A few months ago, I was scrolling on Facebook when I came across a question posed by a French teacher in a major French Facebook Teacher group. This teacher was seeking guidance on how to begin with anti-oppressive teaching, as well as examples of activities and assessments that are anti-oppressive, differentiated, culturally relevant, and identity-affirming.

Today, we’re going to discuss pedagogies, assessment, instructional tools, and system-wide changes to advocate for all that helps form a learning environment that is anti-oppressive, differentiated, culturally responsive, and identity-affirming.

Read my blog post from a few years ago about how your French teaching pedagogy may be reinforcing colonial hierarchies.

Who am I, and what authority do I have to speak on this topic?

Bonjour! My name is Pav and I am a French teacher of South Asian descent from Vancouver, Canada. For the past three years, I have served as the anti-racism lead at my school. Part of my responsibilities includes planning school-wide activities and events, advocating for changes with my school, and communicating with students, parents, and administration to ensure that we are constantly moving forward in the direction of progress.

Online, I have used my platform for the last five years to advocate for change in French pedagogies. I have tried to demonstrate to French teachers that teaching inclusively and anti-oppressively is not only very doable, but it is also non-negotiable and gratifying.

While I have worked very hard to advocate for change and progress, both in my career and online, I also want to acknowledge that I am not perfect. I am constantly trying to learn more, even unlearn, to be a better human being and teacher.

I am also completing a post-grad diploma on compassionate classrooms. This diploma has taught me a lot about SEL, trauma-informed teaching, restorative justice/restorative practices, and more.

I am also a big reader and specifically focus on reading diversely. Feel free to peruse my Goodreads for diverse book recommendations.

What are the ways students and teachers encounter systemic oppression in education?

Let’s begin with the understanding that the legacies of colonialism are alive and well within society and all institutions. For example, students and teachers encounter systemic racism in the school setting. What does systemic racism look like in the education setting?

Systemic Oppression and the Curriculum

An example of systemic oppression and the curriculum is a focus on Eurocentric perspectives & curriculum where marginalized students do not see themselves reflected in the content and instructional practices. In French class, teachers and/or the curriculum only focus on France or Quebec, erasing Francophone communities in Africa, the Caribbean, and Asia.

Discriminatory Discipline Practices

It is easy to turn a blind eye to discipline practices within the education setting. For example, Black, Indigenous, and racialized students can be disproportionately suspended or expelled in contrast to their white counterparts.

In Canada specifically, the school-to-prison pipeline for Indigenous boys is an example of this type of disproportionate representation.

Ableism in Assessment and Instruction

The following are examples of ableism in the school setting:

• One-size-fits-all instruction that does not differentiate
• Students lack voice and choice in assessment and learning practices
• Traditional grading systems that penalize students for mistakes or not learning the same way as neurotypical students disadvantage those who have dyslexia, ADHD, auditory processing disorders, or executive functioning challenges.
• Lack of accessible tools, equipment, or learning resources
• An emphasis on compliance and “good behaviour”

Other examples of systemic oppression

• Lower graduation rates for Indigenous students
• Higher rates of academic streaming for racialized and low-income students
• Lack of belonging, safety, and representation for LGBTQ2S students
• Poor mental health outcomes for marginalized students
• Inaccessible learning environments for neurodivergent and disabled students
• Students encountering racism, Islamophobia, transphobia, homophobia, and anti-Semitism at school
• Students are forced to suppress parts of their identity to feel safe or to fit in
• Teacher burnout from working in unjust systems

These are only a few examples!

Bottom line, oppression in the education system exists.

Why is anti-oppressive teaching a non-negotiable?

If we care about the well-being and success of our students, we will do everything in our power to foster an anti-oppressive learning environment for them.

In my mind, anti-oppressive teaching is divided into two fields:

a. changes I can make in my own classroom and within my teaching practices

b. changes I must advocate for at my school

Anti-oppressive teaching in the French classroom

Let’s explore the various ways to cultivate an anti-oppressive learning environment in the classroom.

Culturally Responsive Teaching

What is Culturally Responsive Teaching? CRT is an educational approach that acknowledges and celebrates students’ diverse backgrounds, cultures, and experiences and connects them to classroom learning.

In her book, Culturally Responsive Teaching & the Brain, Dr. Zaretta Hammond states that Culturally Responsive Teaching is essential if we want our marginalized students to succeed in rigorous learning. I highly recommend reading her book, as Dr. Hammond shares not only that it’s possible to implement CRP but also explains the benefits to student learning.

Trauma-Informed Teaching & Trauma-Sensitive Classrooms

As teachers, we must understand that our students are walking into our classrooms with past trauma. Trauma is going to change how our students learn. The BC Provincial Government defines TIP as:

Trauma-Informed Practice is a strengths-based framework grounded in an understanding of and responsiveness to the impact of trauma. It emphasises physical, psychological, and emotional safety for everyone, and creates opportunities for survivors to rebuild a sense of control and empowerment. 

Is your classroom a trauma-informed space? Is your teaching trauma-informed?

Trauma-sensitive classrooms:

• implement Culturally Responsive Teaching
• establish students’ physical and emotional safety
• cultivate relationships with students every single day
• focus on student strengths and never view students from a deficit perspective
• are culturally competent
• include voice and choice in activities, lessons, and assessments.
• never get into a power struggle with students
• teach/model healthy coping strategies.

This document is invaluable for understanding the various traumas students bring to school and for implementing trauma-informed practices.

Instruction & Assessment Flexibility

An anti-oppressive teacher understands that not all students learn the same way. There are so many factors that alter how we change. Anti-oppressive teachers are flexible and not stubborn. They are willing to explore different instructional approaches and assessments to see what works best for their students.

Inclusion of Diverse Voices & Perspectives

In a French classroom, there are numerous ways to incorporate diverse voices, perspectives, and experiences. Here are some quick examples!

• Explore French music & musicians. There’s so much diversity here!
  • Manie Musicale is an accessible way to get into this, and all of your planning is done for you
• Teach about Verlan & France’s banlieues.
  • Teach French slang expressions and their origins
• Learn about diverse celebrations in your novice French classes
  • Cécile Lainé has created (independently and in collaboration with others) these accessible, novice-friendly slideshows about diverse holidays
• Read French picture books
  • Explore my favourite picture books with Muslim representation, Black representation, and Asian representation.
• Begin to explore the Francophone world.
  • Discover Francophone cultures through a specific theme or topic, such as food, geography, clothing, or music.
• Acknowledge BHM, AHM, Pride, Orange Shirt Day, Indigenous Heritage Month, etc in your classroom
• Learn about First Peoples’ Principles of Learning and incorporate them into your teaching

Celebrating Students’ Identities

Hold space for and celebrate your students’ identities. We’re so lucky we teach French as there are so many ways to do this!

Last year, I organized a whole-school Culture Day. With the help of a $2,000 grant my students won, we were able to share diverse cultural foods with our entire student body.

