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University of Wisconsin Professional French Masters Program Executive Director Ritt Deitz argues for a pragmatic advocacy of French, the world's third most important business language, in American schools.
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Ritt DeitzExecutive Director
Professional French Masters Program
UW-Madison
The Case for Frenchin a Post-Francophile
America
What question is your project trying to answer?(A quelle question votre projet de recherche essaie-t-il de répondre ?)
What question is your project trying to answer?(A quelle question votre projet de recherche essaie-t-il de répondre ?)
How can the experience of Americans who use French in their work outside of the classroom help teachers promote the study of French in a country where French is losing its traditional value ?
Americans who speak French well are usually surprised by the
professional opportunities it offers. Others see it as a
"luxury" we can no longer afford. Understanding this way
of thinking is our most important task as we make the
case for the importance of French in American schools.
Americans who speak French well are usually surprised by the
professional opportunities it offers. Others see it as a
"luxury" we can no longer afford. Understanding this way
of thinking is our most important task as we make the
case for the importance of French in American schools.
Americans who speak French well are usually surprised by the
professional opportunities it offers. Others see it as a
"luxury" we can no longer afford. Understanding this way
of thinking is our most important task as we make the
case for the importance of French in American schools.
Americans who speak French well are usually surprised by the
professional opportunities it offers. Others see it as a
"luxury" we can no longer afford. Understanding this way
of thinking is our most important task as we make the
case for the importance of French in American schools.
In the next few minutes, I will present……
1) three brief portrayals of Americans interacting with France or the French
2) what I think these portrayals say about our audience
3) some tips on making your case to that audience
In the next few minutes, I will present……
1) three brief portrayals of Americans interacting with France or the French
2) what I think these portrayals say about our audience
3) some tips on making your case to that audience
In the next few minutes, I will present……
1) three brief portrayals of Americans interacting with France or the French
2) what I think these portrayals say about our audience
3) some tips on making your case to that audience
In the next few minutes, I will present……
1) three brief portrayals of Americans interacting with France or the French
2) what I think these portrayals say about our audience
3) some tips on making your case to that audience
How do the general (non-French-speaking) American public imagine successful Americans interacting with France and the French?
(1) http://www.youtube.com/watch?v=tyFaWhygzjQ (2) http://www.youtube.com/watch?v=xyP2M0DTch8(3) http://www.youtube.com/watch?v=IaKEKVDtxEc&feature=related
What do these portrayals suggest about the non-French-speaking general public?
What do these portrayals suggest about the non-French-speaking general public?
MR. GINGRICH’S CAMPAIGN AD suggests that Francophiles are…
What do these portrayals suggest about the non-French-speaking general public?
MR. GINGRICH’S CAMPAIGN AD suggests that Francophiles are…
-wealthy
What do these portrayals suggest about the non-French-speaking general public?
MR. GINGRICH’S CAMPAIGN AD suggests that Francophiles are…
-wealthy
-smug
What do these portrayals suggest about the non-French-speaking general public?
MR. GINGRICH’S CAMPAIGN AD suggests that Francophiles are…
-wealthy
-smug
-unaware of the realities faced by “regular” people
What do these portrayals suggest about the non-French-speaking general public?
MR. GINGRICH’S CAMPAIGN AD suggests that Francophiles are…
-wealthy
-smug
-unfit for leadership
-unaware of the realities faced by “regular” people
What do these portrayals suggest about the non-French-speaking general public?
What do these portrayals suggest about the non-French-speaking general public?
THE 2002 OLYMPIC WELCOME VIDEO suggests that Francophiles are…
What do these portrayals suggest about the non-French-speaking general public?
THE 2002 OLYMPIC WELCOME VIDEO suggests that Francophiles are…
-aware of the larger world
What do these portrayals suggest about the non-French-speaking general public?
THE 2002 OLYMPIC WELCOME VIDEO suggests that Francophiles are…
-aware of the larger world
-hospitable
What do these portrayals suggest about the non-French-speaking general public?
THE 2002 OLYMPIC WELCOME VIDEO suggests that Francophiles are…
-aware of the larger world
-hospitable
-organized
What do these portrayals suggest about the non-French-speaking general public?
THE 2002 OLYMPIC WELCOME VIDEO suggests that Francophiles are…
-aware of the larger world
-hospitable
-committed to success through efficiency
-organized
What do these portrayals suggest about the non-French-speaking general public?
