Paris Parents

Paris

Parents

"Which School is Right for My Child?" magazine from AAWE

Maintaining Bilingualism Reinforcing, Ideas...

The Best Bac - OIB, IB...?

Options explained

Bicultural Bonus

Making the most of your child's heritage

Special Needs Tips, Support

Choose Bilingualism Innovation Meeting : Saturday, February 10, 2018 - 10:30 am, 2 rue Thimonnier, Paris Saturday March 3, 2018 - 10:30 am, 2 rue Thimonnier, Paris Admission : questions@wi-school.com

Contact : Wi-School www.wi-school.com +33 (1) 56 92 14 36

AAWE: Association of American Women in Europe 34 avenue de New York 75116 Paris 01 40 70 11 80 aawe@orange.fr www.aaweparis.org President Deborah Lillian Education/Bilingualism Jude Smith Publications Helen Shavit Editor Jane Mobille Photo & Art Editor Ania Audi Production Editor Josh O’Donovan Contributors Barbara Ginsbach, Jane Mobille, Alicia Saba, Helen Shavit, Jude Smith Photos From Unsplash: Cover photo by Lotte Meijer. Page 4 top photo by Ray Hennessy, left-hand photo by Leo Rivas-Micoud. Page 8 by Sergey Shmidt. Page 19 by Element5 Digital. Page 24 by Chris Lawton.

Page 26 by John Jennings.

Proofreading Sally Benoist, Barbara Ginsbach, Persis Gouirand, Charlene Labro

“The difficulty in life is the choice.”

George Moore, 1900, The Bending of the Bough, Act IV

How true it is! Breast or bottle? Broccoli or spinach? English or French? And WHICH SCHOOL? It feels as if it’s the biggest decision thus far in your child’s life. Will she be happy? Will he make friends? Will they love learning? We can’t tell you which school, indeed, is best for your child. But we can help you make an informed and thoughtful choice.

A sampling of our years of expertise in bilingual education in France is in your hands at this moment. We have distilled some of our knowledge into this issue of Paris Parents magazine, and hope you will find it edifying and helpful. You’ll find grade comparison charts, reflections on the complexity of bilingualism, and templates for communicating with your child’s teacher. You’ll find numerous advertisements from schools who have supported this publication, and other articles. We’ve encapsulated the “Best of” from our highly-regarded publication, AAWE Guide to Education in France, and think you’ll enjoy learning from it. Learning is the name of the game, and it’s something with which we’re always happy to become involved.

Welcome to our school fair! We hope you have a wonderful and informative afternoon.

All the best, and bon courage in your decision-making process.

Deborah Lillian AAWE President

facebook.com/ AAWEFrance twitter.com/aaweparis1 instagram.com/aawe_ paris/ Association régie par la loi du 1er juillet 1901. AAWE is a member of FAWCO, an NGO in Special Consultative Status with the UN Economic and Social Council. © AAWE February 2018

www.aaweparis.org 1

RISE By focusing on students’ strengths and interests, our aim is to inspire confidence, curiosity, and adaptability in young people while developing the academic and social skills necessary to succeed within the global community.

An Alternative Approach to Middle School Education

✔ Private, bilingual middle school for

ages 11–15 ✔ Prepares students for the rigorous demands of high school ✔ Recognizes the social development of adolescents ✔ Differentiates all instruction according to the diverse strengths of each student ✔ Dedicates an entire class to projectbased learning ✔ Bus service to Paris available

For more information

RISE International School, 28 rue du Tour du Mur d’Echelle, 78750 Mareil-Marly Tel: 06 28 37 83 84 | Email: info@riseinternationalparis.org

www.riseinternationalparis.org

Contents 4 — Maintaining Bilingualism Sustaining and Reinforcing English

8 — Choosing A School

Which School is Right for My Child?

12 — Grade Levels

19 — The Best Bac?

OIB, IB, S, L ... Acronyms Explained

20 — Bicultural Bonus

Making the Most of Your Child's Heritage

24 — Special Needs

In France, US, and UK

Top Ten Tips for Parents of a Child with a Disability in France

13 — How Our Children Learn Reflections from One Family

26 — Model Notes To a Teacher

16 — Student Stress Middle School and Beyond

AAWE Guide to Education in France • 450 pages of info about education in France • Directory of over 200 schools • Preschool through secondary schooling • Choosing, enrolling in, changing schools • French baccalauréat exam • Integrating from abroad • Special learning needs • Bilingualism, reinforcing English • The go-to reference for the French education system https://www.aaweparis.org/books www.aaweparis.org 3

G N I N I A T N I M S MA I L A U G N I L I B Congratulations – thanks to your efforts your child is bilingual! If you have chosen to enroll your son or daughter in a bilingual school, you can rest assured that they will continue to develop their language skills in both French and English. They will learn to read and write proficiently in both languages and will learn the history and culture of the anglophone world. But what if a bilingual school or international section is not in the cards? Perhaps there’s no program within a reasonable commute, or there are financial or other considerations that preclude this option. You may be very happy with your local French school and prefer that your child’s social life stay in the neighborhood.

