Monday, March 30, 2020

Review for chp 6 exam-FREN 102

1. Le quartier Latin est près du parc Luxembourg. La cathédrale Notre Dame de Paris est au centre de la Seine. La Tour Eiffel est loin du Cimetière du Père Lachaise. Le Musée d'Orsay est en face de la Seine. (Hint: review the s'orienter vocab in Français interactif. https://www.laits.utexas.edu/fi/html/voc/06.html#051)

map of Paris monuments

2. Réponses possibles: Un quartier est informel, culturel, Un arrondissement est formel, officiel, et associé avec le gouvernment, le système d'éducation, et la politique (voter par exemple). Un quartier a des petits commerces comme les boulangeries et les cafés. Un arrondissment a des petits commerces et aussi des endroits administratifs comme la mairie et l'hôtel de ville.

3. Une centre ville typique française a une place avec un jardin ou une sculpture ou un monument. Il y a une église, des cafés, des boulangeries, et des petits commerces près de la place. Ma centre ville à Stoughton, WI a la mairie, une église, une bibliothèque, une boulangerie, 2 cafés, une chocolaterie, une fromagerie, des restaurants, un théâtre, un gymnase et un cinéma. Il y a une rivière et un pont près de la bibliothèque.

4 Verbe VANDERTRAMPP ou ordinaire?
a. aller (Vandertrampp ex: ils sont allés à Paris)
b. danser (ordinaire ex: tu as dansé à la fête)
c. avoir (ordinaire ex: il y a eu un film au cinéma le week-end dernier)

d. arriver (Vandertrampp ex Je suis arrivée à l'université à 9h)

5. Correct these mistakes. Virginie : Elle est allé au restaurant avec son mari et son fil__ parce que il est sa anniversaire. Ils  __mangé une pizza.

Elle est allée au restaurant avec son mari et son fils parce qu'il est son anniversaire. Ils ont mangé une pizza.

Thursday, March 26, 2020

Mon quartier-solidarité avec FREN 102 printemps 2020

Voilà mon quartier.

Il y a un parc derrière ma maison (ma maison est à gauche de cette image).

Il y a un supermarché. Les personnes qui travaillent à Pick n Save sont gentilles, mais je n'aime pas les fruits et les légumes.

Au coin avec le supermarché il a une pharmacie, Walgreen's.

En face du parc il a un petit lac et des arbres.

Derrière le parc il y a un restaurant. On mange trop souvent à Culver's!

Tuesday, February 4, 2020

Running and Ruminating on Gender


I celebrated the Super Bowl by requesting my husband make something comfort foody for dinner while I watched Up with the girls. Without being able to put it into words, I dismissed it as something that doesn't entirely align with my values.

In the morning my Facebook feed was filled with commentary on the half-time show by Shakira and Jennifer Lopez. Several friends posted enthusiastic reactions. Two were dismayed at what they thought was the hypersexualization of the performance. One described the performance as "crap." Others said they were horrified that their daughters saw it (ranging between 4 and 8 years of age, no concerns over similarly aged sons seeing it were raised in my feed).

I saw these reactions while marching on the treadmill as a warm-up to a 3 mile run. I ended up running over 4 miles. My mind kept coming back to the reactions.

The first word that came to mind was "intersectional feminism." To someone who is middle-class, white, and in her upper 30s or older (as most of my Facebook friends are), shock at the objectification is an understandable reaction. Women provocatively posing in skimpy clothes sounds like the kind of objectification a self-respecting feminist would critique.

But we have to dig deeper and consider who the performers are. Shakira is 43. Jennifer Lopez is 50. Both are married with children. It is remarkable that these women "of a certain age" have the bodies to exude such sexiness, stamina, and talent (dancing OR singing, singing OR pole-dancing would be feats in themselves!). Consider how many Hollywood films pair a male actor with a female romantic interest who is 15 years younger or more. Consider how few film roles women over 40 are offered. The struggle models face as they age. Our culture's obsession with youth. Not to mention the puritanical fixation on women's purity and society's discomfort with women being sexual being period. Now go back to the half-time show. If we consider age/ageism then the performance was absolutely empowering. We have to acknowledge that age intersects with gender here.

