NATIONAL L'UNION FORCE FAIT LA BULLETIN WATERS NAVIGATING ROUGH ......

9 SALUT LES JEUNES! LES SALUT ...... 14 ENGAGEMENT AND DIVERSITY ......

25 Volume 46 ∂ Number 1 ∂ September 2020 IN Volume 46∂ Number 1 September 2020 THIS ISSUE Editor: Megan Diercks Message de la Présidente...... 3 Message de la Secrétaire générale...... 5 Reading Committee: Karen Campbell Kuebler, Tow- AATF Executive Council...... 7 son University, MD; DeLynn Denton, Flower Mound FLES* Poster Contest Winners...... 8 High School, TX; Rebecca Léal, Elmhurst College, IL; Gisèle Loriot-Raymer, Northern Kentucky University, Navigating Rough Waters...... 9 Highland Heights, KY; Laurel Mayo, University of Texas Call for Proposals for New Orleans Convention...... 10 at Arlington (ret); Audra Merfeld-Langston, Missouri National Francophone Trivia Contest...... 11 Science & Technology, Rolla, MO; Alain Ranwez, Met- What's New in the French Review?...... 11 ropolitan State University (ret), Denver, CO. Linguistic Fun Fact...... 12 National French Week Media Contest...... 13 The AATF National Bulletin (ISSN 0883-6795) has its editorial offices at Megan Diercks, Colorado School Salut les jeunes!...... 14 of Mines, Stratton Hall, 1500 Illinois Street, Golden, Jeunes Amis du Français...... 15 CO 80401; email: [[email protected]]. AATF Commissions...... 16 Correspondence should be sent to the editor at this Pourquoi participer au Grand Concours...... 18 address. The American Association of Teachers of Sample FLES* Concours...... 19 French publishes the National Bulletin four times a year (Sept., Nov., Jan., Apr.) as a service to members Sample Grand Concours, levels 4 & 5...... 22 in supplement to the official journal of the associa- Diversity and Engagement...... 25 tion, the French Review. Subscription to the National Chapter News...... 27 Bulletin requires membership in the organization. Pe- Members' Notes...... 27 riodicals postage paid at Champaign, IL Post Office. 2020 AATF Award Winners...... 28 Office of Publication: AATF, 302 North Granite Street, Marion, IL 62959-2346. AATF Webinars...... 30 Materials Center...... 31 All items published in the National Bulletin are Regional Reports...... 32 the property of the AATF. They may be copied for À votre avis...... 34 classroom or workshop use if the source and date of publication are indicated on the copies.

Postmaster: Send address changes to AATF, 302 North Granite Street, Marion, IL 62959-2346.

Deadlines for submissions to the National Bulletin: September issue, August 1; November issue, Sep- tember 1; January issue, November 1; April issue, February 1.

Please note: Because of convention dates and other deadlines, the issues of the National Bulletin are mailed during the given month of publication and should reach most readers by the end of that month.

302 North Granite Street Marion, IL 62959-2346 Photo Credits: Stephen Young (cover), llambrano (page 2), Ed Judkins (page 5), 12019 (page 14), Francisco Gonzales (page 17), Linda Barth (convention photos). frenchteachers.org 3

MESSAGE DE LA PRÉSIDENTE Volume 46 ∂ Number 1 ∂ September 2020

Welcome back to the 2020-21 school year. As ago, but there are still people who suffer the have also published a volume on integrating I write this message, we are still unsure what indignities of discrimination. twelve Francophone children’s stories into teaching will be for many of our members due the curriculum. In general, our resources have What is the role of an organization such as to the COVID-19 virus. As you all know, we had been developed to expand the mindset of ours to combat racism, xenophobia, sexism, to cancel our conference in Trois-Rivières, a anti-gay rhetoric, and all the harassment decision that was very difficult to make. How- that seems to be happening today? Our ever, we hope to reschedule this conference for Executive Council has made the decision a future date, depending on international travel One of the initia- to publish a statement on diversity restrictions and other factors. We hope that that expresses our commitment to be tives our association many of you enjoyed the webinars we produced inclusive and open in all our dealings with convention speakers who agreed to give has focused on is to with members and non-members. their presentations online. A special thanks to We plan to reach out to our members highlight French as a Catherine Ousselin and her team for providing representing minority groups and ask resources to teachers in the field who were world language. that they become more involved in the struggling with how to teach remotely. leadership of our organization. We have French teachers to teach French as a world Another important issue facing our association also decided that, beginning with this issue, we language representing countries from nearly is how to diversify our membership and serve will dedicate a portion of the National Bulletin all continents and spoken by over 240 million the needs of members of minority communi- to highlighting the diversity of our membership people in the world (see page 30). ties. This issue is a very personal one for me and our students. because my immediate family is quite diverse. I Finally, if you know of French instructors One of the initiatives our association has fo- first met my husband, who is African American, who represent minority groups who are not cused on throughout the past several years is in the 1970s at Stanford University, not long members of the AATF, encourage them to join to highlight French as a world language, par- after the Supreme Court legalized interracial our association and contribute their ideas. We ticularly emphasizing the francophone world. marriage in 1967. Being an interracial couple want the AATF to represent the best and the Our conference in Martinique in 2018 brought during that time period was quite difficult, but brightest French instructors, and we are dedi- in a variety of speakers and participants from as the years progressed and California became cated to reaching out to many people to make the Francophone world, and our 2021 con- the most diverse state in the nation, we felt this possible. If you have a personal story you vention in New Orleans will also feature links more comfortable. Although we have had a rel- would like to share regarding your experiences from the French community to the Caribbean. atively stress-free life here in California, there dealing with diversity issues, please consider Finally, future conventions in Québec and have been incidents in the past when both my submitting an article to the National Bulletin. Paris will focus on bringing in guest speakers husband and son have experienced discrimi- from the Francophone world as well. Please contact me personally if you have any nation. My husband has been stopped in Palo questions about our new initiatives in trying Alto and followed by the police just because he Many of our publications have focused on to make the AATF as inclusive as possible for is African American. Our son was actually ac- diversity issues. If you have purchased or read everyone. cused of kidnapping me when an anonymous the cinema volumes 1, 2, or 3 you will see a caller, who saw us together in a gas station, variety of films representing cultures from called the police and reported a kidnapping. throughout the Francophone world. The publi- My sister is married to a Chinese American, cation on Performance Assessment Strate- and they have two biracial daughters. My gies includes examples of authentic texts and brother-in-law is often asked when he came videos representing the Francophone world. ∂ Anne Jensen to the United States, although he was born in Our publication on Martinique, developed AATF President California. Most recently during the COVID-19 following the conference in 2018, features [email protected] pandemic he has suffered racial slurs also. The activities, cooking lessons, and videos repre- (650) 804-5028 Civil Rights movement happened over 50 years senting the culture and food of this island. We 4

AATF STATEMENT ON DIVERSITY and prompted me to set up a task force on discrimination against people of color, mem- diversity for the AATF. Our task force met bers of the LBGTQ community, and the dis- The AATF is an inclusive association, which virtually in April, and we worked together to abled community. A template will be provided seeks to build, value, honor, and cultivate craft the AATF Statement on Diversity, which so that lessons and units follow the same diversity. Associations that are diverse in age, is now featured on our website and appears format. Lessons will not be grade-specific, race, ethnicity, faith, gender identity, sexual on all our published documents. but based on the proficiency levels of novice, orientation, physical or mental ability, and intermediate, and advanced as indicated by perspectives are better associations. To this After the murder of George Floyd in Minne- the ACTFL proficiency guidelines. end, we seek to create a community where apolis, Jayne Abrate and I wrote a statement educators, from any background, can promote on behalf of our members, decrying this Members of our current task force include Francophone cultures around the world. | event and events of the past in which African Anne Jensen, Catherine Daniélou, Ma- TASK FORCE ON DIVERSITY Americans in particular, have been victims of rie-Christine Koop, Brian Kennelly, Sheila discrimination. Conrad, Tracy Rucker, Tiffani Jones, Katy During the months of March and April 2020 Wheelock, and Jayne Abrate. After much discussion with the members of we faced the stay-at-home orders throughout the task force, we have decided that the AATF If you would be interested in participating in the country. Many of us were trying to adapt should publish a guide for French teachers this project please contact AATF President to online teaching for the first time, while and professors that will help them address Anne Jensen at annejensen@frenchteachers. working with students from diverse back- the issues of social justice and diversity in org grounds who have a variety of learning needs. their classrooms today. We will solicit lessons The inequities that were apparent when all and unit plans dealing with racial inequality, curriculum was put online were enormous

DU 4 AU 10 NOVEMBRE 2020 5

MESSAGE DE LA SECRÉTAIRE GÉNÉRALE Volume 46 ∂ Number 1 ∂ September 2020

Chers Collègues, FORMATIONS VIRTUELLES du Conseil administration de l’AATF, Catherine Ritz, Susie Hennessy et Catherine Ousselin, En préparant ce message pour la rentrée, je Il serait facile de nous préoccuper de tout ce ont lancé une autre série de Zoom sur le me suis rendu compte que les messages des qu’on a perdu, de tout ce qu’on n’a pas pu thème de «Hybrid Learning» et dont il reste années précédentes ne m’apportaient aucune faire. L’AATF a dû malheureusement annuler encore deux séances en septembre et en inspiration. Il est évident que l’année 2020 notre congrès de Trois-Rivières, mais cela octobre (voir page 30). ne cessera de nous présenter de nouveaux nous a offert la possibilité de créer une série défis personnels, professionnels et sociaux. de rencontres sur Zoom. Une communauté Finalement, notre équipe prépare une série de D’un point de vue professionnel, le choc d’une de plus de 1000 professeurs s’est constituée formations professionnelles qui se dérou- année scolaire amputée brusquement, la tris- pour apprendre, pour s’entraider et pour lera du mois de septembre jusqu’à la fin de tesse de voyages annulés, de cérémonies re- partager notre passion pour le français. Beau- l’année et qui vous permettra de partager vos portées ou virtualisées et de rites de passage coup d’entre vous ne savent pas encore si idées et astuces, d’écouter des experts en manqués nous ont marqués. L’inquiétude vous serez dans une salle de classe à temps français, d’échanger dans des discussions et pour nos familles, amis, collègues et élèves plein ou partiel ou pas du tout. Profitons de découvrir de nouvelles œuvres ou parties grandissait au fil des jours, et pour la plupart, de cette période pour adopter de nouvelles du monde francophone. On visera les sujets on ne pouvait leur offrir qu’un soutien moral. technologies et méthodes et revenons à que vous avez proposés lors des webinaires l’essentiel—la communication avec les élèves. précédents. Le programme sera annoncé par Nous avons tous souffert de ces trauma- Laissons les contraintes inspirer une créati- courriel et par nos médias sociaux. Toutes nos tismes infligés par le combat contre le virus. vité et des collaborations que nous n’aurions séances de formation sont gratuites pour les En même temps, cela nous a permis de peut-être pas cherchées dans d’autres membres. réfléchir et de reconnaître plus clairement les circonstances. traumatismes des injustices qui ont donné SEMAINE DU FRANÇAIS naissance à des manifestations soutenues et, Depuis le début des fermetures, l’AATF a fait Cette année marquera le 22e année que espérons-le, transformatrices. son possible pour être à vos côtés. En mars l’AATF a fêté la Semaine du Français (du 4 et avril, Catherine Ousselin et son équipe ont Afin de faire face à l’inconnu des mois à au 10 novembre). Lancée en 1999 par Gladys organisé des formations sur Zoom pour vous venir, je réfléchis à l’innocence et à l’insou- Lipton, ancienne présidente de l’AATF, le but soutenir dans vos efforts pour enseigner vir- ciance dans lesquelles je vivais les premières des manifestations était d’encourager les tuellement. Le congrès de Trois-Rivières s’est semaines de 2020. Qui aurait imaginé tant de professeurs à sortir le français de la salle de transformé en une série de douze rencontres classe et à montrer ce que les élèves savaient Zoom offertes par les collègues qui auraient et pouvaient faire en français. Comme toutes Revenons à l’es- dû intervenir lors du congrès. Trois membres sentiel—la commu- nication avec les élèves

