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BULLETIN
Volume 45 ∂ Number 3 ∂ January 2020
NATIONAL
LE QUÉBEC : LA BELLE PROVINCE
Le 93e congrès de l'AATF aura lieu en juillet prochain au Québec
dans la ville de Trois-Rivières.
EMPOWERING LEARNERS
FRANÇAIS AU BORD IN THE LANGUAGE
DE LA MER .................... 8 SALUT LES JEUNES.... 12 CLASSROOM............... 18
IN
THIS
Volume 45 ∂ Number 3
January 2020
Editor: Megan Diercks
ISSUE
Message de la Présidente.....................................................................................................................................3
Walter Jensen Scholarship for Study Abroad ................................................................................................4
Reading Committee: Karen Campbell Kuebler, Tow- AATF Summer Scholarships ................................................................................................................................4
son University, MD; DeLynn Denton, Flower Mound Message de la Secrétaire générale ...................................................................................................................5
High School, TX; Rebecca Léal, Elmhurst College, IL;
Gisèle Loriot-Raymer, Northern Kentucky University,
Ludwig Excellence in Teaching Awards ............................................................................................................6
Highland Heights, KY; Laurel Mayo, University of Texas Executive Council ....................................................................................................................................................7
at Arlington (ret); Audra Merfeld-Langston, Missouri Le Français au bord de la mer: A Great Success...........................................................................................8
Science & Technology, Rolla, MO; Alain Ranwez, Met- Call for Nominations: AATF Vice-President & Regional Representatives ..............................................9
ropolitan State University (ret), Denver, CO. Quelle est l'expression évoqué par cette image? ...................................................................................... 10
Winners of the 2019 Francophone Trivia Contest ...................................................................................... 11
The AATF National Bulletin (ISSN 0883-6795) has its
editorial offices at Megan Diercks, Colorado School
Salut les jeunes! La Fête de Saint Valentin ...................................................................................................12
of Mines, Stratton Hall, 1500 Illinois Street, Golden, Jeunes Amis du Français ...................................................................................................................................12
CO 80401; email: [nbeditor@frenchteachers.org]. Chapter News .........................................................................................................................................................13
Correspondence should be sent to the editor at this Valette AATF Legacy Award ................................................................................................................................13
address. The American Association of Teachers of Bloomburg University Students Try on Teaching ........................................................................................14
French publishes the National Bulletin four times a
year (Sept., Nov., Jan., Apr.) as a service to members
Société Honoraire de Français......................................................................................................................... 16
in supplement to the official journal of the associa- Highlights of the Fall Issue of L’Élan................................................................................................................17
tion, the French Review. Subscription to the National What's New in the French Review?..................................................................................................................17
Bulletin requires membership in the organization. Pe- 2020 AATF Convention Book Club ....................................................................................................................17
riodicals postage paid at Champaign, IL Post Office. Empowering Learners in the Primary Language Classroom ...................................................................18
Office of Publication: AATF, 302 North Granite Street,
Marion, IL 62959-2346.
Pronouncing Numbers in French .................................................................................................................... 20
La Géographie du Québec...................................................................................................................................21
All items published in the National Bulletin are When to Question Authority .............................................................................................................................. 22
the property of the AATF. They may be copied for News from the Executive Council.................................................................................................................... 23
classroom or workshop use if the source and date AATF Small Grants................................................................................................................................................ 24
of publication are indicated on the copies. AATF Commissions .............................................................................................................................................. 24
AATF Exemplary Program Award ..................................................................................................................... 24
Postmaster: Send address changes to AATF, 302
North Granite Street, Marion, IL 62959-2346.
AATF Materials Center......................................................................................................................................... 25
Regional Reports .................................................................................................................................................. 26
Deadlines for submissions to the National Bulletin: Members' Notes .................................................................................................................................................... 28
September issue, August 1; November issue, Sep- 2020 FLES* Poster Contest .............................................................................................................................. 29
tember 1; January issue, November 1; April issue, À votre avis ..............................................................................................................................................................31
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 Photo Credits: Flickr Farmboyted (cover: Lévis, Québec); Jayne Abrate (this page: la Basilique Sainte-Anne-
de-Beaupré et page 20, Les Chutes de la Chaudière): Serge St. Louis (page 5, Le Pont Laviolette, Trois-Rivières); Ren-
Marion, IL 62959-2346 nett Stowe (page 19, Percé); Guilhem Vellut (page 18, La Biosphère à l'Ile Sainte-Hélène)
frenchteachers.org
3
Volume 45 ∂ Number 3 ∂ January 2020
MESSAGE DE
LA PRÉSIDENTE
My dear members. I hope that this new year halfway through or prior to the presentational and short answer questions based on what
finds you happy and productive in your lives assessment tasks. The important aspect they understand from the short interviews.
and that 2020 will bring you much joy. As you is that these assessments occur
all know, our conference in Trois-Rivières, throughout the chapter and semester
Québec is only several months away, and to ensure that students build their
...you will find that
we hope that you are all planning to attend. skills in interpretive, interpersonal, and the data you collect
presentational communication.
from the IPAs is far
INTEGRATED PERFORMANCE
ASSESSMENTS How do you create a variety of per- more valuable than
formance assessments to use in the
In this message I would like to discuss the classroom? Do you have to abandon all
traditional test results
theory of Integrated Performance Assessment other testing formats? These questions because it measures
(IPAs). During my last years of teaching at often plague teachers as they try to
Gunn High School in Palo Alto, CA, until 2015, implement Integrated Performance As-
student performance
I was very involved in implementing IPAs into sessment. As for how to come up with a using the three modes
my teaching. Since retiring I have been teach- range of performance assessments to
ing methods at San Jose State University, and use throughout the semester, it actually
of communication
in that class we also spend much time helping becomes easier the more you begin
students develop their own IPAs. For those of using IPAs. You do not have to abandon the 2. Students will then research animals that
you don’t know what is involved in developing tests you traditionally give. However, you will are in danger by exploring the website be-
IPAs here are the essentials. find that the data you collect from the IPAs is low. They fill in a graphic organizer in which
far more valuable than traditional test results they list three animals in danger, where
First, Integrated Performance Assessment because it measures student performance they are located, why they are endangered,
is a way of measuring student progress and using the three modes of communication, and what should be done to protect them.
