incentive to relate his language and his culture beyond the confines of ethnicity.
Materials for the study of culture will be re searched from a variety of sources: literature, history, newspapers, folklore, and subject area textbooks. In this research, materials used will relate to Franco-American and to French-Canadian culture.
It will be assumed by the author that students, whether they are in public or non-public schools, are 20
grouped in language classes according to the following
tracks found in some New England schools.
Track 1 Franco-American students who are in their 9th to 12th year of formal language study.
Track 2 Franco-American students who are beginning their formal study of French in high school but who speak the language at home.
Track 3 Franco-American students studying French at the same level of performance as English- speaking students because their background is such that their bilingual growth has been unsatisfactory at home. These students are in the same classes as English-speaking students.
It should be pointed out that a large segment of
Franco-American students, who belong to Tracks 1 and 2,
are in language classes with English-speaking students at
the beginning levels. It has been the experience of many
teachers that the situation is unsatisfactory, if not
impossible, for both the teacher and the students.
Franco-American students in such a situation and those in
Track 3 are excluded from the scope of this research. The
writer can only hope that some of the guidelines and
activities suggested will be of some help in organizing the
language learning experience of these students.
The limitations envisioned in the research are dictated by the necessity to be practical. For this 21
reason, the investigator will analyse the language
variations and cultural materials which commonly apply
to the largest number of Franco-American students. In
this statement are implied the following limitations
which the writer accepts.
Limitation 1: In the area of language performance, it will be assumed that all Franco-American students of the New England region have the same level of proficiency and the same problems within their own track placement. (See Tracks 1 and 2 on page 20)
It must be recognized that in a given city there are
speech differences which must be taken into consideration.
A student from the St John Valley in Maine who says
"au mitan de la place" does not have the same need as the
one from Worcester, Mass., who says "au milieu de la room".
For both students to come to say "au milieu de la piece",
one must perceive his archaic French, and the other, his
use of anglicisms.
Pronunciation differences will sometimes occur. The
Franco-American student from Waterville, Maine, might make
an aspirant h of every j such as [hab] for (jat^ • The
one from Manchester, N.H., might say [grl1 z] for [grizj .
The reason for the difference is one of geographic origin.
The ancestors of the first student are probably from the
Beauce region in the Province of Quebec; those of the 22
second student are probably from any number of sectors in
Quebec City.
The variants are meaningful, in these cases, in the
same t\ray that the variants of a Marseillais make a
difference to a Tourangeau ear. They are comprehensible
but they have a social stigma.
The differences described are real but highly
regional. The researcher feels that guidelines in methodology and for materials for general use should
apply to the problems which the students have in common
within the geographic confines of New England. Highly
regional differences are, therefore, excluded from this
study.
Limitation 2: The research is aimed at second and third generation Franco-American students. Their « language and cultural needs are different from those of first generation Franco-Americans.
Not only is the degree of acculturation less in the case of a first generation Franco-American, but his needs to become bilingual are different. Both at home and at school, French is for him a first language. For second and third generation students, however, the maternal tongue becomes a second language learning experience in the classroom.
It must also be noted that the ability and the opportunity to realize ethnic needs as an expression of our American culture and to contribute directly to bur national interest are different after the first generation.
It must be understood that this is a consequence of time and acculturation and not a lack of good will on the part of first generation citizens to get involved.
The materials and the approaches investigated in the research will be aimed at supporting the linguistic and cultural maintenance efforts of second and third generation Franco-American students. The results, however, will be adaptable to the needs of the first generation students.
It is not the intention of the writer to hypothesize on Franco-American bilingual survival. At least, he does not share the illusion that survival is possible because of mere existence. Survival is growth. Progress must be evaluated. The responsibility to re-evaluate needs and interests must be shouldered by those who have these needs and interests.
Limitation 3: The materials researched will be accessible to the classroom teacher and will be related to language and cultural activities.
The researcher would hope that all the materials in the study be materials already published for use in the classroom or available to school libraries. He hopes to 2k stay within the limits of this requirement for only in this way will the materials be meaningful. However, there will have to be exercises written to illustrate aspects of methodology to be used. This is especially true where programming of language experiences is suggested by the writer and where language performance relates to creative writing activities.
The writer does not intend to create textbook materials or to suggest selections for a textbook. But he uses and creates materials only to illustrate guide lines in the teaching of French to Franco-Americans•
French literature is given little consideration in the dissertation. It is a deliberate limitation. The writer' feels that teachers of French have been sufficiently exposed to this literature to be able to integrate it into the total language experience of the student.
Limitation The methodology will be researched in those areas to which the language and cultural needs of the Franco-American student apply and not to the broad spectrum of language learning methodology.
In the area of listening comprehension as a language skill, for instance, the activity which will concern the investigator 'will be auditory discrimination.
The language performance of the Franco-American student is such that activities for language comprehension 25
and for vocabulary acquisition can usually be achieved
through discussions and readings rather than drills.
Where oral repetition drills will be suggested, the drills can be used as written exercises as soon as
possible. The Franco-American student is prone to imagine
quickly the graphic symbols of the oral language which he
learns, especially at the high school level.
The need of the Franco-American student to improve and to increase his active vocabulary, to read from a broad range of content materials, and to learn to express his social, educational, and vocational needs in writing will also be some of the prime concerns of the writer in this investigation.
Suggested guidelines for reading and writing activities should reflect the ability of the Franco-
American student to perform at the highest level of speech 19 •liberation* in French. Consequently, he should be given
19 7"Liberation..., is, then, the gradual replacement, day by day, of rigid controls, which the teacher deliberately imposes on the students' behavior in the foreign language in the classroom, by ever more flexible controls until, finally, that behavior no longer corresponds simply to the controls imposed by the teacher but, primarily to those which make up the foreign culture and its language. When the student has reached the point where his repertoire of such liberated responses in the foreign language is fairly large, and provided that he has been made aware of the major phases involved in acquiring active command of new elements in that set, he is •liberated1 in a second sense; he can now go on increasing 26
the opportunity to describe and to synthesize problems
in French, as well as to evaluate behaviors and events within his level of comprehension.
Related Research
The writer has found only two sets of textbooks with which the Franco-American student would be able to identify himself: the Bowdoin Materials and the Holy 20 Ghost Series.
The Bowdoin Materials is a junior high text to be used in the 7th, 8th, or 9th grade with Franco-American students. The reading selections are written at the language level of the students. Their content relates to both the French-Canadian and Franco-American culture. But the overall effect is to define for the student his ethnic culture and values rather than to let the student evaluate them for himself. His American culture is also left out.
The most severe criticism which can be made, however, of the text concerns the approach used in the 'Devoirs1., his knowledge of the foreign language independently of teachers and textbooks.11 Foreign Language Learning: Research and Development, (Northeast Conference Report, Working Committee III; George Banta Company, Inc., Menasha, Wisconsin, 1$>68), p. 79» o n Sister Raymond de Jesus, Holy Ghost Series, I960* 27
The assignments are exclusively translations from English
to French. If these are to be assigned, there should be
some exercises in the text for the students to get this
kind of experience in class. There are none. There
should at least be some provisions in the ‘Devoirs' for
activities entirely in French.
Brault was aware that his text was just a beginning and that it could be improved. This is the tone of his
remark in the introduction.
S'il doit murir (the text) et exercer une influence durable en Nouvelle-Angleterre, ce sera du en grande partie au travail perseverant de 1 'Association des Professeurs Franco-Americains.
The Holy Ghost Series is FLES materials intended for students in grades 1 to 7. The series appears in two versions: one for the public schools and one for the non public schools. The difference is in religious references and in the Franco-American orientation in the non-public school version.
FLES is not within the area of concern to this writer. However, it seems appropriate to praise the efforts of Sister Raymond to provide effective audio- lingual materials for elementary school Franco-Americans and English-speaking students.
If we are allowed one observation about the series, it is that the content is not always organized for the 28 methodology which the author advocates. Words which occur in the vocabulary lists do not always appear in the reading selections. Teachers who use the series need much guidance because they are expected to write some supplementary materials.
But like the Bowdoin Materials, the Holy Ghost Series is a bold beginning to experimenting in language learning for Franco-American students.
Other studies applicable to this research are numerous. Germain to the presentation of instructional materials are those studies in the area of Franco-American politics, history, sociology, school textbooks, magazines, and newspapers. The investigator, at times, will need to include references to French and French-Canadian litera ture as well as to that of the Franco-American.
It is the judgment of this investigator that the study should be a meaningful supplement to the research done by William Locke^ of the Massachusetts Institute of
Technology and by Gerard Brault of the University of
Pennsylvania. The first contributed much to a systematic description of Franco-American speech; the second up dated some of the findings in Locke's study and used the
21william Locke, Pronunciation of the French Spoken At Brunswick. Maine (Doctoral Dissertation, Greensboro, North Carolina, 19^9)* 29
information in a workbook for use by Franco-Americans in 22 the language laboratory. The same basic linguistic
information was used in writing the Bowdoin Materials.
The doctoral research of Alexander Hull in the area
of French-Canadian speech is also pertinent to the
investigator's study. Hull's notes for a Comparative
Linguistics Course (Franco-American and French speech)
which he taught at three NDEA Institutes are even more
valuable in recognizing the problem areas of Franco- 23 American speech. J
If there is much content materials and descriptive
linguistics research related to Franco-American language,
these need to be organized for classroom teaching.
Procedures
The investigator is interested in the acculturation
aspect of Franco-Americanism. In this research, the .
writer's concern is to seek specific approaches to
bilingual and bi-cultural education for Franco-Americans
22 * C-erard Brault, A Workbook For Franco-Americans. (Pursuant a contract with the U.S. Office of Education, Department of Health, Education, and Welfare, Washington, D.G., i960). The workbook was written at Bowdoin College, Brunswick, Maine. 23 -'For a sample of Alexander Hull's dissertation and notes, the reader may read the following article which bears the title of his dissertation: "The Franco-Canadian Dialect of Windsor, Ontario", Orbis. V, 1956, pp. 5-60. 30
in public and in non-public schools.
The initial task is to examine materials related
to Franco-American language and culture, and to seek
information about program syllabi and course guidelines
for Franco-American students. From the information available, the writer will organize the materials and programs for classroom situations. Except for fragmentary, and descriptive studies, this research has not been done.
The present study is divided into four areas:
1. The Language Performance Of Franco-American Students, CHAPTER II.
2. The Teaching Of Franco-American Culture, CHAPTER III.
3. Syllabi For Franco-Americans Studying French In High School, CHAPTER IV.
A Description Of A Course Experience With Franco- American College Freshmen, CHAPTER V.
The writer accepts as a premise the challenge that the Franco-American is a human resource whose linguistic and cultural assets can be maintained. These assets can be channeled into all educational, governmental, or business levels where specialized knowledge and proficiency in French are required. The effect within our basically monolingual society would be an important extension or re sources for communication and understanding of other people. CHAPTER II
THE LANGUAGE PERFORMANCE
OF FRANCO-AMERICAN STUDENTS
Pertinent to this research is the fact that even
within a given language population, the language per
formance is not uniform. The French spoken in Bordeaux,
France, for example, is in some ways different from that
which is heard in any New England city where French is
spoken.
Both the Bordelais and the Franco-American can
communicate with each other. Their speech is identi
fiable as belonging to the same language community. There
is, moreover, a close cultural affinity existing between
the two groups in terms of social habits. Their past is
written on some common page of French history.
But the language behavior of the Franco-American
today is such that it reflects only his ethnic environ ment and his limited ethnic experiences. This is because he has not been sharing the same language experiences which affect other French speakers such as the Bordelais.
Some of his perceptions, as reflected in the content and
in the structure of his language, are a reality distinct
31 32
from those of the Bordelais or other inhabitants of
France.
The effectiveness of Franco-American speech for
communication has been lessened within the context of
all French-speaking peoples by certain language diffe
rences. These are especially in the areas of pronun
ciation, morphology, and vocabulary. The differences
exist to a larger extent in the spoken rather than the written language.
At this point, a few observations should be made about Franco-American French speech as a learned behavior. It is most similar to the French spoken in
Canada. Second and third generation speech is not markedly different from that of the first generation speaker who migrated from Canada to the New England area. The following language traditions are almost identical in each generation.
1. French is the first language spoken at home. 2. French has usually been learned formally in an ethnic elementary non-public school. 3. French is an accepted language for communica tion in ethnic social and business affairs.
The first of these three traditions is the most
i Some public schools may have the same ethnic feature in terms of their school population; that is, they may have a large Franco-American enrollment. But very few teach French in the elementary grades. 33 important to the Franco-American in terms of language experience. It provides for him an early exposure to the language structure and vocabulary, cultural semantic values, and a motivational experience for using the language. From these language ana cultural experiences, the Franco-American can later find his ethnic identity.
He is accepting of this identity to the extent that it does not stand in the way of his personal growth or interests.
Though the French spoken by the Franco-American is distinguishable from standard French, it is not incom- 2 prehensible to Frenchmen. It is acceptable or not to the Frenchman to the extent that he accepts or rejects
French language variations experienced in his own country.
Where there is a marked divergence in educational experience between Franco-American parents and children, one of tvro situations will usually occur. In the first, the Franco-American student will completely reject his first language, perform as a monolingual, and disavow any allegiance to his ethnic group. In the second, the
Franco-American student does not reject his Franco-
2 William Locke, Pronunciation Of French Spoken In Brunswick. Maine. (Publication of the American Dialect Society, November, 19^9), P. 10. American speech; rather, he tries to learn standard
French even though he may feel insecure in using it.
Ironically, in both cases, the decision to behave one way or the other is often based upon perceived social A pressures, real or imagined.
Such human experiences should have raised, long ago, the question of language relevancy to the student's real life language experience. To the considerations of language content and structure, that of social experience should have been more defined and brought into focus. Language is not only a means of expressing reality; but language itself is a reality.
Linguistically speaking, Franco-American speech does serve a purpose: communication within the ethnic group. The pronunciation of the Franco-American is unmistakably French; he has assimilated French structures and he commands a vast French vocabulary.
In the broader context of social acceptability,
Franco-American speech has two major limitations. The first is the restricted number of educational, social,
•^Gerard Brault, "The Special NDEA Institute At Bov/do in College For French Teachers Of Canadian Descent", PHLA, September 1962, p. 5» k Einar Haugen, Bilingualism In The Americas. (Publication of the American Dialect-Society, November, 19^6), pp. 73-7*K 35 and vocational situations in which he can use his French.
The second are the distracting variations which distin guish his speech habits from standard French. The first limitation results in his resorting to English to express those experiences which are outside his ethnic back ground. The second may result in social rejection by speakers of French other than Franco-Americans.^
In a classroom situation, how does the teacher reconcile the language differences of the Franco-American student to standard French performance? How does he reconcile both the linguistic and social variations which set him apart from his common language community? How does he teach the student standard French without threatening his confidence in using his own dialect?
The investigator suggests that it can be done not by opposing performances of his language and standard
French, but by capitalizing on the similarities. Dif ferences imply similarities. In this context, we should begin to refer to the language performance of the Franco-
American as ambilingual.
A person who performs at tiro different levels of the same language will be called ambilingual. The instrument by which we will recognize the levels of per-
^Locke, p. 17. 36
formance of the Franco-American ambilingual will be
called the language tolerance gauge. (See TABLE 2, page 38,
for schema of instrument.)
Three factors are to be considered in the definition
of language tolerance:
1. the ability to choose to perform; 2. predictable language behaviors; 3 . different levels of language acceptability.
The ability to choose, as related to language
tolerance, is acquired through choice-making experiences
involving the alternatives which the speaker possesses.
For instance, the Franco-American student uses both
the K) and sounds in his speech. His ability to
choose one over the other is affected by his choice-
making experiences. We will assume that there are just
three kinds of choice-making experiences in which we
want the Franco-American student to be involved: con
forming. discriminating, and pre.judicial.
A student learning a language usually does so by
conforming to what he hears and observes. He imitates,
repeats, copies, or duplicates the language behavior which he perceives. Any deviation from this kind of performance is considered non-conforming. But his experience is usually one of conforming.
A student's experience is discriminating when he can differentiate and understand two patterns of behavior 3? carrying the same meaning. A student who can recognize a Boston accent from a Bronx accent is discriminating.
He has the same experience when he realizes that 11 Je le vois", in a given context, may have the same meaning as
"Je vois l'homme". His experience is one of discrimi nating.
Frenchmen say "C'est aujourd'hui mardi" rather than
"Aujourd'hui, c'est mardi". Why? It is a conforming experience. However, faced with an alternative, that is if he is asked to perform one way or the other, he will probably continue to say "C'est aujourd'hui mardi". He is making a prejudicial choice. To opt to perform according to one behavioral pattern rather than another carrying the same meaning is a prejudicial choice-making experience.
The predictable language behavior referred to in the definition of language tolerance consists of language patterns which have been observed and recorded. For our purpose, these language patterns are categorized into the following general classifications: phonemes. morphemes. words. word clusters, types of communication
(questions, exclamations, or statements, for example).
Running through these are the features of pronunciation and intonation.
Language acceptability is the gauge of social influences used to classify language performance. We
will be dealing with three levels of language accepta
bility: accepted, acceptable, and non-acceptable.
TABLE 2
LANGUAGE TOLERANCE GAUGE TO MEASURE THE LANGUAGE PERFORMANCE OF THE AMBILINGUAL
Predictable Levels of Choice-Making Language Behavior Acceptability Experiences
Phonemes -v Accepted ^ Conforming \ / V / V / Morphemes ^ x n / y / Words — -"-5 c— Acceptable ------)^--Discriminating \ Word clusters / \ \ / \ / \ Types ' Non-acceptable Prejudicial
One of the social influences is that of regulating
agencies: official language academies, dictionaries, or
authorship (grammarians, journalists, novelists). In
such cases, the generalizations from observed language
behavior reflect only the common behavior which is
accepted by the consensus of authority; it is accepted
language behavior.
A second influence is that of the majority of
speakers accepting language behaviors not recognized by regulating agencies. There are two characteristic 39 features in this language behavior: 1) the language is non-distracting to the majority; 2) it communicates needs not expressed in accepted language.
The language is non-distracting in the sense that, as individuals, the members of the majority are willing to identify with the specific language behaviors. The pronunciation of the word "un" is different in various parts of Prance, for instance. Both (psQ and are said to be acceptable.
The Petit Larousse defines "college" only in terms of the French educational system. This word, however, seems to be acceptable in French when referring to "un college americain". The word identifies a need. In the same context, "high school" would be acceptable French.
To use "lycee" for either high school or college when speaking about the American educational structure would be non-defining and confusing.
Language which is distracting to a majority of the speakers will be referred to as non-acceptable. Dis tracting features are those which produce linguistic embarrassment, bewilderment, or even non-recognition.
Thus, any mention of "joual" for "cheval" in French might be considered as distracting and, therefore, non- acceptable language. One of the redeeming aspects of non-acceptable language as opposed to incomprehensible 40
language is that it can be an effective means of
communication within a select group of speakers.
The social influences affecting the language
performance of a speaker are not always clear-cut.
But certainly, factors taken into account include: practicality of the language symbols used, linguistic descriptions, and majority and minority prejudices. The different levels of language acceptability may exist for such reasons as geographic isolation from the language community population, environmental influences, educational background of the speakers, and the speaker's needs.
From what has been said, language tolerance can be defined as the ability to choose to perform according to certain predictable language behaviors which are at different levels of language acceptability.
The investigator's task, as a teacher of French, is to teach standard French. Standard French is defined in this research as that language which reflects accepted and acceptable language behavior, oral and graphic, observed among speakers of French.
The Franco-American student speaks a French dialect made up of standard as well as Franco-American predictable language behaviors. The concern of the writer is to 41 describe the patterns of language behavior, evaluate their acceptability in the context of the speakers' common behavior, and, from the results, provide the choice-making experiences for the student.
The sequence of materials researched for the language learning experience of the Franco-American student in this chapter is as follows:
Section A: Descriptions of Franco-American Phonetic Differences
Section B: Organization of Phonetic Drills
Section C: Description of Franco-American Morpho- Phonemic Differences
Section D: Organization of Morpho-Phonemic Drills
Section A: Descriptions of Franco-American Phonetic Differences
The investigator has written brief descriptions identifying the variations of Franco-American pronun ciation from standard French. Words illustrating each sound researched follow each description. They are divided into two columns. Those under Standard French are pronounced by the Franco-American students the same as in standard French. Those under Franco-American French are pronounced differently as described.
The words selected by the investigator reflect the spoken language of the Franco-Americans rather than their ^2
written language. The selection was achieved by studying
three different sources:
1. the dissertation of Locke who used taped conversations to describe Franco-American speech behaviors;
2. Brault's workbook for Franco-Americans which includes word lists extracted from taped conversations of Franco-American informants from Massachusetts and Rhode Island;
3. the investigator's own knowledge of Franco-American dialect and life-long experience with Franco- Americans.
The number of differences between standard French
and Franco-American pronunciation often overwhelms the
teacher. The investigator has reduced the number of
phonetic differences to be studied to fourteen. For
instance, the folloxving words may be described as:
Standard French Franco-American French
tasse {tas) (to0 jtow0 passe Jpai0 fpo.0 or jpows] basse & a£0 (bos] (bnws)
The investigator chose to include the words in a G3 -1/U list rather than to introduce an LO - series.
The writer did not choose to include O l in the list. However, any teacher who feels uncomfortable v/ith the Franco-American EJ, which is trilled, might want to add it to the list of sound symbols on the following page. The following is a list of the sound symbols used
in the descriptions,
SAME IN STANDARD FRANCO-AMERICAN FRENCH AND FRANCO-AMERICAN EQUIVALENTS IN CONTEXTS FRENCH DESCRIBED m 63 HI [dzj r a GO Jjra) QwqJ C 4 Sometimes d mG d GO £3 P>T| 63 iuj [93 w 60 M G* 3 M O] Considering the nature of the Franco-American's
language differences in the area of pronunciation, it may be appropriate to quote Alexander Graham Bell on the sub
ject of vowels.
Consonants give intelligibility to speech, but vowels give it the beauty of pronunciation. Consonants constitute the backbone of the spoken language; vowels are the flesh and blood. We cannot go without one or the other.
Beyond the expression of aesthetic beauty which can
^Marie-Louise Donohue Gaudet, Le Consonantisme Francais (Paris: Institut de Phon^tique de l !Universite de Paris, 1962), p. 9. 44
be found in standard French, there are many more reasons
why the student should learn to perform in standard
French. The best reasons are those which he can define
for himself. He will define these if his language ex
perience is meaningful and reassuring. These two quali
ties may very ivell be the most important which a teacher
has to inject into the phonetic drills vir.itten for Franco-*
American students.
I DESCRIPTION: The sound [ij often becomes [ij in
Franco-American speech. The phonetic
environment will determine which of
these two is used. It will be [i] vfhen:
1. in open syllables as in (jPr 9 » (sor tij , and (i vron] ; 2. before final [r) , [vj , [zf , andjj] , as in [dir] , jpasiv] , Jgriz] , and
It will be [iJ in all other cases. SAME IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLY (jJ FRENCH EQ______[i] riz JjblJ cible {jdj valide prix possible rapide lient bible perfide vie penible solide mit crible David fit horrible morbide rit risible Floride prit bride si ride vis vide ^5 STANDARD FRENCH FRANCO-AMERICAN FRENCH ONLY P-J ilot [irj passif flsl office idee actif propice ivrogne vif armistice issue tardif caprice igloo hat if chalice inert massif supplice idiot chetif malice maladif complice Lir] tire griffe exercice pire can if police mire vire [Is] gigue [in] cygne [ilj file lire f igue ligne pile dire ligue signe bile sirerenigue digne mille delire digue vigne ville cire intrigue resigne habile instigue maligne huile passive active Ci 3 bille cime [in] dine vive fille dime mine tardive quille prime fine hative brille crime racine massive c£dille escrime Pauline naive coquille rime cantine rive Bastille mime colline salive olive[ipJ trippe [Ist] insiste maladive tulip Baptiste decorative? anticipe persiste equipe r^siste tige type cons iste pige grippe d^siste fige Fhilip dentiste vertige defige pique redige classique prestige pratique exige typique p a m q u e fantastique teclmique r6plique
7The teacher should be made aware that [ij becomes when accented before final [y1 , O d , and m by a num ber of Franco-Americans. The phenomenon is a regional one which is not within the domain of this research. STANDARD FRENCH FRAN CO-AMERICAN FRENCH ONLY
grise gtj fuite [It) cite prise cuite dite mise suite mite brise ensuite rite vise produite vite crise d^duite maudite hantise seduite m^dite chemise conduite m6rite f rise truite insolite lisent detruite marmite eglise^ construite petite b6nite
II DESCRIPTION: In Franco-American speech [dj becomes
[dz] when preceding [i] , DO I QJ » and
SAKE IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLY £dz] FRENCH CdJ______
[do] Donald i z9 dimanche dome m^lodie dos tandis Doris Dos PassosCdzll dites maudite Daniel mldite Dada Damien& z3 pendu David fondu duplicateur defenseur decider due demander dune des ire dupe demon
III DESCRIPTION: In Franco-American speech [ t ] becomes
SThe investigator will later suggest model drills which can be written for each word cluster. 47
0 3 when preceding [i] , CO , [y] , and [«3 - SAME IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLY [ts] FRENCH Ct3______
[tonj tonner ft si] tirer tonneau dactylo automne gentil
Ctu] surtout [tslj tigre Toupin petite toucher Atlantique
0 3 tenace U si) tuer tenir tutoyer tenaille tuteur
[ta] talent Brutus tapis dramaturge talus turc
IV DESCRIPTION: In Franco-American speech the sound DO
becomes fc) when:
1. accented and final as in chat and Panama. 2. accented before final fri] - sable [jJ - nage - bavard CsJ - tasse [zj - vase SAME IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLY M FRENCH Cap______
[a] initial and/o r accented and/or unaccented final
avaler chat amateur rat amande • - bas araignee pas 48
STANDARD FRENCH FRANCO-AMERICAN FRENCH ONLY
[a] initial and/or M accented and/or unaccented final radeau agenda cadeau Canada bateau Panama marteau? cadenas-1-0
[ap] tape foj] nage [obi] erable pape rage sable sape tapage diable sage cable [at] date carnage miserable patte courage responsablell chatte eclate [ozQ vase [or] bar rase lard jard] bavarde base tard farde avare [os] casse bavard [art] carte tasse canard tarte basse standard ecarte passe ramasse
V DESCRIPTION: The [wa] becomes (waj when spoken by a
Franco-American. It is the result of a
less energetic closure of the velum in
^The standard French [aj also becomes JjcTJ in Franco- American speech in the words: chateau gate lache gateau hate tache pate gache
■^Determiners such as la, ma, ta, sa, are exceptions to the rule. The Franco-American retains the pronun ciation in this case.
llThe [bl] in these words becomes [»■] in Franco- American speech. Where the sound is retained as in table, tablier, and tableau, the [a] is pronounced as in standard French. ^9 Franco-American speech.
FRANCO-AMERICAN FRENCH ONLY fwd312
[wa^ pourquoi [waz] Chinoise (wa.r] noir Chinois Qu^becoise soir Quebecois croise poire doigt framboise bo ire toit ardoise avoir voix tiroir roi fwal] etoile rniroir toile [was] bo is son poil [wage*] noyer moisson voile broyer poisson devoile envoyer aboyer nettoyer
VI DESCRIPTION: In Franco-American speech, tel becomes
diphthong or is lengthened before the
final [ r ] . The investigator has found
no exceptions to this description.