During the event, a Filipino student came up to us, thrilled to see lumpia (Filipino spring rolls) on the menu. He told us he had never seen Filipino culture represented at school before. I cried when I heard this—tears of both joy and sadness.

How can you celebrate your students’ identities in your classroom and in your school?

Student (and Teacher) Accountability

One of the most important things you can do to be an anti-oppressive educator is to hold students accountable when they make discriminatory statements.

I’ve heard from my students time and time again that when someone says something racist to them and their teacher does nothing, it confirms to them that their teacher does not care.

Not holding students accountable is the number one way to alienate marginalized students because you are declaring in capital letters that you are NOT a safe teacher!

Holding students accountable also means:

• Communicating promptly with the Administration team when something unsafe and dangerous occurs. This includes a student saying a slur.
• Communicating with the parents of the victim to let them know what has occurred. This is crucial because these parents need to know how to guide their child, advocate for them, and even get them therapy to process what they experienced.
• Advocating for changes at the system-level if necessary

Avoid tone policing staff and students

If a staff member or a student comes to you and expresses that something you said or did was discriminatory, please do not tone-police them. This human being is telling you they experienced harm. Your first words should not be “well, I wish you didn’t tell me right now or right here” or “I wish you had used different words”.

Tone policing diverts attention from the harm caused to your own discomfort with accountability. Furthermore, you are reinforcing power dynamics by reinforcing your own authority and power in the relationship.

Instead, focus on repairing harm

Instead of tone policing, focus on acknowledging the harm that you unintentionally caused. Thank them for being vulnerable and communicating with you. Express your commitment to learning and doing better in the future.

Once you leave, commit yourself to learning more about why what you said or did was harmful. Read a book, find a YouTube video, or ask a question in an anti-oppression teaching group on Facebook.

Anti-oppressive teaching on a school-wide level and systems-wide level

Now, let’s discuss school-wide activities and events.

School-wide recognition of Black History Month, Pride, Asian Heritage Month, etc.

If you’re a Canadian teacher in 2025, your school should absolutely be organizing school-wide recognitions of these months.

This past year, my colleague and I co-organized a Black History Month panel (our third annual!) at our school. It was incredible. One of our panellists was Jamila Pomeroy, who is a film screenwriter, director, and producer. She’s amazing. One thing she said that continues to haunt me is that anti-Black racism since 2020 has gotten worse. As a teacher, I see and hear this from my Black students every single day.

School-wide celebrations are powerful because they make identities visible. Many of my marginalized students have shared that when these months go unacknowledged, they feel unseen.

There is a need to not only acknowledge these heritage months but also to celebrate joy within these communities.

Using Your Voice & Privilege to Advocate for Students

One of the most important things you can do as an anti-oppressive educator is to use your voice and privilege and advocate for your students when you see or hear of injustices.

We absolutely cannot pretend that discrimination does not exist anymore in our schools. It happens.

If you see that the system is not handling the situation well, which is causing trauma to students, please use your voice and privilege to advocate for the problem to improve!

Let me know what you think!

This is my summer reflection of what it means to be an anti-oppressive educator in 2025. If there’s something I have not discovered, I would love to hear from you! Please share with us in the comments below.

The post What Anti-Oppressive French Teaching Looks Like in 2025 appeared first on FLE Avec MmeD.

Whether you teach Core French or French Immersion, French picture books are an indispensable teaching tool. Today I am sharing my favourite French picture books with Black characters. Notably, whether you are looking for French picture books with Black characters for Black History Month or for any other month, I’ve got a wide variety of options for you in this post.

Moreover, in 2020, many French teachers committed to diversifying their bookshelves. Consequently, teachers unpacked the role that diverse picture books play in providing mirrors and windows, and eventually becoming sliding glass doors, for all of our students. This blog post is the second in a series where I share my favourite French picture books with characters with diverse identities. The first blog post featured French picture books with Muslim and/or Arab characters.

Additionally, if you find this blog post as you are preparing your French Black History Month lesson plans, please note that I have an entire blog post dedicated to resources for Black History Month.

Why should you have French picture books with Black characters in your classroom library?

Half of English picture books published in 2015 featured non-human characters. However, the number of English picture books written by Black authors has increased since 2015. Noticeably, there was a noticeable increase following the Black Lives Matter movement’s remergence in 2020. Nevertheless, there are no similar studies on French picture books with Black characters. What we do know is that many of the French picture books in the market are French translations of American books.

Why do we need to have French picture books with Black characters in our classroom libraries?

Black children need to see themselves represented. When students spend six hours a day in classrooms learning, representation within the context of education is essential. Furthermore, non-Black students must also see read about Black characters in picture books.

Anti-Black racism did not end in 2020, folks. It is alive and well.

Moreover, our non-Black students need to learn about the history and presence of anti-Black racism. They need to play an active role in unlearning stereotypes and biases. Non-Black students also need to read stories where Black characters experience joy and successful.

Who writes the stories? #ownvoice

I am a South Asian woman who was born and raised in Canada. I never got to read stories about my culture written by people who looked like me until I was in my twenties.

This has got to change!

On my platforms, I choose to share books written by #ownvoices. If you are interested in learning more about own voices, please do read this important blog post by Little Feminist explaining what it is and why it’s important.

Wherever possible, I have tried to share French books written by Black people. There are a few unique cases where I have decided to include a book written by a non-Black author.

Where should you purchase these French picture books with Black characters from?

I recommend purchasing these French picture books from your local independent bookstores.

Invaincus par Kwame Alexander, illustrations de Kadir Nelson

Invaincus is a powerful hommage to all Black trailblazers who fought for freedom and justice.

This book is about a long history of resistance and resilience.

There are so many things I love about this book – the powerful illustrations and the poetic way in which Kwame Alexander writes.

Kwame Alexander writes in a way where he allows the pictures to speak for themselves. It is a powerful way of storytelling as it allows you the teacher to lead an age-appropriate discussion. I

Final opinion: this book should be in every classroom library in Canada and the US. We cannot move forward without knowing where we come from and where we are today.

Themes: pionniers noirs, résistance, résilience

French level: mid-novice. Lots of present tense, some past tense, and tons of French adjectives.

About the book: A French translation of an English original

Nos boucles au naturel – Matthew A. Cherry, les illustrations de Vashti Harrison

In Nos boucles au naturel, we meet Zuri who is so proud of her beautiful hair.

Zuri wakes on a special morning and enlists her dad’s help to do her hair. Her dad attempts to help her with her hair. However, his initial efforts failed despite his best efforts.

This book belongs in every classroom and school. At a time when Black hair is still so stigmatized, Black children deserve to see themselves represented in a story that celebrates a unique aspect of their appearance and their identity – their hair.

This book is equally important for non-Black people to read for so many reasons!

Themes: identité, famille, apparences physiques, fierté

French level: intermediate. There’s quite a bit of passé composé and imparfait.