proficiency at the end of a chapter or unit. It whereas traditional grammar tests proba- http://www.especes-menacees.fr/animaux/
involves creating assessments that use the bly only measure regurgitation of grammar
three modes of communication: interpretive, concepts. 3. Robert Desnos has written a collection of
interpersonal, and presentational. Interpretive short poems called Chantefables in which
assessments involve reading or listening to Here is an example of an IPA I recently he describes many different animals.
authentic texts and responding to questions, created for a French level 3 class on the role Students will visit the website and choose
graphics, or other questioning techniques. of nature in a student’s life. three different poems to analyze. They fill
Interpersonal assessments involve having in a graphic listing the animal described,
students communicate with one another Essential question: How am I connected with important phrases used to describe the
orally in partner or small group work or in the natural world? animal, and their reaction to the poem.
written form, such as through emails, blogs, http://www.unjourunpoeme.fr/auteurs/
or other modes of electronic communication. Interpretive mode desnos-robert.
Presentational assessment involves creating The teacher will also assign students to
1. Students will begin by watching a short write their own short poem about an animal
oral presentations that students rehearse
video clip from TV5 in which students are in using the style of Robert Desnos.
and prepare to present to the class, or for re-
a park and must interview passersby about
corded and written presentations that involve
what they appreciate about nature.
writing essays, letters, creating brochures, Interpersonal mode
Link: http://enseigner.tv5monde.com/fle/
pamphlets, stories, etc. These integrated
dans-le-parc-1416 1. Within a group of four each student will
performance assessments do not necessarily
They complete multiple choice questions share information about an animal that is in
all occur at the end of the unit but can occur
4
MESSAGE DE LA PRÉSIDENTE (SUITE)
danger using the subjunctive of emotion and natural world. The advantage of these assess-
opinion. They will ask each other questions ments is that they are not textbook dependent
about why it is important to protect this spe- but could be used with any textbook you have.
cies. For grading purposes this conversation They are also fun for students and involve
can be recorded and uploaded to the teach- the use of authentic texts and websites. I can
er’s communication platform. On the class assure you that if you try this assessment
blog or communication platform, students with your students you will be surprised at the WALTER JENSEN SCHOLARSHIP
will describe an experience they had in the results they can produce. FOR STUDY ABROAD
natural world that changed their perspective,
moved them, or was meaningful to them in Thanks to the generosity of the late Walter
Using IPAs with your students is a very
some way. They will use the subjunctive of Jensen, the AATF is able to offer a scholar-
worthwhile experience because it totally
opinion to express their views. ship for study abroad to a future teacher of
changes your perspective of your students.
French. One $2000 scholarship per year is
You see them as producers of the language
given to help a student pay for a semes-
Presentational mode not just as receptacles of information. They
ter or year’s study abroad. This award is
become more motivated to do well using the
1. You have been studying the beauty and intended to allow a deserving student to
target language and become more familiar
problems in the natural world. In your group participate in a long-term study abroad
with the terminology of the three modes of
you will be assigned a specific region in the experience he or she might not otherwise
communication. These modes of communi-
francophone world that has endangered be able to afford. This award will be made
cation are important once they reach the AP
species. After you have researched this for the academic year 2020-2021.
French class because in the AP exam their
problem create a PowerPoint/Prezi in which
proficiency is based on interpretive oral and
you do the following: (1) identify the problem Eligibility Requirements
written, interpersonal oral and written, and
and describe it using visuals. (2) Discuss The student applicant must be at least 18
presentational oral and written. Therefore, it
what is being done to prevent the problem years of age at the time of application and
is important to start incorporating IPAs from
by the government and the local com- enrolled in an established teacher educa-
level 1 so that students are familiar with the
munity (3) Make recommendations about tion program in French. Applications for
concept and build their skills accordingly.
what should be done to further protect this independent study abroad trips or summer
endangered species. (4) Give your personal programs will not be considered. The ap-
ACTFL has many resources available on IPAs.
opinion about this particular problem. Use plicant must be a U.S. citizen or permanent
Our AATF store also has available a manual
the subjunctive and imperative throughout resident and non-native speaker of French.
that I recently wrote on using IPAs in the
your oral presentation as well as vocabulary He or she must be recommended by an
French classroom. If these publications are
relevant to your presentation. You will be AATF member teacher.
of interest to you, please visit the AATF or
graded on your content, vocabulary, lan-
ACTFL websites for more information on the
guage use, pronunciation, and fluency. Scholarship
purchase of these materials.
The scholarship will be paid directly to
2. Write a letter or email to the IFAW (Fonds
the study abroad program of the winner’s
international pour la protection des ani-
choice for a semester-long or one-year
maux) expressing your concern about the
program. The recipient may attend an
problem of a particular endangered species.
established program in any Francophone
Identify the problem, give your reasons for
country that is accredited by his or her
concern citing specific statistics, and make ∂ Anne Jensen
American university. Students may also
recommendations to the agency responsible AATF President
attend established programs sponsored by
for solving this problem. Use the subjunctive annejensen@frenchteachers.org
universities other than their own providing
throughout your letter and relevant vocabu-
credit is transferable. Cash payments will
lary you have learned. Bring a rough draft to
BOURSES OFFERTES not be made directly to recipients.
class for peer editing and revision. Once you
AUX MEMBRES DE L’AATF
have finished your editing, upload your final
Application Form
version to the class page or communication Watch for announcements about
Applications must be submitted online.
platform. You will be graded on your content, scholarship opportunities for 2020.
