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American Association of Teachers of French
Francofeuilles Chicago / Northern Illinois Chapter Printemps 2015
Un Message de votre Présidente
Bonjour tout le monde, As I look back on this past year as president of our AATF chapter, first and foremost I must tell you how grateful I feel to be involved in such a magnificent professional organization. I have learned so much and grown so much, directly in relation to my involvement with AATF. The programs, the speakers, and of course, the professional connections have enriched my career. Along the way, I have formed some great friendships with inspiring, generous, and funny colleagues. I am grateful to the Executive Council members who have been patient and encouraging with me. Our chapter’s Executive Council brings a richness of experience and viewpoints which helps us as we move forward. I hope to feature some of these council members in future communications with you. They are a powerful asset for us all. Our past presidents – Robin Jacobi, Eileen Walvoord, Jane Castle, Ann Hébert, Rosalee Gentile and Margot Steinhart—have been a treasure trove of wise and helpful advice. This group truly inspires me and serves as a model to French teachers everywhere, as they continue to share their passion for our beautiful French language and Francophone culture. I am grateful to our Vice President / Programming Chair Nataliya Zimmerman. Even though she was only able to take the lead for one program, last fall at the Art Institute, she did a terrific job. We were saddened by her father’s death, but I firmly
believe that family and health come first, and I think we will see Nataliya return to the Executive Council in a few years. Luckily for all of us, Nataliya assembled a remarkable group to serve as her Programming Committee, so that even in the face of Nataliya’s absence, this group stepped forward with energy and enthusiasm. I am grateful that the Programming Committee included Phyllis Perkins, who had already served almost two full terms as Vice President / Programming Chair. Phyllis has an energy, an attention to detail, and a drive which are formidable. Brenda Crosby, a longtime member of the Executive Council, has served as Secretary, and continues to serve as chair of the Elections Committee, is another key player on the Programming Committee. Rebecca Léal, Professor of French at Elmhurst College, has shared her insight and
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creativity as we attempt to continue to be inclusive of French teachers at all levels. Rebecca is proving to be an articulate and highly visible change agent as our area continues to bolster French programs and facilitate communication among post-secondary and K-12 educators. Nitya Viswanath not only serves on the Programming Committee, but is also helping us to move forward with our increased social media presence. You will see those opportunities continue to grow, thanks to Nitya, and Social Media Chair Lynn Robinson. Suzie Giacotto brings new ideas to the group, and juggles her job, her family responsibilities, and her joie de vivre with us. I am grateful to our Treasurer, Tom Sapp, who has moved forward with many financial initiatives to streamline our chapter business. Tom set up the PayPal process, and continues to work to keep all of the Executive Council in the loop so that we can remain a self-sustaining organization. He has worked with AATF National to ensure the financial health of our organization beyond our terms, and he continues the good work established by prior Treasurer Kristina Beck. I am grateful to our Secretary, Maureen Madden, for the diligence she has brought to maintaining our records, sharing important communications both prior to and following our Executive Council meetings, and reaching out to members. Maureen follows in the footsteps of Tom Sapp, who followed in the footsteps of Brenda Crosby … are you seeing a pattern here? I am grateful to Vice-President Ted Haldeman, who has continued to helm the National French Contest for our chapter, and shows such leadership, encouragement, and commitment in his tireless efforts to promote Le Grand Concours. If you haven’t yet had students
participate, or if, like me, you had to take a year off, I encourage you to promote this experience with your students. It’s a great way for your Honors students, as well as your French Clubs and Société Honoraire members to challenge themselves. I am grateful to Erin Gibbons, who, after initiating our chapter’s Concours Oral – Champions d’Expression, continues to lead this effort which has grown steadily over the past five years, and is another way for our students to spread their wings. Again, this event provides an excellent opportunity for our students to demonstrate involvement and seek challenges. I am grateful for Vice-President Cathy Kendrigan, who produces our wonderful newsletter. Francofeuilles allows us to not only remain au courrant of important upcoming events, but it also provides a forum for our members to share pedagogical triumphs and projects. I can’t begin to imagine the amount of time Cathy devotes to this, but I can tell you that Francofeuilles is how I first felt inspired to become more involved in our chapter. Finally, I am grateful for YOU! New members, continuing members, retired members … our diversity makes us interesting, our passion makes us a force to be reckoned with, and our involvement keeps us strong. Please continue to reach out to your colleagues who are either nonmembers of AATF or who do not attend our programs, and encourage them to become more involved. L’union fait la force! Best regards for a summer filled with relaxation, personal and professional renewal, and fun! Amicalement, Martha Behlow Présidente AATF Chicago / No. Illinois Chapter
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Réunion de printemps 2015: Le Québec nous appelle On May 2, over fifty AATF Chicago / No.IL chapter members gathered at the Culinary and Hospitality Center of the College of DuPage for the réunion de printemps. The program entitled “Le Québec nous appelle!” was designed to tie-in to this summer’s national AATF convention in Saguenay, Québec. After an update from President Martha Behlow, the formal program began with a presentation by Liette Brisebois, a teacher at New Trier High School and a native of Québec. Participants used their smart phones or iPads to compete in a “Kahoot!” testing their knowledge of Saguenay. Thanks to this lively, interactive game, everyone became more familiar with this region of Québec.
Following a “pause café, Phyllis Perkins introduced the next activity, “Intégrons le Québec dans nos leçons.” Participants were assigned to random groups and asked to prepare a lesson based on one of six themes: la cusine québecoise, le hockey / “Le Chandail”, les explorateurs, l’indépendantisme, les amerindiens/lacrosse and quelques curiosités de Saguenay. To help the participants with this task, the program committee gave each group a packet of resources including print documents and a list of websites. Each group then shared their lesson in a 5-minute presentation to the whole group. Everyone left with many new ideas for integrating Québec in their curriculum. The program continued with a very informative presentation by special guest, Denis Quénelle, Attaché Culturel Adjoint on “Les Projets de l’Ambassade et du Consulat dans le domaine éducatif”. M. Quénelle described an impressive number of resources, such as professional development opportunities, scholarships, websites, etc., offered by the French government to French teachers at all levels.
The morning program concluded with a special presentation by Margot Steinhart and Eileen Walvoord on the highly successful Soirée Trivia organized by Alliance Française du North Shore. After a Powerpoint presentation on the highlights of this event held on March 20, Margot presented a check for $1700 to the AATF Chicago / No. Illinois Chapter. The Alliance Française is donating the profits from the evening to our Chapter to support increased opportunities for
students. (For full details regarding this event, please see the complete article on pp. 6-9 in this issue of Francofeuilles.)
