Why Fredonia?

Check out the Department of World Language and Culture's YouTube channel!

Channel Name: World Languages Fredonia

Students from the Department of World Languages and Cultures explained why they chose Fredonia, why they stayed at Fredonia, and why everyone should come to Fredonia in our new video!

Click here to go to our channel!

https://www.youtube.com/channel/UCdpgmtbOL0NHt3pB5kniUiQ?view_as=public

Culture Fest Fall 2015

Kickoff to International Education Week!

On November 16th the Center for Multicultural Affairs hosted Culture Fest as part of International Education Week. The night began around 7:30 PM and included performances by a Capella groups, spoken word and slam poets and cultural dancers and performers. 



Tables of Fredonia's multicultural clubs bordered the Williams Center MPR and offered a variety of crafts and activities for attendees. Latinos Unidos and French Club were some of the clubs that were involved. 



Overall, it was a great night of cultural learning!

Flueron Rouge Belly Dancers

Where is the Department of World Languages and Cultures?

Check out our new video that shows you exactly where to locate our department!

No more excuses not to add a major or minor in Spanish, French, Latino Studies, or Italian Studies!

Stop by anytime to speak to a professor or our Department Chair, Juan De Urda!

Gracias!

Merci!

Grazie!

French Club Hosts Events for National French Week

National French Week

Each November the American Association of Teachers of French organizes a week of events (Wednesday to Tuesday) to celebrate the French culture and language. 

French Club's Executive Board at the French Formal Dinner

l'Alliance Des Amis Français, Fredonia's French Club, celebrated this week-long party for their second year in a row from November 4th-10th with movie nights with International Club, free food, formal dinners, library displays, and more! Check out some pictures from the events and make sure not to miss next Fall's celebration and events!

Popular fairy tales by French authors display in Reed Library

Screening of the film, "Les Intouchables"

Free crêpes at Centre Point

French Club meets every other Wednesday in the William's Center S226 at 8:00 PM.

Tourism and the Importance of Foreign Language

Hospitality is an ever growing industry with the continuing globalization of the world. 

That being said, the type of visitor that tourist destinations sees varies greatly in culture, region, and expectation. The tourism industry must cater to the needs of these varied individuals through the customization of services offered to these guests. This was an attribute that was clear to me during my time interning for the Walt Disney Company.

During my time as an intern, I worked front desk at one of Disney’s deluxe resorts in Walt Disney World. My responsibilities included checking guests in and out of the hotel, answering questions, giving directions and anything I could do to make their stay more comfortable.

Rita's name tag!

Each day, I interacted with guests from not only across the country but from around the world. This sometimes presented a challenge for myself and co-workers because of language barriers, however, there were ways around this challenge. For example, we had a language line, which enabled you to be able to talk directly with the guest. The language line was connected to a phone and each person would be on one end. You would talk into the phone and the language line would translate your words into the target language and vice versa. The language line was a beneficial tool for interacting with guests on a personalized level. Another way we could combat the language barrier was through multilingual staff.

If you work for the Walt Disney World and speak another language, in addition to English, you can take an oral examination to demonstrate your abilities in the other language. Upon passing the examination, you receive a new name tag that notes the other languages you speak. For example, I took the exam for French and after passing I received a new name tag that said “Français” on it. The language being noted on the name tag is a way to let non-native English speakers know that they have the option to speak in their native language, if that is more comfortable for them. Speaking in someone's native language with them demonstrates that an extra effort was given to make the guest comfortable and demonstrates a sense of respect for his or her culture as well. This ensures the guest that their individual need will be tended to and that the company aims high to make the guest feel more welcome in an unknown environment.

Hospitality is such a crucial element in the tourism industry for both the guest and the company. By making the guest comfortable and at home, the guest feels secure and is more likely to return, which will generate future income for the company. At the same time, tourism and hospitality are more than just producing an income. It is an opportunity to showcase different places and cultures, demonstrating what makes them unique and travel worthy.


By Rita Cain

Article Published by Italian Professor Chiara De Santi

Cultura e Comunicazione         

Chiara De Santi, Visiting Assistant Professor at Fredonia, has published an article in the journal “Cultura e Comunicazione” [Culture and Communication] about the linguistic awareness of native speakers trapped between standard Italian and their local dialect, where she analyzes the case of Tuscany, Italy. Why does this case matter?