It's also important to consider the performers are Latina and compelling research shows that women earn less than men for doing the same job, Black women earn less than white women, and Latina women make even less. Given the horrors of migrants being held in modern day concentration camps, calls for a border wall, and rhetoric painting Mexicans as criminals, we have to acknowledge these women's identities. It is important that they are Latina, spoke Spanish, and used imagery that evokes these political issues. We have to acknowledge that ethnicity intersects with gender here.

If we embrace intersectionality, and we have to if we really want to understand gender and make a claim like "that's objectification," we have to realize the sum of these intersections *could* actually be positive.

My next reaction to the whole thing was disgust. Why are people fixated on women's bodies when there are SO MANY UGLY THINGS ASSOCIATED WITH THE NFL?!! Let's start with the sharp increase in sex trafficking on the day of the Super Bowl. Colin Kaepernick. Concussions. Conditioning men and the boys they are when they start playing the sport that violence solves problems. DOMESTIC VIOLENCE. Hell, the cheerleaders' uniforms. Why the outrage over Shakira and JLo when there are SO MANY other things to be outraged about? Why were these women (all the original concerns were posted by women in my feed) so concerned about this? Why were they only concerned for their daughters? Why didn't they think their SONS being raised to see ALL of this was problematic?

While watching YouTube music videos on the treadmill a commercial for My Fair Lady at the Overture Center came on. Critics are already celebrating it. It's a popular play. The juxtaposition was maddening. Apparently it's okay for MEN to control women's lives. To decide that how they look and the way they support themselves are not appropriate. To take steps to manipulate them into changing themselves to conform to how men want to see them. Sure. That's great. But two multi-talented women who decided for themselves how to share those talents with the world should be silenced and their bodies should be hidden? That is REAL objectification.

Yeah. Nothing about the Super Bowl or the NFL aligns with my values. My kids had no interest in the Super Bowl so I didn't have to police their experience with it. If they HAD seen it I wouldn't object. I would have embraced having a conversation about all the problems with the spectacle and the organization that runs it. I would have faced the importance of ethnicity in the debate. I don't think we live in a post-racial society and it's definitely not color-blind. I would have celebrated two gorgeous women shaking their asses off with a healthy dose of critical analysis. Because those are my values.

Wednesday, July 3, 2019

Spring 2019 Reading: Haitian Novels "La mémoire aux abois" and "Saisons sauvages"


In the fall of 2018 a student who did a 1 credit independent study decided she wanted to read another novel about the Duvalier regime in Haiti since she had enjoyed the themes in Les Chemins de Locomiroir (1992) by Lilas Desquiron. She did some research into possible novels and found two candidates, La mémoire aux abois (2010) by Evelyne Trouillot and Saisons sauvages (2010) by Kettly Mars. She selected the latter for the independent study, but lent me both. 

I started with La mémoire aux abois in April. 


It took a while to see the rhyme & reason behind the narrative structure. It alternates between regular font and itallics. One voice is the nurse and the other is the widow of a powerful Haitian dictator. Goodreads describes it as "un roman du dialogue," but "dialogue" suggests direct communication and the vast majority of it was not direct, nor was it communicative in the sense that neither woman knew what the other was thinking.

Also from Goodreads: "Dialogue improbable, impossible, combat entre deux mémoires : celle de la veuve qui se remémore la rencontre avec l'époux défunt, ce qu'étaient alors leurs rêves, en tous les cas les siens, puis les années terribles de l'exercice du pouvoir, et puis celle de la jeune femme toute imprégnée des souvenirs que sa mère lui a transmis - sa mère qui a vécu ces années de cauchemar et perdu son frère alors qu'elle n'était qu'une enfant. Paroles qui se cherchent, s'opposent, mangées de silences, de regrets et de reproches, dans une atmosphère qui se tend peu à peu entre la veuve oscillant entre regrets murmurés et méfiance, et puis la jeune femme, et à travers celle-ci, sa mère décédée dont les souvenirs la hantent et l'envahissent."

Just as the widow and the nurse end up talking past each other, so did the widow and her husband when he was alive and the nurse and her mother when she was alive. Despite the poor communication, it's obvious they bear the traces of the dictator's and mother's own traumas.

