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, study abroad has been shown 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 course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous, and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Independent Abroad, as determined by placement test.
Attendance policy:
Attendance is mandatory for all IES classes, including field studies. If a student misses more than two classes, half a letter grade will be deducted from the final grade for every additional absence.
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes in the 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 some of the outcomes for the Emerging Competent 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 begin to recognize and describe key 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 reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with those of the host cultures.
C. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to understand many complex communications on a wide range of everyday topics as well as abstract topics covered in classes.
B.Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
III. Speaking
A. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract and unfamiliar topics with some assistance at times.
V. Writing
A. Students will be able to write for certain native audiences (resumes, applications, administrative documents) and express themselves somewhat clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Method of presentation:
Each week, we will study a different aspect of French grammar. Students will have to do exercices on and integrate those grammatical rules in three written essays. We will discuss different social and cultural characteristics of the French society (which were debated this year or the last year) by reading and analysing newspapers articles, documents videos, songs.
The student will also explore a Parisian neighborhood for one of their written projects entitiled “Paris off the beaten tracks”.
The weekly schedule given below is likely to be slightly modified according to the rythm of the class, current events and the interest, or needs, of the students for a given theme.
1.Functional: Analysing one’s own culture from the point of view of a foreigner
2.Grammatical: Review conjugation of the subjunctive
3.Vocabulary: Vocabulary of Camille Laurens text
4.Culture: Historical and social data explaining various clichés about France, and relations between France and the United States
Propédeutique test
Text: Dany Laferrière « Paris n’est pas toujours une ville du Texas »
Camille Laurens « Culture »
Video: Cyprien « Les Etats-Unis »
IA, IB, IIB, IVA, IIIB
Week 2
1.Functional: Talking about a city, compare two cities
2.Grammatical: The use of subjunctive (present and past). When to use indicative, when to use subjunctive
3.Vocabulary: The city, urbanism developpement
4.Culture: Paris, its history, its development, its future
Audio : Song « J’aime plus Paris » de Thomas Dutronc
Video : website of Pavillon de l’Arsenal (Paris architecture and urbanism museum) ; « Paris Architecture » documentary (www.pavillon-arsenal.com/)
Texts: « Ne transformons pas Paris en Shangaï ou Dubaï ». « Paris toujours aux armes »
Presentation of the writing project for the semester: “Paris off the beaten tracks” exploration of a parisian surrounding, description in the manner of Georges Perec in « Tentative d’épuisement d’un lieu parisien »
IB, IIA, IIIA, IIIB, IVA
Week 3
1.Functional: Commenting on a movie excerpt
2.Grammatical: The subjunctive (other uses)
3.Vocabulary: familiar vocabulary of the suburbs, verlan (a kind of slang)
4.Culture: History of the suburb, the immigration (preparation of the visit of the National city of immigration: www.histoire-immigration.fr/)
Texts : Camille Laurens “Banlieue”
Audio: Song « Je viens de là » by Grand Corps Malade
Video: Excerpt of a movie « L’esquive »
IA, ID, IIB, IIIB, IVB, VB
Week 4
1.Functional: Comparing and analysing food habits of two different countries
2.Grammatical: Hypothesis and condition (sentences with “if”)
3.Vocabulary: Food
4.Culture: French gastronomy. French food habits
Texts: « Serons-nous tous végétariens en 2050 »,
« Le Banana-split », Philippe Delerm in « la première gorgée de bière et autres plaisirs minuscules »
Video: « Christophe Vasseur : l’ami du pain » on the website of the bakery: « Du pain et des idées » dupainetdesidees.com/