FRANCO-AMERICAN FRENCH ONLY O x O (Diphthonged)
bord lors mord corps mort sort dort port tort
l^The investigator has found no exceptions to this description except for the following variations: a) the standard French [waj becomes [wej in the following words: toi loi vois moi boit voit b) the standard French [waj becomes p t ] in the following wo rds: froid etroit droit adroit c) the standard French [wa} becomes [wiD in the following words: trois bois (n.) poid noix mois 50
VII DESCRIPTION: The sound [ a final £r] in Franco-American speech. The investigator has found no excep tions to this description. FRANCO-AMERICAN FRENCH ONLY \ bt1 colere amer air biere notaire galere cher clair priere contraire pere ber pair matiere calvaire mere mer faire Moliere grammaire frere ver taire sucriere solaire plaire cimetiere Voltaire VIII DESCRIPTION: In Franco-American speech [&J becomes { ^ J . The investigator has found no exceptions to this description. FRANCO- AMERICAN FRENCH ONLY GO cent planche perdant gant tranche tranchant sang manche marchand gens danser gagnant sans ranger trornpant quand changer durant tant offenser roulant IX DESCRIPTION: The [?} becomes in Franco-American speech. The investigator has found no exceptions to this description. FRANCO-.AMERICAN FRENCH ONLY pain lapin moins mien ceinture bain sapin soin bien teinture main but in foin lien peinture sain clin joint rien invalide vain brin coin vient inclus nain robin poing tien inconstant 51 X DESCRIPTION: The [&} sound is realized as (jar] before a consonant in Franco-American speech. SAME IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLY a FRENCH CXI bon longue pont pondre son contre rond montre non ponce vont oncle don XI DESCRIPTION: The Co] sound becomes [0] in closed syllables in Franco-American speech. SAME IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLY [o] FRENCH Col______ jo] open syllables closed syllables pot rose sot pose mot cause trop sauce bientot Eeauce devot fausse silo mauve biblio pauvre galop fauve syrop jaune domino paume XII DESCRIPTION: In Franco-American speech, the [u] becomes before a final consonant except M . 52 SAME IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLYjVl FRENCH Cu3______ chou [Vi] houle [ w ] bouche roue poule couche trou moule souche sou coule louche clou boule touche genou foule mou N coude vous Cvtl route boude toux doute croute IVbl] double [ur] pour goute trouble jour coute four voute [ V s ] pouce ours douce sourd' moudre mousse bourg soudre tousse cour foudre frousse amour tambour XIII DESCRIPTION: The sound jjzf} becomes [ce0 in Franco- American speech, before a final M > and sometimes before the final M and [z] . SAME IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLY [pe*] FRENCH G O ______. deux |ori] veuve [ ° * J sueur bleu peuvent chaleur jeu neuve docteur cheveu fleuve heure pneu couleur jaf’z] laveuse heureuse nerveuse curieuse peureuse 53 XIV DESCRIPTION: The sound £y) is spoken as C«j when in closed syllables except OJ in Franco- American speech. SAME IN STANDARD AND FRANCO-AMERICAN FRANCO-AMERICAN FRENCH ONLY [uj FRENCH i~y]______ [y] open syllables cruche [al] mule buche recule jus juche pilule du ruche brule rue molecule nu jam] fume pendule su rhume vu plume[at] butte cru lutte lune culbute fyr] mur prune hutte sur bru'ne brute jure rancune flute pure lacune minute dure une [;$ open syllables tuque nuque juron perruque bucher jupon jucher bruler jumen Section B: Organization of Pronunciation Drills The sample drills for pronunciation, using [iJ> [t] , and (d] , on pages 57 to 67 are suggestions made by the investigator. They are models which the teacher can imitate, enlarge upon, and adapt to other pronunciation drills which she may choose to write. The organization of the drills is such that the 54 student, while being saturated with one. and only one, pronunciation problem at a time, is also learning voca bulary and cultural content. The pronunciation problem involved should become obvious to the student to the ex tent that he should be able to make a generalization about the sound studied when he gets through with the drills. This means that he should be able to discrimi nate between his Franco-American pronunciation and stand ard French pronunciation when these are different. Drills should be written so that they are not iso lated exercises. They should be related one to the other so that information, situation, and procedure of one drill contribute to the student's experience in the following. This investigator suggests that drill activities not be for grades. However, if for some reason a teacher feels that grading would be a motivating factor, it is suggested that grading not be made at the prejudicial or conforming levels but at the discriminating level only. Grades can be given both for auditory discrimination and oral performance discrimination. Grades at the prejudicial or conforming levels might be considered with highly motivated students who do not feel threatened in their performance. But this is difficult to assess. This writer has seen many 55 students seemingly ready to opt for standard French pro nunciation one month but feel threatened the next because of influences outside the classroom. The sample drills are divided into three groups. Each group suggests a different kind of presentation. 1. Student-to-student presentation: The students are both teachers and learners while the classroom teacher remains a silent referee in the background. The main justification for this approach is that certain ex periences are bettei"* accepted if they are experienced among peers. This investigator suggests that this ap proach might be most profitable when the Franco-American pronunciation studied is similar to that of standard French. 2. Multi-media or independent study presentation: There are many instances when a teacher cannot devote as much time to every segment of a class population as he would want to. As a matter of fact, sometimes there is just no way to get to a special group or to cover a spe cific area which needs his attention. To handle some of these situations, it is possible to write materials for independent study. These materials may be organized for use in a multi-media approach. The first drill, for in stance, might be on tape; the second on an overhead pro jector with the teacher assisting in a reading; the third 56 on video tape or on a slide; and finally the recording on magnetic tape of a drill for evaluation. The student is given a time limit to accomplish a unit's work. This assumes time is allotted to perform the activities involved. The procedure also assumes that there is a working area where facilities can "be set up, conveniently situated for the students. In an ideal sit uation, individual booths would include tape recording facilities, slide projector, language master, and a small slide projector screen built-in the booth. Also avail able should be an overhead projector and an 8 mm. film projector. 3. Teacher-to-student presentation; This is pro bably the most common kind of presentation found in our classroom. Some students feel more comfortable in this approach because they depend upon the interaction with the teacher for effective learning. In a class with a reasonable number of students a teacher can continuously evaluate progress, change the direction of a presenta tion, or interrupt an individual's performance without seeming to interfere in the progress of any activity. Model I: Student-to-Student Drills Because it is suggested that students direct acti vities in the following drills, only words in which the 57 [i] sound spoken by Franco-Americans is similar to stand ard French pronunciation are selected, i.e., fit, prit, and rit. 1. In the first drill, a student is selected to pronounce the sentences. After each sentence, he or she calls upon the class or individuals to repeat it. Repetez les phrases suivantes: Marcel lit un roman de Savard. Jean fit de son mieux pour chanter. Paul prit le roman et le mit sur la table. Marcel lit un roman de Savard. Si Claudette rit, ne ris pas avec elle. Jean fit de son mieux pour chanter. Cette fleur-ci ne vit pas dans l'eau. Le prix de ce riz est eleve. Paul prit le roman et le mit sur la table. Si Claudette rit, ne ris pas avec elle. Ci-gLt un romancier dont la vie fut son plus grand roman. Cette fleur-ci ne vit pas dans l'eau. Le prix de ce riz est eleve. Marcel vit le commis. Ci-gllt un romancier dont la vie fut son plus grand roman. Marcel vit le commis. The above drill may be the basis for other activities such as illustrated in the following exercise. 1. Dans quelle phrase parle-t-on de prendre quel- que chose: a) Le prix de ce riz est 6 lev£. b) Paul prit le roman et le mit sur la table. 2. Repltez la phrase dans laquelle l'action est faite avec les yeux: a) Cette fleur-ci ne vit pas dans l'eau. b) Marcel vit le commis. c) Ci-git un romancier dont la vie fut son plus grand roman. 58 3. Dans quelle phrase est-ce que I'on parle de nourriture: a) Si Claudette rit, ne ris pas avec elle. b) Le prix de ce riz est eleve. h , Donnez les deux mots dans lesquels vous en- tendez le son fi] dans la phrase suivante: Paul prit le roman et le mit sur la table. 5. Quels mots dans la phrase suivante veulent dire "Ici est enterrl..." Ci-g£t un romancier dont la vie fut son plus grand roman. 2. The selection which follows should be pronounced by a student who has read it with the teacher before the class meets. However, the other students may have a ditto copy of the selection or the teacher may prefer to have the text on a transparency. The text is contrived. The students may be dis tracted by the first reading. For this reason, the text may be read a second time individually in silence. Com ments about definitions or people and places should be postponed until the next drill. Scoutez le recit suivant: Marcel vit un ami dans la Librairie C-arneau a Quebec. Celui-ci prit un roman de Savard. II I'ouvrit rapidement et il se mit & le lire. Soudain, le voila qui rit. II rit tout fort. Un commis qui l'entendit s'approcha de lui. "Lis comme tu veux, mon vieux. Mais ne ris pas comme un impoli. Si tu continues comme ceci.... Et bien, il y a la clientele, je t'en priel" Alors l'ami de Marcel mit le roman dans la main du commis et sortit. II ne vit pas Marcel. 59 3. Students answer the following questions. The questions are phrased so that the student will have to use the L i J sound when answering with a complete sentence. Student questions should be answered at this time after the exercise is completed. Answers should be brief. Repondez aux questions suivantes d'apres le texte; Marcel, qui est-ce qu'il vit? Comment s'appelle la librairie dans le texte? Que prit I 1ami de Marcel? Comment est-ce qu'il ouvrit le roman? Soudain, qu 1est-ce qu'il fit? Qui s'approcha de lui? Que dit le commis? L'ami de Marcel, est-ce qu'il fut impoli? Ou est-ce qu'il mit le roman? Est-ce qu'il vit Marcel? ty. In this next drill, the objective is further oral practice with [i] . One student may direct the acti vity. Only this student has the written text. After the drill is completed, the student may want to ask the class to repeat any one sentence which they remember from the drill. Any sentence xvhich is not repeated may be re read by the student directing the activity. Remplacez "vous11 par 11 je" dans les phrases sui vantes : Vous lisez un roman de Savard. Vous vivez dans cette maison-la! Vous sciez du bois. Vous riez tout bas. Vous niez ce rapport. Vous le priez de parler plus fort. Vous vous fiez a son jugement. 60 5. The following drill gives the students an opportunity, not only to drill pronunciation, but to rein force vocabulary learned and expand it with related new words or context. Example: Roman and Savard are put in the context of one of the author's works, "Minuit11. Rondin and bouleau expand the notion of bois and the context of sciez. Repondez a la forme negative: Tu lis le roman "Minuit" de Savard? Tu scie un rondin de bouleau? Tu te fies a ce commis-ci? Tu pris la premiere place? Tu fit peur aux oiseaux? Tu mis les bleuets dans une tasse? Tu ris du prix du riz? 6 . This last drill focuses the student's attention on his pronunciation of £i} . The teacher may want the students to make a generalization at this point. It should relate only to the words drilled and the particu lar environment of CiJ • Above all, the generalization should be made by students. Identifiez oralement le mot dans lequel il y a le son B3 : Je vis de jour en jour. Paul lit un roman de Savard. Je ne sais pas comment tu vis. Quand une personne lit elle apprend beaucoup. Je vis le commis dans la rue. Le prix de ces bleuets-ci est eleve. Vous me priez d'lcouter ce romancier. Liez les pieds de mon ami. Quand il rit, il rit de ses ennemis. II prit son fusil et tira sur la perdrix. 61 7. The generalization should be as follows: Teacher: What were some of the words that you just gave in your answers? Students: vis, lis, prix, etc. Teacher: What sound was common to all of them? Students: £ij Model II: Multi-media or Independent Study Drills In the following drills, the investigator assumes that the students have had practice drills emphasizing the standard French £d] sound which he uses. He is now ready to study the pronunciation of such words as pendu, vendredi, or Dumas where the [_d] sound becomes [dzj in his Franco-American speech. 1. The student, using a language master, will hear a word on the master track of the tape card. He will re peat the same word twice on the student's sound track. There is only one word per card. Example: Card #1 (Student hears): David (Student repeats): David...David Card #2: Donald Card # 6 : Dinard Card #3: Dijon Card #7: Doris Card #4: Daniel Card #8: Dumas Card #5: Denis Card #9: Disraeli The cards are turned over to the teacher who evaluates them with the student and keeps them until the end of this particular unit. Keeping the cards will allow the teacher to compare the student's progress from this 62 first experience and the last activity in the unit. 2. The student will listen to the following sen tences on tape. The sentences should be spaced so that the student may repeat them aloud or record them. He may repeat this activity as many times as he wants or come back to it any time during the unit. Daniel et David sont des personnages bibliques. D 6sir£ donne k Damien un bon dindon. Doris visita Dijon et Lyon dimanche dernier. II mit un tableau de Degas sur ce mur-ci. Les plages de Dinard sont jolies le dimanche. Disraeli est un grand homme d'etat anglais. Denis vendit deux romans de Dos Passos a un ami. (There is no need to keep the student's recorded tape materials. He should feel free to do this drill without being evaluated. The results of his practice should show up later.) 3. The following materials are on a slide to be projected in the booth. But the oral text is on a tape. The student reads the projected text as he listens to the reading from the tape. The tape should assist the student in hearing the standard French pronunciation and in getting the proper intonation. The student may then re-read the text as often as he needs to without the tape. He should read it aloud at least a few times. A 1'age de dix-sept ans il y eut beaucoup de changement dans la vie du jeune Benjamin Disraeli. II fut associl avec des avocats dans la ville de Londres. Quoique dou6 pour remplir n'importe quel r3le, celui-ci n'en fut pas un. Apres avoir 6chou6 a plusieurs reprises comme 63 agent de change, ainsi que dans ses tentatives de journaliste, il poursuivit une carriere lit- teraire. La renommee de son pere lui permit une vie sociale facile. II se fit reconnaitre comme un dilettante affectant des airs de dandy. b . From the projected text in Drill 3, the student answers the following questions. The questions are on tape cards which he runs through the language master. He listens to the question. Then, making sure that he reproduces faithfully t?ie [a] sound which he has to use, he puts his answer on the student's track. De qui s'agit-il dans ce paragraphe? Quel 'age a-t-il? Avec qui s 'associe-t-il a Londres? Dans quelles tentatives Disraeli echoue-t-il? Quelle carriere poursuit-il finalement? Que lui permit la renomm6e de son pere? Comme quoi se fait-il reconnaitre? The cards should be returned to the teacher for his evalu ation. The teacher returns the cards with appropriate comments. The teacher may also ask that the student read the selection in Drill 3 to him. 5. A slide illustration is projected on the screen. One word related to the illustration is given to the stu dent on tape. The student has to use the word in a one sentence description of the slide. Example: (Slide) Picture of a shack. (Tape) Un TAUDIS (Student sentence) L'homme demeure dans un taudis. The student writes his one sentence description on a 6k sheet of paper. Later, he will read the sentences to the teacher and give them to him to be corrected. He should repeat the activity until he has spelled all the given words correctly and has spoken them correctly. WORDS ON TAPE RELATED TO ILLUSTRATIONS: tandis credit pendu vendredi vendu fondu melodie mendiant duplicateur 6. The following drill is used to evaluate the student's performance in the pronunciation of [dj in front of [ij and [y] . The sentences are projected on the slide screen. The student reads each one recording them on the language master tape card. He does not hear the sentences read prior to recording them himself. Geci dit, il partit. Je ne connais pas ces peintures par Degas. David a su vaincre un g&ant. II n'a jamais visits Dijon. II ne veut pas donner son nom. Tu paries comme une dinde ^perdue. Le diner fut un succes. II chuchota durant toute la pi£ce. Apr&s la conference gen^rale, le groupe fut divise en trois. Ce dicton franpais est sur la condition humaine. (It is recommended that the whole sentence be read on the tape card. This will demonstrate the student's per formance of the [dj sound in a spoken context.) Model III: Teacher-to-Student Drills In the following drills, the investigator assumes that the students have had practice drills emphasizing the 65 standard French [t] sound which he uses. He is now ready to study the pronunciation of such words as tunnel, tire, or Brutus, where the [t] sound becomes [tsj in his Franco-American speech. 1. The teacher reads each of the following sen tences and has the students repeat in groups and then in dividually. II tonne souvent quand il pleut. Si je parle trop, mon ami me dit de me taire. Son professeur admire sa tenacity. A Quebec et d Sherbrooke, on parle franpais partout. II faut surtout lire une pidce de Toupin. Ma ceinture n ’est pas comme la tienne. II a tue le tigre avec ton fusil. On donne une representation de "Tit Coq" par Gratien Gelinas. Le printemps, je mange de la bonne tire durable. Est-ce que tu tutoies ton p&re? A drill like this one should be done directly under the guidance of the teacher because both content and pro nunciation are difficult. At least some preliminary drills should be performed in class before allowing the students to drill on their own in a lab situation. 2. Using the overhead projector, the teacher pro jects the following text on the screen. She reads the text aloud projecting only one line at a time. She may even have the students read each sentence as a group after she has read it herself. The words x\rith a M sound followed by [ij or [y] could be typed or written in red; the rest of the text, in black. The reading may 66 • be repeated, keeping in mind that the objective is not so much the content as the [VJ sound* Le theatre et la television sont un art recent au Canada franpais. Des dramaturges comme Gratien Gelinas, Marcel Dub6 , et Paul Toupin y ont connu des succes durables. Le "Tit Coq" de Galinas fut le premier grand suc ces du theatre canadien-franpais; toutefois, ce mllodrame n'est gufere exportable en raison surtout de la langue familiere que parlent les personnages. Les pieces de Marcel Dubl, aussi dans une langue typiquement canadienne, sont dans la tradition am£ricaine de la tranche vie. Citons "Zone", "Un simple soldat", et "Florence". Paul Toupin, au contraire, aime les sujets classiques. Le theatre de Toupin est le plus litteraire du Canada franpais, 1 'auteur cherchant a 6crire une langue aussi pure que possible. Les trois a lire sont: "Brutus", "Le mensonge", et "Chacun son amour". 3 . In this drill, the teacher merely has the stu dents ask her questions. This writer cannot stress enough the fact that drills for the sound should be done in class with the teacher before any lab work is assigned. Demandez-moi si je cormais la television canadienne. j'ai vu la piece "Tit Coq". j'ai entendu Seraphim Poudrier. j'ai lu une piece de Toupin. je connais le theatre canadien-franpais. je mange de la tire d'erable souvent. je parle surtout une langue familiere. j'ai visit6 Quebec. j'ai tue' le tigre avec mon fusil. je tutoie ma tante. The following drill is given here as an illus tration of what might be termed "a natural" in relation ship to the specific difficulty in this unit. The 6? teacher reads a sentence and the students make the change according to the example. Teacher: II travaille sur le toit. Student: A-t-il travaille sur le toit? II trouve le tableau. II telephone a son frere. II tire son fusil. II tue trois dindons. II touche un cheque. II tonne trop fort. II tache ce tissu. II tend la main eL une amie. Section C: Description of Franco-American Morpho- Phonemic Differences The language behavior of the Franco-American is not characterized by morpho-phonemic differences from standard French in general. However, some do exist. These dif ferences are more evident in his oral performance; but they affect his written performance as well. STANDARD FRENCH FRANCO-AMERICAN FRENCH A. NOUNS AND ADJECTIVES 1. J ’ai trois chevaux. J'ai trois chevals va l] .13 Voici les points Voici les points principals. principaux. [prS'sipal] . 2. Le vendeur cherche Le vendeux j v T d cherche ma m&re. ma m&re. ~ ^ C'est un grand C'est un grand menteux [m^t . menteur. B. VERBS 1. J'ai lu deux pages. J'ai JLi [li] deux pages. 2 . II a ouvert la porte. II a ouvri fuvri] la porte. Je lui ai offert un Je lui ai offri £l>fri) un livre. livre. l^The underlined words represent the Franco- American spelling. The morphophonemic and phonetic differences which he uses in his speech are in brackets. 68 STANDARD FRENCH FRAN CO-AMERICAN FRENCH 3. Le bebe est mort. Le bebe a mouru £mury] . Je m'asseois sur la Je m'assis [asi] sur la chaise. chaise. 5. Vous faites vos Vous faisez [feze] vos devoirs. ^ devoirs. ^ Vous dites la verite. Vous disez jdzlze) la verite. 6 . Je vais a I'ecole. Je va £voJ a I'ecole. Ils vont & l'eglise. Ils allent [alQ a l'eglise. Tu iras avec lui. Tu all eras (alrf)] avec lui. 7. L'eau bous. L'eau bouille [bujj] • The common feature which runs throughout the Franco-American's language behavior in these examples is THE TENDENCY TO MAKE SOME MORPHO-PHONEMIC IRREGULARITIES IN FRENCH REGULAR. Each difference is based on a per ceived regular speech pattern. Usually meaning is not changed as a result of the morpho-phonemic differences. The following examples of words ending in -al in the singular will serve to illustrate this point. STANDARD FRENCH FRANCO-AMERICAN FRENCH le bal le bal les bals les bals la balle la balle les balles les balles le cheval le cheval les chevaux les chevals le general le general les generaux les generals le journal le journal les journaux les journals STANDARD FRENCH FRANCO-AMERICAN FRENCH le capital le capital les capitaux les capitals la capitale la capitale les capitales les capitales la cabale la cabale les cabales les cabales le petale le petale les petales les petales In all of these cases, only "capitaux" results in a difference in meaning in standard French because of the morpho-phonemic change [o]. Such behavior as described, in the case of the Franco-American, may not be the result of any sophisti cated generalization. His language experience was, for a long time, almost exclusively oral. Morpho-phonemic differences were then transmitted, or not transmitted, from one generation to the next. He may never have heard or learned the form in any word to indicate plurality. Until recently, young Franco-Americans tended to drop out of school early; they were thus deprived of the opportunity to learn French formally for any length of time. Those who learned to read made no conscious effort to relate their morpho-phonemic variations to standard French orthography. To them, writing was an art; but it had very little to do with their own speech habits. Many teachers feel uneasy when hearing Franco- American morpho-phonemic differences. It is not that 70 such differences make his language incomprehensible. There are few, but they are distracting to one who does not have the same language behavior. The following descriptions illustrate common and recurring differences which are spoken by young Franco- Americans. The descriptions include the context in which these differences are perceived. The list is not exhaus tive, but it does include some of the most distracting. 1. Nouns and adjectives ending in -al in the sin gular do not change in the plural.^ 2. Except for names of professions such as "doc- teur", "acteur", and "aviateur", nouns referring to people will usually end in -eux instead of -eur: "que- teux", "voleux", "menteux", "licheux". Nouns not refer ring to people retain the -eur, as in "bonheur" and "chaleur". 3. The past participle ending of "lire" is made to sound like that of "dire". Since the "Passe Simple" lus is not used frequently by the Franco-American student, he will regularize it with the dis form when he does. l ^ h e same description applies to words in -ail. However, there is a tendency to avoid using the plural of certain common -ail words in any form. The Franco- American will not say "As-tu fini tes travaux?"; but, "As-tu fini ton travail?". 71 STANDARD FRENCH FRANCO-AMERICAN FRENCH Je lis Present Je lis Je lus Passe Simple Je lis J'ai lu Passe Compose J'ai li Je dis Present Je dis Je dis Passe Simple Je dis J'ai dit Passe Compose J'ai dit k . The past participle ending of the following verbs which should be -ert is substituted for a regular ending -i: STANDARD FRENCH FRANCO-AMERICAN FRENCH ouvert ouvri souffert souffri offert offri 5. The past participle form of "mourir" is regu larized with that of "courir"; it is used with avoir rather than etre in compound tenses: STANDARD FRENCH FRANCO-AMERICAN FRENCH il est mort il a mouru il a couru il a couru 6 . If a Franco-American is asked to say to sit in French, the most common answer is "s'assir". The result is to regularize the verb forms in the present, the imperfect, and the future tenses. It is conjugated like finir except for the [zj sound in the plural forms of the present and all the forms of the im perfect.1^ 15Some Franco-Americans will consistently use the [zj allomorph even in the future tense: assisrai, assis- ras, assisrons. This allomorph is carried over into the 72 STANDARD FRENCH FRANCO-AMERICAN FRENCH assois Present assis assoyons assisons assoyez assisez assoyais Imperfect assisais assoyions assisions assoyiez assisiez assoirai Future assirai assoiras assiras assoirons assirons 7. The second and third persons plural of "faire" as well as the second person plural of "dire" are regu larized in the present tense with the forms of "lire". STANDARD FRENCH FRANCO-AFlERICAN FRENCH faisons faisons faites faisez font faisent disons disons dites disez disent disent lisons lisons lisez lisez lisent lisent 8 . The verb "aller" is frequently conjugated like a regular -er verb in the present and in the future tenses. There is only one form used in the singular of the present tense: va. In the future tense, Franco- Americans use the form indicated or that of standard French. However, the same speaker will use one or the other, seldom both. plural forms of the present tense: assisons, assisez, assisent. 73 STANDARD FRENCH FRANCO-AMERICAN FRENCH vais Present va vas, va allons allons allez allez vont allent irai, irez Future allerai, allerez iras, ira alleras, allera irons, iront ailerons, alleront 9. The singular forms, in the present tense, of • the verb "bouillir" is conjugated like a regular first conjugation verb. STANDARD FRENCH FRANCO-AMERICAN FRENCH je bous je bouille tu bous tu bouilles il bout il bouille 10, The Franco-American student has a tendency in common with the English-speaking student; i.e., he uses the "avoir" auxiliary with "etre" verbs such as "tomber", "descendre", or "mourir". 11. Although dropping the "ne..." from negative sentences may be considered a syntactical difference rather than morpho-phonemic, we are including it here. It is a linguistic difference in common with standard French colloquial speech. STANDARD FRENCH FRANCO-AMERICAN FRENCH Je n ’y vais pas. J'y va pas. Je n ’en veux pas. J'en veux pas. Some of the morphological differences in Franco- American speech can only be taught as vocabulary items. 74 These stand alone and are not perceived as related to any other language experience. The verb "peindre", for ex ample, is usually spoken differently in the past parti ciple from standard French. The Franco-American will say "II a peindu un beau tableau". "Peint" is best taught as a vocabulary item. From the descriptions given, there are at least three general observations which can be made. 1. The Franco-American has a tendency to regu larize some morpho-phonemic French variations. 2. Verbs are the most affected by this tendency. 3. This tendency is the result of generaliza tions made from regular speech patterns. As was mentioned before, most teachers feel uneasy when hearing these language differences. They will simply tell the Franco-American student that his language is wrong. What they fail to take into consideration is the student's perception of his behavior. Section D: Organization of Morpho-Phonemic Drills The following are a few sample activities to teach language alternatives to the Franco-American student. As in the case of phonetic drills, the exercises should be a complete experience to include the learning of con tent as well as morpho-phonemic changes. Nouns ending in -eur 1. The student writes in the blank the opposite of 75 the adjective used in the sentence in the first column. The teacher should assist the student. II RESPONSE Le voleur est vieux. Le docteur est jeune Le vendeur est peureux. L'aviateur est brave Le menteur est precieux, Le joueur est grossier Le flaneur est serieux. Le danseur est frivole Le licheur est heureux. L'acteur est malheureux 2. The students then answer the following ques tions from the information in Drill 1, orally. Le flaneur est-il heureux? Le voleur est-il peureux? Le licheur est-il vieux? Le vendeur est-il serieux? Le menteur est-il malheureux? 3. The students then answer the following ques tions from the information in Drill 1, orally. Qui est vieux? Qui est heureux? Qui est serieux? Qui est precieux? Qui est frivole? Qui est jeune? Qui est brave? Qui est peureux? Qui est malheureux? Qui est grossier? 4. The; student puts the second part of the s tence in the negative as in the example given: (Oral drill) Example: II est grand parleur; mais il est petit faiseur. II est grand parleur; mais il n'est pas petit faiseur. II est aviateur; mais il est flaneur. II est docteur; mais il est menteur. II est acteur; mais il est voleur. II est bon joueur; mais il est licheur. II est bon travailleur; mais il est queteur. 5. Display ten illustrations, one for each of the following: aviateur voleur vendeur flaneur licheur acteur chauffeur joueur docteur menteur (Give each character one of the following facial charac teristics: serieux, heureux, malheureux, or vieux. Ask the students to identify and describe each illustration by answering questions similar to the following: AGTEUR: Qui est-ce? Est-il vieux? Est-il l'ami du chauffeur? Demeure-t-il pres d'un vendeur? Decrivez son humeur. Croyez-vous qu*il a une soeur? Est-il bon acteur? Est-il bon joueur de carte? Ses yeux sont de quelle couleur? Qui est-ce? 6 . A generalization can easily be made by using Drill 3« First, the drill can be reviewed; then the teacher can ask the following questions in French. 1. What words indicate people? 2. What words describe people? 3. Do the two sets of words end with the same sound? 4. The words indicating people end with w hat sound? 5. The words describing people end with what sound? 6 . a) Do you know any other words indicating people which end with (Joe r] ? b) Do you know any other words describing people which end with [*]? Nouns and adjectives ending in -aux 1. The teacher could have an illustration for each of the following sentences. Showing one illustration, 77 the teacher gives the sentence which describes it orally. The second time that the teacher shows the illustrations, he lets the students describe them from memory. The teacher should assist the students if they hesitate. Les chapeaux sont sur la table. Les marteaux sont dans la boutique. Les tonneaux sont sur le quai. Les chevaux sont dans l'etable. Les ciseaux sont sur la machine a coudre. Les journaux sont dans la cuisine. Les generaux sont dans le defile. Les canaux sont larges. Les gateaux sont bons. Les cardinaux sont nombreux. (Later, the teacher may use the same drill and have the students use the -aux words in the singular except ciseaux.) 2. Use the same illustrations to ask the appro priate question for each one. Q u 1est-ce qu'il y a sur la table? Q u 1est-ce qu'il y a sur le quai? Qu'est-ce qu'il y a dans la cuisine? Comment sont les canaux? Corabien de cardinaux y a-t-il? 3 . The students write in the appropriate answer. Jean a achete un cheval blanc. Paul a vendu deux ______noirs. Le general est arrive de bonne heure. sont partis tard. Le journal est en anglais. sont en franpais. Marie a un mal de tete. Sa mere a des ______d'estomac. The students answer the following questions from the information given in Drill 3« 78 Qu'est-ce que Paul a vendu? Qui sont partis tard? Qu'est-ce qui est en anglais? Marie se sent-elle bien? Comment est sa mere? 5. A student reads the first two sentences. The students then write in the appropriate answer in the third sentence. Henri fait du calcul mental. Vous faites des restrictions mentales, Ces procedes ______sont mal connus. Jacques a un point de vue general. II conclut en donnant deux ou trois principes generaux. Les conclusions du professeur sont trop ______. Marie chante l'hymne national. Cette banque est une banque nationale. Ces pares sont des pares ______• 6. Draw illustrations for each of the following words. (On any illustration, draw more than one of the objects. For instance, on one poster draw four generals: one white and the three others brown.)16 fanal journal general original canal cardinal cheval principal Pointing to any one illustration, the teacher can ask a series of questions similar to the followingi Qu'est-ce que vous voyez en blanc? Qu'est-ce que vous voyez en brun? Combien y en a-t-il en tout? 7 . At ijhis point, Drill 1 could be reviewed both l^Franco-Americans usually will use the word "brun” rather than "marron" to translate the word brown. 79 in the singular and in the plural forms. A generaliza tion can then be made by asking questions similar to the following. 1. When do all of the nouns at the beginning of each sentence end with an [cQ sound? 2. What happens when there is not more than one of each person or object? 3. Which ones have an -al sound ,in the singular? ty. What determinor (or article) precedes all of these persons or objects when there is no more than one of each? 5. Do you know any other words which seem to follow this same pattern? (Refer to Drill 5) Miscellaneous Drills More drills will have to be written to bring out the masculine-feminine difference of -al words. Both adjectives and nouns should be drilled equally when this is done. Gradually, irregularities such as "bals", "carnavals", and "fatals" should be introduced as voca bulary items. When enough of them have been used, drills can be written specifically for these irregularities and a generalization can be made. The following drills are sample activities related to other morpho-phonemic differences in Franco-American speech. They are included here by the investigator only to demonstrate drill variations. 1, Rephrase each sentence orally according to the 80 example: EXAMPLE: Je parle a Suzanne. ^ (Teacher) Dites-moi de parler a Suzanne. (Student) Je chante "Meunier, tu dorsH. Dites-moi de chanter "Meunier, tu dors". Je cours le long du fleuve. Dites-moi de courir le long du fleuve. Je ne peins pas comme un Theophile Hamel. Dites-moi de ne pas peindre comme un Theophile Hamel. Je peinture la maison rouge. Dites-moi de peinturer la maison rouge. 2. The teacher gives the first sentence. Then the students compose a brief dialogue according to the ex ample . EXAMPLE! Teacher : Vous tricotez un chandail? 1st studenti Oui, je tricote un chandail. 2nd student! Que faites-vous? 1st studenti Je tricote un chandail. Vous donnez une conference? Oui, je donne une conference. Que faites-vous? y Je donne une conference. Vous composez une melodie? Oui, je compose une melodie. Que faites-vous? Je compose une melodie. Vous etudiez la chimie? Oui, j'etudie la chimie. Que faites-vous? J'etudie la chimie. Vous fabriquez du coton? Oui, je fabrique du coton. Que faites-vous? Je fabrique du coton. 81 3 . Just have the student read each set of senten ces aloud. Le canard est malade. II a deja beaucoup souffert. L'Amerique du Nord est un vaste continent. Qui l'a decouvert? Je voulais une fleur. II m'a offert une rose. Je voulais monter dans la voiture. II m'a ouvert la porte. h. Have a student read a question. Another student answers by using a person's name beginning with D as in the example. This procedure is repeated until all the questions are answered. However, the same name must not be used twice. EXAMPLE* Qui a lu ce journal? (Teacher or student) Daniel l'a lu ce matin. (Student) Qui a lu ce roman? David ...... • Qui a lu cette piece? Doris ...... Qui a lu ce roman policier? Donald ...... Qui a lu cette tragedie? Donat ...... Qui a^lu cette biographie? Desire ...... Qui a lu cette comedie? Denise ...... 82 SUMMARY Franco-American French speech, acceptable as a means of communication within the ethnic group, includes many phonetic variants from standard French. These va riants are the most distracting feature which alienate other speakers of French. The result is often a social stigma for the speaker of Franco-American French. Other variations from standard French include morpho- phonemic differences and vocabulary limitations. Social isolationism, limited formal education, and an almost exclusively oral language experience are pro bably the prime causes of the Franco-American*s language performance. Because his language is a learned behavior, it is difficult for the Franco-American to change his speech habits. Especially, standard French must.be perceived as a part to his own language experience and not as a threat to his ability to communicate. The Franco-American student can learn to distinguish between the standard French which he uses and the varia tions which he speaks. The objective of the dis criminating experience is to make the Franco-American free to opt for standard French. Phonetic differences in Franco-American speech affect mostly the vowels. These become more open before a final consonant as in the case of (YJ and [y] which become DO and DO respectively. However, others are sometimes diphthongized before a final consonant as (XL which becomes [oe^J. The only two consonants discussed were £t] and [dj which become Jjts] and jdzj before [ij and [yj in Franco-American speech. Morpho-phonemic variations in Franco-American speech do not render the language incomprehensible. But they are a distracting feature. The tendency is to regu larize, in the context of a perceived regular speech pat tern, some standard French morpho-phonemic deviations. Most affected by this behavior are some -aux and -eur words and some irregular verbs. The problems that the Franco-American has with vocabulary stem from the lack of exposure to certain words because he is never put into those situations where he can use them.-*-? He therefore borrows nouns, adjec tives, and adverbs from English. He will also use English verbs adding the French conjugation to them. Further ob servations will be made about Franco-American anglicisms in Chapter IV, pages 196-208. 