The majority of the book is each character sharing anecdotes and it was hard to know what the connection was between them until the last 30 pages, which made it clearer. You know the nurse’s family, like most Haitians (Quisquéyans) have been impacted by the dictatorship’s violence, but until then it wasn't clear how the 2 are connected.

The alternating perspectives give a good sense of two key groups of people in Haiti, the wealthy mulatto elite and the working class. They illustrate what it’s like to seek marriage and children against the backdrop.

It was fascinating to see that the country is clearly meant to be Haiti, but Trouillot doesn’t call it that. When it so clearly is, what is gained from not? Thanks to this book, I just learned the term for this kind of novel is "roman à clef" where real people or events appear with invented names.

The clearest theme is the idea that trauma can be transmitted to one’s loved ones, which means Haitians have a long road ahead of them.

Other passages I noted:
April 21, 2019 –
page 181
 "To 184 nurse has talked about wanting to kill the dictator’s wife but instead when the old woman has an attack that threatens her life, she saves her bc her mother values life above all else. All of the moves lost meant something & are connected."
April 21, 2019 –
page 171
  "To 177 November 1980 suggestion the nurse’s father was involved in an attack ordered by the dictator."
April 21, 2019 –
page 168
  "A pattern is finally emerging. The widow talks about something and then the nurse talks about something and there’s a thread that connects them. Ex in this chp: having a baby."
April 21, 2019 –
page 161
 "At the end of his life the president refused to let his daughter succeed him even though she delegates tasks, makes decisions and runs the presidency. His only and final reason is she’s only a woman. Grr."
April 21, 2019 –
page 144
 "Consulting an hougan for president’s funeral & consultation w other important govt matters. Vaudou plays well with the locals who like their ties to the folk religion."
April 19, 2019 –
page 100
 "The other narrator is the widow of the dictator. I like the perspectives of two aged women, but it’s weird that one is mediated by her daughter. why. To show historical trauma is passed down through the generations?"
April 19, 2019 –
page 99
  "One narrator recounts her mother’s memories of Haiti w such detail that her own identity and history is almost totally absent. She remarks how the dictatorship is glued to her skin too because of her mother’s stories."
April 19, 2019 –
page 99
March 21, 2019 –
page 68
  "All things Haitian are slightly changed so they don’t actually describe Haiti, but rivers, cities and historical figures in France are all accurate. There’s a glossary in the back that corresponds to real life in Haiti. So why go to the effort of fictionalizing some, but not all?"
March 21, 2019 –
page 63
 "Family is from Port-du-Roi instead of Port-au-Prince. Clever."
March 21, 2019 –
page 61
  "Papa Fab (Fabien) bc he fought tuberculosis. Papa Doc (François) who was a doctor."
March 3, 2019 –
page 22
  "“Tu viens de Quisqueya...tu es une boat people?”

To her mom-you never understood how I carried your country in my injured looks...when I tried to tell you about the bullying I faced you shit me down because it was nothing compared to the horrors you’d been through” (pg 23)."
March 2, 2019 –
page 19
  "Mothers: common theme in Haitian lit
—widow thinks of her children and efforts to be a good mom, she was an orphan herself
—nurse thinks bitterly of her mother who lied about her father and scorned Haiti"
March 2, 2019 –
page 1
 "—France country of Les droits de la personne
—When his son was kidnapped he ordered all school children to be kept in their schools & if his kid was harmed he’d kill all of those kids.
—wife calls husband le Défunt, not by his name
—no one has names so far"
March 1, 2019 –
page 12
 "2 points of view:
-young nurse in regular font. Mother lived in “Quisqueya” under “Doréval” a dictator whose son succeeded him
-widow of the dictator in italics"

Then I read Saisons sauvages. Having read the student's weekly summaries and final project, I had a good sense of the characters and major themes already, but I wasn't prepared for the beauty of the writing. 


[Spoilers ahead!] Nirvah, a young mother of two is married to a journalist who is arrested for speaking out against the Duvalier dictatorship. Time passes and she has no information so she appeals to the minister who oversees security, and by extension the tonton macoutes, Raoul. He is immediately taken with her and later propositions her. If she sleeps with him, he will try to find out info and protect her. She is repulsed by his appearance and terrorized by the impossibility of the situation. If she doesn't sleep with him, will she guarantee her husband is never freed? As time passes she enjoys the privilege that comes from sleeping with a wealthy, influential man. She likes having a man in her bed. She thinks about her husband, but accepts her new reality. She has no idea Raoul has seduced both her son and daughter. Slowly Raoul loses power and money and can no longer protect Nivrah, despite his best efforts. She plans an escape with the kids and is apprehended at the very end. The ending is bleak.

