"Ownership%20of%20one's%20text"%20:%20Strategic%20teaching%20in%20French%20for%20Business.

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"Ownership of one's text" Strategic teaching in
French for Business.

• Thérèse Saint Paul, Ph.D
• Murray State University
• CIBER Conference 2001
• San Diego
• therese.saintpaul_at_murraystate.edu

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Teaching Challenge

• Maximize individual performance
• Practice group work
• Group work refers to communication between
  student peers/ student and outsiders
  (community) with whom student interacts as part
  of an activity

• (- motivating)
• ( motivating)

Group work conducive to better learning? Many
factors learning styles/ nature of
tasks Complex issue of learning.
3
Presentation

• The focus
• strategically designed activity using student
  motivation of having one's own text published on
  the web to encourage, enhance, assess,
  individual written/oral work within a group
  activity.

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Teaching objectives

• 1. Create a Fun, challenging learning context
• 2. Encourage and maintain individual work while
  retaining the cooperation dynamism of a group
  activity.
• 3. Encourage the learning objectives of (French
  for Business) course and of language learning in
  general.
• 4. Create an effective transfer of learning
  responsibility between Teacher and Student.

5
Plan

• I. Activity description and goals
• II. Pedagogical aspects
• Strategic
• learning/teaching
• III. Conclusions

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I. Activity

• 1-Class, level
• 2-Assignment, implementation, evaluation
• 3-Applicability
• 4-Objectives
• 5-Description illustration

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1- Class, level.

• 1.1 Course
• French for Business and Culture
• 1.2. Level average intermediate high
• 1.3. Timing 1/3 way into the semester
• - project spans over several weeks

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2-2- Assignment, implementation, evaluation

• Guidelines see Course Web site.
• Preliminary activities
• Project set up as a three-point task clearly
  defined.
• Individual work
• 1--Each student interviews a French entrepreneur
  or French-owned US local company
• 2--Writes a report in a bilingual format which is
  published online advertisement-type brochure
  sent to the Franco-American Chamber of Commerce,
  the French Consulate etc. http//www.lamc.utexas.e
  du/sp/project1.html
• http//ccat.sas.upenn.edu/plc/french/ffbcourse.ht
  ml
• Group work
• 3--Students share their reports in groups and
  create fictitious company profiles, which will
  later serve as a basis for a role-play.
  http//www.lamc.utexas.edu/sp/project2a.html

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• Projet Interview with French Entrepreneurs
• References on website Models Entrepreneurs
  List
• Introduction
• You are going to select one "entrepreneur" from
  the list.
• These are business people from France or from
  another French-speaking country (Belgium, Quebec)
  who started a business of their own in this
  region of the USA.
• Objectives
• The aim of this exercise is to provide you with
  an opportunity to communicate in French, in an
  authentic business context. You will interview
  the entrepreneur of your choice according to the
  guidelines below.
• Your written report will be published on this
  French for Business site and sent to - the
  (Franco-American) Chambers of Commerce
• - the French Consulate other
  organizations.

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• Guidelines/lignes directives...
• Reports oral report (5 min) in French, in
  class
• written report (in
  French/EnglishPICTURE to scan) .
• Call and arrange a visit
• -Follow politeness guidelines on the telephone
• (see course section on "Phrases-clé" au
  téléphone)
• - Call first and introduce yourself
  in French.
• - Explain the purpose of your call
  (in French).
• - Explain the purpose of the
  activity.
• --gtProject will give visibility to the company
  etc...
• - Set up a visit and interview the person
• IMPORTANT
• Ask for business card/ brochure/documentation
• Remercier poliment!

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• Questionnaire
• Nom et fonction de la personne
  interrogée?
• Nom de l'entreprise/de la société?
  Statut juridique ici aux USA?
• Secteur d'activité principale?
• ex. De quel type d'entreprise s'agit
  - il? Service? Fabrication? Produit?
• Histoire de l'entreprise? Organisation?
• ex. Depuis quand est-elle installée
  aux USA?
• Combien y-a-t-il d'employés?(Cadres? Autres?)
• Pourquoi cette région des USA?
• Fournisseurs?
• Distribution?
• Clientèle?
• Remarques sur les différences
  interculturelles (France-USA)
• Contacts avec l'étranger (expliquer?)
• Publicité site internet?
• Rappel vocabulaire Les PME ont un directeur
  les G.E ont un PDG. Le directeur peut être le
  patron (owner) ou le gérant (manager) et il gère
  l'entreprise.