Liette!Brisebois!
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Réunion de printemps (suite) At the conclusion of the morning program, attendees went downstairs to the elegant Waterleaf Restaurant for lunch. The meal included a green salad, a choice of pâtes primavera, poulet Marbella, or saumon rôti and crème brûlée à la vanille for dessert. The traditional spring awards presentaion took place during this part of the program. First, Denis Quénelle, Attaché Culturel Adjoint, presented the Chevalier de l'Ordre de Palmes Académiques to Todd Bowen of Niles Township H.S,District 219. Todd is a well-known leader in foreign language education at the local, state and national levels. Next, the Prix du Chapitre was awarded to Pam Cabeen of Geneva High School and Gigi Olmstead of the Catherine Cook School in recognition of their efforts to promote the study of the French. Cabeen’s award was presented by colleague Martha Behlow and Olmstead’s was presented by colleague Andy Lalo who read the nomination letter from former colleague Suzy Giacotto. Finally, retiring members Yvonne Fawell and Pam Cabeen were recognized and outgoing Executive Council members Korin Heinz Mihevc and Nataliya Zimmerman were thanked for their service. The day’s activities were organized by Program Chair, Phyllis Perkins and her committee: Brenda Crosby, Rebecca Léal, Nitya Viswanath, et Suzie Giacotto.
Cathy Kendrigan (Loyola Academy) [email protected]!!Photo credits: Frank Steinhart
President!Martha!Behlow!congratulates!Yvonne!Fawell!and!Pam!Cabeen!on!their!retirement.!
Outgoing!Executive!Council!members!Korin!Heinz!Milhevc!and!Nataliya!Zimmerman!are!recognized!for!their!!service.!
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Reunion du Printemps 2015 (suite)
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Todd Bowen Chevalier de l’Ordre des Palmes Académiques
Pam Cabreen Prix du Chapitre
Gigi Olmstead Prix du Chapitre
Denis!Quénelle,!Attaché!Culturel!Adjoint,!presents!the!Palmes'Académiques!to!Todd!Bowen.!
Martha!Behlow!presents!the!Prix'du'Chapitre!to!Pam!Cabeen.!
Andy!Lalo!presents!the'Prix'du'Chapitre'to!Gigi!Olmstead.!
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Réunion du Printemps: Photo Gallery
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Margot!Stienhart,!President!of!the!Alliance!Française!du!Northshore,!presents!a!check!for!$1700!(proceeds!from!the!Soirée'Trivia)!to!Martha!Behlow.!!!
Phyllis!Perkins,!Program!Chair,!makes!sure!that!everything!is!running!smoothly.!
Reid!Lewis!leads!his!group!in!a!presentation!on!“les!explorateurs”!!
Marnice!Lewis!presents!the!lesson!her!group!created!on!Québec.!
Martha!Behlow,!Yvonne!Fawell!and!Tom!Sapp!socialize!while!waiting!for!lunch!to!be!served.!!
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Alliance Française du North Shore Donates $1,700 to AATF Chapter
!The Alliance Française du North Shore has donated $1,700 to the Chicago/Northern Illinois Chapter of AATF to strengthen the latter’s programs to benefit students of French. At the AATF spring luncheon on May 2, Margot Steinhart, AF chapter president, presented a giant, symbolic check and an actual check to Martha Behlow, AATF chapter president. This amount represents the profit (admission and raffle tickets) received from the 2015 Soirée Trivia organized by the AF chapter. The AATF chapter is considering the specific projects to which these funds will be devoted. The AF presentation included a sequence of photos from the Soirée Trivia narrated by Eileen Walvoord, French Trivia Contest co-chair. She described the March 20 event in Evanston as an evening of fun, camaraderie, and friendly competition as Francophiles tested their knowledge about France and French connections in the world. Teams of ten competed to answer questions in English while enjoying snacks and conversing with other Francophiles and Francophones. The Quebec Government Office in Chicago contributed a variety of Unibroue products for a complimentary Quebecois beer tasting. The AF du North Shore co-chairs Tim Rogus and Eileen Walvoord, both of Evanston, and mistress of ceremonies, Denise Rano, an AATF member from Mt. Prospect, were pleased by the attendance of almost 100 area lovers of all-things-French, who included participants from the Alliance Française of DuPage, the Palatine Sister Cities Committee, the American Association of Teachers of French, and teams from Dominican University and Elmhurst College, as well as many members of the sponsoring organization, l’Alliance Française du North Shore. The winning team included a number of AATF members: Phyllis Perkins, Reid Lewis, Marnice Lewis, Margot Steinhart, and Mary Ellen McGoey. Local restaurants Bistro Bordeaux, Crêperie Saint Germain, Pâtisserie Coralie, Léonidas, Froggy’s, Oceanique, and Restaurant Michael sponsored raffle prizes, as did vendors of French, Belgian, and French-themed products, Belgian Chocolatier Piron, Marie-Parie, Delbe’s Café, Libanais Sweets, Bennison’s Bakery, and Raven and Dove Antique Galerie.
Margot Steinhart, Alliance Français du North Shore, Chapter President
Denise Rano, Mistress of Ceremonies
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Alliance Française du North Shore Donates $1,700 to AATF Chapter (continued)
The enthusiasm of the attendees was palpable and is reflected in these post-event comments: The$trivia$night$was$such$a$good$time!$$I$don't$know$what$I$enjoyed$most$9$the$atmosphere,$the$emcee,$or$the$categories$of$questions.$$It$was$all$very$well$done$and$I$look$forward$to$attending$next$year.$Brvavo!$$(Marnice Lewis, Student Teacher, Walter Payton High School)!
The$Dominican$University$team$enjoyed$spending$the$evening$with$other$Francophiles!$Thank$you$so$much$for$organizing$the$event.$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(Beth Landers, Assistant Professor of French, Dominican University)$
Le$mot$juste:$la$convivialité.$Félicitations$sur$tous$les$fronts!$$(Jim Harmon, Docent, Chicago Architecture Foundation) I$had$a$great$time$at$the$Soirée$Trivia$and$can't$wait$for$the$next$one.$$The$questions$were$a$mixture$of$easy$ones$and$difficult$ones,$and$the$company$and$your$"équipe"$were$a$delight.$$I$even$won$a$gift$certificate!!!(Tom Sapp, French teacher, Loyola Academy) Buoyed by the success of this inaugural Soirée Trivia, the AF du North Shore’s Trivia Committee is already planning a return engagement on Friday, April 8, 2016. Save the date!