What do these portrayals suggest about the non-French-speaking general public?
THE SCENE FROM JOHN ADAMS suggests that Americans, at our best…
What do these portrayals suggest about the non-French-speaking general public?
THE SCENE FROM JOHN ADAMS suggests that Americans, at our best…
-believe we are aware of the larger world
What do these portrayals suggest about the non-French-speaking general public?
THE SCENE FROM JOHN ADAMS suggests that Americans, at our best…
-believe we are aware of the larger world
-believe we are patient and organized
What do these portrayals suggest about the non-French-speaking general public?
THE SCENE FROM JOHN ADAMS suggests that Americans, at our best…
-believe we are aware of the larger world
-believe we are patient and organized
-believe more in the future than in the past
What do these portrayals suggest about the non-French-speaking general public?
THE SCENE FROM JOHN ADAMS suggests that Americans, at our best…
-believe we are aware of the larger world
-believe we are patient and organized
-understand that art and literature and “culture” are luxuries, made possible by daily sacrifice and hard work
-believe more in the future than in the past
PFMP STORY#1: “K”
Concentration area:
French and European Union Affairs(MFS 2009)
A quelle question votre projet de recherche essaie-t-il de répondre ?
« Que font les viticulteurs français pour réussir en contexte d’une concurrence mondiale de plus en plus forte sur le marché du vin ? »
Q: What question is your project trying to answer?
A: “What are French winemakers doing to succeed at a time of rapidly increasing competition in the global wine market?”
Title of master’s projectNouveau monde et nouvelles
concurrences: le cas des vignobles bordelais
(Translated, “New World, New Competition:
The Case of Bordeaux Vineyards”)
Part-time jobs while in program
Madison, WI : BarriquesLittle Compton, RI : Sakonnet
Vineyards
Internship
Château Couraze, Saillans (France)
Position following master’s degree
The Wine Library (NJ)Social Media Manager
PFMP STORY#2: “J”
Concentration area:
French and international education(MFS 2009)
A quelle question votre projet de recherche essaie-t-il de répondre ?
« Quels impacts un séjour à l’étranger, dans le cadre d’un programme d’études, peut-il avoir sur les compétences linguistiques d’un étudiant américain ?»
Q: What question is your project trying to answer?
A: “What impact can a study-abroad stay have on an American student’s linguistic competence?”
Title of master’s project
(Se faire) comprendre : la réussite communicative en contexte
interculturel de l’étudiant « study abroad »
(Translated, “To Understand (and Be Understood): Communicative Success and the Student in the Intercultural Context of Study
Abroad”)
Part-time jobs while in program
UW-Madison Office of International Academic Programs
UW-Madison Office of International Student Services
Internship
Université de Fribourg (Switzerland)
Center for Teaching and Research on Foreign Languages (CERLE) /
Institute of Multilingualism
Positions following the master’s degree
UW-Madison Office of Admissions (International Admissions)
Positions following the master’s degree
UW-Madison Office of Admissions (International Admissions)
Wisconsin School of Business (International Programs)
PFMP STORY#3: “E”
Concentration area:
French and international development(MFS 2007)
A quelle question votre projet de recherche essaie-t-il de répondre ?
« Dans quelle mesure les collaborations entre ONG féminines marocaines et américaines au Maroc ont-elles contribué à la démocratisation du Maroc ? »
Q: What question is your project trying to answer?
A: “To what extent have collaborations between Moroccan and American women’s NGOs contributed to the democratization of Morocco?”
Title of master’s project
Action féministe et démocratie : les collaborations américano-
marocaines
Translated, “Feminist Action and Democracy: American-Moroccan
Partnerships”
Part-time job while in program
Madison, WI: InterWorks
Helped research disaster preparedness training seminars
given by InterWorks partners abroad.
Internship
Paris : SOS Racisme
Helped with administration and projects with French and international partners -guided visiting British MPs - promoted and ran press conferences on Islam and French secularism
Washington, DC: USAID (Office of Foreign Disaster Assistance)
Positions following the master’s degreeWashington, DC: CNFA
Washington, DC: USAID (Office of Foreign Disaster Assistance)
Positions following the master’s degreeWashington, DC: CNFA
Washington, DC: National Defense University
Washington, DC: USAID (Office of Foreign Disaster Assistance)
Positions following the master’s degreeWashington, DC: CNFA
Washington, DC: National Defense UniversityWashington, DC: Creative Associates International
Current student projects (fall 2011)
Current student projects (fall 2011)French and international education:
Current student projects (fall 2011)French and international education:
En quoi est-ce que l’envoi et l’accueil des étudiants handicapés reflètent l’intégration des handicapés dans la société française ?