1?A useful guide for the study of Franco-American vocabulary is Auguste Turenne, Petit Dictionnaire du Joual au Franpais (Montreal: Les Editions de l'Homme, 1962). The Franco-American student comes into the school's institutional setting as a conforming speaker. The teacher's task is to make him a discriminating performer. It is almost exclusively the student's choice to become prejudicial in favor of standard French. CHAPTER III THE TEACHING OP FRANCO-AMERICAN CULTURE Description of Approaches In the summer of 1967, the writer was the Methods Teacher at the Franco-American NDEA Institute at Assump tion College in Worcester, Massachusetts. One of the six projects assigned to the forty participants during the course was an investigation of printed materials available to Franco-American students in high school French classes. The materials were classified into the general cate gories of 1 textbooks, reading selections, workbooks, histories, songs, films, and magazines. Of the eighty-seven items enumerated by the teach ers, all of Franco-American descent, only the Bowdoin Materials by Brault and Maria Chapdelaine by Louis Hemon were related to the bilingual and bicultural background of the Franco-American students. All of the other items were geared to the learning of French as a second lan guage (as is the case with the English-speaking student) and to the teaching of French literature and culture. In discussing this survey with the teacher- 85 participants, two observations were made by them. The first was that in many cities and toms, materials re flecting Canadian and Franco-American literature and culture are not available in schools and libraries. Where such materials do exist to a very limited extent, they have to be dug up from basement or attic. The second observation was that colleges do not expose prospective teachers to Canadian or Franco- American literature and culture., The gap which our col leges are seemingly leaving open in this area of teacher preparation is deplored by those who must work with Franco-American students. On the other hand, the burden of responsibility to explore available avenues must be shared by those parents, teachers, and agencies inter ested in using such materials. Regardless of one's lack of interest in ethnic cul ture in the past, the future must offer a brighter pros pect of equitable educational advantages to ethnic groups of whatever background in any generation. Leonard Covello should never again be allowed to describe our Americanization process in the following terms: "We are becoming Americans by learning how to be ashamed of our parents."I ^Leonard Covello, The Heart Is The Teacher (New York 87 The investigator writes this chapter with the hope that some fccus can be put upon 1) Franco-American cul ture, 2 ) some sources of materials available for teaching, and 3) a suggested approach to the teaching of culture. The content of the materials selected has been divided into three general areas which suggest an ap proach to teaching culture. These areas arej Self- Identity, Historical Perspective, and Cross-Culturalism. The first category, Self-Identity, is geared to aid the student in understanding himself, and those fac tors which make him similar to or different from other individuals. For fear that his culture is "inferior" to other cultures, the Franco-American often rejects his own ethnic identity. He casts himself into personality roles which he feels may be more acceptable to people outside of his own ethnic group. He may, for instance, want to appear richer than he is and will boast about wealth which he does not have* or, he may want to appear knowledgeable and will never admit his shortcomings in any conversation or discussion. The result is often McGraw-Hill, I958). Quoted by Charles S. Silberraan in Crisis in the Classroom (Hew Yorki Random House, 1970), p. 58. 88 insecurity in his behavior and an unduly social self- 2 consciousness. The materials, assignments, and projects suggested in this section are not selected to prescribe to the Franco-American who he should be. They are intended to aid the student in making this decision. To realize this objective, he must be given the opportunity to be come aware of his behavior. What, for instance, is his family attitude toward education? What are the voca tional preferences of his ethnic peers? What is the con text of his bilingual culture? Selections to assist the student in answering similar questions are included in this section. In organizing materials, the teacher should avoid slipping into historical and psychological analysis which are beyond the ability of the student to under stand. The teacher should motivate the student to acc ept ^The behavior is similar to that described, by the Committee on Socio-Political Concerns of Minority Groups in "Second Draft of Position Paper," T2S0L (February 1970)i P» 1« "The United States Citizens who are members of these minority groups, as well as residents of other nations, seek to acquire proficiency in English so that they will be able to compete for social and economic equal ity with members of the majority, but not by sacrificing in the process of acquisition, at great emotional and psychological cost, their native languages and cultures. It is clear that such a sacrifice on their parts could only be viewed by themselves and by their children as a repudiation of their individual and collective ' • - ' identity.? 89 his cultural assets. The student should become creative in his own self-appraisal and in the exploration of his potential contribution to society. The second category, Historical Perspective. is geared to inform the Franco-American student about those language and cultural assets which are part of his heri tage. The fact, for instance, that Champlain explored parts of New England or the reasons why Canadians mi grated to the United States belong to this section. The materials usually deal with people and events from French-Canadian and Franco-American history. The content revolves around facts and legends. The student assignments are usually research activities. The involve ment of the student should be directed towards an under standing of his past and a pride in wanting to share in its future. The third category, Cross-Culturalism, is an at tempt to situate the Franco-American ethnic group within the larger framework of his cultural and language commu nity i France, Canada, United States, and French-speaking Africa. In this section should be highlighted our Ameri can interests in ethnic groups. The influence of the American way of life on the Franco-American family, the voting habits of the Franco-Americans, the contributions of Franco-Americans to French literature, all of these 90 are examples which would belong in this category. The approach is usually one of comparing ethnic groups or of focusing on one such group, other than the Franco-American, which gives a perspective of his na tional or world contribution. In this way, the materials can help the student interpret events and people contri buting to social change. The three categories defined are meant to be guide lines in organizing materials for Franco-American stu dents so that they can perceive themselves as individuals confident in that personality which is theirs. The development of such materials is, of course, a challenge. The challenge is one of education for indivi dualized instruction, based on individual and social needs. Such an education accentuates differences and di versity as much as similarity. Joan C. Baratz and Roger W. Shuy pointed out the need for such an approach when they wrotei Every child brings to school, when he comes, five or six years of language and of experience. His language is closely intertwined with the culture of his community! it embodies the cultural values and structures the way in which he may perceive his world and communicate his reactions to others. His language is so well learned and so deeply embossed on his subconscious that little conscious effort is involved for him in its use. It is as much a part of him as his skin. Ironically, well-meaning adults, including teachers who could never intentionally reject a child or any important characteristic of a child, such as the clothes he wears or the color of his skin, 91 will immediately and emphatically reject his language. This hurts him far more than other kinds of rejection because it endangers the means which he depends on for communication and self-expression,3 The selections for the following exhibits are not meant to represent a year's work. Nor are they ;an ex haustive study of the learning resources available for classroom use at the high school level. The selections are classified so as to reflect the three suggested areas to be studied. The writer has suggested some process for learning the content of each selection. If the selec tions are not given in their entirety, it is due to the length of the materials, their ready market availability, or copyright restrictions. Each exhibit is divided into three areas of infor mation t a general statement of objective, a reading selection, and suggested activities to be performed by the students. The objectives for each exhibit are summarized here for the reader's convenience. Self-Identityi Exhibit A t Defining Franco-American identity Exhibit Bi Becoming conscious of ethnic environment 3Joan C. Baratz and Roger W. Shuy, Teaching Black Children To Read (Washington, D.C.i Center for Applied Linguistics, 1969), p. 16. 92 Exhibit Ci Identifying Franco-American customs which have not survived Exhibit Dt Understanding the Franco-American traditions which have survived to the present Exhibit Et Looking for Franco-American self-identity through the press Exhibit Ft Analyzing the political habits of Franco- Americans Exhibit Gt Studying Franco-American identity through the literature Exhibit Hi Historical Exhibit A1 . Exhibit B^- B1j ! Studying Franco-American history Exhibit C1 ! Researching regional and local Fi American history Exhibit D1 ! Cross-Culturalismi o Exhibit A t Defining culture 2 Exhibit B t Moving from one culture to another 2 Exhibit C i Understanding the process of acculturation Exhibit D^i Learning that different cultures may share common human and social factors 2 Exhibit E s Breaking through ethnic prejudices Activities for Self-Identity Exhibit At Defining: Franco-American identity The objective of the activities following this reading will be for the students to define some aspects 93 of their self-identity and cultural background. Qu'est-ce qu'un Franco-americain?^ Un Franco-amlricain, c'est un citoyen de la r£publique amlricaine dont les anc"e- - tres, venus de France, colonislrent les rives du Saint-Laurent au cours du XVIe et du XVIIe siecle. Parmi eux, des mission- naires, des voyageurs, penltr^rent en Nouvelle-Angleterre et dans tout le terri- toire de l'ancienne Louisiane. Plus pres de nous, beaucoup de Canadiens durent quitter leur pays ou les terres produisaient peu, pour travailler dans les manufactures de la Nouvelle-Angleterre. Ainsi de 1890 a 1930 plus d'un million de Canadiens fran Ce dialecte, au Canada et en Nouvelle- Angleterre, a subi d'autres influences. En France, par contre, la langue de 1 'Ile-de-France s'est ripandue dans tout le pays grace a l'action unificatrice de la Revolution de 1?89, de 1'instruction publique obligatoire, et, plus r£cemment, de la presse et de la radio. Le bilinguisme demeure un avantage immense pour le Franco-am£ricain. Evidem- ment le jeune Franco-americain ne saurait servir sa patrie de cette maniere sans savoir parler couramment et le franpais et 1 'anglais. ^Gerard Brault, Cours de Langue Franpaise Destine aux Jeunes Franco-Americains (Manchester, N.H.i Blais Printing Service," 1965)". 9^ To generate some ideas and information on what is a Franco-American, the following two activities are sug gested: the round, table discussion and the fishbowl group discussion. In the round table activity, students are given an opportunity to suggest topics for discussion, such as: 1 . II est possible qu'une communaute sociale maintiennent deux langues. 2. Le bilinguisme d'un individu est nourrit autant k l'ecole qu'a la maison. 3. Le soutient de deux langues est le^resultat de tradition et de geographie plutot que de la motivation d'un groupe. ty, II y a trop de sujet a apprendre a l'ecole pour s'attarder developer un programme bilingue et biculturel. 5. Le biculturalisme d'un groupe minoritaire ne peut se maintenir dans une societe mono- culturelle. Whatever topic is selected, all of the students are asked to do some research in the chosen area. After a day or two of research, two teams are formed to present opposing views. No more than three students should make up each team. But any student should be allowed to give some assistance to a team of his choice. The round table discussion itself should be timed. Each team should have written reports read. The members of each team should be given time to make extemporaneous 95 rebuttals. If factual arguments are to be encouraged, personal experiences, where these contribute to an argu ment, are not to be discouraged. The evaluation of the discussion, if any is made, should be based on presentation of facts, plausibility of supporting experiences or rationales, and organiza tion. The evaluation of language performance should be included only after a series of experiences in this kind of activity and when the teacher feels that such an eval uation will not inhibit the students' language perform ance . A fishbowl discussion is usually more spontaneous than the round table. It is also completely oral. The class first participates in a general discussion on a given topic, such as the meaning of being a Franco- American, the similarities between French-speaking and English-speaking Americans, or the family habits of Franco-Arnericans. The discussion, which should not last more than ten to fifteen minutes, will bring out varying ; points of view. A student who has been acting as a secre tary for the class can summarize the discussion. Two students, with opposing views, and a student- monitor are then selected to sit in a circle inside a larger class circle, The objective is for the two stu dents in the inner circle to express their opposing views on a narrower topic than the general topic, but which came out of the general discussion. Each of the two stu dents is given the assignment to present his views and to convince his listeners, his opponent and the students in the outer circle, that his views are sound. The student-monitor makes sure that the two speakers do not digress from the topic, keeps the dialogue moving, and summarizes the ten-to-fifteen-minute presentations. The members of the class are then organized into groups of four or five, exclusive of the monitor and the two fishbowl students. The objective of the smaller groups, who get together for ten to fifteen minutes, is to evaluate the views of the two speakers: to approve, modify, or disapprove of their views. The criteria to use in the evaluation are data, personal experience, and soundness of rationale as each member perceives the prob lem. To assure standardization of procedure, the students may be given dittoed evaluation sheets such as the one suggested in Table 3, page 97. The teacher should require that notes on the evaluation sheet be v/ritten in French. The last activity of the fishbowl discussion is the summary of the small group findings. This is done by a representative from each group. 97 TABLE 3 FISHBOWL EVALUATION SHEET FISHBOWL Date: 1. Discussion generale:______(Sujet) Resume: 1. 2. 3. 5. 2. Dialogue: (Sujet) Koniteur Participant A Participant B a) Faits: a) Faits: b) Raisonnements: b) Raisonnements c) Experiences c) Experiences personnelles: personnelles: 3. Discussion en groups: Membres Evaluation (A) (B) Faits 1. 1. 2. 2. Raisonnements 1. 1 . 2 . 2 . Experiences personnelles 1 * . 1 • 2. 2. 98 The procedures in the two activities described should not detract from the main objective of assisting the student in defining some aspect of his Franco- American identity. The teacher may help achieve this objective: 1 . by making sure that topics selected are clearly understood by the whole class and within the experience of the majority of students; 2 . by encouraging the expression of personal experiences as well as factual information; 3 . by accepting the students' experiences as their own even when they are in real or apparent contradiction with his own. Exhibit B: Becoming conscious of ethnic environment The reading selection and the suggested activity in this exhibit will focus upon helping the students recog nize the milieu from which his ethnic group developed. K Les petits Canada-' La plupart des immigrants canadiens ont et£ attirls aux Etats-Unis par les filatures de coton et de laine des grandes villes de la Kouvelle-Angleterre. Ils eurent b. faire face a de nombreuses difficultes; les ouvriers americains se mefiaient d'eux car ils crai- gnaient de perdre leur travail ou de voir baisser leur salaire. Les Canadiens acceptaienfc de travailler pour tres peu; le plus souvent, ^J.bid, 99 trop pauvres pour faire batir, ils louaient les "maisons de la compagnie", petites constructions uniformes, alignees de chaque cote d'une petite rue etroite, tout pres de la manufacture. L'ignorance de 1 'anglais s'ajoutant a cette vie en commun explique la lente integration des ou- vriers. Meme les plus entreprenants qui, a force d 1economies, achetaient une mai- son, n'aimaient pas trop s'Eloigner de leurs compatriotes. On ne tarda pas a designer ces quartiers ouvriers du nom de "petits Canada". D'ailleurs, il pouvait y avoir aussi, dans la m&me ville, une "petite Italie" ou un "petit Portugal" car la plupart des immigrants venus au XIXe siecle, connurent le mdme genre de vie. Quand leur nombre augmentait les Cana diens demandaient un pretre de langue fran- paise et fondaient les premieres paroisses franco-am£ricaines. The following questions are suggested to stimulate awareness, on the part of the students, of the life style and living conditions which surround them. R^pondez en franpais: 1. Avez-vous deja vu une peinture d'un "petit Canada"? a) Si oui, ou 1 'avez-vous vu? b) Qui etait le peintre? c) Qu'est-ce qu'il y avait dans la peinture? 2. Croyez-vous qu'il y a beaucoup de peintures dont le sujet est le "Petit Canada"? Expliquez. 3. Quelles institutions sont incluses dans le "Petit Canada"? 100 Quels sons entendez-vous dans ce secteur? 5. Quelles senteurs pouvez-vous sentir dans ce secteur? 6 . Quelles formes et quelles couleurs pouvez- vous voir dans ce secteur? 7. Croyez-vous que l'isolement de ce groupe eth- nique a certains avantages? 8 . Desavantages? 9 . Aux Etats-Unis, y a-t-il seulement des immi- gres Franco-Americains? Expliquez. 10. Croyez-vous que tous les immigres aux Etats- Unis sont fiers de leur pays d'origine? 11, Comment un Franco-Americain peut-il contribuer a la vie culturelle et sociale de ses concitoyens ameri- cains? 12. Est-ce que pa vaudrait la peine de conserver un "Petit Canada"? 13, Voudriez-vous faire un dessin ou une peinture d ’une scene typique du "Petit Canada"? For the teacher, it is important to know that there are paintings depicting the "Petit Canada". None of them are masterpieces. They are generally found in clubs, offices, and some in the homes. They are usually by local artists who painted them as a hobby and not profes sionally. 101 The reason for using paintings as a vehicle to awareness of the existence and make-up of a "Petit Canada" is that some students may be much more willing to contri bute to the conversation if they are related to this sec tor of the city in this way rather than directly. The "Petit Canada" has a reputation for being poorly lit,, noisy with whining children, dismal, and smelly. The smells are those of local beer parlors, evening meal cooking, and fly-infested trash cans. The "Petit Canada" is perceived by the ethnic group as an autonomous sector of the city with church, stores, mills, apartment houses, and social clubs. Very often, the area includes a private school. The mills are one of two types, shoe shops or cotton mills. The "Petit Canada", still to be found in cities like Lewiston, Maine, Manchester, New Hampshire, and Eurlington, Vermont, is slowly being eliminated. Franco- Americans, more financially capable, are building new homes in integrated areas. How this trend will affect their language and their culture, it is still too early,, to evaluate. Exhibit C i Identifying Franco-American customs which have not survived Reading selections similar to the one suggested in this exhibit would be accompanied by activities which will 102 assist the student realize the custora changes within his ethnic group. Le feu de la Saint-Jean^ Les Canadiens de la campagne avaient conserve une ceremonie bien touchante de leurs anc£tres norrnands: c'etait le feu de joie, a la tombSe du jour, la veille de la Saint-Jean-Baptiste.7 Une pyramide octogone, d'une dizaine de pieds de haut, s'eri- geait en face de la porte principale de I'^glise; cette pyramide, recouverte de branches de sapin introduites dans les in terstices d'eclats de cedre superposes, etait d'un aspect tres agreable ^ la vue. Le cure, accompagne de son clerg^, sortait par cette porte, rdcitait les prieres usitdes, benissa.it la pyramide et mettait ensuite le feu, avec un cierge, a des petits morceaux de paille disposes aux huit coins du cone de^verdure. La flamme s'^levait aussitot p^tillante, au milieu des cris de joie, des coups de fusils des assistants, qui ne se dispersaient que lorsque le tout &tait entierement consume. The student should first read the selection for the information. He may ask any questions about the vocabulary. This custom no longer exists, except in /r x Philippe Aubert de Gaspe, Les Anciens Canadiens (Montreal: Fides, 1968). 7 'The feast is celebrated on June 2k. 103 very few places. However, it is still much talked about by older Franco-Americans. It would seem futile to attempt to discuss the pros and cons of reviving the custom. The younger Franco- Americans are preoccupied with events and activities other than those of his parents. Observation of certain reli gious feasts such as Saint Catherine, Epiphany, Mardi Gras have almost disappeared in New England. Other disappearing customs which the Franco-American student may read about arei 1 . la ceinture flechee 2. la benediction du Jour de l'An 3 . la cabane a sucre d'erable ^ x k, les cueillettes (aux noisettes, a la fougere, aux bluets) 5 . les soirees en famille 6 . les raquetteurs Amongst the customs which still exist should be in cluded! 1 . la messe de minuit 2. le defile de la Saint-Jean-Baptiste 3 . le reveillon de Noel k. la langue 5 . la religion 6 . les veillees dans les salles d*organisations fraternels 7 . la tourtilre, la buche de Noel, les galettes au sarrasin, les 'fdves au lard, la soupe aux pois The reading of this selection may best put into focus the changing times. It is suggested, therefore, that activities give the students an experience in the 10J* process of change which the culture of his ethnic group has undergone. This change may be felt by having the students in Junior and Senior classes work on a skit for television, radio, or video. For instance, the plot of the skit may consist of two parties going on at the same time: one party involves Franco-Americans living in the early 1900s, and the other in the 1970s. One couple from each genera tion group, through telepathy, are attracted to each other. Both couples meet in time and discover their dif ferences* dress, activities, and material wealth. The couples then find their way back to their original group. Each reveal to their peers what they have experienced. Neither group, however, can change what they are. Differences between the two generation groups which could be brought out relate to* 1 . the affluence of the present generation; 2 . the changes in behavioral code; 3 . the outlook of each generation on work, educa tion, and parental relationship; h, the social event patterns. The following suggestions are made to guide the students along in the skit writing activity. After read ing the selection by Gaspe, the teacher might ask the students to contrast their activities v/ith those of their 105 grandparents in 1920. A student or the teacher should write the information on the board. The contrasts might look like the ones given in the following outline. 1920 1221 Place of Grand'chambre Recreation room activity (A parlor used only or family room for family gatherings and the reception of guests) Time On special occasions. Almost every weekend. Seldom would parties Parties will last till last much beyond one and sometimes two midnight. o'clock. Population Young people attended Classmates or neigh only parties given borhood young people for adults. This usually have parties meant that they were by themselves with always closely some supervision. supervised. Activities Formal buffet Snack table Square dancing Modern dances Accordion, harmonica, Records violin, sometimes a piano Story telling Party games (Give kind) Notes young people Notes young people walked to where a drive to parties. party was given. Breaks during a party Breaks during the may be spent by taking party were spent on off in the car for half a swing on the front an hour or an hour. veranda. Teacher and students might want to bring pictures, illustrating either era, to be posted on the bulletin board. Students may also want to speak to their parents or their grandparents about the activities which were common in their youth and report their findings to the 106 class the next day. The teacher can bring up the possibility of writing a skit similar to the one described earlier. She may do this following the discussion of the outline or on another day. The skit can be divided into five parts so that the students actually have five compositions to write over a five week period. The information suggested here may be given to the students on ditto sheets. They may add to or delete any of the suggestions. They may also choose their own title. General information? All compositions are to be written in dialogue style. Each composition must contri bute information leading to the next composition (infor mation, characters, places) so that all five compositions have unity. The students are expected to complete one composition a week. One class each week, probably Fri day, will be set aside for any student who needs assist ance; all students will be expected to work on their skit during that period. Each of the five compositions will be evaluated separately and will be given back to the students within a week after evaluation. Suggestions to be used in the skit First composition (First week): It is the evening of Saint Valentine in 1920. Mrs. Drouin, the mother of Antoinette, greets Mr, and Mrs, Jarabard at the door. Telesphore, their son who is nineteen, is with them. The guests are introduced into the grand*chambre where some fifteen persons have already gathered. After some awk ward moments, Telesphore engages in a conversation with Antoinette who is seventeen. They are just beginning to warm up in their conversation when Uncle "Pit" calls upon the guests to dance a quadrille. Second, composition (Second week): Daniel Daigle, who is sixteen, is greeted at the door by Suzanne Paradis, also sixteen. Mr. and Mrs. Paradis are in the living room listening to a television program. Daniel greets them on his way downstairs to the recreation room with Suzanne Both immediately start dancing and try to carry on a con versation above the music (records). Their dancing is interrupted only by short stops to the snack table. There are some twelve teenagers in the room. Third composition (Third week): It is two hours later in 1920 and in 1970. Telesphore has managed to get his girl to drink some punch with him in one corner of the grand * chambre. Daniel and Suzanne are talking away over the kitchen counter where Suzanne is trying to prepare some more refreshments for the crowd downstairs. Both couples are suddenly entranced. They are carried away in space and in time toward each other. 108 They meet. After the first bewildering moments, the two couples begin to exchange comments similar to the follow-? ingi Tllesphore* He inquires about the origins of the two strangers. Daniel* He answers, Suzannei She is curious about Telesphore and Antoinette. Antoinette* She answers. Suzannei She is curious about parties in 1920. Antoinette! She describes their party. Daniels Comments on their party, bringing out the fact that Mr. and Mrs. Paradis are watching TV. ^ Telesphore* He wants to know what television is, Suzanne * She explains• Daniel* He inquires about planes and cars in 1920. Telesphore* He knows that they exist, but he has no real information. Suzannes She wants to impress the two strangers with the fact that people have landed on the moon. Telesphore* Bewildered, but manages to speak about his work at the cotton mill. Suzanne* She wants to know what subjects Antoinette is studying in school. Antoinette* She explains that she is not in school. She takes care of the house and of her four younger brothers and sister while her mother works at the shoe shop. Telesphore* He announces that he and Antoinette want to get married. Daniel* Comments that he cannot even begin to think of 109 getting married before college and the draft. Note* The student may use any of the information given or use ideas of his own. The important thing is to set a tone to illustrate the changing times. Fourth composition (Fourth week)i The two couples, out of their trance, have returned to their respective par ties. Daniel and Suzanne try to describe their experi ence to their friends who listen without taking them too seriously. In their conversation, the members of the party try to decide for themselves what it is that they would like and not like about living in 1920. Fifth composition (Fifth week)s Telesphore and Antoinette try to explain to their unbelieving parents their strange experience and the things they heard, about 1970. Where the two young persons are very intrigued by the future, the parents find little comfort in it. For each of the five compositions, there should be some understanding between teacher and students as to the emphasis in the evaluation procedures. It is suggested that: 1 . students know what specific area of spelling, such as accents or nouns, the teacher will grade them on; 2 . students should know what specific area of grammar, such as the use of the subjunctive or the conditional, will be heavily graded. It may be beneficial to some students if the teacher 110 in collaboration with the arts class, had some posters made depicting a typical scene for each of the five com positions. Some students may want to do their own art work to be incorporated in the body of their skit.. It will be necessary, during the week that follows the completion of the students' compositions, to spend some time with them in organizing their individual skits. ' Some students may want to read other students' work. The best one might be selected for use on video. Exhibit D: Understanding the Franco-American traditions which have survived to the present Some traditions, within the Franco-American culture, still exist. The objective in the following reading will be to underscore and to study these traditions. The stu dents should also be able to indicate to what extent the customs have been modified. Le temps des fetes a la campagne® Le temps des fetes commenqait a la messe de minuit, au reveillon de la Noel, pour ne se terminer qu'k la veille du mercredi des cendres. Dans la nuit de Noel, a l'heure ou les morts se levent de leurs sepulcres et viennent s'agenouiller, un par un, autour g Joseph-Edmond Roy, "Histoire de la Seigneurie de Lauzon," in Camille Roy, Horceaux Choisis (Montreal: Librairie Beauchemin, 195D» P» 7!• Ill de la croix du cimetiere, et qu'un pretre, le dernier cur£ de la paroisse, en surplis et en itole, leur dit la messe, alors que les montagnes s'entr'ouvrent et laissent entrevoir les tresors enfouis dans leurs flanes, alors que les animaux parlent dans les granges et se disent la bonne nouvelle, voyez dans tous les villages les maisons s'illurniner comme par enchan- tement. C'est le commencement de la grande semaine qui se terminera par le jour de I'an. On ne dit pas le premier de l ‘an, mais le jour de l ‘an, parce que ce jour-1^., "h. lui seul, vaut toute I'annee. La veille, a la tcmbee de la nuit, les jeunes gens se sont r^unis. Armes de longs batons et de sacs profonds, ils vont de porte en porte chanter la guignoleei Bonjour le maltre et la maltresse Et tous les gens de la maison, Nous avons fait une promesse De venir vous voir une fois l'an... The students may ask questions about the vocabulary. The reading of the selection is then followed by a discussion and a project. Suggested questions or topics for discussion are: 1, Comment fetez-vous Noel chez-vous? 2, En quoi ressemble-t-il au Noel franpais ou canadien? 3, En quoi differe-t-il? Voudriez-vous celebrer Noel en France ou au Canada? Expliquez votre reponse. 112 5 . Qu'est-ce que la tradition de la benediction paternelle? 6 . Chaque langue a ses chansons traditionelles de Noel et du Jour de l'An, En savez-vous en Franpais? 7 . L'Epiphanie c'est la fete des Mages, Y a-t-il une tradition a cette fete dans les families Franco-Americaines? Expliquez. The following suggested projects may be of some in terest to Franco-American students at the high school level* 1, Drawing and writing of Christmas cards. These would depict family scenes, winter scenes, religious mo tifs, Students can use oil paint, crayons, water paint, and pencils. This investigator has always let the stu dents do as many as they liked provided the message in the fold was written differently, 2, Christmas caroling. Some students, but usually not the whole class, can be interested in doing some French Christmas caroling from class to class, on a given day, or from home to home. Some of the songs to be inclu ded in the repertoire are* Minuit Chretien 0 Sainte Nuit Les Anges Dans Nos Campagnes II est ne Dans cette etable Nouvelle Agreable Mon^Beau Sapin Benediction Paternelle Adeste Fideles Les Mois de l'Annee 113 3. Writing Christmas skits. This project, when the skit is right, makes it possible for the Franco- American student to recreate an old-fashioned Christmas. Included in the decor is the Christmas tree, the "creche" beneath the tree, and a dining table on which are the traditional "buche de Noel", "creton", and "tourtiere". Characters usually include the parents, the grandparents,- and the children. In the skit, some event should occur which highlights the spirit of giving during the holiday season. Usually, it is to lift the spirit of a friend discouraged because of his bad luck, or to take into the house an orphan or a beggar for Christmas day. Such skits do not have to be original though this is encouraged. But an imitation of Louis Hemon's "A Thousand Ave's" from his Maria Chapdelaine^ or of Felix Leclerc's "Voleur de bois" from his Adagio^ is very suitable• If the skits are to be played for other classes, it might be a consideration to have the students write New Year and Epiphany skits on alternate years. Regardless of what skit is prepared, this project has the advantage of involving the Franco-American 9Louis Hemon, Maria Chapdelaine (Montreal* Fides, 1968). l^pelix Leclerc, Adagio (Montreal* Fides, 1958)* 114 student in some research about his traditions. It makes him write and speak French. It may also give him the opportunity for some recognition outside of his own eth nic group. Exhibit E: Looking for Franco-American self-identity through the press In helping the Franco-American student define his self-identity, the teacher should make available to him all kinds of resources. Newspaper articles similar to the two suggested in this exhibit may help the student become inquisitive as to what newspapers have to say about Franco-Americans. 1. As a result they remain clannish, to the detriment of everyone. In politics they voted for a candidate simply because he was a French Canadian American. His qualifications were of little concern. They had undue confidence in anyone whith a French name even though that person robbed them blind. If they could pronounce a person's name in French it auto matically made him a French Canadian American. My father did this constantly, and it was amazing how many presidents, congressmen and athletes became French Canadian American overnight.H 11 Alexis Caron, "Educator's View of Franco-American History", excerpt from article in the Lewiston Evening Journal. Lewiston, Maine, March 12, 1965* p. 1. 115 2. Those ttfho succeed, like the parents of Dr. Caron, in helping their sons and daughters through the ultimate of formal education, are a very uncommon group that deserve our profound admiration and certainly not the disparaging label of "low-status" or ridicule of any kind. In fact, all the law-abiding and industrious persons, no matter what their toil, their origin and the level of education, should be respected as useful and welcome citizens or residents of this country.. In closing, if Dr. Caron finds it unnecessary or cannot find any reason to be proud to be bilingual or even trilingual, how can he possibly inspire a desire to learn the very subject that he himself teaches? Why is it taught at all if it isn't a learning to be proud of?12 Newspaper articles, such as these, may prove to be a good source of materials for classroom activities. They are usually current and informative. In New England, articles which lend themselves to some study in Franco- American self-identity are printed almost weekly. These are to be found in papers published daily, weekly, or monthly from the St. John Valley Times in Aroostook 12 George Mathieu, "Franco-American should be Proud", excerpt from article in the Lewiston Evening Journal in reply to Caron's article, Lewiston, Maine, March 14, 1965, P. 24. County, Maine to 1 'Union in Woonsocket, Rhode Island. If the articles themselves are not always interest ing, and many are not objective, they can be a means of gathering information, of learning to keep records, and of generating some discussion. But primarily this writer has used such articles as a springboard for the students to initiate their own classroom newspaper. From the two articles selected in Exhibit E, the students have been able to publish their own newspaper devoted to the same issue of the Franco- American personality. The content of the student publication includedi 1. Interviews with people who took sides about the articles on Franco-Americans. 2. Editorials on both sides of the issue. 3 . Four or five articles about the history of Franco-Americans in the region. A. Pictures and articles of local personalities, architecture, typical past and present acti vities and mode of life of the Franco-American 5 . Suggestion Box for bilingual and bicultural maintenance. 6 . Who's Who amongst Franco-Americans. 7 . Crossword puzzle centering on language. 8 . Educational, social, religious, and athletic activities in current events, 9 . Advertisements! grocery stores, clothing stores, barber shops. 117 10. Poems written by the students in French. 11. Literary review of recent readings by the students. 12. Four or five articles on current events. 13* Notes from an historical society, 14. Legislation (current and past) dealing with ethnic groups. Teachers should not hesitate to bring into class articles written in English, similar to these by Dr. Alexis Caron and Mr. George Kathieu. However, any stu dent activity should be carried out in French. Such articles should not be the focal point of any prolonged project. For one thing, they tend to be repeti tious, They are also, usually, in-bred ideologies from the ethnic group. But above all, Franco-American students may tend to look upon these articles as an indoctrination to a personality stereotype and not feel free to find themselves and define their own behavior. Exhibit Ft Analysing the political habits of Franco- Americans The study of politics in Franco-American life is one highlighted by unpredictable voting habits and the attempts of individuals to come to grips with careers as public servants. Using the text by David Walker, the Franco-American student may generate some thoughts on his own potential contribution as an American citizen, if not 118 on politics per se. What basically is Franco-Americanism and what are the forces that threaten to submerge it? Traditional Franco-Ameri- canism always meant that cultural survival was the ultimate question for all members of this group, whether on this or on the other side of the border. Initial military conquest and the subsequent threat of numeri cally superior cultural groups made it. mandatory that, if the 'future of the race1 was to be assured, a sustained effort had to be made on all fronts and against all odds to gardez la langue: gardez la foi; et gardez les moeurs. These were the three indispensable components of Franco-ethno- centrism. The three were inseparable from one another, for each required the cultural reinforcement of the other two. The French language had to be preserved, since 'loss of language meant loss of faith, and loss of faith meant loss of identity.' To prove their point, the more adamant Franco-American apologists claimed that there were numerous devections from Catholicism within those ethnic groups whose language or clergy (or both) encouraged cultural assimilation. In fusing the religious and ethnic norms, a powerful emotional force was generated which permeated nearly all facets of Franco-American life and made this minority one of the least assimilable of all the ethnic groups in America — not to mention Canada. 