About the book: a French translation of an English original

Le carnaval de Malaika par Nadia L. Hohn et les illustrations d’Irene Luxbacher

Le Carnaval de Malaika is a picture book that will give you all the feels.⁣
⁣
This is a story of a little girl who lives in the French Caribbean. Her mom marries a Québecois man and Malaika and her family must move to Canada.⁣
⁣
Malaika is incredibly heartbroken about having to leave her beautiful home, her community, and especially her loving grandmother.⁣
⁣
When Malaika reaches Quebec, she has a difficult time adjusting to her new home and she misses her grandmother dearly!⁣
⁣

Themes: choc culturel, immigration, famille

French level: intermediate (all in present tense)

About the book: A French original

I Have a Dream – 52 icônes noires qui ont marqué l’histoire – Jamia Wilson et Andrea Pippins

This is an excellent French book for kids, especially for French Black History Month lessons and activities (le mois de l’histoire des noirs). It contains beautiful illustrations and empowering descriptions of the lives and contributions of 52 Black icons all around the world.

So many of these types of books focus solely on the contributions of Black Americans. Canadians are typically more exposed to American stories, so it’s fantastic that this book has an international focus. It reinforces that Black history pertains to ALL of us everywhere in the world.

Examples of a few Black icons included in the book: Malorie Blackman (UK), Josephine Baker (US/France), Kofi Annan (Ghana), Nelson Mandela (South Africa)

A few ways to use I have a dream with your students:

• assign a different icon to each student in your class. Students can research and present their icon to the class
• as a class, study a different icon every day

Themes: pionniers noirs / pionnières noires, le mois de l’histoire des Noirs

French level: advanced French. We learn about the history of each character as well as how their story connects to the historical context of the time.

About the book: French translation of an English original

La détermination de Viola Desmond par Jody Nyasha Warner et Richard Rudnicki

If you are Canadian, you are likely familiar with Viola Desmond’s story.

This book is re-tells the story of Viola Desmond.

Viola Desmond was a Black Canadian trailblazer. She resisted racial segregation in Nova Scotia in the 1940s. Desmond was arrested in the 1940s for refusing to leave a whites-only area of a movie theatre.

Desmond’s courage paved the way for the end of segregation in the province.

Many Canadians falsely believe that there isn’t a history of segregation and anti-Black racism in Canada. It is only recently that Canadians have become familiar with Viola’s story.

Viola Desmond’s story is a vital part of Canadian history.

La détermination de Viola Desmond recounts the story of what happened that night when Viola resisted.

Themes: ségregation, injustices, droits civils au Canada, pionnionère noire

French level: high intermediate-advanced French (mix of tenses, some simple structures, some complex structures)

About the book: English translation of a French book

La princesse de l’eau claire – Susan Verde, illustrations de Peter H. Reynolds

La princess de l’eau claire is based off of the true story of Georgie Badiel. Georgie Badiel is an African model from Burkina Faso who spent much of her childhood walking many kilometers daily to access freshwater.

This story was inspired by Georgie’s determination to find a solution so that families did not have to walk long distances to access water. Georgie also wanted to find a solution that would ensure that the freshwater was clean to drink.

La princess de l’eau claire is an inspiring story of a little girl who dreams to one day put an end to this water crisis that affects the residents of Burkina Faso.

Themes: la détermination, trouver des solutions

French level: mid-novice French (repetition of irregular French verbs pouvoir, vouloir, faire in present tense as well as ER verbs). On the last

About this book: French translation of an English original

Joséphine – Joséphine Baker, la danse, la Résistance et les enfants par Patricia Hruby Powell, illustrations de Christian Robinson

Joséphine is a 99-page book about the life of Joséphine Baker.

Baker was a renowned Black American entertainer who defied racial barriers in 20th-century France & the United States. Celebrated for her captivating performances and iconic banana skirt dance, Baker used her fame to aid the French Resistance during WWII.

She also fought against segregation in the United States. Baker became the first Black woman to be inducted in the Panthéon in 2021.

The book is divided into different periods in Baker’s life. We begin with her childhood and end with her death.

If you teach French Immersion (Grades 6+) or older Core French (Grades 10+), I recommend reading a section of her life at a time and then spending time learning about the historical events discussed in that section. You will also need to break down new vocabulary for your students.

**** The French version of the N-word (the word from which the English N-word is derived) has been used multiple times. On p.31, it is used within the context of the violence the KKK was committing towards Black people. On pages 54, 56, and 58 the word appears once more. This time it is the name of a French magazine. On p.71, the word describes a genre that Josphine sang in Austria. On p.78, Josephine is called the feminine version of that word by American media. It appears twice on this page.

My final opinion: This is the first book I’ve read about Josephine’s life and accomplishments and I enjoyed the read.

I loved learning about the history of the 20th century through the lens of Joséphine’s life. It was also interesting to see the difference in treatment that Josephine received in France vs. in the United States.

Themes: le racisme envers les personnes noires, la ségregation aux États-Unis, les genres musicaux, Deuxième Guerre Mondiale, la Résistance, la danse, la musique

French level: advanced. It has some extremely challenging vocabulary and sentence structures.

Le voyage de Cora par Natacha Hounsou, illustrations d’Anastasiya Rudyk

Finally, we’ve got Le voyage de Cora which is a book written by an Ontario French teacher! French teachers – go support your fellow French teacher!

This is a light read about Cora going on vacation to the sea for the very first time. In order to enjoy every part of her vacation, Cora must overcome her fear of the sea.

Themes: famille, vacances, mer, aventures, gentillesse

French level: high intermediate (a mix of tenses and tons of new thematic vocabulary)

About the book: A French original

The post French Picture Books with Black Characters appeared first on FLE Avec MmeD.

Are you a Core French and/or French Immersion teacher looking for an engaging Core French Read Aloud? In this blog post, I am sharing all of the reasons why I love to read Salma et les saveurs de la Syrie in my Core French classroom!

If you are looking for more French picture books with Muslim representation, please read this entire blog post with some of my favourite books.

What is Salma et les saveurs de la Syrie about?

Salma et les saveurs de la Syrie is written by Danny Ramadan. It is the story of Salma who has recently moved to Vancouver from Syria. In the story, it is implied that Salma and her mother are refugees.

Salma and her mom live in a shelter for refugees in Vancouver awaiting the arrival of Salma’s baba.

Salma notices that her mother no longer laughs. She decides that she is going to make one of her favourite Syrian dishes Foul shami in order to make her mom smile.

Salma embarks on a grand adventure to make her favourite Syrian dish. However, it’s not easy. She stumbles upon many obstacles that almost prevent her from making her dish.

The generosity and kindness of every individual at the shelter eventually help her finish her dish just in time for dinner.

Who is Salma et les saveurs de la Syrie for?

There is no outright mention of war and violence. In my opinion, this is a great book for grades 4+.

The level of French is high intermediate. It is all in the present tense, however, there is very little repetition of vocabulary so that may be tough for novice learners.

I read this Salma et les saveurs de la Syrie to my Grade 10 students. This is a very squirrely group that struggles to sit for five minutes.

The entire time I read to them, not a single student moved or spoke. They were so engaged!

Who is this French picture book NOT for?

