Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad are able to learn how to produce language in a variety of situations, such as the making of requests, the use of compliments and apologies, and they also may develop skills to interpret such interactions within the local cultural context…In short, and logically, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Student Profile
Students who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on their own. Students should welcome correction and invite guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate approaching normal conversation. They will be creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Emerging Independent Abroad, as determined by placement test.
Attendance policy:
Attendance is mandatory for all IES classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than two classes in any course half a letter grade will be deducted from the final grade for every additional absence.
Learning outcomes:
Students who are placed at this level should be capable of achieving the outcomes in the Emerging Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve the outcomes for the Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to identify and describe import host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with those of the host culture.
C. Students will be able to interpret gestures and body language, and they will integrate some of those nonverbal actions into their interactions with native speakers.
D. Students will recognize, and at times conform to, socio-cultural norms in almost any transactional event.
II. Listening
A. Students will be able to understand most spoken communications of moderate complexity (media and film, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
B. Students will be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, as well as common colloquial expressions and slang.
III. Speaking
A. Students will be able to speak about and discuss a wide range of concrete every day and personal topics, abstract ideas covered in classes, as well as other issues of particular interest to them.
B. Students will be able to participate in, initiate, and respond actively in a wide variety of interactions.
C. Students will be able to narrate a sequence of events with some degree of accuracy.
IV. Reading
A. Students will be able to read and understand a wide-variety of articles, stories, and online texts using background knowledge to aid their comprehension.
B. Students will be able to read and understand academic texts with assistance.
V. Writing
A. Students will be able to meet their daily writing needs (class notes, text messages, letters, emails, chats, online forums).
B. Students will be able to write papers for class that narrate, describe, report, compare, contrast, and summarize a wide range of topics.
C. Students will be able to edit their own and their peers’ writing.
Method of presentation:
Before class, students have to:
read the documents listed in the syllabus and answer the related questions and study the vocabulary necessary to understand them
do the grammatical exercises
In class, we will:
Go over the reading questions
Study a selection of the assigned vocabulary
Analyze and discuss the issues covered in the readings
Read other documents related to the topic
Correct the assigned grammatical exercises
After class, students have to:
Read the documents again
Review the daily vocabulary according to their specific needs
Review the grammar exercises corrected in class
Required work and form of assessment:
Three written works, two short oral presentations: 30%
Mid-semester examination: 20%
Final examination: 30%
Participation: 10%
Intensive introductory language class (propédeutique): 10%
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1.Functional:
Describing and discussing a diagram
2.Grammatical:
Present and future indicative,
an / année, the date
3.Vocabulary:
Demographics
4.Culture:
What demographics says about social changes in France
Readings :
• Bilan démographique 2011
• “La France qui gagne des habitants”
III.A, III.B., III.C., V.B.
Week 2
1.Functional:
Describing and analyzing a social phenomenon
2.Grammatical:
Values and use of the conditional tense
3.Vocabulary:
Work, politics
4.Culture:
Politics, the workplace and the generation gap
Reading:
N. Brafman: “La génération Y existe-t-elle vraiment?”
Audio:
Youth and politics
Video:
“La génération Y vue par Hugo”
Forum:
Do you belong to Generation Y?
I.A., I.B., I.C., II.A., IV.A, V.A.
Week 3
1.Functional:
Describing and comparing educational institutions
2.Grammatical:
Relative pronouns
3.Vocabulary:
Education
4.Culture:
Schools and higher education in France
Reading:
O. Galland : “L’écart entre la jeunesse diplômée et la jeunesse qui décroche s’aggrave”
Audio:
“Les classes prépa”
Audio:
“L'élitisme républicain”
Writing assignment 1:
A French friend is eager to study in the U.S. and is asking for advice. Write him or her an email.
I.A., I.B., II.A, II.B., IV.A., V.A., V.B.
Week 4
1.Functional:
Identifying a point of view, analyzing a series of arguments, expressing a point of view
2.Grammatical:
Subjunctive or indicative?
3.Vocabulary:
Structuring arguments in a paragraph
Colloquial expressions
4.Culture:
Women’s rights, mothers’ duties
Reading:
D. Méda : «Emploi des femmes, les limites du modèle français»
Video :
Marius et Jeannette (abstract)
I.A., I.B., I.C., II.B., III.A., III.B., IV.A.
Week 5
1.Functional:
Describing a work of art,
Presenting and explaining social truths about one's own culture to others,
Debating
2.Grammatical:
Pronouns
3.Vocabulary:
Art (painting)
4.Culture:
Contemporary art
Reading:
• «La bataille américaine contre Soulages»
Video:
«Dans l’atelier de Soulages»
Oral presentation 1:
Present and explain a current social issue in your country to a French audience.
