Teaching Philosophy
A major focus of my teaching is guiding students from passively experiencing the world around them to actively interpreting it. As a teacher of French and Francophone literature and culture, I prepare my students to be discerning global citizens capable of evaluating the wealth of cultural texts around them. Whether reading a novel by a North African immigrant in France, watching a documentary about representations of Islam in the media, or examining the aesthetics of street art, they develop a diverse set of lenses for analyzing the French-speaking world as well as their own.
Writing occupies a vital place in the syllabi I design. For example, my students in “France and the French-Speaking World,” a general education course taught in English, read Azouz Begag’s Shantytown Kid and Annie Ernaux’s Shame in translation. They explore the novels through a two-part writing activity. First, students discuss the works in an online message board designed to help them appreciate their classmates’ interpretations. The interactions on this forum assist them in establishing and defending their own coherent opinions on the texts and co-constructing a broader understanding of the text. Then, each student writes a three- to four-page essay analyzing and synthesizing the novels around one of the texts’ shared themes. The essay’s relative brevity requires the development of a clear, focused thesis narrow enough to be fully treated but extensive enough to display broad knowledge of the topic.
Assignments I develop also encourage students to be resourceful and approach questions in original ways. An open classroom environment allows them to test their ideas, solidify their knowledge, and teach each other through formal and informal class discussions. For example, through weekly student-led presentations on newspaper articles and newscasts, my upper-division “French Press” students collectively situate current events in a broader social, political, and historical context. I interject questions and insight to help them make connections with the press’s role in society. Students draw on their prior knowledge, experiences, and interests to choose the week’s topics and thus relate to the material in a deeper, more personal way. Furthermore, the open dialogue allows them to debate their opinions, build communication skills, and explore contemporary topics across disciplines.
Learning does not occur in a hermetically-sealed space, and I urge students to seek out real-world applications for their skills. While teaching English at a French university, I wanted my language students in a humanitarian communication program to have a hands-on experience as part of their final project. We contacted a local charity, created dual-language brochures and flyers for it, and spent a Saturday afternoon handing them out in the town center where we spoke to many people about the organization’s goals, in both French and English. Such practical activities guide students to become responsible for their development and success, both personal and professional.
In the end, I strive for students to feel connected and significant, part of a community of learners. Whether the sentiment arises from formal classroom discussions, conversations over coffee, or group projects with classmates, these interpersonal bonds are essential for learners to take full advantage of the academic experience and broaden their cultural, literary, and historical horizons.
Writing occupies a vital place in the syllabi I design. For example, my students in “France and the French-Speaking World,” a general education course taught in English, read Azouz Begag’s Shantytown Kid and Annie Ernaux’s Shame in translation. They explore the novels through a two-part writing activity. First, students discuss the works in an online message board designed to help them appreciate their classmates’ interpretations. The interactions on this forum assist them in establishing and defending their own coherent opinions on the texts and co-constructing a broader understanding of the text. Then, each student writes a three- to four-page essay analyzing and synthesizing the novels around one of the texts’ shared themes. The essay’s relative brevity requires the development of a clear, focused thesis narrow enough to be fully treated but extensive enough to display broad knowledge of the topic.
Assignments I develop also encourage students to be resourceful and approach questions in original ways. An open classroom environment allows them to test their ideas, solidify their knowledge, and teach each other through formal and informal class discussions. For example, through weekly student-led presentations on newspaper articles and newscasts, my upper-division “French Press” students collectively situate current events in a broader social, political, and historical context. I interject questions and insight to help them make connections with the press’s role in society. Students draw on their prior knowledge, experiences, and interests to choose the week’s topics and thus relate to the material in a deeper, more personal way. Furthermore, the open dialogue allows them to debate their opinions, build communication skills, and explore contemporary topics across disciplines.
Learning does not occur in a hermetically-sealed space, and I urge students to seek out real-world applications for their skills. While teaching English at a French university, I wanted my language students in a humanitarian communication program to have a hands-on experience as part of their final project. We contacted a local charity, created dual-language brochures and flyers for it, and spent a Saturday afternoon handing them out in the town center where we spoke to many people about the organization’s goals, in both French and English. Such practical activities guide students to become responsible for their development and success, both personal and professional.
In the end, I strive for students to feel connected and significant, part of a community of learners. Whether the sentiment arises from formal classroom discussions, conversations over coffee, or group projects with classmates, these interpersonal bonds are essential for learners to take full advantage of the academic experience and broaden their cultural, literary, and historical horizons.