13 11 -David B. Walker, Politics and Ethnocentrism: The Case of the Franco-Americans '(Brunswick. Maine: Bowdoin College, 1961)” 119 The student may be given the whole article to. read and assigned to summarize it. Where this is a text in English, such a procedure can be used nevertheless to evaluate the student's comprehension of the article and his writing performance in French. The teacher may also choose to have the student read the article with the understanding that he must be prepared to discuss the content in class. Prior to the discussion the student may be given a ditto sheet of the summary of the article in French and of the questions to be discussed as follows: A discuter / Supposons que le groupe ethnique Franco-Americain a pu maintenir sa langue et sa culture aux Etats- Unis jusqu'a aujourd'hui. M. Walker attribue ce phenomene a trois attitudes: Negatives Positives 1. Crainte de perdre sa langue 1. Garder sa langue 2. Crainte de perdre sa foi 2. Garder sa foi 3. Crainte de perdre ses 3» Garder ses moeurs moeurs Les moyens employes par le groupe ethnique pour maintenir sa langue et sa culture etaient: 120 1. La construction des eglises, des ecoles, des colleges; 2, La fondation des organisations fraternelles, de la presse franco-americaine, et des pro grammes a la radio. Vue le declin de ces institutions et de ces organi sations sociales, M. Walker voit les Franco-americains moins disposes a maintenir leur langue et leur culture. Ce phenomene se produit parmi d'autres groupes ethniques tels que les immigres espagnols, allemands, et chinois. Certains croient que ce serait la une perte culturelle et linguistique pour notre pays. A. Serait-il pratique aujourd'hui de fonder des institutions dont le but serait de maintenir la langue et la culture des groupes ethniques? Expliquez. E. Est-ce que vous connaissez des agences qui, aujourd'hui, soutiennent les efforts linguis- tiques et culturels des groupes ethniques? Expliquez. C. Comment expliquez-vous que le phenomene que decrit M . Walker est "une perte culturelle et linguistique pour notre pays"? D. Dans quel sens est-ce que l'avenir des groupes ethniques est entre les mains de notre poli tique rationale? E. Quelle langue et quelle culture va-t-on etab- lir comme moyen de communication sur la lune? Another project which the student could pursue after reading Walker would be to make a survey of the voting habits in his area or family. He could also make 121 a poll of how a group of his peers would vote for a given number of candidates and summarize his methods of evalua tion and findings to the class. The main objective is to involve the Franco-American student in political issues and events. Exhibit G: Studying Franco-American identity through the- literature The Franco-American student is rarely made aware of his ethnic literature. It may be that the orientation in high school French classes is towards the literature of France exclusively. The situation may be remedied by the teacher concerned with teaching his Franco-American stu dents the value system reflected in their own literature. The objective would be for the students to become criti cal and understanding of themselves and the way of life of their ethnic peers. The following selection is representative of some of the literature available. It is written by a Franco- American born in Manchester, New Hampshire, but who now resides in Quebec. Quelques jours plus tard, alors qu'on venait de terminer le repas du soir, Gis^le allait se glisser silencieusement dans sa chambre, lorsque son pere 1 'interpella. — Tu ne pourrais pas aider un peu ta mere? Tu sais pourtant que nous allons au 122 Cine-Club-Franpais, ce soir, elle aura juste le temps de s'habiller. De mauvaise grace, Gisele acquiesca en maugreant. vElle n'aimait pas les besognes m§nageres et parce qu'elle travaillait & l'ext£rieur, elle se croyait dispens6e d'apporter son aide. Elle grogna: — O.K., d'abord. — Qu'est-ce que tu fais, toi, de ta soiree? — Rien. — Pourquoi ne viens-tu pas avec nous? — Oh! moi, tu sais, le franpais... — Ce la ne te dit rien, tu me I'as deja dit, mais quand meme, tu pourrais faire un petit effort. Pourquoi dldaignes-tu ce moyen de culture, puisque tu es une Franco- americaine et que tu as plus que d'autres la facility d'assimiler les diverses expressions d'une langue qui pourrait t'apporter d'enri- chissantes connaissances? — Et toi, papa, pourquoi n'es-tu pas reste plus Franpais, puisque tu aimes tellement le parartre? Devant ce blame deguise, le pere sentit le besoin de se disculper.l^ After the reading of the selection, comprehension and appreciation can be evaluated from the following ■^Reine Malouin, Ou Chante La Vie (Quebec: Edition de 1 'Action Catholique, 1962). 123 questions: \ \ 1. De quoi Gisele accuse-t-elle son pere? 2. Croyez-vous que sa justification est valable? 3. Le pere comprend-il les sentiments de Gisele? Expliquez. De quoi Gisele accuse-t-elle sa mere? 5. La reaction du pere a cette derniere accusa tion est-elle justifiable? Expliquez. 6 . Auriez-vous agi de la meme facpn si vous aviez ete a la place de Gisele? Expliquez. 7. Gisele connait-elle vraiment ses amis? Expliquez. 8 . Faites le plan pour le reste du roman. (Oral) 9. Seriez-vous aussi sympathique a l'egard d'un ami d'origine allemande que vous I'etes avec vos amis Franco-americain? Expliquez. Some students in Junior and Senior classes might be encouraged to write their own novella, over a two or three month period, after reading the complete version of this novel. Where the novella might be considered an impossible task, the students may want to keep a diary of their daily activities which reflect Franco-American self-identity. The following guidelines are suggested for the writing of a novella. 1. The student should meet with the teacher to discuss, in French, the content of the story. This procedure should assist the student in clarifying what he intends to do. 124 2. The student should submit a written general outline, in French, to the teacher. The in formation should include: a) places (with very brief descriptions); b) characters (with very brief descriptions); c) sequence of events. The outline should be divided so that the story is divided into several compositions, as sug gested for the skit on pages 106-109. 3. Before writing any segment of the novella, the student should be required: a) to summarize orally, in French, the con tent of the composition to the teacher; b) to submit a written summary of the com position, in French, to the teacher; c) to submit to the teacher a rough draft of the composition before completing it. 4. The teacher might suggest to the student to include at least one of each types of writing in the novella: a) a description; b) a narrative; c) a dialogue. 5. The student should pay special attention to verb tense usage, specifically the passe compose, imparfait. and conditionel present. The tendency is for students to confuse these tenses in what is called "concordance des temps", or agreement of tenses. 6. The individualized instruction approach should give the teacher an opportunity to work closely with the student in two specific areas: a) the accurate selection of vocabulary words; b) the study of clarity of style. 7. Each completed composition should be evaluated as soon as possible so that the student will not be discouraged to continue his project. The student should be encouraged to write an original novella, using the suggested guidelines above. It might be more reassuring for other 125 students, however, to summarise a book which they have read into a novella format. The same procedures are sug gested in either case. Teachers and Franco-American students should become aware of Franco-American literature. It is scanty. There has been no school of writers. The individual efforts of novelists, mostly doctors and lawyers, have- moralistic and nostalgic overtones. The didactic ap proach may often be a distraction to the contemporary young reader. For the student the merit of these novels may be more historical than in the appreciation of classi cal literature.. Exhibit H: Associating language and ethnic identity The objective in having the students read selec tions similar to the following will be for them to realize that language evolves as the needs of people change. Language change is a natural phenomenon. J'ai lu J'ai lu dans ma classe, au moment ou elle est parue, 1 'Actualite de Laurendeau. Les eleves ont reconnu qu'ils parlaient^ joual. L'un d'eux, presque fier, m'a meme dit: ’On est fondateur d'une nouvelle langue! 1 Ils ne voient done pas la necessite d'en changer. 'Tout le monde parle comme pa', me repondaient-ils. Ou encore: 'On fait rire de nous autres si on parle autrement que les autres1, ou encore, et c'est diabolique comme objection: 'Pourquoi se forcer pour parler autrement, on se comprend'. II n'est pas si facile que 9a, pour un professeur, sous le coup de 1 'improvisation, de rlpondre & cette demiere remarque, qui ra'a v£rita- blement 6t€ faite cette apr^s-midi-lk. Eien sur qu'entre jouaux, ils se cora- prennent. La question est de savoir si on peut faire sa vie entre jouaux.^-5 The students should be able to grasp what happens in a language evolution, recognize that there are certain controlling factors, and suggest means of standardizing the language of a common language community. The reading of the selection can be followed by some discussion on where students agree or disagree with the author. A simple point of departure for the discus sion might be the following comment: Le point central dans ce texte semble &tre qu'il y a peu d'interet de la part des institutions commerciales, industrielles, gouvernementales, et radiophoniques, pour maintenir une langue franpai- se standardised dans la Province de Quebec. 1. Paites 1'analogie avec la Nouvelle-Angleterre, si cela est possible. 2. Faites une liste de mots que vous croyez^de voir standardiser dans votre propre parle. v "^Brother Pierre-Jerome, Marist, Les Insolences du Frere Untel (Montreal: Les Editions de 1 'Homme, i960), p. 23 • 127 The students may then be asked to write a radio script for a French disc-jockey program. Between records can be inserted a "Saviez-vous que..." or "Comment dit on..." series of comments to help the listener hear some standard French. For instance: 1. Saviez-vous qu'aujourd'hui on ne conduit plus de CHAR? On conduit une voiture. St pour la meilleur voiture en vente, rendez-vous des aujourd'hui chez... 2. Saviez-vous que vous pouvez acheter vos STORES dans un magasin? Si vous avez trop de soleil qui perce par la fenetre de votre cuisine, n'hesitez pas. Allez au Magasin Grandmaison et achetez vos stores. Dites bien STORES et non pas BLINDS. Vous allez faire bonne im pression avec le gerant, K, Bertrand Letour- neau..• 3. Saviez-vous que si vous travaillez dans un MOULIN, vous moulez le ble. Mon pere, lui, il travaille a l'usine... Ur, Saviez-vous que Jean-Louis fait de 1'esprit parfois? II m'a^dit l'autre jour qu'il avait oublie son COAT a la maison. Je lui ai dit: — Mais tu te trompes. C'est "ta cote." Et puis, comment as-tu fait pa? — Non, c'est vrai. J'ai tout simplement oublie mon COAT de laine. — Ah! Tu veux dire ton MANTEAU! — Comme tu veux. Je l'ai oublie en tout cas... 5. Comment faites-vous pour couper ou tondre l'herbe qui pousse sur le gazon? Vous vous servez d'une tondeuse... 6. Comment faites-vous pour taper une lettre a la machine? Vous vous servez d'un dactylo... 7. Comment dit-on "grapefruit" en franpais? C'est un pamplemousse...pamplemousse...pamplemousse... 8 . Comment dit-on "highway" en franpais? C'est autoroute...autoroute...C'est 1 'autoroute 95! 128 The students can work in the lab to make a tape of the actual program. The tapes can be used to evaluate the language performance of the students, if they are made aware that this will be done before they begin their project. Activities for Historical Perspective Exhibit A-*-; Outlining French Canadian history Franco-American students, for the most part, are of French Canadian ancestry. Yet few of them are given an opportunity to study French Canadian history. The objec tive in the following outline is to provide the students with a minimum amount of information in the subject area. The investigator does not advocate memorization activities for their own sake. However, summaries of events, names, and dates may help the students perceive such events, names, and dates in their historical perspec tive. Before assigning the summaries in any activity, the teacher should have exposed the students to much of the information they contain. French Canadian History Outline-1-0 153^- Jacques Cartier explores the Saint Lawrence Gulf 154-1 and River for France. His attempts to plant a colony fail. 1605 Samuel de Champlain and his patron, the Sieur de Monts, found the Acadian settlement of Port Royal. ^The outline has been compiled by the investigator for use in advanced high school French classes. 129 1608 Champlain founds the city of Quebec. He enlists aid from several Indian tribes to support the expanding fur trade but alienates the Iroquois. I6l0- Henry Hudson, commissioned, by Britain to find l6ll the Northwest Passage, discovers and explores Hudson Bay. 1627 Louis XIII of France grants a trade monopoly to the Company of One Hundred Associates, with authority to colonize and govern New France. 164-2 The Sieur de Kaisonneuve heads a French mission which founds Montreal. 164-8- The Iroquois increasingly harass the French and 1660 their Indian allies. United finally, and armed by Dutch traders, they threaten New France with extinction. 1663 Louis XIV cancels the charter of the One Hundred Associates and rules New France directly. I67O Investors in England headed by Prince Rupert or ganize Hudson's Bay Company. By fur trading out of the bay it avoids the French routes. 1689- French and Indian Wars. Contest for control of I763 the continent brings French and British colonists into armed conflict, complicated by their Indian alliances and by European wars. 1713 France cedes Acadia to Britain and gives up its claim to Hudson Bay and Newfoundland. 1731- La Verendrye sets up fur-trading posts as he ex- 1744 plores westward to the Saskatchewan River. 174-9- The British colonize Nova Scotia. Doubting the 1755 loyalty of the Acadian French, the British expel and scatter them along the Atlantic coast, 1759 Quebec falls to the British. Both Wolfe and Montcalm, British and French generals, die in the battle. 1763 In the wake of losses both in America and Europe, France cedes its North American territories east of the Mississippi to Britain. 130 1774 By the Quebec Act Britain enlarges the bound aries of Quebec province, confirms freedom of religion for Catholics and imposes a combina tion of British and French law. 1775“ During the American Revolution, American colo- I783 nists who remain loyal to Britain during the war flee across the Canadian border. American attacks on Quebec fail. 1776- Explorations by Captains James Cook and George I793 Vancouver open the Pacific Northwest coast to trade. Alexander Mackenzie completes a long cross-country expedition. I783- Montreal merchants form the North West Company I787 in order to compete more effectively with the Hudson's Bay Company. 1791 Quebec is divided into Upper and lower Canada, each with an elected assembly. Emigrants from the United States by now make up a substantial part of Upper Canada's population. 1812- War of 1812 between the United States and Britain. 1814 United States forces invade the Canadas but make no gains. The peace treaty provides for United States-Canadian boundary settlements. 1837- Separate rebellions growing out of political re- 1838 form attempts are led by Louis-Joseph Papineau in Lower Canada and William Lyon Mackenzie in Upper Canada. Both are put down swiftly. 1842- Treaties fix the New Brunswick-Maine and Oregon 1846 Territory boundaries. 1864 Agreement for Confederation is reached at con ferences in Charlottetown and Quebec. I869- Louis Riel leads two uprisings, primarily in- 1885 volving metis (half-breeds) and Indians in the midwestern territories. Riel is captured and executed for treason, I896 Wilfrid Laurier, Liberal, becomes the first French Canadian prime minister. Gold is dis covered in the Klondike. 131 191^- Canadian participation in World War I. Passage 1918 of the Conscription Bill deepens antagonisms between French and English Canadians. 1939- Canadian participation in World War II. 19^5 1959 Saint Lawrence Seaway opens, CANADIAN CULTURAL FIGURES AND THEIR PRINCIPAL WORKS Architecture and Sculpture Levasseur, Noel (1680-17*1-0). Sculpturei wood retahle in Quebec's Ursuline Chapel Baillairge, Frampois (I759-I83O). Sculptures wood carvings primarily for the church Hebert, Louis-Philippe (1850-1917)* Sculptures clas sical bronze statuary for Quebec Parliament Archambault, Loui3 (1915- )• Sculptures ceramic wall for the Canadian Pavilion at the Brussels World Fair Vaillancourt, Armand (1932- ). Sculptures welded metal and burnt wood abstractions Painting Plamondon, Antoine (180*1— 1895) • Portraits and reli gious works for churches, combining classic line and limpid colors Hamel, Theophile (I8I7-I87O). Gentle, contemplative portraits in the romantic manner Suzor-Cote, Aurele de Foy (1869-193?)• Impressionis tic figures and landscapes of French Canadian subjects. Also a sculptor Lemieux, Jean-Paul (190*1- ). Solitary figure stu dies in oil Borduas, Faul-Emile (I905-I960). Pioneer of abstract art. Founder and. leader of the automatiste group in Montreal 132 Pellan, Alfred (1906- ). Surrealistic oils Riopelle, Jean-Paul (1923- )• Tachist oils, with superb coloring Literature Gaspe, Philippe Aubert de (I786-I87I). Novel: Les Anciens Canadiens Garneau, Franpois-Xavier (I809-I866). History: His- toire du Canada Cremazie, Octave (1827-1879)* Poetry: Le drapeau de Carillon, Le Canada Nelligan, Smile (1879-19^1)• Poetry: Poesie complete De la Roche, Mazo (1885-1961). Novels: Jalna and numerous other Whiteoak family sagas Morin, Paul (1889-1963). Poetry: Le Paon d*email, Poemes de cendre et d'or ~ ”~ LeMoyne, Jean (I9I3- ). Essay: Convergences Hebert, Anne (1916- ). Poetry: Le Tombeau des rois Poetic stories: Le Torrent Dube, Marcel (1930- ). Plays: Zone, Florence, Un Simple Soldat, Les Beaux Dimanches The materials as suggested in Exhibit A-*- may be posted on a bulletin board for the student to glance at during some spare moment. They may also be handed out as part of the student's notebook. In a more formal activity, they may be given to the student as a list of topics from which to select a particular project for research. The student could also be asked to make a calendar to include the major dates in the hand out. In this 133 case, the student would have to research specific days and months during which an event occurred. It is also possible to have the student draw two other outlines* the first to include events in American history whose dates coincide with those in the present outlinei the second, French events on those same dates. Crossword puzzles could also be designed to include the information from the outline. These may be made by the students or by the teacher. The outlines should not be so long as to discourage the students from going through them. It might be best to make a series of short outlines to be posted or handed out monthly or at the end of some unit of work. Exhibit Studying: Franco-American History If Franco-American history courses are not being offered in American high schools, books and reading selections should at least be made available to the stu dents, As in the following two selections, the readings can lead to activities, in the French class or in the Social Science class, which may be of interest to the students. A. Que reste-t-il de ce peuplement franpais? On peut soutenir qu'au moins cinq millions de descendants des Franpais du Canada et de France vivent a l'heure actuelle aux Etats-Unis, Les groupes du Centre amlri- cain et de la Cote du Pacifique sont 13^ largement assimiles. Notre langue ne s'y parle que dans les families lorsqu'on la parle encore. Sauf de tres rares excep tions, elle n^est plus entendue a l'eglise ni enseignee a I'ecole. Sn Louisiane et en Nouvelle-Angleterre, le franpais de- meure une langue d'usage courant et l*on peut fixer a plus d'un million le nombre de ces parlants franpais.1? B. Le Groupe Franpais en Louisiane1® Population totale de I'Etat de la Louisiane en 1963* 3 ,257,000 Population francophone* 500.000 Acadiens (groupe de Lafayette) 200.000 Franpais (groupe de la Nouvelle-Orleans) 200.000 noirs francises par les Acadiens 900.000 II existe aussi des groupes allemands qui ont et£ francises par les Acadiens (Lafayette). Selections taken from this or similar history books can be used by the Franco-American student as research materials from which to draw ethnic population charts, institutional charts, historical charts, summaries and posters. These can be used for classroom display. The students should be given the opportunity to be creative in their charts or in their posters. For in stance, from the reading of the two brief texts included in Exhibit B1 , a student may find some inconsistencies in 17Paul-Emile Gosselin, L'Smnire Franpais d'Amerique (Quebec* Editions Ferland, 19&3)," PP• 13-20T J-Slbid.. pp. 117-125. 135 the population figures. He may want to express it this way i TABLE k SAMPLE CHART TO BE DESIGNED BY STUDENT _ AFTER READING THE SELECTIONS IN EXHIBIT B1 M. Paul-Emile Gosselin a un comptable C0NSERVATEUR1 Population Francophone Aux Etats-Unis 12 11 10 9 9 Nouvelle-Angleterre 8 La Louisiane 8 7 7 6 6 5 5 k Legende* } | 3 3 2 2 represente 1 1 100,000 personnes TOTALEi "...PLUS D'UN MILLION" ! (dit le comptable) Some of the posters which can be made by the stu dents may relate toi population, churches, schools, news papers, migration census, radio stations with French pro grams, and homeowners. The charts and posters can be used to evaluate students' reading comprehension of the materials studied. The two selections in this exhibit can also be used as a language learning activity. For instance, half of the class (Group A) might be asked to get together and 136 write four comprehension questions from selection A. Examples: 1. Combien de descendants des Fran9ais du Canada et de France vivent aux Etats-Unis? 2. Quels groupes sont assimiles? 3# Le franfais est-il encore entendu a l'eglise parmi ces groupes? Combien de parlants fran The other half of the class (Group B) might be asked to select four statements which the group feels are relevant to them in selection B, Examplesi 1. La population de la Louisiane est 3*257»000. 2. II y a 500,000 Acadiens, 3. II y a 200,000 noirs francises par les Acadiens, II y a aussi des groupes allemands francises par les Acadiens, Group B is then asked to answer the questions from Group A, Conversely, Group A is asked to make questions from the statements written by Group B, The specific language which the Franco-American student may learn from this activity is that "combien" and not "comment" is used in standard French when refer ring to numbers, as in the following examples: Standard French speech Franco-American speech Combien de crayons avez- Comment de crayons avez- vous? vous? 137 Standard French speech Franco-American speech Combien de livres voulez- Comment de livres voulez- vous? vous? Combien coute cette viande? Comment coute cette viande? Exhibit cli Researching regional and local Franco- American history Many history topics may provide an incentive for the Franco-American student to research his own immediate ’ locale for historical information. The following selec tion illustrates the kind of materials which can be found in a local newspaper. The Story of Father Rasle^-9 Extracts from a letter, from Father Rasle to his nephew in France give a valid picture of the life in the wilderness. "Norridgewock. This 15th October, 1722. "Monsieur, my dear Nephew. The peace of Our Savior: "During the more than thirty years that I have lived in the heart of these forests with the Savages, I have been so occupied in instruc ting them and forming them to Christian virtues that I have but little leisure to write many letters, even to those who are most dear to me... "I am in a district of that vast extent of land which lies between Acadia and New England. Two other Missionaries are occupied with me among the Abnaki Savages, besides the two vil lages which are in the centre of the French ^Elo i s e M. Jordan, "The Story of Father Rasle," Lewiston Evening Journal. Lewiston, Maine, June 1966. 138 Colony, have three others, each villages of considerable size, situated on the bank of a river. The three rivers empty into a sea south of the Canada river between New Eng land and. Acadia. "The village where I live is called Kanrantsouak...,1 have built a Church, which is very neat and ornamental....with Vestments, chasubles, copes, sacred vessels, everything appropriate. v "A Little Brotherhood” "I have formed a little Brotherhood of about 40 young savages, who assist at divine Service in their cassocks and surplices. Each has his duties, so many to assist at the Holy Sacrifices of the Mass, & chant the di vine Office for the Consecration of the Holy Sacrament, & for the processions which they make with a great crowd of Savages, who often come from long distances to attend them. "They have built two Chapels at about three hundred paces from the village; the one dedicated to the most Holy Virgin, and where may be seen Her Image in relief, is above the river; the other dedicated to the Guardian Angel, is at the lower end of the river. Since they are both on the road which leads either to the woods or into the open country, the Savages never pass without offering their prayer. There is a holy emulation among the women of the Village as to who shall the better decorate the Chapel, of which they have the care,...All that they have, jewels, pieces of silk or calico and other things of that kind are used to adorn it. "The abundance of light adds not a little to the beauty of the church and Chapels; I have no need to be saving of wax, as this coun try furnishes it to me in abundance." He tells how wild laurel berries are made into candles. He related how his neophytes repair tv/ice a day to the church; Mass in the morning and for evening prayers. After Mass he taught 139 the Catechism to the children and young people. For the rest of the morning until noon he de voted the time to hearing all who wished to talk with him. In the afternoon he visited the sick and gave instruction to those who needed it. Attended Indian Councils When councils were held the Savages in vited him to attend and give his judgment. His opinions were listened to and accepted. As he said: "My advice always fixes their resolutions." "When the Savages go to the seashore, to pass some months duck hunting, they build in an island a Chapel which they cover with bark, near which they prepare a little hut for my dwelling. I take care to carry there part of the ornaments and the service is per formed there with the same propriety and the same crowds of people as at the village. "You see, my dear nephew, what are my occupations. For as to what regards me per sonally, I will tell you that I only see, only hear, only speak to Savages, My food is simple and light. I was never able to adapt my taste to the meat and to the fish smoked by the Savages ; my only nourishment is maize, which they pound and of which I make every day a kind of pudding which I cook with water. "The only sweetening which I have here, is to mix with it a little sugar to correct the insipidity. This is not wanting in these forests. In the spring time the Maples hold in store a liquid similar to that which the sugar cane of the Islands contains. The wo men occupy themselves in collecting it in bark dishes, when the trees distill it; they boil it and obtain from it a fairly good sugar. The first distilled is always the best. "All the Abnaki Nation is Christian and very zealous to preserve their Religion. This attachment to the Catholic Faith, has made 140 them, up to this time, choose rather our alli ance, to the advantages that they had drawn from their alliance with the English their neighbors•" Father Rasle died in his 67th year. Of robust constitution, it is said that he had enfeebled himself by fasting and by the many hardships which he had endured in the wilder ness , v/hen, three years before his death, Father Rasle's superiors had requested him to leave Korridgewock, he gave the answer that "God has confided his flock to me. I will follow its lot, too happy to lay down my life for it," That is exactly what he did. The students may be assigned the reading of selec tions such as this one at their leisure. The main pur pose is to make the Franco-American student aware of local sources of historical information. Newspapers, magazines, archives, and annals should all become text books from which the student can search out some of the information relative to his background. It is also suggested that students, after reading a selection similar to the "Story of Father Rasle", be assigned to research local newspapers for articles related to their ethnic culture. V/hen a student finds any such article, it might be duplicated in some fashion and included in a record file available to the students. Students may want to look for articles dealing with* people, legends, places, events, discoveries, regional tales, or things. 141 Exhibit D^-x Making history a contemporary event Franco-American students in a French class should be given the opportunity to work on projects on their own or in groups. The main objective in such projects should be to provide them with a meaningful context for their language learning experience. As illustrated in this ex hibit, history can provide this context. Quiet John — Samuel de Champlain^® The first example of the Quiet John type of hero, who came for treasure but stayed to settle the land, was Samuel de Champlain, the honest and good man who laid the foundations of the na tion which is Canada. His journals, unlike those of earlier explorers, are filled with facts, not fantasies, for this remarkable Frenchman not only penetrated farther into the interior than any white man before him but was the first to see the country as a land where Frenchmen might live in peace and justice. This, in the year 1604, took more vision than we might now suppose. In that year, acting as "official recorder and geographer" of an expedition led by the Sieur de Monts, Champlain watched 35 of a ship's company of 79 die in an effort to winter ashore on the island of Sainte Croixe in the Bay of Fundy. Returning in 1608 as the lea der of an expedition, he founde"d Quebec — and Canada — on the shores of the St. Lawrence River by building three small two-story buildings and a storehouse below the cliffs. Only eight out of 24 men survived that terrible winter. The selection is read by the student as an assign ment. Supplementary research materials should be made ^ B r i a n Moore and the Editors of Life, Canadat The Land, the People, the Spirit (New Yorki T i m e ^ I n c ., 19^7)» p. 24, 1^2 available to him to gather information for any assigned project. The student may choose to work on writing the script fori 1 . an historical panorama of the explorations of Champlain; 2 . a pageant depicting the events of the life of Champlain and his men in the New World; 3 . a video tape presentation of the rugged life of the early settlers. The emphasis in the student's research should be on accurate historical data. Therefore, much resource mater ials become an important part of his project. His areas of research should includei 1 . historical characters 2 . historical events 3. living quarters A. mode of dress 5 . eating habits 6 . working conditions 7 . letters and writings of the era Some of the historical figures which the students can be given to study include Evangeline, Maria Chapde- laine, Champlain, Marquette and Joliet, La Salle, Mont calm, the "coureurs de bois", and the "colon". Students might also choose to study events rather than people, such as the discovery of the Saint Lawrence, the Acadian exile, the migration of a Canadian family to the United States, a Franco-American soldier during the American Civil 'War, or the founding of a Franco-American Fraternal Order, 143 Activities for Cross-Culturalism O Exhibit A i Defining culture The student may best define culture in terms of his own daily experiences with people and events. The objec tive in having the student read selections similar to the one that follows is to have him become conscious of the phenomenon called culture, to define it according to his perceptions of life around him, and to probe deeper into the meaning of cultural experiences. In Search of a Culture*^ In the past 15 years, in search of a cul ture they can call their own, the Canadians have appointed royal commissions, attended lectures, raised, money, invited consultants, and, in the process, have suffered every humiliation known to the supplicant. They have been lectured, ad vised, warned and dismissed by a stream of pro fessors, novelists, poets and pundits, many of them Americans or Britons, whose ignorance of Canada's problems has been matched only by their sublime condescension. Today, one could hardly blame the Canadians if they followed the counsel of Hermann Goering, who is reputed to have said that v/hen he heard the word "culture" he reached for his revolver. Instead, with re markable patience, they continue their search. After reading the selection with the students, the teacher may v/ant to proceed on a personal note by giving indications of culture in his own social circle, He may also be inclined to ask the students what similarities and differences they see in individuals, in families, in 21Ibid.. p. 142. 1 W strangers from another city. A third approach might be for the students to recall cultural events studied in their history or sociology courses. The following questions may assist the student in Sophomore or Junior classes in understanding the meaning of culture by looking at some aspect of his own. The in formation may be given orally or on dittoed sheets. La France n'a pas toujours eu ses grands artistes. L'Allemagne n'a pas toujours eu ses grands savants. La litterature americaine n'a pas ete reconnue a l'echelle mondiale avant notre siecle. Repondez aux questions suivantesi 1, Est-ce qu'il s'agit de culture dans les trois observations que vous venez de lire? Expliquez. 2, Est-ce une structure nationale ou les individus qui creent la culture d'une nation? 3, Quels sont les facteurs qui entrent en jeu dans la creation d'une culture? Quels sont les signes? k, Pourquoi est-ce que certains d.isent que telle ou telle culture n'a pas de litterature? 5 . Moliere represente un aspect de la culture franjaise. Racine en represente un autre. Quels sont les aspects que chacun represente? 6. Donnez des examples d'auteurs aux Etats-Unis qui representent differents aspects de notre culture? 7 . Est-ce que l'on cree une culture ou est-ce que celle-ci evolue? Ou est-ce que les deux phenomenes influencent une culture? 8 . En quoi consisterait une culture ideale si vous pouviez jouer un role dans sa creation? 9» En quoi consiste la culture dont vous faites partie? 10. Quels en sont les aspects que vous preferez? 11. Que voudriez-vous changer dans votre culture? 12. Pouvez-vous donner une definition de culture? The purpose of these questions is not to define the Franco-American culture but to understand general social behaviors. The student can then begin to view them in the context of cultural similarities and differences, including his own. He should not be led to define cul tures in terms of stereotypes. He should always allow for individual differences in reference to people or event of whatever culture• Exhibit B^» Moving from one culture to another If students are vaguely aware that the United States is made up of people from many cultures, few of them re alize what the experience must have been for their for bear to leave their homeland. The purpose in reading the following selection should be to help the student recreate and feel what their initial conditions were upon entering this country. Immigre Done, un lundi matin du debut de septembre, le gerant Savard me conduisit a Arctic Centre en 22»immigre" , in Le Canado-Americain, 196^, pp. 4-6-if-8 . Ik6 tramway, avec armes et bagages,Aet cinq piastres dans ma poche, montant a moi prete par le P.^ Geoffroy. En arrivant k Arctic Centre, le ge- rant Savard me conduisit dans une pension tenue par une dame Keunier. Celle-ci prdcisa de suite que le cofrt de la chambre et de la pension etait de cinq piastres par semaine, payable d'avance. Je sortis mon cinq dollars et le lui remis, de sorte qu'il me restait juste un sou pour 1 'achat, au bureau de poste, d'une carte pos tale que j'adressai au P. Geoffroy pour le prier de m'envoyer de 1'argent. Au retour dti bureau de poste, je montai a ma chambre et la, sous les combles, m'abandonnai a mes reflexions. Ainsi, j'avais quitte le pays de ma naissance, mes parents, mes confreres de classe et amis et apres des annees et des annees d'etude, il me fallait commencer le lendemain matin al gagner ma vie, dans un pays etranger, avec une connais- sance presque nulle de la langue anglaise, au milieu de gens inconnus et indifferents a mon sort, avec pas unNsou en poche. Voila ce qui s ’appelle partir a zero. After reading the selection, the student may be asked to write a short biography of their first relative to come to the United States. If any student has the genealogy of his family, he should be encouraged to bring it to class for other students to examine. For those students who cannot write a biography of their first American ancestor, they might be asked to make up the story of an immigrant who comes to live with them. The emphasis should be on his new experiences in the family, the cultural shock, and his reasons for coming to this country. All of the students may be required to do the following assignment. 1^7 1. A quelle generation de Franco-Americains appar tenez-vous? 2 . Quelle etait 1'occupation de vos grands- parents? 3 . Racontez une histoire que vous connaissez tres bien au sujet de vos ancetres. Interviewez un Franco-Americain de la pre miere generation pour savoir comment il s'est etabli aux Stats-Unis. 5. Est-il possible, aujourd'hui, de trouver un emploi aux Stats-Unis si on ne parle qu'une langue etrang^re? Sxpliquez. 6 . Un immigre apporte avec lui sa langue et sa culture dans son nouveau pays d'adoption. Quelle langue et quelles coutumes allez- vous retrouver chezi a) l'Allemand f) I'Egyptien b) le Chinois g) le Russe c) le Polonais h) le Fran9ais d) l'ltalien i) l'Hollandais e) le Canadien j) le Karocain 7 . Kommez quelques avantages qu'un Espagnol peut avoir a savoir deux langues aux Etats- Unis. One of the objectives in any activity similar to this one v/ould be for the student to realize that being an immigrant or belonging to an ethnic group is an ex perience shared, to a large extent, with most Americans, Exhibit C^t Understanding the process of acculturation The objective in this reading is for the student to become aware of the process of acculturation, that is, those changes which occur in individuals or groups of in dividuals who are transplanted from one geographic Ik8 community to another as a minority group of the new com munity. Acculturation of Franco-Americans^3 En Nouvelle-Angleterre, les Franco-Americains sont catholiques en general, mais sans chercher noise a leurs concitoyens d'autres cultes. Ils apprennent le fran9ais pour^enrichir leur vie d'une double culture, pour elargir les cadres de la vie americaine, fille de toutes les cultures et toutes les migrations. Nous sommes persuades que le frangais des Franco-Americains vaut bien 1'anglais des Americains. Nous croyons que toutes les races et les nationalites donnent aux Etats-Unis une variete de bon aloi qui agremente l'unite nationale. Dans la vie politique, comme dans la vie religieuse, economique et sociale, nous voulons etre un actif. non un passif. Nos progres dans la^vie publique de Nouvelle-Angleterre ont ete lents, difficiles, irreguliers, sporadiques, a cause aussi d'atti- tudes bien caracteristiques du temperament fran- pais qui a survecu en Amerique a trois siecles de luttes contre la nature,et les elements, 1 'en tourage et les deracinemerits. Ces attitudes bien connues de nos concitoyens sont exploitees contre nous dans la jungle politique par les groupes convaincus de leur superiority de race et qui se servent de nos effectifs pour remporter des suc- ces etonnants, The initial experience of an immigrant to this coun try is one of cultural shock. After a period of adjust ment there may follow a period of traumatic experiences, in the form of nostalgia, when the individual immigrant gets the feeling of belonging to neither his native cul ture nor to his new one. But even after successfully x 23.Tosapha.-t Benoit, Le Conformisme des Franco- Americains . Conference at Franco-American NDEA Institute (Brunswick, Maine* Bowdoin College, Summer 1961). 1^9 overcoming these crises, the individual usually has to keep making decisions of allegiance and loyalty in the face of various influences (environment, education, fam ily, politics) about one or the other of his cultures throughout his life. The experiences are not exclusively those of a first generation immigrant. They can also be felt by the indi viduals from succeeding generations. The intensity of the trauma experienced can be lessened by a shorter period of non-participation into the activities of the indivi dual *s new culture, by the real opportunities to contri bute to it, and by the sharing of needs and wants across cultures. Students, if possible, should be given the opportu nity to speak to immigration officers, to custom house officers, to newly naturalized citizens, with a focus on trying to understand and to realize for themselves the above-mentioned experiences. The following questions are intended to assist the students in exploring this bicultural adjustment. 1. Michel a 16 ans, II est ne en France. II vit aux Etats-Unis depuis un an. a) Quelle structure politique comprend-il mieux, celle de la France ou celle des Etats-Unis? b) Quelle langue parle-t-il a la maison probable- ment? 150 c) Pourra-t-il continuer a apprendre le fran- pais a votre ecole? 