Podacasting has many great uses in second language classrooms. It is an easy way to introduce native French speech to the class. In order to ensure comprehension, I would use podcasts in a guided activity with the students with lots of modeling and support. The podcast that I found is from the website rfi.fr and it is under the category of Journal français facile. The announcers read various news stories from around the world. I would use this podcast in an upper level French class for listening practice. One of the activities that I could do with this particular podcast is to make a worksheet with questions pertaining to the content. For example, I could ask the students to provide three details on one of the stories they hear about a French-speaking country or a Spanish-speaking country. By giving them the ability to choose what they write about, the task becomes a bit less daunting. This podcast discusses events in Haiti, Brazil, and the Ivory Coast. Podcasts are also excellent for vocabulary study. Students may hear words that they are not familiar with, but can use the context to figure out the general topic of the story.
Thursday, November 25, 2010
Tuesday, November 16, 2010
Une classe des amis (Mod 11 )
After taking time to explore the ePals site, I found many ways that I can incorporate ePals into my teaching. ePals helps connect learners from all over the globe through project-based learning. Teachers can search for classrooms in a variety of countries and can also search by language. By adding in the keyword "culture" and searching within France, I was able to locate 527 classrooms who are interested in collaborating online. Starting an online dialogue with native French speakers who are learning English would be a great way to make connections and comparisons about culture.
There are also collaborative National Geographic projects that could be very useful in a second language classroom. Students explore and study other cultures by researching, collaborating, and sharing. "The Way We Are" focuses on culture, geography, and climate. "Holidays and Festivals Around the World" is another great project idea that would help students to share information about their culture and traditions while learning about others. I've posted a photo below of a gâteau des rois, a cake traditionally made to celebrate the Epiphany in France.
One of the main benefits of the site is the large scale of countries that are connected by classrooms. As a French teacher, it is important to make sure I am not always centering my cultural lessons on France. By providing a link to many other Francophone classrooms, ePals makes it easy to expose students to different varieties of Francophone culture. I could use one of the aforementioned projects to allow students to study different Francophone cultures and share their findings with each other.
Friday, November 5, 2010
On parle français...(Mod 9, Post #2)
http://bighugelabs.com/map.php
While exploring this website called Big Huge Labs, I came across a really awesome map maker. The website was created to allow users to do cool things with their Flickr photos. This particular application does not use photos but can be great for a foreign language class. The map I posted above has several French speaking countries and territories highlighted. Teachers could use this tool to introduce the vastness of the francophone world to their students. By asking students to name and select the countries they know that speak French, teachers can help the class to create a visual map of the francophone world. This can also easily be done in a Spanish or other second language classroom.
Another application that I like from this website is the mosaic maker. Teachers could ask students to make a mosaic from Flicker photos of a particular place that they would like to visit as a kind of virtual travel brochure. For example, if a student chooses Quebec, they could make a mosaic of sights from Quebec including buildings, scenery, activities one can do there, etc. Students could also use the mosaic maker to make a pictoral representation of a poem, story, or play that they read in French class. Using photos is another way to get conversations started in the target language.
Flickr Photo of the French Polynesian Island Tahiti
Photo by: jimg944
Thursday, November 4, 2010
Dites fromage!!! (Mod 9, Post #1)
So I am learning how to use Flickr and about the many ways it can be incorporated into the classroom. I'm looking forward to trying out this photo sharing site in future lessons in my French classes. When I begin using Flickr with my students, it would definitely be appropriate to educate them about responsible photo sharing and borrowing. I therefore present my newfound understanding of creative commons licensing:
Attribution License: Photos classified under an attribution license can be copied, distributed, displayed, and performed. Derivative works are also included, but credit must be given to the user.
Noncommercial License: Photos protected under an noncommercial license can be copied, distributed, displayed, and performed. This also includes derivative works, but all work must be used for noncommercial purposes.
No Derivative Works: Photos can be copied, distributed, displayed, and performed. Derivative works are NOT included.