For instructions, go to [https://www.
vocabulary, language use, and mechanics. In addition to the Jane Black Goepper
frenchteachers.org/hq/summerscholar
IFAW website: http://www.ifaw.org/france/ AATF travel scholarships, we also expect
ships.htm]. Letters of recommendation
frontpage to have awards from the Communité
should be e-mailed to [scholarships@
Française de Belgique, the French
frenchteachers.org] with applicant’s name,
In order for students to do well on these in- government, and Francophonia Nice.
Jensen Scholarship 2020 in the subject
tegrated performance assessments they will The tentative application deadline will
line. The deadline for receipt of applications
need to have studied the subjunctive tense be February 15, 2020.
is March 15, 2020.
and be familiar with the vocabulary of the
5
Volume 45 ∂ Number 3 ∂ January 2020
MESSAGE DE LA
SECRÉTAIRE GÉNÉRALE
Chers Collègues, RENOUVELLEMENT DE L’AATF Soyez à l’écoute des nouveautés qui verront le
jour en 2020, et ajoutez votre voix à la créa-
L’année 2019 a vu un renouvellement de
Je vous souhaite un heureux et prospère tion d’une association dynamique et innova-
l’image de l’AATF. Nous travaillons depuis
2020. Si vous n’avez pas encore renouvelé trice, toujours à l’écoute de ses membres.
un an avec une agence de communication
votre adhésion à l’AATF, je vous encourage
au Québec afin d’élaborer une campagne de
à le faire maintenant. Si vous voulez participer
recrutement basée sur les médias sociaux et SERVICES ET RÉCOMPENSES
au Grand Concours, à la Société Honoraire
sur le développement d’une communauté de
de Français, à la société des Jeunes Amis Nous essayons d’offrir aux membres de
professeurs de français qui partageront leur
du Français ou enfin au congrès de Trois- nombreuses ressources pour promouvoir leur
savoir et leur enthousiasme pour le français.
Rivières, il est important de vous occuper programme, pour récompenser leurs élèves
de votre cotisation à l’avance. et pour inspirer leur travail en classe. Pensez
Vous avez déjà remarqué le nouveau look
à proposer votre programme pour obtenir la
de ce Bulletin et du site Web ainsi que de
désignation «Exemplary Program» (page 24).
POURQUOI DEVENIR MEMBRE nombreux de nos documents et articles pro-
C’est un moyen d’attirer une attention positive
DE L’AATF? motionnels. L'année 2020 verra un renouvel-
et de renforcer la valeur du programme
lement de bien d'autres aspects de l'AATF et
Il suffit de parler aux membres qui assistent auprès des administrateurs.
la création de nouveaux outils pour renforcer
à un congrès de l’AATF et deviennent par
la communauté des professeurs de français.
la suite des habitués, aux professeurs qui En plus du Grand Concours et de la Société
inscrivent régulièrement leurs élèves au Honoraire de Français, mentionnés ci-dessus,
De nos jours, les communautés sont virtuelles
Grand Concours et à la Société Honoraire vous pouvez nommer un/e élève pour un
aussi bien que réelles, et les demandes
et qui créent une tradition d’excellence Outstanding Senior in French Award ou pour
professionnelles et personnelles sur les pro-
l’Excellence in French Award. Nous offrons le
fesseurs de français ne cessent d’augmenter.
Walter Jensen Scholarship for Study Abroad
Nous voulons que l’AATF continue à être
Une association l’endroit où enseignants à tous les niveaux et
qui est destinée à un/e étudiant/e qui se
prépare à une carrière d’enseignant. N’oubliez
comme la nôtre ne de tout âge peuvent trouver soutien, conseils
surtout pas les différentes compétitions et
et inspiration. De nombreux collègues sont
peut pas fonctionner isolés, le seul professeur de français dans leur
activités d’immersion qui auront lieu dans bon
nombre de nos chapitres.
sans l’appui de tous établissement, et n’ont que rarement l’occa-
sion de voyager dans des pays francophones.
les membres. (image ci-dessous: Pont Laviolette)
dans leur école ou bien, aux professeurs
d’université qui soumettent un article ou un
compte-rendu à la French Review et qui se
retrouvent plus tard évaluateur ou même
rédacteur. Il est étonnant de voir dans la liste
des boursiers des lauréats de nos différents
prix, ceux qui profitent de cette expérience
pour ensuite servir l’association. Une associa-
tion comme la nôtre ne peut pas fonctionner
sans l’appui de tous. Pensez à poser votre
candidature pour le Future Leaders Program.
6
MESSAGE DE LA SECRÉTAIRE GÉNÉRALE (SUITE)
Les membres de l’AATF ont aussi accès à des AATF DOROTHY S. LUDWIG
bourses d’été et des Small Grants. En 2019, EXCELLENCE IN TEACHING AWARD
nous avons pu accorder deux bourses pour
The AATF invites nominations for four annual
la Belgique, une pour la France, cinq pour
awards for outstanding teachers, one at each
Francophonia Nice et deux AATF Professional
level: elementary school, middle school or
Development Scholarships que les récipien-
junior high school, high school, and post-
daires ont utilisé pour des programmes d’été
secondary (university, college, or commu-
en France et au Québec.
nity college). The purpose of the award is to
recognize teachers who have demonstrated
CONGRÈS DE TROIS-RIVIÈRES AMAZON SMILE excellence and commitment in the teaching of
the French language and French and Franco-
Venez nous rejoindre pour le congrès de The AATF has an Amazon Smile link.
phone cultures and literatures.
l’AATF du 15 au 18 juillet 2020 à Trois-Ri- Every time you make a purchase on
vières. Nous nous réunirons au Delta Centre Amazon, Amazon will make a donation
Each winner will receive a certificate from
de Congrès. Profitez d’un congrès entière- to the AATF at no additional cost to you.
the AATF recognizing his or her outstanding
ment dévoué au français et amenez votre
contribution to the teaching of French and
famille pour visiter cette belle ville. Le thème If you always start from our link at
a one-year complimentary membership in the
du congrès, « Immersion culturelle et renou- https://smile.amazon.com/ch/38-
AATF for 2021, a cash award, and a one-year
veau pédagogique: l'AATF à Trois-Rivières », 1718689 when you log into your account,
subscription to Le Français dans le monde.
nous permettra d’explorer tous les aspects the funds will be automatically donated.