changements? Tant d’événements remar- quables? Tant d’horreurs? Il est impossible de prédire l’avenir. Tout ce qu’on peut faire, c’est de faire en sorte que demain ne se perde pas, faire de son mieux. 6

nos activités, nous serons maintenant obligés reporter les congrès de Paris et de San Diego 2020 AATF EXEMPLARY de trouver d’autres façons de célébrer le en 2023 et en 2024. Puisque nous ne nous PROGRAMS français. étions pas encore engagés auprès d’un hôtel Congratulations to these shools and their pour ces deux villes, nous jouissons d’une Vous trouverez dans ce numéro du National excellent teachers and administrators. liberté dans le choix des dates. Bulletin des renseignements sur les concours Exemplary with Honors organisés par l’AATF, le Francophone Trivia RENOUVELER VOTRE ADHÉSION Contest sur Kahoot et le AATF Video/Anima- Boiling Springs High School, Boiling À partir du numéro de mars la French Review tion Contest (voir pages 11 et 13), auxquels Springs, PA sera disponible en version numérique par vos élèves peuvent toujours participer. Nous AATF member: Michael Bogdan Project Muse de Johns Hopkins University offrons également de nombreux articles Press. Tous les membres de l’AATF auront Choate Rosemary Hall, Wallingford, CT pour la Semaine du Français—autocollants, accès au journal en ligne. Si vous souhaitez AATF member: Katie Jewett tee-shirts, affiches, badges—que vous toujours recevoir une copie papier, il faudra pouvez commander (voir page 35). Imaginez Edwin O. Smith Regional High School, payer un supplément pour couvrir les frais de d’autres moyens de faire explorer le monde Stoors-Mansfield, CT poste. Lisez attentivement la notice incluse en français par vos élèves. Transformez vos AATF member: Melissa Tubbs avec le rappel de cotisation que nous venons événements en événements virtuels où vous d’envoyer. Vous y trouverez aussi les rensei- Interlake High School, Bellevue, WA invitez parents, administrateurs ou membres gnements nécessaires pour voter dans les AATF member: Sandrine Collomb de la communauté à apprécier le français et élections de l’AATF cet automne. Nous devons le travail des élèves. Créez des occasions où Kettering-Fairmont High School, Kette- choisir un vice-président, trois délégué(e)s les élèves peuvent rêver—de voyages, certes, ring, OH régionaux(-ales) et une présidente-élue. Vous mais aussi de rencontres et de découvertes AATF member: Mary Townsend aurez jusqu’au 1er novembre pour voter en de tout ce que le français pourra apporter à ligne où vous trouverez tous les renseigne- Onalaska High School, Onalaska, WI leur vie. ments sur les candidats. AATF member: Brian Wopat CONGRÈS À VENIR Soutenez l’AATF en renvoyant votre cotisation University of Wisconson: Eau Claire, Eau Nous espérons toujours pouvoir organiser pour 2021 pour que nous puissions continuer Claire, WI notre congrès de 2021 à l’Hôtel Monteleone à vous soutenir dans la salle de classe et AATF member: Jessica Miller à la Nouvelle-Orléans du 19 au 22 juillet au-delà. Parlez-en à vos collègues qui ne sont Exemplary prochain avec le thème: « Laissez les bons pas membres. Recommandez à vos an- temps rouler: Explorer la diversité du monde ciens élèves qui poursuivent une carrière de Greendale High School, Greendale, WI francophone». L’appel à contributions est professeur de français de devenir membres. AATF member: Sarah Thompson actuellement ouvert à https://www.frenchtea- Plus on a de membres, plus on pourra offrir Muskego High School, Muskego, WI chers.org/convention/proposal/ Vous aurez des services. AATF member: Paula Johnson-Fox jusqu’au 15 décembre pour soumettre votre ∂ Jayne Abrate proposition (voir page 11). Stagg High School, Palos Hills, IL Secrétaire générale AATF member: Nitya Viswanath Puisque nous avons dû annuler le congrès de [email protected] Trois-Rivières, nous sommes dans l’obligation de le réorganiser afin de ne pas perdre les arrhes qu’on a versées à l’hôtel. Il se peut que cela aura lieu en 2022, ce qui nous obligera à 2020 EXECUTIVE COUNCIL 7

ANNE JENSEN LISA NARUG STEVE OHLHAUT President [2021] Director National French Contest [2022] Region V (East Central) Representative San Jose State University P.O. Box 3283 [2022) San Jose, CA St. Charles, IL 61874-3283 West Lafayette Jr/Sr High School [email protected] Ph: 630-677-2594 West Lafayette, IN [email protected] [email protected] JAYNE ABRATE Chapters: Detroit, IN, Northwest IN, KY, MI, Volume 46 ∂ Number 1 ∂ September 2020 Executive Director [2022] MARGARITA DEMPSEY OH, TN, WV 302 North Granite Street Region I (New England) Representative Marion, IL 62959-2346 [2020] SHEILA CONRAD Ph: 815-310-0490; Fax: 815-310-5754 Smithfield High School Region VI (West Central) Representative [email protected] Smithfield, RI 02917 [2020] [email protected] Bettendorf High School RITA DAVIS Chapters: CT, Eastern and Western MA, ME, 3333 18th Street Vice-President [2020] NH, RI, VT Bettendorf, IA 52722 Agnes Irwin School [email protected] 275 South Ithan Avenue DIANE PARAVAZIAN Chapters: Chicago, Kansas City, St. Louis, Bryn Mawr, PA 19010 Region II (New York & New Jersey) Downstate IL, IA, MN, WI [email protected] Representative [2021] New York University CARA HEMINGER MARTHA BEHLOW [email protected] Region VII (South Central) Vice-President [2021] Chapters: Metropolitan, Nassau, Suffolk, Representative [2022) Geneva Community High School Westchester, NY, Central NY, Hudson Valley, Lincoln North Star High School Geneva, IL Pays du Nord, Rochester, Western NY, Lincoln, NE [email protected] New Jersey [email protected] Chapters: AR, KS, LA, NE, Central TX, El Paso, CATHERINE RITZ KATY WHEELOCK Hautes Plaines, Houston, North TX, OK, South Vice-President [2022] Region III (Mid-Atlantic) Representative TX Boston University [2022] Boston, MA Wakefield High School SUSIE HENNESSEY [email protected] Arlington, VA 22206 Region VIII (Southwest) Representative [email protected] [2020] EDWARD OUSSELIN Chapters: Central PA, DE, MD, Northeastern Inderkum High School Editor in Chief, French Review [2022] PA, Northern VA, Philadelphia, Western 2500 New Market Drive Western Washington University Pennsylvania, Susquehanna Valley, Lehigh Sacramento, CA 95835 Modern & Classical Languages Valley, VA [email protected] Humanities 203 Chapters: AZ, HI, NM, NV, Northern CA, San Bellingham, WA 98225-9057 DEANNA SCHEFFER Diego, Southern CA, UT Ph: 360-650-2092; Fax: 360-650-6110 Region IV (Southeast) Representative [email protected] [2021] CATHERINE OUSSELIN Saint Augustine High School Region IX (Northwest) Representative MEGAN DIERCKS Saint Augustine, FL 32084 [2021] Editor, National Bulletin [2022] [email protected] Mount Vernon High School Colorado School of Mines Chapters: AL, FL, GA, MS, NC, SC 314 North 9th Street Golden, CO 80401 Mount Vernon, WA 98273 [email protected] [email protected] Chapters: CO-WY, ID, MT, ND, OR, SD, WA/AK

T

8

FÉLICITATIONS TO THE WINNERS OF THE 2020 FLES* POSTER CONTEST!

1st place: 7th -8th grades (bottom left) ∂ Minjae S. William Diamond Middle School Teacher: Diletta Ferrai 2nd place: 7th-8th grades (center left) ∂ Kaitlyn C. Fort Worth Country Day School Teacher: Robert Napier 3rd place: 7th-8th grades (top left) ∂ Raifah R. William B. Travis Academy Teacher: Marzena Barcinska 1st place: K–1st grade (above right) ∂ Chloe R. Kolter Elementary School Teacher: Claire Frazier T

9

4. Be the bridge. There are many ways to build bridges and many gaps to bridge, particularly in unsettling times. While I used my body as a buffer and bridge to get the occupants from their boat to the shore, we as teachers are asked to bridge gaps in learning that can be steeply widened in trying times. As we continue on this unknown road of the COVID-19 pandemic, the key is to build Volume 46 ∂ Number 1 ∂ September 2020 a bridge based on a foundation of a wide variety of student engagement strategies and approaches that are suited to weather the storms of online, in class, and hybrid learning. These go-to strategies create a sway bridge that weathers any storm. We never know what choppy waters of teach- ing we might be asked to navigate, but we can pedagogically save lives by being prepared, asking for help, and navigating the surround- ings as best we can in order to be the bridge NAVIGATING for students to cross the gap to continued, effective learning. I can’t leave you this time without a smile on ROUGH WATERS your face. Whenever I share my Detroit River

I ripped my pants, but I saved lives. Twice, I’ve 1. Call for backup. It’s OK to ask for help, had to jump into the Detroit River to help save particularly from your school administra- people from drowning. The river has a strong tion, district leaders, department heads, and dangerous undercurrent, so what else and fellow colleagues. was I to do? Both stories were the same: a 2. Trust your instincts. You’re a teach- young couple in a boat with a small child, their er-rock star, you already have what it boat was taking in water, and the waves were takes to manage the situation. Jump in about to force the boat into the large sharp with both feet and own the situation. rocks that lined the shore. I was 19 years old, working as a security guard at a grain terminal 3. Keep your focus on the kid in the boat. I alongside the river. Each time I did the same could have stood at the shore, shaking thing. I called and notified my supervisor on my head wondering why parents would duty, jumped into the water, and created a ever take their young child out on the story, it always reminds me of my ultimate buffer between their small boat and the rocks. waters on such a stormy day. But all the go-to French joke. Poor Caesar sank (6h05). I managed to help the boaters navigate the circumstances that brought us together Hope that caused some pitter-paddle of rough waters while forming a bridge so that were moot at that point. It was time for laughter. Oar maybe not! How do you navigate they could make it safely to shore. action. I will first say that we as teachers the rough waters during times like these? need always to make sure that we stay As teachers, we’re never sure when we might What are your thoughts? Let me know! As mentally and physically healthy. Remem- be thrust into the rough waters of uncertainty always, feel free to reach out to me on social ber that. Fortunately, I was not hurt in and forced to navigate unexpected situations. media or send me any questions you may either of my Detroit River incidents. The When COVID-19 caused many of us to work have. sum scars of both those events were separated from our students in quarantine, I some cuts and bruises and ripped pants. ∂ Steven “ÉTIENNE” Langlois felt like I was back at the edge of the Detroit After making sure that we're fit to serve, Rock Your French Class River. So, I followed the same procedure. If it’s all about the students. AATF Honorary Member you ever find yourself in a similar situation, I @etienne2 (Twitter) recommend these steps: @rockyourclass (Instagram) 10