The subject matter is so hard to stomach, but I have no doubt it captured the reality for many Haitian families. It was hard to contemplate the impossible choice Nirvah made, but also to see the parallels to the current political bullshit happening under Trump in the US. He is moving us incrementally closer to a dictatorship too. Those who begin in his favor eventually fall from grace, just as Raoul did. It’s like world leaders are drinking the same koolaid recipe Duvalier, Mussolini, Hitler and others use.

Much of the writing was powerful and evocative. Mars used some beautiful imagery and subtle foreshadowing. She captured pain & anguish really well. I liked how Nirvah was the primary narrator but Raoul’s perspective was integral and her kids also had small but momentous moments to weigh in too. Mars also painted a clear picture of life under Duvalier and the role vodou plays in Haiti and played under his rule. I may return to that theme later and work up an article on the topic.

There was a lot to like so why did I hesitate to give it 5 stars in Goodreads? Maybe because the ending was open-ended but likely tragic? That’s so typical of the fatalist, spiralist theme in much of Haitian lit so it’s not fair of me to penalize the book just for that. I’m not sure why, but 5 just felt too high.


Other specific passages and ideas I noted:
June 15, 2019 –
page 290
  "-waiting for Daniel and clinging to hope of seeing them was like anchoring a kite with cement
-being with Raoul was like being several different women. Nirvah didn’t know who she is anymore."
June 15, 2019 –
page 280
  "Misc notes
-R invests in lwa to assure his power & wealth continue
-R seduced Nicolas in the same way Greek men did young men, to imitate and mentor them
-R is like all other Noirs who claim to support a black Haiti but leap at the chance to sleep w a mulâtresse
-"
June 12, 2019 –
page 103
 "Raoul gives Nirvah jewelry and she looks at it thinking they call her, beckon her, look for her neck, earlobes & wrist like the tentacles of a formidable (redoutable) beast."
June 12, 2019 –
page 93
  "Raoul thinks about Duvalier: all gratitude is weakness. The Duvalier principle is to bite the hand that feeds you, even the whole arm if necessary. If someone offers you help it’s because they feel sorry for you."
June 11, 2019 –
page 92
  "Raoul is convinced the spasms he had after touching N were the result of vodou lwas protecting her. He notes he’s over due to pay homage to a spirit himself."
June 4, 2019 –
page 66
 "Narration alternated between Nirvah & Raoul. He finishes chp 10 & foreshadows the cruelty and lies he will put her through."
June 4, 2019 –
page 65
 "The minister has Contempt for mulâtres like Nirvah & her family"
May 31, 2019 –
page 50
  "Nirvah has light skin but grew up without the wealth associated w it. She’s a hybrid: bourgeois sometimes, peuple others. Like Violaine."
May 31, 2019 –
page 46
  "Déméplè is a lwa who uses a rattle (un asson). Nirvah knows it as an adj for having shady character but he is the neighbor’s lwa"
May 31, 2019 –
page 45
  "Neighbor is a manbo and prostitute who sleeps w macoutes. Nirvah contacted bishop for help w husband but the church is as powerless against Duvalier as anyone else. I wonder how Mars will develop vodou in the novel."
May 29, 2019 –
page 22
 "Raoul makes it clear he wants Nirvah because she is privileged and represents everything he couldn’t have. Possessing her means possessing those privileges. Typical male entitlement wrapped up in Haiti’s racial bullshit."
May 29, 2019 –
page 18
 "His attitude was disconcerting. My presence seemed to leave him indifferent, but “j’ai surpris des lueurs fauves dans certains de sea regards.”

Lyrical description. Fauve evokes “sauvage” in the title."
May 29, 2019 –
page 20
  "Il connaissait des femelles de toutes nuances d’épiderme qui se donnaient à lui pour rien, pour toucher seulement à son pouvoir.

Using “femelles” here conveys he sees women as animals, not people."