Tuscany, Italy

While standard Italian and Tuscan have never been identical, they always have been similar, sufficiently so that speakers sense no distinct boundary between the two. Nowadays speakers are in fact trapped between standard Italian and dialect, and often a Tuscan is unable to discern if he/she is speaking Italian or a register of his/her local dialect. Moreover, the dialect is changing over time in a process that can be viewed as either an “Italianization” of Tuscan or a “Tuscanization” of Italian. The character of this change is of interest in the study of language convergence and language death.

In her article, De Santi introduces the Tuscan dialect, before presenting the first phase of field research, which seeks to establish the linguistic awareness and self-awareness of speakers in a Tuscan town. With the interview of nine “old” speakers (O) and five “young” speakers (Y), the data offer important insights into the perception of speakers and reveal apparent-time evidence of real-time change. The outcomes demonstrate differences between the O and Y groups, mostly in their perception of phonological forms (while the O group shows almost no awareness of the phonological forms that characterize Tuscan, the Y group displays greater awareness) and registers (again, the Y group demonstrates greater ability than the O group to identify which kind of register needs to be used in certain situations, i.e. in formal or informal situations). However, in the case of the lexicon, both groups have difficulty deciding whether lexemes belong to Italian or to Tuscan, though both groups are aware that Tuscans today speak differently from the past, rendering the dialect “more Italian.”

The article has been brought to the attention of linguists Thomas Cravens (University of Wisconsin-Madison), Luciano Giannelli (University of Siena, Italy) and Neri Binazzi (University of Florence, Italy).

Chiara De Santi. “La coscienza linguistica dei parlanti nativi tra italiano e dialetto: il caso toscano [The Linguistic Awareness of Native Speakers between Italian and the Dialect: The Tuscan Case].” In Cultura e Comunicazione Vol. V/6 (2015): 10-15, 52.

International Coffee Break Making Connections Over a "Cup of Joe"

Coffee Break!

Each Wednesday at 4:00 PM International Student Service's Jacob Czelusta brings International students and American students together for an hour (plus) for coffee, treats, good conversation and new friendships. The "Coffee Break"'s are held in the William's Center room S226B, commonly known as the Global Connections Lounge. All students are welcome and it's a great time to relax and take a break from the busy week every student has, regardless of their nationality. Students come together and drink the "college-kid fuel" of coffee and/or tea.










Coffee Break is every Wednesday for the semester at 4:00 PM,  unless otherwise noted on the Office of International Education's website or Calendar of Events posted in the Global Connections Lounge.

It is important for all people to expand their International knowledge and this weekly scheduled time is the perfect opportunity to do so.
So take a break, drink something warm and energizing, and get to know our incredible International students we are lucky to have at Fredonia!

Fredonia Alum Experiencing the First Year of Teaching While Abroad in Argentina

William Webber is a 2015 Fredonia alum currently teaching English in Argentina.

We had the opportunity to talk to Will via Skype about his experiences teaching in Argentina. He is a 2015 Fredonia alum, graduating with a Bachelors of Arts degree in French and Spanish and a Bachelors of Science in International Studies and a Minor in Political Science. 

What are you doing in Argentina right now?

Right now, I am an English teacher in a private secondary school in Buenos Aires. I teach the advanced students of English as well as provide ample opportunities for students to be exposed to the American English accent. Additionally, I advise and administer English club.

How did you get this opportunity?

Long story short, I asked for it. I was the President of International Club at Fredonia and my name as President was published on the International Club Facebook page. One day I received a message from a woman who introduced herself as a former student of Fredonia who lives in Buenos Aires with her husband and together they own a school. She reached out to me to form a language exchange with her students and our students for her students to practice English with our students and for our students to practice Spanish with her students. After a couple of months of the exchange, I decided that I was going to ask her if she would like to have a native English teacher. To my utter surprise, she said yes enthusiastically! Three weeks after graduation I was on a plane for Buenos Aires.

What is the biggest culture shock you’ve experienced?