Document : Summary of the Credoc survey about French food habits
First written essay
IB, ID, IIB, IIIB
Week 5
1.Functional: Debating by collecting facts and making pro and con arguments
2.Grammatical: Hypothesis and condition (other ways of expressing condition)
3.Vocabulary: Education
4.Culture: The French school system
Text : Excerpt from the book « Entre les murs ». « Le bac n’est pas un rite de passage mais un lavage de cerveau »
Vidéo : Excerpt of the film « Entre les murs »
Guided tour of the “National Cité of Immigration”
IC, ID, IIB, IIIB,IVA
Week 6
1.Functional: Commenting on statistics and data of an official survey
2.Grammatical: Review for the midterm
3.Vocabulary: Education
4.Culture: Higher Education in France (University and the Grandes Ecoles)
Text : « Fautes d’étudiants des matières disparaissent »
Document : « Regards sur l’éducation en France» OECD survey on education in France and in other countries
Midterm exam
IC, IIIB, IVB,VB
Week 7
1.Functional: Analysing a commercial from the written or audiovisual press
2.Grammatical: The cause
3.Vocabulary: The working world
4.Culture: History of women’s rights in France
Website of the association “Ni putes, ni soumises”
Text : Inégalités salariales « Au moment de l’arrivée, dans le monde du travail, il est déjà trop tard »
Documents : Commercials found in the french press
Vidéo : « Egalité » commercial campaign for wage inequality
First oral report of the exploration of a Parisian neighborhood (project “Paris off the beaten track”)
Written report of the visit at the “National Cité of immigration”
IB, IC, IIIB, IVA
Week 8
1.Functional: Asking French people about their European point of view
2.Grammatical: The cause
3.Vocabulary: Vocabulary from the text « L’Europe, un rêve que nous avions »
4.Culture: France in the EU
Texts : « L’Europe, un rêve que nous avions ». « Trois couples, trois façons de vivre l’Europe »
Official EU website
europa.eu/index_fr.htm
Video on the EU website
Second written essay
ID, IIA, IVA, IVB,VA,VB
Week 9
1.Functional: Researching pro and con information about a subject
2.Grammatical: The consequence
3.Vocabulary: Les OGM, la recherche scientifique, les nouvelles technologies
4.Culture: Ethical questions in France
Texts: File “OGM pour un vrai débat » published in Libération (22/10/ 2012)
Look for written or audiovisual information published in other medias on the subject
Final written report of the project “Paris off the beaten tracks”
IC, ID, IIIB, IVB,
Week 10
1.Functional: Defending a cause
2.Grammatical: The purpose
3.Vocabulary: Religion
4.Culture: Religions in France
Text: “Le mariage homosexuel libère l’église »
Audio : Song « Mon petit mec et moi » by the Wriggles
Document : Study of the newspaper La Croix about French Catholics fifty years after Vatican II (October 2012)
IC,ID, IIB,IIIB, VB
Week 11
1.Functional: Analysing a work of art
2.Grammatical: The opposition
3.Vocabulary: Art
4.Culture: Art and Litterature
Texts: “Des bêtes à Bon Dieu contre Castelluci ». « Richard Millet au cœur d’une violente polémique »
Debate: Does freedom of speech have limits (look for concrete examples) ?
Video: Analyse of a work of art (excerpt of the programm “d’art d’art”)
Third written essay
IC,ID, IIA, IIIB, IVB
Week 12
1.Functional: Making a survey on a current controversial theme (legalisation of cannabis) and report the results in class
2. Grammatical: The opposition. General summary of argumentation
3.Vocabulary: Vocabulary on the subject of addictions
4.Culture: Facts on the consumption of tobacco and alcohol in France
Texts: “Salles de shoot : Touraine espère des expérimentations fin 2012 »
« Une étude souligne les effets néfastes du cannabis sur le cerveau des adolescents »
IB, IC, IIIB, IVA,
Required readings:
Documents given by the professor (Documents to be found on Moodle).
Recommended readings:
Here is a bibliography for students who are looking for more information on the subject:
GRAMMAIRE DU FRANÇAIS, Cours de Civilisation Française de la Sorbonne, Y.Delatour, D. Jennepin, M.Léon-Dufour, A.Mattlé-Yeganeh, B.Teyssier, Hachette, 1991.
GRAMMAIRE DES PREMIERS TEMPS, vol 2, Abry, Chalaron, PUG, 2003.
DICTIONNAIRE LE ROBERT
LES VERBES ET LEURS PREPOSITIONS, Isabelle Chollet, Jean-Michel Robert, Clé International, 2007.
WORD UP ! Le dico d’argot bilingue, Mark McKinnon, Almudena Saiz Garcia, Agnès Aubertot, Xavier Rodriguez Rosell, Maison des langues, 2010.