2. Iv'jichel a 2k ans, II est ne en Prance. II vit aux Etats-Unis depuis neuf ans. a) S •interesse-t-il encore a la politique de la France? Expliquez. b) Parle-t-il encore franpais? Expliquez. c) Quels aspects de sa vie journaliere sont americanises, croyez-vous? 3* Michel a 30 ans. Sa femme, qui comme lui est nee en France, a 29 ans. Ils ont un garpon de huit ans. Michel et sa femme font un voyage en France ou ils n'ont pas mis pieds depuis 15 ans. a) Quels sont les changements que Michel et sa femme s'attendent de retrouver en France? b) Comment se sont-ils prepares pour ce voyage? c) La preparation de^leur garpon a ce voyage a-t-elle ete differente? Expliquez. d) Les voisins de Michel, qui n'ont jamais vecu en France, doivent faire le meme voyage au courant de 1'ete. Leur preparation sera-t- elle la meme que celle de Michel et de sa femme? Expliquez. ty. Une culture etrangere peut influencer la culture ra tionale d'un pays, Citez des exemples d'influence de culture etrangere sur notre culture nationale. 5. Comment notre culture nationale a-t-elle influence' la culture des pays suivantsi a) Le Canada et le Mexique b) La France et 1'Allemagne c) La Chine et le Japon d) Le Maroc et Madagascar 6 . Commentxvotre culture Franco-Americaine a-t-elle con- tribue a la culture americaine (dans les domains sui- vants)1 a) linguistique b) politique 151 c) education g) communication d) commerce et affaire h) litterature e) religion i) architecture f) coutumes sociales j) folklore p Exhibit D « Learning: that different cultures may share common human and social factors Before reading a selection similar to the one sug gested, the students may be asked to find out in which countries French is spoken and in what manner the language is given recognition. The objective is for the student to realize that their French language is a cultural trait common to other people in different countries. The re sult of the assignment should also bring out the fact that common cultural traits receive different kinds of emphasis or acceptance because of other geographical fac tors which influence a given culture. For instance, French in France is the official language of the people, French in Korea is the language of the French-educated elite, and French in New England is the language of an immigrant minority group. o / i French-Speaking Nations ^ French-speaking countries in four conti nents have agreed on the creation of an agency to promote cultural cooperation. In the view of at least some advocates of the idea, the agency could eventually become the anchor for a loose association of widely ^"French-Speaking Nations Plan Cultural Tie," New York Times. February 2^, 1969. 152 differing nations whose common denominator is a common language. The agreement was reached at a four-day conference in Africa that ended Thursday, Rep resentatives from 3° countries in Europe, North America, Africa and Asia attended the confer ence, which was held in Niamey, the capital of the Niger Republic in West Africa, The other countries were France, Belgium, Luxembourg, Switzerland, Canada and Haiti; 1*J> former French and 3 former Belgian nations of Africa, Madagascar and Mauritius in the Indian Ocean; Lebanon, and Laos, Cambodia and South Vietnam, The purpose of the conference, convened and organized by Hamani Diori, the Niger Republic's president, was to discuss ways and means to further the use of French as a link amond. the countries• After reading the selection, the students may want to draw a map indicating the different countries where French is used for communication. Some of the countries included should be France, Korea, Vietnam, Haiti, Belgium, Senegal, Canada, and Algeria, Another assignment which the students may be given is to find out in which countries the language and the cultural advantages of minority groups are protected by law. The countries which might be included in such a list are India, Austria, Canada, Ukrania, Switzerland, Burma, and the Byelorussian Soviet Republic. It should be noted that the State of Louisiana has a law to the same effect. Students may also want to organize a simulated 153 United Nations Conference with each student or group of students acting as the representatives of different French-speaking countries. Topics of the conference may be similar to those suggested here, 1, The countries of the world are integrating into a unilingual and unicultural society. What are the implications ini a) politics e) home b) education f) currencies c) trade g) religion d) language 2, The diversity of languages and cultures in the world contributes to the following social* (List them) ADVANTAGES DISADVANTAGES 3» All culture-deprived and dialect-speaking minority groups should be integrated into the majority culture and language of their country as a first step to world unification. No lav/ of any country should be permitted to contribute to the elimination of minority language and cultural privileges as these relate to individual rights. Another project which the students could be assigned might be the writing of a booklet about any of the foreign French-speaking countries. Individual groups might study any given country for information about: a) Industry e) Sports i) Customs b) Elderlies f) Education j) People c) Leisure time g) Youth d) Commerce h) Newspapers and Magazines The reading of the selection in Exhibit D2 may be followed by a class discussion of these suggested ques tions. 154 1. Croyez-vous pouvoir distinguer entrei (Expliquez dans chaque cas) a) un Allemand et un Italien b) un Franpais et un Canadien-Franpais c) un Americain et un Mexicain d) un Canadien-Franpais et un Franco-Americain? 2. Preferez-vous "etre appele Americain ou Franco- Americain? Expliquez votre reponse. 3. Croyez-vous que le Franco-Americain de la Louisiane est Americain de la meme fapon que celui de la Nouvelle-Angleterre? Expliquez• 4. Pouvez-vous tracer les traits caracteristiques d'un Americain? 5. Avez-vous deja lu une histoire sur les Franco- Americains? Expliquez le pourquoi de votre reponse. 6 . Pouvez-vous deerire quel attitude vous avez, a pre sent, a l'egard des Africains de langue franpaise? 7. Croyez-vous que le Hai’tien qui parle franpais est aussi francophone que celui de la Louisiane? Expli quez . 8 . Imaginez un Franpais et un Algerien qui se rencon- trent et vivent ensemble pendant un weekend. De quoi parlent-ils? 9. De quelles fapons vous interessez-vous aux gens de langue franpaise dans le monde? 10, Si vous avez deja visite le Canada, qu*est-ce que vous avez vui s a) dans la maison e) a la librairie b) sur la rue f) comme ecole c) dans les magasins g) comme centres de loisir d) dans les centres touristiques Exhibit E^t Breaking through ethnic prejudices Prejudice wears many faces. One may have some pre judices against illiteracy, power structures, monopolies, 155 and pollution. Such an attitude can be healthy. But where individuals are concerned, subjugation and stereo typing of ethnic groups have been detrimental to social harmony and development. Prejudice is a fact of life. It should not be minimized or be overemphasized. However, to deal with it objectively, one has to be patient with a style of life which can be altered by changing individual percep tions, by education for mutual understanding, trust and communication across cultures, and acceptance of differ ences and similarities, and by improvement of social and economic opportunities. The prime objective in reading selections like "We don’t want you to love us..." should be to accept people of differing backgrounds for what they are and what they want to be. We don't want you to love us^5 At last week's hearing, the only person to speak against the bill quoted the age-old argu ment* "You can’t get at prejudice by law. While prejudice is detestable, to try to force a change might only exacerbate hardened attitudes," It was at this point that Robert Teague, a Portland Negro, responded* "We don't care about changing attitudes. We don't want you to love us — we just want justice'" 25nenry C-osselin, "We Don't Want You to Love Us," Church World. Portland, Maine, April 13, 19&9* 156 The truth is that, although laws cannot change the innermost feelings and attitudes of people, they can to some extent shape pub lic opinion by altering the social conditions under which opinions are formed. Laws can directly alter the visible signs of discrimi nation, and can also establish a certain ex ternal quality which will gradually come to be accepted by all citizens. To this extent, laws can be a very considerable help to people who are struggling to change past patterns of social inequality. Certainly there must be some laws to pro tect the rights of minorities who otherwise would be helpless in the face of injustice. If no one classroom presentation will suffice to break down the barriers of prejudice, it does not prevent the teacher from devoting some time to the topic. How ever, it will be more effective if the students see ex amples of tolerance and sympathetic understanding through out his school activities. The selection suggested in this Exhibit E2 is to be presented in this spirit. The students may be asked to read the selection by themselves, They may want to re act to it without resorting to prepared questions. But the teacher may have questions ready, such as the follow ing, in case there should be no immediate response, 1, Svitez-vous de parler franpais parce que vous croyez que l'on soit prejuge contre vous? Expliquez, 2. Croyez-vous etre prejuge contre les gens qui ne pensent pas comme vous ou qui ne parlent pas comme vous? Exemplesj a) Vos parents? b) Certains groupes ethniques? 157 c) Les athletes? d) Les intellectuels? e) Les riches ou les pauvres? f) Un ami de classe? 3. Certains pretendent que le Franco-americain parle mal franpais. a) Une langue peut-elle etre complete- ment mauvais.e? b) Les gens que vous connaissez, parlent- ils tous de la meme fapon? Croyez-vous que ce soit possible que toutes les per- sonnes de langue franpaise, de n'importe quel pays, emploient tous le meme vocabulaire? 5 . Avez-vous des prejuges contre votre langue? Expli quez . 6. Est-ce qu'il y a une distinction entre un prejuge contre une langue parlee et un prejuge contre une personne parce que l'on croit qu'elle ne parle pas "correcte"? 7 . Craigneriez-vous parler a un Franpais de France? Du Canada? 8. Si vous aviez le choix, enseigneriez-vous le franpais que vous parlez ou un "autre" franpais? Expliquez. 9» Jean aime le homard; mais Pierre ne l'aime pas. Est- ce possible que Pierre ait un prejuge? Expliquez. 10. S'il vous demandait votre ^.conseil, qu"est-ce que vous diriez a un ami Franco-americain qui hesiterais de frequenter une jeune fille chinoise? Question #9 may be the best illustration of how to approach the subject of prejudice. Through Jean and Pierre, the Franco-American student can be brought to project his own attitudes, good, bad, or indifferent to ward things, places and people. The role playing can then be associated with personal experiences of how and why prejudices come about. 158 SUMMARY Franco-American culture still exists in New Eng land. It is to be found in the schools and in the organi zations which have drawn the people together. It can be studied in history books and. in Franco-American litera ture. It is especially deep in the language which the people still speak. The present support for bilingual and bicultural programs in our schools could be strengthened. There should be some efforts made to assist the present genera tion of Franco-Americans to grow culturally. The investigator has suggested that the student can realize his cultural potential. But he must be given the opportunity, within our schools, to define his identity, to study his heritage, and to feel accepted on an even level with people of other cultures. Suggested selections and activities have been made to help the teacher in organizing materials for the teaching of Franco-American culture. The effectiveness of any approach, however, will be enhanced by the enthu siastic and creative interaction of teacher and student in the classroom. The approach of organizing materials for self- identity, historical perspective, and cross-culturalism, suggested by the writer should provide an opportunity for the student to find meaning in his culture. It should also make him aware of his potential contribution to the American way of life. CHAPTER IV COURSE SYLLABI FOR FRANCO-AMERICANS . AT THE HIGH SCHOOL LEVEL "The learning act" as described by Jack R. Frymier, "consists of the segments or phases of a totality: beha vior change follows perception, which comes after the re ception of stimuli."I In the context of his definition, the educator later describes the not unusual student ex perience. In many classrooms, children are expected to "consume" stimuli, but not allowed to act on their perceptions. Ideas are not fully ex plored, discussions are limited, the apparent necessity to "cover ground" allows the teacher to force the pace of stimulus presentation with out perceptions. Such efforts are wasted mo tions. The teacher may feel satisfied that he "got through the book", but unless students are provided with opportunities to interact with stimuli, give meaning and test that meaning, behavioral change will never come about except by accident. Some students may test certain precepts on their own, and thus alter their pat terns of behavior, but to trust such a happen stance arrangement when more systematic learning would be possible under the teacher's guidance hardly seems defensible. Teachers must create situations in which students act on their per ceptions or there will be no real learning. 3-Jack R. Frymier, The Nature of Educational Method (Columbus, Ohio: Charles E. Merrill, 1965), p. 70. 2lbid.. p. 88. 160 161 The passage is quoted to highlight what must be the experience of the bilingual Franco-American student whose language and cultural perceptions are seldom, if ever, considered in the French classroom situation. The stimuli which he receives from the teacher are often so foreign to his behavior as to be bewildering or they are so non stimulating as to be ineffective. They are bewildering, for instance, when he is told that he must say "pres de la maison", and is expected to use only this speech pat tern, where he is used to saying "au ras de la maison" for close to the house. His language experience is non stimulating when he has to sit through a class period to hear something which he performs well, such asi Je lui parle. II lui demande un crayon. Vous lui donnez un livre. Tu lui montres le tableau. Much of the language education of the Franco- American student is structured for re-education. We have been so taken by our motivation to teach him another lan guage and another culture that we forget that he does speak French and we overlook the overriding factors of home, church, community, and social organizations by which his perceptions of life and his needs have been af fected. His education is often like a signal light to a person who is blind: it does not indicate any direction. 162 The Meed for Bilingual Education In an informal study made by the investigator during the I965 Summer NDEA Institute for forty Franco-American teachers of French at Assumption College, Worcester, Massachusetts, it was found that in 75 Pe^ cent of the schools where the teachers taught, Franco-American stu dents were placed heterogeneously in language classes with. English-speaking students. The teachers described their experience as awkward and often unwarranted. They felt that the situation could be remedied in their own schools. The teachers explained that this situation occurred because ofi a) the lack of trained teachers to handle the language needs of the Franco-American students, b) the unwillingness of administrations to accept the burden, financial and/or social, of small classes for the kind of specialized instruction required. The teachers indicated that in most instances the results were such thati 1. the Franco-American student felt bored and lost interest in language learning activities; he felt that his own language and cultural needs were never met; 2. the English-speaking student felt inferior as reflected by his dependency upon the Franco- American student to give answers orally; often the English-speaking student expressed his feeling of being treated unfairly because he thought his performance was being matched against that of the Franco-American student. 163 It is the researcher's observation that relatively fewer Franco-American students enroll in French courses in high schools where they have to meet in classes with English-speaking students than in high schools where they are in separate classes. There also exist many situa tions where the Franco-American student is requested to to enroll in Latin or Spanish courses "because he would learn nothing new" in the French class. This situation casts no reflections on the student; but it does on the relevancy of our language programs. In a 1967 Summer NDEA Institute at Assumption, forty Franco-American teachers answered the following survey in the Methods Course. QUESTIONS 1 ANSWERS: 1. Name of state and city Representatives from six New where you teach. England states and thirty-two cities. 2. Population of your Ranged from 7,000 to city or town. 3 . Population of your Ranged from ^25 to 1,^00 school. What percentage of your Ranged from 10 per cent to school population is 95 per cent; an average of made up of Franco- ho per cent. American students? 5 . Do you have language All said yes. classes made up only of English-speaking stu dents? 16^ 6 . Do you have language All said no except 1 teacher, classes made up only (an elementary school teacher of Franco-Americans? in a non-public school) 7. Do you have heteroge- All said yes. neous classes made up of English-speaking stu dents and Franco- American French-speaking students? 8 . What is your lowest 10 Freshman; 8 Sophomore; level of language 6 Junior High; 16 Elementary teaching assignment? 9. What is your highest 3 Freshman; 10 Sophomore; level of language 5 Junior; teaching assignment? 6 Junior High; 16 Elementary 10. What text(s) are you AL-M 13 Amsco 1 using in your lowest Ecouter-Parler 5 Mauger 1 level of teaching 0'Brien-LaFrance 2 DeSauze 1 assignment? Ghardenal 1 Holy Ghost Series 5 (Eleven Elementary teachers said that they made up their own materials but relied on the Holy Ghost Series) The only conclusions that the investigator wants to draw from the two surveys mentioned are that; 1. there exists a large enough Franco-American student population to warrant bilingual programs in our schools; 2 , too few programs are in effect to meet the bilingual and bicultural needs of the Franco-American students. The researcher has found language courses geared to Franco-American high school students in Worcester, Massa chusetts; Frenchville, Maine; Lewiston, Maine; Sandford, Maine; Van Buren, Maine; Manchester, New Hampshire; and Pawtucket, Rhode Island. But he has found no planned 165 four-year programs. Franco-American teachers at all seven NDEA French Institutes for Franco-Americans have repeatedly indicated that the basic needs to realize in such programs arei 1. researched materials in the areas of Franco-American language and culture for classroom use; 2 . curriculum studies for integration of subject area matter (biology, music, or history, for instance) into the language learning experience of the Franco- American student; 3. syllabi for Franco-American French courses both at the elementary and high school levels; dissemination of information on bilingual education for Franco-Americans to teachers, administrators, and parents. All of these basic needs can be met through indivi dual teacher efforts. But the task would be more produc tive and more effective in the hands of a New England- wide agency responsible for gathering information, compi ling materials, and suggesting programs. The educational neglect of ethnic groups in general was put into focus in a recent United States Department of Health, Education, and Welfare publication. The cultural background of the minority groups in our society are as seriously neglected in our formal education system as are those of people in other lands, V/e need to strengthen teaching about the cultural background of minor ity groups in America within the broader context of examining the contributions of all the common cultural heritage of mankind. 166 Thus we believe that the intercultural per spectives we need at home and abroad are inter related. The two should be seen as non-competi tive and mutually reinforcing. The widespread interests in international education and in edu cation for the disadvantaged can be brought to gether to reciprocal advantage, each providing a new source of support and assistance to the other, each in the process acquiring new insights of its own purpose. Knowledge gained will be useful in developing effective training programs for people who plan to serve professionally in intercultural situations,3 If we in the profession, and the citizenry in gener al, particularly care about our Franco-American language and cultural assets, we must take a long look at the or ganizations of our social and educational processes. It must be a united effort. The way to achieve this unity is to let people enter the mainstream of our social thoughts and activities with the reality of their self- identity and their aspirations of contributing to the give and take of social change, present and future. At the social level, families and organizations must be encouraged to value their share of language and cultural heritage which is compatible with their accultura tion into our American society. This kind of healthy at mosphere can be produced by effective use of the media (newspapers, radio, and television) and by the creation of more state and national language and cultural centers 3Robert Leestma, American Education (Washington, D. G. j United States Department of Health, Education, and Welfare, May 1969). 167 such as the Southwest Educational Development laboratory, The Clearinghouse on Mexican American Adult Basic Educa tion, The Institute of International Studies, and. The International Center for Research on Bilingualism in Canada, But it is even more basic to the problem that individuals' social perceptions become atuned to the worth of all individuals through understanding, acceptance, and- respect of peoples' differences. Many countries provide safeguards, by law, for mi nority language and cultural advantages. Louisiana has a State Law in the book to this end. The Royal Commis sion on Bilingualism and Biculturalism of Canada, backed by the research and experience of international experts, decries the extreme practices which sometimes result from ignoring the spirit of these laws. Linguicide is not confined to restrictive measures only. There are other kinds of lin- guicidal acts which cause the partial or com plete lingual destruction of a community speaking a given language. Some governments de liberately inflict on ethno-lingual groups con ditions of cultural backwardness by refusing help in their organic linguistic and cultural development. This kind of attitude which was genuinely American in by-gone days is no longer politically, economically, or socially desirable. If the investigator does not wish ^The Report of the Royal Commission on Bilingualism and Biculturalism (Ottawa: Queen's' Printer, 1967). 168 to defend the consideration of legislative action in favor of minority groups, he must hope that the concept and reality of ethnicity become a recognized phenomenon within the structure of our American social activities. In education, we must be ready to make some conces sions to provide for bilingual and bicultural education. These concessions can be expressed in terms of time, money, and programs. Teachers and administrators should be concerned about the fact that time and money is often EFFECTIVELY WASTED rather than EFFECTIVELY SPENT in educa ting the Franco-American student. This is evident in the high statistics of high school dropout rates among ethnic groups, the complaints of irrelevant education from our Franco-American students, and their unproductive language learning experiences as indicated earlier in the chapter. Syllabii Social and Academic There exists no New England-wide agency to coordi nate efforts in Franco-American education. There is a pressing need for some direction in organizing Franco- American language programs at the high school level. These two facts give enough reasons to the investigator to suggest the syllabi described in the remainder of this chapter. In terms of language learning experience, the daily school activities of the Franco-American student should 169 be viewed as twofold* social and academic. The social activities are those informal encounters, including extra curricular activities, where the use of French becomes a part of the situation. The academic activities are those classroom experiences where French language and culture are formally and informally organized for learning. Social Activities Syllabus The investigator is aware that social activities suggested for only a segment of the student body at the high school level might be interpreted as a case for seg regation. He can only reply that provisions for educa tional specialization is not the same as segregation from educational opportunities. Presently, it is the latter situation which seems to exist in relationship to the Franco-American's language experience. The problem be comes more acute as more Franco-American students enroll in public schools rather than in non-public schools. It might, therefore, be advantageous to view the suggested Franco-American social language activities in the same light as our present school provisions for* 1. advanced, intermediate, and slow English reading groups within the same grade level; 2. specialization under a track system* industrial arts, commercial, scientific, and college preparatory; 3. participation in varsity school athletics on the basis of the individual student's physical ability. 1?0 Though the investigator's.intent is to focus on a social activities syllabus for Franco-American students, some adjustments can be made at the local level to in clude English-speaking students, especially in small schools. In larger schools, parallel language programs can be maintained, for both the Franco-American student and the English-speaking student with a minimum of sched uling interference. The activities suggested do not have to be the responsibility solely of the classroom teachers. Para- professional assistance might be available, in most situ ations, to help organize a program. Social activities may be scheduled or non-scheduled, depending upon teacher-student agreements. For instance, lunch may be a non-scheduled language activity where French is spoken. It becomes a scheduled language acti vity for that group of students who agree to meet twice a week during lunch for the purpose of speaking French. Only scheduled activities will be included in this sylla bus . Because the scheduled social activities are intended to provide the Franco-American student with an extension of home and classroom language experience, no student should be discouraged from participating by imposing such restrictions as grade averages or initiation ceremonies. 1 7 1 Student-generated activities should he the key to involve- ment in any segment of the syllabus. Social Activities Syllabus For Henry Longfellow High School (All proper names, including the school, have been made up by the writer and do not refer to places, publications, or clubs which may coincidentally exist.) Weekly Activities Bulletin board "L ‘Evangeline" (first floor, right wing hallway) Notes should be in French as much as possible. Care of the bulletin board is the responsibility of the students. Notices should not be posted for longer than one week. Information posted might include* a) Job availability especially when knowledge of French is required. b) College correspondence. c) Short French reading selections, news items, and language lessons prepared by students, d) Coming events* school, city-wide, state. e) Franco-American theme of the month selected by French classes on a rotating basis. f) Illustrations and art work depicting the theme of the month. French lunch (Tables, called "Tables des Gourmets", are on the immediate left of the dining hall entrance) a) Students meet every Tuesday and Thursday b) Only French is spoken c) French quotes typed on k x 6 cards are placed on each table. A different card is used at each meal. Sample card* "Tout ce qui luit n'est pas or," "L'avarice, c'est Seraphim." d) A "French Humor Box" is placed on one of the tables. The students are encouraged to drop short humorous French quotes, anecdotes, and cartoons which they have come across or 172 written themselves. Examplei "Ce n'est pas vrai que sa tante a un palais. Elle a un dentier." e) Student-made posters can be placed above the tables. These should reflect the Franco- American theme of the month. f) The bi-weekly Franco-American newspaper, L ’Acadien, is distributed during the French lunch. Bi-weekly Activities French Reading Club L ’Avant-Garde (meet the first and third Monday of every month from 2i30 to 3*15 in Room 112) Focus in reading activities will alternate between French, French-Canadian, and Franco-American authors. Possible activities include: a) Reading of short poems selected by a student, b) Reading of a short story selected by a student. c) Reading of a composition written by a student. d) Listening to reading selections on record or tape. e) Reading of a letter from a pen pal. f) Reading of selected news items in French. g) Reading of English selections translated into French by an author or by a student. Franco-American Newspaper L ’Acadien Meetings will be held in Room 112 the first and third Monday of every month from 3*20 to ^«00 P.M. The distribution of the dittoed newspaper (or newsletter) is to be on Thursday following the meeting during the French lunch activity. Possible agenda for the meetings include: a) Submit news articles, (See Chapter III, pages 116-117 for suggestions.) b) Ask questions about writing of nev/s articles or journalism in general. c) May sometimes have a Franco-American guest speaker to be interviewed. d) Return articles not used in previous issue, e) Distribution of typing assignments. 173 Monthly Activities French Club Les Cp-pains Meetings will be held the last Tuesday of each month from 2*30 to 3*30 P«M. in Room 2j?l. Possible agen da for the meetings include* a) Reading of minutes of the previous meeting. b) Discussion of responsibilities of coming events* French parties Excursion (Fall) Visitations Picnic (Spring) French art display French food sale French film presentations Franco-American arts and crafts display c) Handling of publicity for one-act play in the Fall and three-act play in the Spring. d) Discussion of the French curriculum. e) Informal discussions on the learning and teaching of French. f) Discussion of new French books acquired by the school library. g) Informal discussions of literature* French, French-Canadian, and Franco-American. Descriptions of the occasional activities which are the responsibility of Les Copains. Occasional Activities Visitations* Responsibility of the French Club. a) To a French press if it exists in the area or to a print shop where French materials are printed. b) To a French social club in the locality. c) To a Franco-American Historical Society if it exists. If it does not exist, a display re flecting Franco-American history and contem porary life could be worked out in the city library or in a store. The school is then invited to see the display. d) To four or five homes which reflect Franco- American architecture or interior decoration. e) To a local store or business concern where some one is willing to explain their operation in French. f) To either "Le Canado Club" in Manchester, New Hampshire or "L'Union Saint Jean-Baptiste" in V/oonsocket, Rhode Island,, where many Franco- l?l+ American archives are kept, g) To Quebec City or Montreal. Excursionsi Responsibility of the French Club a) To a wooded area to learn about trees, wild flowers, birds. b) To the ocean to learn about water depth, fish, and navigation. c) To a mountainous or rocky region to learn about rock formation, names of rocks, topo graphy. d) To a zoo to learn about animals and animal life. e) To a farm to learn about farm life and agri culture • f) To a bird watcher's sanctuary to learn about birds, their habitat, and about the Audubon Society. g) To a hunting reserve to learn about game ani mals and weapons from a guide. Note to the teachers On excursions, any language learning experience should reflect the informality of the social situation. For instance, illustrated vocabulary lists might be handed out to the students before an excursion. But any activities such as drills, oral narratives, or testing should be postponed until similar content mater ials are studied in class. For this reason, it is sug gested that excursions be scheduled for experiences which correspond to planned language classroom experiences or activities. Examples of excursion language activities* 1. An illustrated vocabulary list related to trees to be found in a forest. 2. Short narratives or songs related to the nature of the excursion such as a poem on the subject of birds or fish. 3. A check list of things which the student might hear or see during a walk through the woods. The student is asked to check off as many of the following as he can experience. He should feel free to ask the meaning of any word he does not understand during the excur sion. Durant notre excursion dans les bois de M, Boucher, avez-vous entendu? A. le cri des oiseaux 175 B. le craquement des branches C . le balbutiement du ruisseau D. le bruisseroent des feuilles V » E. le grignotage d'un ecureuil Avez-vous vu? A. l'ecorce d'un bouleau B. la verdure d'un conifere C. les petales d'une fleur D. la fourrure d'une moufette E. la nervure d'une feuille d'erable At the end of the excursion, the students might get to gether to tabulate how many have seen and heard each item described. The students are given a list of animals which they will see on a farm. They are asked to draw the animal doing the action indicated. The students should be given some time on the farm to do the illustra tions. A • La poule picote E. Le lapin renifle B. Le cheval hennit F. Le chien aboie C. Le cochon grogne G. Le boeuf rumine D. La vache beugle French Parties: Responsibility of the French Club These parties can be made to coincide with religious events in Canada or in France, such as: a) Epiphany: on that day, two cakes are baked. In one there is a hazel nut and in the other there is a walnut. One cake is served, to the boys and the other to the girls. The boy and the girl who get the piece of cake with a nut in it are king and queen for the day. They 176 select a prince and a princess, a minister of the law, a minister of the treasury, an historian, and a jester to complete the royal court. All of this can be done during the school lunch period. In the evening, there can be a music and dance party during which messages are read, by each individual in the royal court. Usually the ministers, historian, and jester read humorous accounts related to the welfare of the royal court. The event is usually held on January 6. b) Valentini Dance where the boys have their choice of partners. c) Saint Catherines Dance where the girls have their choice of partners. (Saint Catherine is the patron of old maids.) d) Saint Cecilias (Patron saint of music) This would be an occasion for an evening of music to include a song fest and French and French-Canadian records, both traditional and contemporary. If the school band and school choral group is available it might be con vinced to present a live concert featuring a French music program at an assembly or to the public in the evening. Another possibility is a musical variety show of French music sponsored by the French club or the students in the French classes, e) Mardi Grass A masquerade party can be spon sored featuring French and French- Canadian costumes, such asi Druids characters in French royalty plays peasants coureurs de bois "colons" raquetteurs and their historical ceintures flech6es characters French Picnics Responsibility of the French Club a) French food as much as possibles cretons a spiced pork spread usually eaten on toast or crackers. tourtiere s a meat pie whose main ingredients are pork and potatoes; beef is usu ally added to cut down on the fat 177 content, •plougi a pancake made with buckwheat flour; usually jam, ereton, or brown su gar is spread on it and the crepe is then rolled. boudin: a blood sausage. b) If possible, travel to picnic area on bicycles, c) French music on cassettes. d) Games played in France or in Canada as much as possible, such asi Field hockey Soccer ball Horseshoes Petanques heed four steel balls and a small wooden ball. There may be two, three, or . four players. The wooden ball is tossed at some distance by one of the players. The steel balls are then tossed as close to the "cochon", or wooden ball, as pos sible. The person whose steel ball is closest gets a point. The first person to get eleven points is the winner. Drapeaui Two lines are drawn approximately fifty feet apart. The players are divided evenly behind the two lines. A four-foot flag is placed five feet in front of one of the lines. The players immediately be-' hind the flag, known as defenders, must prevent the opposing players, known as aggressors, from taking it by tagging them as they approach the flag. When an aggres sor is tagged, he is sidelined. The team members trying to get the flag, however, are protected by a guard. a member of their own team. The guard can tag any defender who crosses the line be hind the flag; the members tagged by the guard are also sidelined. The game con tinues until all members of either team have been tagged or until the flag is carried away by the aggressors. In the latter case, the runner who holds the flag must reach the line away from the flag without being tagged. The flag may be re layed. (Aggressors) (Defenders) (Flag and Guard) $ FIGURE I. Illustration of DRAPBAU game French Films^j Responsibility of the French Club As many films as can be obtained during the year may be presented after school, in the evening, and during study hall. There should be no more than one presenta tion a week. The kinds of films suggested can fall into the categories ofi a) documentaries, French or French-Canadian b) biographies of French, French-Canadian people c) French and French-Canadian features d) French and French-Canadian cartoons French Food Sales: Responsibility of the French Club, the French Newspaper Club, the French Literary Club a) All items sold must have French name tags, b) All cakes and cupcakes must have a French or French-Canadian icing motifs, c) French hors-d’oeuvres and p'Stes (French- Canadian "creton” or "tourtieres"). d) French candies or canned goods may be featured, e) French or French-Canadian cookbooks, commercial or written by the students, may be sold, f) French or French-Canadian currency might be used as change for those who want French or French-Canadian money for a collection, French Art Display: Responsibility of the French Club a) Student art work reflecting French, French- Canadian, and Franco-American life, b) Thematic art display (copies of masters), such a s : war nineteenth century ^Examples of specific films available to schools are given in the Bibliography on pages 27^-275• 179 sculptures from Saint Jean Port-Jolie (a small French-Canadian town reknown, for its wooden sculptures). c) Display of art work by a local artist. d) Assorted items from French-speaking countriesi paintings stamps clothes etchings medallions crafts figurines toys photographs Bi-monthly Activity French Literary Magazine L'Erable Tricolore Meetings are to be held on the second Tuesday of October, December, February, April, and the last Tuesday in May, in Room 251 . Distribution of the mimeographed magazine will be the Tuesday after the bi-monthly meeting in all French classes. Suggestions for the agendai a) Submit poems, essays, short stories for magazine. b) Invite a guest speaker. c) Return articles not used in previous issue. d) Distribute typing assignments. French Theater Le Treteau Franco-Americain Plays selected for the Fall and Spring presentations should be representative, on alternate years, of French and French-Canadian theater. a) A one-act play, in the Fall, will be sponsored by the Franco-American students in the Fresh man and Sophomore French courses. b) A three-act play, in the Spring, will be spon sored by the Junior and Senior Franco-American students. All of the suggested social activities may not be realistically sponsored by a single French Department ex cept in a large school. There is the possibility, however, of different schools within a system to share the respon sibility for these activities. Each social experience can provide the Franco-American student withi 1, a broader social context for his language ex perience; 130 2. a variety of contexts for language communica tion! 3 . a relevancy of language situations beyond, his textbook experience; k, an incentive to use his language beyond the boundaries of home and classroom. It should be emphasized again that if the activities suggested were described specifically for Franco-American students, English-speaking students are not excluded.. The main factor to be considered is maximum opportunity for all students to express themselves at the level of their language and cultural experiences. Academic Activities Syllabus In the preparation of an academic syllabus for Franco-American students in high school, the investiga tor suggests that two directions for educational experi ence be considered. The first is growth and the second is change. Experiences for growth will be those which contribute to the student's language and cultural develop ment based upon his ability to learn. The experiences for change will be those which can assist the student in perceiving behavioral patterns in his language and cul tural performance different from those of other French- speaking persons outside of his ethnic group. He may then choose to conform or not to conform to new learned lan-? . guage and cultural norms of behavior. The language experiences for growth may reflect 181 similar needs for both the Franco-American and the English-speaking students. This is evident in activities such asi 1. Comprehension of reading materials; 2. Interpretations of thoughts expressed; 3. Discussions of French customs and traditions. But the texts, vocabulary, level of speech performance, in the case of the Franco-American student, often indicate language interests and ability different from that of the English-speaking student. For this single reason, it is difficult to justify heterogeneous groupings of Franco- American and English-speaking students. The syllabus suggested, therefore, is a minimum of academic activities related directly to the needs of the Franco-American student. In the event that these students are in homogeneous groups, the organization of courses will offer no special problems. But if they should be in the same class with English-speaking students, both groups might work in common areas of language skills for two days. The syllabus could then serve to organize activities for the Franco-American students for the remaining three days. It would be advantageous to have paraprofessional assis tance during this period though the language learning ex periences could be programmed for independent study. Growth in the context of academic language experi ence for the Franco-American student should be related to 182 the following areas* 1. French-Canadian as well as French civiliza tion and culture. 