French teachers – please ensure that you know the background of each and every student in your class before you read it. I do not recommend reading this to students who escaped war recently. It may be really very triggering.

Why should we read Salma et les saveurs de la Syrie in our classrooms and schools?

Canada is home to not only Syrian refugees but refugees from all over the world. Canadian children need to know and understand how and why refugees arrive in Canada, the trauma and violence they experience, and how difficult the transition in their new home country can be.

Ultimately, we want our students to be empathetic towards all of their peers as children and then as adults.

Extension activities to do with this French picture book

Summarize the story using passé composé and imparfait

I personally had my Grade 10 students summarize the story in the past tense.

• Pourquoi Salma et sa mère ont-elles déménagé à Vancouver ?
• Qu’a remarqué Salma à propos de sa mère au début du roman? Quelle était la solution de Salma à ce problème ?
• Comment les sentiments de Salma à l’égard de Vancouver ont-ils évolué au cours de l’album ?

Research and map out the journey of a refugee

Students can research and learn about the journey that refugees must make when they decide that their home country is too unsafe. This includes the physical journey, but also understanding the laws and legalities of the different countries they must pass through.

Learn about the Syrian civil war

Another important extension activity is learning about the Syrian war, especially if you teach high school students. It doesn’t have to be a unit, even just reading an article can be impactful.

Watch Nul poisson où aller on Office national du film

Nul poisson où aller is a short film released in 2014. Warning – it is not suitable for all ages!

It also comes with a Guide pédagogique that you can download.

Nul poisson où aller, Nicola Lemay et Janice Nadeau, offert par l’Office national du film du Canada

Learning about the treatment of Arab refugees vs Ukrainian refugees

Here are some articles you could read with your classes :

• France: Un traitement différencié entre les « réfugiés » ?
• Réfugiés : d’Ukraine ou du Moyen-Orient, un double traitement médiatique et politique ?

Download this dossier pédagogique from Unicef

Unicef has created classroom resources en français that you can use in your classroom.

Where should you purchase this French picture book from?

I personally recommend purchasing your French picture books from your local independent bookstore. If you’re looking for an option, I recommend Les Libraires which is an independent bookstore based out of Quebec.

Download this free read-aloud activity to use with Salma et les saveurs de la Syrie

The post Core French Read Aloud : Salma et les saveurs de la Syrie appeared first on FLE Avec MmeD.

French picture books are an incredible tool to use in the Core French and/or French Immersion classroom. Particularly since 2020, teachers have recognized the role that diverse picture books play in providing mirrors and windows, and eventually sliding glass doors, for all of our students. Today I am sharing with you French picture books with Muslim and/or Arab characters. This blog post is the first in a series where I share some of my favourite French picture books with diverse characters.

Dear French publishers – this isn’t good enough

This blog post is very short and I am incredibly saddened by it. I have searched for French picture books with Muslim and/or Arab characters for a very long time. I am talking about years.

There are dozens and dozens of incredible books that are coming out in English with Muslim and/or Arab characters. These books, written by Muslim authors, are not just about trauma and war. As a matter of fact, they often have to do with celebratory messages and stories that Muslims and non-Muslims alike need to be exposed to.

The stories that tend to be translated into French are almost always about war and trauma. These stories are also incredibly important. However, only publishing picture books about war and trauma paints the false (and dangerous) narrative that the Muslim and Arab world only have one story – that of tragedy.

Since the death of George Floyd in 2020, there has been a lot of effort to ensure that there are diverse French picture books being published. There has been a ton of progress. However, we fall VERY short when it comes to French picture books with Muslim characters and Muslim representation.

Disclosure #2 – the Muslim world is very diverse

Before we proceed with this blog post, please understand that the Muslim world is incredibly diverse in terms of race, ethnicity, language, culture, and more. There is no single French picture book that could represent that diversity.

I am a South Asian woman who is friends with, and have always been friends with, Muslims from all over the world. I am very well aware of the diversity.

My dream is that this blog post will soon have French picture books with representation of a very diverse Muslim world.

Also, please note that I am fully aware that not all Muslims are Arab and not all Arabs are Muslim. I fully understand that there is so much diversity within the Muslim and/or Arab world.

I will continue to update this blog post with new French picture books with Muslim characters as they become available.

Do you have recommendations of French picture books with Muslim characters?

If you know of French picture books or graphic novels that exist out there with Muslim and/or Arab representation, please DO leave me a comment below! I’d love to add more French picture books to this blog post.

We need to explicitly counter dangerous stereotypes of Muslims and Arab people

Look, the Western world has carefully constructed the very dangerous narrative that Muslims are terrorists, especially Muslim men. The classroom is a radical environment in which we must deconstruct these narratives and humanize the Muslim world.

In the 21st Century, the West has also normalized the pain and suffering that Muslims have been forced to experience. If we are sharing stories of war and tragedy in our classroom, we must balance the narrative by also sharing stories of joy.

Muslim children deserve to live and experience joy and happiness. End of story.

Where should you buy these French picture books from?

I really encourage you to purchase from your local independent bookstores. One of my favourite bookstores is located a block away from my school.

I will be linking all of these books through Les Libraires which is an independent bookstore in Québec.

Zaha Hadid par María Isabel Sánchez Vegara, illustré par Asun Amar

Zaha Hadid is the true story of a little girl from Iraq who knew she wanted to be an architect at the age of 11.

When Zaha was a little girl, she loved both art and math. She loved exploring with unique shapes and forms to create unique art.

Zaha’s story is an inspiring story of a woman who broke through the glass ceiling. In 2004, Hadid not only became the first woman to be awarded the Pritzker Architecture Prize, but she was also the first Muslim woman to win such a prize.

Themes: art, math, careers, women’s history

Year published: 2019

French level: Intermediate. mostly in passé composé/imparfait

Le plus beau des Aïds par Zeba Talkhani et Abeeha Tariq

Eid, or aïd en français, is the celebration that occurs post-Ramadan. In this book, we meet little Safa who is beyond excited about Eid!

In this book, we learn all about the traditions and customs that Safa and her family partake in on Eid.

Traditions include wearing new clothes, decorating one’s hands with henna, getting together with family, praying, and so much more!

Safa learns at the end of the book that a really important part of Eid is the act of giving selflessly. Thus, Safa and her mom take sweets and gifts to all of their (very diverse!!) neighbours.

In my opinion, every single classroom in Canada needs to have this book. Children need to be exposed to celebrations other than Christmas since our classrooms are very diverse places.

Themes: celebrations, Eid, traditions, and customs

Year published: 2022

French level: high novice. Present tense.

Le Bibliobus by Bahram Rahman, illustrations by Gabrielle Grimard

In Bibliobus, we meet Pari and her mom who are Afghan. Pari and her mom live in a rural Afghan village nestled in the mountains. They live a short drive away from a UNHCR refugee camp.

Pari’s mom drives the Bibliobus to the refugee camp every day to ensure that the girls who live at the camp have access to free books.

Pari’s mom teaches her daughter about the importance of being educated and how their liberty (from war and violence) is intricately connected to their education.