L’HISTOIRE DE FRANCE, collection repères pratiques, Nathan, 2007.
LES INSTITUTIONS DE LA FRANCE, collection repères pratiques, Nathan, 2009.
LA LITTERATURE FRANCAISE, collection repères pratiques, Nathan, 2009.
LA GEOGRAPHIE FRANCAISE, collection repères pratiques, Nathan, 2010.
PARIS, Quinze promenades sociologiques, M Pinçon, M Pinçon-Charlot, Payot, 2009.
SOCIOLOGIE DE PARIS, Michel Pinçon, Monique Pinçon-Charlot, La Découverte, 2007.
L’INVENTION DE PARIS, Il n’y a pas de pas perdus, Eric Hazan, Points, Seuil, 2004.
Brief Biography of Instructor:
Holding a DEA (a post master-level diploma) in French literature as well as a Master’s degree in French as a foreign language, Véronique Teyssandier has taught French to foreigners for seventeen years in Paris to a variety of audiences. She currently teaches for IES (since 2004), CIEE (another American study abroad program), the National Fine Arts Academy l (ENSBA), the National School of Decorative Arts (ENSAD) and the University of Paris--Dauphine (specialized in finance and marketing). Véronique has also previously taught courses organized by the Mairie de Paris (City Hall) for non-French speaking immigrants, as well as at the National Military School. Thanks to this wide range of audiences, she has acquired a strong capacity for adapting to students of all kinds of majors and backgrounds. Véronique is particularly interested in teaching cultural differences and understanding that are, according to her, at least as important as the linguistic aspect in the “study abroad” experience. She is passionate about art, theatre, and the cinema, and as a true lover of Paris, she wishes to give her students both the linguistic and the cultural tools necessary to fully take advantage of their stay in Paris as well as to deepen their knowledge of French society and culture.
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, study abroad has been shown 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 course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous, and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Proficiency at a level equivalent to IES Abroad’s Independent Abroad, as determined by placement test.
Attendance is mandatory for all IES classes, including field studies. If a student misses more than two classes, half a letter grade will be deducted from the final grade for every additional absence.
Students who are placed in this level should be capable of achieving the outcomes in the 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 some of the outcomes for the Emerging Competent 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 begin to recognize and describe key 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 reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with those of the host cultures.
C. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to understand many complex communications on a wide range of everyday topics as well as abstract topics covered in classes.
B.Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
III. Speaking
A. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract and unfamiliar topics with some assistance at times.
V. Writing
A. Students will be able to write for certain native audiences (resumes, applications, administrative documents) and express themselves somewhat clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Each week, we will study a different aspect of French grammar. Students will have to do exercices on and integrate those grammatical rules in three written essays. We will discuss different social and cultural characteristics of the French society (which were debated this year or the last year) by reading and analysing newspapers articles, documents videos, songs.
The students are required to regularly read the French press by consulting websites such as: "http://www.lemonde.fr" , "http://www.liberation.fr" , "http://www.lefigaro.fr" , "http://www.rue89.com" .
The student will also explore a Parisian neighborhood for one of their written projects entitiled “Paris off the beaten tracks”.
The weekly schedule given below is likely to be slightly modified according to the rythm of the class, current events and the interest, or needs, of the students for a given theme.