ADMINISTRATOR OF THE YEAR AWARD The AATF and Concordia Language Villag- es Administrator of the Year Award, to be given annually, is intended to recognize a school principal or superintendent who actively supports the study of French. AMAZON SMILE Any AATF member in good standing can nominate an administrator for this award. The AATF has now signed up for an Am- azon Smile link. Every time you make a The winner of this award will have purchase on Amazon, Amazon will make demonstrated a strong commitment to a donation to the AATF at no additional international education and intercultural cost to you. understanding through support for the study of languages, including French, in If you always start from our link at his or her school or school district, sup- [https://smile.amazon.com/ch/38- port for innovative curricular and extra- 1718689] when you log into your The establishment of a chapter of the curricular programs which enhance the account, the funds will be automatically Société Honoraire de Français offers study of French, support for professional development specifically for language donated. several benefits to a secondary French program. It provides an opportunity to teachers, and support for a cross-disci- plinary school- or campus-wide presence The AATF Executive Council made the recognize outstanding scholarship in the study of French language through selec- for languages. The nomination file decision to use any funds received tion for membership, the placement of a should contain the following items: (1) through Amazon Smile to support the special seal on the graduate’s diploma, an abbreviated CV (2 pages maximum) attendance of students planning to be the wearing of a blue/white/red cord (or outlining the candidate’s education and French teachers at the annual conven- white cord) at graduation, and the right to work experience, (2) a brief description of tion. Thank you for your support in this wear the official emblem/pin of the honor the language program(s) in the school or endeavor! society. The chapter provides a vehicle district (2 pages maximum), and (3) a let- for focusing activities around French ter from the nominating French teacher language and literature and also for highlighting the administrator’s commit- encouraging member participation in the ment to supporting the study of French CALL FOR PROPOSALS 2021 annual writing contest as well as applica- and his or her impact on the language tion for the annual travel grants. There is program(s) described. All elements of the CONVENTION IN the opportunity for students to serve as file should focus on addressing the traits NEW ORLEANS officers, directing the induction ceremo- listed at the beginning of this paragraph. The online call for proposals for the ny, or leading other chapter events. For 2021 AATF convention, to be held July general information, eligibilty, and other Applications should be received at AATF National Headquarters no later than 15-18 at the Hotel Monteleone, has been questions, you can contact Regina Sy- December 1, 2020. The winning admin- posted on the AATF website at https:// monds, SHF President at symondsshf@ gmail.com; or Teacher Representatives istrator will receive a framed certificate www.frenchteachers.org/convention/ Andrea Isabelli at andreaisabelli@sbc- for display as well as a two-week stay at proposal/. Proposals will be accepted global.net or Tracy Rucker at trucker@ one of the Concordia Language French until December 15, 2020. The theme for loucol.com. Information on applying Villages (summer 2021) to be awarded this year’s convention is “Laissez les for a charter and ordering materials is to a student in the school or district. The bons temps rouler: Explorer la diversité available from April Anthony, Secretary award includes round-trip travel for the du monde francophone” Submissions SHF, AATF, 302 North Granite Street, student to Concordia. Send all application are invited in all areas of French lan- Marion, IL 62959-2346; phone: 607-821- materials electronically in .pdf format to guage, literature, linguistics, culture, and 2120; fax: (815) 310-5754; email: shf@ [email protected]. pedagogy. frenchteachers.org or from the AATF Web site at https://www.frenchteachers. org/shf 11

WHAT'S NEW IN THE FRENCH REVIEW? (94.1 OCTOBER 2020) L’ANNÉE LITTÉRAIRE ∂ Bloc-notes culturel 2019: et le ciel s’as- sombrit (Dalle) ∂ Les Éditions Verdier at Forty: The Novel in 2019 (Cloonan) ∂ The Year in Poetry 2019: Crossing Volume 46 ∂ Number 1 ∂ September 2020 Boundaries (De Julio) SOCIETY AND CULTURE ∂ Claire Bretécher: Female Humor and the Myths of Consumer Society (Pezzullo) ∂ L’Astrée in the Twenty-First Century: Environment, Education, and Identity (Wellman) LINGUISTICS ∂ La vraie-fausse synonymie des connec- teurs temporels: aussitôt que et dès que (Couralet et Son) FOCUS ON THE CLASSROOM ∂ Dresser un pont: la compétence sémi- otique comme lien entre la littérature et le numérique (Hellmich) LITERATURE GOT GAME? ∂ Poetically Speaking the Earth: Ritual and Reverie in Esther Tellermann’s Terre exacte (Prevots) PROVE IT WITH THE AATF’S NATIONAL ∂ (Non)Fiction: Louis Hémon’s Writing on Québec (Pilon) FRANCOPHONE TRIVIA CONTEST! ∂ From Parasitism to Commensalism: A Serresian Interpretation of Yamen Make sure that your students participate in advance to a Finals Round, and the student Manai’s L’amas ardent (2017) (Moser) a FREE and FUN event for National French who advances the farthest in that round is ∂ The Literary Correspondence of Nathalie Week (November 4-10)—the AATF's National the winner of the Grand Prize. Cash prizes Sarraute and Mary McCarthy (Wilson Francophone Culture Trivia Contest, held via will be award for Grand Prize winners and Niehaus) the online gaming site Kahoot! runners up at each level. INTERVIEW Any French student grades 6-12 and under- The teacher of the top scoring student from ∂ Entretien avec Hédi Bouraoui (Touya) graduate university whose teacher is an AATF each level will also win a free AATF member- member is eligible to compete. There is no fee ship for 2021. DOSSIER PÉDAGOGIQUE to enter, and teachers arrange contest play in ∂ Business French Case Studies for their classes when it is convenient for them. Please visit http://tinyurl.com/Francophone Enhancing Cross-Cultural Competence TriviaContest/ for more information. (Martin) The contest is divided into two levels: Level A = Beginner • Level B = Intermediate/Ad- vanced.

The first round consists of 25 questions in English that cover various cultural aspects of the Francophone world. Top scorers will 12

LINGUISTIC FUN FACT LES BEIGNETS

To put you in the mood for next summer’s the fluffy consistency of beignets. AATF convention in New Orleans, here’s a The French word beignet means fritter, or pâ- linguistic fun fact which will tempt your taste tisserie frite. Most likely the Acadians brought buds and maybe even get you cooking with these treats with them when they migrated your students or family. to Louisiana in the 1700s. Actually, beignets Many of us have heard of New Orleans’ Café have quite an international pedigree; during du Monde, with its even more famous beig- the Roman Empire, they traveled to Andalu- nets. The word beignet is derived from a Celtic sia via the Mediterranean and morphed into word, bigne, which means "to raise." Beignets sopapillas. There’s even an unconfirmed New are made with a sweet yeast dough which Orleans legend that beignets were brought to is cut into squares after it rises, fried in oil, Louisiana by Ursuline nuns. French recipes and generously dusted with powdered sugar have been found going as far back as to create these beautiful, pillow-like treats. the 1500s, before traveling to the New Beignets are choux pastries, made with a World high-moisture dough which creates steam Ironically, the Café du Monde called when cooking. It’s the combination of yeast, these pastries "doughnuts" or "French the wet dough, and the steam which creates market doughnuts" until 1958, even though they had been making and selling them for over 150 years, since opening in 1862. Locals tired of ex- plaining the lack of doughnut hole and other differences, and so they started using the French word instead. Like many other New Orleans delicacies, beignets grew in popularity over the decades. And now, the beignet is the official doughnut of Louisiana. Does your state have an official doughnut or pastry? An official serving of beignets at the Café du Monde consists of three beignets accompa- nied by café au lait (which includes chicory). Have I tempted you yet? ∂ Martha Behlow Geneva Community High School (IL) [email protected] 2020 NATIONAL FRENCH WEEK 13 MEDIA CONTEST GUIDELINES THEME: TOUT EST POSSIBLE AVEC LE FRANÇAIS/EVERYTHING IS POSSIBLE WITH FRENCH Submission deadline: December 19, 2020 Contact Catherine Ousselin, AATF Technology Commission Chair with questions about technology tool suggestions or troubleshooting. ([email protected]) Contest guidelines

∂ There are two competition divisions: Intermediate (grades 6-8) and Secondary (grades 9-12) Volume 46 ∂ Number 1 ∂ September 2020 ∂ Teachers should submit ONE form for each video or project. Limit of 5 submissions per teacher/school. ∂ Three minute time limit per video. ∂ Videos must conform to all school rules and codes of conduct. Videos with references to alcohol, drugs, or violence will not be accepted. ∂ Background music: Please do not use copyrighted music in the video or as background music. While it does add to the appeal of the video, it is not acceptable use. ∂ No copyrighted figures (ie. Snoopy, Astérix, etc) accepted. ∂ Each entry must be the original work of current student(s) in French whose teacher is an AATF member for 2020. ∂ All submissions become the property of the AATF and may be used in AATF publications and on social media sites. ∂ All participants in the video completion will receive certificates, and the top-ranking submissions. Submission | Sharing guidelines ∂ YouTube videos should be UNLISTED, NOT private. Anyone with the link should be able to view. YouTube is the preferred sharing option. | NB: With Google’s new “Content for kids” Regulations, we will not be able to feature any video posted under a student’s account. The videos will be judged, but we cannot save them to the YouTube Contest playlist or share them on the contest blog. If possible, please use a teacher/ adult account. ∂ All submissions via Google folders / docs MUST BE accessible to any viewer. Check settings and ask if you are not sure. If using a school account, click the “ADVANCED” button under SHARE and choose “Open to anyone/public on the Web” If a submission requires permission, it may NOT be considered for competition. Please check the permissions with your students before submitting. ∂ Submissions via iCloud: Please check the link permissions. iCloud links sometimes expire before the videos are rated. ∂ Submissions via Powtoon or other video creation tools: Please check permissions and link expiration. Judging Criteria ∂ Submissions that are obvious projects for a class project that does not relate to the theme will not be considered. ∂ Visual impact, relevance to the theme, and originality are the key points to a successful project. ∂ Relevance to theme: This criteria allows for variety in interpretation, but a cooking video for the “The Future is French” video does not relate. ∂ Visual impact: Does the video go beyond a seated figure reading from a cue card? ∂ Originality: Did the video producers integrate new ideas for the theme or presentation style? ∂ Presentation: Was the presentation effective in conveying the theme and students’ message? ∂ Content: Was the video engaging, purposeful? ∂ Organization: Is there a logical progression to the project? ∂ French language use will receive extra credit. Obvious Google Translate scripts will not receive extra credit. Our judges are generous in awarding points for French, but if the language is not mostly comprehensible, fewer points will be awarded. Suggestions: In recent years, judges have noted that many videos rely heavily on France and stereotypes of the French (mustaches, berets, striped shirts, croissants, escargots, baguettes…). We invite you to challenge your students to look beyond the French Revolution, Impressionist artists, and Coco Chanel. Depending on the theme, integrate the Francophone world and current Francophone artists, music, clothing trends, and food. 14