Themes: education and the importance of access to education, girls and women’s rights

Year published: 2020

French level: high novice to intermediate French

While the story is evidently set during the United States’ war on Afghanistan post-9/11, there is no outright mention of violence and war. The author subtly alludes to the consequences of this war, such as the illustrations of the UNHCR refugee camp. As such, this story is suitable for elementary years.

Most importantly, this story is about courage, perseverance, and the heroism of Afghan teachers.

Dounia by Marya Zarif

Le Monde de Dounia takes place in Aleppo, Syria. Dounia is our main character. In the beginning of the story, we see what Aleppo was like before the Syrian war.

We see and learn about the beautiful streets and historical landmarks.

Then, the first bombs begin to fall on Aleppo and we see the world beginning to crumble around Dounia and her family.

Dounia, her grandmother, and her grandfather embark on a dangerous journey seeking shelter and safety. Upon their arrival in Greece, they are treated poorly by the soldiers.

Eventually, Dounia and her grandparents arrive in a wintery Canada and are finally safe.

Themes: Syrian war, the challenges refugees face on their journey

Year of publication: 2021

French level: high novice (all in present tense)

Salma et les saveurs de la Syrie by Danny Ramadan, illustrations by Anna Bron

This story is set in Vancouver, Canada. Salma and her mom live in a shelter for refugees in Vancouver awaiting the arrival of Salma’s baba.

Salma notices that her mother no longer laughs. She decides that she is going to make one of her favourite Syrian dishes Foul shami in order to make her mom smile.

Salma embarks on a grand adventure to make her favourite Syrian dish. However, it’s not easy. She stumbles upon many obstacles that almost prevent her from making her dish.

The generosity and kindness of every individual at the shelter eventually help her finish her dish just in time for dinner.

Themes: culture shock, allusions to depression as a result of war, kindness, generosity

Year published: 2020

Level of French: high intermediate. It’s almost entirely in present tense, however, there is very little repetition of vocabulary which might make it challenging.

Just like Bibliobus, Salma et les saveurs de la Syrie alludes to war, but there are no explicit statements. Salma et les saveurs de la Syrie is about the culture shock, PTSD, and transition children who are refugees have to experience.

Salma’s story is beautifully written as it gives the reader an inside perspective on some of the feelings and experiences that children who are Syrian refugees may be experiencing.

I will be honest – I cried my eyes out in the last quarter of the book and at the simple, but heartwarming ending.

In my opinion Salma et les saveurs de la Syrie is a must-read.

Bonus : Le courage d’Amal

Here’s a novel recommendation for French Immersion teachers looking for a diverse French read-aloud option.

Le courage d’Amal is about 12-year-old Amal. Amal lives in a rural village in Pakistan. She is the eldest in her family and adores her sisters.

You’ll probably have stereotypes of Pakistan in your head because of the mainstream media. However, it’s worth noting that the family is middle class, like most of her village. Life for this family and community is simple, but they’re all happy.

Amal loves to read, learn, and go to school. In fact, it’s everything she dreams of doing. Amal dreams of being a teacher so that she can pass on her love and passion for education to others.

However, an event at the village market changes the course of Amal’s life. Because of this event, Amal discovers that a small group has the most power in the community. This group’s power comes from wealth.

Subsequently, Amal leaves her family to become a maid for the richest and most powerful family in the village.

What follows is a chain of unjust events. Amal discovers that she must find the courage to face up to the injustices of powerful and dangerous characters.

Themes: girls and women’s rights, social classes, activism, bravery

Year published: 2018

Did you find this blog post on French picture books with Muslim characters useful?

If you have found this blog post on French picture books with Muslim characters useful, please do leave a comment below.

Let me know which of these French picture books you intend to use in the classroom. If you have recommendations of French picture books with Muslim characters not listed in this blog post, please do let me know below!

In solidarity,

Pav

The post French picture books with Muslim characters appeared first on FLE Avec MmeD.

As French teachers, it’s important to not only teach students about the French language and amazing cultural aspects of the francophone world but also its complex and often painful history. Colonial injustices continue to have a lasting impact on many francophone countries and peoples. It is essential that we educate our students about this history. By exploring the legacies of colonialism and the history of resistance, we can help students develop a deeper understanding of how truly complex “la francophonie” is.

In this blog post, I’m sharing French reading comprehension articles written for Core French or French Immersion articles. Each article delves into one such colonial injustice in the francophone world.

Disclaimer** – I sometimes hear from French teachers that French class isn’t “socials class”. Dear French teacher – the French language cannot be separated from geography, culture, art, and history. A language, especially a colonial language such as French, does not exist in a vacuum. Teaching French in all of it’s complexities, including colonial injustices in the francophone world, is doing the language and the diverse peoples justice.

A quick disclaimer before we begin

Many of the articles in this bundle touch on very sensitive subject matter. Please ensure you know your students, their backgrounds, and their needs before reading some of these with your students.

Before we begin, why is the structure of the French reading comprehension articles ideal for learners?

All of the articles in this series follow a very specific structure. I have designed these strategies to build confidence among my Core French learners in the knowledge that they already have. You can read about these French reading comprehension strategies in this blog post.

Each article comes with :

• pre-reading activities
• 2-page article
• reading comprehension questions (English & French options)
• One extension activity per article
• Answer keys

Nuclear testing in French Polynesia

This French reading comprehension article aims to educate French students of when France conducted Nuclear testing in la Polynésie française.

What was it? France conducted a series of nuclear tests in French Polynesia between 1966 and 1996. The testing took place primarily on the atolls of Mururoa and Fangataufa in the South Pacific.

How does it continue to impact people today? The nuclear tests had a major environmental impact on the region. They have also exposed Polynesians to radiation. Unfortunately, many Polynesians now suffer from radiation-related health issues and diseases.

Why should students learn about it? French Polynesians continue to deal with the health and environmental ramifications of nuclear testing. This is not an issue that is over. We must not only teach students about the richness of Polynesian culture, but also the devastating consequences of nuclear testing in the region.

Chlordecone crisis in Martinique and Guadeloupe

This next topic is one I have been hearing about in the media and also on social media. This article aims to educate French students on a major public health and the environmental crisis unfolding in Martinique and Guadeloupe.

What was it? The Chlordecone crisis is a public health crisis currently occurring in Martinique and Guadeloupe. Chlordecone was a pesticide sprayed on banana crops from the 1970s to the 1990s. France authorized the use of chlordecone in Martinique and Guadeloupe despite the substance being banned in the West.

How does it continue to impact people today? Chlordecone is a persistent organic pollutant that remains in the soil and water, and continues to contaminate crops, seafood, and drinking water. Unfortunately, it takes 700 years to break down in the environment. Exposure to Chlordecone has been linked to serious health problems, including cancer, infertility, and developmental delays in infants.

Why should students learn about it? French students need to learn about the Chlordecone crisis because it is a very current environmental and public health crisis occurring in the French Overseas Departments of Martinique and Guadeloupe. The habitants of the islands are currently fighting for justice as we speak.