Margot Steinhart and Eileen Walvoord, Alliance Française du North Shore Photo Credits: Frank Steinhart
Professor!Beth!Landers!with!team!from!Dominican!University!
Eileen Walvoord and Tim Rogus, Alliance Française, co-chairs of the Soirée Trivia
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Alliance Française du North Shore Donates $1,700 to AATF Chapter (continued)
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Professor!Rebecca!Léal!with!the!team!from!Elmhurst!College! .
Table!6:!!Les!Champions!!
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La Journée Intensive en Français 2015
On Saturday, March 7, 2015, 126 persons from 26 area schools participated in the 7th annual Journée Intensive en Français, our AATF Chicago/Northern Illinois Chapter’s all-day French immersion program uniquely for high school students. 95 high school students, 8 French teacher-participants, which included Martha Behlow, our AATF chapter president, 22 staff members, and our honored guest, Monsieur Eric Marquis from the Délégation du Québec au Midwest, participated this year. Everyone pledged to speak only French for the entire day –from 7:45 AM to 4 PM!
Donna Czarnecki, retired French teacher from Lyons Township High School, directed the program and was assisted by Dr. Sylvie Goutas, French professor at Wheaton College. Dr. Beth Landers, French professor at Dominican University, was the liaison between the immersion staff and Dominican University in River Forest, Illinois, which hosted the event. Beth also played an active part in the day.
The national and our local American Association of Teachers of French organizations, as well as the Délégation du Québec au Midwest, sponsored and supported our efforts with monetary grants. In addition, our chapter donated prizes for everyone who upheld the pledge. The French Cultural Services in Chicago supplied prizes that were given out at the Distribution des Prix at the end of the day. One student from each of the four groups, one teacher-participant, one staff member, and several schools, Loyola Academy, Rochelle Township H.S. and Geneva H.S., which have sent the maximum number of students for several years and whose teachers have worked as assistants and/or as staff members for La Journée Intensive, were all awarded the French Cultural Services’ prizes.
After checking in, the participants passed through customs, ate a French breakfast of chocolat chaud et croissants, and played lively board games. Students were divided into four groups. All four groups attended a class which dealt directly with French speaking Québec, either Vive le hockey! Contes du Québec, led
Eric!Marquis!of!the!Délégation*du*Québec*au*Midwest!withEileen!Walvoord!and!Rebecca!Leal,!who!presented!classes!on!Québec.!
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by Dr. Rebecca Léal, or Venez au Carnaval à Québec, taught by Eileen Walvoord. In addition, the groups were assigned to either La Semaine du goût, presented by Jane Castle, or Découvrons le Cameroun!, presented by Cathy Kendrigan, her daughter, Caitlin, and Caitlin’s husband, Valéry. Both Cathy and Caitlin had received a Fulbright Group Projects Abroad Scholarship to study in Cameroun during the summer of 2009. Their experiences in this French-speaking African country inspired them to create this course. Valéry, a native of Chad, was able to add a wealth of information to it. Following these classes, students prepared original skits called “situations” and played word games to further communication in French.
All of these classes and activities helped the participants attain the program’s and the students’ personal goals of furthering their competence in the French language and of enhancing their knowledge of French culture.
The day ended with a songfest of a variety of French folk and popular songs led by the assistants, and Breton and Haitian folk dances as well as a contemporary French line dance, presented by Donna Czarnecki and Pat Olderr. These were followed by the highlight of the day, a Chasse au Trésor (Treasure Hunt), created by Beth Landers and held throughout the Dominican Priory campus. Groups of students had to understand and to follow French clues to find the various stations and then either answer cultural questions or carry out a variety of activities successfully before moving on to a new station. French t-shirts were awarded to all the members of the first two groups that completed the
Students!playing!French!word!games!
Two!of!the!stations!from!the!Chasse!au!Trésor!
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most stations in the time allowed.
Our AATF chapter thanks the staff members mentioned above as well as the following assistants who actively participated before, during and after the immersion to make La Journée Intensive an outstanding event: Christina Anderson, Cynthia Benson, Iona Bermon, Julia diLiberti, Judy Fields, Liz Martinez, Lynn Robinson, Tom Sapp, Stephanie Saul, Laura Schmuck, and Jodie Sloan, as well as three college students who are majoring in French - Carolina Talavera, Samantha Youseph, and Amanda Wall.
AATF applauds the efforts of the motivated young participants and their teachers as they perfect their speaking competence, enhance their knowledge of history and culture of the francophone world, and promote the continued learning of the French language.
We are already planning our next immersion! It is tentatively scheduled for the first weekend in March 2016 at the same venue. We encourage students to register early next fall so as not to be disappointed. For information for students and teachers or to express one’s interest in participating in the immersion as an assistant or a teacher, please contact Donna Czarnecki at [email protected], 708-246-3641 or 105 Indian Wood Lane, Indian Head Park, IL 60525 or Sylvie Goutas at [email protected]. One can also consult our edublogs site run by Marnie Goodfriend: www.aatfjourneeintensive.edublogs.org for more information as well as pictures of previous immersions.!
We are ever so grateful for the grants that we have received to put on this immersion day. We couldn’t have done it without the support of AATF National, our AATF Chicago/Northern Illinois Chapter, the Délégation du Québec au Midwest, and the French Cultural Services in Chicago.
Donna Czarnecki (Lyons Township H.S., retired) Director, La Journée Intensive [email protected]
Donna!Czarnecki,!Immersion!Day!Directtor,!leads!students!in!a!French!dance.!
Students!receiving!their!certificates!at!the!end!of!the!day!
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La Journée Intensive: Photo Gallery
Beth!Landers!of!Dominican!University!greeting!students!during!the!petit*déjeuner.!
In!the!“Découvrons!le!Cameroun”!session,!students!learned!how!to!tie!a!head!scarf!and!how!carry!a!basket!on!their!head.!
Students!performing!their!skit!in!French!
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La Journée Intensive: Photo Gallery
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Awards and Recognition
Congratulations!to!President!Martha!Behlow!of!Geneva!H.S.!on!receiving!the!Regional!Superintendent!Award!at!the!Kane!County!Educator!of!the!Year!ceremony!on!May!2!!!
!!Congratulations to Ana Di Vito of Loyola Academy, student of Cathy Kendrigan, who won the Chapter’s t-shirt design contest for the National French Contest. Ana received a check for $100 and a t-shirt for each member of her family.
Consul!Général!Vincent!Floréani!presents!an!award!to!Rebecca!Léal!(Elmhurst!College)!for!her!essay!about!teaching!a!studyNabroad!class!in!Paris!during!the!Charlie!Hebdo!crisis.!!!