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3. Applicability

• can also be used in immersion courses,
• in country.

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4. Objectives of the activity
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4.1. Promote learning objectives of French For
Business course
4.2. Promote the Five Cs of foreign language
education. Communication-Cultures-Connections-Com
parisons-Communities Knowing how, when, and
why to say what to whom. National Standards for
Foreign Language Education. A collaborative
Project of ACTFL, AATF, AATSP, ACL, ACTR, CLASS
etc. 5 Goals 11 Standards
http//www.actfl.org/
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The Activity targets the following objectives
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• Learning objectives of French For Business
  French language,business,culture
• 1. activate business terminology in the target
  language.
• 2. encourages the development of cross-cultural
  awareness in business situations
• 3. provide exposure to French business facts.
• 4. provides an opportunity for authentic
  immersion in French and in business and cultural
  issues.
• PRACTICAL outcome Certificat Pratique CCIP.

• ACTFL Five Cs standards
• 1-Communication 1.1, Engage in conversation,
  provide and obtain information, exchange opinions
• 2.-Cultures, 2.2 Understanding relationships
  between products and perspectives of the culture
• 3- Connections 3.1 /3.2 knowledge of other
  disciplines through the foreign
  language/distinctive viewpoints
• 4- Comparisons 4.1 Insight into language and
  Culture
• 5- Communities 5.1 students use the language
  within beyond the classroom)

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4.3. Characteristics of Activity

• a. Focal point of semester
• integrated in course work
• preceded by preparation work and
• followed by group activity Trade Show role
  play
• b. Strategy for optimizing the learning process
  of new material language and content.
• tests the sum of student learning
• provides student learning outside class
• empowers students with own learning
• creates situation for peer learning/monitoring/eva
  luation

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5. Description illustration
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Preparation work understanding French ads
FFB objective 1. activate business terminology
in the target language.

• Evian
• Questions
• 1. Ceci est une publicité pour
• de l'eau ?
• -des bouteilles en plastique?
• -un emballage recyclable?
• (justifiez votre réponse)
• 2.Ouvrez le site EVIAN.
• a-Trouvez le nom du Groupe
• auquel Evian appartient et le nom de
• son PDG.
• b-Trouvez la raison sociale complète
• d'Evian.
• Text

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French Text (Evian picture) 90 des utilisateurs
ont définitivement adopté ce geste. Et vous?
Exclusif et révolutionnaire, le sytème REC
(réduction des emballages par compression)
étonne par sa simplicité et son efficacité une
simple pression des deux mains et hop, la
bouteille compactible d'Evian se réduit à 1/4 de
son volume et fini les poubelles qui débordent!
Alors, vous aussi, essayez-le, vous gagnerez de
la place et en plus, vous ferez un geste pour
notre espace. Can you translate this? (into
English) English text Evian Packaging
Evian has invested 40 million in designing a
new bottle with sculpted impressions emphasizing
the spring water's source, the French Alps. The
bottle's stylized "peaks" are really fold lines
that make the bottle completely collapsible, an
advantage for recycling and a novelty in the
packaging industry. Consumers will find the new
bottle on grocery shelves. Can you translate
this? (into French)
FFB goals Actfl Standards targeted 2.2-Cultures,
Understanding relationships between products and
perspectives of the culture 3.1- Connections
knowledge of other disciplines through the
foreign language/ 3.2. distinctive viewpoints.
4.1- Comparisons Insight into language and
cultural differences.
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Preparation work creating ads in French

• Babybel
• Inventez un slogan. Créez un texte publicitaire
  qui comprend les indications suivantes.
• Vocabulaire à employer
• 200g
• Faire envie
• 35 de matières grasses
• à pâte pressée demi-cuite
• haute qualité