Derivative works can be distributed only if the two users have the same license.
Users can protect their works under a combination of the various licenses. Here is an example of the correct way to use attribution:
Attribution License: Photos classified under an attribution license can be copied, distributed, displayed, and performed. Derivative works are also included, but credit must be given to the user. 
Noncommercial License: Photos protected under an noncommercial license can be copied, distributed, displayed, and performed. This also includes derivative works, but all work must be used for noncommercial purposes. 
No Derivative Works: Photos can be copied, distributed, displayed, and performed. Derivative works are NOT included.
Derivative works can be distributed only if the two users have the same license.Users can protect their works under a combination of the various licenses. Here is an example of the correct way to use attribution:
Photo by: Wolfgang Staudt
Tuesday, October 12, 2010
Comment dit-on "tweet" en français? (Mod 7)
I came across a post by Shelly Blake-Plock called Back to School: Ideas for Twitter in the Foreign Language Classroom from the blog TeachPaperless. In this post, Blake-Plock describes how Twitter can be used with translation exercises or verb parsing. I agree that foreign language learning does entail some degree of rote memorization (particularly of verbs) and I think these suggestions could really help teachers to switch it up a bit. I could also see myself using student-created Tweets as a precursor to having the students write on their blogs. Tweeting short answers to teacher questions is a great way for students to begin getting used to using tools on the web to create content. And it is also conveniently simple in 140 characters or less.
In this blog post entitled Que fais-tu? Twitter for Language & Culture, Joe Dale discusses the idea of integrating Twitter into second language class. His post is a response to the original article called Que-fais-tu? Twitter for Language & Culture, by Sharon Scinicaiello. Dale commended Scinicaiello for suggesting using Twitter to follow news updates from the French or francophone media. The headline tweets would most likely be easier for students to absorb, rather than a full -length article. Sometimes students can be very overwhelmed when faced with authentic texts meant for native speakers. I think this would be a great way for students to feel a sense of accomplishment from reading French. The beauty of this system is that the full text is still available for those that are interested.
Scinicaiello also talks about the concept of using Twitter to follow people posting from France as a way of identifying slang and common abbreviations. I was so excited by this idea that I immediately started looking at tweets from the French to see what they were saying! This is definitely an activity that I believe students would love to do. When I was student teaching, it seemed that my students were always most interested when learning about a cultural aspect they could relate to. They wanted to know how the French students dressed, what kind of music they listened to, etc. Twitter brings a way to connect students with the slang and expressions French students are currently using. Incroyable!
Twitter would also be great for student dialogues in the target language. The old-fashioned way would be having the students pen and paper a dialogue on a specific topic to be performed in class. By introducing Twitter to this activity, I could follow the progress of the students as they write the conversation. Hopefully my future district will allow the educational use of Twitter in school!
In this blog post entitled Que fais-tu? Twitter for Language & Culture, Joe Dale discusses the idea of integrating Twitter into second language class. His post is a response to the original article called Que-fais-tu? Twitter for Language & Culture, by Sharon Scinicaiello. Dale commended Scinicaiello for suggesting using Twitter to follow news updates from the French or francophone media. The headline tweets would most likely be easier for students to absorb, rather than a full -length article. Sometimes students can be very overwhelmed when faced with authentic texts meant for native speakers. I think this would be a great way for students to feel a sense of accomplishment from reading French. The beauty of this system is that the full text is still available for those that are interested.
Scinicaiello also talks about the concept of using Twitter to follow people posting from France as a way of identifying slang and common abbreviations. I was so excited by this idea that I immediately started looking at tweets from the French to see what they were saying! This is definitely an activity that I believe students would love to do. When I was student teaching, it seemed that my students were always most interested when learning about a cultural aspect they could relate to. They wanted to know how the French students dressed, what kind of music they listened to, etc. Twitter brings a way to connect students with the slang and expressions French students are currently using. Incroyable!