An official presentation will be made at the
du monde francophone et de l’enseignement
AATF Awards Banquet in Trois-Rivières in
du français tout en tenant compte de cette The AATF Executive Council made the
July 2020.
longue histoire d’amitié qui lie notre pays à la decision to use any funds received
France. through Amazon Smile to support the
Nominations may be made by any AATF
attendance of students planning to
member in good standing or by an AATF
∂ Jayne Abrate be French teachers at the annual
chapter. The nominee must be an active
Secrétaire générale convention. Thank you for your support
member of the AATF. All documents must
abrate@frenchteachers.org in this endeavor!
be submitted by February 1, 2020. Please see
[https://frenchteachers.org/promote-french/
awards-and-grants] for additional information
and the application form
TROIS-RIVIÈRES Nomination packages, which should not
AATF exceed 5 pages, will be evaluated for evidence
of (1) outstanding teaching experience, (2)
professional growth and development, and
CONVENTION (3) contribution to the profession. Submit the
nomination packet electronically in .pdf for-
mat (one file with the candidate’s name in the
∂ July 15-18, 2020
file name) to [awards@frenchteach ers.org].
7
2020 EXECUTIVE COUNCIL
Volume 45 ∂ Number 3 ∂ January 2020
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
annejensen@frenchteachers.org Ph: 630-677-2594 West Lafayette, IN
legrandconcours@sbcglobal.net ohlhaut@wl.k12.in.us
JAYNE ABRATE Chapters: Detroit, IN, Northwest IN, KY, MI, OH,
Executive Director [2022] MARGARITA DEMPSEY 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
abrate@frenchteachers.org Smithfield, RI 02917 [2020]
mbdempsey11@gmail.com 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 sconrad@bettendorf.k12.ia.us
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
rdavis@agnesirwin.org Representative [2021]
New York University= CARA HEMINGER
MARTHA BEHLOW dparavaz@aol.com 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
mbehlow@geneva304.org New Jersey caraheminger@gmail.com
Chapters: AR, KS, LA, NE, Central TX, El Paso,
CATHERINE RITZ KATY WHEELOCK Hautes Plaines, Houston, North TX, OK, South TX
Vice-President [2022] Region III (Mid-Atlantic) Representative
Boston University [2022] SUSIE HENNESSEY
Boston, MA Wakefield High School Region VIII (Southwest) Representative
catherineritz@gmail.com Arlington, VA 22206 [2020]
katywheelock@yahoo.com Inderkum High School
EDWARD OUSSELIN Chapters: Central PA, DE, MD, Northeast- 2500 New Market Drive
Editor in Chief, French Review [2022] ern PA, Northern VA, Philadelphia, Western Sacramento, CA 95835
Western Washington University Pennsylvania, Susquehanna Valley, Lehigh mmehennessy@gmail.com
Modern & Classical Languages Valley, VA Chapters: AZ, HI, NM, NV, Northern CA, San
Humanities 203 Diego, Southern CA, UT
Bellingham, WA 98225-9057 DEANNA SCHEFFER
Ph: 360-650-2092; Fax: 360-650-6110 Region IV (Southeast) Representative CATHERINE OUSSELIN
edward.ousselin@wwu.edu [2021] Region IX (Northwest) Representative
Saint Augustine High School [2021]
MEGAN DIERCKS Saint Augustine, FL 32084 Mount Vernon High School
Editor, National Bulletin [2022] deannascheffer@gmail.com 314 North 9th Street
Colorado School of Mines Chapters: AL, FL, GA, MS, NC, SC Mount Vernon, WA 98273
Golden, CO 80401 catherineku72@gmail.com
nbeditor@frenchteachers.org Chapters: CO-WY, ID, MT, ND, OR, SD, WA/AK
8
LE FRANÇAIS AU BORD DE LA MER
A GREAT SUCCESS
For the first time, the University of Maine at favorite part of the weekend was simply being French, having fun while enjoying familiar or
Augusta (UMA) sponsored a full weekend im- able to connect with other French speakers new activities together. Teachers boost their
mersion in French language and Francophone and the sense of community that was quickly knowledge and learn new classroom strat-
culture in September at the UMaine Cooper- formed over the two days. I enjoyed working egies, and learners might be trying out their
ative Extension Blueberry Cove Camp conversational skills for the very first time
site. Co-Coordinators of the weekend, This is an opportu- here, in this supportive environment."
UMA Professor Chelsea Ray and French
Instructor Julia Schulz, presided over
nity for students and Scholarship sponsors for the weekend includ-
the planning with administrative support teachers to experi- ed the University of Maine and the AATF Maine
from UMA staff. Over sixty people—high Chapter led by president Nathalie Gorey.
school and university students (some
ence everyday life and An AATF Small Grant helped to support the
attending with their French teachers), ordinary conversation weekend as well as donations from Borea-
French teachers, and adult commu- lis Bread, Ducktrap of Maine and individual
nity members participated, traveling
entirely in French. farmers and gardeners. For more informa-
from all over Maine as well as Québec, tion about the weekend immersion program,
together in the kitchen and also really enjoyed
Massachusetts, New York, and New Jersey. please see the French at UMA website:
the dancing." Another wrote, "It was a great
Participants regarded the weekend as a great https://www.uma.edu/academ ics/programs/
boost to my confidence in my abilities."
success. According to Ray: "All of the ele- french/events/
ments were there: very enthusiastic partici-
Schulz described the purpose of the weekend:
pants with a high level of French; talented and ∂ Chelsea Ray
"This is a rare opportunity for students and
knowledgeable workshop leaders offering lots University of Maine at Augusta
teachers of French to experience everyday
of choices; wonderful and authentic meals; chelsea.d.ray@maine.edu
life and ordinary conversation entirely in
lovely Maine fall weather; and a tranquil and
beautiful coastal site!"