This is a hard question because there were so many. I guess I would have to say that the biggest shock I have experienced is not being able to access things as easily as I could in the United States. For example, in my school we have very limited resources. There are no textbooks, teachers do not have their own classrooms, there are no computers except for one in the main office, and printing and copying is very limited. If you want to make copies you have to go to the kiosk next to the school and of course that costs money. This makes lesson planning and execution more or less difficult. I’ve had to become more creative and change my entire thought pattern to become more Argentine, and use what is given to me. Even the littlest things, like paying for my cell phone is a process. Because my credit card is not accepted online, I have to pay in cash; what that means is I have to find the store that accepts my money to pay. Sometimes that includes going to the bank to withdraw money, walking to the store or taking a bus, giving my reference number, explaining how much I am going to pay, giving the employee my money, and then receiving a receipt. It’s not like in the United States where at the click of a button you’re done.

What is your everyday look like linguistically?
Linguistically speaking, every day I am speaking in both English and Spanish. From the moment I get up to the moment I go to bed, I never know which language will come out next. At the school, I speak primarily in English to my students and Spanish to those whose English levels are not at conversation level. Outside of school, most of my friends speak little to no English, so I must communicate in Spanish. The Spanish itself is a special form of Spanish where the Spanish I learned in school and at Fredonia has basically been completely wiped away. I have had to learn a new accent, new words and phrases, and new conjugations. For example; Vos sos re copado! This means, "Tú eres muy genial" in neutral Spanish (the Spanish I learned) and “You are very cool” in English.

Most unique/coolest thing about Argentina?

The coolest thing is the amount of diversity here. That lends itself to Argentina’s history of immigration from Italy and Europe. Before living in Argentina, I had the stereotypical Spanish-speaking-person image in my head. To my surprise, there are people who look just like me; white, blond hair and blue eyes, who are Argentine and speak Spanish natively.

What are your goals after your program?

After my program finishes, I plan to return to the United States to continue my studies in Graduate School at George Washington University; where I have been accepted into the Master’s Program for International Education. My goal is to one day be the director of an Office of International Education at an American university and lead that university to have a more global perspective. Dreaming big, I would like to become the United States Ambassador to Argentina.

Advice to Fredonia students?

Oh, there's so much...In terms of language study I would say, talk in your target language as much as you can. Don't be afraid to make mistakes, and ask for help. In terms of living abroad, my best advice would be to just roll with the punches because you are going to have really good days and really bad days. That also goes along with language learning; if you go to a country to live in your target language, you will find out you will be able to speak your target language really well one day and the next day you cannot get anything out. It is a roller-coaster ride, that's what it is. This is an opportunity to really show yourself what you're made of and break down the barriers you've created for yourself.

Thank you for taking time out of your busy teaching day to enlighten Fredonia about your experiences, Will. We miss you and wish you the best!

A Chat on Bilingualism and Biculturalism Streamed from 400 Miles Away

The Cultural Services of the French Embassy in New York City held "A Conversation of Bilingualism with François Grosjean" on September 23, 2015

The event was held in New York City at the French Embassy and consisted of a conversation on bilingualism and biculturalism between researcher and specialist, Professor François Grosjean, and Education Attaché at the Cultural Services, Fabrice Jaumont. The conversation was live-streamed for interested parties who were unable to make the trip to NYC. The event was two hours and packed full of answers to frequently asked questions, personal questions, and fascinating research.

Jaumont began the discussion with questions about Dr. Grosjean to acquaint the audience with him. Professor Grosjean was born in France with a French father, but was educated in British schools. He returned to France when he was eighteen but then moved to the United States. He considers himself to be a cultural mosaic of 4 cultures and identifies his nationalities as French and Swiss. Grosjean got into researching bilingualism by being a bilingual and learning about it while witnessing his children going through it. His own family is fully bilingual, with some of his children actually being quint-lingual. He took the time to reassure parents that it is not as impossible as it may seem, since he himself raised his chidlren in both French and English. 

Grosjean and Jaumont at the French Embassy

Professor Grosjean discussed the basic questions whose answers can be found in Grosjean's books, including his most famous book, Life with Two Languages: An Introduction to Bilingualism. Questions included, "do you need to master both languages to be bilingual?" and "do bilinguals have a split personality when using one language versus another?". 

Professor Grosjean described the difference between biculturalism and bilingualism, with the definition of bilingualism being "the regular use of 2 different languages".  This definition takes into account language use and knowledge, the two defining characteristics of bilingualism. He claims to take the matter at a holistic viewpoint as a bilingual speaker and communicator managing life with 2+ languages. His "complementary principle" is when bilinguals use a language in different situations and domains of life with one language or both languages for other things. The "crucial brick" to his research is that bilinguals need to ask themselves, "which should I be speaking and do I need to bring in the other language?". Language choice is hyper complex as are code-switching and borrowing.