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Student texts

• Web page texts
• http//www.lamc.utexas.edu/sp/activities.html
• Computerized feedback-evaluation by peers
• gt http//www.lamc.utexas.edu/sp.ads.fgcicheese
• http//www.lamc.utexas.edu/sp/project1.html
• http//ccat.sas.upenn.edu/plc/french/ffbcourse.htm
  l

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La Cigale Café Français
par R. Haegler
ACTFL standards Communication 1.1 Engage in
conversation, provide and obtain information,
exchange opinions Cultures 2.2 Understanding
relationships between products and perspectives
of the culture Communities 5.1 Students use the
language beyond the classroom

• Venez déguster dexcellents sandwiches, salades
  et cafés français dans un décor provençal.
• Laissez-vous charmer par son atmosphère
  authentique et chaleureuse au coeur de
  conversations franco-anglaises.
• Imaginez-vous en France lombre dun instant et
  oubliez tous vos soucis avant de poursuivre votre
  route à Philadelphie.
• La Cigale, létape essentielle de tout
  francophone ou francophile de Philadelphie qui se
  respecte!
• 725 Walnut St., Philadelphie, PA 19106 -- Tél.
  [phone]

• La Cigale, French Café
• Come enjoy excellent sandwiches, salads, and
  French coffee in a typical southern France
  atmosphere. Be charmed by its
• genuine and warm atmosphere in the middle of
  conversations in French and English. Let's
  imagine you are in France for just a moment,
  relax, and forget about all your worries!
• La Cigale is the place to go for lovers of
  France (and of its food)!
• 725 Walnut St., Philadelphia, PA 19106 -- Phone
  [phone]

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La Terrace, par Edina G

• La Terrace, a French restaurant in Philadelphias
  University City, was founded in 1966. After more
  than 20 years of success, La Terrace had to close
  its doors for nine years. Billy Hoffman worked
  with the University of Pennsylvania for La
  Terraces reopening. Today, the restaurant
  continues to enjoy wide success with a diverse
  clientele. Of course, the University of
  Pennsylvanias professors, staff and students
  come to eat at the restaurant, but La Terrace
  also attracts the Hospital of the University of
  Pennsylvanias personnel as regular customers as
  well. Even Philadelphians from center city and
  the main line come to dine at La Terrace. André
  J. P. Guillet, the manager, and Clark Gilbert,
  the chef, invite you to try La Terraces
  delicious courses, all offered at reasonable
  prices. The restaurant has a wine cellar filled
  with wines from around the world and receives
  daily deliveries of meat, fish, vegetables and
  bread.

• Un restaurant français dans le quartier
  dUniversity City de Philadelphie, a été fondé en
  1966. Après plus de vingt ans de succès, la
  Terrace a dû fermer ses portes pendant neuf ans.
  Billy Hoffman a travaillé avec lUniversité de
  Pennsylvanie pour la
• reouverture de La Terrace qui fut en mai 1997.
  Aujourdhui, le restaurant continue à avoir un
  immense succès avec une clientèle de tous les
  âges. Bien sûr, les professeurs et les étudiants
  de lUniversité de Pennsylvanie viennent manger
  au
• restaurant, mais La Terrace attire aussi les
  docteurs et membres du personnel de lHôpital de
  lUniversité de Pennsylvanie. Même des
  Philadelphiens du centre ville et des banlieues
  viennent pour déjeuner et dîner à la Terrace.
  André J. P. Guillet, le gérant, et Clark Gilbert,
  le chef, vous invitent à savourer les plats de La
  Terrace si délicieux à des prix vraiment
  raisonnables.
• Le restaurant a une cave remplie de vins du monde
  entier et reçoit des livraisons de viandes,
  poissons, légumes et du pain
• tous les jours.