Twitter would also be great for student dialogues in the target language. The old-fashioned way would be having the students pen and paper a dialogue on a specific topic to be performed in class. By introducing Twitter to this activity, I could follow the progress of the students as they write the conversation. Hopefully my future district will allow the educational use of Twitter in school!
Saturday, October 9, 2010
Les site-webs de collaboration (Mod 6)
I've been following the blog Sharing The Addiction and recently came across this posting, which lists ten collaboration tools for teachers and students. There are some really awesome tools on this list that I can't wait to try. As I was reading the descriptions, I found myself thinking about how I could use the tools not only with my students, but also with colleagues. As a new teacher, I know that collaboration is essential among teachers and I anticipate needing a lot of support. It seems that these sites feature super easy ways to brainstorm, share, and be connected to one another online. I'll be sure to post an update once I try one to give a review!
Thursday, September 23, 2010
Un groupe très utile! (Mod 4, Post #2)
I found a group called Franco-American Educational Exchange Network on the social networking site Ning. This group was created for teachers of French and English in America and France to make connections with each other. The teachers can exchange communication and ideas on the subject of teaching or studying abroad, as well as connect their students with the students in the other country. I think this website is great because it facilitates communication between students in two different cultures who are learning about each other. The website offers links to other outlets such as Twitter and Facebook. Members also post links to various exchange programs and study grants for teachers. Once I have a classroom of students, I would love to set up an partnership with a French class where we could exchange information over the internet. This site would make that a reality quite easily.
Wednesday, September 22, 2010
Le chemin de fer (Mod 4, Post #1)
A learner is like a railroad tie.
Ok so this may sound weird but hear me out... In today's society where new tools are constantly being introduced into the educational sector, students are becoming more and more connected with each other and the outside world. Students become individual pieces (railroad ties) that are connected through a network of learning (railroad track). I think this analogy is especially appropriate when used with regard to the social networking craze that is so present in our student's lives. They love connecting with each other by "friending" and interact with each other in a whole new way online. This change can be seen in the classroom as well, with the addition of blogging and other new tools. In this article by George Siemens, the author points out that learning is no longer individually and internally based. Rather, learners are connected in a network where information is constantly being shared and altered by each learner. Siemens says, "Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual." The influence of others affects the learning process in a new way.
In this video, also by George Siemens, Siemens discusses the ways in which social media allows us to connect easily and effortlessly with each other. He describes how by having dialogues with others, "We ourselves grow in our knowledge. We grow in our own understanding of our own ideas sometimes." I completely agree with his philosophy of connectivism. I think that by interacting with others in the form of social media, learners are able to grow in their own understanding of concepts more than they would by learning in isolation. As a new railroad is being built and growing with each tie added to the line, new learners continue to alter and grow their networks when they interact together online. Being aware of this phenomenon and taking full advantage of its benefits is something that all educators should partake in.
Ok so this may sound weird but hear me out... In today's society where new tools are constantly being introduced into the educational sector, students are becoming more and more connected with each other and the outside world. Students become individual pieces (railroad ties) that are connected through a network of learning (railroad track). I think this analogy is especially appropriate when used with regard to the social networking craze that is so present in our student's lives. They love connecting with each other by "friending" and interact with each other in a whole new way online. This change can be seen in the classroom as well, with the addition of blogging and other new tools. In this article by George Siemens, the author points out that learning is no longer individually and internally based. Rather, learners are connected in a network where information is constantly being shared and altered by each learner. Siemens says, "Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual." The influence of others affects the learning process in a new way.
In this video, also by George Siemens, Siemens discusses the ways in which social media allows us to connect easily and effortlessly with each other. He describes how by having dialogues with others, "We ourselves grow in our knowledge. We grow in our own understanding of our own ideas sometimes." I completely agree with his philosophy of connectivism. I think that by interacting with others in the form of social media, learners are able to grow in their own understanding of concepts more than they would by learning in isolation. As a new railroad is being built and growing with each tie added to the line, new learners continue to alter and grow their networks when they interact together online. Being aware of this phenomenon and taking full advantage of its benefits is something that all educators should partake in.