You may have found what you deemed to be the perfect bilingual school but admission was denied. Do not despair; there are solutions!

While more active involvement and persistence will be required on your part, your child will not only maintain their English but will increase their proficiency as they develop. There has never been an easier time to foster bilingualism in France, particularly for English learners.

Make it Matter There are several factors to keep in mind when discussing bilingualism. The first is need – does your child need English to communicate? Are there times when they must use English in order to be understood?

For example, visits from grandparents or monolingual friends, or interacting with an English-speaking babysitter? Do you travel to Anglophone countries?

Exposure How much English is heard or used regularly? Does 4 Paris Parents

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your child spend a large chunk of their day at school and come home to siblings who have also spent their day speaking French? Often, younger children are not as proficient in English as their older siblings simply because when they are developing language a brother or sister already in school likely talks to them in French.

This is quite common when French has become the language the older child plays and socializes in with their peers. No need to panic, this younger sibling “disadvantage” can be overcome!

What does the child want?

Motivation is another factor, particularly for the older child. Emotions also have an impact on learning; children will pursue English because they want or need to rather than when “pushed”. Your primary school child’s need for social conformity may keep them from speaking English with you around their friends or anyone else within listening distance!

Consistency Consistency is important for both development and maintenance of bilingualism. This can be a challenge

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for parents on the go and children with over-scheduled days. If the minority language parent often switches languages with their child, the perceived message may be that it’s not really important or necessary to stick to English. This should be kept in mind even for parents with children schooled in bilingual settings. English should still be promoted at home. Opportunity allows for practice and growth. Can English be spoken in real life situations? Does your child have opportunities to socialize in English, participate in activities, or learn about other subjects in English?

Get Equipped Resources are necessary to maintain bilingualism – your time engaging with your child in English, books and games, and if possible, some form of formal English language instruction along the way! There is a plethora of websites filled with resources for parents who wish to promote English language use and teach their children about their native country’s history and culture. www.aaweparis.org 5

Reading Literacy provides a framework for higher-level language learning and exposure to different language registers. It is a fundamental skill and an essential tool for achieving independence and academic success. For the second language or bilingual learner, the written word is also the vehicle that transmits our culture and history. Hence, the ability to read and write in English will be indispensable in developing and expanding your child’s communication competency in English. Furthermore, regular reading will familiarize them with American/English literature, history, and humor and prepare them for possible future study in an English language environment.

While the following recommendations are useful for any minority language parent, they are especially pertinent for those of you who do not have the benefit of a bilingual or international school in France. »» Stay as consistent as possible in your language use while allowing for flexibility for the older child.

Expect that your child may soon speak French as their preferred language once they enter primary school. You should continue to answer in English, keeping the conversation natural. Demanding that your child answer you in English may backfire. Remember that as parents, we are simply providing

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English language stimulation by communicating in a natural and nurturing way. Expressing oneself should never be a chore! »» Read to your child in English early on and regularly.

This can start with commenting on picture books for your toddler and then moving to simple books emphasizing common words and rhymes. If your pre-school child expresses an interest in learning to read, and if they are competent in both English and French, you may teach them to read in English before they formally learn to read French at school.

The “technique” of reading is largely transferrable.

If your child does not show special interest in learning how to read, there is no problem in waiting for them to learn to read in French before embarking on English literacy training. The important objective is for your child to enjoy reading. The importance of books in developing language competency and cultural affinity cannot be overestimated! »» Engage your child in meaningful and fun activities in English. For example, following a recipe for brownies (see AAWE’s bilingual cookbook, Let them Eat Cake!), playing board games, singing or making up songs and rhymes, writing (or typing) to family members abroad… »» Reinforce your efforts with support from family,

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friends, and your anglophone community. In the Paris area, there are English language children’s activities and holiday parties organized by AAWE and Message, anglophone church and synagogue communities, story hours at the American Library, and Boy Scouts and Girl Scouts of America, to name but a few resources. Modeling and encouraging communication with family members abroad can be especially efficacious. A visit from relatives works wonders in getting the most reluctant of children to engage in English. Communicating via electronic media (including Facebook!) is also effective, especially for the older child. »» Seriously consider enrolling your child in an extracurricular school-based or non-school based program for formal literacy instruction. A convenient solution may be small group tutoring at home. Learning how to read with other bilingual children can be very motivating. Once reading is established, it will be easier to provide increasingly

more sophisticated literature that will expose your child to the nuances of their second culture. Later on, a summer program in the US or UK can be very useful, especially if you think your child may eventually pursue university studies abroad.

