Le Racisme

En lisant le journal hier et aujourd’hui, j’étais bouleversée en apprenant qu’il y avait un incident de racisme et l’intimidation dans une école où j’ai travaillé, il n’y a pas longtemps. Je n’étais pas complètement surprise en entendant de ces nouvelles de racisme, parce que je sais que cela a existé pendant mon séjour. Je l'ai senti parmi quelques étudiants et malheureusement parmi leurs parents. Cependant, mon expérience personnelle n’était pas complètement mauvaise. Et d’après les 400 élèves qui ont protesté à Keswick High School contre le racisme et l’intimidation et en faveur du garçon qui a été intimidé, il est évident qu’on peut affecter le change. Pourquoi le garçon qui a été intimidé, était-il accusé, c’est une question que tout le monde pose. Connaissons-nous tous les détails de tout ce qui s’est passé ? Probablement non. Est-il juste qu’un garçon qui a été harcelé et frappé par un autre, soit chargé de l’assaut physique à cause qu’il s’est défendu contre son agresseur ? Le garçon qui s’est défendu avait une ceinture noire en karaté. Jusqu’à quel point peut-on utiliser la force pour se défendre contre l’harcèlement et l’intimidation ? Apparemment, la loi dit qu’on n’a pas le droit de se défendre jusqu’au point que l’agression devient excessif. En tant que quantité, qu’est-ce qui constitue la force excessive ? Est-ce qu’on doit attendre jusqu’on reçoit trois coups de poings avant de réagir ? Est-ce que nos lois sont trop rigides pour évoquer la justice ? Ce sont des questions que je poserai dans mes classes dans la lutte contre le racisme et l’intimidation.

It’s a cruel, cruel winter. . .

January is scorching by in its usual frigid way and what are you still doing? Feeling cold? Feeling sorry for yourself as you brace for the next snowfall or record cold temperatures? Hibernating? Trying to nurse a cough or a cold which just won’t go away?

Prepare for summer. Ahhh, summer. The sweetness of summer is indescribable, like opening up that 1st delectable chocolate truffle and feeling it melt in your mouth as you close your eyes. In the summer, birds in the sky retract their wings to say “thank you.”

Winter must also be thanked for its blahs and blues. The true meaning of summer cannot be understood without a good dose of winter. Its stark contrast is what makes it apparent and appeasing. Like Black and White. Imagine. A black man in a white house. That is apparent and appeasing.

The winter is long and bitter. It tempts and taunts us with its glittering icicles and singable snowmen. It is not long before frostbite sets in. There appears to be no end in sight.

Never fear. Summer is here. Imagine a field. Imagine the wind blowing softly upon this field. Imagine the sound of music. A dance, perchance? Only the imagination can conjure up images of such contrived contradiction.

The reality of summer may be months away but its image is forever etched in our hearts.

Teaching the universal culture

Many proponents of 2nd language teaching have often claimed it necessary to not only teach a language but also the culture. In the case of French language education, this culture would be the Québécois or French (France) culture. I have heard many professors from French backgrounds discuss the importance of conveying the context in which the language is being spoken to the students. I do not agree with this assertion.

As Julie Barlow and Jean Benoit-Nadeau claim in their book “The Story of French”, French is the world’s second international language after English in terms of number of countries where it is spoken. That is to say, its culture is universal and cannot be watered down to two places where the language may have originated.

As an immigrant who learned French as a second language and now teaches it in high school, I can say that I am not “culturally enriched” in the language. Instead, I teach French as a tool for communication. It can be used to express ideas orally and in writing. Unfortunately when French is taught in the context of its founding country or province, many universal truths are missed.

French is spoken in over 52 countries in the world and is a dominant language in Africa. Although the accent varies, it is widely spoken and understood. I remember going to Nairobi, Kenya and teaching French at the Aga Khan Academy. The kids did not have textbooks, only paper and pens. I was the textbook and they took copious notes. Did I talk about France and Quebec as I taught them? No. Here I was, halfway around the world and I was teaching French – as a communication tool.