Current student projects (fall 2011)French and international education:
En quoi est-ce que l’envoi et l’accueil des étudiants handicapés reflètent l’intégration des handicapés dans la société française ?
French and international development
Current student projects (fall 2011)French and international education:
En quoi est-ce que l’envoi et l’accueil des étudiants handicapés reflètent l’intégration des handicapés dans la société française ?
French and international developmentEn quoi est-ce que les humoristes franco-maghrébins soutiennent ou déforment la rhétorique discriminatoire perpétuée par les médias français ?
Current student projects (fall 2011)French and international education:
En quoi est-ce que l’envoi et l’accueil des étudiants handicapés reflètent l’intégration des handicapés dans la société française ?
French and international developmentEn quoi est-ce que les humoristes franco-maghrébins soutiennent ou déforment la rhétorique discriminatoire perpétuée par les médias français ? Quels sont les effets des formes majeures d'aide internationale dans le domaine de l'éducation en Haïti, et qu'en pensent les Haïtiens ?
Current student projects (fall 2011)French and international education:
En quoi est-ce que l’envoi et l’accueil des étudiants handicapés reflètent l’intégration des handicapés dans la société française ?
French and international developmentEn quoi est-ce que les humoristes franco-maghrébins soutiennent ou déforment la rhétorique discriminatoire perpétuée par les médias français ? Quels sont les effets des formes majeures d'aide internationale dans le domaine de l'éducation en Haïti, et qu'en pensent les Haïtiens ?
French and business
Current student projects (fall 2011)French and international education:
En quoi est-ce que l’envoi et l’accueil des étudiants handicapés reflètent l’intégration des handicapés dans la société française ?
French and international developmentEn quoi est-ce que les humoristes franco-maghrébins soutiennent ou déforment la rhétorique discriminatoire perpétuée par les médias français ? Quels sont les effets des formes majeures d'aide internationale dans le domaine de l'éducation en Haïti, et qu'en pensent les Haïtiens ?
French and businessQue pensent généralement les Français de l'usage des anglicismes dans la publicité française ?
Current student projects (fall 2011)French and international education:
En quoi est-ce que l’envoi et l’accueil des étudiants handicapés reflètent l’intégration des handicapés dans la société française ?
French and international developmentEn quoi est-ce que les humoristes franco-maghrébins soutiennent ou déforment la rhétorique discriminatoire perpétuée par les médias français ? Quels sont les effets des formes majeures d'aide internationale dans le domaine de l'éducation en Haïti, et qu'en pensent les Haïtiens ?
French and businessQue pensent généralement les Français de l'usage des anglicismes dans la publicité française ?
Qu'est-ce qui explique le renouvellement récent de l'intérêt à la francophonie en Louisiane ?
Current student projects (fall 2011)French and international education:
En quoi est-ce que l’envoi et l’accueil des étudiants handicapés reflètent l’intégration des handicapés dans la société française ?
French and international developmentEn quoi est-ce que les humoristes franco-maghrébins soutiennent ou déforment la rhétorique discriminatoire perpétuée par les médias français ? Quels sont les effets des formes majeures d'aide internationale dans le domaine de l'éducation en Haïti, et qu'en pensent les Haïtiens ?
French and businessQue pensent généralement les Français de l'usage des anglicismes dans la publicité française ?
Qu'est-ce qui explique le renouvellement récent de l'intérêt à la francophonie en Louisiane ?
… et ainsi de suite…
Who is our “audience”?