SALUT LES JEUNES! SHAPES FOR THE SCREEN: GET EFFECTIVE

As of March 2020, the amount of screen time towel roll, un cylindre, an oval shaped frame, un triangle with your arms moving toward the escalated, as did many unique opportunities to un ovale. Sitting close to the screen at the screen. You are zooming in. Next, put both engage and interact with our French language beginning of the lesson, identify and repeat hands on the side of your body to make deux learners. It was definitely not “business as each of the shapes you selected. Tell students triangles with your arms and walk backwards usual,” and now as we prepare for some type to practice repeating the shape names zooming out from the screen. Move your of new normal, how can the screen continue to even though they are muted. No more than entire body to the floor and put yourself in une be an effective teaching tool rather than just a five shapes for this part of the lesson. After sphère. Roulez la sphère! As you roll around static, sedentary connection with students? identifying and repeating the different shapes, your space, you are panning the screen sharing yet another effect in your screen Think of the screen as an interactive rectan- How can the screen shapes focused lesson. Transition back to a gular classroom. We all strive to be effective, standing position and stretch your body into a so consider the word EFFECT, and differentiate continue to be an five-point étoile. Finish back at the screen in a your effects just like we differentiate for our seated position. students. Realize the screen can move up effective teaching and down and change how you look to the tool? Now tell the students you are going to be students on the other end. Think like a movie the shape observer, and challenge them to create a shape combination including at director and the need for variety in the overall invite students to make silly face shapes in an least three different shapes. As you observe effect and impact of your lesson. Similar to a extreme close up to the screen. Laughter is their shape combinations, verbally repeat movie, remind the students to be on mute so effective for engaging students in learning. everyone can hear your voice speaking French the shapes you see. You can also indicate throughout the lesson. Invite students to stand up and find some the actions students are doing relative to space to move around to explore some more the screen. Regardez la sphère qui traverse Using the theme of shapes, let’s explore how shapes. Repeat the shapes verbally while l’écran. Il y a un triangle qui va loin de shapes can engage, organize, and reinforce moving around the space. Now, start exploring l’écran. Le rectangle est en haut. Another some basic language skills. Engage students shapes and include un rectangle with your effective teaching strategy is repetition. by gathering a variety of shapes around the arms over your head while you walk around, Finally, review with hand and finger shapes house. Have the shapes you share labeled providing students with the action of your close to the screen. Include un rectan- with the vocabulary word. For example, a whole person moving. Then, bring your body gle, un cercle, un ovale, un triangle, and book would be un rectangle, an empty paper and arms to the middle of the space. Make I always end with un cœur. After making the heart shape with my hands, I make a fist (the approximate size of our heart) and place it on my heart. The other hand is placed over the fist shape. Tell the students to feel their heart beating and think about how that shape inside our body keeps moving. For second through fifth grade students, in- vite them to write the name of their favorite shape from the lesson in the chat box. For Pre-K through first graders, have students make a close up of their favorite shape with their hands and you type the shapes you 15 Volume 46 ∂ Number 1 ∂ September 2020

see in the chat box. Getting every student actively involved in this formative assessment is an effective learning strategy. This lesson engages students with a variety of screen shots and organizes shape vocabulary through identification, repetition, and exploration. Shapes for the Screen reinforces effective teaching and learning strategies. Direct your effects and have fun! ∂ Karen Campbell Kuebler FLES Commission Chair [email protected] MERCI The AATF and the Société Honoraire de Français The National Bulletin and the Grand Concours wish to express their sincere appreciation (SHF) are pleased to announce the formation of to Elizabeth Miller for her years of service to the Salut les jeunes column and the FLES* a new honor society for middle and elementary Speaking Contest artwork. Her creativity and dedication to both these endeavors have been school students. Full details can be found on the an invaluable service to the promotion of French and the AATF. Merci, Elizabeth! Honor Society Web page at https://www.french teachers.org/jaf. The new society, called Jeunes Amis du Français (JAF), was approved by vote of the SHF sponsors. 2020 AATF OUTSTANDING AATF ELECTIONS: MAKE YOUR The Jeunes Amis du Français will function simi- CHAPTERS VOTE COUNT larly to the SHF. Any middle or elementary school Large Chapters This fall we will hold elections for teacher can request a JAF Charter for a one-time fee. Because of the diversity of middle school ∂ 1st place – North Texas Chapter President-Elect, Vice-President, and for Regional Representative in programs, a school must select the Cultural or Academic option. Each chapter must induct ∂ 2nd place – Minnesota Chapter Regions I (New England), VI (West Central), and VIII (Southwest). students at least once per year in order to remain ∂ 3rd place – Georgia Chapter Voting will be online. Instructions on active. how to vote and your password will The sponsoring teacher must be a current AATF Small Chapters be enclosed with your 2021 Dues member. Renewal Notice (mailed in Septem- ∂ 1st place – Northwest Indiana ber). Your userid will be your AATF There is a per student induction fee. Each Chapter member number which will also be student will receive a certificate attesting to his included with the password. or her membership. Additional materials will be ∂ 2nd place – Michigan Chapter available for purchase. Membership in the JAF does not imply member- ∂ 3rd place – Susquehanna, PA Chapter ship in the SHF nor give the student the right to SHF materials. 16 AATF COMMISSIONS

COMMISSION ON ADVOCACY ∂ "Linguistic Fun Facts” currently being ∂ New website for the Commission Kathy Stein-Smith shared on the French Teachers in the US ∂ Connections with AATF members Chair Facebook to be compiled into an AATF book who are interested in being a part [email protected] —upcoming project for the 2020-2021 of the Commission school year ∂ This commission is seeking contributions ∂ Active social media presence including ∂ Love incorporating culture into your les- of cultural lessons to share theme a webpage, Twitter, and Facebook sons? This is the commission for you! of interculturality ∂ Advocacy documents migrated to the Advocacy page of the AATF’s website COMMISSION ON FLES* COMMISSION ON MIDDLE SCHOOLS ∂ “Voices of Advocacy” book project in Karen Campbell Kuebler Janel Lafond-Paquin process Chair Chair ∂ Active professional presence of presenta- [email protected] [email protected] tions, articles, and a new book ∂ Active commission members maintain in- ∂ Continuation of elementary poster contest ∂ Making connections through Musique volvement in the commission’s ongoing work with dissemination of resulting posters Mercredi social media group for future ∂ Seeking new members, especially those ∂ Connections with elementary French teach- music project with advocacy experience or a desire to ers to offer resources ∂ Upcoming project combining music choices help programs in danger. ∂ Regular contributor to AATF National Bulletin with specific themes ∂ Connection with NNELL to promote AATF ∂ If you love using music in class, this membership and mutual cooperation is the commission for you COMMISSION ON CINEMA ∂ Have a fun activity for Salut les Jeunes in Joyce Beckwith the National Bulletin or want to get more Co-Chair COMMISSION FOR THE PROMOTION involved? Contact Karen. [email protected] OF FRENCH Justin Frieman Charles Dolliann Hurtig COMMISSION ON FRENCH Chair Co-Chair FOR SPECIFIC PURPOSES [email protected] [email protected] E. Nicole Meyer ∂ Social media image campaign created Chair ∂ Volume 3 of Allons au Cinéma AATF pub- and shared during National French Week [email protected] lication featuring films about immigration provide resources for teachers, not only for and contributors from a variety of levels ∂ French for Specific Purposes encompasses National French Week, but all year long (high school, university levels) – 20 mem- Business French, French for Health and ∂ Wide-reaching results through Facebook bers of cinema commission participating Medicine, French for Science and Technol- and Instagram ∂ Volume 4 of Allons au Cinéma AATF publi- ogy, Diplomatic French, French for Tourism, ∂ Future media / visuals campaign cation in process, La Famille et la commu- French for Engineering, and more in planning stages nauté dans les films francophones ∂ Presentations and presence at AATF regional ∂ Calling all creative people to join this ∂ 3-hour workshop and official Commission and national conferences, as well as ISSLP dynamic commission session to be offered at New Orleans ∂ Discussions at multiple universities on the convention combination of French with STEM degrees COMMISSION ON TEACHER RECRUITMENT ∂ The Commission is accepting suggestions ∂ Social Media presence on Twitter and AND RETENTION for films to feature in Volume 4 through Facebook, working on website Eileen Walvoord early January 2021 ∂ Working on a volume of units for French in Co-Chair a variety of careers for teachers at multiple [email protected] levels COMMISSION ON CULTURAL COMPETENCE ∂ Designing a National Concours for Français Martha Behlow Rebecca Léal à Objectifs Spécifiques (FOS/FSP) Chair Co-Chair ∂ New Commission members welcome [email protected] [email protected] ∂ Active Facebook page shares resources for ∂ Active Facebook page and connections with COMMISSION ON HIGH SCHOOLS Francophone world cultural examples to chapters and job vacancies throughout the Jean Copeland share with students country Chair ∂ YouTube list of authentic speakers contin- ∂ Commission webpage and national job board [email protected] ues to grow ∂ Taste of Teaching workshop held in March ∂ Intercultural lessons experimented with in conjunction with chapter student Immer- learners and shared via website sion Day (Chi/NIL) 17

∂ Future webinar plans ∂ Additional website resources planned – recruitment materials, résumé writing help, talking points on value of French ∂ YouTube video series ‘I love teaching French’ with short 1 – 2-minute testimonials featur- ing variety of teachers sharing something members appreciate about our profession Volume 45 ∂ Number 1 ∂ September 2019 ∂ Passionate about teaching and want to encourage others to become teachers? Join this commission

COMMISSION ON TECHNOLOGY To access Catherine Ousselin Go to https://nearpod.com Chair Select 'log in with Office 365' or [email protected] create a new account To learn more: ∂ Offered six distance-learning webinars in Explore and create your own session the spring featuring Catherine Ousselin, Nathan Lutz, Heidi Trude, Justin Charles, https://nearpod.com Teresa Floch, and Katy Wheelock ∂ Offered 1:1 support for teachers struggling with e-learning during quarantine / COVID 19 ∂ Development of promotional videos, ads, How it can be used and images for AATF Why bother? Create recordings and tutorial for ∂ Collected, judged, and shared National Engage students enrichment, remediation and flipped classroom French Week student videos Get insights into their learning Interactive lessons Add quizzes for instant feedback ∂ Social Media presence — continuations & Customize and track learning for Share tutorials with your expansions: Pinterest, YouTube, Diigo book- your students department to save time Make your presentations more marks, Facebook, Twitter, Instagram, Wakelet Virtual reality field trips Share your lesson and control engaging and interactive with ∂ IF Profs collaboration student activity in real time media ∂ Love technology? This is the commission Monitor and measure students' Conduct instant formative for you results assessment to guide your lessons

Special thanks to Julia Ullmann, School District of Osceola County (FL), for preparing the image COMMISSION ON UNIVERSITIES above. [email protected] , Jessica Sturm Co-Chair [email protected]

Isabelle Drewelow Co-Chair [email protected] ∂ Active presence on social media (Facebook & Twitter) ∂ Sharing of information about webinars and resources for remote learning ∂ “Methods & Materials” project for techno- logical platforms available to teachers and students ∂ Future webinar planned for fall on Careers in Languages ∂ Calling university professors who are interested in strengthening their programs to join this commission 18

POURQUOI PARTICIPER AU GRAND CONCOURS?

If it’s been a while since you’ve participated in Since the Concours review materials are on- at home and send an email to parents with the Grand Concours, or if you’ve never given line, students have access to a vast library of the direct link. it a try, the National Bulletin will feature short past Concours with which to practice – either By then, students are getting excited and we samples of each Concours level to help you on their own or as assigned by a teacher. make sure to have in important announce- better understand the content and format. A Teachers can access students’ results and ment at the school level: “Please be quiet in full version of the Concours (FLES* and levels so can use the test bank library to create and the hallway, our French students are taking a 01-5) is available free on our website: https:// assign activities. NATIONAL French exam!!” www.frenchteachers.org/concours Interested in learning more? Please join us And then, we wait! This issue features the FLES* Concours for a webinar about the Concours on Saturday, (grades 1-6), along with Levels 4 and 5. Sam- October 17 at 10 a.m. Central Time. If you’re When the results come in, I make another ples from Levels 01/1, 2, and 3 will be in the unable to attend, the webinar will be recorded big announcement on the school PA system. November issue. and available to watch later. There is always Students, teachers, and administrators alike more info at frenchteachers.org/concours congratulate the winning students through- The FLES* Concours consists of listening out the day. We post the information on our comprehension (grades 1-6) and reading PERSPECTIVE D'UNE PROFESSEUR DE school social media, and I send a letter home comprehension (grades 4-6). Students who FLES to formalize the results. score well on the listening comprehension and (as applicable) reading comprehension Every year, in August, when school has just Once the medals arrive, we have an actual qualify for the speaking portion begun, my students inevitably ask the same goûter (always a hit with the Petits Ecoliers) two questions: “When are we eating La with students who have placed nationally The Levels 4 and 5 Concours consist of a Galette?” and “When will we take the Grand or who have made it to Honorable Mention. reading and listening section, language in Concours?” I make sure to have a little extra gift for context, and a reading section. all,including the Hors Concours students. Even I am proud that my young students are so ea- Table Leader and College Board Consultant parents are invited to come, and my admin- ger to participate in the competition. It is rare Geneviève Delfosse affirms that the Con- istrators attend to take pictures, so it’s quite that any place highly but knowing that they cours, especially levels IV and V, provides the celebration. It has become a fun aspect of enter into a match against other students assessment that is well-aligned with some of my French class! across the United States is something that the AP French Language and Culture Course makes their eyes sparkle. ∂ Claire Frazier Curricular Requirements (CCRs) such as: Kolter Elementary School (TX) Usually, around the end of the first semester, 1. Use of authentic documents: audio, visual [email protected] I start to mention the Concours: I explain and print to the new students how it will work and 2. Interdisciplinary Course content; making collect information on the participants. Most connections importantly I reassure the ones who are brand new to the class that they will compete with 3. Tied to the 6 required themes of the AP other children of their level. I send a letter program home making it clear that no grades are taken 4. Opportunities to show understanding of from this experience and that it will prepare products, practices and perspectives of their child for their middle and high school Francophone culture years. Much to my delight, parents are quite supportive. 5. Assess the interpretive comprehension of audio, visual and written material A few weeks before the actual date, we do a review session in class. I encourage students 6. Use of real-life situations to use the website to get even more familiar 19