COIN PÉDAGOGIQUE
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Avril à Paris: A Virtual Trip to Paris
I have been taking students to France since 2004 and over the years I have developed a unit to prepare them for their stay in Paris in particular. This unit is based off of the lesson planning book called Avril à Paris created years ago by Arthur J. Bonds and Evelyn Davis Erven of Béret Publications, Incorporated. In essence, students take a virtual trip to Paris and in the process learn about the many monuments in Paris, but also how to get around and communicate. Everything in this unit is done entirely in the target language and can be done with any level learner, even French I. The activities done would be varied for the different levels, and some English would be used in the lower level classes (French I and II) on occasion, but primarily this unit is intended to foster communication in the target language. I typically begin this unit with students filling out a passport application…a copy of an actual application. I encourage them to create a fictional social security number for obvious reasons, but they must also bring in (or create fictional) two forms of identification; their birth certificate, a previous passport, their driver’s license or State ID. Students must research what these look like to replicate them. They must also research how much a passport costs and have to write two checks to pay for their passports. When they apply I take their pictures so that I can create a passport for them (see picture). The next step is for them to pack their luggage by writing in French what they would put in their luggage for a three- week trip. This activity makes students think about pre-planning, reviews numbers and colors as well as clothing vocabulary and toiletries. After their luggage is packed they must go through security at the airport and board the plane. I set up the desks to resemble a 747 Air France plane. I dress up as an airline stewardess and serve peanuts and small cans of pop or bottled water from a cart as students watch an in-flight movie about Paris. They are each given a boarding pass once they have researched how much a ticket costs, and on the flight they are given a menu and are asked their preference of entrée in the target language.
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Avril à Paris: A Virtual Trip to Paris (suite) Upon landing students must check in to their hotels. I have students research real hotels in Paris and choose one that is centrally located so that they can see the city. They are provided with a map of Paris as well as the métro. Students learn how to navigate the métro and take virtual visits of the Louvre as well as a ride on a Bateau Mouche. They create postcards to write home about their trip (what they did as well as what they are going to do next) and receive bonus points for finding an authentic stamp to put on their postcards. We simulated a Dîner d’Adieu where students had to order from an authentic menu, reviewing food vocabulary, what to say in a café, numbers and small talk. Students were also allowed to shop for souvenirs at stores such as Galeries Lafayette and Printemps. Students are instructed at the very beginning of the unit to save everything, as they will be using these articles (such as métro tickets, tickets to museums, keys from the hotel and such) in their culminating assessment, their scrapbooks. The scrapbooks are a way for students to reflect upon what they learned. In it they must include a paragraph in the target language explaining what they did to prepare for the journey, a description of their hotel as well as where it is located by indicating it on a map of Paris, at least 5 pictures of places they went in Paris with short descriptions of what it is and why it is important, a paragraph about what they did on their free weekend, and many souvenirs such as their métro tickets, passports, debarkation cards and so forth. I was amazed at how some students wrote about places they went (virtually, of course) like the Catacombs that we never touched on in class! They really enjoyed an in-depth study of Paris.
AVRIL À PARIS: A VIRTUAL TRIP TO PARIS (suite)
COIN PÉDAGOGIQUE
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What I found most beneficial from this unit was when we actually went to Paris and had to use the métro the students had no difficulties whatsoever. When we came upon a monument they could tell me what it was and why it was important. These monuments also helped students orient themselves as to where they were in the city so they did not get lost. The many times they looked at a map of Paris, and the many times I quizzed them as to which bank each monument was on helped them to figure out where they were once we arrived in Paris. Knowing these facts in advance helped them appreciate that much more all of the richness and beauty that is Paris. Another benefit of this unit is that it can be tailored specifically to each teacher’s needs and the needs of his or her students. Various vocabulary and grammar can be used throughout the unit; some are obvious such as clothing, food, numbers, but others can easily be incorporated as each teacher sees fit; activities can be simplified or made more challenging according to his or her students’ needs. The beauty of this unit is also that the students can drive where they want to “go” and what they want to “see.” The possibilities are endless! One can easily incorporate this unit into any curriculum; it does not have to take the place of anything in the curriculum but will enhance what is already there. Students enjoy taking a break from grueling worksheets and quizzes and truly enjoyed creating their scrapbooks at the end. In fact, I have students who graduated years ago tell me they still have their scrapbooks! Andrea Isabelli (Woodstock H.S. / Woodstock North H.S.) [email protected]
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RHINOCÉROS: UN PROJET POUR LES NIVAUX AVANCÉS
En mon cours de Français IV-V (les deux niveaux sont hélas dans la même section), nous lisons Rhinocéros d’Eugène Ionesco. Dans cet article, je voudrais vous parler du projet final que les élèves font et qui sert comme évaluation finale écrite et orale. Voici les questions qui guident l’étude et que je donne aux élèves :
! Quelles sont mes idées reçues culturelles, historiques et personnelles et comment est-ce qu’elles empêchent un esprit ouvert ou / et influencent mes points de vue, comment je vois le monde et les autres et comment est-ce que mes idées reçues influencent mes décisions?
! L’être humain, comment est-ce qu’il préserve son individualité et son sens de la responsabilité morale ?
! Les êtres humains, pourquoi est-ce qu’ils ont tendance à se conformer ? Quels sont les dangers de se conformer et les dangers de refuser de se conformer ? (la conformité)
! Les êtres humains, comment est-ce qu’ils se servent du langage et abusent du langage ? L’abus du langage, c’est à quels buts ?
! Les êtres humains, comment est-ce qu’ils se servent du pouvoir et abusent du pouvoir? L’abus du pouvoir, c’est à quels buts ?
! Comment est-ce que les autres nous voient ? ! L’analyse d’un texte littéraire, comment est-ce qu’il aide à développer la
pensée critique (critical thinking skills) ? Il sera utile de vous dire une des premières activités que font les élèves car elle annonce en quelque sorte le projet final sans que les élèves le sachent. Sur une fiche, je leur donne une trentaine d’idéologies et de concepts. Au dessous, il y a une trentaine d’animaux / d’insectes et aussi « ??? » ce qui signifie qu’ils peuvent proposer d’autres animaux. Ils discutent leurs idées en groupes de trois et il faut justifier son raisonnement. Ensuite, je vise les idéologies le fanatisme, le totalitarisme et le conformisme. Je montre une idéologie à la fois et ils disent quel animal représente chacune de ces idéologies et pourquoi. Comme devoirs le même soir, chaque élève choisit une idéologie et un concept (de la première activité orale) et il/elle explique l’animal qui la/le représente et pourquoi.
