heritage and community languages in the u.s.- richness and complexity french
TRANSCRIPT
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
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.
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Re-officialisation of French: the
CODOFIL
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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.”
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.
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Bambara 9%
French 40%
Fulani 13%
Creole 26%
Wolof 7%
Arabic 5%
What languages other than English are spoken in your home?
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?
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.
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2020
0 20 40 60 80 100 120 140 160 180 200
French bilingual revolution in US schools
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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
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
Conclusion
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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.
Sources
García, O. (2009). Bilingual education in the 21st century: A global perspective. United Kingdom: Wiley-Blackwell.
Grin, F. (2003). Language policy evaluation and the European Charter for Regional or Minority Languages. London: Palgrave Macmillan.
Lo Bianco, J. (2010). Language learning from the inside: Learners’ voices & public policy ambitions, with 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: Editions des Archives Contemporaines
Organisation Internationale de la Francophonie. (2010). La langue Française dans le Monde 2010. Paris: Nathan Ed.
Rhodes, N.C., & Pufahl, I. (2010). Foreign language teaching in U.S. schools: Results of a national survey. Washington, DC: Center for Applied Linguistics.
Ross J., & Jaumont, F. (2012). Building bilingual communities: New York's French bilingual revolution. In O. Garcia, Z. Zakharia Z., & G. Bahar Otcu (Eds.), Bilingual community education and multilingualism. New York: Multilingual Matters.
Ross, J., & Jaumont, F. (Fall 2013). French heritage language vitality in the United States. Heritage Language Journal, 9, 3.
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