Les enfants de la Creuse – the stolen children from Réunion

Les enfants de la Creuse is a heartbreaking event that is little known or studied in the Francophone world. Canadian students can also compare this colonial injustice in the francophone world with the 60s Scoop in Canada.

What was it? The Enfants de la Creuse refers to a group of children from the French overseas department of Réunion who were forcibly removed from their families. They were sent to be raised in mainland France in the 1960s and 1970s.

How does it continue to impact people today? The Enfants de la Creuse experienced severe trauma from the forced separation from their families and the abuse they suffered with their new families.

Why should students learn about it? Students should learn about the Enfants de la Creuse because it is an important part of French colonial history. Unfortunately, this event is also little known and studied in the francophone world.

The Paris massacre of 1961

Many French teachers are quite familiar with the Algerian War of Independence. The Paris massacre of 1961 took place in the context of the Algerian War.

What was it? The 1961 Paris Massacre was a violent attack by French police against Algerian protesters who were demonstrating against French colonial rule and the Algerian War. It occurred on October 17, 1961.

How does it continue to impact people today? The impact of the 1961 Paris Massacre is still felt today as it represents a dark chapter in French history and highlights the ongoing legacies of colonialism, systemic racism, and police violence. Many families of the victims are still seeking justice and recognition for the violence committed against them.

Why should students learn about it? Students should learn about the 1961 Paris Massacre because it is an important part of French history that is often overlooked or forgotten. By understanding this event, students can also reflect on contemporary issues related to racism, police violence, and human rights abuses.

The exploitation of Vietnamese people in rubber plantations

Last but not least, French students will learn about the exploitation of Vietnamese during the colonial era rubber plantations.

What was it? The Vietnamese rubber plantations were established by the French during their colonial rule in Vietnam. These plantations were used to exploit Vietnamese labor and natural resources to meet the growing demand for rubber in Europe and North America.

How does it continue to impact people today? The legacy of the Vietnamese rubber plantations continues to impact people today, particularly in terms of environmental degradation, economic exploitation, and social inequality. Many communities in Vietnam and other rubber-producing countries continue to face the harmful effects of the rubber industry, including land grabs, pollution, and poor working conditions.

Why should students learn about it? Students should learn about the Vietnamese rubber plantations during colonial rule because it represents an important example of how colonial powers used natural resources and labor from colonized countries to fuel their own economic growth. Understanding this history can help students reflect on contemporary issues related to global trade, environmental justice, and labor rights.

The post Teaching Colonial Injustices in the Francophone World appeared first on FLE Avec MmeD.

If you are a French teacher looking for meaningful & engaging French Orange Shirt Day activities and resources, look no further! Today I am sharing with you a number of French activities and resources for honouring Orange Shirt Day (or week!) in your classroom. At my school, we are actually spending the whole week honouring the children that never got to return home as well as the survivors of residential schools.

September 30 is journée du chandail orange or Orange Shirt Day.

Disclaimers

1. I am a non-Indigenous educator. I am actually a Punjabi teacher who was born and raised in British Columbia. I have benefited significantly from the colonization of Canada. I am not selling or making money from any of the resources or activities shared in this post. This would be incredibly harmful (to profit from genocide). I am only linking to Indigenous content creators and to books written by Indigenous authors. Educators – please be mindful of who your money is going to!
2. If you are a Canadian teacher, please take extra care of Indigenous students in your classroom during this time of year. Do not assume that you do not have Indigenous students in your classroom. Disclose to your students your French Orange Shirt Day activities and lessons and involve your counselors, administration and other teachers. Allow your Indigenous students not attend these lessons if they are not comfortable

Molly of Denali – Grandpa’s drum

With my absolute beginner French students, we watch an episode of Molly of Denali where she learns about her grandfather attending a residential school and why he no longer sings or plays the drum.

The episode is in English, however, I make the connection to my students that they come to my class to learn a language. Not too long ago, we sent children to schools to force them to forget their language. It’s a very powerful message that really resonates with my beginner French students.

French picture books on residential schools

There are so many beautifully written and illustrated books written by Indigenous authors on residential schools. You may not get these on time for this week, but we shouldn’t just be teaching about residential schools this week. Read my reviews on these books here. 

Post-it activity – 1 feeling, 1 promise and 1 commitment

@miss.howell shared this activity in June and it was so, so powerful with my Grade 8s. This year I am going to be doing it with my grade 11s.

The concept is easy – we learn about residential schools by reading a book, watching a video, having a discussion, etc. Then, we share how we feel, we make a promise and we commit to an action.

​Go read Emily’s post for more info!

Chaque enfant compte – write a reflection on an orange shirt

This orange shirt template can be used alongside any French Orange Shirt Day activity or resource you already have planned.

Documentaries & videos on Office national du film or National Film Board of Canada

The National Film Board of Canada or the Office National du film has a playlist of documentaries and videos available on their website. Please ensure you watch them ahead of time to make sure they are appropriate for your grade level/students’ backgrounds.

Timeline of residential schools – video

If you teach advanced French students, this video is great to go over the timeline of events. I particularly like pairing this video with the digital book below by the Anishnabek Nation.

​Digital storybook – Petite fille papillion – by Anishnabek Nation

If you are looking to read a digital storybook with your students about Orange Shirt Day, this one is beautifully written and illustrated. It has a lot of repetition and is mainly written in present tense!

​Colouring sheets from Urban Iskwew

Urban Iskwew has generously created these beautiful colouring pages available in many different languages (Indigenous, English, French & more)

Historica Canada Podcasts on Les pensionnants autochtones

If you teach advanced French students, I recommend doing a jigsaw activity with these 3 podcasts. Divide up your class into three groups. Each group must listen to one of these podcasts. As they listen, they must take notes on the experiences being discussed in the podcast. When they are finished, they must regroup with members of different groups and compare notes on the different experiences of attending residential schools.

The post French Orange Shirt Day Activities appeared first on FLE Avec MmeD.

When thinking of French class, the first images that may come to mind are those of an Eiffel Tower, cheese, poutine, and cute classroom decor. The very last thing that may come to mind is the harm that you are perpetuating with your teaching practices. Even so, you may not be considering how your content and French curriculum uphold colonial hierarchies, thus perpetuating violence against racial & religious minorities.

The time to disrupt these harmful practices is today. I hope that you take the content in this blog post as an opportunity for reflection and action. Just reading and listening is not enough. We must commit ourselves to meaningful action immediately.

Please note that this blog post is the result of my own experiences as a Core French student, French undergrad student, a full-time French teacher in BC, and a participant in French teacher social media.

Simply adding diverse resources to our Core French or French Immersion curriculum isn’t enough

Ever since the murder of George Floyd, I have seen so many French teachers commit to diversifying their French curriculum.

However, simply adding diverse resources to your existing units is not enough. This is especially the case if your teaching practices, on the whole continue, to reinforce colonial hierarchies.

It’s like putting a bandaid on a broken leg.