Professor Grosjean cleared up the misconception that biculturalism is the same as bilingualism. It implies merging certain aspects of both cultures, and it is not a bad thing. However, he humorously added how sometimes his French use of space overpowers his English "personal bubble" culture and he accidentally sits or stands too close to someone and must readjust mentally to the setting he is in. Grosjean suggests bilinguals find their identity based on others perceptions and on their own needs; in the end they must accept who they are. A focus right now is on young people and helping them to understand and accept biculturalism. 

The next topic was about the roles of parents and schools in encouraging and aiding bilingualism and biculturalism. It is absolutely critical for parents to have a plan for how they plan to raise children bilingual, and there are a range of strategies; one person one language, one language at home and one language outside, and other supports who are not the parents such as other adults, families, or friends. He claims that children are pragmatic and will notice what they need and if they do not need one of the languages then they will revert to monolingualism. Parents must create the need with the help of community groups, friends, other families, etc. to immerse their children in a situation where they need to use that second language. Schools are notorious for killing a first or language a student may have, and they can help by promoting immersion for children to use other languages when home.

The advantages and disadvantages of bilingualism were addressed as well. Some common advantages are cognitive ability, job opportunities, and communication opportunities increase and bilinguals tend to have open minds and perspectives. A main disadvantage was that communication in the weaker language can be difficult when one is tired or stressed.

The conversation consisted of vital and fascinating information for anyone interested in bilingualism and biculturalism. Grosjean's books are available in bookstores and Amazon.

More information and a video of the full conversation can be found by clicking here or by entering into your browser:

www.livestream.com/frenchembassy/Bilingualism-with-Professor-François-Grosjean/videos/100077232

Merci beaucoup à Professor Grosjean 
for the suggestions and edits!

Experiencing Cultures Across the Globe While Seated in a Lecture Hall

Exploring Different Cultures on Campus- Student Success Activities

Wednesday, September 16th Fredonia held a Professional Development Day that included all day Student Success Activities. For most students, this meant no class and a day to relax. But, for some this means helpful workshops to help be successful in higher education and in future careers. Jacob Czelusta and guests from the International Student Services hosted fun presentations about South Korea and Japan, presented by students from those countries. This presentation honed in on Fredonia's Baccalaureate goal of "Connected".

Students got a chance to see into the culture of each place, with an emphasis on the differences in population, housing, food, education, and culture in general. The differences between the three countries; United States, South Korea, and Japan, were extremely interesting!

Hello Kitty Bento

Some notable differences between the three countries were in food, education, and population.
Attendees learned that South Korea has a large admiration for side dishes; a typical meal is not made up of one large entree with some sides, but many, many sides and tons of variety! Japan, on the other hand is famous for, of course, sushi and bento, which in recent years has become a decoration contest!




Education systems are dissimilar as well. In South Korea, students begin taking a foreign language in elementary school, which is 6 years, and continue taking the language throughout middle school, 3 years, and high school, 3 years. The students have a lot of pressure put on them about grades, and some cannot sleep due to needing time to study.

Apartments in Seoul, South Korea

As for population, South Korea and Japan are very much urbanized and densely populated. In South Korea, 92% of the population live in 17% of the territory. South Korea is smaller than New York City yet has almost 2.5 times as many people! Needless to say, the city buildings that look like business buildings at first, are actually apartments to house the surplus of people. Parking is all underground to save room for more buildings.
In Japan, there is a population of 127.3 million people, with 13.35 million people just in the city of Tokyo; about 1/10 of the population! The presenter, Yuki, stated the city is small and crowded.

Some  social/cultural aspects that are unique to South Korea include the honor code; respect is shown to elders through communication and it is immensely important. Also, drinking with one's boss is a casual, common custom which is interesting since the workplace is intensely hierarchical.

Yuki, from Japan, took a moment to describe her "culture shock" after coming to the U.S. She explained that Americans love of hugging and saying "I love you" was hard for her to understand and very opposite from the culture she grew up in, in Japan. Also, she was surprised to learn about "tipping" at restaurants; a custom the Japanese do not do.

Test your global cultural knowledge!
Did you know that tae-kwon-do is a martial art form from South Korea?