The volunteer staff of 17 French teach-
ers included four UMA students on
exchange this year from the Université
de Bretagne Occidentale in France.
The workshops were wide ranging,
including crêpe-making, pétanque,
traditional French-Canadian folksongs
and dancing, diversity in French lan-
guage, politics in France today, puppet
shows and theatre exercises, baking
croissants, games, and even knitting—
all entirely in French.
Evaluations made it clear that the
group greatly appreciated the diversity
of ages, French language abilities, and
cultural origins represented. When
asked what they liked best about the
weekend, one replied, "My absolute
9
CALL FOR NOMINATIONS
Volume 45 ∂ Number 3 ∂ January 2020
NOMINATIONS FOR NOMINATIONS FOR
AATF VICE-PRESIDENT REGIONAL REPRESENTATIVES
The Nominating Committee is asking all AATF Nominees for the position of Vice-President The AATF is seeking nominations for Regional
members to submit nominations for the should have made significant contributions Representatives for Region I (New England—
position of AATF Vice-President for the term to the AATF on the chapter level as well as in CT, Eastern MA, ME, NH, RI, Western MA/VT),
2021-2023. According to the constitution, the their region or even on the national level and Region VI (West Central—Chicago/Northern
duties of AATF Vice-Presidents are as follows: should possess leadership qualities. IL, Kansas City, St. Louis, Downstate IL, IA, MN,
“The Vice-Presidents shall oversee particular WI), and Region VIII (Southwest—AZ, HI, NM,
Association functions or undertake special The term of office of the Vice-President NV, Northern CA, San Diego, Southern CA, UT)
projects as determined by the Executive begins on January 1 of each year. The for a three-year term, 2021-2023. Nominees
Council.” Further explanations have been Vice-President is “limited to two consecutive must be members in good standing of the
developed as follow: terms of three years or one term if over a year AATF and reside within the region that will be
has been served just previously in filling a electing a representative.
∂ To serve and assist at the discretion of the
vacancy.”
President: by attending executive council
Nominations may come from members or
meetings; by attending the full annual
Keeping these terms and qualifications in chapters, including those outside the nom-
conference of the AATF; through excellent
mind, we ask that all of you consider possible inee’s own chapter. The AATF Constitution
communication skills; through designated
candidates for this position. In addition, we states that a Regional Representative cannot
areas of focus germane to the concerns of
ask chapter presidents and other colleagues be succeeded by someone from the same
the AATF;
to submit nominations. The term of office will chapter. There are incumbents in two regions.
∂ To support and promote the mission of the begin on January 1, 2021 and run for three
AATF; see mission statement at [https:// years, renewable for another three years. The Nominating Committee encourages the
frenchteachers.org/about/ AATF membership to consider candidates
mission/]; The committee will present a slate of two with a proven record of participation in local,
candidates for this position to the Executive state, and national AATF activities. Nomina-
∂ To facilitate program development by sup-
Council for its consideration at the Annual tions should be submitted to the chair of the
porting permanent concerns of the AATF:
Meeting in Trois-Rivières in July. Nominating Committee at [rrnominations@
promotion and advocacy; recruitment;
frenchteachers.org] by March 1, 2020.
leadership development;
We ask that you check with the person or
∂ Additional areas of focus could include, but persons whom you nominate to be certain The committee will contact nominees to
are not limited to: development of materials that they are willing to run for office and submit their curriculum vitae and a personal
centers; development of resource packets; that they understand the terms of office and statement.
development of Web sites; inter-com- duties of the office of Vice-President. You may
mission liaison; grants and scholarships; send her/his CV at the time of nomination or
workshops and other presentations; it may be sent later, but should arrive by the
support of commission projects as needed; closing date for nominations, March 1, 2020.
correspondence with allies (local politi- The CV should stress the work of the person CONTRIBUTE TO
cians, PTO, business executives, etc.); with AATF as well as other language related SCHOLARSHIP FUND
organizations. It shall be limited to no more
∂ To initiate one or more special projects We invite AATF members and colleagues to
than five (5) pages in length.
based on the individual’s area of interest contribute to a scholarship fund in honor of
and expertise as it meets with the AATF’s the late Jane Black Goepper, longtime editor
If additional information is required, the com-
mission and focus; of the AATF National Bulletin, who passed
mittee will request it. While publications and
away in 2018. At the behest of her family, we
∂ To submit an annual written progress career paths are important, they should not
are collecting money to be used for a schol-
report to the President. be the primary focus of the CV.
arship in her memory. Jane was a true global
citizen, world traveler, and teacher/mentor.
Send your nominations and address any
Hopefully, the funds collected will allow others
questions to the Committee Chair at [vpnom-
to start their global adventure. We currently
inations@frenchteachers.org] no later than
have $3425 received or pledged. To con-
March 1, 2020.
tribute, go to [http://frenchteachers.org/hq/
donate.htm] or send a check to AATF Goepper
Scholarship Fund, 302 North Granite Street,
Marion, IL 62959. Thank you for your support.
10
QUELLE EST
L’EXPRESSION ÉVOQUÉE
PAR CETTE IMAGE?