2. Franco-American history, literature, and socio-economic studies. 3. Home environment activities such as* a) washing dishes and floorsj b) repairing household items* c) planning to welcome a house guest* d) remodeling a house, k. Social activities such as* a) club socials* b) church-related events* c) cultural programs offered at Franco- American centers* d) traditional ethnic social activities. The language experience for change should describe specific behavioral changes which the student may opt to accept in the areas of* 1. Pronunciation (Discussed in Chapter II) 2. Vocabulary 3. Sentence structure ty, Anglicism 5. Reading habits* from making more French books available to more varied reading at home and for leisure 6. Acculturation (Discussed in Chapter III) The suggested syllabus which is described in the following pages integrates both aspects of the language learning experience* growth and change. It is also in the context of the following considerations* 1. The placement of Franco-American students in homo geneous French ethnic classes is preferable. 183 2. The Franco-American student can do independent study in those classes where he is placed heterogeneously with English-speaking students. 3. The teacher will he allowed some time during the school day, .initially, to create materials for inde pendent study experiences of the Franco-American students (or it could he done during the summer) to include 1 a) language learning materials h) cultural materials c) evaluation materials for letters a) and b) Language change from ethnic dialect to standard French is a long process. 5 . The Franco-American student can be a useful resource in structuring his own language learning experience. The syllabus includes academic activities for a four-year sequence at the high school level. The infor mation for each year is divided into four areas 1 the general objective, language skills, content materials, and some processes to be used. Suggested Syllabus for Minimum Language Learning Experience for Franco-American Students in High School FRESHMAN LEVEL Ob.jectivet For the Franco-American student to develop a concept of language and cultural similarities and differences in people of minority or majority groups. Language Skills 1, Speaking: pronunciation of standard French fij , [tj , and [cQ • (See Chapter II for Sample Drills and Word Lists.) 2. Increase spoken vocabulary in areas of: clothes, body, sports, animals, house, minerals, and forestry. One approach is to post words with illustrations on the bulletin board. On the first day, a group of words 184 familiar to the Franco-American student can be posted on a red background using one-third of the bulletin board. The second day, a group of words familiar to the students, but which they generally mispell or mispronounce is posted on a green background using the second third of the board. The third day, a group of words unfamiliar to the students is posted on a yellow background. The words can remain there for the rest of the week. Examples: First Second Franco-American Third „D.ay„ -D§X— Speech_____ Day chou asperge asparge anana c£leri concombre cocombe pamplemousse pomme mai’s ble d'Inde gourde orange pomme de patate artichaut raisin ter re cacahuete poire abricot apricot tomate haricot f&ve First Second Franco-American Third Day Day Speech_____ Day _ robe pantoufle pichou complet soulier chaussette chausson impermeable cravate blouse blouse (English) pendant jupe manteau coat d'oreille bas chandail gilet caoutchouc The students should be given some time during the class period to study the information on the bulletin board. The teacher may ask them to find pictures illus trating each item, to paste them in a vocabulary note book, and to identify them in writing. The teacher should check the students' work for accurate spelling. The teacher may also want the students to prepare a small fruit and vegetable stand in one corner of the classroom. On the last day of the week, the students might spend fifteen to twenty;minutes purchasing items on sale at the stand. The buying and selling should all be done in French. To evaluate the students' spelling performance, the teacher might prepare a quiz using ditto sheets or the overhead projector. The following quiz is a suggestion. Compl^tez les phrases suivantes en identifiant 1'illustration et en ajoutant un mot qui decrit 1 'objet. 185 Modele: 0 s* est La pomme est rouge, A. d eS^ » B. n ' « t pas C. SO/lt O syyi^Zs, .. . D. C'est tjjxssufjt de mon E . J'ai mange du Jfro-rv, syyuiXo* . F. Mon pere vend de jMAyyt^LS^u . C-. Get QsnJXA^CL est moins sd^t^eAJLs que celui-ci. H. Vos AfiTvs/yuu-rJtj ti>j>A 3. Negative and interrogative sentences. 4. Nouns and adjectives ending in -al and -eur. (See Chapter II, pages 77-78 for Sample Drills.) 5. Spelling of verbs: stress imparfait. conditionel present. subjonctif present. futur. and agreement of participe passe. NOTE: 'If the teacher feels that she must teach verb differences as described in Chapter II, pages 68-7*1, she should do so. It is suggested, however, that a concerted effort in this area be withheld until the Sophomore year. 6 . Read short stories for comprehension and interpreta tion. (See example in Chapter V, pages 233-23*1.) Content Materials 1. A. The World Around: B. Traditions: 1) the home 1) Franco-American 2) institutions 2) French-speaking 3) relatives countries 4) friends 3) Non-French-speaking countries C. Personal Experiences: 1) objects and animals seen and heard 2) people activities 186 2. The following songs are suggested here. However, they should be learned over a four-year period. The classification is made to suggest how they can be used to study vocabulary, for reading assignments un der given topics, and as sources of information for compositions. Otherwise, there is no suggested order as to which song should be learned first. B irds Places A la Volette Ma Normandie L'Hirondelle En passant par la Lorraine Aupres de ma blonde A Saint-Malo Mon Merle Orleans Trois canards M'en revenant de ma jolie Une Ferdriole Rochelle Dans la foret prochaine Les gars de Locmine C'est la poulette grise Sur le pont d'Avignon Alouette Passant par Paris Au bois du rossignolet Pigalle La Seine Animals Sur la route de Berthier II *etait une bergere Rossignol La mort du cerf La cigale et la fourmi Gai-lon-la, gai le rosier La laine des moutons Le rosier de mai Quand j'etais chez mon pere Tir' la lirette La chasse Au bois du rossignolet V i a L'Bon Vent A la claire fontaine Les souvenirs de mes vingt Vive la compagnie ans J'ai cueilli la belle rose A la claire fontaine Party songs Sea La voila ma mie A Saint-Malo J'ai du bon tabac II 6tait un petit navire Dans tous les cantons Youpe, youpe sur la riviere Le fil casse C'est l'aviron Marie ta fille Partons la mer est belle Y en a pas comme vous Le petit mousse Prendre un p'tit coup Le cr6do du pecheur Chevaliers de la table ronde Sntendez-vous la mer qui Ma-de-leine chante Pot pourri Ah! si mon moine voulait Legends danser Vive la Canadienne Reviens Dollards Vive le canadien Evangeline Campfire songs Madeleine de Verchere Le Ber Meunier, tu dors Saint Nicolas Les cloches du hameau Le grand Lustukru Au fond des campagnes Les noms canadiens Les enfants s'ennuient le La chanson des bles d'or dimanche Veillee rustique Mon beau sapin Jolis tambours Perme tes jolis yeux Ne pleure pas Jeannette Y oukadi-youkada La Huronne Bonhomme, bonhomme! La feuille d'erable La Cant in i^re Malbrough Le Carillonneur Process 1. a) Oral performance in the pronunciation drills on tape and in class activities. Student-to-student assistance in the area of pronunciation is to be encouraged. b) Transfer tape and class activities performance in pronunciation drills to practical assignments: conversations, discussions, short speeches. 2. a) Write dictations related to grammar and vocabulary learned. b) Written and/or oral narratives of information learned in Content Materials taking note of voca bulary and grammar learned. 3. Reading aloud to indicate, through delivery, compre hension and interpretation of selections read. k . Compare language and cultural behavior of different French-speaking people in planned discussions. SOPHOMORE LEVEL Objective: For the Franco-American student to acquire knowledge about the language and cultural differences and similarities of different peoples in the world. 188 Language Skills 1. Speaking: - pronunciation of standard'French £a] , [waj , CoJ , and [cT] . (See Chapter II ' for Sample Drills and Word Lists.) 2. Increase spoken vocabulary in areas of: vocations, city planning, office equipment, modes of transpor tation, flowers, insects, and fish. Example: The student knows the words related to insects in the left column. He should review these be fore going to the other words. The context for learning the words might be a field trip to study insects. Use illustrations. Known wo rds Unknown wo rds criquet barbeau patineuse puceron chenille guepe hanneton libellule araignee mouche faux-bourdon papillon maringouin cigale abeille fourmi mouche-a-feu 3. Study anglicisms (See Appendix to this chapter.) 4. Learn verb differences in Franco-American speech. (See Chapter II, pages 68-74.) 5. Use of prepositions in Franco-American speech. The drills prepared should be used both in the class room and in the language laboratory. For example, the students may be given the following information in the classroom. Franco-American Speech Standard French Speech II est apr&s manger. II est en train de manger. Tu es apr&s parler. Tu es en train de parler. On est apres jouer On est en train de jouer. Ils sont apres etudier. IIs sont en train d ’6tudier. Maman est apres laver la Maman est en train de laver fen^tre. la fenetre. The students may then be required to do drills simi lar to those in the following examples. 189 Modele A: Teacher: C ’est Paul. II mange. Student: Paul est en train de manger. Modele B: Teacher: Marie joue aux cartes. Que fait-elle? Student: Elle est en train de jouer aux cartes. Modele C: Teacher: Hier, Claude a Itudil son histoire. Haintenant, .... Student: Maintenant, il est en train d'etudier son franpais. Modele D: Teacher: Suzanne ne parle pas a son profes- seur? Student: Elle est en train de lui parler. The drills should always he done in class before the students are required to do them in the language lab. The following examples illustrate other common preposi tional usage in Franco-American speech. Drills should be written for each item. Franco-American Speech Standard French Speech II est pareil comme son II est comme son pere. pere. II parla comme pour deux II parla pendant deux heures heures. Ils sont sur leurs parents. Ils sont chez leurs parents. J'entre dedans la maison. J'entre dans la maison. Tu sors de dedans la Tu sors de la classe. classe. Vous demandez pour le Vous demandez le livre. livre. After enough drills have been required so that the student feels comfortable in his standard French perfor mance, he should be able to make a language generaliza tion as the one suggested here. 190 Teacher Student Do you hear different expres sions repeated in the follow ing examples? Y e s . II est pareil comme son pere. II est comme son pkre. Tu paries pareil comme une pie. Tu paries comme une pie. Elle 6crit pareil comme moi. Elle ecrit comme moi. What expressions do you hear a) pareil comme repeated? b) comme Is one more common in Franco- American speech than the other? Yes. Which one? Pareil comme What expression replaces it Comme in standard French? Give three sentences using II entre comme un eclair. the standard French expres II travaille comme un sion. boeuf. II rit comme son pere. 6. Writing paragraphs stressing clarity of topic, its development, and transitions from one paragraph to another. The following topics are suggested because they are usually wuthin the cultural experience of Franco-American students.^ 1. La galette au sarasin 2. La semence des "patates" (ou la r£colte) 3. La "cueillette" des noisettes La cabane a sucre durable 5. Carnaval d'hiver et le Sonhomme Hiver 6. La Saint-Jean: la defile et le feu de joie ?. La peluche de "bl€ d'Inde" (mais) 8. Les Raquetteur.s et la ceinture flichee 9. R^veillon de Noel The sources for materials related to these topics are very scattered. The student's own experiences might be the best resource at the teacher's disposal. Also re commended is Philippe Aubert de Gaspe, Les Anciens Cana- diens (Montreal: Fides, 1968). 191 10. Le coureur de bois 11. Un voyage dans le portage 12. Le defrichage des terres 13. La vie dans les concessions W . L'Spiphanie 15. La benediction paternelle 16. La chasse (lapin, perdrix, chevreuil) 7. Read to gather information about people in different countries. > Content Materials 1. French and 2. French and 3. Vocational pamph French- French-Canadian lets : Canadian poetry interpreter short stories nursing (See selections in bibliography journalism under Self-Identity and Cross- farming Cult urat ion) politics business services 2. Songs (See Freshman Level) Process 1. Oral performance in the pronunciation drills and anglicisms on tape and in class. Student-to-student assistance is to be encouraged. 2. Transfer tape and class performance in pronunciation drills and anglicisms to practical daily activities: discussions, summaries of readings, and oral descrip tions of things, people, and events. 3 . Write dictations related to grammar and vocabulary learned. k-. Read aloud to indicate comprehension and interpreta tion of reading materials. 5. Organize discussions on topics related to vocational pamphlets. 6. Organize "role playing" sessions vfnere one student 7?or sources of information, refer to Bibliography on pages 273-275. 192 plays the role of a doctor and' another of a nurse, a merchant and a buyer, a fireman and a housewife, a farmer and a traffic engineer, a politician and a citizen, and an English-speaking person trying to un derstand a French-speaking person through an inter preter. 7. Organize "simulation" games where a person becomes sick and four or five students try to find out what the problem is; or a person gets angry and others try to calm him down; or a situation is created where there is a parking problem in the school and the stu dents have to resolve the problem. JUNIOR LEVEL Objective; For the student to summarize ethnic language and cultural knowledge acquired in the reading of materials for Self-Identity, His torical Perspective, and Cross-Culturation (See Chapter III). Language Skills 1. Speaking: pronunciation of standard French [ 2. Learn idiomatic expressions in French and in English. (See Chapter V, page 231.) i 3. Study anglicisms (See appendix to this chapter.) 4. Review grammar: nouns articles pronouns adjectives verbs adverbs prepositions 5. Use of conjunctions in Franco-American speech. For sample drills and generalization, see page 188, number 5> on the use of prepositions. Franco-American Speech a ) Q.uand qui vient, ce n'est pas pour longtemps. U) Hecoue tu arriveras, j'aurai fini. c) Si qu'on veut quelque chose, il faut travailler. d) II n'est pas parti jusqu'^ quand tu arrives. e) Q.uel qu'il veut? (Pronoun in this case) 193 f) II travaille enfin de gagner de l 1argent. Standard French Speech a) Quand il vient, ce n ’est pas pour longtemps. b) Lorsque tu arriveras, j'aurai fini. c) Si on veut quelque chose, il faut travailler. d) II n ’est pas parti avant que tu arrives. e ) Lequel veut-il? (Pronoun in this case) f) II travaille afin de gagner de 1'argent. 6. Writing: Simple sentences Example: Le clown pleure a grosses larmes. Compound coordinate sentences Example: Paul rit et Marc pleure. Compound subordinate sentences Example: Paul rit de Marc qui ple;ure. Periodical sentences I Example: Que je dorme, que je mange, que j ’etudie, je suis toujours heureux. 7. Reading to gather information for written summaries. 8. Learn vocabulary: a) to give nuances of different words, such as: marcher: se promener, trainer, languir parler: chuchotter, murmurer, discuter voir: scruter, fixer, regarder manger: avaler, macher, devorer espioner: £pier, soupponner, guetter b) to expand from a general word indicating an object to the particular parts of that object, such as: voiture: les freins, les phares, 1 'essuie-glace maison: les murs, le toits, la d^goutti&re fleur: tige, p6tale, pistil corps: narine, sourcil, nuque peinture: tableau, pinceau, pigment Content Materials 1. Geography 2. Newspaper 3* Plays and poetry Principles of Magazines both French and social sciences French-Canadian (See selections in bibliography under Self-Identity, Historical Perspective, and Cross-Cultura- lism.) 2. Songs (See Freshman Level) 19** Process 1. Oral performance in the pronunciation drills and ang licisms on tape and in class. Student-to-student assistance is to be encouraged. 2. Transfer tape and class performance in pronunciation drills and anglicisms to practical daily activities: discussions, summaries of research, evaluation of con cepts, principles, and behaviors. 3. Make generalizations about the structure of French and spelling in French (Oral work). Write summaries of reading about French, French- f Canadian, and Franco-American materials, for the following purposes: a) to gather information , b) to synthesize information c) to add to information read d) to evaluate information e) to compare information 5. Write and/or give oral summaries of research on such topics as: a) current legislation b) progress in medicine in the past five years c) educational value of the study of geography d) a comparison of the duties of a king and a presi dent e) evolution in folk dancing f) reasons why Champlain settled in Montreal g) the labor market for French-speaking persons h) the activities of a Franco-American in a frater nal organization i) Franco-American painters or writers SENIOR LEVEL Objective: For the student to evaluate the language and cultural behaviors of majority and minority groups with emphasis upon Franco-Americanism. Language Skills 1. Speaking: a) Pronunciation of standard French (O'! , &]>[ and [uj . b) Review pronunciation of standard French D J > , K 1 , fa] , ■ M , [oj , [0] , ufj > fy] > an(i m • (See Chapter II for Sample Drills and Word Lists) 195 2. Learn idiomatic expressions in French and in English. (See Chapter V, page 231.) 3. Compile idiomatic expressions in French from readings. Write compositions on cultural topics. (See Sopho more Level, page 190.) 5. Write generalizations about the structure of French and spelling in French. 6. Read for interpretive meaning, fluency, and intonation. Content Materials 1. Social Sciences: 2. French and French-Canadian economics literature: novels geography plays history poetry 2. Songs (See Freshman Level) Process 1. Research areas of interest in geography, economics, and history. 2. Use the debate either in round table or fishbowl for mats (see Chapter III, pages 9^-97) to discuss such statements as: a) Acculturation does not occur in a monolingual society. b) Ethnic groups are poor and uneducated. c) The individual who succeeds in learning a second language does so at a great price. d) There are similarities across ethnic groups. e) The strongest factor in unifying an ethnic group is the woman. f) The most creative way to strengthen an ethnic group is to ignore the past of that ethnic group. 196 APPENDIX Anglicisms Anglicism is one aspect of Franco-American speech which many Franco-American teachers have difficulty dealing with effectively. It exasperates most French teachers of English-speaking origin. It might be helpful to realize, generally, how the problem has been created. If a person reads the newspaper or goes to the store and all of the signs and advertisements are in Eng lish, it is reasonable to assume that the person’s lan guage is influenced by this constant exposure. It is also this kind of experience which accounts for most of the anglicisms used by the Franco-American student. When a Franco-American says: "Je va m'acheter un coat," there are three aspects of language behavior to be considered in the statement. The first is that all of the words used are French except one. The second is the use of va which is explained by the tendency to regularize irregular verbs as indicated on pages 70-71. The third is the use of the English word coat. Will it be sufficient to tell the student that coat is manteau in French? Usually he will react in one of two ways. He will tell the teacher that he knows this 197 bit of information, or shrug his shoulders and say, "I didn't know". In both cases he will usually continue to say coat for manteau. The words which the Franco-American student angli cizes generally fall into three categories: 1. common nouns and adjectives which he hears and understands but to which he is exposed mostly in an English context: truck, lucky, cheap, coat, store, flush; 2. seldom used words, such as typewriter (dactylo) and lawnmower (tondeuse) which he only hears and reads in English; 3. English verbs, which he neglects to assimilate in French, to which he adds the French conju gation: runner, fighter, and rider. In 1965, the investigator made up a list of 125 sentences which sixteen students had to memorize during the Summer NDEA Institute at Assumption College. The sentences were In standard French but had counterparts in anglicized Franco-American speech. Examples: Standard French Franco-American Anglicisms Reviens Reviens back C'est amusant C'est le fun Accroche ton manteau Pends ton coat J'ai achete de J'ai achete du stuff 1 'etoffe The students had only the list of standard French sentences. At the end of five weeks, all of them acknow ledged that they had studied the list except three who said that they had "reviewed" it a few times. 198 Two evaluations were made of the students' use of the standard French sentences. The first was an informal test to find out what language behavioral changes had occurred in the students. Five teacher-participants each made up a series of question-answer dialogues to elicit specific responses from the students. The students did not know that they were being evaluated. Here are samples of the teacher-dialogues and the answers given by the stu dents . Teacher: Avez-vous achete des oranges recemment? Student: Oui. Teacher: Ou? Stiident: Au store. Teacher: Quel magasin? Student: Au A & P. Teacher: Vous avez une belle robe. C'est en quoi? Student: En coton. Teacher: Ou l'avez-vous achete? Student: C'est du stuff que ma mere avait. Teacher: C'est un bon etoffe du coton. Student: C'est du stuff cheap. (Teacher burst a balloon which she had in her hand)' Teacher: Qu'est-ce que j'ai fait? Student: Vous l'avez bust£. Teacher: J'ai fait du bruit quand je l'ai creve. Student: Oui, a bixste fort. Only two of the sixteen students gave any answers corresponding to the materials learned. The second test was an oral recitation staged a few days after the first evaluation. The investigator told the students that they would hear a group of sentences, with anglicisms, but that they had to give the correspon ding sentences which they had learned.. 199 Example: Investigator: Ote ton coat. Student: Enleve ton manteau. Some students were quick to give the answers. Most of them hesitated and answered with questioning intonation, A third of the students never gave more than two correct answers out of six. Only four students had given all their answers without mistakes. The investigator attributed the failure of the stu dents to learn the sentences, in part, to the following causes: 1. The evaluation methods were not related to the learning situation. 2. The students were not used to the associa tion of the anglicisms and the standard French sentences. 3. The students1 learning experience was not made relevant either by the students or the investigator. During the 1967 Summer i'iDEA Institute at Assumption College, the same sentences, plus three, were given to another group of fourteen students. This time, however, the students received both the Franco-American anglicized sentences and the standard French version on separate playing-card-sized cards. Examples: 1. Le temps est dull. 1. Le temps est triste. 2. Mon pere a un truck neu. 2. Mon pere a un cam ion ne u f . 3. Elle a fainte dans 1'^glise. 3* Elle s'est evanouie dans 1'eglise. J'ai passe l'ete au beach. J'ai pass£ l'et£ a la plage. 200 There were eight decks of thirty-two cards each, representing sixteen anglicized to standard French sen tences. The fourteen students and two participants divi ded into groups of four, each with a deck of cards which the individual group kept for a week. Every morning, ten minutes before the class period, each group met to play one or two hands. Eight cards were dealt to each player. Flaying clockwise, the dealer picked a card from the hand of the second player; the second, from the third; the third, from the fourth; and the fourth, from the dealer. The object was to match an anglicism card with a standard French card and lay the pair on the table. Each card \tfas numbered one to four. When all of the cards were on the table, each player to taled the numbers on the cards in front of him. The win ner was the player with the highest number of points at the end of ten minutes of play. During the summer, the students were allowed to bring a deck of cards each day to play at home with friends or parents. The second week, each group had a different deck of cards. Each student was also given a list, the angli cized and the standard French version, of the sentences on the cards he had played with the first week. At the end of the thirty-minute class period, each student went to the language laboratory with a tape of the sentences 201 as on his list. Only the anglicized version was heard on tape. The object of the laboratory exercise was for the student to listen to the anglicized sentence on the tape and repeat the standard French version. The student could look on his list, but he was encouraged not to do so after the second day. The following is a schedule identical to that used to study anglicisms at the 19&7 NDEA Institute. 7/ 3- 8 7/11-15 7/18-22 7/14-28 Jean Plourde Lab Lab Lab Ami Frechette Deck I Deck II Deck III Jules Lavoie Deck I Deck II Claude Poisson Deck III Deck IV Luc Cyr Lab Lab Lab Florette Jean Deck II Deck III Deck IV Anita Cousin Deck II Deck III Gerard LeC-ros Deck IV Deck V Origene Roy Lab Lab Lab Clayton Rene Deck III Deck IV Deck V Sue Michaud Deck III Deck IV Richard Voisine Deck V Deck I Claire Rejean Lab Lab Lab Yves Saindon Deck IV Deck V Deck I Jeanne Martin Deck IV Deck V Lucille Halle Deck I Deck II Pierre Baudet Lab Lab Lab Monique Nadeau Deck V Deck I Deck II M. Beausoleil Deck V Deck I Hme. Giasson Deck II Deck III FIGURE II: Schedule for Card Games At the end of five weeks, each student had been ex posed to eighty different sentences. The identical evalu ation methods were used as in the 19&5 experiences to test the language behavioral changes in the students. All of the students without fail could use the standard French 202 sentences in the question-answer dialogues and in the re citation. Some hesitancy was noted only in the question- answer dialogues. Also, three students initially used an anglicized statement in the question-answer dialogue but reverted to standard French in the follow-up question or statement. The investigator concluded that Franco-American stu dents might be helped in their language learning experi ence if they studied standard French simultaneously with their dialect. Other factors contributing to the success of the students' experience xvere: 1. Fewer sentences to learn. 2. Some relevant context for learning. 3. The variety of exposure: card game and labora tory exercises. All of the students acknowledged having played the card game at home. The sentences used in the 1967 ex perience are included in the following pages. They are grouped by "card decks". The reader will note that some of the sentences reflect other dialectal differences than anglicisms, such as misuse of words or differences in Franco-American pronunciations. List of Franco-American French and Standard French for Card Game I II 1. Comment qu't'as eu? 1. Le temps est dull. Combien as-tu eu? Le temps est triste, morne. 203 2. J'ai li deux pages. 2. pa runne dull a la shop, J'ai lu deux pages. pa va mal a 1'usine. 3. Donne-mou.£-le. 3. C'est free. Donne-le-moi. C'est gratis. 4. C'est un business man. 4. Elle est excitee. C'est un commerpant. Elle est iierveuse. 5. Ka ceinture est loose. 5*II 1'a fait par expres. Ka ceinture est ample. II l'a fait a dessein. 6. Reviens back. 6. Vite! mets les brakes! Reviens. Vite! applique les freins! 7. II a perdu sa job. 7. pa, c'est ma best chum. II a perdu son ernploi. Elle est ma meilleure amie. 8. J'y allerai si qui fait 8. Une areche de poisson. beau. Une arete de poisson. J'irai s'il fait beau. 9. Une maladie qui s'attrape. 9. Viens tiendre la porte. Une maladie contagieuse. Viens tenir la porte. 10. J'ai le bras demarche. 10. Donne-mou6 z'en gros. J'ai le bras demis. Donne m 'en beaucoup. 11. Un vrai bum. 11. D'iousse que tu Un vagabond, un voyou. d'viens? D'ou viens-tu? 12. Le tuyau a buste. Le tuyau a eclate. 12. C'est plate...c'est baveux. 13. Ote ton coat. C'est ennuyant. Enleve ton manteau. 13. Viens pas m'achaler. 14. Moue aussi j'y va. Laisse-moi la paix. Moi aussi j'y vais. 14. Une piece ben actee. 15. Y a dit que c'etait Une pifece bien jouee. alright. II a dit que c'etait bien. 15. Fesse ce clou-lk. Frappe ou enfonce ce 16. Regarde dans le cash. clou-1^.. Regarde dans la caisse. 16. Toute le monde sont malades. Tout le monde est malade. 20^ 111 IV 1. Y allent au store. 1. Mon pepere. Ils vont au magasin. Mon grand-pere. 2. Prends un toothpick. 2. Houe-tou. Frends un cure-dents. Moi aussi. 3. Moue itou j'y va. 3 . Kosse tu dis? Hoi aussi j'y vais. Que dis-tu? k, C'est le fun. k-, Kosse q't'as? C'est amusant. Qu'as-tu? 5. Pantoute. 5 . lousse que te? Pas du tout. Ou es-tu? 6. Donne-rnoue-z-en du 6. Pends ton coat. candy. Accroche ton manteau. Donne-m'en des bonbons. 7. Y a pas de luck. 7. L'b^be est mouru. II n'a pas de chance. Le b£b£ est mort. 8. Ye pas game pour le faire. 8. J'vas-tu y aller? II n'ose pas le faire. Vais-je y aller? 9. On ai hu.it z'enfants. 9. De quoisse que c'est? IJous sommes huit enfants. Qu'est~ce que c'est? 10. Koss^ qu'c'est qui dit? 10. Kosse que tu chantes? Que dit-il? Que chantes-tu? 11. Y fa beau he? 11. Marche t'assire. K'est-ce pas qu'il fait Va t'asseoir. beau? 12. Tue la larape. 12. Un clipeur. Eteins la lampe. Une tondeuse. 13. Leve-toue deboutte. 13. A midi sharp. L^ve-toi. A midi sonnant. 1^. Pourquoi c'est faire? 1^. La tank est pleine. Pourquoi? Le reservoir est plein. 15. Y ousse que tu 15. L'heure standard. regardes? L'heure solaire. Ou regardes-tu? 16. Une jar de pickles. 16. Vire de bord. Un bocal de cornichons. Retourne-toi. 205 V 1. II a du pep. II a de 1 'entrain. 2. Hecque j'arrive. Quand j'arriverai. 3. Y ou qu'il est? Ou est-il? b. Y ousse qui va? Ou va-t-il? 5. Quel age que t'as? Quel age as-tu? 6. II est flush. II est gen^reux. 7. Nous avons gagne la game. Nous avons gagne la partie. 8. J'ai achete du stuff. J'ai achete de l'etoffe. 9. Tu peux pas me beater. Tu ne peux pas me surpasser. 10. II reste au ras 1'ecole. II demeure pres de 1'ecole. 11. J'ai venu en truck. Je suis venu en camion. 12. Son char est parke. Sa voiture est stationnee. 13. Elle etait funneu.se. Elle etait drole. 1^. A ma caller.^ Elle m'a telephone. 15. J 1 passe l'ete a beach. Je passe l'ete a la plage. 16. Pourquoi que tu kick comme pa? Pourquoi critiques-tu comme pa? 206 VI 1. J ’ai perdu mon bus. J'ai manque I 1autobus. 2. Mon pere a un truck neu. Mon p£re a un camion neuf. 3. J'ai une digestion de cocombe. J'ai une indigestion de concombre. k, II a eu une nervous breakdown. II a eu une depression nerveuse. 5. J'ai reste mon chapeau a la rnaison. J'ai laissS mon chapeau chez-moi. 6. Les mots de spelling sont durs. Les rnots d'epellation sont difficiles. 7. J'chu ben icite, j'y reste. Je suis bien ici, j'y demeure. 8. J'chu t'arrive che-nous a dix heures. Je suis arrive chez nous a dix heures. 9. Faut q u 'on fe ze une comm i s s ion. i'ous avons une commission a faire. 10. Viens prendre un lunch avec nous autres. Viens gouter avec nous. 11. Elle a fainte dans 1'eglise. Elle s'est evanouie dans 1'eglise. 12. Mon pere travaille a la shop. v Mon pere travaille a 1 'atelier ou a la manufacture de chaussures. 13. En revenant, nous avons eu un flat. En revenant, un pneu a creve. 14-. La boucsne sort de la chunee. La fumee sort de la cheminee. 15. Qui c'est que vous voyez? Qui voyez-vous? 16. J'm'as-ti ma robe varte? Je mets ma robe verte? 207 VII 1. Y allera dans le smoking room. II ira aufumoir. 2. pa acheve-tu ben vite? pa acheve bien vite? 3. Comment qui sont? Combien sont-ils? k. J'cre pas kosse tu dis. Je ne crois pas ce que tu dis. 5. Y va mouiller, hein? II va pleuvoir, n'est-ce pas? 6. Le cake de mon birthday party etait bon. Mon gateau de fete etait bon. 7. Y a fait checker son coat. II a fait mettre son manteau en surete. 8. Y va venir betot. II va venir bientSt. / 9. Veux-tu un cone d'ice cream ou un sucker? Veux-tu un cornet de glace ou un supon? 10. Je room avec na chum sur ma matante. Je suis pensionnaire avec mon amie chez ma tante. 11. Va au store chercher un cake. Va au magasin chercher un g&teau. 12. Achete-moue une canne de bean. Achete-moi une bo'ite de feves au lard. 13. Ma petite fille est ben smart. Ma petite fille est bien habilee, intelligente. 1^. >S'ta tu beau au moving? Le film etait interessant? 15. Veux-tu aller shaker le mop? Veux-tu aller secouer la vadrouille? 16. As-tu paye le bill au store? As-tu paye le compte, la facture au magasin? 208 VIII 1. Savez-vous(runner un bycicle? Savez-vous conduire une bicyclette? 2. Gore su le top de la maison. Regarde sur le toit de la maison. 3. C'est all right...by! C'est tres bien, au revoir. k* A l'aime la drink pi l'ice cream. ^ Elle aime la liqueur et la cr&me glacee. 5. Le boy friend de ma soeur est^en furlough. L'ami de ma soeur est en conge. 6. Je suis busy; j'ferai pa betot. Je suis occupe; je ferai cela tout a l'heure. 7. Le boss est smart. Le patron est habile. 8. J'travaille au moulin de coton. Je travaille a’ la manufacture de coton. 9. Y ai mean. II est mesquin, ou ingrat, ou injuste. 10. Asteur, y fau.t retourner back sur le job. Kaintenant, il faut retourner au travail. 11. J'ai oublie ma napkin. J'ai oublie ma serviette de table. 12. Les fleurs content dix cents la bunch. Les fleurs coutent dix cents le bouquet. 13. On a ete lucky on a, pas eu de flood ce printemps. Lous avions eu de la chance de ne pas avoir eu d'inon- dation ce printemps. lty. Le speed cop nous a arretes pi ya foulu gayer une fine. La police nous a arretes et nous avons du payer une amende. 15. J'mets des suliers neu pour la premiere fois. J'etrenne des souliers. 16. Hes pichous sont dark brown. ^ Kes pantoufles sont bruns fonce. CHAPTER V DESCRIPTION OP A FRENCH COURSE EXPERIENCE WITH FRANCO-AMERICAN COLLEGE FRESHMEN Some of the concerns in bilingual education in the past decade have centered on Franco-American high school students and on Franco-American language teachers. Les ser concern, if any, has been expressed for the needs of the bilingual college Freshman. The lack of attention given to these students may be due to the literary orientation of most foreign lan guage programs at the college level. Even colleges like Rivier in Nashua, New Hampshire, Saint Anselm in Manches ter, New Hampshire, Saint Francis in Biddeford, Maine, and Assumption College in Worcester, Massachusetts, whose enrollments are supported by a large Franco-American stu dent population, have gone the literary route. In such a situation, the procedure generally used to screen students for a foreign language course, regard less of their background, is some form of institutional "standardized test". For the sake of expediency, the procedure may be effective. Educationally, the objectives of the testing programs, especially when literature- 209 210 oriented, may be so narrow as to be unfair to the stu dents. They may be speaking their language effectively to communicate their needs, but they may not be able to explain literary principles or the structure of their language• Since most bilingual Franco-Americans do badly in spelling and grammar on standardized tests, they are place in beginning Freshmen courses. The assumption seems to be that only in such courses can these language areas be covered or learned. The effect has been to ignore the language potential of the Franco-American Freshman. The "tests" give us some indication about his language weak nesses but they prevent us from learning how to capitalize upon his broad language background. But beyond the considerations of grammar and spell ing, there are those of a style of life, of differences in social experiences, and of the values attached to edu cation which affect the testing performance of the bilin gual Freshman. These factors are often compounded by dif ferences which result from a neglected backgroun and 1 which are carried over into college life. ^In a letter to PAGE/FABRIC, a Title III project of which Dr. Donald Dugas is the coordinator in Sainte Agatha, Maine, Mr. Edward Booth, Modern'Foreign Language Coordina tor for the State of Maine, wrote: "Achievement tests given in two districts in the Saint John Valley show the majority of pupils are achiev ing below grade norms. The former superintendent of 211 A Committment to Bilingual Education The administration at the University of Maine at Fort Kent, Fort Kent, Maine, has undertaken the task of studying and experimenting with bilingual education for Franco-Americans on that campus beginning with the aca demic year 1969-1970. The reason for the committment is to help define one of the potential areas of specializa tion, Bilingual Education, in teacher preparation at that college (see Appendix I, II, III). The investigator was hired to evaluate the foreign language curriculum and to experiment with course content. It was important, from the very beginning, for the i college community to have some understanding of bilingual education as opposed to other language programs. The in formation was included in a report to the President of the college by the investigator: A rapid study of our language and cultural re sources suggests at least the following kinds of language programs needs at the national level: A. Dialectal Education B. Bilingual Education G. Foreign language Education schools in Van Buren has reported that reading achievement scores of his pupils who speak only French at home are, on the average, three years below national norms. Without a doubt a study of test scores in other school systems in the Saint John Valley would show a similar pattern of un derachievement. November 25, 1968. The scores referred to are SAT scores. Since the Title III project has gone into effect, test scores have gone up almost one grade on the average. 