Bilingualism is a gift that will enrich your child’s life immeasurably, regardless of learning capacities, future academic goals, or life situation. Good luck on this most exciting journey!

For a more complete list of extracurricular English language activities, programs, and resources, as well as more in-depth information about bilingual language development, refer to the associated chapters in the AAWE Guide to Education in France.

Helen Shavit

Helen Shavit is the co-editor of the AAWE Guide to Education in France, 8th edition, and Beyond the Bac: Higher Education in France and Abroad.

Beyond the Bac

Higher Education in France & Abroad What's next for the bilingual student, after the Bac? • Essential information about higher education options in France and abroad.

• Explains the French higher education system (universities, prépas, grandes écoles, specialized schools, grad school for the international graduate).

• Studying in English in France and other EU countries.

• Chapters on higher education in the US, Canada, UK, or Australia – education structures, application procedures, financial aid, and more.

• Anecdotal comments from bicultural students provide a personal glimpse into various educational experiences.

www.aaweparis.org/books www.aaweparis.org 7

G N I S O O H C L O O H C S A No sooner has your bundle of joy begun toddling, or perhaps even while swimming in the womb, than your thoughts creep to the dreaded question of where your child will attend school. Let’s start by this phrase: Don’t panic. There are many factors to consider before reaching a final decision.

Proximity Going to a school within walking distance will ease your commuting woes. Most of your child’s friends will live nearby. French public schools are considered to be excellent academically, so it’s worth a look at your local public school before immediately opting for a private school.

Personality/Abilities Who is your child? Some children easily adapt to

The Bilingual Montessori School of Paris Fonde en 1972 Ecole Montessori Bilingue Anglais-Français 65 quai d’Orsay, 75007 23 avenue George V, 75008 53 rue Erlanger, 75016

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8 Paris Parents

any given situation while others are sensitive to large groups and being thrust into an environment where their language skills are not up to those of their peers.

Others can thrive in any environment. Smaller schools may offer a better option for children with either social or academic challenges.

Language of Instruction/Pedagogy Do you want your child’s primary language of instruction to be French or English? There are bilingual schools, but this can be a bit of a misnomer as instruction is rarely done half in French and half in English.

Another consideration is the pedagogy, or educational philosophy, of the school. In Paris and the surrounding suburbs, you can find schools that teach in alternative pedagogies, such as Montessori, Decroly, Steiner, Freinet, and Écoles Nouvelles, to name a few. Do your research and understand whether you’d like your child to be educated in any of these styles.

Economics Private schools cost money. In the private school sector, local Catholic schools may not cost much; however the international schools (or schools with English as their language of instruction) can be extremely expensive. Your family's economic situation is a serious consideration. It’s not worth it for your family to be stretched financially just so your toddler can attend the amazing pre-school down the street when your local maternelle is perfectly nice. There’s university to save for, if you think your child may want to study abroad some day.

Religious or Secular Public schools are secular with no religious instruc-

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tion as part of their curriculum. Many parents opt for the local religious school, predominantly Catholic here in France, as an alternative to the generally larger, occasionally impersonal local public school. It’s not necessary to be a follower of this religion to attend the school, but religious studies will be part of their weekly schedule.

Reputation That school is bad. This school is wonderful. But who

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says so? A school’s reputation can make or break a decision. Who are the people giving the ratings? We need to take into consideration the perspective of the person giving the reputation to the school. Do they think like you? Do they share your concerns and educational philosophy? One person’s perfect school may not be the best for your child. The “non-reputable” public school down the street may have just been awarded additional funds for facilities and programs and recently renovated.

Other thoughts Consider how long you will be in France. Your desire for your children to learn French during your short expat stay may not outweigh the difficulties they may encounter when they return to their home-country

Join our thriving Anglophone Section An international Catholic school, a caring and demanding educational environment.

A private Catholic collège/lycée founded in 1901 in Paris, La Tour is home to a thriving Anglophone Section created in 1989, offering two original and challenging programs of study (bilingual-level and high-level) taught by enthusiastic and engaging nativespeaker teachers.

The best of both worlds – a progressive pedagogical approach

of the Anglophone Section at the heart of the demanding French curriculum.

