1. Incorporating Francophone Culture from Countries Other Than France and Canada Christina Crise Howard County Public Schools

2. Qui suis-je? Christina Crise Mount Hebron High School Howard County, Maryland French 2, 2 Honors, 3, and 4/4 Honors 9 th year Master’s Degree in Intercultural Communication concentration in French Studies from UMBC

3. Mes buts To promote the continued study of French by showing students how many places in the world they can use the language To promote authentic use of the language through Integrated Performance Assessments (IPAs)

4. Pourquoi est-il important? Promote French over other languages Encourage students to continue taking French as long as they can Prepare students for the cultural comparisons section of the AP French exam

5. Pourquoi le livre n’est-il pas suffisant? Textbooks can be biased towards one region over another – Carol Chappelle 2009 – Analyzed 9 college textbook series – Overwhelmingly, all 9 textbooks presented cultural examples from France Textbooks easily and quickly become outdated Textbook examples are often not presented through authentic materials

6. Que pouvons-nous faire? Incorporate culture into the everyday lesson Make sure that culture is current and authentic Help students show their understanding of the language and culture by using Integrate Performance Assessments (IPAs)

7. C’est quoi un « IPA »? The Integrated Performance Assessment (IPA) is a cluster assessment featuring at least three communicative tasks: 1.Interpretive 2.Interpersonal 3.Presentational

8. C’est quoi un « IPA »? IPAs are designed for students at the novice, intermediate, and advanced levels of proficiency. They are standards-based, performance-based, developmental in nature, integrative. IPAs are designed to be used with scoring rubrics that rate performance in terms of whether the performance meets expectations, exceeds expectations, or does not meet expectations for the task.

9. Exemple #1: Le Test du Permis Impossible en Belgique Interpretive activity: https://www.youtube.com/watch?v=p7RnH5 W_NrY https://www.youtube.com/watch?v=p7RnH5 W_NrY Interpretive activity: Read the brochure on driving laws Interpersonal activity: Partner and then class discussion to compare driving rules Presentational activity: Persuasive essay

10. Exemple #2: Internet, quels métiers pour en vivre? Interpretive activity: Look at and interpret an infographic Interpretive activity: https://www.youtube.com/watch?v=iw2azcc1 ORo https://www.youtube.com/watch?v=iw2azcc1 ORo Interpersonal activity: work with a partner to write a proposal Presentational: present the proposal to the class

11. Exemple #3: Les Réfugiés Syriens Interpretive activity: Look at and interpret an infographic Interpretive activity: https://www.youtube.com/watch?v=YCByAB2 soDo and https://www.youtube.com/watch?v=rqNmRQt whYk https://www.youtube.com/watch?v=YCByAB2 soDo https://www.youtube.com/watch?v=rqNmRQt whYk Interpersonal activity: class discussion Presentational activity: write a letter

12. Les Autres Méthodes pour Inclure la Culture Vendredi vidéo – Stromae Papaoutai https://www.youtube.com/watch?v=oiKj0Z_Xnjc https://www.youtube.com/watch?v=oiKj0Z_Xnjc Projets

13. Projet #1: Les Associations à But Humanitaire Description: In small groups, students will pick an international aid organization from a pre-determined list and will complete several tasks that assess various skills. Task #1: Research their organization and be able to answer three essential questions about that organization. Task #2: The class will hold a class discussion about the three essential questions. Task #3: Students will prepare an advertisement for their aid organization explaining what the organization stands for with the goal being to collect donations for the organization. Task #4: Students prepare a dialogue with their group in which a world disaster has just occurred and their aid organization has been asked to help.

14. Projet #2: Les Familles Francophones Description: In small groups, students will examine the family structure in various francophone countries. Task #1: Students will work in groups and read the article associated with their specified region and pull out the most important information about the family structure in that region. Task #2: With their groups, students will prepare an infographic that best depicts the information they pulled from the website. Task #3: Groups present their infographics and information from the articles to the class.