We must examine why some of our teaching practices are problematic and how they continue to uphold colonial hierarchies.

Your content and resources are still eurocentric

Eurocentric French curriculum and content are deeply problematic as they play a major role in perpetuating racism and white supremacy. Continuing to teach French using eurocentric resources legitimizes the history and heritage of your white students, whilst rendering invisible the existence of your BIPOC students.

To put it simply, eurocentric resources reinforce racial, ethnic and religious stratification in society.

Many French teachers still rely heavily on the use of outdated textbooks. These textbooks teach the French language from a white, French perspective. Most of the content revolves around Paris, France, “French culture” (stereotypes) and the lives of white Parisians.

Additionally, these textbooks often entirely neglect the lives, cultures, and experiences of racial and religious minorities living in France. Given the policies of universalism and colorblindness in France, this history of marginalization and oppression is not at all surprising.

French-speaking African countries, the French Antilles and French Overseas Territories are entirely neglected in FRIMM and Core French curriculum.

Remember that French textbooks aren’t the only resource that can be eurocentric. Your choice of literature, picture books, music, and content must be thoroughly analyzed.

Marginalized voices continue to be left out of the conversation

Think of the classics taught by French language arts teachers in high schools. Or the French novels studied by elementary and middle school French immersion classes. How many of those French classics are written by francophones from diverse racial and religious backgrounds?

Did francophones from diverse racial and religious backgrounds just not exist during this period? Or was it that they didn’t experience success due to their race and religion?

I understand that white FLA teachers may feel that these French classics are a part of their heritage or the “French Patrimoine”. However, this French Patrimoine neglects the very people the French Empire colonized and subjugated for centuries. Why are their works not considered to be worth reading and studying in the French classrooms?

There is also the fact that French classics, filled with white characters, do not represent all our diverse students. How can book after book about medieval white characters be relevant to the lives of our BIPOC students?

The French literature chosen in FLA classes must be reflective of the students in that classroom. In fact, French literature must :

• inform white students about the lives and experiences of BIPOC
• empower BIPOC students

Questions to consider when selecting French literature for the classroom :

• What problems do your racialized students encounter in life?
• How does your reading list ensure that your students are heard and seen, and that their peers learn about their lives?
• What trials and tribulations have the families of your students endured? Also, what stories need to be shared in the classroom?
• How does your reading list contribute to a society that is more empathetic, informed, critical and trauma-informed?

Therefore, the answer is pretty simple. French Language Arts teachers must diversify their reading list.

You are promoting colonial hierarchies in your French curriculum

Here are some examples of colonial hierarchies you may be upholding as part of your French Immersion or Core French curriculum :

• linguistic superiority – promoting French, or even standard French, as a superior language
• avoiding teaching about racism, genocide, police brutality, colonialism because your students ‘don’t have the language to do it in French’
• only teaching about standard, hexagonal French
• centering Christianity

Do you leave space in your French curriculum to teach about Creole, Michif, Chiac or Verlan?

Also, do you teach about how the Arabic spoken in Algeria and Tunisia differs from the Arabic spoken on the Arabian Peninsula? Do you listen to stories and read articles about how empowering these languages and dialects are to the minorities who speak them?

Or do you only teach the standard, Hexagonal French?

Do you center Christianity in your pedagogy? I know you may say that Christianity is a part of the French patrimoine. However, Francophones and francophiles can also be Muslim, Hindu, Sikh, Jewish, Buddhist. Are they not part of French patrimoine? And if they aren’t, why not?

Remember that Christianity was a violent means through which racialized people were conquered. Christianity meant rape, genocide, murder in the colonies. By continuing to only promote Christianity, and to avoid all talk of other religions, you are partaking in this violent colonial legacy.

And if you are reading this and you are Christian, I want you to ask yourself what biases and colonial hierarchies you are bringing into your classroom. Are these biases and colonial hierarchies preventing you from celebrating and teaching about your students’ religions? About the religions of people who live in the same society as you?

Remember that every opportunity you take to inform your students about diverse religions may mean that an innocent family is spared from violence.

Your content and resources do not address colonialism and the violence that preceded “la francophonie”.

When looking to bring culture into the classroom, many French teachers immediately think to do a single “francophonie unit”. This single unit cannot begin to cover the complex history of the French Empire.

Before we even begin to teach about all of the countries and places that speak French, we must address why they speak French. We must create a space where our students can listen to the stories of those who were subjugated for centuries.

While it may seem as though colonization occurred long ago, remember that people and countries all around the world continue to deal with the legacies of colonialism. These legacies are political, social, economic, and environmental.

Human rights violations and justice in French curriculum

There must be space within Core French & French immersion curriculum and content to address human rights violations and the search for justice.

To only present francophone people and places in a positive light is to teach your students 50% of the topic. To understand la francophonie, our French as a second language students must also learn about the adversity, resilience and the ongoing fights for justice occurring in many francophone communities.

The post How your French curriculum reinforces & upholds colonial hierarchies appeared first on FLE Avec MmeD.

The last few weeks have been very heavy on my heart. The murder of 6 Asian women and the rise in violence against Asians have made me feel very powerless. Whenever I feel powerless about injustices, I remind myself of the power I have as an educator in shaping the the minds of youth. For this reason, I put together this article to help French teachers address this rise in anti-asian racism.

Why should we teach about anti-asian racism in French class?

First, these tragedies cannot be ignored in the classroom. In fact, the rise of violence against Asians must be addressed in schools.

Secondly, if you teach Asian students, this is an incredibly frightening and stressful situation for them. As a matter of fact, some of them may have already experienced racism.

On the other hand, others may already know stories where their loved ones faced violence. It is our job as teachers to not only comfort our students, but also to do them justice by ensuring that their peers know what they are experiencing.

Finally, if you teach white students, you have the incredibly important task of opening their eyes and hearts to a topic they may have no knowledge of.

Which age groups should learn about anti-asian racism?

There is no age too young to discuss racism. Here is an article discussing age appropriate ways to talk to your children/student about racism.

Free resource for middle/high school French teachers

I have created a free resource for teachers to address this topic in their classroom. This is not a “one size fits all” resource. Please use this blog post to find supplementary resources that fit your own needs.

As a matter of fact, my resource is ideal for Canadian students and classrooms. However, I have included links to global resources in this blog post.

Videos about anti-Asian racism

Anti-Asian violence in Vancouver

When acts of violence against minorities occur, Canadians can be quick to state “Oh, but we’re not that bad. Racism isn’t as bad here”. I am especially calling out white people for being so quick to make comments like these.

These kinds of comments gaslight and silence the lived experiences of visible minorities in Canada.

For this reason, if you are Canadian, I encourage you to analyze this video with your students. This video analyzes racism experienced by Asians in Vancouver and how the Covid pandemic has impacted Asians living in the city.

Anti-Asian hate in France

Anti-Asian hate in Québec

Ils témoignent du racisme anti-asiatique en France (Brut)

This is a short video on being Asian in France. At the time of writing this article, I was not at all surprised, but still disheartened to see the racist comments in response to the video.