ACTFL standards Comparisons 4.1 Understanding of
the nature of language through comparisons of
language studied and own.
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Celis Brewery
Interview with Pierre Celis, chez Celis
Brewery by David J. Le
Pierre Celis est venu à Austin en 1990 avec
le but de brasser sa propre bière à la
façon belge. M. Celis a acheté neuf acres au
nord-est de Austin pour y installer sa
brasserie, la Celis Brewery. Aujourd'hui, la
société Celis Brewery est une des brasseries
les plus connues au Texas, produisant plus de
cinq types de bière, toutes dans le style
belge. Né en 1925 en Belgique à
Hoegaarden, une ville connue pour ses
nombreuses petites brasseries, Pierre Celis
a été initié très jeune à la culture et à
l'art de brasser... Durant sa jeunesse,
Celis a eu la chance d'habiter juste à côté
de la brasserie Tomsin. Comme le jeune
Celis montrait un intérêt dans ce domaine
et comme les propriétaires de la brasserie
Tomsin n'avaient pas d'enfants, en 1935
Celis a commencé un apprentissage non
officiel chez Tomsin, pour apprendre à
brasser la bière blanche qui était une tradition
à Hoegaarden depuis des siècles. ()
ACTFL Standards FFBusiness objectives 1.
activate business terminology in the target
language. 2. encourage development of
cross-cultural awareness in Business issues 3.
provide exposure to French business facts. 4.
provides an opportunity for authentic immersion
in French and in business and cultural issues.
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ACTFLStandards Connections 3.2. Recognize
distinctive viewpoints Comparisons 4.2 Insight
into language and culture different patterns of
interaction.FFB encourage the development of
cross-cultural awareness in business situations.

• () Celis attribue son succès à la qualité et au
  goût unique de ses bières ainsi qu' à leur
  marketing. Il faut connaître le marché, dit
  Celis, et reconnaître les différences
  culturelles. Celis a remarqué par exemple que la
  façon de faire de la publicité pour des produits
  n'est pas la même aux Etats-Unis qu'en Belgique.
  Il note que quoique la qualité joue un rôle
  important en Amérique, c'est plutôt la publicité
  de masse qui influence les ventes alors qu'en
  Belgique c'est le contraire. La qualité de la
  bière prédomine et la connaissance de la bière se
  propage de bouche-à-oreille. Pour arriver à ce
  but, Celis Brewery fait des publicités à la radio
  et ouvre ses portes au public et organise des
  tours de la brasserie. ()

• Celis says his success is due to the high quality
  and unique taste of his beers and to their
  marketing. One must know the market says Celis
  and be aware of cultural differences . He noted
  e.g. that the way advertising is done in the
  United States is different from back home in
  Europe. Though quality is important in the
  States, it is rather mass advertising that
  impacts the sales whereas in Belgium it is the
  contrary. The quality of the beer predominates
  and the beer gains its reputation by word of
  mouth. To gain popularity Celis Brewery
  advertises on the radio and organizes tours of
  his brewery.

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• Web page interview reports
• Sent to Chamber of Commerce/ Franco-American
  Chamber of Commerce
• Consulates
• Individual businesses as hardcopies Brochure of
  French Entrepreneurs List (from the area)
• Evaluation of web page entries
• by peers/outsiders/teacher

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Follow up group activity role play

• Create your company
• Logo/slogan/label
• Pub/ brochure
• Advertising Text
• explaining who you are/
• what you do.
• Business cards
• Prepare a Trade Show

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Role Play Trade Show. http//www.lamc.ute
xas.edu/sp/project2a.html

• ACTFL Standards, the 5 C FFB objectives
  Language-Business-Culture
• 1. activate business terminology in the target
  language.
• 2. encourage the development of cross-cultural
  awareness
• 3. provide exposure to French business facts.
• 4. provides an opportunity for communication/immer
  sion in French business and cultural issues.

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II. Pedagogical aspects of activity
designStrategic teaching

• Integrating
• elements of strategic learning
• and web technology
• in order to
• enhance individual learning within a group
  activity.