Friday, December 28, 2018

Beyond the Textbook: Intellectual Rigor vs Communicative Skills in Essay Questions from Chp 5 FREN 103

One of my goals in moving "beyond the textbook," was to give students more authentic opportunities to use the language. Actually, that was practically the only goal. I hadn't adequately considered how those opportunities would compare to typical abilities for their level such as those articulated in the ACTFL Can Do statements. I hadn't considered if they would get enough practice attending to form (accurate verb conjugations, matching verbs to subjects, dropping the e in je when it precedes a word with a vowel, etc). I hadn't thought enough about the cultural knowledge they would develop.

This past semester (fall 2018) I embedded more authentic cultural resources into the curriculum and students generally did well on them. Those who did the homework did well on those assignments as well as the cultural questions on the exam. When we debriefed at the end of the semester they were able to discuss many cultural features about different countries, not just their own for which they were an "ambassador." While I used summative assessments with similar if not identical questions on the unit exams, I didn't use a course-level summative assessment that asked specifically about the knowledge they learned about French pastimes, global environmental management, single-parent families, etc. I wish I had so I had some data on their ability to handle more abstract, cultural knowledge.

After a semester of relegating the textbook to the backseat I think I can conclude that students can handle greater rigor in the form of intellectual knowledge, but I think their basic communicative language skills have suffered, compared to past semesters. When I think back to FREN 103 the fall of 2017 it seemed that almost everyone spoke with greater ease. I haven't compared exam scores, and since I modified the exams, the data might not be that relevant anyway. Maybe my feeling comes from a general lack of maturity in this year's group over last year's. This year there were more freshmen and more immature upperclassmen who struggled to attend regularly and come prepared when they did. Last year's group had a pre-med student, an honors student, and an overachiever adamant about learning French, among others with other strong qualities. I think last year's group was just better prepared to do the work necessary to gradually acquire language proficiency. Had I used more authentic resources last year, I may have found that group could handle BOTH the increased intellectual/cultural rigor AND more challenging communicative situations.

There is no way to know for sure, but I hope the students who continue on next semester are more committed to their schoolwork than they were this past semester.

Challenging the Professor

After a second semester French class asked if they could do a hands on final exam that involved planning and executing a francophone breakfast I've given this option to my students. This past semester I asked my FREN 103 students to vote to do a traditional final oral exam or the francophone breakfast. The traditional exam would mean signing up for a 10 minute time slot to talk to me about 5 randomly chosen questions from throughout the semester. After much discussion they opted for a traditional exam, much to my surprise and disappointment.

In weighing the options, one student commented that she didn't see how a 10 minute exam would actually be a meaningful assessment since it's so short. She said this in front of the class with what seemed to me to be a contemptuous tone. I strive to create a collaborative, supportive atmosphere and positive, approachable presence so I suppose I should be gratified that she felt comfortable making that point in class. However, the tactless way she made the comment came across as very disrespectful.

The question was worthy of discussion for everyone because it gave me the chance to convey to them how much preparation they should expect. Since the questions are drawn from throughout the semester they have to be able to say something substantive on approximately 50 questions. They need to be able to effectively communicate the grammar and vocab on each of them. They need to be prepared for me to ask a related follow-up question to each. For example, if they are asked to describe their family and they tell me about their sister's looks I may ask about her personality. I don't want it to be an interrogation where they just move from question to question-I want it to be a conversation that evolves somewhat organically. The original 5 questions are basically just inspiration. Given this scenario, it is much harder to prepare for all of those possibilities.

After explaining this several students winced or opened their eyes wide. I could see regret on some faces for having opted for this kind of exam over the breakfast which would have given them a great deal more control. But maturity was an issue for the group and this was a good, if slightly painful, lesson for them.

Breaking Up with My Textbook: A Gradual, Multi-Stage Process

I'm writing this on Dec 28, 2018, well after the fall semester of 2018 when my breakup began. When I prepared the syllabus for my fall FREN 103 (accelerated beginning French) course, I somehow thought the break would be clean.

I don't know how on earth I thought that since I had also adopted an open-source text produced by the University of Texas-Austin, Français interactif. It is only $30 if you opt to print it and have it shipped, but all the materials are available for free online. I figured it was a good first step since students (and I) would still have some traditional support and a skeleton of sorts to rely on as I worked on fleshing out the course will real resources produced for native French speakers. It has a good variety of exercises, videos, and more elaborate assignments, just like Chez Nous, but for a fraction of the price.