In 2017 I was on the French forum [http:// the activity unpredictable and a challenge. I
www.languefrancaise.net/forum/index.php] encouraged the student presenters to give
when I had an idea for a game: post a picture clues in French to their classmates to move
that should bring to mind a French expres- the game along. I found this particular « truc
sion; the other players would then try to guess pédagogique » a nice addition to my teaching
what it was and post their own pictures : arsenal and hope some of you do too.
pfinn60 Quelle est l’expression évoquée par
cette image? was born. ∂ Patrick Finnegan
The Oak Knoll School (NJ)
When I first proposed the game, I didn’t even pfinn60@gmail.com
know the necessary fundamentals of HTML
to post a picture. Since then, I have mastered Solutions to enigmas : (1-en bas à gauche) être au
the tools for webmastering my game . courant; (2-centre) en avoir marre (de café); (3-en
bas) à votre santé (sans -t)
Some 1,500,000 page views later, the game is
As the lone American on the game (they
flourishing. The other players are all French :
tolerate me because I created it), I have had
linguists, theoretical mathematicians, former
endless enjoyment because of the bril-
university faculty members and all, lovers of
liance of the other players and have learned
words and jeux de mots.
something new every day because of all the
authentic language exchanges
Here are some examples of what we players
between the players who post
call enigmas. You can find the answers at the
clues to help the others come
end of this article.
up with the answer.
As an active part-time teacher
of French, I thought that the
game might also be useful for
classroom instruction. So, I gave
a list of French expressions to
my students and asked them to
find pictures on the internet that
would elicit these expressions.
I told them to create a Power-
Point presentation and random-
ize the order of the sayings or
proverbs. When they presented,
the other students had to guess
what expression they were
eliciting. It was fun and not
boring because of the creativity
of each student in depicting the
expressions and also because
the randomized order made11
Volume 45 ∂ Number 3 ∂ January 2020
WINNERS OF THE 2019
AATF FRANCOPHONE
TRIVIA CONTEST
WINNERS OF THE 2019 AATF NATIONAL FRENCH WEEK FRANCOPHONE TRIVIA CONTEST
Félicitations aux gagnants et à leurs professeurs. Merci à tous les élèves qui ont participé!
LEVEL A (GRADES 1-8)
Student name School City, State Teacher Name Score
Collin K. Pocono Mountain West Junior High Pocono Summit, PA Sonja Cassidy 35264
Katie W. The Langley School McLean, VA Mary Ellen Lederer 24347
Mia L. Lake Highland Preparatory School Orlando, FL Sandrine Villagrasa-Butler 23422
Davide B. Steonham Central Middle School Stoneham, MA Valerie Hays 23406
Kamara W. Rye Junior High School Rye, NH Jennifer Bell 22481
Abigail P. Fort Worth Country Day Fort Worth, TX Rob Napier 22355
Summer S. Columbia Middle School Berkeley Heights, NJ Ashlee Combe 19126
Oliver R. Diamond Middle School Lexington, MA Elisabeth Passeri 18417
Matthew S. Awty International School Houston, TX GIsele Dwyer 17976
Benjamin Z. Marblehead Veterans Middle School Marblehead, MA Kristen Russett 16963
LEVEL B (GRADES 9-12 & UNDERGRAD)
Student name School City, State Teacher Name Score
Deja B. Planfield South High School Planfield, IL Sevgi Acik 30453
Megan S. Napa High School Napa, CA Sandrine Munguia 27037
Joel H. Pocono Mountain West High School Pocono Summit, PA Sonja Cassidy 24224
Nick W. Oliver Ames High School Easton, MA Patrick Sharkey 23683
Carson C. St. Xavier High School Louisville, KY Anne Cornschein 22310
Charlie K. Montgomery Bell Academy Nashville, TN Ben Trotter 20457
Madison H. New York University New York, NY John Moran 18034
Kamran G. Pascack Valley High School Hillsdale, NJ Teresa DelGiudice 15418
Jeremy S. Clayton High School Clayton, MO Elizabeth Caspari 14564
Jay M. Carroll Senior High Schooll Southlake, TX Rebecca Gould 11285
DÉCOUVREZ
TROIS-RIVIÈRES,
QUÉBEC! ∂ Congrès annuel de l’AATF
du 15 au 18 juillet 202012
SALUT
LES JEUNES!
LA FÊTE DE LA SAINT VALENTIN
Here’s an opportunity to get your elementary aged students interacting in French and using
props. This short play for two characters takes place at school and can be used for Valentine’s
Day since it involves flowers and candy. First, divide the students in groups of two and use choral
recitation to introduce and practice the dialogue. Then, distribute props to each group and do
the dialogue again with gestures and movements. Students can make paper flowers and candies
for the props. You may wish to add a narrator for the introduction of the characters and props.
The entire class can use their voices to be the bell sound. After practicing with the entire class
several times over two or three days, ask for volunteers to do the entire play. Amusez-vous!
MIDDLE SCHOOL HONOR SOCIETY
∂ Karen Campbell Kuebler The AATF and the Société Honoraire
FLES* Commission Chair de Français (SHF) are pleased to
kkcdancer@verizon.net announce the formation of a new
honor society for middle and elemen-
tary school students. Full details can
LA CLOCHE be found on the Honor Society Web
page at https://www.french teachers.
Voici Pierre. Voici Margot. Voici une fleur. Voici un sac de bonbons.
org/jaf.
Margot: Bonjour.
The new society, called Jeunes Amis
Pierre: Bonjour.
du Français (JAF), was approved by
Margot: Je m’appelle Margot. vote of the SHF sponsors. The Jeunes
Amis du Français functions similarly
Pierre: Je m’appelle Pierre.
to the SHF. Any middle or elementary
Margot: La fleur est jolie. school teacher can request a JAF
Charter for a one-time fee. Because
Pierre: Tu veux la fleur?
of the diversity of middle school pro-
Margot: Oh oui. Merci. (sent la fleur) grams, a school must select the Cul-
tural or Academic option. Each chapter
Pierre: Le sac est joli.
must induct students at least once per
Margot: Tu veux un bonbon? year in order to remain active.