Committed, caring and highly qualified faculty inspiring students to excel in all areas, inside and outside the classroom.

Many other languages taught: Mandarin, Spanish, Italian, German, Russian, Japanese, Arabic, Ancient Greek, Latin.

Personalized Higher Education Advising Service and placement in top Anglophone universities.

Trips and exchanges at every level (US, Europe, South Africa, Australia, China).

Active PTA organizing many cultural

celebrations: Thanksgiving, St Patrick’s Day, Speech and Prize Day/Graduation.

86 rue de la Tour, Paris 16e – T. +33 1 45 04 73 35 – www.institutdelatour.com www.aaweparis.org 9

school and their English skills are not equivalent to those of their peers.

If you are here for a short duration, and your child is older than preschool age, you should likely consider an international school. These schools offer a more “portable” education in that they are designed to follow the curriculum of either the child’s home country (where they will be returning) or an international curriculum that is easily transported to schools throughout the world. Placing a child without prior French language skills in a local French school could be detrimental to the child’s future education. Not only will the child feel frustrated by the inability to communicate, but stricter pedagogical approaches may be difficult for a child formerly educated in the Anglo-Saxon system to handle.

For those who are here long term, you may be able to maintain the bilingualism of your child but bi-literacy takes some energy. Your child’s ability to not only speak English and French but to read and write in both languages may require either a bilingual school or additional English instruction outside the school

environment. Bilingual schools can also offer the reinforcement of their spoken English, particularly when your child encounters other anglophone children as friends.

Keep in mind that when considering starting or changing schools, there are several key grades where transition is common – Petite Section (preschool age 3), CP (1st grade, Year 2), 6ème (6th grade, Year 7), and 2nde (10th grade, Year 11). However, if your child is having difficulties, don’t hesitate to look for other options at any point. You and your child need to feel content with your school.

And lastly, it’s extremely important that both parents be on the same page and agree with the decision. You and your partner may come from different cultures but are faced with coming to an agreement together on educating your children.

Jude Smith

Jude Smith is the co-editor of the AAWE Guide to Education in France, 8th edition, and Beyond the Bac: Higher Education in France and Abroad.

is s gla lai n g a l’an s : s-d re amp cour d n c / pre rs et sion p *A Cou xten e rg/ o . s ari p s a

founded 1946

• 800 students, 54 nationalities • French classes for all, from beginner to bilingual • 1,000+ native French speakers learning English* • Gateway to universities around the world • 100% brand-new buildings and classrooms • Peaceful, green campus on the edge of Paris 41, rue Pasteur, 92210 Saint-Cloud, tel. 01 41 12 82 82 admissions@asparis.fr www.asparis.org

An American Education, An International Community 10 Paris Parents

Dedicated to educating children who are fluent in English or German

• Native-speaking Teachers • Structured Academic Environment • Extracurricular Activities, Trips & Exchanges • Cambridge Certifications • Baccalauréat with International Option • University Advising

www.sissevres.org Tel. 01.72.77.70.40 • info@sissevres.org

Extension Programmes

Integrated Programmes

• 3hrs of class per week with SIS teachers • Language, Literacy & Literature • Wednesday afternoons • K-7th grade (GS-5e) • In Sèvres

• 6 hrs of class per week with SIS teachers • Language, Literacy, Literature, History & Geography • Enrolled full-time in French public schools • 1st-12th grade (CP-Terminale) • In Sèvres, Boulogne & Chaville www.aaweparis.org 11

Lycée

Collège

Ecole Elémentaire (Primaire*)

Ecole Maternelle

GRADE LEVELS France, US, and UK AGE

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UK

2-4

Petite Section

Preschool

Nursery

4-5

Moyenne Section

Preschool

Reception

5-6

Grande Section

Kindergarten

Year 1

6-7

11ème=Cours Préparatoire (CP)

1st grade

Year 2

7-8

10ème=Cours Elémentaire 1 (CE1)

2nd grade

Year 3

8-9

9ème=Cours Elémentaire 2 (CE2)

3rd grade

Year 4

9-10

8ème=Cours Moyen 1 (CM1)

4th grade

Year 5

10-11

7ème=Cours Moyen 2 (CM2)

5th grade

Year 6

11-12

6ème=Cycle d’Observation

6th grade

Year 7

12-13

5ème=Cycle d’Approfondissement

7th grade

Year 8

13-14

4ème =Cycle d’Approfondissement

8th grade

Year 9

14-15

3ème =Cycle d’Orientation

9th grade

Year 10

15-16

Seconde (2nde)

10th grade

Year 11

16-17

Première (1ère)

11th grade

Year 12

17-18

Terminale (T)

12th grade

Year 13

“Primaire” is used in common parlance when referring to grade school (CP through CM2 or US grades 1 through 5). However, Ecole Elémentaire is the official term identifying this school level. The grades in Primaire are referred to by their abbreviations (CP, CE1, CE2, etc.).