Who is our “audience”?
our students
Who is our “audience”?
our studentstheir families
Who is our “audience”?
our studentstheir familiesour friends and neighbors
Who is our “audience”?
our studentstheir familiesour friends and neighborscommunity organizations
Who is our “audience”?
our studentstheir familiesour friends and neighborscommunity organizationsmedia
Who is our “audience”?
our studentstheir familiesour friends and neighborscommunity organizationsmediaschool boards
Who is our “audience”?
our studentstheir familiesour friends and neighborscommunity organizationsmediaschool boardsour colleagues
What professional opportunities does French afford those who
speak it well?teachers and academicsbilingual sales representativesproject managersstudy abroad advisorsmarket researcherssocial media managersanti-money-laundering specialistsU.S. passport agentsfarmer development NGO officersdisaster preparedness consultants
development directorsfundraising coordinatorspublic relations consultantstranslatorsdesignersattorneyssenior merchandising managerslogistics specialiststechnical writing dept. directorsexecutive staff members
What professional opportunities does French afford those who
speak it well?teachers and academicsbilingual sales representativesproject managersstudy abroad advisorsmarket researcherssocial media managersanti-money-laundering specialistsU.S. passport agentsfarmer development NGO officersdisaster preparedness consultants
development directorsfundraising coordinatorspublic relations consultantstranslatorsdesignersattorneyssenior merchandising managerslogistics specialiststechnical writing dept. directorsexecutive staff members
What professional opportunities does French afford those who
speak it well?teachers and academicsbilingual sales representativesproject managersstudy abroad advisorsmarket researcherssocial media managersanti-money-laundering specialistsU.S. passport agentsfarmer development NGO officersdisaster preparedness consultants
development directorsfundraising coordinatorspublic relations consultantstranslatorsdesignersattorneyssenior merchandising managerslogistics specialiststechnical writing dept. directorsexecutive staff members
What professional opportunities does French afford those who
speak it well?teachers and academicsbilingual sales representativesproject managersstudy abroad advisorsmarket researcherssocial media managersanti-money-laundering specialistsU.S. passport agentsfarmer development NGO officersdisaster preparedness consultants
development directorsfundraising coordinatorspublic relations consultantstranslatorsdesignersattorneyssenior merchandising managerslogistics specialiststechnical writing dept. directorsexecutive staff members
What professional opportunities does French afford those who
speak it well?teachers and academicsbilingual sales representativesproject managersstudy abroad advisorsmarket researcherssocial media managersanti-money-laundering specialistsU.S. passport agentsfarmer development NGO officersdisaster preparedness consultants
development directorsfundraising coordinatorspublic relations consultantstranslatorsdesignersattorneyssenior merchandising managerslogistics specialiststechnical writing dept. directorsexecutive staff members
What professional opportunities does French afford those who
speak it well?teachers and academicsbilingual sales representativesproject managersstudy abroad advisorsmarket researcherssocial media managersanti-money-laundering specialistsU.S. passport agentsfarmer development NGO officersdisaster preparedness consultants
development directorsfundraising coordinatorspublic relations consultantstranslatorsdesignersattorneyssenior merchandising managerslogistics specialiststechnical writing dept. directorsexecutive staff members
What professional opportunities does French afford those who
speak it well?teachers and academicsbilingual sales representativesproject managersstudy abroad advisorsmarket researcherssocial media managersanti-money-laundering specialistsU.S. passport agentsfarmer development NGO officersdisaster preparedness consultants
development directorsfundraising coordinatorspublic relations consultantstranslatorsdesignersattorneyssenior merchandising managerslogistics specialiststechnical writing dept. directorsexecutive staff members
Next steps?
-contact at least five former students whose French has something to do with their work, and write down a brief version of their stories in linear form
Next steps?
-contact at least five former students whose French has something to do with their work, and write down a brief version of their stories in linear form
Next steps?
-connect with at least five other teachers and combine your stories into a script you can practice together
-contact at least five former students whose French has something to do with their work, and write down a brief version of their stories in linear form
Next steps?
-connect with at least five other teachers and combine your stories into a script you can practice together
-contact French faculty at any nearby university to alert them to your group’s work and to ask their help
-contact at least five former students whose French has something to do with their work, and write down a brief version of their stories in linear form
Next steps?
-connect with at least five other teachers and combine your stories into a script you can practice together
-find French programs in danger, and make a press release to send to media outlets in that area
-contact French faculty at any nearby university to alert them to your group’s work and to ask their help
-contact at least five former students whose French has something to do with their work, and write down a brief version of their stories in linear form
Next steps?
-connect with at least five other teachers and combine your stories into a script you can practice together
-find French programs in danger, and make a press release to send to media outlets in that area
-contact French faculty at any nearby university to alert them to your group’s work and to ask their help
-keep up a constant public hum: French is an important tool for work both internationally and in the community and region
Discussion
The Case for Frenchin a Post-Francophile
America