FLES CONCOURS

2020 SAMPLE, FOR ALL GRADES Volume 45 ∂ Number 1 ∂ September 2019

(Student hears: Sur la table, il y a du beurre pour le pain. 1

A B C (Student hears: Le lit est bien confortable. 2

A B C (Student hears: Je dois passer par la bibliothèque cet après-midi. Je voudrais rapporter le livre. 3

A B C

Example from Reading and Structure section

1. Sur l’image, il y a ______. 3. Qui porte des bottes? A. un garçon et un bonhomme de neige A. La fille B. une fille et un bonhomme de neige B. Le bonhomme de neige C. une fille et un château de neige C. Personne 2. Quelle saison est-ce? A. C’est l’hiver et il y a de la neige. B. C’est le printemps mais il fait frais. C. C’est l’automne et il fait du vent. 20

FLES* GRAND CONCOURS READING PORTION FOR GRADES 4-6 21 Volume 45 ∂ Number 1 ∂ September 2019

You will now read a non-fiction text about three towns in Egypt and then you will answer the questions about the text. There are three different letters about three different towns each written by a young person who lives in that town. Texte adapté d’Elaine Jackson, Égypte: Voyages Autour du Monde

Les Villes Égyptiennes selon trois jeunes 1. Comment s’appelle l’enfant qui vit à Port-Said? 8. Que fait-on avec le pétrole? A. Manal A. Du coton et du riz B. Elham B. Des hôtels et des appartements pour touristes C. Rachid C. Du papier et des engrais 2. Port-Said est le 9. Qui aime regarder les bateaux? A. premier port d’Égypte. A. Rachid et Manal B. deuxième port d’Égypte. B. Elham et Rachid C. troisième port de la Méditerranée. C. Manal et Elham 3. Qu’est-ce que Manal aime faire? 10. Qu’est-ce qu’on ne peut pas faire en Égypte d’après A . Il aime ravitailler en carburant les bateaux. ces trois articles? B. Il aime regarder les bateaux. A. se ravitailler en carburant C. Il aime exporter le coton et le riz. B. faire du ski 4. Quel temps fait-il à Alexandrie? C. se baigner à la plage A. Il pleut beaucoup. 11. Qui aime regarder les bateaux? B. Il fait froid. A.Rachid et Manal C. Il fait frais. B. Elham et Rachid 5. Où vivent l’oncle et la tante d’Elham. C.Manal et Elham A. à Alexandrie 12. Qu’est-ce qu’on ne peut pas faire en Égypte d’après ces trois articles? B. à Suez A. se ravitailler en carburant C. au Caire B. faire du ski 6. Pourquoi Elham a-t-il de la chance? C. se baigner à la plage A. Parce qu’il va à la plage souvent. B. Parce qu’il regarde les bateaux. C. Parce qu’il a une maison de vacances. 7. Où habite Rachid? A. Il habite à Port-Said. B. Il habite à Suez. C. Il habite à Alexandrie. 22

LE GRAND CONCOURS: LEVELS 4 & 5

Reading Comprehension

You will look at an infographic (Source #1 below), and then read an article (Source #2, available online). Select the most appropriate answer from the four choices on your screen and indicate your choice by clicking on the circle next to the answer. 1. Selon l’infographie, que jette-t-on? a. plus de riz que de fruits. b. surtout des produits laitiers. c. plus de fruits que de plats préparés. LEVEL 4 d. plus de viande que tout autre aliment. Language in context 2. Selon l’infographie, quel domaine est le plus affecté par le gaspillage alimentaire? Joséphine Baker est 29 _____ comme a. les plats préparés. la première célébrité noire du XXe 30 b. les produits laitiers. _____ . Née en 1906 dans une famille c. les plats emballés. très pauvre du Missouri, la jeune mé- d. les desserts. tisse a 31_____ une jeunesse difficile. 3. Selon l’infographie, qu’est-ce qui occupera le plus d’espace dans la poubelle Elle échappera à la misère 32 _____ son de chaque ménage? don pour la danse et le spectacle. a. Les légumes et les pâtes. 29. a. connu b. Les fruits let les sucreries. b. connue c. Le pain et les plats préparés. c. connus d. Les riz et la viande. d. connut

30. a. temps b. mois c. époque d. siècle

31. a. été b. eu c. fait d. fais

32. a. parce que b. à cause de c. sans d. grâce à 23 Volume 46 ∂ Number 1 ∂ September 2020

LEVEL 5 Task #3 - READING and LISTENING

You will read a short article (Source #1), and then hear a podcast (Source #2). The audio lasts 2m06. Choose the most appropriate answer by clicking the circle next to your choice. You may take notes while listening! Extrait d’un article publié dans le magazine en ligne,“Eco Afrique," en mai 2019

Afrique: la grande muraille verte repousse surtout la végétation détruite par les popu- abeilles réapparaissent même et les jardins le désert du Sahara lations, car au Sahel on utilise surtout le bois maraîchers ont également fait leur apparition, pour toutes les activités domestiques. Selon avec des fruits et des légumes qui étaient L'Afrique est touchée de plein fouet par la certains experts, le continent africain aurait jusqu’alors inconnus et qui ne nécessitent pas désertification. Le projet «Grande muraille perdu environ 650 000 km² de terres produc- tous d’être arrosés. verte» veut reboiser les terres arides et tives en 50 ans, soit l’équivalent de la France. repousser le désert. C’est un ambitieux projet Malheureusement, la vaste majorité des pays de barrière de forêt de 7 800 km de long et 15 Il est important de faire la différence entre la qui s’étaient engagés en 2008 dans le projet km de large, impliquant 11 états africains. Il a désertification et le désert: la désertification de «la Grande Muraille verte», par exemple le été initié par l’Union Africaine en 2008. Créer n’est pas le désert qui avance ou qui gagne Mali et le Soudan, n’ont pas encore entamé une immense barrière végétale, d’un bout à du terrain à proprement parler. C’est en fait leur programme de reboisement car ils sont l’autre du continent, afin de freiner l’avancée l’érosion qui fabrique du sable, et l’érosion est actuellement en proie à la guerre. Le Sénégal du désert. surtout due à la déforestation. fait figure d’exception et d’exemple ainsi que le Burkina-Faso. L’expansion du Sahara, le plus grand désert Ce projet colossal a commencé dans le Nord du monde, se poursuit chaque année. Elle est du Sénégal qui plante, depuis, près de 2 estimée à environ 2 km par an et met en péril millions d’acacias du Sénégal chaque année, des pays entiers tels que la Tunisie, dont 75% une espèce d’arbre qui s’adapte particu- des terres cultivables sont menacées par la lièrement bien au climat aride. Et certains désertification. résultats positifs commencent déjà à être visibles, notamment au niveau de la faune: On En cause, notamment, les activités humaines: revoit des oiseaux qui avaient disparu depuis l’effet de serre engendré par la pollution qui longtemps! Certains insectes, tels que les provoque des sécheresses chaque année, et 24

Source #2: L’homme qui a arrêté le désert Dans ce podcast qui dure 2m13, on rencontre un simple paysan du Burkina-Faso, Yacouba Sawadogo qui, en 1970, a affirmé «J’ai l’intention d’arrêter le désert!» Et c’est ce qu’il a passé sa vie à faire, en utilisant et en améliorant une ancienne méthode d’agriculture, «le Zai». (Students hear)

« J’ai l’intention d’arrêter le désert! » Sawadogo leur a installé quelques ruches et leur quels traitements peuvent être extraits des miel est désormais une source de revenus pour fruits, des écorces et des racines. Sa répu- Lorsque Yacouba Sawadogo l’a affirmé à la sa grande famille. Depuis plusieurs années, tation attire les gens souffrants qui viennent fin des années 1970 à la suite d’une longue Sawadogo teste ses méthodes; Aujourd’hui, il le voir chaque jour et que lui et ses enfants sécheresse, tout le monde le prenait pour un souhaite transmettre son savoir, non seulement soignent dans ses petites maisons. fou! Depuis, ses bois s’étendent sur plus de à ses vingt-sept enfants, mais aussi à ses 40 hectares et ont contribué à la réputation Soigner grâce à la nature pendant que la voisins et amis à une échelle bien plus grande. de son village natal, Gourga, dans le nord du nature se rétablit, la réputation de Yacouba Burkina-Faso. Le «Zai» est une technique Mais la formation ne se limitera pas aux tech- Sawadogo s’est répandue. Il est désormais de culture traditionnelle utilisée à l’origine niques «Zai» de reforestation! Y. S. a d’autres reconnu comme «l’homme qui a arrêté le pour le millet. Sawadogo l’a perfectionnée. ambitions ! «Il y a presque 90 espèces désert!» De plus, la nappe phréatique est Les arbres nouvellement plantés tirent leur d’arbres différentes dans cette forêt….J’ai montée de cinq mètres l’ensemble de la rapport nutritionnel du compost que Yacouba rapporté toutes sortes de graines de mes région est désormais plus fertile. Yacouba Sawadogo fabrique sur place avec ses fils à voyages que j’ai plantées ici…et que j’utilise a reçu le Prix Nobel alternatif pour l’œuvre l’aide d’une technique très simple…. pour la médecine traditionnelle. Sans plantes, de sa vie et il veille déjà à ce que ses idées il n’y a pas de traitement. perdurent bien longtemps après son départ! Les arbres ont non seulement fertilisé le sol mais ils ont aussi attiré des insectes, dont des Sawadogo ne jure que par la médecine tra- abeilles: ditionnelle. Il sait quelles huiles essentielles,

1. Selon les informations fournies par le 3. Qu’est-ce qui est à l’origine des deux 4. Quelle conséquence positive est mention- graphe et l’article, combien de pays projets mentionnés dans l’article née dans les deux sources, l’article et le africains se sont initialement engagés et le podcast? podcast? dans ce projet? a. les guerres incessantes dans les pays a. Le Sénégal est le pays qui contribue a. environ une dizaine du Sahel. le plus au reboisement. b. seulement trois b. le besoin de créer un axe de communica- b. Yacouba Sawadogo est un pionnier c. environ une vingtaine tion international en Afrique dans la lutte contre la désertification. d. Seulement cinq c. un problème écologique aux dimensions c. Le reboisement contribue à la diversité multinationales de la faune. d. les progrès accomplis en agriculture d. Les conflits armés actuels nuisent 2. Quelle est une conséquence positive du au XXe siècle au projet de reboisement. projet de reboisement mentionné dans l’article? a. Il encourage le commerce régional et international. b. Il contribue à sauvegarder la diversité des espèces. c. Il facilite l’utilisation d’énergies renouvelables. d. Il permet de mettre fin aux conflits locaux 25 DIVERSITY AND ENGAGEMENT: REFLECTIONS, PRACTICES, AND MOTIVATIONAL STRATEGIES ADDRESSING DIVERSITY IN OUR WORLD LANGUAGE CLASSROOMS Volume 46 ∂ Number 1 ∂ September 2020