Pierre: Oui merci!
The sponsoring teacher must be a
(Margot ouvre le sac et commence à sortir current AATF member.
un bonbon. Pierre se penche vivement vers le sac.)
There is a per student induction fee.
La cloche sonne.
Each student will receive a certificate
Margot: Oh, la cloche! Au revoir, Pierre! attesting to his or her membership.
Additional materials will be available
Pierre: Zut!
for purchase.
Membership in the JAF does not imply
membership in the SHF nor give the
student the right to SHF materials.13
CHAPTER NEWS REBECCA &
Volume 45 ∂ Number 3 ∂ January 2020
JEAN-PAUL VALETTE
AATF LEGACY AWARD
CONNECTICUT DOWNSTATE ILLINOIS
Thanks to a generous donation from
At the sixth annual In Champaign and AATF Past-President Rebecca Valette and
Rentrée gathering Urbana, Illinois there her husband Jean-Paul, we are pleased
members, new and are dual-language to announce the fourth annual Valette
old, enjoyed Basque- French programs in Legacy Award which will be made to an
style appetizers, elementary schools. AATF member teacher whose program
custom cocktails, and wine while connecting All French teachers has shown significant growth over the
and re-connecting with French teachers from in the area are interested to see the impact on last 3-5 years. The candidate selected will
all over the state. students coming into middle and high school receive a cash prize of $3000 and a com-
with prior French. This chapter now has a plimentary one-year AATF membership.
Chapter President Jon Shee presented at the Facebook page, so please search for “AATF He or she will also receive a plaque to be
Connecticut Organization of Language Teach- Downstate Illinois” on Facebook and “like” the presented publicly at the AATF annual
ers’ (COLT) Conference in October. In his fun, group to follow the posts. convention or at a local event of the can-
music-filled presentation, Jon shared how to didate’s choosing. The funds are intended
organize and execute world language lip dubs to be used for professional development
and flash mobs. These themed activities can GREATER KANSAS CITY CHAPTER as well as improvement of the program.
get an entire school community mobilized,
This chapter is in
energized, and excited about languages. AATF
team members also greeted teachers at the
need of younger REQUIREMENTS
members to join
AATF booth and shared information about our The candidate chosen
and is seeking new
activities and support. ∂ must have been teaching at the middle school or
officers. Please
high school level in a public or private school for
encourage local colleagues to join the AATF
For National French Week, schools in the at least 5 years;
and to affiliate with this chapter, and please
state participated in the National Franco- ∂ must have been an AATF member for at least
consider volunteering to become an officer.
phone Cultural Trivia Contest (see results on three consecutive years;
page 11) and organized activities in individual
∂ must demonstrate significant and steady growth
towns and schools.
IOWA CHAPTER in enrollment in his or her French program over
the last 3-5 years;
The fall meeting was a unique opportunity for In Norwalk, IA, the
∂ must submit a (1) current CV; (2) statement
Connecticut French teachers to learn about schools are starting describing his or her personal philosophy on
Belgian chocolate and wine. The Atelier de “exploratory” world teaching French (500-800 words); and (3)
Chocolaterie et Vins was interesting, delicious, language courses at description with documentation of recruitment
and fun. It featured Belgian Master Chocolat- a younger age; students in this school district and retention strategies used;
ier Benoît of BE Chocolate, who provided an will be able to study French for a longer ∂ (4) must submit enrollment figures over the
educational workshop about all things choc- period. Cedar Rapids Jefferson High School is past 3-5 years, including comparative figures for
olate and led attendees in making ganache. offering two sections of French for Heritage other languages and/or schools in the district or
comparable schools.
He also explained the paired wines, which Speakers for their growing and changing
accompanied the tastings. population. ∂ (5) must include 2 letters of support: a recom-
mendation from an administrator addressing
the growth in enrollment and the candidate’s
Coming up in for Connecticut French students
achievements and a letter from a colleague
and teachers in 2020 are many unique
UPCOMING AATF CONVENTIONS highlighting the candidate’s achievements.
opportunities including French Hockey Night
with the Sound Tigers, a live French musical ∂ 2020 - Trois-Rivières, Québec
Preference will be given to a teacher who is
ensemble cabaret, a new student singing ∂ 2021 - New Orleans the sole full-time teacher at his/her school.
competition, the Grand Concours and prize
ceremony, la Réunion Printanière, and more! ∂ 2022 - France
The application should be submitted in
∂ 2023 - San Diego pdf format as one document. Email this
document to [abrate@frenchteachers.
org] no later than March 1, 2020. Letters
of support may be e-mailed directly to
[abrate@frenchteach ers.org] with the
applicant’s name and AATF Legacy Award
in the subject line.14
BLOOMSBURG
UNIVERSITY STUDENTS
TRY ON TEACHING
Editor's Note: Can offering students the into the role of a teacher can be one of the Cultures to propose a collaboration which
opportunity to see themselves in a teaching most eye-opening events of an undergradu- would bring foreign language instruction to
role be both a best practice and a strategy ate’s university career. Bloomsburg University the elementary and middle schools. This could
to revive interest in the teaching profession? of Pennsylvania, part of the Pennsylvania raise awareness of the value of second-lan-
The AATF Commission on Teacher Re- guage study in the community and perhaps
cruitment and Retention would like to benefit the university as well. Learning of this
suggest just that to our members. Here
Sometimes learning idea, I volunteered to develop this project.