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Definitions

• a. Strategic learning
• motivation/ goal setting/cooperative
  learning/self-peer motivation, self-regulation
  (Weinstein C. E.Strategic Learning/Strategic
  teaching Flip sides of a coin in Student
  Motivation, Cognition, and Learning Essays in
  Honor of Wilbert J.Mc Keachie (1994), P.R
  Pintrich, D.R. Brown C.E. Weinstein (eds)
  L.Erlbaum Associates Publishing Hilsdale, N.J.)
• Implies of the part of the student
• Will, skill and self-control
• Assumes
• Student maturity, invention,
• self-organization

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b. Strategic teachingflip side of strategic
learning

• In a learner-centered pedagogy, the role of the
  teacher is to facilitate active and personalized
  learning. (Reagan Fosnot, L. L. Muyskens , J.
  A)
• Strategic teaching
• generate motivation,
• set goals clearly,
• promote self-regulation of learning
• foster cooperative learning (self/peer-monitoring)
  
• 4 criteria

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C. Use of web technology
Laurillard Teachers duty set parameters for
student learning.

• Danger of resource-based learningdereliction
  of teachers duty? (Laurillard, D. Rethinking
  University Teaching. Framework for the effective
  use of Educational Technology, Routledge ( 1996
  3rd)
• Benefits of web technology
• one -point stop for guidelines (tasks and goals
  clear), information (and internet resources).
  Ludic and attractive (impacts motivation).
  Flexible to students needs.
• interactive, provides a feedback. Student sends
  message to the outside world by means of a
  published text and the world responds back to the
  student (evaluation).
• mediates communication between the teacher, the
  student and group (peers /outside world).

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• III. Conclusions
• The activity meets 4 criteria of strategic
  teaching
• Web page guidelines
• set learning goals clearly
• Individual interviews web-reports, the
  preparatory work (ads) and follow up,
  generated and sustained
• motivation
• self-monitoring and regulation of learning. Will
  to understand be understood encouraged accuracy
  (language/content) .
• fostered cooperative learning. Will to
  communicate information1. in interaction between
  student and interviewee 2. peer-group sharing
  (role play activity) resulted in creations of
  companies for a Trade Show.

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Whole project, example of

• Motivated individual performance authentic,
  meaningful group communication
• Promoted
• the objectives for Language Learning and French
  for Business in particular
• new paths for learning
• peer learning and outside agents (i. e., learning
  from non-university environment).
• Milton Cox.Emerging Trends in College teaching
  for the 21st century.", The Teaching Network,
  181-2)
• Webpage alternative communication medium
  between teacher, student and outside world.
• Effective transfer of learning responsibility
  between teacher and student.
• Created a fun, challenging learning context.

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• " I was so exhilarated when I saw my name appear
  next to my article on the web!
• For once I was famous" (student remark).
• ___________________________

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Bibliography

• Fosnot, C. T. Constructivism A psychological
  theory of learning. In C. Fosnot (ed.)
  Constructivism Theory, Perspectives, and
  Practice. (N. Y Teachers College Press). 1996
  29-30
• Gonglewski, M. FLA, 32, pp. 349sq. (1999)
• Harlow , L. L. Muyskens , J. A. "Priorities for
  intermediate-level language instruction" Modern
  Language Journal , 78 (2) 1994 141-54.
• Laurillard, D. Rethinking University Teaching.
  Framework for the effective use of Educational
  Technology, Routledge ( 1996 3rd)
• Milton Cox.Emerging Trends in College teaching
  for the 21st century.", The Teaching Network, 18
• Weinstein, C. E.Strategic Learning/Strategic
  teaching Flip sides of a coin in Student
  Motivation, Cognition, and Learning Essays in
  Honor of Wilbert J.Mc Keachie (1994), P.R
  Pintrich, D.R. Brown C.E. Weinstein (eds)
  L.Erlbaum Associates Publishing Hilsdale, N.J.\
• National Standards for Foreign Language
  Education www.actfl.org
• Reagan, T. Constructivist Epistemology and
  Second/Foreign Language Pedagogy, FLA, 32 (4)
  1999 413-425.
• Wood, Priscilla. Who is using the National
  Foreign Language Standards? FLA, 32 (4) 1999
  435-440