Unbeknownst to me, as I navigated the world into focus. Instructors aspire to connect with As we uncover the 90% of reality that hides that Atlanta, GA presented, I developed a keen students and to deepen meaning and build underneath the surface, we grow immensely sense of having the wherewithal to evolve into character within them. Occasionally, we need because enduring understanding is activated. the young man I was destined to be. Experi- to be open to confronting our own biases in Furthermore, we break down stereotypes as ences shape us and lead us to focus on what order to build confidence and create safe we gain perspectives and observe universal is important. Could this article be a reflec- spaces for open discussions. My career has themes in films and short texts. In Cyrano de tion on my background as well as a Bergerac, one learns about honesty and true reference for instructors as they teach love. Characters in Le Petit Prince teach us about diversity? My life and career as a We do not need to about attitudes and relationships from the language instructor are connected, and always have the an- vantage point of attentive observers. Inter- they reflect experiences that made me views and podcasts also provide significant who I am. Growing up in a metropolitan swers; we just need to inquiries into the plight of individuals who city provided the inner strength and enjoy the process of seek understanding and cross-cultural expe- resolve to see the world beyond the riences as we explore other identities. cultural lenses that made up my profile; discovery. We often notice information that describes and as a young black boy who found the acute and disproportionate gaps between himself navigating uncertain communities, I in many ways allowed me to grow, personally citizens. Authentic materials must also be realized that education would lead me through and professionally, to a deeper understanding presented alongside longer, connected reflec- the tumultuous days ahead as I grapples with of others. tions such as literature from the Francophone issues of identity. As a child, I dreamed of At Sewanee and later Middlebury College, world. For example, Maryse Condé, one of leaving Georgia’s red clay hills and mountains I gained new perspectives and developed the 21st century’s prominent Guadeloupean to explore other cultures—to learn about the global values that still empower me to impact writers, provides rich content in Victoire, les daily lives of others. my students’ lives, as they continue to impact saveurs et les mots, an autobiographical In April 1989, I was fortunate to take a trip to my life. When relationships are genuine and masterpiece that provides insight into child- Sewanee, Tennessee—a small city that rests grounded in emotions, biases, and prejudices hood and coming of age. Condé's poignant atop a majestic mountain. Immediately, I dwindle in the face envisioned myself there. The lush greenery, of examination and the serenity of nature, and the diversity of exposure to other the people striving toward a common goal— cultures. Pathways packed into a quaint campus. Matriculating as to communication an undergraduate student at The University subsequently of the South remains a fascinating aspect emerge. Assuredly, of my life, for it was at this hidden southern the internet pro- gem that I developed a strong sense of my vides opportunities character. I had an epiphany while hiking the to live in a seem- worn trails. As I listened to babbling brooks ingly small world, and chatty lovelorn birds, I felt a profound interconnected. sense of peace and clarity. As I struggled Understanding with my emotions, I felt a strong wind gust belief systems, et- that tried forcibly to unsteady my feet; my iquette, and ideals heart raced; my palms, brow, and upper lip of beauty are only beaded sweat—and then—when I knew that I examples of invisi- would become an educator, everything came ble cultural norms. 26

comfort zone. Powerful images provide a solid foundation for discussions. What’s going on and why? How are your perceptions shaped by what you observe? Songs fulfill our quest for authenticity. Songs move learning to deeper levels of reflection. Black M, Diam’s, Stromae, Soprano, and Yous- sou N’Dour navigate cultural challenges and conflicting experiences that lend themselves to misunderstandings in songs like "Sur Ma Route," "Ma France à Moi," "Tous les Mêmes," "Le Coach," and "Le Journal." Voices from around the world sing about experiences, history, and the realities of our world—all topics that capture the essence of cultural practices and perspectives that we, as world language teachers, strive to navigate with diverse learners. In music, struggles, love and hate, situations are all explored often with a call to action. Inner/outer circles provide intermediate students impactful tools that allow them to engage and develop possible solutions together. When students debate, they effectively deal with issues of interest on their terms, using their language, thus owning the experience. They create with language and discuss real-life issues in engaging ways. My planning reflects three principles: exposure to authentic resources, personal words resonate with the perspectives of the where diversity should be recognized and interests, and proficiency levels. I use lots of anecdotal lessons and panoramic view- celebrated, teaching about diversity requires visuals and short videos to grab the interest points that Gisèle Pineau asserts in her own providing opportunities for learners to spend of novice learners. They communicate using semi-auto-biographical novel, Un Papillon time on tasks highlighting diverse issues. discrete lists and sometimes sentences. In- dans la cité. Both writers draw attention to Perspectives from other communities provide termediate students create with key phrases systemic societal issues while using their formative interactions that contribute to from songs, making meaning in different profoundly rich imagery to conjure ances- lasting appreciation of others. Images allow ways. Intermediate high and advanced stu- tral roots and respect for family traditions. students to attach meaning to what they dents might develop big pictures with learned Approachable and digestible for intermediate observe. My collections of images encompass material. For them, collaborations between mid learners, the authors take empathetic city and countryside, work, real estate and artists can provide compelling cultural input dives into coming of age, life’s vicissitudes, architecture, money and values, and many to draw upon opinions and conjecture. When and generational challenges. These themes other high interest topics. Students see real learners create images of cultural nuances, are all fundamentally rooted in the notion that people engaging in situations. My favorite ac- they develop layers of understanding of travel ignites in all of us a strong desire to tivity involves circling strategies that provide diversity. Black M collaborates with Namika grow and learn from those experiences. students with a series of chances to respond on a 2018 track, "Je ne parle pas français," to questions with vocabulary related to texts. I The question of how to teach students about that provides learners with a framework of begin with yes/no questions, then progress to diversity remains pertinent. It requires us to language, culture, and history. The singers' open-ended questions to encourage indepen- peel off layers of accepted societal norms. partnership also creates a story with its own dent thinking. I understand that deeper, culturally richer merit, as they are from two very different discoveries of the Francophone world await Our own blinders limit us, so we must be backgrounds. The song hooks listeners our French students. The enthusiastic interest aware of our own cultural lenses and how through its upbeat rhythm and contemporary generated from studying perspectives of they impact our choices. To get to the heart glimpses into Parisian life. They find com- people provides a continual source of passion of global competency requires choosing rich monality through song and purpose. for me as I delve into aspects of the Franco- texts that contain celebrations and injustices Language is a living construct. Learners don't phone world with students. Innate passions in society. Doing so paves the way to deeper automatically think globally; we must prime for history and liberal arts allow me to make conversations about social justice. When genuine connections with students. Recog- we show pictures, we need to ask deeper (continued on page 29) nizing that our classrooms are microcosms questions to push students out of their 27 CHAPTER NEWS

While our annual in-person Awards Ceremony was also canceled, prizes were awarded.

Two monetary prizes based on an extensive Volume 46 ∂ Number 1 ∂ September 2020 formally submitted application and a live- In November, the chapter held their profes- Connecticut French students and their fam- panel interview in French were presented sional development workshop. In addition to ilies gathered in January to cheer the Sound by the chapter. The AATF-Connecticut Tom breakout sessions on the AATF Exemplary Tigers to victory during French Hockey Night. Betts Senior Prize of $1,000 was awarded to Program, the Region IX Manie Musicale de At the first ever Soirée Cabaret, teachers heard M. Wesley M., a student of M. Jon Shee of mars, and the National Francophone Trivia and sang a classic list of French language St Luke’s School and the AATF-Connecticut Contest, Anita Gandhi shared how to create a songs presented by Victoria Richter. The event Alberta Conte Junior Prize of $500 to Mlle breakout activity, demonstrating both digital featured “Si Jamais,” a group of five profes- Emma C., a student of M. John Lyle of the and physical breakouts. In December, the sional musicians and educators from Rhode Hopkins School. A $500 prize was sponsored chapter had a private tour of the “Claude Island. It was a traditional cabaret complete by the Alliance Française of Northwestern Monet: The Truth of Nature” exhibit. with food, beverages, and socializing. Attend- Connecticut and was awarded to senior ees had special lyric booklets so that they French student Mlle Sienna M., a student of could sing along with the band the whole time! Heidi Edel, of Valley Regional High School.

MEMBERS’ NOTES Honorary Member Jean-Benoît Nadeau (right) has been awarded le Prix Jules-Fournier 2020 by le Conseil supérieur de la langue française in Québec. The vice president of the New Jersey Chapter, Alice Simonson, is also President of the Foreign Language Educators of New Jersey. Félicitations à Anita Gandhi (CO/WY Chapter) who was named the Colorado Congress of Foreign Language Teachers’ Teacher of the Year. The current President of the Western New York Chapter, Martha Horohoe, served on the Western New York World Language Standards Committee to represent AATF-WNY in this reassessment of the New York State World Language Standards. 28

AATF AWARD WINNERS FOR 2020

AATF REBECCA AND DOROTHY S. LUDWIG EXCEL- DOROTHY S. LUDWIG EXCEL- JEAN-PAUL VALETTE LEGACY LENCE IN TEACHING AWARD - LENCE IN TEACHING AWARD - AWARD HIGH SCHOOL LEVEL POST-SECONDARY LEVEL

JENNIFER HOBAN is a French teacher at DEBORAH BLAZ is a Google-certified edu- ANNE LAIR received her Ph.D. in French Louisville Collegiate School (KY). While cator, full-time high school teacher (Angola culture and literature from the Ohio State predominantly teaching at the middle school High School) and part-time university adjunct University in 2003. She was an Associate level, she has also taught all grade levels from (Ivy Tech and Trine University), Deborah Professor of French at the University of kindergarten through college-level French. has taught French for 41 years. Deb was Northern Iowa until 2012, and then joined During her time at Louisville Collegiate, the named honorable mention to the USA Today the University of Utah where she currently is French program has seen tremendous growth All-America Teacher Team and received the a Professor/Lecturer of French and directs in the middle school with full classes and the Project E Excellence in Education award in the French Basic Language Program. She is opening of new sections. Jennifer passion- Indiana. also the French Bridge Curriculum Director ately believes that every student should have and French Coordinator for the State of Utah. Deb has written six books on world language the opportunity to learn a World Language. Prior to this, she served as the Dual Language pedagogy, several articles for the AATF Learning a language not only brings students Immersion Coordinator (2013-15) and then National Bulletin and the Language Educator undeniable cognitive and long-term pro- became the Coordinator of the Secondary magazine, and as a professional translator fessional benefits, it also opens new worlds French Dual Immersion Program until 2018. has helped many adoptive families and to them. In Jennifer's classroom, students Anne is the Honorary Consul of France in participated in a team that translated The not only learn to communicate in a second Utah. language, but learn through listening and Papacy: An Encyclopedia . Anne has been recognized professionally on observation to become curious, empathetic, A career-long member of AATF and IFLTA, several occasions. She was named a Cheva- and engaged citizens of the world. . she has done numerous keynotes, workshops lier dans l’Ordre des Palmes académiques nationally and internationally and yearly pre- (2017), Teacher of the Year at the University sentations at state conferences on a variety Level by the Utah Foreign Language Associ- of topics, several times selected as Best of ation (2014), the ACTFL Nelson Brooks Award State or All Star at Central States, as well as (2012), and the Outstanding Educator of the helping with her state foreign language web- Year at the University Level granted by the site. Her classes have pen pals from France Iowa World Language Association in 2008. each year, with a recent exchange visit from Normandy, and the pétanque team boasts Anne was invited to co-author first- and several trophies. second-year textbooks (Cengage Learning). When she isn’t teaching or giving workshops, she enjoys cooking, skiing, and hiking with her family. 29