Looking for a Bilingual

Education in a traditional French school setting?

Yes? Then the Anglophone Section at Institut Notre Dame may be the school for you! With three campuses located in St. Germain-en-Laye and Sartrouville, the Anglophone Section has a program for everyone: Our Three Campuses

What we offer:

Primary School: 22 Ter, rue Alexandre Dumas 78100 Saint-Germain-en-Laye Tel: 01.39.73.72.11

Integrated on-site classes from Petite Section to CM2 for native and advanced speakers of English. Wednesday morning English drama program open to all section students.

Secondary School: 3 rue de Témara BP 50105 78101 Saint-Germain- en-Laye Cedex Tel. 01.30.87.17.87

Native speaker and bilingual classes from 6ème to Terminale. Classes currently prepare for the Cambridge IGCSEs as well as the French baccalauréat général (success rate: 100%). Extracurricular activities in English such as drama, MUN, debate, and Future Problem Solvers also provided on campus

Jean-Paul II Campus 20, Quai Pierre Brunel 78500 Sartrouville Tel. 01.39.57.10.95

Anglophone & bilingual classes from 2nde to Terminale. Classes prepare for the Cambridge Advanced and Proficiency exams in section, and, on the French side, students prepare for either the French baccalauréat général or professionnel.

Section Contact Information: Tel: 01.30.87.17.87 Email: d-leparc@ind78.com Website: www.ind78.fr

12 Paris Parents

With Institut Notre Dame, you can achieve success in your child’s bilingual education.

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Go ahead and say it out loud.

“School was never a problem for me; so how the heck did I end up with a couple of knuckleheads for children, who don’t listen in class and won’t do their homework?” You might even be thinking: “Why didn’t my sister get any knuckleheads? She didn’t work as hard as I did at school; I am definitely NOT the one who deserves this!” Yes, poor you. I can see you sitting next to your son, helping him do his multiplication problems. I can hear you losing your cool, “It is not that hard, son, now watch one more time!!” And I can feel your guilt when you lie down in bed that night, reliving the look your son gave you when you raised your voice.

It was my sister who helped me change my perspective. When I complained to her, she responded, “It is a good thing that you got the “knuckleheads” – and not me. You were the one who was conscientious about school and learning. I know that you’ll do all the right things to help them; they’ll be fine.” By that time, my sons had opened my eyes to a sad truth: I was pretty much an intellectual snob – with only the most superficial understanding of how people learn.

It went something like this: If you work hard, you will succeed at school. And if you don’t, then you deserve your results.

Needless to say, my understanding of how people learn was not just rudimentary, it was incorrect. What follows is an excerpt from an essay one of my sons

Photo by Ja

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wrote, which explains in a more eloquent way what can impede learning.

When I was in second grade I was diagnosed with written language disorder. Basically I was a slower reader and had a lot of trouble writing, plus I had difficulty paying attention. As one can imagine, this was an important source of problems for my academic life. I was pulled out of my bilingual elementary school, redirected to a French school that provided language therapy, and instructed to repeat the year. Soon enough I developed an indifference towards my bad grades, and looking back, I realize that I had lost hope and did not care about school anymore. This defeatism was probably caused by my continual fruitless efforts to try to overcome my issues. I remember working almost every day with my mom; she would help me by reading alternate pages, dictating sentences and spelling words, and during each vacation we would redo my tests. Yet the hard work I provided only brought me lean results. This was my situation into middle school.

Through those years of accompanying my son, we tried to focus on the learning process, and not grades.

The goal was to ensure that he didn’t have critical learning gaps, which would preclude him from the next year’s learning. Because he spent more time watching the birds fly than listening to his teacher, we had no choice but to redo the key points of the program during vacations and over the summer. One www.aaweparis.org 13

a huge step forward in understanding how children learn. I read a copy of A Mind at a Time by Dr. Mel Levine. The book’s premise is: “You can encourage a child’s strengths and bypass their weaknesses, thereby producing satisfaction and achievement instead of frustration and failure.” Dr. Levine explains the brain’s different neurodevelopmental learning systems: Attention Control, Memory, Language, Spatial Ordering, Sequential Ordering, Motor, Higher Thinking, and Social Thinking. His last chapters look at what to do when a mind falls behind. The book offered a map to understand my own way of learning, just as it gave me a tool to identify the learning strengths and weaknesses of others. The impact on my ability to support my son was immediate.

