1. French Heritage and Community Languages in
the U.S. – Richness and Complexity
Overview of French in the United States
Long-standing French-speaking Americans
French-speaking New Americans
Educational opportunities
Benoit Le Devedec, ACTFL 2014

2. French speakers’ presence in the United States
2

3. French as a global language
3

4. Diversity of origins and communities
4

5. Long-standing French-speaking
Americans
5
Louisiana
Maine

6. 6

7. 7

8. 8

9. De-institutionalization of French
 In 1812, Louisiana became the first and only state to enter
the Union in which a non-English-speaking group
commanded a popular majority.
 Until the Civil War, Louisiana continued to publish
documents in French and its legislature continued to
operate bilingually as a practical necessity.
 An 1847 law authorized bilingual instruction in the state's
public schools.
 A new constitution in 1921 banned French from being
used in court, and spoken or learned at school.
9

10. Re-officialisation of French: the
CODOFIL
10
 CODOFIL's mission is to "work toward the creation of an
eco-system that permits the development of French in
the economic, educational, cultural and professional
sectors and in which Louisiana's French and Creole
speakers are valorized in their cultural and linguistic
identity." It seeks to "provide access to economic,
educational, cultural and professional opportunities in
French to all Louisianians.”

11. 11

12. Maine: Acadians and Franco-
Americans
12

13. 13
Repression and persecutions

14. 14
Recognition and revitalization

15. New Americans
15

16. Who are they?
 Recent immigration widely dispersed throughout the US,
mostly from North and West Africa, and Haiti.
 Often invisible or overlooked in the United States as
French speakers.
 English Language Learners who had French as their main
education language but not necessarily as their first or
only social language. Cases of SIFE and illiteracy.
 Strongly attached to the French language, while striving
to preserve their home langue, integrate a new country
and access new economic opportunities.
 Often live in underserved areas with little to no access to
French language instruction.
16

17. Bambara
9%
French
40%
Fulani
13%
Creole
26%
Wolof
7%
Arabic
5%
What languages other than English are spoken in your
home?

19. 97.8%
0.0% 2.2%
yes no not sure
Is it important to you that you continue to learn and use French?

20. 93.5%
2.2% 4.3%
yes no I don't know
Is it important to your family that you continue to speak and learn
French?

21. What educational opportunities
for all these French heritage
speakers in the US today?
21

22. 22

23. 23

24. 24

25. New Educational opportunities
 Most French heritage language speakers in the U.S. want to transmit their linguistic and
cultural heritage to their children and/or maintain their French language skills while
adapting to their new American environment.
 Although there have been severe challenges in terms of opportunities to maintain
instruction in French in the U.S. school system, new, grassroots, bottom-up educational
formulas have emerged over the years to meet these needs through bilingual
education.
 134 public schools in 27 states and 85 cities now offer French dual language or
immersion programs.
 Another 50 bilingual programs are offered in private schools that serve mainly
expatriate families, but they also include local American families who can pay the
often high tuition fees.
 + new forms of educational support for Francophone students in underserved
areas, including French Heritage Language programs in public schools and
community-based organizations.
25

26. 1960
1970
1980
1990
2000
2010
2020
0 20 40 60 80 100 120 140 160 180 200
French bilingual revolution in US schools

27. Powered by

28. Powered by
28
14
11 11
10
6
5 5
4 4 4
3 3 3 3 3
2 2 2 2 2 2
1 1 1 1 1
0
5
10
15
20
25
30
LA UT NY MA MD MN GA NC MO OR VA CO DC FL OK SC AZ CA MI PA TX WI CT IL NJ OH WA

29.  Provides free French classes to underserved French-speaking
communities in public schools and community centers, in-
school and afterschool.
 Currently serves 20 sites with 450 students K-12 in New York
City, Florida, Maine and Massachusetts.
 Advocates for the teaching of heritage languages
 Encourages the creation of immersion and dual language
programs where is needed

30. Facilitate the integration of new
immigrants by making French an
asset to them
30

31. Bridging the gap between generations
in Maine

32. Conclusion
32
 The diversity in national origins, ethnicity, and socio-
economic status make the French case unique
 Despite historical difficulties, French continues to be the
2nd most commonly taught language in US schools and
universities (U.S. Census Bureau, 2012)
 Parents play a key role in promoting heritage language
learning and generating the larger support necessary to
sustain innovative programs in public schools.
 The recent rise in French-English bilingual education
shows that successful community-led initiatives can be
achieved through the willingness of different
communities to work together- the fruit of multiple
partners from local, national, and international
organizations; private foundations, parent groups, and
education officials.

33. Sources
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Blackwell.
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Aliani R. Clevedon, Avon, UK: Multilingual Matters
 Lo Bianco, J. & Véronique D.(Eds.). (2008). Institutions et Pouvoir. Chapter 7, pp 331-377, in Précis de
Didactique du Plurilinguisme et du Pluriculturalisme. Edited by Zarate G., Lévy D. 7 Kramsch C. Paris:
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York: Multilingual Matters.
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33