Ritt Deitz The Case for French keynote 1/21/12

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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 Deitz The Case for French keynote 1/21/12

  1. 1. Ritt Deitz The Case for French Executive Director Professional French Masters Program UW-Madison in a Post-Francophile America
  2. 2. What question is your project trying to answer? (A quelle question votre projet de recherche essaie-t-il de répondre ?)
  3. 3. 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 ?
  4. 4. 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.
  5. 5. 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.
  6. 6. 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.
  7. 7. 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.
  8. 9. 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
  9. 10. 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
  10. 11. 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
  11. 12. 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
  12. 14. 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
  13. 15. What do these portrayals suggest about the non-French-speaking general public?
  14. 16. What do these portrayals suggest about the non-French-speaking general public? MR. GINGRICH’S CAMPAIGN AD suggests that Francophiles are…
  15. 17. What do these portrayals suggest about the non-French-speaking general public? MR. GINGRICH’S CAMPAIGN AD suggests that Francophiles are… -wealthy
  16. 18. What do these portrayals suggest about the non-French-speaking general public? MR. GINGRICH’S CAMPAIGN AD suggests that Francophiles are… -wealthy -smug
  17. 19. 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
  18. 20. 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
  19. 21. What do these portrayals suggest about the non-French-speaking general public?
  20. 22. What do these portrayals suggest about the non-French-speaking general public? THE 2002 OLYMPIC WELCOME VIDEO suggests that Francophiles are…
  21. 23. 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
  22. 24. 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
  23. 25. 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
  24. 26. 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
  25. 27. What do these portrayals suggest about the non-French-speaking general public?
  26. 28. What do these portrayals suggest about the non-French-speaking general public? THE SCENE FROM JOHN ADAMS suggests that Americans, at our best…
  27. 29. 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
  28. 30. 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
  29. 31. 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
  30. 32. 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
  31. 34. PFMP STORY#1: “K” Concentration area: French and European Union Affairs (MFS 2009)
  32. 35. 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?”
  33. 36. Title of master’s project Nouveau monde et nouvelles concurrences: le cas des vignobles bordelais (Translated, “ New World, New Competition: The Case of Bordeaux Vineyards ”)
  34. 37. Part-time jobs while in program Madison, WI : Barriques Little Compton, RI : Sakonnet Vineyards
  35. 38. Internship Château Couraze, Saillans (France)
  36. 39. Position following master’s degree The Wine Library (NJ) Social Media Manager
  37. 40. PFMP STORY#2: “J” Concentration area: French and international education (MFS 2009)
  38. 41. 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?”
  39. 42. 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”)
  40. 43. Part-time jobs while in program UW-Madison Office of International Academic Programs UW-Madison Office of International Student Services
  41. 44. Internship Université de Fribourg (Switzerland) Center for Teaching and Research on Foreign Languages (CERLE) / Institute of Multilingualism
  42. 45. Positions following the master’s degree UW-Madison Office of Admissions (International Admissions)
  43. 46. Positions following the master’s degree UW-Madison Office of Admissions (International Admissions) Wisconsin School of Business (International Programs)
  44. 47. PFMP STORY#3: “E” Concentration area: French and international development (MFS 2007)
  45. 48. 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?”
  46. 49. Title of master’s project Action féministe et démocratie : les collaborations américano-marocaines Translated, “Feminist Action and Democracy: American-Moroccan Partnerships”
  47. 50. Part-time job while in program Madison, WI: InterWorks Helped research disaster preparedness training seminars given by InterWorks partners abroad.
  48. 51. 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
  49. 52. Positions following the master’s degree Washington, DC: CNFA
  50. 53. Washington, DC: USAID (Office of Foreign Disaster Assistance) Positions following the master’s degree Washington, DC: CNFA
  51. 54. Washington, DC: USAID (Office of Foreign Disaster Assistance) Positions following the master’s degree Washington, DC: CNFA Washington, DC: National Defense University
  52. 55. Washington, DC: USAID (Office of Foreign Disaster Assistance) Positions following the master’s degree Washington, DC: CNFA Washington, DC: National Defense University Washington, DC: Creative Associates International
  53. 56. Current student projects (fall 2011)
  54. 57. Current student projects (fall 2011) French and international education:
  55. 58. 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 ?
  56. 59. 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
  57. 60. 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 En quoi est-ce que les humoristes franco-maghrébins soutiennent ou déforment la rhétorique discriminatoire perpétuée par les médias français ?
  58. 61. 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 En 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 ?