In France, my son received years of language therapy.

The approach was general, however, and not targeted to his specific writing challenges. Eventually I took a TEFL – Teaching English as a Foreign Language – course, and one requirement was to write a research paper. The topic I chose involved “process writing”, and as a result, I acquired the tools to help my son.

Process writing breaks the writing task down into individual parts, making it easier to manage. Ron White and Valerie Arndt, in their book Process Writing, propose a writing model consisting of six interactive processes: Generating Ideas, Focusing, Structuring,

specialist told us that our son’s “available” time for learning might be limited to certain contexts and times of day. So we adapted our schedule to his limitations.

A book recommended by a friend allowed me to take

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14 Paris Parents

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Drafting, Evaluating, and Reviewing.

Flash forward. A few weeks ago my son matriculated into a US university. How did that happen? Here is another excerpt from his essay.

The summer before eighth grade, my family and I brought my sister to her college campus in the United States. I fell in love with everything: the architecture, the vegetation, the people, and the academic life. I remember feeling a sensation of innocent jealousy towards my sister; in my current situation I knew that it would take a miracle for me even to hope one day to attend college in the United States.

It was after that visit that my life radically changed. I asked my mom what I could do to help my chances. She said to pay attention in class and to read an hour a day. A few weeks later I started eighth grade, and I was completely taken by surprise: I understood my classes, did my homework on my own, and received some high grades. That was the beginning of my new life.

When you have been through hard times, where you worked for hours to get only a mediocre grade, you love your good grades so much that it

motivates you to work harder to get more of them.

When you sacrifice your time and give strong effort for a grade, you earn the right to savor it. That feeling is what has been driving me through my life since eighth grade. I remember teachers saying: “He’s not school material”. Now I look back and can feel my pride breathing inside my heart as I have proved what I can achieve.

No doubt, the fact that my son found a powerful motivation to succeed in school just before eighth grade played a major role in his transformation. Yet I see the years of support he received from me, his language therapists, and his teachers, as well as his own steady efforts, as the key. When my son’s physical and mental maturity finally kicked into place, he was able to succeed because his knowledge gaps were not too big and his self-esteem was intact.

By Jane Mobille Gonnard, with Jacques-Alexander Gonnard

Jane Mobille and her husband have raised three bicultural children in France. She is a Professional Certified Coach (PCC) and believes coaching teens and young adults may be her most fulfilling work. Contact Jane at janemobilleteencoach@gmail.com

The only musical preschool in France American conservatory preschool & kindergarten Siège, 33 rue Fondary 75015 Paris Tél : + 33 1 45 78 01 75 www.ecolekoenig.com www.aaweparis.org 15

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»» School work/homework pressure Have you ever witnessed a group of middle school students waiting together for the school door to open on the first day of la rentrée? Or seen a group of students anticipating the return to classes after a holiday break? The hugs, smiles, and friendly banter that emanate from these students seem to belie any existence of stress – at first glance, they seem to be very happy together, eager to get to work, and excited about the business of going to school. Why then, is student stress one of the most written-about educational topics of our day?

It has been my experience that the “first day excitement” quickly wears off, giving way to an everyday stress factor with which many students, and their parents, have a hard time coping. Student anxiety doesn’t seem to have age limits and exists as early as primary school. By the time our students reach middle school, many have already experienced the effects of multiple stress factors, which may lead to physical illness and psychological disorders that are difficult to deal with and give rise to multiple everyday anxieties.

What are the causes of this problem?

Where does the stress originate?

A few years ago, I came across a study undertaken in Norway which clearly divides the sources of school-related stress into four categories: »» Difficulties with peers »» Worries about school achievement 16 Paris Parents

»» Conflicts with parents and/or teachers Middle school students not only need to be able to adapt to the demands of school itself, but also to its interpersonal climate. Our students are confronted with a lot of judgment — both academic and social — from their school community. Generally, girls are more affected by problems of achievement, while boys get more involved in conflicts.

How can we help our students to cope and be successful?

After a day at school, how many of you ask your children the all-encompassing question, “How was your day?” It is true that kids need to know that parents are interested, but, at the same time, they do not need you to go into “take over mode”. It is better to let kids talk about, then deal with, their own issues. Asking more specific questions, like, “How is that Science project coming along?” or “Did you have to run laps again today in Sports class?” may give your children the feeling they need; that they are understood. If something has not gone their way, your children may feel that you’re the only person with whom they can safely blow off some steam. It is essential that you let your children air their grievances and that you listen to their complaints. Even agreeing with the injustice that they feel while asking, “Do you want me to help, or do you just want me to listen?” allows you to show them empathy and enables them to return to school the next day more serene in the face of their problems. When the

judgment and injustice suffered is felt by the student to be especially harsh, the child might end up lashing out at you, saying things that you do not appreciate or that hurt you as a parent. If this is the case, try to remain calm and let the child’s tantrum blow over, but don’t forget about it. Tell your child, “Let’s talk about this again later when we’re both calmer. Right now, you really sound upset.” Remember your place as the parent. First, let your children discuss any stressful issues, and then allow them to deal with their own inschool concerns.

