Cette contribution propose le développement d’une plateforme numérique adaptative visant à optimiser l’apprentissage du français langue étrangère (FLE) auprès des apprenants hispanophones à l’Université du Nouveau-Mexique. Partant du constat que plus de 60% de nos étudiants sont bilingues espagnol-anglais, et que les approches pédagogiques actuelles ne tirent pas pleinement profit de ce capital linguistique, nous proposons un dispositif technologique innovant basé sur l’intelligence artificielle. Le projet vise à créer une interface interactive capable d’identifier automatiquement les zones de convergence entre l’espagnol et le français, permettant ainsi de personnaliser l’apprentissage selon le profil linguistique de chaque apprenant. L’originalité de cette approche réside dans l’utilisation d’algorithmes d’apprentissage qui analyseraient en temps réel les productions des étudiants pour identifier leurs points forts et leurs difficultés spécifiques, notamment dans les domaines morphosyntaxique, lexical et phonétique. Cette proposition s’appuie sur des recherches récentes en linguistique computationnelle et en didactique des langues romanes, tout en répondant aux besoins spécifiques de notre contexte d'enseignement. L’implémentation d'une telle plateforme permettrait non seulement d’optimiser l’apprentissage du FLE pour nos étudiants hispanophones, mais aussi de générer des données précieuses pour la recherche en didactique des langues assistée par ordinateur.
Maria Chapdelaine de Louis Hémon reconduit un imaginaire écologique propre à la pastorale, un genre littéraire qui exalte la simplicité et la pureté de la vie champêtre au détriment de la ville, présentée à tort ou a raison comme un générateur de pollution, sur le plan environnemental, et d’ambition, de cupidité et de corruption, sur le plan moral. Notre propos est de montrer comment la mise en poème de l’habitat, cet ensemble de procédés stylistiques qu’utilise l’auteur en vue de donner un corps et une âme à la nature, transforme celle-ci en un protagoniste de l’homme.
World language programs are facing unprecedented challenges as we approach the end of the first quarter of the 21st century. Hundreds of K-16 French programs have been eliminated. The University of West Virginia is perhaps the most visible example. To complicate matters, world-renowned linguist and former French major John McWhorter declared that it's time to “stop pretending that French is an important language.” We can't control the circumstances or the conditions around us, but we can control our response. Controlling our response cements our “mindset of possibility.” Controlling our response gives us a chance to save our French programs and when we have a “mindset of possibility,” our options become limitless. In this workshop, we will (1) listen to your current situation, (2) provide potential solutions via examples of untouchable programs, and (3) discuss accessible funding opportunities and the creation of on- and off-campus partnerships to secure allies in our struggle.
The Heritage Speakers of Spanish (HSS) in college today were raised during the No Child Left Behind era and its politicized invalidation of Spanish. Now, they are a substantial demographic in French language classrooms. Uniquely, these spaces view Spanish bilingualism as an asset, providing a venue where HSS can navigate linguistic (in)security from their early education. This interactive presentation explores this process and how instructors can support HSS by promoting linguistic justice in the classroom.
In this session, participants will learn how students in a French conversation class designed and implemented engaging National French Week activities to promote French language and culture on campus. Emphasizing student involvement, this presentation will showcase how students can take the lead in creating and executing these activities as part of their coursework. We will explore a variety of event ideas, strategies for student engagement, and methods for integrating these activities into the broader curriculum. Attendees will leave with a toolkit of practical ideas and resources to celebrate National French Week and engage the wider campus community.
Presentation of curricular materials created for BU’s “Designing Antiracism Curricula” fellowship. Lessons include multiple modules on Francophone North and West Africa, the Caribbean, and Asia, to be used across the four-semester language sequence with the aim of decolonizing the curriculum, better serving our diverse students, and deepening students’ awareness of non-Western francophone regions. The presenters will describe their process and their first year piloting the program. Presenters will provide sample activities and resources.
This session presents a French Embassy and FACE Foundation funded project that is creating an advocacy toolkit promoting advanced French study. We'll discuss how French studies develop valuable career skills, share how these competencies were identified by faculty from ten institutions, and present sample toolkit materials including a website and advising resources. Though university-focused, this project offers relevant insights for French programs at all levels.
Vous ne savez pas comment intégrer la prononciation dans vos cours ? Pas besoin d’être un·e expert·e ! Je vous propose un modèle/système simple et facile à intégrer à tous les niveaux pour inclure des éléments de prononciation liés avec des distinctions grammaticales. Ces activités développent la compréhensibilité des élèves, leur compréhension et leur apprentissage de la langue. Elles vont aussi augmenter la confiance en soi et la participation en classe.
The teaching of literature often centers on interpreting themes. This presentation aims to demonstrate how introducing stylistics can support the student’s literary interpretation. I will work with several short works, by Colette, Linda Lê, and Assia Djebar. Through these different examples, I aim to demonstrate that focusing on an objective linguistic aspect of the text opens up hitherto unsuspected paths for the student in interpretation—an amplifying, and rewarding, means of investigating the text.