Tuesday, September 14, 2010
L'Évolution du Temps (Mod 3)
Check out this cool video
While watching this video, one of the things that really stuck out to me was the number of Google searches this month: 2.7 billion! Google is always my first stop when I have a question and I use it frequently as an easy way to find websites when I do not know the exact address. The video asks where did we go for answers before Google? Although I had access to a computer and the Internet for most of my school career, I do remember being in grade school and using an encyclopedia to find information on various subjects. Do people still buy sets of encyclopedias? I would think not so much.
I like that the video focuses on global connectivity and the importance of evolving with the times. In a foreign language classroom this is especially appropriate as there are so many resources on the web that can be used to help connect a class with authentic culture of the target language. During one of my student teaching placements last year, I was able to do many Internet-based activities in class with the students because we had access to laptops. This completely changed the way I taught certain topics as compared with the way I taught in a school that did not have technology readily available in the classroom. This video has a great message in that we need to focus on how we are preparing our students to learn and be successful in the 21st century.
While watching this video, one of the things that really stuck out to me was the number of Google searches this month: 2.7 billion! Google is always my first stop when I have a question and I use it frequently as an easy way to find websites when I do not know the exact address. The video asks where did we go for answers before Google? Although I had access to a computer and the Internet for most of my school career, I do remember being in grade school and using an encyclopedia to find information on various subjects. Do people still buy sets of encyclopedias? I would think not so much.
I like that the video focuses on global connectivity and the importance of evolving with the times. In a foreign language classroom this is especially appropriate as there are so many resources on the web that can be used to help connect a class with authentic culture of the target language. During one of my student teaching placements last year, I was able to do many Internet-based activities in class with the students because we had access to laptops. This completely changed the way I taught certain topics as compared with the way I taught in a school that did not have technology readily available in the classroom. This video has a great message in that we need to focus on how we are preparing our students to learn and be successful in the 21st century.
Tuesday, September 7, 2010
Soyez intelligent! (Mod 2, Blog post #2)
Il y a beaucoup de gens sur l'internet. Il est important que vous soyez prudent. Lisez et suivez ces regles de Mademoiselle! (There are a lot of people on the internet. It is important that you are cautious. Read and follow these rules from Mademoiselle!)
1. Utilisez seulement votre prénom. Use only your first name.
2. Ne donnez pas votre addresse, numéro de téléphone, ou date de naissance. Do not give your address, phone number, or date of birth.
3. Si quelqu'un vous demande à rencontrer, dites une adulte immédiatement. If someone asks to meet with you tell an adult immediately.
4. Soyez poli s'il vous plait et n'écrivez pas les choses insultant. Be polite please and do not write things that are offensive.
5. N'oubliez pas que toutes les choses que vous publiez sont publiques. Vous ne pouvez pas les reprendre! Do not forget that everything you post is public. You cannot take it back!
Amusez-vous et soyez prudent!
1. Utilisez seulement votre prénom. Use only your first name.
2. Ne donnez pas votre addresse, numéro de téléphone, ou date de naissance. Do not give your address, phone number, or date of birth.
3. Si quelqu'un vous demande à rencontrer, dites une adulte immédiatement. If someone asks to meet with you tell an adult immediately.
4. Soyez poli s'il vous plait et n'écrivez pas les choses insultant. Be polite please and do not write things that are offensive.
5. N'oubliez pas que toutes les choses que vous publiez sont publiques. Vous ne pouvez pas les reprendre! Do not forget that everything you post is public. You cannot take it back!
Amusez-vous et soyez prudent!
Blogging en français (Mod 2, Blog post #1)
I've decided to step up my game and run a more technologically advanced classe de français when I begin teaching next fall. This means I will be using student blogs as a form of journaling in the classroom. In the old days when I was in school, I wrote in a weekly journal to practice writing in French which I would then turn in to my teacher each Friday. She would read the newest entry, write a few comments, and return the journals on Monday. Now, in the year 2010, it's time to put that exercise into practice on the web!