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RHINOCÉROS: UN PROJET POUR LES NIVAUX AVANCÉS (suite) Le projet final est une évaluation écrite et orale. L’élève choisit un pays et il/elle lit les articles de journaux, les blogs des journaux et il/elle regarde des vidéos sur les sites web des journaux du pays. Ils peuvent les lire en anglais et/ou la langue du pays. Ils cherchent à décider et ils doivent justifier « Quel animal est-ce que ce pays choisirait pour représenter ce que c’est les Etats-Unis et pourquoi ? » Il faut me rendre par email deux « mises à jour » (updates) de la recherche avec une sitographie (voir la fiche). Ils écrivent un résumé final dans lequel ils présentent leur analyse et leurs conclusions et ils rendent une sitographie finale. Pour l’évaluation orale, en groupe de trois, chaque élève présente son choix, son analyse et ses conclusions, et il faut que les trois se posent des questions. Il y a plusieurs raisons pour lesquelles j’aime ce projet final. Il permet aux élèves qui ne sont pas toujours très forts en usage de la langue de montrer d’autres compétences. Les élèves qui s’intéressent à la politique et à l’histoire peuvent appliquer et montrer leurs connaissances de leurs cours d’histoire et même de relations internationales. Les élèves issus de famille immigrante ont l’opportunité de se renseigner plus sur leur héritage et le pays d’origine de leurs parents. Le projet permet aux élèves de choisir leur voie tout en leur donnant des paramètres à respecter. Ce projet soutient et développe l’esprit critique et les « higher order thinking skills » de Bloom : synthesize, select, paraphase, support and justify finding with evidence. Il incorpore les cinq Cs de l’ACTFL. Il développe les 21st Century Skills « Information Literacy » et « Initiative and Self-direction », et le thème de « Global Awareness ».
Si vous avez des questions et voulez savoir plus, et si vous essayez cette idée, faites-moi savoir. J’aimerais bien discuter comment vous avez modifié ou amélioré ce projet ! Brenda Crosby (Illinois Mathematics and ScienceAcademy) [email protected]
COIN PÉDAGOGIQUE
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RHINOCÉROS: UN PROJET POUR LES NIVAUX AVANCÉS (suite)
Avant&de&lire:&&Activité&orale&!Directions:&&Selon&vous,&quel&animal&(quel&insecte,&etc)&incarne&ou&représente&quelle&idéologie&ou&quel&concept?&&&Discutez&et&justifiez&votre&réponse.!!le!préjugé! ! le!racisme! la!liberté! la!fidélité! la!démocratie!!le!totalitarisme! l’endoctrinement! le!fanatisme! ! l’égalité!!la!fraternité! ! la!révolution! ! la!théocratie! ! la!tolérance!!le!libéralisme!! l’indépendance! la!communauté! la!diversité!!le!rationalisme! l’utopie! l’amitié! la!monarchie! ! le!socialisme!!le!communisme! la!paix!! la!guerre!! l’apathie! le!capitalisme!!le!conservatisme! le!nationalisme! le!patriotisme!! le!conformisme!! ! !!!!!!!!!!!!!!!!!!!!!! &
!le chat le cheval le pingouin la souris le cochon la fourmi le poisson le castor (beaver) l’araignée le serpent le rhinocéros l’aigle le chien l’hyène le vers la baleine le poulet la pieuvre (octapus) le renard le lion le lapin le cafard (cockroach) la colombe (dove) le loup le papillon la tortue le caméléon le sanglier (wild boar) l’orang-outan l’autruche (ostrich) l’oie (goose) ???
COIN PÉDAGOGIQUE
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RHINOCÉROS: UN PROJET POUR LES NIVAUX AVANCÉS (suite)&&
Un&résumé&écrit&(Présentationnel)&et&&une&évaluation&orale&finale&(Présentationnel&/&Interpersonnel)&
&Les&EtatsFUnis&sont&quel&animal&?&&Comment&estFce&que&les&autres&nous&voient&?&&Pour!la!continuation!de!notre!étude!de!la!pièce!de!théâtre!Rhinocéros,!vous!commencez!aussi!le!projet!final!et!nous!étudions!le!subjonctif.&&Les!questions!qui!guident!cette!étude!:!
! Quelles!sont!mes!idées!reçues!culturelles,!historiques!et!personnelles!et!comment!estHce!qu’elles!empêchent!un!esprit!ouvert!ou!/!et!influencent!mes!points!de!vue,!comment!je!vois!le!monde!et!les!autres!et!comment!estHce!que!mes!idées!reçues!influencent!mes!décisions?!!(basée!sur!SSL!II.A!What!are!my!unexamined!cultural,!historical,!and!personal!assumptions!and!misconceptions,!and!how!do!they!impede!and!skew!inquiry)?!!!
! L’être!humain,!comment!estHce!qu’il!préserve!son!individualité!et!son!sens!de!la!responsabilité!morale!?!
! Les!êtres!humains,!pourquoi!estHce!qu’ils!ont!tendance!à!se!conformer!?!!Quels!sont!les!dangers!de!se!conformer!et!les!dangers!de!refuser!de!se!conformer!?!!(la!conformité)!
! Les!êtres!humains,!comment!estHce!qu’ils!se!servent!du!langage!et!abusent!du!langage!?!!L’abus!du!langage,!c’est!à!quels!buts!?!
! Les!êtres!humains,!comment!estHce!qu’ils!se!servent!du!pouvoir!et!abusent!du!pouvoir?!!L’abus!du!pouvoir,!c’est!à!quels!buts!?!!
! Comment!estHce!que!les!autres!nous!voient!?!! L’analyse!d’un!texte!littéraire,!comment!estHce!qu’il!aide!à!développer!la!pensée!
critique!(critical!thinking!skills)!?!&Pour&le&&projet&final,&les&questions&que&vous&traiterez&sont&:&
! Comment!estHce!que!les!autres!nous!voient!?!! Quelles!sont!mes!idées!reçues!culturelles,!historiques!et!personnelles!et!comment!
estHce!qu’elles!empêchent!un!esprit!ouvert!ou!/!et!influencent!mes!points!de!vue,!comment!je!vois!le!monde!et!les!autres!et!comment!estHce!que!mes!idées!reçues!influencent!mes!décisions?!
! Il#est#à#vous#si#une#des#autres#questions#ci2dessus#est#importante#à#discuter#pour#votre#pays#et#le#choix#d’animal.!
!Vous!choisissez!un!pays!étranger.!!A!vous!de!choisir!le!pays:!la!France,!la!Chine,!l’Iraq,!l’Iran,!la!Pologne,!la!Russie,!la!Corée!du!Sud,!le!Mexique,!???!!!!!