in the future with the Peace Corps, studying abroad, and service. Pursuing this opportunity will enrich my French skills, providing me with a chance to immerse myself in Francophone African countries in the future. In addition, learning French enables me to connect with people and cultures all across the world, expanding my global citizenship. In college and beyond, I plan to pursue intercultural service through the outdoors, and having this AATF/CONCORDIA LANGUAGE opportunity would be the key to unlocking the Volume 46 ∂ Number 1 ∂ September 2020 AATF OUTSTANDING CHAPTER VILLAGES OUTSTANDING French speaking world.” I am thrilled to see OFFICER AWARD what a difference Sidra makes in the world, ADMINISTRATOR AWARD and I am delighted that Dr. Susan Mochen was instrumental in offering Sidra this opportunity! NATHALIE GOREY is a native French speaker, SUSAN MOCHEN is the 2020 recipient of the Dr. Mochen was nominated by AATF member originally from Normandy but was born and AATF Concordia Language Villages Outstand- Heather Tedder. grew up until the age of 11 in Côte d’Ivoire. ing Administrator Award. Dr Mochen began After graduating from the University of Angers her career as a self-contained middle school (continued from page 26) in the Pays de Loire region of France with teacher for students with emotional and her Master’s degree in Applied Languages the pump by providing them with oppor- behavioral disabilities and is currently the to International Business, Nathalie trav- tunities to engage with native speakers as assistant principal of curriculum at Watauga elled to Maine to teach at and develop the well as those who use different languages. High School in Boone, NC. French program at the University of Maine In an interview with the musical group at Machias. She met her future husband and Dr. Mochen goes above and beyond to create Neimo, members discuss the importance continued teaching as a lecturer at UMM for immediate opportunities for students to study of music and various dances in our lives. five years. Nathalie’s first experience teaching languages, with special attention to French. Members also discuss choices about sing- had been in Limerick, Ireland, at the local As the high school Head of Curriculum, she ing in various languages and why it is im- Alliance Française, while on an Erasmus study works closely with students who want to portant to consider civil liberties that vary abroad program. Nathalie has been living in continue their French education, even when from society to society. Another fascinating Maine for the past 29 years. She also taught the class time does not work with their initial example of how acknowledgement of in- at the University of Maine at Augusta for schedule. She is actively encouraging our high terculturality is meaningful can be found in seven years as well as at the elementary and school to find the funds to hire a part-time Kids United, a diverse musical group which secondary school levels, but more recently at French teacher because the demand for encourages us to combat ageism, racism, Mt. Ararat High School in Topsham. Nathalie French greatly outweighs the seats available. sexism, and ethnocentrism. Kids United is also a member of the Advising Board of the In addition, Dr. Mochen has been a full partner singers tug at listeners’ heart strings Alliance Française du Maine, and the French in creating new opportunities for students through upbeat songs like "Les Lacs du translator for the African newspaper for the to use their French, including working to Connemara" and "Mama Africa." These new Mainers, Amjambo Africa! She received set up a Memorandum of Understanding two songs celebrate ancestral roots while the Richard Williamson Leadership Award (MOU) between Watauga High School and the encouraging listeners to travel in order to from FLAME, the state’s foreign language Académie de Reims and encouraging initia- open pathways to understanding others. association, in 2019. She is passionate about tives with other content areas in the school, The deeper meanings transcend race, teaching and sharing her native language and such as the culinary arts and the visual arts. ethnicity, and class. We are all moved by the Francophone cultures, as well as exposing Dr. Mochen is caring and committed to sup- the journey of language acquisition. I am her students to immersion experiences and porting teachers and creating a more diverse elated that there are multiple instructional taking them abroad. An avid reader, cook, school atmosphere. and engagement strategies that support traveler, and world cinema enthusiast, the content mastery. Furthermore, current Sidra Miller was selected by Dr. Mochen to at- mother of two adult sons and the grand- events are ever present online. Many times, tend the Concordia Language Villages French mother of a 9-year-old girl, Nathalie lives in I scroll through Twitter feeds to find inter- program in her honor. (*Due to the pandemic, Maine with her husband and her cats. esting topics to talk about during “small Sidra plans to attend Concordia Language talk” sessions. Villages next summer.) Sidra is a junior who plans to continue with French throughout her Interest in diversity is not enough for high school career. Languages and cultures 21st century learners. When we approach are important to her, and she would like to be- diversity issues, we must be honest about come fluent in French to help make the world our own cultural lenses. We do not need to a better place. In her application, Sidra wrote: always have the answers; we just need to “I've spent four years of my childhood living enjoy the process of discovery. Improvi- in Uganda and Ethiopia and plan to return 30

sation and exposure provide the conduit for cultural exploration, with social justice and global competency being essential goals. Effective instructional strategies require comprehensible input, pre-listening and viewing, and time on task. Steeped in research-based practices, we must make AATF WEBINARS experiences relatable, debatable, and legit- imate. We expose learners to authenticity, making them more aware of communi- Since March, the AATF has facilitated a series UPCOMING HYBRID/BLENDED LEARNING ties. Presenting language learners with of professional development webinars to MEETINGS rich content pushes them beyond their support French teachers as they navigated proficiency levels. In our current climate, a transition to virtual or hybrid learning. In #4 Presentational Writing & Speaking cultural sensitivity, as well as the high March and April, Technology Commission Tuesday, Sept. 29 degree of engagement, must be intention- Chair Catherine Ousselin and her team pro- Time: 4 p.m. (PST) / 5 p.m. (MST) / 6 p.m. ally cultivated. Experiences shape us and vided emergency assistance to teachers. (CST) / 7 p.m. (EST) unite us. I hope students grow and become #5 Reflections on Success and Next Steps globally aware life-long learners who In June and July, a series of 12 zoom meet- ings was organized to replace the annual con- for the Future develop into dedicated, tireless humanitar- Tuesday, October 20 ians. We must be the change that we want vention in Trois-Rivières, Québec. These were attended by over a thousand AATF members. Time: 4 p.m. (PST) / 5 p.m. (MST) / 6 p.m. to see—and that change begins with me (CST) / 7 p.m. (EST) and you. Beginning at the end of July, the AATF began facilitating five webinars on hybrid/blended FALL WEBINAR SERIES (EXACT DATES ∂ Tracy Emilio Rucker learning for French teachers. The presenters AND TIMES WILL BE FORTHCOMING) Louisville Collegiate School (KY) have modeled hybrid teaching strategies on Week of September 21: Teaching About Diversi- [email protected] a variety of topics. In this flipped format, ty and Inclusivity in the French Classroom participants have been asked to read and/or watch materials before each webinar. The Week of October 4: Creating IPAs one-hour live sessions have included break- Week of October 12 LA SEMAINE DU out rooms and whole-group interactions. The first three modules were (1) Principles of Grand Concours: General Information FRANÇAIS Hybrid/Flipped Classrooms, (2) Moving from Saturday, October 17 Interpretive to Interpersonal, and (3) Assess- Time: 8 a.m. (PST) / 9 a.m. (MST) / 10 a.m. ment and Feedback in the Hybrid Classroom. (CST) / 11 a.m. (EST) Two more remain on Sept. 29 and Oct. 20. Week of October 19: Québec See titles and registration information below. Week of November 1 In addition to a number of sessions organized by the Alliance française to which they have AATF National Zoom Chat: Ask Anything invited AATF members, the AATF is also orga- Thursday, October 22 nizing a fall series of webinars on a variety of Time: 4 p.m. (PST) / 5 p.m. (MST) / 6 p.m. themes that have been requested by previous (CST) / 7 p.m. (EST) participants. All AATF members can receive Week of November 9: certificates of participation. Registration is required but is free to AATF members. Grand Concours: How to Order Saturday, November 14 All of the past Zoom webinars have been Time: 8 a.m. (PST) / 9 a.m. (MST) / 10 a.m. DU 4 AU 10 recorded. In many cases, we have also (CST) / 11 a.m. (EST) included the participants' handouts and the NOVEMBRE 2020 recorded chat. All information, including Week of December 7: Teaching Writing descriptions, documents, recordings, and Week of December 14: Martinique & the French FÊTONS LE FRANÇAIS registration information can be found at Caribbean https://www.frenchteachers.org/resources/ web-based-activities/ . AATF National Zoom Chat VIRTUELLEMENT Saturday, December 19 Time: 8 a.m. (PST) / 9 a.m. (MST) / 10 a.m. (CST) / 11 a.m. (EST) All descriptions and registration information can be found at https://www.frenchteachers.org/ resources/web-based-activities/ AATF MATERIALS CENTER 31 https://store.frenchteachers.org Volume 46 ∂ Number 1 ∂ September 2020

1 ∂ LA FRANCE CONTEMPORAINE 2 ∂ ASSESSMENT STRATEGIES 3 ∂ EDUCATION IN FRANCE La France contemporaine: unité et diversi- This volume contains 43 IPAs at Nov- Titled "Heurs et malheurs du système édu- tés, polarisations et solidarités, the 2nd ice, Intermediate, and Advanced Levels, catif en France," this volume is a collection volume in the French Review Book Series produced by the AATF Commission on High of articles on the state of the French is a double volume with 540 pages. Schools. educational system. Member Price ∂ $70 Member Price ∂ $25 Member Price ∂ $60

4 ∂ LEARNING WITH LEGENDS 5 ∂ CUISINER ET APPRENDRE 6∂ MARTINIQUE This contains eight lessons based on contains 34 illustrated recipes in French Contains 14 dossiers pédagogiques which contes et légendes produced by the AATF with classroom activities, reading texts, cover topics such as history, cuisine, Commission on Middle Schools. exercises. The cookbook is completed environment based primarily on videos by a glossary and English versions of the including panoramas, interviews, and Member Price ∂ $20 recipes.. Member Price ∂ $25 documentaries. Member Price ∂ $25

7 ∂ CINEMA VOL. 3 - IMMIGRATION 8 ∂ CINEMA VOL. 2 9 ∂ CINEMA VOL. 1 "Immigration et identité," Volume III con- Seventeen French and Francophone films Fourteen French and Francophone films tains twenty-one French and Francophone are presented in Volume II. All are appro- are presented with vocabulary and activ- films appropriate for secondary and priate for secondary or university levels; ities for the classroom at both secondary university levels. 3 animated films appropriate for middle and post-secondary levels. Member Price ∂ $25 school. Member Price ∂ $25 Member Price ∂ $25 32 REGIONAL REPORTS promotion and ran a busy booth at the state annual French Hockey Night in Bridgeport in REGION I: NEW ENGLAND COLT Conference. Connecticut was very active January, and it featured a one-on-one meet Region I has active chapters who plan activ- as usual, offering many activities for its teach- and greet with the French-speaking players. ities and professional development opportu- ers, including the 6th annual Rentrée Gathering “Alors, On Chante!” was a planned live contest nities for students and teachers. All chapters and a workshop on Belgian chocolate. Western show of Francophone music performed by continued to have solid participation in the Massachusetts/ Vermont, with collaboration students, but due to COVID-19 it turned virtual. Grand Concours. Chapters have a social media from Amherst College, offered virtual cinema Students sang in French and submitted their presence and work with local universities, to its members including, L’Audition and work electronically. A panel of senior French Alliance française chapters, and Francophone Cézanne: Portraits of a Life. students from the Brunswick School watched partners from the French Consulate and the and discussed the submissions and award Noah Ouellette, Boston French Consulate, and Québec delegation to provide robust programs four first prizes and several citations. Marie-Josée Duquette, Délégation du Québec for our AATF members. Chapters held elec- in Boston have generously offered their time All chapters are looking forward to the tions, met in person, and in the spring, met and presence to visit schools and present upcoming school year so that can continue to remotely. Because of COVID-19 many wonder- about France and Québec to the New England provide meaningful and inspiring activities for ful activities and programs were cancelled or chapters of the AATF. We encourage teach- its teachers and students alike. postponed. ers to engage these educational attachés to Respectfully submitted, COLLABORATION WITH WORLD LAN- achieve our common goals in the promotion of GUAGE ASSOCIATIONS/PROFESSION- the study of French in New England. ∂ Margarita Dempsey AL DEVELOPMENT ACTIVITIES FOR STUDENTS Region I Representative [email protected] The Eastern Massachusetts Chapter has Students from Region I were well-represented traditionally had a strong presence at the and very successful in the Grand Concours. Massachusetts Foreign Language Associa- Although there were no ceremonies to honor REGION II: NEW YORK & NEW tion (MaFLA) Conference, and this year it was the students who placed nationally, regionally, particularly strong. There were nine sessions JERSEY and in their state, some chapters sent prizes offered in French, and the keynote speaker Despite the worldwide pandemic, Region II to their respective winners while others will was Fabrice Jaumont who spoke about the chapters showed exceptional resilience and have their teachers present the awards in bilingual revolution. There was also a strong creativity in serving their members, students, the fall. Many chapters participated in the French presence at the annual MaFLA im- and communities. National Francophone Trivia Contest which mersion breakfast as well. During the school was a great success. Many thanks to our own Several chapters in the region elected new closure this spring, MaFLA members provided Jon Shee and to Megan Diercks for organizing officers as of last year. Some have begun weekly webinars and zoom sessions to provide this wonderful event! We appreciate your planning activities and the Westchester much-needed professional development to efforts so much. Connecticut held their third Chapter held a successful workshop last fall. Massachusetts world language teachers as they transitioned to remote learning practices. Due to COVID-19, their previously scheduled summer immersion in French was cancelled. The Rhode Island Chapter participated in the Rhode Island Foreign Language Association Conference (RIFLA) in the fall. The chap- ter members were invited to participate in RIFLA’s spring webinars to help with distance learning. The Rhode Island Chapter also mobilized its advocacy team to try to prevent the elimination of a high school’s French program. Although the effort was not com- pletely successful, the advocacy team did an admirable job contacting the decision makers. The Maine Chapter was well represented at the Foreign Language Association of Maine (FLAME) Conference. The Maine Chapter held many webinars sponsored by the University of Maine at Orono. The Connecticut Chapter did