you’ll see how one college professor, opportunities do not Such a program also needed to benefit our
Nathalie Cornelius, Professor of French just happen. Some- university students, and offer them, re-
at Bloomsburg University (PA), has in- gardless of their future career plans, a new
corporated this concept in her teaching
times they have to be perspective on their language learning. At
practice. created the university, these students were students,
but the course we would create would have
Sometimes learning opportunities do them become teachers. It was a chance for
State System, is, like many of the other state
not just happen. Sometimes they have to be university students to appreciate the learning
system post-secondary institutions, not
created. Internships and occasions for expe- process from a new vantage point. Viewed
located near any urban area. School districts
riential learning that give university language in the context of an interactive opportunity
in the area offer language courses in the
majors a chance to share their enthusiasm bringing together students at the university
high schools, but not earlier due to budget
and knowledge of their language of study can level with those in the schools, the notion of
limitations that plague almost all educational
be tough to come by. Finding such opportuni- an after-school club made good sense. There
institutions in the U.S.
ties is certainly more challenging for students were already homework clubs, library clubs,
of French than Spanish, due to the higher and chess clubs in existence run by volun-
In 2010, inspired by requests from area fam-
number of Spanish language programs in teers who stepped in to share their knowledge
ilies for language learning opportunities for
schools, businesses and community outreach with the community. Since these clubs were
their children, Dr. Cosmas Curry, Bloomsburg
programs working with Spanish-speaking tied to less rigorous constraints than a De-
Area School District superintendent, contact-
immigrants. For universities in rural areas, partment of Education certified course, they
ed Dr. Luke Springman, chair of Bloomsburg
forging relationships with schools is even were more likely to attract university students
University's Department of Languages and
more difficult. And yet, for a student, stepping whose interests might lie outside a future
career in education. Unlike the semester-long
intensive student-teaching practicums, which
were run out of the university's department
of education and were reserved for education
majors, a service learning course in languag-
es, housed in the Department of Languages
and Cultures where it could be advertised
to all language majors and minors, offered
more flexibility and wider appeal. It would
be open to all motivated university students
having reached ACTFL’s intermediate-level
language proficiency. Students who already
thought they would eventually go into the
teaching field could try it out well before they
were fully committed to an education major,
whereas it still would not intimidate students15
Volume 45 ∂ Number 3 ∂ January 2020
who wanted to try out the experience without in the course and provide feedback on how chance to educate others on diversity and
future commitment. to make their clubs more interactive or how cultural sensitivity. But the language clubs,
to more effectively adapt to their group's like language learning itself, are an inter-
The 0-1 credit university course1 involved level. The course syllabus, which lists weekly disciplinary experience, which provides an
leading weekly after-school language clubs recommended topics of study for the clubs, opportunity for the school-age students to
for grades 3-5, housed in local elementary rotates and changes from one semester to practice concepts from a variety of fields and
schools, and, for students in grades 6-8, in another. Initially vocabulary based, these make connections between the various sub-
a local middle school. The zero-credit option topics feature cultural as well as linguis- jects they study in school. As explained on the
would allow university students already paying tic components. All of the languages the Bloomsburg Area School District website:
for full-time 15-18 credit tuition to participate university offers as major and minor tracks
∂ Club participants will become familiar with
in the course without additional expense. In can participate: Arabic, Mandarin Chinese,
the target culture and language through:
order to further minimize financial costs for French, German, Russian, and Spanish. Prior
Visual and Performing Arts activities (i.e.
university students, and thus make the course to each fall and spring semester I work with
song, dance, music, skits), Social Studies
more attractive to them, no supplies were school principals to place language clubs in
activities (i.e. meal preparation, authentic
required for purchase other than the requisite the various schools according to the language
games, holiday celebrations, geography
Pennsylvania security clearances which many specializations of the university students who
exploration, and study of history), Math-
students already had. All basic supplies for are enrolled in the class. Students in the local
ematics concepts (i.e. color, shape, size,
crafts and lessons, such as folders, crayons or schools can participate in the clubs multiple
time), Science concepts (i.e. comparing
pencils, reward stickers, were to be supplied times without having the same experience
and contrasting), Language Arts Literacy
by the local schools and/or the language de- twice, since language offerings change regu-
activities (i.e. writing, illustrating, labeling
partment. With a small budget, the language larly, as do topics. The university students can
pictures, charts or diagrams).
department also purchased multi-lingual also repeat the course in order to experience
games, flash cards, bingo sets, and plas- different school environments and develop
The clubs, by encouraging the school students
tic foods which could be used in multiple action plans for different topics. The university
to apply what they learned in their classes to
clubs across languages. Free access online students can collaborate across language
language and culture, also allow these stu-
teaching materials made it increasingly easier clubs or work on their own to create action
dents to see themselves as part of something
over the years for the university students plans that will be both entertaining and ed-
beyond their classroom. Josh Tabor, Principal
to research and prepare their activity plans. ucational, even switching out topics deemed
of Evans and Beaver-Main elementary schools
The local schools provided on-site training less popular by their group with special
in the Bloomsburg Area School District
as needed so that the university students requests. The experiential learning oppor-
explains:
could make use of the classrooms’ interactive tunity also carries units that apply towards
whiteboards and technology stations. Bloomsburg University's General Education ∂ The language club is one of the rare
Citizenship goal. In addition to preparing opportunities our 3rd-5th grade students
Since the creation of this course there have action plans and leading the clubs, university have to experience languages and cultures
been other significant improvements. To students also keep a journal assessing each other than their own. The songs they sing,
guide the university students in their foray club meeting's strengths and flaws. These words they say, and traditions they learn
into language teaching, the school principals assignments, in conjunction with a final allow our students to find things they have
and I host orientation sessions each semes- paper addressing their role as citizens of the in common with other children around the
ter during which we share strategies and community and its school district, encourage world. Language Club helps our students
techniques for creating effective, appealing, the university students to reflect upon what it understand that while the world is very
and meaningful action plans, as well as tips means to teach. big, it is also very small. I am truly thankful
for establishing good rapports with the school for the access our students have to learn
students. During the semester, I observe on- Certainly the language clubs are a venue for about the world through these university
site all the university students who participate language learning, teaching practice, and a students.You can also read