**A!considérer!en!choisissant!votre!pays!:!estHce!que!ce!pays!traite!et!discute!les!ÉtatsHUnis!dans!ses!journaux!?!!Sinon,!choisissez!un!!autre!pays.!
&& &
& &&&
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RHINOCÉROS:#UN&PROJET&POUR&LES&NIVAUX&AVANCÉS&(suite)&&Vous!lisez!les!articles!de!journaux,!les!blogs!et!regarder!des!vidéos!sur!les!sites!web!des!journaux!du!pays.!!Vous!pouvez!les!lire!en!anglais!et/ou!la!langue!du!pays.!NB&Ne&lisez&que&(=&seulement)&les&blogs&des&journalistes&qui&travaillent&pour&un&
journal&établi&et&connu.&&&Pourquoi&?&&
# Les#journaux#ont#les#normes,#les#valeurs#et#les#pratiques#journalistiques#et### les#journalistes#ont#une#formation#et#une#éthique#journalistique#que#leur##
profession#est#obligée#de##suivre#et#respecter.#&
Voici&un&excellent&site&pour&trouver&les&journaux&:&&&www.onlinenewspapers.com!!Le&but&de&cet&exercice!est!de!mieux!comprendre!et!savoir!quel!regard!le!reste!du!monde!porte!sur!nous,!les!EtatsHUnis.!!A!ce!but,!il!faut!considérer!par!exemple:!!! la!culture!populaire! ! la!société! ! l’art!! les!idéologies!! ! ! la!politique! ! la!littérature!! la!presse!! ! ! les!idées!reçues! la!vie!quotidienne!(=!de!! l’économie!! ! ! Quoi,d’autre,?! ! !!!!!!!!!!!!!tous!les!jours)!!Combien&d’articles,&blogs&et/ou&vidéos&fautFil&lire&et®arder&?!Essayez!de!lire!un!article!de!journal!par!jour!mais!il!faut!que!vous!en!lisiez!au!moins!six!par!semaine!et!il!en!faut!six!pour!chaque!sitographie.!!Si!vous!ne!vous!informez!pas,!vous!aurez!du!mal!à!justifier!et!à!expliquer!votre!choix.!!GardezHles!articles!ou!prenez!de!bonnes!notes!afin!que!vous!puissiez!vous!servir!de!l’information!qui!se!trouve!dans!les!articles.!***!Voir!en!bas!pour!la!sitographie.!!Il&faut&que&vous&me&donniez&et&les&dates&:&!Les&mises&à&jour&(Updates)!de!votre!recherche!:!!!troisHquarts!(3/4)!d’une!page!tapée!à!double!interligne!avec!une!sitographie!H!les!liens!pour!que!je!puisse!les!lire.!!Vous!présentez!des!faits,!des!statistiques!et!de!l’information.!!Les!deux!mises!à!jours!ne!représentent!pas!encore!une!analyse!et!des!conclusions.!!La!première!mise!à!jour!!par!email!à!l’email!du!prof!!le!DATE.!!Il!faut!au!moins!6!articles!avec!le!lien!de!chacun.!!La!deuxième!mise!à!jour!!par!email!à!l’email!du!prof!!le!DATE.!!Il!faut!au!moins!6!articles!avec!le!lien!de!chacun.!!!Il!est!nécessaire!que!celleHci!présente!de!nouveaux!renseignements!de!celle!du!5!décembre.!!C’estHàHdire!des!renseignements!que!vous!n’avez!présentés!dans!la!première.!!!Une!sitographie!est!la!liste!des!adresses!de!ressources!présentes!sur!le!Web!que!les!élèves!ont!utilisées!pour!réaliser!leur!travail,!les!devoirs,!etc.!H!il!s'agit!d'une!liste!d'URL.!Il!faut!aussi!la!date.!!!Par!exemple!:!http://www.lemonde.fr/economie/article/2014/11/20/auxHetatsHunisHleHcongresHaccuseHtroisHbanquesHdeHmanipulerHlesHprixHdesHmatieresHpremieres_4526150_3234.html!le!20!novembre!2014!
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RHINOCÉROS:#UN&PROJET&POUR&LES&NIVAUX&AVANCÉS&(suite)!!La!copie!finale!du!résumé!écrit!–!Quel!animal,!votre!analyse!et!vos!conclusions!!!A!rendre!en!classe!vendredi,!le!DATE,!avec!une!sitographie!finale!(pas!les!mêmes!sites!des!deux!autres!mises!à!jour).!!Quel!animal!estHce!que!ce!pays!choisirait!pour!représenter!ce!que!c’est!les!EtatsHUnis!et!pourquoi!?!!Vous!justifierez!votre!choix!d’animal!en!vous!servant!de!l’information!que!vous!avez!apprise!de!vos!lectures!(readings).!!Vous!pouvez!«!citer!»!l’article!(indiquez!le!nom!du!journal,!du!journaliste!et!la!date)!mais!il!faut!surtout!que!votre!analyse!et!vos!conclusions!soient!basées!sur!ce!que!vous!avez!appris.!!Si!vous!voulez,!vous!pouvez!offrir!votre!opinion!personnelle!à,la,fin!de!la!discussion!mais!votre!opinion!n’est!pas!le!thème!principal.!!Il!ne!faut!pas!que!le!résumé!finale!soit!simplement!les!deux!mises!à!jours.!!Il!faut!qu’il!incorpore!les!renseignements!de!cellesHci!mais!surtout!votre!analyse!et!vos!conclusions,!avec!une!sitographie!finale!(des!nouveaux!articles,!blogs,!etc)!.!!Vous!écrirez!un!résumé!d’un!minimum!d’une!page!et!demie!tapée!à!double!interligne.!!Une!image!!!Trouvez!ou!dessinez!une!image!de!l’animal.!!Il!faut!indiquer!sur!la!sitographie!la!ressource!(le!site!web)!d’où!vient!l’image.!!Les&citations!!Si!la!citation!est!en!anglais,!ne!la!traduisez!pas!au!français.!!Indiquez!une!citation!par!(1),!(2),!etc.!!!Si!la!citation!est!dans!une!autre!langue!ou!une!langue!que!vous!lisez,!il!faudra!la!traduire!en!français!et!communiquer!son!sens.!!!!!!Si!vous!avez!de!la!famille!ou!des!amis!qui!habitent!dans!le!pays!que!vous!avez!choisi,!vous!pouvez!les!consulter.!!Ces!gens!vivent!la!vie!quotidienne!dans!le!pays,!lisent!le!journal,!écoutent!les!informations!à!la!télévision!ou!à!la!radio,!et!ils!ont!donc!une!opinion!formée!par!leur!expérience!et!par!ce!qu’ils!entendent!et!lisent!dans!le!journal.!!!!L’évaluation!orale!finale!en!classe!!!En!groupe!de!trois,!vous!discuterez!votre!recherche!et!l’animal!que!le!pays!choisirait!comme!représentation!des!EtatsHUnis.!!!Vous!ne!pourrez!pas!vous!servir!de!notes!sauf!si!vous!avez!une!citation!que!vous!voulez!lire.!!!La!discussion!devra!durer!au!moins!15!à!20!minutes!pour!trois!personnes.!!Il,faudra,que,vous,vous,posiez,des,questions,pendant,la,discussion.,,Rhinocéros##Lorsqu’il!est!convenable,!vous!ferez!aussi!référence!ou!vous!lierez!(lier!:!to!connect,!to!link)!votre!discussion!aux!idées!et!aux!thèmes!qui!se!trouvent!dans!la!pièce!de!théâtre!Rhinocéros.#&La&grammaire!!Il!faudra!sans!doute!écrire!et!parler!au!présent!et!au!passé.!Il!faudra!sans!doute!que!vous!vous!serviez!de!Si!imparfait,!conditionnel!et/ou!!Si!plus!que!parfait,!conditionnel!passé.!!!!Le!subjonctif!!!Dans!le!résumé!écrit,!il!faut!que!vous!vous!serviez!de!quatre!usages!différents!du!subjonctif.!!!!A!l’oral,!au!moins!trois!usages!différents.!!&
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P R O M O T I N G F R E N C H A T E V E R Y L E V E L
Spotlight on HigherEd !