212 In the first case, a student’s second language experieiice would "be an English dialect other than his own but relevant to a student's environ mental needs and interests (an Irish Bostonian studying the American-English Negro dialect, for instance); in the second, the student’s language experience should support his need for identity as he perceives his identity, in both his ethnic and national cultures, because of his social ex periences, needs, and interests (for instance, a Cuban in Hartford. Connecticut, studying both Spanish and English); in the third, the student nay studjr a foreign language to understand commu nications processes, to achieve a degree of pro ficiency in communicating writh people not of his culture, or to enrich his own language and ideolo gies through another language (most students in the majority of liberal arts colleges or state educational institutions fall in this category).2 A. Long Range Objectives The long range objectives of the study and the ex perimentation at the college were to be twofold: 1. To take steps toward HUMANIZING the content and pro cess of the foreign language program; i.e., to put the courses within reach of every interested student and within the framework of specific performances of skills, and expressions of thought and attitudes through student-perceived language objectives. 2. To strengthen those linguistic, educational, and social areas which make the University of Maine at Port Kent geographically unique to provide leader- shio and a maintenance context for Bilingual Educa tion. 3 2 Task Committee Report: Bilingual Education, sent by the investigator to the President of the College, Novem ber 23, 1969. ^Special Bilingual Program: Objectives and Ration ale. sent to the Academic Affairs Committee of the Univer sity of Haine at Port Kent by the investigator, October 1969. (See Appendix IV, V, for Departmental Objectives and Departmental Statement of Philosophy included in the same document.) 213 B. Immediate Objective The immediate objective for the accademic year 1969- 19?0 was to seek guidelines for a) a course structure in the Intermediate French course; b) content which is rele vant to Franco-American students in a French language course at this level; c) methods suitable for Franco- Americans. A Simple Design The geographic location of the campus is in a bi lingual community from xvhich the college draws almost half of its students. The investigator did not know what kinds of previous classroom language experiences the students had had. He was assured, however, that most students in the Intermediate French course were Franco- Americans. From these considerations, the investigator decided that content and process in the Intermediate French course would be the prime responsibility of the students en rolled. It was assumed that through student-generated decisions in these areas practical guidelines could be formulated. Content, for the purpose of this study, was to be considered the "stuff" used in the student’s language learning experience in a classroom situation because of the student's expressed needs and interests. 214 As for process, the only definition which was to be used was that of Parker and Hubin: "...the cluster of diverse procedures which surround the acquisition and utilization of knowledge. This meant that the students would decide how they would learn what they wanted to learn. During the two semesters, only those activities which were identifiable as classroom language learning experiences were evaluated. To recite the French alpha bet, for instance, was not to be considered a language learning activity in the case of a student who already knew the alphabet. But to discriminate between Franco- American dialect and standard French was considered a language learning activity which would be acceptable. The only predetermined structure to the course would be one of scheduling time and place. The school year is divided into two semesters. The first three weeks of the first semester would be used for orientation to the course.. The students were to meet with the investigator three times a week: on Tuesday and Thursday for an hour and forty minutes, and on Friday for fifty minutes. The needs in terms of physical facilities were to be de fined after the orientation period. However, three ^J. Cecil Parker and Louis Jo Rubin, Process As Content (Rand McNally & Company, Chicago, 1966), p. 1. 215 classrooms were available if they were needed. Every student registering for the course would be included in the study. Our main interest was that the population of the Intermediate French course had usually been made up of Freshmen Franco-American students. A rapid survey of the students finally enrolled yielded the following information. 1. 32 Freshmen; 1 Sophomore; 2 Juniors; 2 Seniors. 2 . Zh students were girls; 13 were boys. 3. 23 students came from Aroostook County (Saint John Valley students); 9 from Androscoggin County; and 5 from other counties. 4-. The class represented 10 percent of the college popu lation and 17 percent of the Franco-American campus population. 5. 33 of the 37 students were of French-speaking back ground. 6 . 31 of the 37 students could be described as liberated students in a foreign language learning situation.5 (See page 25 for a definition of liberated student.) Course Orientation One of the means of arriving at democratic process might be for the instructor to plan student-centered activities; another might be to rely on student-initiated activities. In the first case, the initiative of the 5The investigator does not intend to refer to the performance or activities of English-speaking students in the chapter. Most of them had had three years of foreign language experience in high school. The investigator only wants to observe that there is a potential for fur ther study in the grouping of FrancopAmerican students and English-speaking students at this level. 216 instructor seems to be pulling the student towards him; in the second,'the student seems to be pulling the in structor tov.rards him. The investigator was interested in student-initiated activities. The three-week orientation period v.ras spent in large and small group discussions carried on in French. The purposes of the discussions were for the students to exchange ideas on language learning and approaches to language learning, to structure the course for the year, and to suggest and select evaluation procedures for their work. Both students and investigator presented their ideas, studied alternatives, and exchanged their experi ences. But only the students made final decisions about content and process eventually to be included in the course. The main topics discussed during orientation were: 1. Ethnicity, acculturation, and bilingualism. 2. Differences and similarities in first and se cond language learning, 3. The structure of language and language skills acquisition. Sources and availability of language content materials. 5. Student-instructor relationship during the course. 6. Student-to-student relationships during the course. 21? 7. Methods of evaluating course work. Initially, the students were hesitant to speak, although the investigator made attempts to make them feel at ease. Often there were long silent pauses between ex pressions of ideas. Students eventually admitted that these pauses made them nervous. This was not a language problem, it was later suggested by the students. They said that they felt out of place being contributors to a discussion on an even level with the investigator. The investigator made a conscious effort to have the students express their thoughts on the various topics which were initiated, and to have them base these ideas on facts and experiences. At the end of three weeks, the students discussed those factors which helped in developing a rapport be tween all the members of the class. These included: 1. The sense that their language and cultural experiences were contributing to the learning experience of others. 2. The motivation generated by this sense of shared- learning. 3. A growing awareness that they knew more than they thought they did about language in general and their culture in particular. k. The realization that they had really given little thought to their own dialect. 5. The acceptance of their dialect by the investigator. 6. The presence, on three occasions, of adults from their community who shared with them their language and cul tural experience. The three guests were a teacher, a 218 housewife, and a businessman. The teacher came several times informally. There were thirty-four students out of the thirty- seven who said that their interest in the course had in creased during the orientation period. Most of them stated that their previous experience in language courses had been negative because "teachers kept correcting us all the time". I The investigator observed that at the end of the three weeks the students had not become less conscious of their dialect. They did, however, accept the use of it more and their conversation did become more fluent. At the same time, another observation made by the investigator stemmed from the dialectal differences be tween Saint John Valley students and those from Andro scoggin County. Saint John Valley Students Androscoggin County Students 1. More pronounced use of Less pronounced use of the the Franco-American Franco-Arnerican JclJ , [v/cQ, jo], [w*J, and [p] . and [o] . 2. Some regional vocabu- Mo regional vocabulary, lary: CHAR for auto ECHEILE for escalier CONCESSION for campagne AMARRER for attacher 3. Fames of people are People's names usually given more often changed: in English TIT PIT for Pierre or any small boy TIT ROUGE for anyone with red hair 219 TIT TOM for Thomas TOIKETTE for Antoinette k. More fluency in speech Less fluency in speech; hesi tant 5. Very conscious of their Conscious of anglicisms in dialectal differences their dialect in pronunciation. The Franco-American students from Androscoggin County had to adjust to the speech behavior of the Saint John Valley students, and tended to mimic them in a dero gatory manner. The reverse was not true. The Valley stu dents looked upon the Aaidroscoggin County students as snobbish and decried their attitude in mimicking them. The conflict was discussed and resolved after each group understood how their language behavior was affecting their relationship. This was done in a post-orientation session. Results of Orientation By the end of the orientation period, the students had arrived at the following agreements: 1. Individual students would select their own areas of language interest, define their own learning ob jectives in their selected activities, and structure their own activities to meet these objectives. However, it was felt by the students that the investigator should provide for some minimum language activities to be assigned to all students, specifically in phonetics. 2. The students would work individually or in small groups made up of students with common interests. The 220 instructor would act as advisor, assist those who wanted help, and evaluate the work done from the stated objec tives of the students. 3. A library of books and textbooks for student use was to be set up in one classroom. Students were to bring in any materials which they felt they needed or which could be helpful to other students working on simi lar or different activities. k. Student-to-student assistance was to be en couraged. 5. Evaluation would reflect what the student did, on the basis of selected activity, objectives defined, and performance. The structure of the course from the standpoint of scheduling time and place was altered slightly as a re sult of the orientation sessions. The students were to do their work in any one of three classrooms. Cne became known as the "talking room" because it was there that stu dents who had oral work to do gathered; another became known as the "silent room" because there students could study, read, and write, with some degree of quiet. The third was used by those students who wanted to work with a tape recorder, a record player, or any other audio visual aid. The first twenty minutes of the Tuesday class was to be used for a meeting of the whole group. At this 221 time, students would ask questions of a general nature about language,' relate their own work experiences, and volunteer to comment on things which were being done by other students. The remainder of the period and during the Thursday session the time would be used for the stu dents 1 work in their selected areas of language learning. On Friday, the students would come to class in groups of no more than ten. Each group would be assigned fifty minutes between eight o'clock and noon. During this period, the students would continue their work. But they would also be called upon by the investigator to evaluate the work done during the week, and to change any direction of the student's activity which seemed advisable to the student and the investigator. A small library of some 200 items was made available to the students after the orientation period. It inclu ded: *KL different grammar-oriented texts ranging from A-Lrl to Grevisse k-2 French short story readers 38 complete literary works mostly of twentieth century French authors 15 civilization and culture texts (France) 3 civilization and culture texts (French-Canada) 5 French-Canadian short story readers 2k- complete French-Canadian novels 2k- booklets in French and in English on geography, 222 music, arts, social science, and physical sciences French and French-Canadian newspapers and maga zines: Le Devoir, L 'Action, Le i.'aclawaska. Le Figaro, Realite, Farls-Hatch, and Culture Vivante The library was not completed all at once. It in creased as the students1 needs for certain books were ex pressed. The students1 own contribution to the library included old family letters, a genealogical dictionary, newspapers and pamphlets published in the students1 home towns. Many of the pamiphlets were put out during centen nials, giving some account of Franco-American life either directly or indirectly. During the last two orientation classes, consider able time had been spent by the students on deciding the general organization of content and process for the course. The result is best illustrated by the contract (see page 223 ) which they Tworked out to be used in the evalu.ation of their activities and for the assignment of grades.^ It covers three areas: a special project, in structor assignments, and the students* self-assigned tasks. These areas are further divided into: activity selected and described, definition of objectives, and means of evaluation. ^Evaluation procedures discussed by the students in cluded: individual quizzes on Friday, monthly evaluation forms to be filled out by the students, individual tests at the end of each student activity, individual tests at the end of each semester, subjective investigator's apprai sal of the student's work, and the contract. TABLE 5 CONTRACT DESIGNED BY STUDENTS AND INVESTIGATOR FOR INTERMEDIATE FRENCH COURSE Franpais Intermediaire Pro .jet special Activite Ob.iectif (s) Evaluation D. C. B. A. Travaux communs ^ Activites Ob.iectif (s) Evaluation D. a) Etudier 15 lepons de a) Comprendre et employer les Quiz de 15 phrases. grammaire. notions de grammaire ap prises. Id) Etudier 15 feuilles b) Pouvoir donner une traduc Quiz de 20 phrases. d'idiomes. s tion orale des idiomes. C. Lire 3 contes a haute Prononciation de fi] , £aj , ou Lire la lecture pour pro voix; repondre aux ques [wa] ; de [tl ou G). / nonciation des sons. tions . Demontrer votre comprehension Evaluation des reponses du texte lu. aux exercices. B. Lire 5 biographies et Ecrire des phrases grammati- Correction de "l1enquete" faire "I’enqu^te". cales dans "1‘enquete". par le professeur. A. Lire 7 lectures au su- Ecrire des phrases grammati- Correction de "I1enquete" jet de pays influences calement correctes et epeler par le professeur: gram par la France. correctement dans "I*enquete" maire et epellation. Travaux de 1 ‘Htudiant D. D. D. C. C. C. N> ro B. B. B. VjJ A. A. A. Content and Frocess in the Intermediate French Course The experience in independent study, formulation of language objectives, selection of materials, timing of work, and evaluation was n e w to the students. The first few weeks after the orientation period were difficult for many of them. Comments which became common with some were "I can't tell if I'm doing the right thing." "Is this what you're (investigator) expecting of me? "French was easier last year.11 "I don't like working with verbs. I'm not learning anything. Can I change area?" "The group that I'm working with is noisy and wastes my time. Can I change groups?" A typical dialogue between a student and the inves tigator went like this: Student: I'm bored. Investigator: There must be a reason why you're bored. Student: I thought the group would be interesting because most of the students are from my home town and we vie re in the same high school. But they're just wasting time talking a lot of nonsense. investigator: You don't like what you're doing. Student: Well, last year I learned a. lot. I just don't feel that I'm learning anything now. Investigator: There's something that you want to learn in French. Student: Yes. I like literature. But all these short stories the group is discussing are boring and childish. Investigator: You want to do some literature. Student: Yes. But I can't do it by myself. It would be better if the group had a text and we could discuss it. Like last year, 225 the teacher helped us a lot. He was a great help. Investigator: There might he other students who feel that they want to study literature. Have you asked? Student: No, because I figure that they want to study something else. Investigator: Do you want to ask? Studnet: Not really. But I will if this is the only way. Investigator: You can probably come up with some other solution. Student: Kaybe I can go it alone. But I'll ask first. Investigator: You probably have something specific in mind in literature that... Student: Last year, I enjoyed Sartre and Camus.... Students like this one kept seeking out whom they could best work with or ended up working alone. Many students changed areas of study initially. All of them were settled in what they were going to do before the end of the fifth week of the first semester. During the se cond semester, the problem did not present itself. During two separate Tuesday general sessions, the investigator touched upon the formulation of language learning objectives. The students were requested to try to perceive their language behavior from three aspects of human behavior: psychomotor, cognitive, and affective. Examples, such as the following, were given to the stu dents: 226 1. Psychomotor: I want to pronounce K 1 as in standard French and JjaJ as in my dialect in^ the following words: Canada, tabac, la-bas. 2. Cognitive: I want to know the difference in sound between my dialect and standard French in the words: Canada, tabac, and la-bas. 3. Affective: How do I feel about the Franco-American who uses [aj as opposed to the Franco- American who mixes Ca3 and t»l in his speech behavior, as in Canada, tabac, and lli-bas. The students were encouraged to write their objec tives with terms like: Psychomotor Cognitive Affective I want to I want to I want to hear... find out... give my impres- see... memorize... sion of... feel (touch)... know the dif- enjoy... measure... ferences... inf luence... utter... summarize... react to... The students were made aware that behavior in any one of these areas did not exclude behavior in the other two areas, but that any learning act is affected by all three. The main focus in writing the language learning objectives from this point of view was to bring out the one type of behavior in which change was sought. In general, the Tuesday general sessions were taken up with students' concerns in grammar and vocabulary. host of the questions relating to grammar were centered on language irregularities such as the plural forms of compound nouns and proper nouns, the use of the imperfect, present conditional, and present subjunctive. The most common question about vocabulary was "How do you say in French...". More questions were related to idiomatic translations than to isolated words. Most questions re lated to isolated words were names of objects like: hair curler le bigoudi bathing cap le bonnet de bain raincoat 1f impermeable lampshade 11abat-jour slippers les pantoufles (Franco-Americans say "pichou") Some of the language experiences, as they relate to content and process, generated by the Franco-American students during the two semesters are described in the following samples in each of the three contract areas. I . Special Projects Samples 1. Activity: Write Objectives Evaluation a play about my Uncle Pit. D. Write a plan To create a compre- Teacher checks of the play. hensive and accurate plan for sequence of people, comprehension places, and events and accuracy, in a plan for a play. C . Write an To write grammati Teacher checks analysis of cal sentences and grammar and the plot to spell words cor spelling. be used. rectly. B . Write the a) To write dia Teacher checks one-act play logue congruent dialogues of — maximum of with characters. characters for 20 pages. b) To use voca incongruency, bulary accurately vocabulary and A. Write an To write grammati Teacher checks analysis of cal sentences and grammar and characters. spell words cor spelling. rectly. 228 2. Activity; Study Objectives Evaluation of Sartre. D. Write a bib To become acquaint Turn in the liography of ed with available bibliography a) his works materials. to instructor. b) works about him. C. Read one To learn something Give the ins biography. about the man. tructor a writ ten summary of the biography. B. Reseach his To know some Give a short r- philosophy. thoughts about oral presenta existentialism. tion to a seg ment of the class on exis tentialism. A . Read La To summarize with Instructor will i.ausee. accuracy and to eva check luate the book from a) information. the point of view b) grammar .and of existentialism. spelling. c) evaluation. 3» Activity; Write Objectives Evaluation a booklet on pho tography . D. Usage of To write grammati Instructor check Photography." cal sentences and grammar in this to learn photogra chapter. Photo phy terms in graphy terms French. will be under lined. C. Photographic To learn voca.bulary Give a word list Equipment. of equipment. of photographic equipment to instructor— read chapter. B. Techniques in To write grammati Instructor check Photography. cal sentences and grammar in this to learn photogra chapter. Photo phy terms in graphy terms■to French. be underlined. 229 A. Describe five To write grammati Teacher checks famous photo cal sentences and grammar and graphs . spelling spelling. (Student eventually chose President Kennedy and son, John; Churchill; a diver; flag raising at Ckinawa; earthquake-stricken villagers.) • Activity: Trans Objectives Evaluation late a social science booklet on Canada from English to French, D, Make a list To learn French Oral quiz by of 30 English- idioms, teacher on to-French list of idioms idioms from selected. the reading, C, Hake a list To learn voca Write sentences of 50 new bulary and to using the voca words learned know how to bulary learned; from the read use it. checked by ing. teacher. B, Write a paper To use grammatical Teacher checks on one area sentences and to grammar and of interest in spell correctly. spelling. the booklet. A, Translate the To translate Teacher checks booklet. thoughts accurate- for accuracy of ly from English translation, to French. These examples serve to illustrate students’ choice of language activities and the processes used to achieve their goals.. It should be noted that the contract was written in French. Other examples of activities selected included: writing sports newspaper articles, a four-part study of the people and traditions in Saint Agatha, Maine. 230 a thirty-page study of college life in a comic format, and the writing of a twenty-poem anthology. Eut the most com mon student activities were similar to those illustrated in numbers 2 and 3• Some of the less common processes used in realizing certain activities included: the taping of student con versations for observation of their speech behavior, inter viewing local people for the study of customs and tradi tions of these people, comparing a work of a French author with that of a French-Canadian author who has written on the same subject (Un homme et son neche by C-rignon and L'Ayare by Koliere), and a study of the Acadian influence in the Saint John Valley. II. Teacher Assignment Samples The teacher-assigned activities in the second part of the contract were intended to give the student a mini mum exposure to pronunciation, reading, grammar, vocabulary and culture as requested by the students. 1. Forty grammar lessons in drill form for easy generalization were on dittoed sheets. The students had to study any fifteen of these sheets during each semester. Kost of them dealt with morpho-phonemic problems of the Franco-American students as discussed in Chapter II, agree ment of verbs (past participles and verb tenses), and rela tive pronouns. When a student knew three grammar sheets, 231 he was given a quiz of twenty items. If he made more than three mistakes, he had to study the sheets again and take a similar quiz. The procedure was repeated until he made only three mistakes or less on the quiz. Usually groups of seven or eight students were ready for the same quiz at the same time, 2. Ninety sheets of twenty-five French-English isolated sentences also were on dittoed sheets. (See Ex hibit A below.) The student had to study any fifteen of these sheets; he was given an oral quiz.for every five sheets studied. The student was asked to give ten French-to-English and ten English-to-French translations from the five sheets. The student's translation had to be word for word. If he missed any five of the translations, he had to study the sheets again and take a similar quiz. The quiz was given to the students individually. The idiom sheets should not only be learned by heart. Students should learn to evaluate cultural dif ferences where these are obvious in the translations. The sentences may also be given in a dictation activity. The students should be encouraged to use them in their speech and in their writing. Exhibit A Idiom Sheet II n'a pas de famille He has no relatives 232 II faut le faire bon gre It must be done willy-nilly rnal gre II grelottait de froid He was shivering with cold II grelottait de peur He was shaking in his boots Pres de la porte on gelait, These next to the door were a cote du feu 021 grillait frozen while those next to the fire were roasting Cette scie me fait grincer This saw sets my teeth on edge des dents Le cognac me grise Brandy goes to my head II fut grise par ce pre Ke was intoxicated by this mier succes first success Si je manque mon train je If I miss my train, I'll catch vais etre gronde it! Le plus gros est fait The hardest part of the job is done Le torrent etait grossi The torrent was swollen by the par les pluies rain Le microscope grossit les The microscope magnifies the objets objects II grossit chaque jour He grows stouter every day Les objets grossissent en Objects grow larger as they se rapprochant come nearer C'est une per so m e a He is long-legged grandes gigues Glissons lk-dessus Let's 2101 insist on it II s'est glisse bien des Many errors have crept in this fautes dans ce livre book Je le tiens a la gorge A I have a strangle-hold on him Je ne vis pas ici par gout I don't live here by choice II goutait beaucoup cette He relished this simple family simple vie de famille 3 . Ten short stories by French a:nd French-Canadian authors were on dittoed sheets. Each student was asked to read aloud any three of these to the investigator. The student prepared himself for this reading. He was evalu ated on the basis of reading interpretation of the story and the pronunciation of one of three sounds , [aj, or £wa~) and either the or (dj. The student had to select the two sounds to be evaluated in his reading. It had to be a different sound for each reading except for jjQ or (d]. 233 After this activity, the student did the written assign ments related to the selection read. (See Exhibit B.) Exhibit B Proces d fune chenille par Felix Leclerc. Conte dans Adagio (Montreal: Fides, 1953)* Summary: A caterpillar is found drunk and is brought to trial before the whole insect kingdom. Con demned for its behavior, it is sentenced to be exiled. As it is being carried away from shore on a leaf, it changes to a butterfly. HEKSEIGICEKENT DAKS LE TEXT! 1. Est-ce qu'il y a longtemps de cet incident du proces de la chenille? 2. Les patineuses sont-elles: a) parterre b) sur l'eau c) sur un nuage 3. Qu'est-ce que les patineuses font chacune leur tour? k, Le proems de la chenille est dernain. Ou la plus vieille patineuse a-t-elle appris la nouvelle? 5. Ou le proces va-t-il avoir lieu? 6. Le matin meme on avait surpris la chenille. Dans quel £tat "etait-elle? 7. a) Qui jouaient les gendarmes? b) Qui avait les fanaux? c) Qui etait dans la galerie souterraine? d) Qui a lie la chenille? e) Qui etait le juge? f) Qui se parlaient comme des commeres? 8. Qui faisait partie du peuple durant le proces? 9. Comment les abeilles traitent-ils la chenille dans la cour? 10. De quoi accuse-t-on la chenille? 11. Les insectes sont-ils silencieux durant le proces? 12. On a trouve" la chenille coupable. Les insectes sont- ils toxis d 1 accord? 234 13. Qu'est-ce que l'on fait avec la chenille finalement? 14. Comment les insectes se preparent-ils a 1 'execution de la sentence? 15. Expliquez comment le conte se termine en faveur de la chenille. UN SCHAFGE DE RENSEIGKEKEMT 1. Quels insectes dans se conte avez-vous deja vus? 2. De tous les insectes dans le conte, sauf la chenille, lequel preferez-vous? 3 . Si vous avez deja assiste a un proces, de quoi l'in- culpe etait-il accuse? 4. Donnez quelques occasions quand vous trouvez vos amis trop sev&res. 5. Etes-vous trop severe vous aussi parfois? Comment? 6. Comment une personne peut-elle etre sans defense? Pouvez-vous venir a leur aide? 7. Croyez-vous qu'un amitii c'est fragile? Expliquez. 'd e v o i r s Clioisissez un des pro jets suivants: a) Ecrivez le dialogue pour le proces,. 1\ b) Dessinez quelques scenes du proces. c) Ecrivez un monologue parle par le premier papil- lon par del& les fraises, 4. Twelve geography items related to countries where French is spoken, such as Corsica, Andorra, Algeria, and Nigeria, were on dittoed sheets. The students had to read any seven of these each semester and do the "enquete". Evaluation was made of his writing performance in the "en quete". (See Exhibit C.) 235 LE CANADA Le Canada est divise en dix provinces: Terre-Neuve, la Nouvelle-Ecosse, le Nouveau- Brunswick, le Quebec, 1 'Ontario, le Manitoba, . la Colombie-Britannique, l'lle du Prince- Edouard, 1 'Alberta, la Saskatchewan, plus les territoires du Nord-Cuest et du Yukon. La Population canadienne est de 21,000,000 dont un tier est de langue franpaise. La capitale federale est a Ottawa. Dans la region du Saint- Laurent se trouvent deux grands centres du Can- ada-Franqais: Quebec et Montreal. Le Canada, decouvert par Cabot en 1^97, fut explore grandement par Jacques Cartier. C'est Champlain cependant qui fonda la premiere ville, Quebec, en 1608. La Compagnie de la Nouvelle-France, creee par Hiche'lieu, permit la rapide colonisation du pays. C'est durant les guerres^de Louis XIV que 1'Angleterre commenqa sa conquete du Canada. Des 1713 1'Acadie fut cedee aux Anglais par le Trait£ d'Utrecht. Plus tard, sur les Plaines d'Abraham, la possession du pays fut decidee en faveur de 1'Angleterre. Durant cette fameuse bataille, chaque pays a perd.u un de ses generaux: Wolfe et Montcalm. Aujourd'hui, le Canada est un pays bilingue et biculturel. L'anglais et le franpais sont les deux langues officielles. ENQUETE 1. Trouvez quelques faits sur la vie de Wolfe et ' Montcalm. 2. Donnez quelques faits historiqu.es au sujet de Champlain. 3 . Donnez cinq exernples de pays bilingues. Quelles langues parle-t-on dans ces pays? h-a Tracez uhe carte d.u Canada et ind.iquez la capitale de chaque province. 5 . Fifteen biographies of French and French-Canadian figures were on dittoed sheets. The students had to read any five of these selections each semester and do the 236 "enquete". Evaluation was made of the student's writing performance in the "enquete". (See Exhibit D.) Exhibit D LES MONTGOLFIER Feut-on imaginer un temps ou il n'y avait pas d'avion? pas de moyens de transport aerien? pas d'hotesses de l'air? pas de pilotes? On peut alors rnieux comprendre les fantaisies aventurieres des jeunes gens d ’autrefois— surtout la fascination d'etre eleve et transport! dans l'air. Joseph Michel Montgolfier s'etait toujours interesse dans de tels inventions; son frere, Jacques Etienne, n'en n'avait pas rnoins 1'esprit inventeur. Un jour, ils avaient fabrique un para chute; ils 1 'avaient mis £ 1'epreuve avec un mouton. En 1782, les deux freres se rnirent a la tache de monter un ballon aerien. La machine aerosta- tique avait trente-huit pieds de diametre, 105 pieds de circonference, et un volume de 23,^30 pieds cubiques. Le globe etait fait de pieces de toile boutonnees ensemble et doublees de papier. Le tout pesait 300 livres. Sous le ballon, les Montgolfier avaient con- struit un cadre en bois de seize pieds en hauteur. Sur le cad.re, il y avait une platforme. LA, il y avait une ouverture par laauelle sortait le "gaz jaune" d'un feu de laine et de paille. (Ce "gaz jaune" etait le grand secret des deux fr&res!) Sn dix minutes, on avait reussi a faire mon ter le premier "montgolfier" a 6000 pieds dans l'air. II descendit doucement a un mille et demi de son point de depart. Apres cette premiere reussite, Joseph et Jacques construisirent mi deuxieme ballon. Celui- ci etait de soie et on y avait ajoutee une "na celle" suspendue au bas du ballon. C'est a Versatile qu'a eu lieu cette deux- ieme montee eii aerostat. Les freres avaient monte dans la nacelle, un coq, un mouton, et un canard. Ainsi, devant le roi Louis XVI, sa femme, Marie- Antoinette, et leur cour, flotta pendant huit 237 minutes a 1,500 pieds dans l'air la premiere basse- cour aerienne. "Pour avoir rendu l'air navigable" les deux freres repurent du roi la Mldaille d'Cr et ils furent repus membres de I'Crdre de Saint-Kichel. L'enthousiasme du roi fut si grande qu'il offrit deux condamnes comme passage dans la nacelle. Jean-Franpois Pilatre de Rozier, historien du roi, put convaincre son souverain qu'un tel honneur ne revenait pas a des prisonniers. De Rozier de- vint le premier volontaire dans ces nouvelles aventures aeriennes. Un troisieme ballon fut construit. Quoique serai-spherique et pointu au sommet comme les autres, les dimensions de celui-ci ^taient plus grandes. II etait d^cor^ comme un oeuf de Fciques avec fleurs-de-lis bleues et jaunes, des signes du zodiaque et des soleils. Durant les trois premiers envois de de Ros ier, plusieurs devaient tenir le ballon avec des cordes. Ceci emp&chait l'ae'rostat de grimper trop haut et de se diriger trop loin. On descen- dait toujours le ballon avant qu'il n'y ait plus d'air chaud. C'est le 21 novembre 1783 que de Rozier et le Marquis d'Arlandes flotterent librement dans l'air sans 1'aide de cordage. Le vol dura vingt- cinq minutes. Les deux navigateurs firent leur descente h cinq milles et demi du lieu de depart. Ils avaient travers^ Faris d'un rive de la Seine k 1 'autre. Des 1785, les aerostats ser-vaient un but utili- taire; c’^tait celui de transporter le courier d'un pays k 1 'autre. Durant son s^jour en Sg-ypte, napoleon s'en servait pour observer l'ennemi. Durant la guerre entre les autrichiens et les veni- ciens en 1849, ces ballons devintent les premiers avions de bombardement dans 1'histoire du monde. Les Montgolfier realiserent-ils ce qu'ils avaient invent^? C'est invraisemblable. C11 posa k peu pres la meme question a Benjamin Franklin. "Les deux freres savaient-ils de quoi il s'agissait avec leur ballon?" "De quoi s'agissait-il?" repondit le savant sans trop de reflexion. "D’un nouveau bebe, monsieur." C ‘etait, a vrai dire, 1'origine de 1 ‘aviation mode me . SNQUETS 1. ITommez un grand inventeur. 2. Racontez les evenements importants de sa vie. Ill. Student Assignments Samples In the third part of the contrsct, students selected activities to be performed for each letter grade over a five-week period. Cnly two five-week-period assignments were contracted for in the first semester; three, in the second. The selection of activities was made at the be ginning of each five-week period. A different activity could have been selected for each letter grade or a single project could have been selected for all foirr letter grades. The most common activities chosen by the students were the reading of short stories accompanied by reading comprehension exercises, the reading of magazine articles accompanied by an oral summary made to the investigator, the writing of grammar exercises, the research and discus sion of selected topics in a group, the taping of reading selections as pronunciation exercises, and the writing of short selections. (See Exhibit E for samples of student writings.) 239 Exhibit E Je marche v ^ Le chemin est tres etroit Je pense Je pense a rien Je suis rendu Je ne sais pas ou Mais je suis rendu Je ne marche plus.... Mrs. Suzanne Pooler C'est le temps (Junior) Ne pleurez pap Maman Ne vous inquietez pas de moi C'est le temps que je me trouve II faut que je fasse quelque chose Je ne sais pas quoi en ce moment Mais ne vous inquietez pas Maman Prenez bon soin de Papa Vous m'avez donnee raa premiere instruction Pas dans un livre— mais dans votre coeur Et cela je n'oublierai jamais Maman Et comme vous avez du faire Moi aussi il faut que je prenne mon chemin Je ne suis plus votre petite fille Vous m'avez donnee tout Je penserai a vous Ne vous inquietez pas Maman Prenez bon soin de Papa. Michelle Guimond (Sophomore) Un Homme Vous etes ne, un petit homme vous etes. La socilte, belle mere, vous prend, Et vous forme comme un homme. Un homme? Qui pense comme tous. Un homme? Qui fait comme tous. Un homme? Qui croit comme tous. Un homme^ou une marionnette? Qui a ete produit comme tous. Annette La Forge (Freshman) 2^0 Un Soldat Un soldat se bat Pour qui, pour quoi ^ Pour son pays, pour lui-meme Apres des heures de bataille II se repose Regarde autour de lui Tout n'est que ruine Est-ce possible, pense-t-il Que l'homme puisse detruire a ce point Un soldat se bat Pour qui, pour quoi II n'en sait pas tres bien la cause parfois II s'arrete, regarde le desastre cause et pleure. Marc Albert (Sophomore) L'AMITIE L'amitie c'est lorsque tu me souris Et que je te souris en retour. L ’amitie c'est lorsque tu me prends la main Et que tu me dis "allons cueillir les fleurs des champs". L'amitie c'est lorsque tu es peine de ma malchance Et c'est lorsque je suis desole d'avoir rat6 le rendez-vous. L'amitie c'est lorsque toi et moi on se confie nos joies et nos peines v Et c'est lorsque l'on rit tous les deux a des choses qui ne sont pas dr8 les. L'amiti^ c'est lorsque l'on essaie de se comprendre Et c'est lorsque 1'un fait des concessions a 1 'autre. L'amiti^ c'est toi et moi qui, la main dans la main, nous nous dirigeons vers des buts respectifs. Et c'est lorsque je te dis "tu m'as manqu£"• L'amitie c'est lorsque l'on se fout des autres Et c'est lorsque les gens peuvent dire "ils sont heureux". Mais si un jour tu me dis "je t'aime", Alors je te dirai "je t'aime". Mais ce ne sera plus de l'amitie Ce sera de 1 'amour. Richard Albert (Freshman) These writing samples are included in this chapter with the permission of the students. None of them have been rewritten by the investigator. None of them needed 241 more than three corrections when originally returned to the student-writer. Approximately fifty items similar to these were dittoed and distributed to the students in the class. The following activities were less common projects generated by some students in this third part of the con tract • 1. One student did a water color painting of a regional scene then gave a group of students an oral explanation of her work and the region, in French. 2. A student prepared two lessons on scuba-diving to include techniques and experiences; he gave two class demonstrations in French, from his lesson plans. Dittoed sheets of water depths, scuba-diving equipment, and a list of safety hints were handed out. 3. Many students did illustrated projects in the format of a comic book. While some used Snoopy as a main character, many were crea tive enough to make up characters like "Kme. Patate", "La Famille Noisette", and "Theo- phile". The characters all projected Franco- American regional sentiments and way of life. 4. One girl spent her mid-winter vacation trans lating a seventy-five-page American children's story from English into French. 5. Another girl brought in a French flag and a map of France carved out of soap as illustra tions in a talk on the geography of France. 6 . Two students did papier-mache illustrations of a French ski lodge and a French summer resort' from pictures found in a book. They used these in a joint talk on leisures in France. 7. Two young men translated two basic science booklets, approximately thirty-five pages each, zkz on t>irds and insects. The translations were from English to French. 8 . A student wrote a one-act play on dormitory life. The basic plot was Evangeline looking for her lover in a twentieth century girl's dormitory. 9. One student wrote a fifty-page diary of his college life. Each page represented one day. Some of the experiences included in the diary reflected the student's Franco-American background such as his attitudes tov.Tards his parents who forced him to speak French, his mixed emotions about speaking French, and his good experiences in French-speaking Cana dian border towns. 