What can parents do to help reduce these sources of stress?

Some suggestions: Providing good nutrition, encouraging good sleep habits, and giving some lessons in stress management can go a long way in helping our students be less overcome by school-related stress.

In 2009, Vicki Abeles – mother of three, film producer, and education advocate – produced the film Race to Nowhere, aimed at the injustices of homework and the drive for success that she felt was undermining student health and potential. Based on her own family’s experiences, her film advocated a restriction on/elimination of homework, naming it as a major source of needless student pressure. While research does support putting limits on homework, Ms. Abeles’ film does not seem to have engendered a drastic change, as homework still exists in our educational system. In fact, in some families, homework can lead to arguments that affect more than the student. Parents who intervene frequently may be making things worse for their children.

One study shows that parents pass on their anxiety about homework rather than relieving the stress their kids already feel. A better approach might involve parental assistance with homework that consists in, for example, guiding a child in using technology properly.

This can provide a positive way for parents to cooperate with their children as they help get the homework finished faster.

ested in their students’ underlying needs – both inside and outside the classroom – can create a more welcome and caring environment in the classroom; for example, knowing when a child’s father works away from home and that the student misses him because he doesn’t see him very often. In this way, student-teacher conflicts are more easily avoidable because the students feel better understood, and they are more apt to understand others better, too.

Limiting the over-scheduling of our children’s afterschool hours with sports, music lessons, and other activities can help to preserve our kids’ social, emotional, and physical health. Parents with too many hours of work and not enough time with their own children would do well to make some time for parent-child activities. Modeling stressed behavior does not help lessen our children’s angst.

Finally, in today’s competitive educational environment, where high achievement has become part of our culture and expectations for university success are counted among middle school concerns, the whole family can become unreasonably driven and overwhelmingly stressed. Helping children return to “the joy of learning” by valuing down-time, encouraging them to rest, and allowing them to participate in unstructured play and discovery can relieve such stress and lead to success for both students and their families.

Barbara Ginsbach

Barbara worked in Paris as an English teacher and middle school Assistant Principal for 20 years and, as a member of AAWE, she contributed to the AAWE Guide to Education.

Encouraging our teachers to be insightful and interwww.aaweparis.org 17

COURS MOLIERE – INTERNATIONAL SCHOOL Since 1926, Cours Molière is an international, independent day school providing French and foreign students with an outstanding education in:

□ Pre‐School

□ Primary School

□ Middle School

□ High School (French Baccalaureate plus IELTS)

COURS MOLIERE – INTERNATIONAL SCHOOL 2, boulevard Soult – 75012 Paris 01.43.43.44.96 ‐ www.cours‐moliere.com www.cours‐moliere.com/en

OIB, I

B, S, L

THE B

... AC

RONY M

EST B

Spoiler – there is no one “best bac”! The question is which bac is best suited for your student?

It all depends on his or her interests, talents and goals.

Lycée / High School Lycée begins with the class of seconde (US 10th grade or UK Year 11, see p. 12), with study either in “seconde générale et technologique” or “seconde professionnelle” (vocational) program. At the end of seconde, students request acceptance to a specific bac général or bac technologique track commencing in premiere. The bac général offers three academic tracks as preparation for higher education: literature and language track (L), science and math track (S), and economics and social sciences (ES). The bac technologique offers several tracks ranging from “Laboratory Technologies” to “Agronomy and Environment” and “Applied Arts and Design”.

OIB - Option Internationale du Baccalauréat Pursued in an international section (section internationale) of a French or bilingual school. In this very demanding version of the bac général, students take extra language/literature and history/geography lessons in English at a native level, preparing them to study with ease at universities abroad. Four additional bac exams are required for the OIB.

IB - International Baccalaureate This program of intensive study (primarily in English) leads to a secondary school diploma recognized by universities around the world.

The IB's reputation for rigorous assessment allows internationally mobile students to transfer from one IB school to another.

Bac Général (L, ES or S): Bac L The Literary track weighs French literature, philosophy, history & geography, and foreign languages heavily.

S EXP

LAINE

D

AC?