These comments can be studied in class in order to have a better understanding of why they are inappropriate.

Podcasts

Asiattitude

If you teach French Immersion Secondary students, it may be worthwhile to explore this topic deeper. Asiattitude is a podcast focusing on the lived experiences of Asians in France.

Reading material on anti-Asian racism

TC2 – Vie quotidienne des Canadiens d’origine chinoise sur le chemin de fer

If you teach Social Studies, you may be interested in exploring the contributions of Asian Canadians in the CPR construction and the racism they faced. It also includes primary sources.

Do you know any resources that teachers can use?

To conclude, I hope that you found these resources to be helpful. If you come across resources not shared in this article, please feel free to share with us in the comments below.

If you are looking for more diverse content for French classes, I have entire blog posts dedicated to representation and anti-racism in the French classroom.

Looking for a Facebook Group to continue learning?

Join our FaceBook community where French Immersion & Core French teachers share the resources we use in our own classrooms. Click here to join.

The post Addressing anti-Asian racism in French class appeared first on FLE Avec MmeD.

Introduction – Racism in France unit

I recently wrapped up a unit on racial, ethnic, and religious inequalities in France with my intermediate-advanced French students. When I shared about the success of my unit on Instagram, I had over 35 comments requesting more information! So here are the resources I used in my racism in France unit.

The why – why teach about racism in France?

In my third year of University, I took a class on racism in France as part of my Bachelors in French. My professor broke down the experiences of marginalized communities and how they are perceived in France.

I had several professors teach extensively about alterité, racism, xenophobia, Islamophobia, the suppression of minority rights, and the concept (or lack thereof) of hybrid identities.

As a teacher, I want my students to have a well-rounded understanding of France. After all, human rights cannot be separated from teaching about French and francophone cultures. They are intricately connected.

Who – who should learn about racism in France?

I did this unit with my intermediate-advanced FSL class, but it would also work with Immersion students as well (Elementary or Secondary).

You can modify your choice of resources and their language level according to the level and age of your students.

Objectives

By the end of this unit, students will :

• understand how the dialect of verlan is intricately connected to the identities of youth of racial, ethnic and religious minorities
• comprehend how French institutions are founded on the concepts of ‘universalism’, aka colorblindness
• understand how French institutions systemically and systematically marginalize minorities
• listen to a podcast episode about living in France vs. the U.S. as racialized minorities
• partake in a Jigsaw assignment
• complete a one-pager project

Structure & format of the racism in France unit

1. Introduce students to ‘verlan’.

If you are looking to increase your knowledge of verlan, I highly encourage that you watch Netflix’s Plan coeur. It’s absolutely hilarious and I picked up so much slang from it!

If you choose to purchase my verlan unit on TPT, a list of French slang/verlan is already included.

2. Introduce students to French banlieues

I wrote my own article on French banlieues for my FSL students. Warning : the level of French is challenging, but not impossible. I had my students :

• highlight all mots-amis and mots-familiers in the text first
• underline 3-4 main key words from each paragraph
• break down the article into small chunks. I assigned 1 paragraph to each partner duo. I asked them to summarize the main idea in their paragraph in 1-2 sentences.
• explain the significance of their paragraph to the class (in English)

Despite the article being extremely tough, my students were SO engaged. After each paragraph, we had a discussion about the themes discussed.

I actually really struggled to bring them back to the article since they were so engaged in discussion! Even my students who struggle so much with French were hooked from beginning to end.

Alternatively, you can also teach your students about French banlieues via articles & videos. See below for my recommendations.

3. Jigsaw activity – reading/listening comprehension

For this activity, pick any 4 resources from this unit to assign to your students. I really recommend the podcast episode below be one of the choices.

Ideally, they should take about 40-50 minutes for your students to break down and analyze.

4. Extension activities of your choice (film study, more primary source analyses, etc)

One-pager final project

I had heard of and seen examples of one-pagers done in Social Studies all over the teachergram world. One of the first examples of one-pagers I had seen on the Internet was from Too Cool From Middle School.

I decided to give them a try for French class! Thank you to my fellow French teacher colleague Jenn Bairos for sending me videos, instructions and samples of her own students’ one-pagers! It was thanks to Jenn that I was able to see how it would work for my own students!

They were a hit!

My students absolutely LOVED this project! So many of my students decided to work on this at home even though it wasn’t assigned as homework!

I loved that they had to take all of the information that they had learned and present it in a visual manner.

There was also a lot of student choice involved, and that is why the end results were so powerful!

Key criteria to emphasize to students :

Important Resources I use

1. Kiffe ta race – Podcast – START HERE

This is hands down one of my favourite podcast episodes EVER. It is entirely in English given that the hosts are interviewing an American.

During this 50-minute episode, the hosts discuss racism and identity in France vs. the US, Islamophobia, and so much more.

2. La France gagne la coupe du monde

If your students are new to the concept of identity in France, then this article is an excellent starting point. The theme is the idea of hybrid identities in France and how French society does not allow its’ citizens to express their identities.

It is a free download in my TPT.

3. Liberté inégalités fraternité – interactive website

This is an interactive website exploring the systemic inequalities of the French education system and how it reinforces a poverty cycle.

4. Banlieusards – Netflix film

This is a BEAUTIFUL film on Netflix about living in French banlieues and I had my students watch this at home as part of an assignment. I highly recommend! There is no foul language and violence – it’s just a piece of art!

5. Aïssa Maïga

Aïssa Maïga is a very popular French actress. You can find many of her films on Netflix! In March 2020, the actress called out the Césars, an awards ceremony similar to the Oscars, for it’s lack of representation.

Aïssa was consequently told off by French media and figures by “racializing” and dividing the nation. Aïssa’s treatment by French media further demonstrated how far French society is from achieving its colorblind ideals when it accuses a Black woman of inciting racial tensions.

Dear France — the problem isn’t Aïssa, it’s you.

She also has a book called Noire n’est pas mon métier.

6. News articles – French & English

• A Racial Awakening in France, Where Race Is a Taboo Topic (New York Times)
• The Other France (New Yorker)
• Comment le système éducatif français aggrave les inégalités sociales (le Monde)

7. DamonAndJo – What is verlan

This is a super fun video that introduces the linguistic background of verlan.

8.Le verlan – articles et activités

This resource is my absolute pride and joy. It took me over three months to write two articles and all of the accompanying activities and tasks. Suffice it to say it was a labour of love and passion. There are two versions of this resource – one for FSL and another for French Immersion. Here is what this resource includes :

1. A research activity introducing students to verlan and argot français
2. A 2-page article on French banlieues, immigration, racism and youth identities (which are all linked)
3. A jigsaw activity with 4 resources
4. Reading comprehension article on the origins and importance of Verlan

Thank you so much for reading!

If you read all the way to bottom, thank you from the bottom of my heart! If you are interested more in diversity and representation in French class, please check out the following articles :

The post Racism in France – ideas & resources for French class appeared first on FLE Avec MmeD.