I would start by having my students visit this blog to comment on one of my posts. This will get their feet wet with posting without asking them to create their own blog right at the start. I have created some sample questions in my previous posts. By asking students to analyze a song, picture, or text, I am ensuring that they use critical thinking and make connections between the content and their own lives. After students had a chance to explore my blog, I would ask them to create their own space where they could record their ideas and thoughts in a journal. This project could be used in the upper levels with a concentration on utilizing the target language, or in the lower levels with more of a cultural focus in English. For example, I would assign the students in French IV to choose a text that we had studied in class and analyze an aspect of the text in French. Students could write about the motivation of a character or the message of the author and comment on each other's posts. Lastly, I would also use the blogs as a way for students to create and publish their own content. By creating their own poems, stories, or songs and posting them online, students will be taking ownership for the content they create and share. A blog is also a great way to differentiate instruction by giving students a choice and some freedom in the way they choose to complete the assignment.
The National Standards for Foreign Language Learning advocate the use of the 5 C's in the classroom: Communication, Culture, Connections, Comparisons, and Communities. A classroom community where we share content, comment on each other's posts, and make connections between the French culture and our own fulfills each of the 5 C's. Students will be communicating with me and each other in the target language. By responding to my posts that focus on the pop culture of France, students are making comparisons and connections between their culture and the target culture. Students are also utilizing the New York State Standards: 1: Students will be able to use a language other than English for communication, and 2: Students will develop cross-cultural skills and understandings.
Bienvenue au nouveau monde technologique de Mademoiselle J!
I would start by having my students visit this blog to comment on one of my posts. This will get their feet wet with posting without asking them to create their own blog right at the start. I have created some sample questions in my previous posts. By asking students to analyze a song, picture, or text, I am ensuring that they use critical thinking and make connections between the content and their own lives. After students had a chance to explore my blog, I would ask them to create their own space where they could record their ideas and thoughts in a journal. This project could be used in the upper levels with a concentration on utilizing the target language, or in the lower levels with more of a cultural focus in English. For example, I would assign the students in French IV to choose a text that we had studied in class and analyze an aspect of the text in French. Students could write about the motivation of a character or the message of the author and comment on each other's posts. Lastly, I would also use the blogs as a way for students to create and publish their own content. By creating their own poems, stories, or songs and posting them online, students will be taking ownership for the content they create and share. A blog is also a great way to differentiate instruction by giving students a choice and some freedom in the way they choose to complete the assignment.
The National Standards for Foreign Language Learning advocate the use of the 5 C's in the classroom: Communication, Culture, Connections, Comparisons, and Communities. A classroom community where we share content, comment on each other's posts, and make connections between the French culture and our own fulfills each of the 5 C's. Students will be communicating with me and each other in the target language. By responding to my posts that focus on the pop culture of France, students are making comparisons and connections between their culture and the target culture. Students are also utilizing the New York State Standards: 1: Students will be able to use a language other than English for communication, and 2: Students will develop cross-cultural skills and understandings.
Bienvenue au nouveau monde technologique de Mademoiselle J!
Wednesday, June 16, 2010
Les Bleus
En France les jeunes aiment le football. Aux-États-Unis, on joue le football-américain. Le foot ou le football is extremely popular in France and in French-speaking African countries. Students often play soccer at school and watch matches on tv. I included this post in my blog so that you can make comparisions between the cultures of France and the United States based upon their favorite sports. Why do you think that soccer is played all over the world, while football has not caught on much outside of the U.S.? Is football truly an American game?
