This presentation will address the "Comparisons" standard from World Readiness Standards for Learning Languages (French), which can be found in pages 43-48 of the manual. In two concurrent sections of a university-level course on contemporary Francophone literature, the professors challenge their students to investigate migration patterns from the global South (specifically Senegal, Rwanda/Burundi, Guadeloupe, and Cameroon) to Metropolitan France. The students are then invited to compare these literary crossings - push factors, demographics, modes of travel, safety, success rate, etc. - with similar migration patterns towards the US. The goal of this comparison activity is to understand what motivates people to embark on such transnational crossings in hopes of finding a better quality of life. A selection of students from both sections will be invited to share their findings at the AATF convention in Chicago.
What comes to mind when you think of a boxer? Mike Tyson or Mohamed Ali? In the short documentary "Salma the Boxer" you'll meet another type of boxer: a 14-year-old Moroccan Muslim immigrant who challenged the preconceived notions surrounding her. Salma's compelling story provides a rich listening comprehension experience for novice to advanced learners, encouraging discussion about identity and immigration. Participants will leave with lesson plans in hand!
Cette communication présente l’organisation d’un festival de cinéma universitaire issu d’une collaboration entre le Champs-Élysées Film Festival et l’Université de Chicago. Elle propose divers modèles pour créer un espace d’échange culturel autour du cinéma francophone indépendant en classe et en dehors. Les aspects budgétaires, la sélection et l’intégration pédagogique des films, ainsi que les événements filmiques et leur impact sont notamment abordés. Cette initiative favorise une approche immersive de la langue et de la culture.
How to enhance a French class with a virtual partnership? This session discusses a sample project conducted at the presenter’s institution. In it, a college class in the US partnered virtually with a High School class in France. Presentation points include project rationale, course units, course goals, oral and written assignments designed to meet ACTFL goals, as well as student feedback. The presentation concludes with the benefits, limitations, and future of this virtual partnership.