10. Another student wrote a series of twenty essays on such topics as drugs, friendship, seasons, his culture, and the smile on Aca dian faces in Madawaska, Maine. 11. Some students used segments of the student body to give demonstrations in grammar, "ex plication de texte", or for group discussions on selected topics: life in the Valley (Saint John), the potentials of the Acadian Histori cal Society in the Valley, and French is dying in the Valley. 12. Some have written free verse poetry as in Exhibit E. Grades were decided upon by the student on the basis of his work in the contract. If a student wanted a C grade, he had to perform in all three sections of the contract at the D and C levels. Failure for the course was registered only for having done less than all of the D work. / By the middle of the first semester, every student was organized and working with a large degree of confi dence. 2*4-3 Only three students contracted to do work which they had in high school'. Though they had no particular interest, they later chose to do language assignments "based on new materials. Evaluation of Course Content and Process Prom the evidence of student-generated activities, the students in the Intermediate French course have provided a general course structure for their language learning experiences. The structure was expressed:: 1 . in the contract designed; 2 . in the physical organization of the classroom; 3 . in the diversity of language experiences sought and achieved; *4-. in the student-to-student and investigator- student rapport established during the course. An evaluation of content and process was made by ’• the investigator. It was based upon the student generated activities in their contract and the inves tigator's notes and observations. Content: Content selected generally indicated considera tion of the students' own needs and interests rather than specific identifiable areas of concern. Dependency on the investigator to provide for speci fic language experiences was indicated only in the area of phonetics. There is a need to develop the kinds of phonological materials wThich were described in Chapter II. 2 4 4 In the areas of language skills, more interest was generated in writing than in reading and speaking; more in speaking than in reading. The investigator found that students tended to write about their life on campus and their personal code of ethics. I'luch of the materials written can be depicted as "philosophizing on life". The evidence of objectivity was found almost exclu sively in language exercises and in translations. The subjectivity, which was evident in most other activities, was found mostly in descriptions and narratives where cliches were used. These seem to reflect an unchallenged way of thinking as in the following examples: Tu vas aller sur le diable si tu penses comme With the exception of eight students, the writing ability of the learner ranged from good to excellent. This means that usually less than three spelling mistakes and less than three grammar mistakes were found in any one activity of two or three pages. The tendency to write exactly as they spoke was real amongst the Valley students. 2^5 However, they made more spelling mistakes, in general, than the other students. These wrote in a style which seemed artificial. Some improved by writing shorter sen tences. The students1 vocabulary was adequate. Their abi lity to realize what words to use, to understand defini tions in a French dictionary, to easily infer meaning from a context was a definite asset to all of the students. In the case of eight students, the spelling was poor. The investigator finally made vocabulary lists of toventy words for these students to learn spelling. After a word list had been learned, the students were given a list of sentences in which the words were used. After the sen tences had been learned, the students were given a dicta tion of most of the sentences. The investigator is satis fied that the students learned to spell the words in the lists. However, the process is long and progress was at a slow pace. The investigator checked the spelling per formance of these students in English and it, too, was poor. A study of the topics selected in the students1 writing activities indicates the following interests: Vocational: farming Science: birds teaching insects photography prehistoric radio and television animals Zk6 Exercises for: vocabulary Sports grammar comprehension Geography of: Canada application France Africa Family life United States Ethnicity History: French Education Canadian Acadian Biographies: historic persons Franco-American relatives friends Arts Places: home Philosophy: existentialism institutions cities Current issues: war and politics; poverty; pollu tion; birth control In terms of the kinds of writing interests generated by the students, they can be described as: Sentences for: vocabulary ALL STUDENTS grammar Exercises for: comprehension application Stories Poetry Descriptions Translations MOST STUDENTS: 75% Documentation: history geography Summaries Newspaper articles Essays ______Diary SOME STUDENTS: Letters Lesson plans Comic Strips PEW STUDENTS: 20% Short plays Prime research 2^7 The Franco-American students showed much fluency - in reading, except in the case of six students. Compre hension, interpretation, and pronunciation ranged from good to excellent. The evaluation was made by the inves tigator during the reading aloud activities. Comprehension was the most evident asset of the Franco-American students. Interpretation was weakest when recently learned words had to be read or when idio matic meaning was not clear in the mind of the student. The pronunciation which a student uses in reading aloud in class does not always reflect his speech pro nunciation. However, his pronunciation in reading may reflect his ability;to discriminate sounds previously learned. He does this when he reads [tirj where he says [tsirj in his speech. It is in this context that the investigator used reading to evaluate the students1 abi lity to discriminate between Franco-American speech and standard French. In all but four cases, students did in dicate sound discrimination ability in their reading per formance. This was based on standard pronunciation of M , (waj , and [i] in reading when requested to do so and of (VI and [d] . The opportunities to read French in the Franco- American home are minimal. It is most often restricted to a few magazines and a few newspapers. The local book- 2 4 8 store and the local drugstores close to the campus, for instance, carry no French books. All of the students commented on how much reading they had done in French during the course. Some students commented that the total sum was more than they had read in their lifetime. The investigator was able to find only two students who had read more than three complete books during any one semester. The reading texts used in the students' activities were related to: Grammar Magazine articles of current issues Philosophy Newspapers Science Histories Arts Documentaries: annals Social sciences encyclopedia magazines Literature: short stories Professional: teaching plays farming novels business poetry The investigator is aware that reading selections may have been limited to materials available in the make shift classroom library. However, students were free to ask for materials which they could not find in the class room or in the campus library. In speaking, the students usually chose topics closely related to their reading and writing activities. But beyond these interests, content of speech was extended to such things as: 2k9 Talk about language Talk about friends and relatives Talk aoout weekend activities and plans Talk about events on campus Talk about marriages, deaths, and births Talk about projects in: sewing school around the house things being built Talk about accidents Talk about changes in: towns people fashions Talk about things learned Talk to exchange ideas and share thoughts Although these "talks" were in informal settings, other topics were organized in more formal situations as: Explication de texte: poems short stories Discussions: magazines and newspaper articles selected topics: drugs war and peace ethnicity education values of: laws codes organizational structures Demonstrations: on language performance— pronunciation vocabulary idioms interpretation of poems selected topics: scuba diving dress making farming (potatoes) life xvhere I live Interpretation and Evaluation: of philosophies through translation from English to French or vice, versa of text read through exer cises done orally 250 Conversations: as interviews for: jobs school application references in evaluating work done during breaks The investigator takes note especially of several language changes in the students during the two semesters. 1. Marked improvement in conversation in use of DO 2. Some anglicisms heard at the beginning of the course were dropped by the end of the second semester, Such as: coat for manteau locker for cassier chum for ami sidewalk for trottoir viens back for reviens store for magas.in fooler around for s'amuser make-up for maauillage armory for manage movies for cinema watcher for faire attention slider for glisser 3. Some of the regional vocabulary became less com mon, such as: ble d'Inde for mais patate for pomme de terre boule de neige for motte de neige gilet for chandail Marked improvement in ability to change -al words to -aux to form the plural of nouns and adjectives. This seemed less of a problem than the investigator had antici pated. However, less improvement was noticed in using -eur at the end of such words as menteur and vendeur in stead of -eux, menteux and vendeux. 5. Most students felt that their active spoken voca bulary had increased as a result of their readings and the 251 learning of the idiom sheets, this latter being the more helpful of the two. The investigator could substantiate this in their writing but not in their oral performance. Process: Process for language learning has been initiated by the Franco-American students in the Intermediate French course. It was more creatively expressed in the five-week assignments than in the Special Project or in the teacher- assigned activities. The processes generated may be sum marized from observed student behavior, their activities in their contract, and their stated language learning ob jectives. The investigator has tried to classify as many of these processes as he could observe under the three categories: I. Psychomotor 1. Listening to the speech of others for sounds, ideas, and organization. 2. Observing the language behavior of others ex pressing emotions or resulting in physical mannerisms. 3. Reading the printed word. Writing words with a spelling different from that to which the student was accustomed, 5. Uttering sounds in a different context from that to which the student was accustomed. 6. Speaking new words. 7. Discriminating sounds of Franco-American dia lect and standard French. 8. Seeing new texts and new illustrations. 252 9. Manipulating tape recorder, record player, and Video machine. II. Cognitive 1. Describing places, people, things, and events. 2. Summarizing data, ideas, and information. 3. Creating new situations and new approaches to language learning. k. Evaluating language performance, objectives, and values. 5. Gathering historical, biographical, and geographi cal data. 6. Solving language problems such as spelling, or subject-oriented problems such as in social science or science. 7. Developing language learning techniques and materials. 8. Assessing situations related to cultural behavior. 9. Comparing similarities and differences in thought and behavior of people. 10. Testing their language judgment against that of another person. 11. Modifying language behavior based on new infor mation. 12. Transferring language knowledge to new situations. 13. Translating thought from one language to another. III. Affective 1. Informing other students of learned information. 2. Sharing impressions, feelings, and thoughts on subjects of individual or of common interest. 3 . Generating new motivations and attitudes. b. Sustaining language interest in selected acti vities . 253 5. Making known individual needs and interests in certain language learning experiences. 6. Expressing feelings about bilingualism, bicul- turalism, and professional interests. 7. Reacting to things said or read in an emotional way. The knowledge that the Franco-American student in the Intermediate French course was able to generate these processes is helpful. The indications are that the use of a broad range of processes is not limited by any aspect of his language performance. The investigator takes note that specific studies such as the processes used in elimi nating anglicisms in Franco-American speech or the pro cesses used in generating creative language activities by Franco-American students will be more practical to the language teacher. Becoming aware of language objectives and learning to write them have been new experiences for the Freshmen, The investigator would hope that they could write them more specifically in terms of content and process. This, however, might require more knowledge and experience than should be expected from the bilingual Freshman student. Summary Evaluation The conditions which seem to have stimulated student achievement in both content and process are: 1. A climate conducive to the free exchange of language and cultural experiences; 2. The flexibility in choices of language projects; 2 54 3» The acceptance of the language behavior and of the cultural background of the students by the investigator; k. The willingness to accept the students* deci sions about language needs and interests, the guidance available in working towards expressing the language objectives to be achieved, and the encouragement received in the pursuit of these objectives. From the result of the year's study in content and process used in student-generated activities, the investi gator has d r a m the following guidelines for further studies of the Intermediate French course for Franco- American students, 1. In the area of phonology, the student needs an organized course for sound discrimination as an aid in deciding on options of language performance, 2. The student is disposed, in terms of language ability and interest, to work in a wide range of content materials when given the opportunity to do so. This op portunity should remain available to him, 3* Students are weakest in spelling and in grammar. Proficiency in these areas, however, can be achieved through student-selected activities and through teacher- assigned activities as illustrated in their contract. Both kinds of activities should continue to be available to the students. k. The student is able to generate a wide range of approaches to be used in his language learning experience. 255 He should be encouraged to define his language learning objectives and to structure his activities accordingly. 5. The student's interests indicated neither pre ference nor bias for French, French-Canadian, or Franco- American oriented materials. The criteria in the selec tion of materials is more the interest of the individual student in practical daily and vocational needs. There is nothing to suggest that students should not continue to be given the option of cultural interests. Some evi dence does indicate, however, that undue pressure upon the student to accept cultural values not within his per ceptions can result in traumatic experiences. The investigator is aware of the pressing need for more materials to be written for Franco-American students, not only at the college level but at all levels of educa tion. The major drawbacks seem to be the need for trained teachers for bilingual education and the need to appre ciate the language and cultural potential of the Franco- American student himself. The investigator hopes that this chapter has, in some measure, served both of these needs, APPENDIX I Excerpt of the first letter sent to Mr. Normand C. Dub^ ______on February 1969. by Mr. Gerard Tardif.______ , I'm sure that you'll be interested in all phases of our work but especially in the French pro gram, which I consider being merely in its infancy. Of all the major academic areas, French is considered by the administration and faculty as the area which this college must develop, enlarge and promote. We are all agreed that our French program must eventually match, if not surpass, that of the best knoxvn schools of Modern Languages. Quite a task but not an impos sible one. We have the natural environment for such a program and the will to work at it. Cur latest move is to have Fort Kent State College officially become the center for inservice training of teachers of bilingual instruction, a program sponsored cooperatively by all school districts in the St. John Valley and F.K.S.C. and supported financially through Title VII of the Elementary and Secondary Education Act. This college is ready to make some very definite moves, not only in the area of its French program, but also in the direction of bilingual education,. Because of the nature of the task, this school needs someone to fully evaluate not only what we are now doing but also the aims of the school in view of the direction which it must take. This in addition to the teaching of some French classes would involve full time work. ...Please give this matter thorough consideration. Both Mr. Fox and I are anxious to discuss our plans with you. Sincerely, Gerard J. Tardif Registrar Fort Kent State College 256 APPENDIX II Excerpt from PRELIMINARY REPORT: Fort Kent State College of the University of Maine, Status and Recommendations October 23, 1969 In connection with the program of teacher educa tion the area of specialization should continue to be in the field of foreign languages. A start has been made on a bilingual program with French as the only foreign language being offered. The high percentage of French speaking people in the native population, the availability of radio and television programs in the language and the nearness of highly developed French speaking population centers combine to make this a natural function of the College. While there is some doubt concerning such languages as Russian and German, faculty opinion considers the expansion of the foreign language program to include additional Romance lan guages as feasible. The present program is designed for the preparation of French teachers at the elemen tary and junior high school levels. In practice many of the teachers at the elementary and junior high levels who complete the program accept positions at the senior high level. This artificial barrier should be removed and the program labeled as Teacher Preparation in French for all levels— elementary through high school. 2 57 APPENDIX III Excerpt from PRELIMINARY REPORT: Present Status and Recommendation Concerning Campus Missions, November 6, 1 9 1 2 ,______; ... Within the framework of teacher education, there is little doubt that the Fort Kent campus is uniquely qualified to prepare teachers in the field of foreign languages. Here, we have a campus right on the edge of a foreign country. That section of Canada, which abuts Maine at this point, is largely French speaking. Within a twenty mile drive, there is a highly developed urban center where French is the language of business and commerce. The city of Quebec, the center of French language and customs for the entire North American con tinent, is a four hour drive away. Within the next decade, the present program for the preparation of teachers of French should be expanded. The campus of St. Louis University, in nearby Edmunston, New Brunswick, makes available to us a faculty and library which could enhance our program. The time will come vjhen French students at the College will do part of their work on a French-speaking campus and live with families whose primary language is French. 258 APPENDIX IV Statement of Philosophy for the Foreign Language Depart- ment at the University of Maine at Fort Kent.______ The philosophy of the Foreign Language Department is couched in those social and institutional ideals of individual growth and teacher preparation. The social ideals of foreign languages for communication are fos tered through linguistic and cultural involvement which individuals seek out to shape their self-identity and/or to define their behavioral values. The institutional ideals are reflected in the student-staff relationship and activities structured for the development of pro fessional competency in individuals, the sharing of linguistic and cultural knowledge, and the exploration of learning processes especially as these relate to foreign language learning. APPENDIX V Statement of Departmental Objectives of the Foreign Language Department at the University of Maine at Fort Kent.______ OBJECTIVES 1. The student performs in the language skills and language arts at a level commensurate with his social and/or professional interests and needs. 2. The student demonstrates knowledge in his chosen area of foreign language study (Foreign Language Lite rature and Culture, Foreign Language Education, Foreign Language Communication Training) at a level commensurate with his interests and needs, institutional and/or social. 259 BIBLIOGRAPHY The bibliography includes all of the works referred to by the investigator. It also includes the titles of such books as were deemed practical to assist the teacher looking for texts and resource materials for junior high and senior high school students of Franco-American extraction. Most of these titles can be found under the headings of self- identity, historical perspective, and cross-culturalism. Bilingualism and Biculturalism Arsenian, Seth. Bilingualism and Mental Development. New York: Teachers College, Columbia University, 1937. Hansen, Marcus Lee. The Immigrant In American History. Cambridge: Harvard Press, 19^0. Kaulfers, Walter V.; Kefauver, Grayson; and Roberts, Holland. Foreign Languages and Cultures In American Education. New York: McGraw-Hill Company, 19^2. Ducharmes, Jacques. The Shadow of the Trees. New York: Harper & Row Publishers, 19^3* Warner, W. Lloyd, and Srole, Leo. The Social Systems Of American Ethnic Groups. New Haven, Connecticut Yale University Press, 19^5* Gunther, John. Inside U.S.A. New York: Harper & Row Publishers, 19^7* 261 Donoghue, Mildred. "How Second-Language Learning Differs From First-Language Learning." Hlspania (September, 1968). Politzer, Robert. "Problems In Applying Foreign Language Teaching Methods To The Teaching Of Standard English As A Second Dialect." Memorandum ^-0. Stanford, California: Stanford University, (December, 1968). Fishman, Joshua, Project Supervisor. "Bilingualism In The Barrio." Modern Language Journal (March and April, 1969). Bolinger, Dwight. "Let's Change Our Base Of Operation." Speech delivered at the Ohio Modern Language Association convention in Columbus, Ohio, (April, 1969). Bailey, Beryl. "Second Draft of Position Paper." Position paper by the Committee on Socio-Political Concerns of Minority Groups in TESOL, (February, 1970). Foreign Language Education Georgiana, Sister. Successful Devices In Teaching French. Portland, Maine: J. Weston Walch, 1957* Seibert, Louise, and Crocker, Lester. Skills and Techniques for Reading French. Baltimore, Maryland: The Johns Hopkins Press, 1958. Stack, Edward. The Language Laboratory and Modem Language Teaching. New York: Oxford University, I960. Brooks, Nelson. Language and Language Learning. New York: Harcourt, Brace and World, 196^. Dunkel, Harold, and Pillet, Rodger. French In The Elementary School: Five Years' Experience. Chicago: University of Chicago, 1962. Distler, Paul. Teach the Latin. I Pray You. Chicago: Loyola University Press, 1962. 262 Shuy, Roger, ed.; Davis, Alva; and Hogan, Robert. Social Dialects and Language Learning. Champaign, Illinois: National Council of Teachers of English, 196b, Gallant, Yvonne. L'Enselgnement du Franpais dans les Ecoles Primaires Franco-Americaines. Worcester, Massachusetts: Assumption College, 196*1. Report of the Working Committees, Northeast Conference on the Teaching of Foreign Languages. The Challenge of Bilingualism. Princeton, New Jersey: Princeton University Press, 1965* Report of the Royal Commission On Bilingualism and Biculturalism. Ottawa, Canada: Queen's Printer, 1967. C-rittner, Frank. Teaching Foreign Languages. New York: Harper & Row Publishers, 1969. Anderson, Theodore, and Boyer, Mildred. Bilingual Schooling In The United States. Washington D.C.: Superintendent of Documents, U.S. Government Printing Office, 1970. Alatis, James, ed. Bilingualism and Language Contact. Washington D.C.: Georgetown University Press, 1970. Articles: Bilingualism and Biculturalism Avila, Lilian, and Steward, Alice. "French in Maine." French Review (May, 195^)• Sofietti, James. "Bilingualism and Biculturalism." Journal of Educational Psychology. Vol. (1955). Hadley, Paul. "The Role Of Foreign Language In Training For International Relations." Modern Language Journal (May, 1958)* Brault, Gerard. "The Special NDEA Institute At Bowdoin College For French Teachers Of Canadian Descent." PMLA (September, 1962). 2 6 3 Brault, Gerard. "Kenesics and the Classroom." French Reviex? (February, 1963). Brault, Gerard. "Some Misconceptions About Teaching American Ethnic Children Their Mother Tongue." Modern Language Journal (February, 1964). Marie Gabrielle, Sister, and Raymond de Jesus, Sister. "FLES: A Comparative Study." Modern Language Journal (February, 1964). Hayden, Robert, and Fishman, Joshua. "The Impact Of Ethnic Mother Tongues On Foreign Language Teachers In American High Schools And Colleges." Modern Language Journal (May, 1964). Boyer, Mildred. "Language Institutes and Their Future." PMLA (September, 1964). Metraux, Ruth. "A Study of Bilingualism Among Children of U.S. French Parents." French Review (April, 1965). Mackey, William. "The Measurement of Bilingual Behavior." Caiiadian Psychologist (February, 1966). Finocchiaro, Mary. "Bilingual Readiness In Earliest School Years." A Curriculum Demonstration Project. Hunter College, New'York, 1966. Gaarder, Bruce. "Organization of the Bilingual School." Journal of Social Issues (February, 1967). Lambert, Wallace. "A Social Psychology Of Bilingualism." Journal of Social Issues (February, 1967). MacNamara, John. "Problems of Bilingualism." Journal of Social Issues (February, 1967). Johnston, Marjorie. "Designing Foreign Language Education For World Understanding." PMLA (May, 1968). Gaarder, Bruce. "Statement before the Special Sub committee on Bilingual Education of the Committee on Labor and Public Welfare, U.S. Senate." TESOL Nevrsletter (February, 1968). 264 Tireman, L. S. . Teaching Spanish-Speaking Children. New Mexico: University of New Mexico Press, 1948. Reports of the Working Committees, Northeast Conference on the Teaching of Foreign Languages. Role of Foreign Languages in American Life. Princeton, New Jersey: Princeton University Press, 1954. Hoyer, Harry, ed. Language In Culture. Chicago: University of Chicago Press, 195^* Haugen, Einar. Bilingualism in the Americas: A Bibliography and Research Guide. American Dialect Society, No. 26, 1956. Morrison, J. Cayce. The Puerto Rican Study. 1953-1957. New York City: Board of Education of the City of New York, 1957* Rosen, Bernard. Race. Ethnicity and the Achievement Syndrome. American Sociological Review, 1959* Lambert, V/. E.; Gardner, R.; Olton, R.; and Tunstall, K . . A Study of the Roles of Attitudes and Motivation in Second Language Learning. Mont real: McGill University, 1961. Walsh, Edmund. The Meaning and Role of Culture in Foreign Language Teaching. Washington, D.C. : Georgetown University Press, 1961. Walker, David. Politics and Bthnocentrism: The Case of the Franco-Americans. Brunswick, Maine: Bowdoin College, 19^1• Brault, Gerard. Livret du Professeur de Francais Franco-Americain. Brunswick, Maine: Bowdoin- College, 1962. Ducanay, and Bowen. Techniques and Procedures In Second-Language. Quizon City, Philippines: Phoenix Publishing, 1963. Fishman, Joshua. Language Loyalty in the United States. Hague, Netherlands: Moulton & Co., 1963* Vander Zanden, James. American Minority Relations. New York: Ronald Press Company, 1963* ’ 265 Eriksson, Marguerite; Forest, Use; and Mulhauser, Ruth. Foreign Languages In The Elementary Schools. Englewood Cliffs, New Jersey: Prentice-Hall, 1964. Lado, Robert. Language Teaching: A Scientific Approach. New York: McGraw-Hill Book Company, 1964. Finocchiaro, Mary. Teaching Children Foreign Languages. New York: McGraw-Hill Book Company, 1964. Mayers, Martin. The Schools. Garden City, New York: Doubleday & Company, 1964. Scherer, George, and Wertheimer, Michael. A Psycho- linguistic Experiment In Foreign-Language Teaching. New York: McGraw-Hill Book Company, 19o4. Rivers, Wilga. The Psychologist and the Foreign-Language Teacher. Chicago: The University of Chicago Press, 1964. “ C-laser, Robert. Teaching Machines and Programed Learn ing. Data and Directions. New York: Department of Audiovisual Instruction, National Association, 1965. Mackey, William. Language Teaching Analysis. London: Longmans, 1965. Pimsleur, Paul; Sundland, Donald; and McIntyre, Ruth. Under-Achievement In Foreign Language Learning.. New York: Modern Language Association, 1966. Cornfield, Ruth. Foreign Language Instruction: Dimen- and Horizons.. New York: Appleton-Century- Crofts, i960. Sanders, Norris. Classroom Questions: What Kinds. New York: Harper & Row, 19*66. Valdman, Albert. Trends In Language Teaching. New York: McGraw-Hill Book Company, 1966'. Valette, Rebecca. Modern Language Testing. New York: Harcourt, Brace and World, 1967. Michel, Joseph. Foreign Language Teaching: An Anthology. New York: The MacMillan Company, 1967. 266 Thorpe, James. Relations of Literary Study. New York: Modern Language Association of America, 196?. Levenson, Stanley, and Kendrick, William. Readings In Foreign Languages For The Elementary School. Wal tham, Massachusetts: Blaisdell Publishing, 1967* Bird, Thomas, Editor. Foreign Language Learning: Re search and Development. Menaska, Wisconsin: George Banta Company, 1968. Kelly, L. G. 25 Centuries of Language Teaching. Rowley, Massachusetts: Newbury House Publishers, 1969. Baratz, Joan, and Shuy, Roger. Teaching Black Children To Read. Washington D.C.: Center for Applied Linguistics, 1969. Pamphlets on Foreign Language Education Starr, Wilmouth; Thompson, Mary; and Walsh, Donald. Modern Foreign Languages and the Academically Talented Student. New York: National Education Association, Foreign Language Program Research Center, I960. Johnston, Marjorie. Modem Foreign Languages In The High School. Washington D.C.: United States' Department of Health, Education, and Welfare, I960. Huebener, Theodore. Why Johnny Should Learn Foreign Languages. Philadelphia: Chilton Company, 1961. Remer, Ilo. A Handbook for Guiding Students in Modern Foreign Languages. Washington D.C.: United States Department of Health, Education, and Welfare, 1963. Keese, Elizabeth.. Modem Foreign Languages In The Elementary School: Teaching Techniques. Washington D.C.: United States Department of Health, Education, and Welfare, 1965* Allen, Edward; Glenn, Leona; and Otto, Frank. The Changing Curriculum: Modern Foreign Languages. Washington.D.C.: association for Supervision and Curriculum Development, National Education Association, 1968. 267 Leestma, Robert,..American Education. Washington D.C,: United States Department of Health, Education, and Welfare, 1969.• Histories Goulet, Alexandre. Une Kouvelle France en Nouvelle~ Angleterre. Doctoral Thesis, University of Paris, I93IK - Barbeau, Marius. Quebec. Where Ancient France Lingers. Toronto: MacMillan of Canada, 1936• Brouilliette, Benoit. La penetration du continent am6ricain par les Canadiens. Montreal: Librai- rie Granger, 1939* Wade, Mason. The French Canadians. 1760-1945. Toronto: MacMillan of Canada, 1955* Rumilly, Robert. Histoire des Acadiens. Montreal: Edition Pides, 1955* Rumilly, Robert. Histoire des Franco-Americains. Montreal: L ’Union Saint Jean-Baptiste d'Amerique, 1958. Gosselin, Paul-Emile. L 1empire francais d !Amerique. Quebec: Editions Ferland, i'96'3 • Clarac, Pierre. La France d'au.iourd^ui. Paris: Librairie Hotier, 1964. Beaujour, Michel, and Ehrmann, Jacques. La France contemporaine. New York: MacMillan Company, 1966. Hardre, Jacques. La France et sa civilisation. New York: Dodd, Mead and Company, 1969* Linguistics and Phonetics Locke, William. Pronunciation of the French Spoken at Brunswick. Maine. American Dialect Society, 1949 268 Delattre, Pierre. Principes de Phonetique Franpaise. Middlebury College, 1951. Hull, Alexander. The Franco-Canadian Dialect of Windsor. Ontario: A Preliminary Study. Doctoral dissertation, University of Washing ton, 1955. Brault, Gerard. A Manual for Franco-Americans. Bowdoin College, Brunswick, Maine, i960. Brault, Gerard. A Workbook for Franco-Americans. Bowdoin College, Brunswick, Maine, i960. Massignon, Genevieve. Les Parlers Francais d'Acadie. Paris: Librairie C. K. Klincksieck, 19^2. DeLaGarza, Anita. Sound Correspondence Between Modem French and the Lewis ton- A.uburn Dialect of French. Unpublished Waster's Thesis, Columbia University, 1965. Gauvin, Marie Anne. Linguistic and Cultural Heritage of the Acadians In Maine and New Brunswick. Master's Thesis, Central Connecticut State College, 1965. Geddes, James; Rivard, Adjutor; and Dulong, Gaston. Bibliographie Linguistique du Canada Francais. Quebec: Les Presses de 1 'University Laval, 1966. Gendron, Jean Denis, and Straka, Georges. Etudes de Linguistique Franco-Canadienne. Quebec: Les Presses de 1 'University Laval, 196?. Literature Lanctot, Gustave. Contes Populaires Canadiens. The American Folk-Lore Society, 1923. Fraser, Ian Forbes. The Spirit of French Canada: A Study of the Literature. New York: Columbia University Press, 1939* Jobin, Antoine. Visages Litteraire du Canada Franpais. Les Editions du Zodiaque, 19^1. Michel, Eleanor. Les Canadiens Francais d'Apres le Roman Canadien-Francais. Manchester, New Hampshire: Edition Lafayette, 19^2. 269 Brunet, Berthelot. Histoire de la Litterature Cana- dienne-Branoai'ieT Montreal: Edition de 1 'Arbre, 19^6. Therriault, Mary-Garmel. La Litterature Franpaise de Houvelle-Angleterre. Montreal: Fides", 19V 6 . O'Leary, Dostaler. Le Roman Canadien-Francais. Montreal: Cercle du livre de France, 195^. Viatte, Auguste. Histoire litteraire de l'Amerique Franpaise. Quebec: Presses Universitaires,' ’ 195^. Hiese, Laure. L'Ame de la ooesie canadienne franpaise. Toronto: MacMillan of Canada, 1955. Eggleston, Wilfred. The Frontier and Canadian Letter.. Toronto: Ryerson Press, 1957. Handel, Elias Wolf. Anthology Of Poems In English And French. Toronto: Ryerson Press, 19^1. Sylvestre, Guy, and Green, Gordon. Un siecle de litte rature canadienne. Montreal: Fides, 19&7. Self-Identity Bigot, C. Langue Franpaise. Arthabaska: Imprimerie du Sacr6-Coeur, 1930. Leclerc, Felix. Adagio. Montreal: Fides, 1958. Joyaux,, Georges, and Turkey, Ann. Lectures de France et d'Outre-Mer. Englewood Cliffs, New Jersey: Prentice-Hall, 19&7• Therio, Adrien. Ceux du chemin-Tache. Montreal: Editions de 1 'Homme, 1963. * / Therio, Adrien. Temoins du Monde Francais» Hew York: Appleton-Century-Crofts, 19&8. Turenne, Augustin. Petit Dictionnaire du "Joual” au Francais. Montreal: Editions del'Homme, I9S2. Pierre-Jerome, Marist. Les Insolences du Frere Untel. Montreal: Editions de 1 'Homme, i960 270 Malouin, Reine. Ou Chante La Vie. Quebec: Editions de 1 ‘Action Catholique, 19^2. Touchette, Katy. Le Crocodile, Ottawa: Les Editions des Jouchets"i 1 $ 6 6 . The following books may be ordered from: Fides, 23 est, rue Saint-Jacques, Montreal Ber, Andre. Le Kystere des Trois Roches. Cerbelaud-Salagnac. Un hivernage a Stadacone. Flamme, Helene. Claude et Claudine. Prancheville, C-enevieve. Le Calvaire de Monique. Gregoire-Coupal. Le Batelier du Gange. Guelin, Germaine. Le sourire de Madeleine. C-uevremont, Germaine. En Pleine Terre. Le Normand, Michelle. Autour de la maison. Karie-Franee. Claire Fontaine. Vine en t e. Les mains vides. The following books may be ordered from: Librairie Granger Freres, 5^ ouest, rue Kotre-Dame, Montreal Groulx, Lionel. Les Rapaillages. Auteuil, Karie-Louise. Memoires d ‘une souris canadienne. Beauregard, Lamontagne. Le reve d*Andre. Desparois, Lucille. Sent Nouveaux Contes Desmarins. Paul. Josette. La Petite Acadienne. Olivier.. L'orpheline du rang St-Jean. 271 Melan^on, Claude. Par terre ou ear eau. Maxime. Jean La Tourfce. a* Rouleau. L'art de chasser les feux follets. Rouleau.- Une maison hantee. Bernard, Harry. Petit fermier. Lagace, Cecile. La famille hiver. The following films may be ordered from: Consulat General du Canada 500 Boylston Street Boston, Massachusetts 02116 L ’Art patinage (N & B) 11 minutes. Chasseurs de Caribous (Colored) 18 minutes. Histoire d'un violon (Colored) 22 minutes. Jeunesse musicale (N & B) 4^- minutes. Historical Perspective Hagnan, D .M .A . Histoire de la Race Francaise aux Etats-Unis. Paris, 1912. Prior, G. The French Canadians In New England. Unpublished Master’s Thesis, Brown University, 1932. Benoit, Josaphat. L ’Ame Franco-Americaine. Montreal: Editions Albert Levesque, 1935• Tharp, James, and Delery, Simone. La France en Louisiane. New York: Henry Holt & Company, 1951. Tharp, James. La France en Amerique. New York: Henry:Holt & Company, 1951* Carpenter, K. The Franco-American in Maine. Unpublish ed Honor's Thesis, Bowdoin College, Brunswick, Maine, 1958. 272 Tisch, Joseph. French in Louisiana. A. F. Laborde & Sons, 1959* Francis, Claude, and Sinval, Sibylle. ^LEvolution de la civilisation canadienne d'aores les'tdmoins, Quebecl Editions du F^lican, 1963* Lemaire, Herve. Franco-American Efforts on Behalf of the French Language in New England. Language Resources Project, Department of Education in Washington D.C., 1966. Miller, Minnie; Nielson, James; and Leblon, Jean. Pr6cis de civilisation franchise. New York: Appleton-Century-Crofts, 19&ST. Moore, Brian. Canada: The Land. The People. The Spirit. New York: Times Incorporated^ 1 9 6 7. Laramie, Jean, and Gingras^ Jean-Paul. Chansons du vieux Quebec. Montreal: Librairie Beauchemin, 19^6 Barbeau, Marius. Jongleur Songs of Old Quebec. Rutgers University Press, 1962. Wrong, George. Canada and the American Revolution. Toronto: MacMillan of Canada, 1935* Barber, Joseph. Good Fences Make Good Neighbors. Toronto: McClelland & Stewart, 1958. Kidd, Kenneth E. Canadians of Long Ago. Toronto: Longmans & Green, 1959. Falardeau, Jean-C. Roots and Values in Canadian Lives. Toronto: University of Toronto Press, 1961. Morton, William L. The Canadian Identity. University of Wisconsin Press™1961. The following records may be ordered from: Folkways Records 117 West 47th Street New York, New York 273 Chant de Noel du Canada Fra^ais Children’s Game Songs of French Canada Christmas Songs of France in Canada Creole Songs of French Canada Folk Music of French Canada Songs of Acadia Voices of Eight Canadian Poets Cross-Culturalism Carduner, Jean and Sylvie. La civilisation americaine. Englewood Cliffs, New Jersey: Prentice-Kall, 1968. Royal Commission. Report of the Royal Commission on Bilingualism and Biculturalism. Montreal: Imprimeur de la Reine, 1967. Dion-Levesque, Rosaire. Silhouettes Franco-Americaines. Manchester, New Hampshire: L ’Association Canado- Americaine, 1957. Gagnon, Pierre. A la mort de mes vingt ans. Montreal: Editions du Jour, 19^87 Giroux, Andre. Malgre tout la ,1oie. Montreal: Cercle du Livre de France, 1968. Hemon. Louis. Maria Chapdelaine. Montreal: Fides. ; 1968. Theriault, Yves. Cul-de-sac. Montreal: Fides, 1968. / / Save.rd, Felix-Antoine. L ’Abatis. Montreal: Fides, 1968. Lemelin, Roger. La Famille Plouffe. Montreal: Cercle du Livre de France,' 1968. Grignon, Claude-Henri. Un homme et son peche. Montreal: Fides, 1968. 274 Gelinas, Gratien. Tit-Coq. Montreal: Editions de 1 'Homme, 1968. Perron, Jacques. Theatre. Montreal: Deom, 1963. Marsolais, Gilles. Le Cinema Canadien. Montreal: Editions du Jour, 1968. Giguere, Roland. L'Age de la Parole. Montreal: Editions de l'Hexagone, 196^ Savard, Felix-Antoine. Symphonie du Misereor. Ottawa: University d'Ottawa, 1968. The following films may be ordered from: / / Consulat General du Canada 500 Boylston Street Boston, Massachusetts 02116 Les Anciens Canadiens (N & B) 11 minutes Borduas, Paul-Emile (Colored) 21 minutes Sept peintres du Quebec (Colored) 18 minutes Au moulin de grand-pere (Colored) 21 minutes Camaval de Quebec (Colored) 12 minutes Fantaisie de Noel (Colored) 8 minutes Route Historique Bas-Canada (Colored) 18 minutes Les Raquetteurs (N & B) 15 minutes Le Sceptre et la Masse (Colored) 30 minutes Ti-Jean au pays du fer (Colored) 24 minutes Ti-Jean s'en va dans l'Ouest (Colored) 25 minutes Ti-Jean s'en va t'aux chantiers (Colored) 16 minutes Nous croyons au Pere Noel (N & B) 28 minutes Sculpteur Canadiens (N & B) 17 minutes Le monde des insectes (Colored) 17 minutes PScheurs de Terre-Neuve (Colored) 20 minutes Que pensez-vous du sens social (N & B) 8 minutes Recherches Atomique (N & B) 11 minutes Regies des debats (N & B) 21 minutes ■ Richesse de la terre (Colored) 16 minutes Research Resources L ‘Association Canado-Americaine, Manchester, New Hampshire L'Union Saint-Jean-Baptiste d'Amerique, Woonsoket, Rhode Island La Federation Feminine Franco-Americaine, Letiriston, Maine La Voix Franqaise de Rivier, Nashua, New Hampshire Le Travailleur, V/orcester, Massachusetts