CT chapter Rentrée gathering here and at right 33

New chapter officers expressed an interest in Petersburg, Florida. It led to the creation of a took place featuring live music by The French co-sponsoring events with chapters nearby. local study group which had a few meetings Connexion; French Heritage Day at Old Fort PROFESSIONAL DEVELOPMENT before schools closed. The focus of the study Niagara was celebrated; PAUSA Art House group is on improving knowledge and skills hosted a French night; the Concours annuel Central New York held a workshop which surrounding acquisition-based teaching and de poésie et musique en français pour la included a lock box activity, a crime scene teaching in order to provide comprehensible paix for students took place in Rochester at activity with evidence, suspects, motive—a input. Nazareth College, and students, family and regular “Law & Order” en français, in which community enjoyed the Franco Festival de Volume 46 ∂ Number 1 ∂ September 2020 The Western New York Chapter hosted the students incorporate the passé composé and Beau Fleuve French heritage festival. second annual French Teacher Immersion the imparfait as they weave their way through Week in collaboration with SUNY Buffalo’s The Central New York chapter held two excit- the interviews, alibis, and write their version State Whispering Pines Camp. The program ing activities for students. French students of “Who done it?” The workshop included engaged teachers in immersive daily activ- from 14 middle and high schools in Central a discussion of numerous strategies for ities, professional development workshops, New York attended the annual French night working and playing with vocabulary and defi- Meal preparation and cultural activities from at the Crunch sponsored By The Syracuse nitions, activities for verb conjugations, ways all over the world. Crunch. Over 300 Students, Parents, French to encourage questions and answers, and the teachers, and French enthusiasts enjoyed a brain-teasing tribond where students find a CULTURAL ACTIVITIES FOR MEMBERS high scoring match between Syracuse Crunch common bond between three words. AND COLLABORATION WITH LOCAL ORGANIZATIONS and the Laval Rockets. The New Jersey Chapter offered two work- The New Jersey Chapter attended a hock- shops with Deanna Scheffer, AATF Region IV The Western New York Chapter collaborat- ey match between the NJ Devils and the (Southeast) Representative, Assistant Chief ed with the Alliance française of Buffalo to Vancouver Canucks followed by questions and Reader for the AP French Reading, AP Consul- support the AFB JR Film Festival for teachers answers with French-Canadian player Louis tant, and Mentor. The first covered updates on and students at the Buffalo History Museum. Domingue. the AP French Language and Culture exam, The chapter also hosted a spring meeting with learning how to navigate the new online guest speakers from France, Congo, Rwanda, GRAND CONCOURS resources available on the College Board web- Haiti, and Canada. The chapters of Region II successfully partici- site, building strategies to succeed in the AP Both the Metropolitan New York and the West- pated in the Grand Concours. French class, and in pre-AP French classes. ern New York chapters held wine, cheese, and The second dealt with creating activities per Respectfully submitted, music events for their members. task in AP and pre-AP French classes. ACTIVITIES FOR STUDENTS ∂ Diane Paravazian New York Metropolitan Chapter members Region II Representative gave two workshops for the United Federation To celebrate National French Week, Congrat- [email protected] of Teachers–New York City Association of ulations to the Western New York Chapter for Foreign Language teachers and a workshop its National French Week events! The number for the biannual conference of the Société and variety des Professeurs Français et Francophones of activities d’Amérique. The chapter continued its very are truly im- popular and successful workshops in collab- pressive and oration with Columbia and New York Univer- worth listing: sities. To help teachers with remote teaching, French club the chapter offered a webinar on teaching students French language and culture online. presented La Météo In fall 2019, the Westchester Chapter had a Weather very successful professional development Outside for meeting led by two members of the chapter, Channel 7, Sandra Chan and Kaleigh Thomas, who were a French recipients of 2019 AATF Chapter 42 Summer wine tasting Professional Development Grants. Each of seminar them presented their experiences, and it was held, Le was a wonderful opportunity to meet and Grand Gala see what they learned at the Agen, France reception Workshop in and the iFLT Conference in St. 34

À VOTRE AVIS... A PLACE TO SHARE IDEAS, THOUGHTS AND PRACTICES

What reflections/insights do you have about One week, they (re) created inspiring the Google meet session. It's not the teaching during COVID-19? artwork. Then it was music and dance same as teaching in person, but for a week so several of my kids are taking traveling teacher, it was so much less ∂ Rob Napier (TX): I learned that the rap- dance lessons on YouTube. stressful! port and connection we develop with our students is invaluable for their learning ∂ Julenne Moore (CO): I'm not quite so ∂ Ginnae Stamanis (NV): I learned that I of French. With the onset of online class- student-centered. I came to really need need to further explore flipped models es resulting in more infrequent contact and appreciate my "self-care" moments and online “games” like Quizziz. time, it became clear how, despite best of 10 am Zumba with Cécile Lainé. Thank efforts, levels would drop as I wasn’t you getting my endorphins flowing. ∂ Karen Kuebler (MD): Interacting with the there in person to encourage, tweak, and screen is important! Also consider how guide my students. I missed the unique ∂ Andrea Isabelli (IL): My days were to use the chat to effectively engage atmosphere and energy each class incredibly hectic before being forced to and maintain attention of students. Add brings and know I’ll appreciate them teach from home. I teach all 4 levels of props to your teaching environment to more when we eventually return to the French including AP at 2 high schools. I keep it novel just as you would in the classroom. traveled every day and sometimes strug- classroom. gled to remember to bring things from ∂ Lindsey Lewandowski (MD): I am so one school to the other. Teaching from ∂ Ariadne Livaditis (NY): I did my best. While thankful that I was already well versed home was so much easier on me. I was there was a fine line of student account- in our LMS and that I regularly included able to sleep 9+ hours per night. I have ability, I learned that I need to encourage technology in my lessons prior to the had time to walk every day and have nev- & support my students to be able to school closure. In a world where many er felt healthier. Not working in the petri speak more. I need to provide more op- of my students are overwhelmed with dish helped. I was able to see most of my portunity in the virtual classroom. What the changes, it has helped them feel students regularly on Google meet, and is learning another language, if you can’t more confident since they already know one class even decided to wear hoodies speak it?! how to use technology in my class. We as a "thing." I had the foresight to assign Our question for the November issue is: What couldn’t require synchronous lessons a book to all my classes before spring would you most like to see presented as a or new content due to inequity. At first, I break, which made lesson planning a session at an AATF conference and why? via was really upset that we had to switch to breeze. This has been the easiest end the AATF Facebook, NB Twitter (@AATFNB), or cultural lessons, I have grown to love the of the year in my 20+ years of teaching. email [email protected] Merci! fact that my students are getting les- I had tears in my eyes at the last class sons that they wouldn’t have had before. when students were so hesitant to leave NATIONAL FRENCH WEEK MATERIALS 35 https://store.frenchteachers.org Volume 46 ∂ Number 1 ∂ September 2020

1 BUMPER STICKERS 2 ∂ 2019-2020 NFW POSTER 3 ∂ PENCILS National French Week Bumper Stickers. White National French Week Pencils

Price ∂ $1 each or 10 for $7.50 Price ∂ $2 each or 10 for $15 Price ∂ 5 for $1

4 ∂ BUTTONS 5 ∂ TEE-SHIRTS 6∂ NFW PROMO KIT Two-inch round National French Week National French Week Tee-shirts are royal Includes 25 each ballons, pencils, buttons, buttons blue with NFW logo imprinted in white. bumper stickers, 10 NFW Posters Sizes: M, L, XL, XXL. . Price ∂ $.65 each or 10 for $6 Price ∂ $12 Member Price ∂ $35 Quantity Total Pencils: La Semaine du Français: du 8 au 14 novembre [5 for $1] ______Buttons: On est les meilleurs! [65 cents each or 10 for $6] ______Balloons: National French Week: La Semaine du Français [10 for $1] ______**SPECIAL: Order 25 of each item (100 items total) for $35 (14% savings) ______Extra Posters ($2 each or 5 for $8) ______T-shirts (blue with white logo design) ______T-shirts x $12 ______M ____ L _____ XL ______T-shirts x $12 ____ XXL ______Total enclosed. ______Name: ______Phone: ______Address: ______City, State, Zip ______Send this form with payment to AATF, 302 N. Granite St., Marion, IL 62959. Also available at [https://store.frenchteachers.org]. AATF National Bulletin (ISSN 0883-6795) Periodicals American Association of Teachers of French Postage Paid 302 N. Granite St. Marion, IL Marion, IL 62959-2346 62959

NEW ORLEANS REMINDER: IMPORTANT DEADLINES AND DATES July 19-22, 2021 NOVEMBER 1-10.National French Week Watch for updates: NOVEMBER 1-10.National Francophone Trivia Contest (see page 11) www.frenchteachers.org NOVEMBER 15 .... Deadline for submissions for NFW Contests (see page 13) « Laissez les bons temps rouler: DECEMBER 1...... Deadline for nominations for Outstanding Administrator (see page 10) Explorer la diversité du monde francophone» DECEMBER 15...... Deadline for proposals for the AATF Convention in New Orleans (see page 10) JANUARY 15...... Deadline for applications for Convention Travel Award (see website) FEBRUARY 1...... Deadline for nominations for the Ludwig Excellence in Teaching Award (see website) FEBRUARY 15...... Deadline for Exemplary Program applications (see website) MARCH 1...... Deadline for applications for the Valette Legacy Award (see website) Deadline for applications for AATF Small Grants (see website) MARCH 15...... Deadline for applications for Jensen Scholarship (see website)

CONTACT REPRESENTATIVES OF QUÉBEC: If you are looking for support or information from the Government of Québec regarding any of their programs, you can go to their Web site to find the most current information for each of the délégations, including Atlanta, Boston, Chicago, Los Angeles, New York, and Washington. Go to www.gouv.qc.ca/portail/quebec/international/usa/delegations/

CONTACT FRENCH GOVERNMENT REPRESENTATIVES: If you are looking for support or information from the French Embassy Cultural Service, you can go to their Web site to find the most current information for each of the consulates, Atlanta, Boston, Chicago, Houston, Los Angeles, Miami, New Orleans, New York, San Francisco, as well as for the Embassy in Washington. Go to www.frenchculture.org