Did you know Honda, Nissan, Toyota, SONY, and Nintendo are companies from Japan?

Did you know at 4:00 PM every Wednesday in the Global Connections Lounge of the William's Center there is free coffee and social hour with international students?! Stop by and meet some of the awesome students from all over the globe we have studying right here in Fredonia, NY!

Study Abroad 101 Workshop With the Office of International Education

The fall semester has begun and the Office of International Education has begun hosting workshops to educate students on the SUNY Study Abroad System! 

SUNY Study Abroad Website
http://www.suny.edu/studyabroad/ 

The goal of the Study Abroad 101 workshop was to acquaint students with the process of researching and applying to study abroad using the SUNY Abroad website. The SUNY system has over 600 study abroad/student exchange programs ranging in price, location, and length to accommodate one's desires in a program.

The workshop began with students introducing themselves, stating their name, major, and a location where they are interested in studying. Each attendee also received a "Study Abroad 11 Worksheet" they could fill in throughout the presentation. The worksheet had sections for academic goals, personal goals, and professional goals, as well as a space to write the important factors for a desirable program. Attendees found out at the end of the presentation that the worksheet they filled out would help them write great application letters; stating their goals for the program! There were also several questions that, once filled out, were a great reference for students considering studying abroad ,such as answers to FAQ's and steps to applying. 

The workshop was a pleasantly brief half hour, packed with helpful information for prospective study abroad students. Financial situations are always a popular topic with study abroad, and workshops for the Gilman Scholarship for studying abroad were announced and can be found on the OIE's website. 

The Office of International Education is located in LoGrasso Hall and the door is always open for students from all majors inquiring about study abroad opportunities and more information!

There will be one more Study Abroad 101 workshop on September 17th at 3:00 PM in the Global Connections Lounge in the William's Center. There will also be a presentation about Study Abroad experiences on Professional Development Day for Student Success Activities on September 16th at 2:00 PM in McEwen 202. 

Meet the Blogger: Rita Cain

Rita Cain at La Tour Eiffel

Hello, my name is Rita Cain. I am a senior French and International Studies major with a minor in Spanish. I have spent this past semester interning with the World Languages and Cultures department here at Fredonia.

During my time as an intern, I have had the opportunity to work with students and professors within the department for the blog, The International Buzz. This has been an absolute pleasure for me. I met with students to interview them and learned about each person’s experience with studying a language and their adventures and aspirations abroad. It is safe to safe that I now have an even longer list of places that I want to visit! I attended various events put on by the student groups and the department, which furthered my knowledge of a particular aspect in culture and language. I corresponded with students and professors who wanted to compose a blog entry on a particular topic that interested them. In addition, I also interviewed students and professors to create a video for the department. All of these interactions were amazing. Not only did I build new relationships within the department, I found new topics of interest to learn about.

Next year, I will be attending graduate school at King’s College in London for European Studies. I am incredibly excited to be able to spend a year abroad and further my studies. Reflecting on my experience at Fredonia, I know that my success has been positively impacted by Fredonia. I am fortunate to have studied in such a supporting environment. I have made so many friends in my language classes and have even traveled with them. My professors have been very knowledgeable and their help has be invaluable for helping me improve myself as a student and plan my future career. For this reason, I am so incredibly glad that I was able to give back to the department as I worked with them this semester. 

Sigma Delta Pi Induction Ceremony 2015

On April 27, Fredonia's Eta Alpha of Sigma Delta Pi, the Spanish National Honor Society,  inducted eleven students: Emma N. Basile, Benjamin J. Bengert, Brianna Bhola, Rebecca J. Deschner,  Alexandra R. Drake, Jordyn J. Holka,  Jordan Holmes, Chelsea L. Jones, Holly P. Lavin, Alicia D. Rutkowski, and Alexandra J. Shanahan.           

The Department of World Languages and Cultures is proud to have inducted these outstanding students into Sigma Delta Pi. These students have demonstrated academic excellence in Spanish and in their overall work at Fredonia. Inductees will be made life-long members of the society and are eligible for various national scholarships offered by the society. 