Propédeutique (intensive introductory classes): 10%
Written assignments and grammar tests: 40%
Midterm exam: 10%
Oral competence: 20%
Final Exam: 20%
Week 1
1.Functional: Analysing one’s own culture from the point of view of a foreigner
2.Grammatical: Review conjugation of the subjunctive
3.Vocabulary: Vocabulary of Camille Laurens text
4.Culture: Historical and social data explaining various clichés about France, and relations between France and the United States
Propédeutique test
Text: Dany Laferrière « Paris n’est pas toujours une ville du Texas »
Camille Laurens « Culture »
Video: Cyprien « Les Etats-Unis »
IA, IB, IIB, IVA, IIIB
Week 2
1.Functional: Talking about a city, compare two cities
2.Grammatical: The use of subjunctive (present and past). When to use indicative, when to use subjunctive
3.Vocabulary: The city, urbanism developpement
4.Culture: Paris, its history, its development, its future
Audio : Song « J’aime plus Paris » de Thomas Dutronc
Video : website of Pavillon de l’Arsenal (Paris architecture and urbanism museum) ; « Paris Architecture » documentary (www.pavillon-arsenal.com/)
Texts: « Ne transformons pas Paris en Shangaï ou Dubaï ». « Paris toujours aux armes »
Presentation of the writing project for the semester: “Paris off the beaten tracks” exploration of a parisian surrounding, description in the manner of Georges Perec in « Tentative d’épuisement d’un lieu parisien »
IB, IIA, IIIA, IIIB, IVA
Week 3
1.Functional: Commenting on a movie excerpt
2.Grammatical: The subjunctive (other uses)
3.Vocabulary: familiar vocabulary of the suburbs, verlan (a kind of slang)
4.Culture: History of the suburb, the immigration (preparation of the visit of the National city of immigration: www.histoire-immigration.fr/)
Texts : Camille Laurens “Banlieue”
Audio: Song « Je viens de là » by Grand Corps Malade
Video: Excerpt of a movie « L’esquive »
IA, ID, IIB, IIIB, IVB, VB
Week 4
1.Functional: Comparing and analysing food habits of two different countries
2.Grammatical: Hypothesis and condition (sentences with “if”)
3.Vocabulary: Food
4.Culture: French gastronomy. French food habits
Texts: « Serons-nous tous végétariens en 2050 »,
« Le Banana-split », Philippe Delerm in « la première gorgée de bière et autres plaisirs minuscules »
Video: « Christophe Vasseur : l’ami du pain » on the website of the bakery: « Du pain et des idées » dupainetdesidees.com/
Document : Summary of the Credoc survey about French food habits
First written essay
IB, ID, IIB, IIIB
Week 5
1.Functional: Debating by collecting facts and making pro and con arguments
2.Grammatical: Hypothesis and condition (other ways of expressing condition)
3.Vocabulary: Education
4.Culture: The French school system
Text : Excerpt from the book « Entre les murs ». « Le bac n’est pas un rite de passage mais un lavage de cerveau »
Vidéo : Excerpt of the film « Entre les murs »
Guided tour of the “National Cité of Immigration”
IC, ID, IIB, IIIB,IVA
Week 6
1.Functional: Commenting on statistics and data of an official survey
2.Grammatical: Review for the midterm
3.Vocabulary: Education
4.Culture: Higher Education in France (University and the Grandes Ecoles)
Text : « Fautes d’étudiants des matières disparaissent »
Document : « Regards sur l’éducation en France» OECD survey on education in France and in other countries
Midterm exam
IC, IIIB, IVB,VB
Week 7
1.Functional: Analysing a commercial from the written or audiovisual press
2.Grammatical: The cause
3.Vocabulary: The working world
4.Culture: History of women’s rights in France
Website of the association “Ni putes, ni soumises”
www.npns.fr/
Website of the association
www.osezlefeminisme.fr/
Text : Inégalités salariales « Au moment de l’arrivée, dans le monde du travail, il est déjà trop tard »
Documents : Commercials found in the french press
Vidéo : « Egalité » commercial campaign for wage inequality
First oral report of the exploration of a Parisian neighborhood (project “Paris off the beaten track”)
Written report of the visit at the “National Cité of immigration”
IB, IC, IIIB, IVA
Week 8
1.Functional: Asking French people about their European point of view
2.Grammatical: The cause
3.Vocabulary: Vocabulary from the text « L’Europe, un rêve que nous avions »
4.Culture: France in the EU
Texts : « L’Europe, un rêve que nous avions ». « Trois couples, trois façons de vivre l’Europe »
Official EU website
europa.eu/index_fr.htm
Video on the EU website
Second written essay
ID, IIA, IVA, IVB,VA,VB
Week 9
1.Functional: Researching pro and con information about a subject
2.Grammatical: The consequence
3.Vocabulary: Les OGM, la recherche scientifique, les nouvelles technologies
4.Culture: Ethical questions in France
Texts: File “OGM pour un vrai débat » published in Libération (22/10/ 2012)
Look for written or audiovisual information published in other medias on the subject
Final written report of the project “Paris off the beaten tracks”
IC, ID, IIIB, IVB,
Week 10
1.Functional: Defending a cause
2.Grammatical: The purpose
3.Vocabulary: Religion
4.Culture: Religions in France
Text: “Le mariage homosexuel libère l’église »
Audio : Song « Mon petit mec et moi » by the Wriggles
Document : Study of the newspaper La Croix about French Catholics fifty years after Vatican II (October 2012)
IC,ID, IIB,IIIB, VB
Week 11
1.Functional: Analysing a work of art
2.Grammatical: The opposition
3.Vocabulary: Art
4.Culture: Art and Litterature
Texts: “Des bêtes à Bon Dieu contre Castelluci ». « Richard Millet au cœur d’une violente polémique »
Debate: Does freedom of speech have limits (look for concrete examples) ?