Tuesday, June 15, 2010
Une Chanson de Vanessa
La mer c'est la même tout le temps
Avec le même vent
J'dis ça, j'suis pas le marin, j'suis pas le vent
Je connais des poissons contents
Ils ont l'air content
Mais qu'est-ce que j'pourrais bien faire dedans
Toutes ces choses qui m'viennent
Toutes ces choses qui m'quittent
Ces choses qui m'reviennent
Ces choses qui m're-quittent
Faudrait qu'ça m'revienne avant qu'ça m'passe vite
Junior Suite
L'amour, on compare ça souvent à un océan
J'dis ça, j'suis pas le bateau, j'suis pas d'dans
J'ai quelques amis navigants
Ils sont navigants
Moi j'ai déjà tellement d'eau qui fout le camp
Toutes ces choses qui m'viennent
Toutes ces choses qui m'quittent
Ces choses qui m'reviennent
Ces choses qui m're-quittent
Faudrait qu'ça m'reprenne avant qu'ça m'passe vite
Junior Suite
- Vanessa Paradis "Junior Suite"
Vanessa Paradis is a famous French singer and actress. She lives in the south of France with her equally famous husband, Johnny Depp. I chose to include the lyrics to her song "Junior Suite" in my blog so that you can read an authentic form of contemporary French poetry that is expressed in song. Analyze what these lyrics mean to you. Explain your ideas for the meaning of the song in a comment. Remember, you are interpreting the song for yourself. Ce n'est pas une réponse correcte!
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Avec le même vent
J'dis ça, j'suis pas le marin, j'suis pas le vent
Je connais des poissons contents
Ils ont l'air content
Mais qu'est-ce que j'pourrais bien faire dedans
Toutes ces choses qui m'viennent
Toutes ces choses qui m'quittent
Ces choses qui m'reviennent
Ces choses qui m're-quittent
Faudrait qu'ça m'revienne avant qu'ça m'passe vite
Junior Suite
L'amour, on compare ça souvent à un océan
J'dis ça, j'suis pas le bateau, j'suis pas d'dans
J'ai quelques amis navigants
Ils sont navigants
Moi j'ai déjà tellement d'eau qui fout le camp
Toutes ces choses qui m'viennent
Toutes ces choses qui m'quittent
Ces choses qui m'reviennent
Ces choses qui m're-quittent
Faudrait qu'ça m'reprenne avant qu'ça m'passe vite
Junior Suite
- Vanessa Paradis "Junior Suite"
Vanessa Paradis is a famous French singer and actress. She lives in the south of France with her equally famous husband, Johnny Depp. I chose to include the lyrics to her song "Junior Suite" in my blog so that you can read an authentic form of contemporary French poetry that is expressed in song. Analyze what these lyrics mean to you. Explain your ideas for the meaning of the song in a comment. Remember, you are interpreting the song for yourself. Ce n'est pas une réponse correcte!
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Le Shopping
Les jeunes aiment le shopping et le mode en France. I took these pictures during my study abroad in Montpellier, France. My roommate, Mlle Braun, appears in the second picture ( far right, chemise rose) with some of her French students she tutored at a local junior high school. Compare the style of the French students to the way you and your friends dress. Is it similar to American teenage style?
Allez, allez, allez, Il faut danser!
This is the video for the current number one song in France. It is also the official song for the French World Cup team. The artist, Jessy Matador, was born in the Democratic Republic of Congo and now lives in France. I put the youtube link on here so you can hear what some of the popular music from France is like. Check out the video and then go to Billboard's site: http://www.billboard.com/charts/france-songs#/charts/france-songs and take a look at the top ten songs for the week of June 19th. What do you notice about some of the songs (hint: 2, 4, & 7)? Why do you think that they are on there? Feel free to youtube some of the other songs on the top ten to get a better feel for la musique française!
Bienvenue!
Bonjour classe et bienvenue du blog de mademoiselle! Here you will find posts relating to various aspects of French popular culture. I hope that by viewing my blog you begin to get a better idea of what life is like for les jeunes français. While viewing the content, try to think about the similarities and differences between your life as an American student and that of the French. Please feel free to leave comments on anything you experience. Amusez-vous bien!
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