I experienced buyer's remorse almost immediately after it arrived because I was still wrestling with how much of the textbook to include in the class, what chapters, what pages, what exercises, etc. I kept reminding myself the goal was to STOP doing that to myself (and the students). I felt like because I had the textbook I HAD to include it. I felt like I HAD to include it because going from a (full, expensive) textbook package to nothing would be too hard. Yet, if I had opted for a clean break from ALL textbooks, I probably would have saved myself some time and anguish. Hindsight...

One teaching approach that quickly emerged when I contemplated my breakup was CI (comprehensible input). The thinking is students need lots of exposure to quality input in the target language before they can be expected to produce their own language. Many of the practitioners use TPRS (Teaching Proficiency Through Reading and Storytelling). A google search of CI or TPRS in the French classroom will bring up a lot of sites about stories and novels written by non-native speakers that are used in the classrooms. Theoretically, the language in them is just a bit above the students' current level so there is a lot that is familiar, which serves as a scaffold, but there are a few new elements that help them grow and increase their proficiency. It seems like CI practitioners are on one side of a continuum where they do almost all the preparation of culturally empty lessons while students do little active learning. On the other end of the continuum are the ACTFL endorsed practices like adapting the task, not the (culturally relevant) text, where teachers and students both have a high level of preparation for each class period. I experimented a bit with CI and found the students to be engaged and to have absorbed a good amount of vocab, but they also got by without having to prepare anything themselves outside of class. If my understanding is accurate, does that make CI a better choice for middle school or high school than college? If so, does that mean using CI from time to time, like when introducing a unit for example, is appropriate but it isn't necessarily appropriate as the main teaching method?

While grappling with these reflections, I also identified and adapted some authentic resources to adhere to ACTFL's recommendation to get students using the target language in meaningful ways that are realistic for a given proficiency level. They included:

  • the song Papaoutai by Stromae to discuss different types of families


  •  a video of a school district dietitian explaining the guidelines for balanced meals 


Overall I was pleased with each resource and the worksheets I developed to fully leverage each one, but it was very time consuming. I'm imagining our repository as chock-full of cool websites and activities, but I'm wondering if it is better to create a small repertoire of authentic texts that can be modified in numerous ways depending on the nature of the class and the proficiency level of the students. I could modify both my approach to the texts (how I use them to give students input) and output activities (what students DO with the input).

Somewhere near the end of October I came to terms with the gradual breakup and realized I needed an adjustment period to move away from Chez Nous and to experiment with some of the textbook-free principles I had gleaned over the summer and fall. I also came to terms with what would be "appropriate" for the college level and accepted that occasionally using CI will work for me.

Principles
  • use authentic resources produced for native French speakers
  • select resources with cultural relevance whenever possible
  • adapt the tasks for each resource, not the text
  • aim for good scaffolding that includes the following ideas
  • begin with interpretive questions that verify comprehension and help familiarize them with the new concepts and/or vocab
  • repeat the new concepts/vocab OFTEN and in different ways
  • move to interpersonal questions so students interact and have to produce their own language, thus learning by doing
  • culminate in some kind of demonstration of their knowledge (on the order of "presentational" in ACTFL parlance). This could be answering an essay question on a written exam, summarizing a discussion with a partner or small group for the whole class, or answering an analytical question on an assignment
Now that I've identified and implemented some general principles I feel more prepared to work towards finalizing the breakup. In retrospect, I needed to do it gradually so I could maintain a level of confidence with the students and reassure myself that they were still acquiring solid language skills.

Phases:
  • Phase 1 (FREN 103 fall 2018) was gradually subtracting the textbook from my course design and lesson plans, injecting some authentic materials, and thinking more explicitly about documenting assessment
  • Phase 2 (FREN 203 spring 2019) will be even more subtraction and injection with a greater emphasis on assessment, specifically: 1) IPAs and 2) systematizing/habituating how I document the assessment of my courses
  • Phase 3 (FREN 101 or 103 fall 2019) will be no textbook, although I may use Français interactif's vocabulary videos and lists as the basis of some units