Identifying a point of view, analyzing and assessing a series of arguments, taking account of somebody's arguments in order to express one's own point of view
2.Grammatical:
Opposition, concession
3.Vocabulary:
Agreement and disagreement
4.Culture:
Marriage for all
Readings:
• E. Loret : « Gays, gays, marions-les»
• M. Iacub : «Le mariage gay à la noce»
Video:
“Un papa, une maman, on ne ment pas aux enfants”
Writing assignment 2:
Write a letter to a French newspaper and explain your point of view about a social issue in France
Licence de Lettres modernes, Université Lyon 2 (1992)
M.A. in Comparative Literature, University of Oregon (1994)
D.E.A in Applied Linguistics, Univesité Paris 3 (2001)
Current Position
Université Paris 1, Panthéon-Sorbonne
Tufts in Paris
Research and publications
2011 « L'enseignement/apprentissage des langues entre théorie et pratiques : évolutions de la linguistique appliquée en France, en Grande-Bretagne et aux Etats-Unis » dans A. Linn, D. Candel, J. Léon (dir.), « Linguistique appliquée et disciplinarisation », Histoire Epistémologie Langage, 33/1, p. 83-97.
2010 « De l'IPFE à l'UFR de didactique du français langue étrangère. Enjeux disciplinaires et institutionnels (1960-2000) », Documents pour l'histoire du français langue étrangère ou seconde, 44, p. 111-128.
2008 « De la linguistique appliquée à la didactologie des langues-cultures », Journée d'étude de la SIHFLES (Société internationale d'histoire du français langue étrangère et seconde), Université Paris III.
French Language in Context Emerging Independent Abroad III
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad are able to learn how to produce language in a variety of situations, such as the making of requests, the use of compliments and apologies, and they also may develop skills to interpret such interactions within the local cultural context…In short, and logically, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Student Profile
Students who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on their own. Students should welcome correction and invite guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate approaching normal conversation. They will be creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
Proficiency at a level equivalent to IES Abroad’s Emerging Independent Abroad, as determined by placement test.
Attendance is mandatory for all IES classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than two classes in any course half a letter grade will be deducted from the final grade for every additional absence.
Students who are placed at this level should be capable of achieving the outcomes in the Emerging Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve the outcomes for the Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to identify and describe import host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with those of the host culture.
C. Students will be able to interpret gestures and body language, and they will integrate some of those nonverbal actions into their interactions with native speakers.
D. Students will recognize, and at times conform to, socio-cultural norms in almost any transactional event.
II. Listening
A. Students will be able to understand most spoken communications of moderate complexity (media and film, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
B. Students will be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, as well as common colloquial expressions and slang.
III. Speaking
A. Students will be able to speak about and discuss a wide range of concrete every day and personal topics, abstract ideas covered in classes, as well as other issues of particular interest to them.
B. Students will be able to participate in, initiate, and respond actively in a wide variety of interactions.
C. Students will be able to narrate a sequence of events with some degree of accuracy.
IV. Reading
A. Students will be able to read and understand a wide-variety of articles, stories, and online texts using background knowledge to aid their comprehension.
B. Students will be able to read and understand academic texts with assistance.
V. Writing
A. Students will be able to meet their daily writing needs (class notes, text messages, letters, emails, chats, online forums).
B. Students will be able to write papers for class that narrate, describe, report, compare, contrast, and summarize a wide range of topics.
C. Students will be able to edit their own and their peers’ writing.
Before class, students have to:
In class, we will:
After class, students have to:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1.Functional:
Describing and discussing a diagram
2.Grammatical:
Present and future indicative,
an / année, the date
3.Vocabulary:
Demographics
4.Culture:
What demographics says about social changes in France
Readings :
• Bilan démographique 2011
• “La France qui gagne des habitants”
III.A, III.B., III.C., V.B.
Week 2
1.Functional:
Describing and analyzing a social phenomenon
2.Grammatical:
Values and use of the conditional tense
3.Vocabulary:
Work, politics
4.Culture:
Politics, the workplace and the generation gap
Reading:
N. Brafman: “La génération Y existe-t-elle vraiment?”
Audio:
Youth and politics
Video:
“La génération Y vue par Hugo”
Forum:
Do you belong to Generation Y?
I.A., I.B., I.C., II.A., IV.A, V.A.
Week 3
1.Functional:
Describing and comparing educational institutions
2.Grammatical:
Relative pronouns
3.Vocabulary:
Education
4.Culture:
Schools and higher education in France
Reading:
O. Galland : “L’écart entre la jeunesse diplômée et la jeunesse qui décroche s’aggrave”
Audio:
“Les classes prépa”
Audio:
“L'élitisme républicain”
Writing assignment 1:
A French friend is eager to study in the U.S. and is asking for advice. Write him or her an email.
I.A., I.B., II.A, II.B., IV.A., V.A., V.B.
Week 4
1.Functional:
Identifying a point of view, analyzing a series of arguments, expressing a point of view
2.Grammatical:
Subjunctive or indicative?