The Art of Translation and Applying Language Skills to Life: Rahdne Zola

By Terese Caiazza

Speaker Rahdne Zola with the French Club Executive Board

This past week, L’Alliance Des Amis Français (French Club) and the World Languages and Cultures Department had the pleasure of welcoming back Fredonia alumni Rahdne Zola.  On Tuesday April 28th, 2015, Zola visited campus to present on translation and the way in which he has been using his passion and higher education in French to move on to a successful and inspiring occupation.

As a Fredonia student, Zola was involved in L’Alliance Des Amis Français, and he and his peers were the ones to give the club that name after it’s former name, French Club. After graduating from Fredonia in 2001 with a Bachelor of Arts in French, Rahdne Zola went abroad to France. Then, graduate school at University of Wisconsin--Milwaukee earned him a Masters degree in French translation. Zola is now a freelance translator with his own translation and language service out of Buffalo, NY, Lexemes, and has been working in translation now for over ten years.

During his presentation, Zola gave his audience an overview of his education and his experience with translation. He even passed out printed examples of some of his work, comparing it to the original French text as well as the work of another translator.  He engaged with his audience by enlisting help to read the text and translations. This was an extremely effective way of letting his viewers see different interpretations by various translators as well as demonstrating translation work and dedication applied. Zola offered some wisdom from the world of translation, saying that the best translators translate into their native language. This means that he, as a native English speaker, employs his knowledge of French to decipher text and convey the same messages to the best of his ability in English. Zola answered many questions from the audience, including one about the difference between translation and interpretation. Zola explains that (not discouraging anyone from pursuing either or both) he feels either job takes a specific kind of person, and that one person is rarely skilled at both. Translation is a more isolated and private profession. Because it involves translation of text, it can be done from almost anywhere and it can be taken at a slower pace. Interpretation is a very quick and in-the-moment kind of job, where you have to be on location and ready, making sure you are conveying the right messages at the right pace, listening and immediately reciprocating. Zola covers both modes of interpretation, explaining that “simultaneous interpretation” usually involves being in a booth with a microphone and being expected to keep up with the speaker. “Consecutive interpretation” happens when the speaker pauses every so often to allow the interpreter to step in.

Beyond it’s extremely informative and engaging structure, Rahdne Zola’s talk served an even more important purpose to his language-loving audience. Often in the field of foreign language study, students are questioned about their intended professions and presumed struggle for success. There is a common misconception that it’s hard to pursue careers involving foreign language, when in reality, the possibilities are almost endless. Rahdne Zola is a real life example of someone who was able to turn his specific love of French into a career for himself that he builds his life around and enjoys doing every day is something that was heartening for everyone to see. From Fredonia, to France, to Wisconsin, to Buffalo, Rahdne Zola has used his French translation expertise to make a difference, and now has undoubtedly inspired those who were there to see him, to do the same.

Pi Delta Phi Ceremony 2015

Pi Delta Phi is the National French Honorary Society, which new members are inducted into each year. The purpose of Pi Delta Phi is to recognize outstanding scholarship in the French language and francophone literatures, to increase the knowledge and appreciation of Americans for the cultural contributions of the French-speaking world, and to stimulate and to encourage French and francophone cultural activities. In order to be eligible for regular membership, a student must meet the following requirements: completion of at least one course of upper division French; 3.0 GPA in French, 3.0 GPA overall, and rank in the top 35% of their class; with at least sophomore standing.

This year the ceremony took place on April 29th, 2015. Professors of French: Dr. Antosh, Sr. Douglass and Dr. Goetz officiated the ceremony. Kelly Ratterman, a student member and acting president, also took part in officiating the ceremony. The initiates were: Victoria Carvel, Amy Gordon, Mikayla Kozlowski, Lauren Miller and Elizabeth Wheeler.


The World Languages and Cultures Department is proud to welcome these excellent students into Pi Delta Phi! Bien fait, tout le mode!

Fritz Schattauer Awarded Scholarship in Munich

State University of New York at Fredonia German language professor, Fritz Schattauer, has been awarded a full scholarship to participate in a seminar at the Goethe Institut in Munich Germany, this summer.  Awarded by the Goethe Institut, the German government’s language institution, to only a few teachers each year, this seminar, entitled “Auffrischung Methodik/Didaktik Daf Unterricht”  will be a refresher course covering current methodology for teachers of German language at the secondary and university levels.  An emphasis will be placed on technology and its role in the second language classroom.  Mr. Schattauer will be spending two weeks in Munich and also completing an online phase of the seminar, prior to his departure in June.  Other teachers in the seminar will come from countries all around the world making German the only common language among the participants.  When asked what he looked forward to the most, Mr. Schattauer said that it was the interaction with the other teachers in the seminar “You really get to know some amazing people from all over the world and develop lessons with them.  Who knows, often after these experiences, a teacher has partners around the world.  This can often lead to interesting cross-cultural activities with both teachers’ students.”  As a teacher of German at Lake Shore Central Schools, as well, Mr. Schattauer will surely be using his new teaching skills at the secondary level.  In addition, he is hopeful that he will be able to develop a study abroad program for his university students.

