I co-wrote a chapter in the newly issued Routledge Handbook of Heritage Language Education with Jane Ross and Benoît Le Dévédec: Institutionalization of French Heritage language Education in U.S. School Systems, the French Heritage language Program. Continue reading
This morning, I visited the Polish dual language program (DLP) at P.S. 34 Oliver H. Perry Elementary in Greenpoint, Brooklyn thanks to principal Carmen Asselta. In its first year, the school’s DLP showed impressive results, and inspiring dedication among teachers, staff, parents, and a school leader with a great appreciation for multilingual education. Continue reading
French heritage language speakers in the United States face multiple challenges as they attempt to maintain French as a living language, despite the fact that French is one of the most commonly studied foreign languages in the country (second in the list of most common languages offered in elementary and secondary schools after Spanish, and before Latin, German, and Chinese). The case of French is particularly interesting, because French heritage language speakers represent several distinct geographic populations and different historical circumstances, from recent immigrants to settlements dating back several centuries. Franco-Americans and Acadians in Maine and Cajuns in Louisiana serve as examples of revitalization efforts to protect and encourage the vitality of French as an indigenous language. Continue reading
The discourse on priorities in African higher education is placed in a contested terrain, where grantors and grantees not only negotiate one another’s perspectives but also contend with inhospitable national contexts. In certain African countries, governments do not necessarily encourage the development of universities or international donors who are not overtly cooperative. Much to their credit, U.S. foundations have helped universities become self-sustainable and less dependent on government funding. They also succeeded in raising awareness about higher education in Africa as a sector worthy of financial support, thus making the case for Africa’s universities in national and international contexts. However, these foundations did not engage sufficiently with non-English speaking institutions, even when this was important to generate more equity and sustainability on the very sector that they sought to promote. Continue reading
The following are the key messages discussed in the UNESCO Global Education Monitoring Report (February 2016): Continue reading
How do you identify yourself? Are you American? French? Mexican? Latino? African? Haitian? Canadian? Quebecois? As the world becomes increasingly integrated and interconnected, cultural identity has taken on new meaning and importance. The ability to understand our own culture and the cultural heritage of others is essential for our shared humanity. It is also a powerful asset in a world that is increasingly more interconnected and competitive.
On Saturday, April 12, we examined these topics at the Lycée Français de New York with leading educators, policy makers, entrepreneurs and practitioners from around the world. The conference “My Culture, Your Culture: International Education for Success in the 21st Century” explored cultural identity and diversity, and how best to prepare our students for success in the future. You can watch the video of the different panels below. Continue reading
The dual language program initiative in Astoria, Queens is featured in this article by DNAInfo New York. Local moms are trying to open a French dual language program in a public school in Astoria.
Families who want to get in touch with Diana Limongi, featured in the article, can e-mail her at email@example.com.
On this edition of Independent Sources, you can find out what’s behind the growing number of French dual language programs in New York City public schools, with interviews of Talcott Camp (Board Member, Education Française à New York – EFNY), Hélène Conway-Mouret, Minister of French Natinonals Abroad, Jeffrey S. Perl (Principal, M.S 256 Academic & Athletic Excellence), Pascale Setbon (Founder, The Language and Laughter Studio) and myself, as the Education attaché of the Cultural Services of the French Embassy. Continue reading
What’s the best age to start and master a new language? Are bilingual students smarter? Does knowing two languages offer advantages in learning how to read, write and do math? Does being bilingual have an impact on our personal and emotional development? These themes, and many more, were addressed during the daylong conference, Living with Two Languages: the Advantages of Being Bilingual, at the Lycée Français de New York on Saturday, April 13. Experts from the United States, France and Canada, including renowned researchers, Ofelia García and Ellen Bialystok, author Karen Le Billon, and chef Eric Ripert, explored bilingualism from the perspectives of education, sociology, psychology and gastronomy. Continue reading