3.Vocabulary:
Structuring arguments in a paragraph
Colloquial expressions
4.Culture:
Women’s rights, mothers’ duties
Reading:
D. Méda : «Emploi des femmes, les limites du modèle français»
Video :
Marius et Jeannette (abstract)
I.A., I.B., I.C., II.B., III.A., III.B., IV.A.
Week 5
1.Functional:
Describing a work of art,
Presenting and explaining social truths about one's own culture to others,
Debating
2.Grammatical:
Pronouns
3.Vocabulary:
Art (painting)
4.Culture:
Contemporary art
Reading:
• «La bataille américaine contre Soulages»
Video:
«Dans l’atelier de Soulages»
Oral presentation 1:
Present and explain a current social issue in your country to a French audience.
I.A., I.B., III.A.; III.B., II.A., III.A., III.B., IV.A, IV.B.
Week 6
Review
Mid-semester examination
Week 7
1. Functional:
Identifying a point of view, analyzing and assessing a series of arguments, taking account of somebody's arguments in order to express one's own point of view
2.Grammatical:
Opposition, concession
3.Vocabulary:
Agreement and disagreement
4.Culture:
Marriage for all
Readings:
• E. Loret : « Gays, gays, marions-les»
• M. Iacub : «Le mariage gay à la noce»
Video:
“Un papa, une maman, on ne ment pas aux enfants”
Writing assignment 2:
Write a letter to a French newspaper and explain your point of view about a social issue in France
I.A., I.B., II.A., II.B., III.A., IV.A., V.B., V.C.
Week 8
1.Functional:
Dealing with media biases
2.Grammatical:
Cause and consequence
3.Vocabulary:
Food and the media
Colloquial expressions
4.Culture:
Food
Readings:
• S. Verbet-Caillat : «Les OGM dangereux pour la santé : l’étude qui le prouve»
• M. Menessier : «Les OGM à nouveau sur le banc des accusés»
Audio:
“Ça se bouffe pas, ça se mange”
Video:
“La gastronmie française, un monument?”
Forum:
Food in a French family: describe your own experience
I.A., I.B., II.A, II.B., III.A., III.B., III.C., V.A., V.C.
Week 9
1.Functional:
Comparing two annual reports
2.Grammatical:
Pronominal and impersonal verbs
3.Vocabulary:
The Press
4.Culture:
The media in France
Readings:
• «L’Europe tombe du piédestal, pas de répit pour les dictatures»
• «Classement de la liberté de la presse 2011/2012»
Audio:
“La mort de la presse”
Oral presentation 2:
Summarize and comment on a podcast chosen on the website of a French radio station
II.A., III.A., III.B.; IV.A
Week 10
1.Functional:
Using different sources of information in order to better understand an issue
2.Grammatical:
The Passive Voice
3.Vocabulary:
Urban planning, the environment
4.Culture:
Urban planning
Readings:
• J.-Y. Guérin, “Le come-back des tours à Paris”
• E. Réju, “Les tours de grande hauteur sont-elles écologiques?”
• L. le Chatelier, “Jean Nouvel, architecte à tout prix?”
Audio:
“Le Grand Paris”
Video:
Jean Nouvel, an interview
Forum:
Are you in favor of the building of Nouvel’s towers?
I.A., I.B., II.A., II.B., III.A., III.B., III.C., IV.A.
Week 11
1.Functional:
Reading and writing a short essay
2.Grammatical:
Gerundsthe present participial
3.Vocabulary:
TV, cinema and other forms of media
4.Culture:
Images, old and new
Readings:
• M. Augé, “Mont-Saint-Michel”
• S. Daney, “Comme tous les vieux couples, cinéma et télévision ont fini par se ressembler”
I.A, III.A., III.C., IV.B.
Week 12
Writing assignment 3:
Like M. Augé in his essay, write about one of your experiences that helped you discover and understand an aspect of French culture.
Review
Final examination
I.A., I.B., V.B.
www.liberation.fr
www.lemonde.fr
www.lefigaro.fr
http://humanite.fr/
http://tempsreel.nouvelobs.com/index.html
http://www.lesinrocks.com/
www.pluzz.fr
http://videos.arte.tv/fr/videos/arte7#/fr/thumb///1/50/
www.canalplus.fr
www.m6replay.fr
www.ina.fr
http://www.radiofrance.fr/
Education
Current Position
Research and publications
2011 « L'enseignement/apprentissage des langues entre théorie et pratiques : évolutions de la linguistique appliquée en France, en Grande-Bretagne et aux Etats-Unis » dans A. Linn, D. Candel, J. Léon (dir.), « Linguistique appliquée et disciplinarisation », Histoire Epistémologie Langage, 33/1, p. 83-97.
2010 « De l'IPFE à l'UFR de didactique du français langue étrangère. Enjeux disciplinaires et institutionnels (1960-2000) », Documents pour l'histoire du français langue étrangère ou seconde, 44, p. 111-128.
2008 « De la linguistique appliquée à la didactologie des langues-cultures », Journée d'étude de la SIHFLES (Société internationale d'histoire du français langue étrangère et seconde), Université Paris III.