Video: Analyse of a work of art (excerpt of the programm “d’art d’art”)
Third written essay
IC,ID, IIA, IIIB, IVB
Week 12
1.Functional: Making a survey on a current controversial theme (legalisation of cannabis) and report the results in class
2. Grammatical: The opposition. General summary of argumentation
3.Vocabulary: Vocabulary on the subject of addictions
4.Culture: Facts on the consumption of tobacco and alcohol in France
Texts: “Salles de shoot : Touraine espère des expérimentations fin 2012 »
« Une étude souligne les effets néfastes du cannabis sur le cerveau des adolescents »
IB, IC, IIIB, IVA,
Documents given by the professor (Documents to be found on Moodle).
Here is a bibliography for students who are looking for more information on the subject:
GRAMMAIRE DU FRANÇAIS, Cours de Civilisation Française de la Sorbonne, Y.Delatour, D. Jennepin, M.Léon-Dufour, A.Mattlé-Yeganeh, B.Teyssier, Hachette, 1991.
GRAMMAIRE DES PREMIERS TEMPS, vol 2, Abry, Chalaron, PUG, 2003.
DICTIONNAIRE LE ROBERT
LES VERBES ET LEURS PREPOSITIONS, Isabelle Chollet, Jean-Michel Robert, Clé International, 2007.
WORD UP ! Le dico d’argot bilingue, Mark McKinnon, Almudena Saiz Garcia, Agnès Aubertot, Xavier Rodriguez Rosell, Maison des langues, 2010.
L’HISTOIRE DE FRANCE, collection repères pratiques, Nathan, 2007.
LES INSTITUTIONS DE LA FRANCE, collection repères pratiques, Nathan, 2009.
LA LITTERATURE FRANCAISE, collection repères pratiques, Nathan, 2009.
LA GEOGRAPHIE FRANCAISE, collection repères pratiques, Nathan, 2010.
PARIS, Quinze promenades sociologiques, M Pinçon, M Pinçon-Charlot, Payot, 2009.
SOCIOLOGIE DE PARIS, Michel Pinçon, Monique Pinçon-Charlot, La Découverte, 2007.
L’INVENTION DE PARIS, Il n’y a pas de pas perdus, Eric Hazan, Points, Seuil, 2004.
Holding a DEA (a post master-level diploma) in French literature as well as a Master’s degree in French as a foreign language, Véronique Teyssandier has taught French to foreigners for seventeen years in Paris to a variety of audiences. She currently teaches for IES (since 2004), CIEE (another American study abroad program), the National Fine Arts Academy l (ENSBA), the National School of Decorative Arts (ENSAD) and the University of Paris--Dauphine (specialized in finance and marketing). Véronique has also previously taught courses organized by the Mairie de Paris (City Hall) for non-French speaking immigrants, as well as at the National Military School. Thanks to this wide range of audiences, she has acquired a strong capacity for adapting to students of all kinds of majors and backgrounds. Véronique is particularly interested in teaching cultural differences and understanding that are, according to her, at least as important as the linguistic aspect in the “study abroad” experience. She is passionate about art, theatre, and the cinema, and as a true lover of Paris, she wishes to give her students both the linguistic and the cultural tools necessary to fully take advantage of their stay in Paris as well as to deepen their knowledge of French society and culture.