Institution Name: Dominican University
Institution Type: 4 year, private, liberal arts; Roman Catholic, Sinsinawa Dominican affiliation
Location: River Forest, IL
Faculty: Dr. Beth Landers Dr. Janette Bayles Mr. Jeff Kraft
Degrees: B.A. in French Studies Courses: Elementary and Intermediate Language courses; French History and Civilization;
Contemporary France; Introduction to French Literature; Introduction to French and Francophone Cinema; Grammar and Conversation Courses; French Gastronomy; Life Writing in French; Professional French; Literary Paris; Themed Literature and Film Seminars; Internships and Community-Based Learning Opportunities
Other: Semester and Year-long Program at the University of Poitiers in France; Year-long
Program for Honors Business Students at the École de Management in Strasbourg, France; Short-term Summer Programs in Strasbourg, France; Summer Program in Medieval Studies in Fanjeaux, France; Summer Paris Program for Fashion Students; Service Learning Program in Haiti
Contact:
| 708-524-6761 | [email protected]
In this new Francofeuilles series, we will be focusing on higher education opportunities in Northern Illinois. Feel free to share this information with students (handouts, class website, bulletin board) or consider signing up for enrichment courses yourself! If you wish for your institution to be included in this feature, contact [email protected]
FRENCH FOR LIFE (continued from page 25)
speakers!in!the!United!States!may!be!hard,!seek!out!videos!or!films!to!practice!getting!used!to!the!accent!and!pronunciation.!For!me,!aural!comprehension!was!the!hardest!part!at!first.!Target!your!weaknesses!and!work!on!them!outside!of!the!classroom.!Take!as!many!French@speaking!opportunities!as!you!can!!Go!to!France,!to!Haiti,!to!Belgium,!to!Morocco….!On!a!serious!note,!majoring!in!French!is!always!a!great!idea,!but!an!even!better!one!is!to!have!a!plan!for!it!after!college.!Find!your!passion@!whether!it!be!teaching!French,!interpreting,!or!working!for!a!foreign!company,!because!it!will!make!life!after!graduation!so#much!easier.!
!FF:!Do#you#have#any#relevant#plans#for#the#future?#
MA:!I!plan!on!getting!certified!in!TEFL!(Teaching!English!as!a!Foreign!Language)!this!summer.!!I!am!aware!of!a!few!programs!that!teach!English!in!France,!so!I’ll!be!sure!to!look!into!those.!I’m!just!starting!my!career!so!I’m!not!ruling!anything!out@!teaching!French!or!looking!for!another!French@speaking!position!is!an!option.!Meanwhile,!I’m!trying!to!save!up!to!go!back!to!France!as!soon!as!possible!!!
!
! 26!
FRENCH FOR LIFE Exploring language study and careers
Maria Anderson Major:!!French!&!International!Relations!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
College:!Dominican!University!
Job!Description:!French!&!ESL!Tutor!at!Daley!College!
FF:!!Why#did#you#take#French?#
MA:!After!taking!some!Spanish!in!high!school,!I!decided!one!language!wasn’t!enough!so!I!signed!up!for!French.!I!just!fell!in!love!with!the!language,!the!many!francophone!cultures,!and!realized!I!could!happily!dedicate!four!years!of!my!life!to!French!as!a!major.!I!also!figured!it!would!be!a!helpful!language!abroad@!and!I!was!right!!
!FF:!What#was#most#enjoyable#about#taking#French?#
MA:!The!most!enjoyable!part!of!learning!French!was!gaining!insight!to!the!culture.!There’s!French!culture,!where!we!would!learn!Revolutionary!songs!in!class!and!sample!the!cuisine.!And!let’s!not!forget!the!wonderful!contributions!of!French!fashion!and!cinema!as!well.!Dominican!University!also!focused!on!Haitian!culture!and!history,!which!brought!us!des!“drapo!vodou”@!Haitian!voodoo!flags!made!of!stitched!sequins.!Also,!I!loved!the!unique!“quirks”!of!French,!for!example,!how!the!word!“cheap”!doesn’t!exist@!you!say!it’s!“not!expensive”.!You!gain!a!whole!new!perspective!being!able!to!participate!in!an!essential!component!of!a!culture@!its!language.!!
FF:!How#has#French#helped#you#in#your#education,#career,#or#personal#life?#
MA:!There!are!numerous!ways!French!has!helped!me.!As!a!high!schooler,!it!first!of!all!helped!improve!my!vocabulary.!Many!French!verbs,!such!as!“augmenter”,!have!English!equivalents!that!are!quite!sophisticated!words.!In!college,!it!greatly!enhanced!my!service!trip!to!Haiti!by!being!able!to!communicate!with!the!people.!In!the!same!way,!taking!French!allowed!me!to!have!the!greatest!experience!of!my!life@!studying!abroad.!Living!in!Poitiers,!France!for!a!year!taught!me!independence,!confidence,!and!new!perspectives.!Taking!all@French!classes!was!a!challenge,!but!it!showed!me!I!can!take!risks!and!they!will!pay!off.!It!is!a!more!authentic!experience!being!a!foreign!country!and!being!able!to!speak!the!language.!Also,!sometimes!it’s!the!only!way!to!communicate!with!foreigners!!I!made!friends!from!all!over!the!world!because!of!our!common!knowledge!of!French.!Career@wise,!knowing!French!has!literally!opened!a!whole!new!job!market!to!me@!in!France,!in!francophone!countries,!and!even!the!United!States.!