  59. 62. 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 En 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
  60. 63. 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 En 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 Que pensent généralement les Français de l'usage des anglicismes dans la publicité française ?
  61. 64. 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 En 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 Que 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 ?
  62. 65. 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 En 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 Que 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…
  63. 66. Who is our “audience”?
  64. 67. Who is our “audience”? our students
  65. 68. Who is our “audience”? our students their families
  66. 69. Who is our “audience”? our students their families our friends and neighbors
  67. 70. Who is our “audience”? our students their families our friends and neighbors community organizations
  68. 71. Who is our “audience”? our students their families our friends and neighbors community organizations media
  69. 72. Who is our “audience”? our students their families our friends and neighbors community organizations media school boards
  70. 73. Who is our “audience”? our students their families our friends and neighbors community organizations media school boards our colleagues
  71. 74. What professional opportunities does French afford those who speak it well? teachers and academics bilingual sales representatives project managers study abroad advisors market researchers social media managers anti-money-laundering specialists U.S. passport agents farmer development NGO officers disaster preparedness consultants development directors fundraising coordinators public relations consultants translators designers attorneys senior merchandising managers logistics specialists technical writing dept. directors executive staff members
  72. 75. What professional opportunities does French afford those who speak it well? teachers and academics bilingual sales representatives project managers study abroad advisors market researchers social media managers anti-money-laundering specialists U.S. passport agents farmer development NGO officers disaster preparedness consultants development directors fundraising coordinators public relations consultants translators designers attorneys senior merchandising managers logistics specialists technical writing dept. directors executive staff members
  73. 76. What professional opportunities does French afford those who speak it well? teachers and academics bilingual sales representatives project managers study abroad advisors market researchers social media managers anti-money-laundering specialists U.S. passport agents farmer development NGO officers disaster preparedness consultants development directors fundraising coordinators public relations consultants translators designers attorneys senior merchandising managers logistics specialists technical writing dept. directors executive staff members
  74. 77. What professional opportunities does French afford those who speak it well? teachers and academics bilingual sales representatives project managers study abroad advisors market researchers social media managers anti-money-laundering specialists U.S. passport agents farmer development NGO officers disaster preparedness consultants development directors fundraising coordinators public relations consultants translators designers attorneys senior merchandising managers logistics specialists technical writing dept. directors executive staff members
  75. 78. What professional opportunities does French afford those who speak it well? teachers and academics bilingual sales representatives project managers study abroad advisors market researchers social media managers anti-money-laundering specialists U.S. passport agents farmer development NGO officers disaster preparedness consultants development directors fundraising coordinators public relations consultants translators designers attorneys senior merchandising managers logistics specialists technical writing dept. directors executive staff members
  76. 79. What professional opportunities does French afford those who speak it well? teachers and academics bilingual sales representatives project managers study abroad advisors market researchers social media managers anti-money-laundering specialists U.S. passport agents farmer development NGO officers disaster preparedness consultants development directors fundraising coordinators public relations consultants translators designers attorneys senior merchandising managers logistics specialists technical writing dept. directors executive staff members
  77. 80. What professional opportunities does French afford those who speak it well? teachers and academics bilingual sales representatives project managers study abroad advisors market researchers social media managers anti-money-laundering specialists U.S. passport agents farmer development NGO officers disaster preparedness consultants development directors fundraising coordinators public relations consultants translators designers attorneys senior merchandising managers logistics specialists technical writing dept. directors executive staff members
  78. 81. Next steps?
  79. 82. -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?
  80. 83. -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
  81. 84. -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
  82. 85. -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
  83. 86. -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
  84. 87. Discussion The Case for French in a Post-Francophile America
  85. 88. http://pfmp.wisc.edu [email_address]

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