Michelle Rawleigh: Childhood Inclusive Education Major with a Concentration in French

Michael Kozlowski (left) and Mikayla Rawleigh
(right) at Education Honors Society

Say "bonjour," to Michelle Rawleigh!  Michelle is a childhood inclusive education major with a concentration in French. When trying to decided on a concentration she decided to choose French because she thought that it would be beneficial for her to have a second language. Michelle took French in high school but unfortunately had a bad experience with it. Despite this experience, she decided to try taking French again in college. After taking French at Fredonia, Michelle had a much more positive experience with the language, which inspired her to continue on with learning French. Although, Michelle enjoys the French classes here she finds them challenging and believes that it is because she wasn’t properly educated in French in high school. However, she is working her best to catch with the help of good friends and excellent tutors within the department.

If Michelle could recommend anything to someone studying a language, it would be to stay motivated. She feels that it is incredibly difficult to learn a language if you do not have the desire to do so, which is why staying motivated is so important. Michelle also would like to recommend studying abroad if possible because it will improve your language skills by tenfold.

If Michelle could study abroad anywhere, she would either want to study abroad in Paris or in the south of France. To Michelle, Paris is a grand city filled with history and vibrant culture. However, a small town in southern France is also appealing to her because each town has its own charm.

Michelle’s favorite course for French so far has been French Civilization and Culture. This class is considered a “language” class, which means that people can take it for French or English credit. With this mixed group of people, it is fun to switch back and forth between French and English. Michelle also likes this course because it is a class that has emphasis specifically on French culture. This is a subject that Michelle has been highly interested in and is glad to have the opportunity to learn more about it.

If Michelle could recommend a story in French to read, she would recommend La Belle et la Bête (Beauty and the Beast). La Belle et la Bête is a very popular story in France with countless versions throughout the country. Michelle feels that it is interesting to compare different versions of the same story and see how they change by region.

In ten years, Michelle would either like to be teaching abroad in France or be teaching first or second graders.

For now, Michelle is glad to be a part of Fredonia. To her, Fredonia is a small close-knit community where people are ready to help each other. Michelle is glad that she can be part of such a phenomenal community.

Teaching French in a Dual-Language Elementary School

By Valerie Connor

I graduated from SUNY Fredonia in 2012 with a degree in French-Adolescence education.  With the job market the way it is, I decided to spend the year directly after college working abroad in Paris, France as an au pair.  I lived with a French family and took care of two amazing boys, ages 4 and 7 for a year.  Upon returning home to NYC in July of 2013, I was frantically searching for teaching jobs.  September first came and went with no luck and I was disappointed until I got an email in early October.  It was from PS 58 in Brooklyn, a French dual-language elementary school.  Although I did not have the early childhood certification, I was hired as a dual language kindergarten teacher under the condition that I meet the early childhood requirements throughout my first year of teaching.  I am the only teacher in a room with 24 five-year-olds, half of which are French-speaking, the other half, English-speaking and I love it.  In the morning, all instruction is given in French, and after lunch, in English.  It is a very effective immersion program which I am proud to be a part of.  PS 58 is one of 8 French dual language schools in NYC and that number is growing.  It is rare to be able to use French with young children, but it is a combination I really enjoy.  I think it is important to spread the word that these dual language schools are growing because it gives you the option to not only teach French as a foreign language but teach any subject while speaking in French.  I am thankful for SUNY Fredonia and that I was prepared both creatively and professionally for a career in education.

From left, Liam Kelly, Anju Andren and Hudson Wong, students in a dual-language program at Public School 58 in Carroll Gardens, Brooklyn. Kirsten Luce for The New York Times

(4th grade students at the school where I teach Kindergarten)

This is an excerpt from an article in The New York Times. To read the entire article click here.