FF:!Do#you#feel#that#your#French#language#skills#have#helped#you#get#a#job?#
MA:!I!know!for!a!fact!they!did!!After!graduation,!the!very!first!position!I!landed!was!temporary,!but!I!got!it!because!it!was!a!French!school!and!they!wanted!someone!who!spoke!French.!In!the!same!way,!I!got!the!tutoring!position!I!have!now!because!they!needed!a!French!tutor.!Even!if!you’re!not!looking!for!a!specific!French!position,!knowing!another!language!impresses!employers.!It!demonstrates!a!skill,!versatility!of!an!employee,!and!interest!and!knowledge!of!other!cultures.!Also,!knowing!one!language!makes!it!easier!to!learn!more,!and!you!never!know!what!language!your!job!will!require.!
FF:!Do#you#use#your#French#skills#in#your#job?#
MA:!Not!as!much!as!I’d!like!to!!Most!of!the!students!I!tutor!come!for!ESL,!and!have!Spanish@speaking!backgrounds.!However,!when!I!do!get!a!student!learning!French!it’s!an!absolute!joy.!I!keep!up!with!my!French!by!doing!exercises!in!a!grammar!book!and!talking!in!French!to!friends!I!made!while!studying!abroad.!I!hope!to!find!a!position!that!will!allow!to!me!use!French!more.!!
FF:!Do#you#have#any#advice#for#students#considering#French#studies?#
MA:!Be!patient!with!yourself!as!you!learn,!and!don’t!be!afraid!to!make!mistakes!!I’m!sure!I!made!about!a!dozen!errors!a!day!while!living!in!France,!but!I!was!never!offended!if!people!corrected!me.!Language!requires!speaking!!Also,!as!finding!native!French!,!!!
(continued#on#preceeding#page)#
!image!here)!
EXECUTIVE COUNCIL 2014-2015 !
! 27!
President Martha Behlow (1-1)* Geneva Community High School Email: [email protected] 1st Vice President - Program Chair Nataliya Zimmerman (1-1) Email: [email protected] DeKalb High School Email: [email protected]
2nd Vice President - Francofeuilles Editor Cathy Kendrigan (appointed) Email : [email protected] Loyola Academy 3rd Vice President - French Contest Administrator Email: [email protected] Ted Haldeman Tel: 708-873-1194 National French Contest Chicago/Northern Illinois Chapter AATF Box 2732 Orland Park, IL 60462 Secretary Maureen Madden (1-1) Email: [email protected] Grayslake Central High School Email: [email protected] Treasurer Tom Sapp (1-1) Loyola Academy Email: [email protected]
Immediate Past President Robin Jacobi Hoffman Estates HS Email : [email protected] Ex-Officio Eileen Walvoord Email : [email protected] Jane Castle Email: [email protected] Rosalee Gentile Dominican University Email: [email protected] Anne Hebert Email: [email protected] Margot M. Steinhart Email: [email protected]
Council Members Leah Bolek (appointed) retired Email: [email protected] Brenda Crosby (1-2) Email: [email protected] Illinois Mathematics & Sciences Academy Email: [email protected] Timothy duVall-Brown (1-1) Lakeview High School [email protected] Lindsey Evans (2-1) Email: [email protected] West Chicago Community High School Email: [email protected] Suzanne Giacotto (1-1) Guerin College Preparatory High School [email protected] Erin Gibbons (appointed) Richmond-Burton CHS Email : [email protected]!!
*Do you know...?
Executive Council members are elected for one two-year term, after which they may be re-elected for a second two-year term. The numbers after the name of each Council member indicate the term and year of service, i.e.. (1-2) = Term 1, Year 2.
EXECUTIVE COUNCIL 2014-2015 !
! 28!
Diane Hoffmeyer (1-1) retired [email protected] Rebecca Léal (1-1) Elmhurst College Email : [email protected] Kellye McKay-Guzik (2-1) Email: [email protected] Glenbrook North High School [email protected] Korin Mihevc (1-2) Fenwick High School Email: [email protected] Email: [email protected] Clara Orban (1-1) DePaul Unversity [email protected] Phyllis Perkins (2-1) retired Email : [email protected] Lynn Robinson (2-1) Home email: [email protected] School: Andrew High School Email : [email protected]
Stephanie Saul (1-1) Benet Academy Email: [email protected] Laura Schmuck (1-1) Carl Sandburg High School Email : [email protected] Fiona Spence (1-2) Illinois Mathematics & Sciences Academy Email: [email protected] Nitya Viswanath (1-1) Amos Alonzo Stagg High School [email protected]
Gretel Webster (1-1) Gallistel Language Academy Email: [email protected] AATF National Headquarters Jayne Abrate Executive Director P.O. Box 2617 Carbondale, IL 62902-2617 Ph: 815-310-0490; Fax: 815-310-5754 Email: [email protected]! Eileen Walvoord Region VI Representative Email: [email protected]
AATF President Sister Mary Helen Kashuba Email: [email protected] Attaché Culturel Denis Quenelle Attaché Culturel Adjoint Chargé de Mission Pédagogique French Cultural Services 205 N. Michigan Ave. Suite 3710 Chicago, IL 60601 Tel : 312-327-5232 Email : [email protected]
Délégation du Québec Eric Marquis Délégué du Québec au Midwest 444 N. Michigan Ave. Suite 3650 Chicago, IL 60611 Tel : 312-645-0392 [email protected]
AATF WEBSITE
www.frenchteachers.org
CHAPTER WEBSITE
www.aatf-chicnorthil.org
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FRANCOFEUILLES Chicago / Northern Illinois Chapter American Association of Teachers of French Cathy Kendrigan 1525 N. Beverly Lane Arlington Heights, IL 60004
Articles for Francofeuilles!
If you have a successful lesson or idea for promotion or advocacy, please share it with your colleagues. We are especially interested in articles on National French Week activities for the new “Rentrée” issue of Francofeuilles (Deadline: Aug. 10); Deadline for the regular fall issue: Sept. 20. Submit all articles to [email protected].