As a French Immersion teacher, I teach novels. Many schools over the years have taught typical French and Québécois novels in which there are many cultural expressions and thought. I have shied away from Québec plays and instead teach “La Route de Chlifa” – a wonderful novel about a boy from Lebanon and his experiences during the war. It is fraught with many ideas. One such idea is to leave a country of strife during the war but then to get an education, go back and improve the living conditions of the people in the country.

The novel does not teach us about the French culture. Instead it teaches us about others’ culture, of their strife and of their ways to cope. It simply conveys these ideas in French. French is a means to an end. Let's make it a universal end.

La Réussite!!

On réussit à quelque chose quand on se sent satisfait avec les résultats de nos efforts. En tant que professeur, on veut toujours inpirer nos étudiants à réussir. En leur réussite est ma réussite. Je suis très contente aujourd'hui avec la réussite de mes étudiants. 2 ont été publiés dans un journal français et je me sens un peu responsable alors qu'ils suivaient mes directions. Cependant la réussite appartient à elles, qui ont fait des recherches et l'analyse non seulement de l'article mais aussi de ce qui se passe dans le monde à propos du SIDA. J'en suis très fière. Quelle réussite!!

Voici le lien (les deux commentaires appartiennent à mes étudiants!)

http://www.lexpress.to/forum/467/

Violence in Schools

In the wake of yesterday's shooting at Bendale Technical Institute, many people in Toronto are weighing in on the issue of violence in schools. I used to work for the TDSB at a school not too far from Bendale (but with a great view of the lake). I have also worked at a school in a more violent neighbourhood, across from CW Jeffries, where Jordan Manners was killed. Any administrator will tell you that a school's utmost priority is the safety of its students. As teachers, we are given the responsibility of helping to maintain that priority (without endangering our own lives, of course.)

Many schools in the TDSB have uniformed police officers in the hallways who will be patrolling the schools but also will begin to get involved into school life as coaches and mentors. As time goes on, Toronto schools are slowly beginning to resemble schools south of the border where uniformed officers (and non-uniformed) and metal detectors are present.

The YRDSB has not yet encountered this magnitude of violence in its schools. That is not to say it is unlikely. Perhaps in a few years, it too will resort to different levels of security for its students. Currently, teachers and administrators "police" the schools. That is to say, we have "hall duty" or "cafeteria duty" etc. Do we take our walkie-talkies with us? Absolutely! We also stage code red drills where students practise "taking cover" to simulate a "lock down" situation for the school. We have video surveillance in the halls and outside the school. We have a great relationship with the police.

Precautions in place, can a school truly be safe? No, but we will continue to try!!

It's Grad night!

What a feeling. The end of the school year is pent with emotion for many. Last night I attended a graduation ceremony celebrating the accomplishments of so many students who I remember from my first year at this school. I think I had the best first period class in my first year at this amazing school. I don't think we have ever had such an accomplished gr.12 class. The scholarship list was phenomenal. Their contributions to their community were even more phenomenal. This year alone, $70,000 was raised for cancer research at this school. Causes such as Darfour, and Myanmar were also very close to their hearts. In fact, the school participated in a Letter writing campaign to end the atrocities in Darfour. En plus, ce groupe m'a inspiré d'organiser notre première soirée internationale à cet école. Quelle aventure!

Their tireless efforts to excel in school and give back to their community did not go unnoticed. As they raised their hats in hurrah, parents, teachers and the entire world celebrated with them.

Poetry - One of my favourite poems

HOME THEY BROUGHT HER WARRIOR DEAD

Home they brought her warrior dead:
She nor swoon'd nor utter'd cry:
All her maidens, watching, said,
"She must weep or she will die."

Then they praised him, soft and low,
Call'd him worthy to be loved,
Truest friend and noblest foe;
Yet she neither spoke nor moved.

Stole a maiden from her place,
Lightly to the warrior stepped,
Took the face-cloth from the face;
Yet she neither moved nor wept.

Rose a nurse of ninety years,
Set his child upon her knee --
Like summer tempest came her tears --
"Sweet my child, I live for thee."
(Alfred, Lord Tennyson)