Bac ES Requires a high level in economics and social sciences, but also mathematics.

Bac S The Science track demands a high level in mathematics, physics & chemistry, and biology or, if available, engineering sciences.

Bac Technologique: The “bac techno” offers numerous specialised streams leading mainly to higher technical studies (BTS and DUT), related to the speciality.

Bac Professionnel: The “bac pro” offers training in almost 80 vocations, leading directly to employment rather than to further study.

See the chapters: “French and International Diplomas”, “Collège”, “Lycée”, and “Without the Bac – Other Options” in the AAWE Guide to Education in France www.aaweparis.org 19

www.aawe

L A R U T L U C BI S U N O B Perhaps you are another Anglo-something parent with a four year old answering back to your English with French. You are cool about it. Your little prince or princess understands you, so all is good. They are happy to snuggle up with you and repeat the words of The Cat in the Hat or Good Night Moon. The neighborhood maternelle is “cheap and cheerful”, and you are meeting nice French families through your child’s playdates, helping you integrate into the fabric of your adopted country.

Then someone – your oldest friend, your father, your mother-in-law, a fellow expat – asks you that question: “Why doesn’t your child speak English?”

You answer calmly, lightly; yet, it is the start of silent ruminations in the corners of your mind.

“I want my child to know my country. Does it matter that she doesn’t speak English? Should I put her in a bilingual school? Or will vacations “back home with the cousins” do the trick? What about extracurricular activities? Could she join the Girl Scouts, the American Library? Take music lessons or theater classes in English? Aren’t all the Disney movies available in French anyway? I’ve got it! – I can just hire American au pairs.”

An Opportunity, not a Requirement

Photo courtesy of Jane Mobille

20 Paris Parents

Fellow Anglo-something parents in France, here is my advice. Our children have an opportunity for both bicultural and bilingual development. I emphasize the word “opportunity” – defined as “a set of circumstances that makes it possible to do something”. An opportunity is not a requirement. Exploiting the opportunity to be bicultural is the more natural of the two. For starters, every minute your child is with you, they are potentially exposed to your anglophone cul-

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ture. This can include anything from putting butter on bread at dinner, to letting your child swing around the pole on the metro, to looking out the window and singing, “Rain, rain, go away, Come again another day”.

On the other hand, exploiting the opportunity to be bilingual (understand, speak, read, and write) demands varied levels of commitment and effort – measured in both time and money – on the part of parents and their children. For advice on bilingual schools in France, I refer you to the other articles and advertisements in this issue of Paris Parents.

GE A T I R S HE

Do note that a person can become bicultural or bilingual at any stage of life. Arguably, the longer one waits to become bicultural, the less likely it will happen. The story is different for becoming bilingual. One advantage of becoming bilingual after childhood is that the person has chosen to learn the second language and will likely be highly focused and industrious in their approach.

Here is the Merriam-Webster definition for bicultural: “Of, relating to, or including two distinct cultures”.

Must one be bilingual to be bicultural? Must one have physically lived in both cultures to be bicultural? I see bicultural as a scale – 1 being a little bit bicultural and 10 being fully bicultural. The closer one wishes to get

www.aaweparis.org 21

to 10, the more resounding my answer to both questions is “yes!” Here is another question I have asked myself: What is so great about being bicultural?

There are both intellectual and emotional advantages to being bicultural. On the intellectual side, experiencing and understanding two different ways of being and doing develops curiosity and leads to a more adaptable person with a more open mind. On the emotional side, a child who appropriates a parent’s home culture is a child with whom the parent can share more deeply.

This allows the parent to nurture the parts of their past that might otherwise fade away. Thus, it may be that being bicultural is more important to the parent than to the child. Emotionally, does the child need to be bicultural? For a child to connect with their non-French family, language may be more important than culture.

Nonetheless, people who want to connect have an amazing ability to do so. My second cousin and her grandmother didn’t speak each other’s language, yet my cousin harbors loving childhood memories of her grandmother braiding her hair, baking cakes, and rocking her on the porch swing.

What is in the Bicultural Recipe?

The first ingredient might be the positive attitude your child’s birth culture has toward your home culture. In my case, the values and culture of the United States have been held in high esteem by the French. Furthermore, youth culture in France is infused with American culture. It is "cool" for French young people to be able to understand the words to American rappers and YouTubers, to wear American brands, and to follow American TV series. For our children, exposing their American roots will rarely be a negative. I grew up as a second-generation Greek-American. Greeks were not perceived in such a positive light for the first half of the 20th century. My parents were happy to be Greek,

22 Paris Parents

yet they tried their best to fit in as Americans when they were outside their “Greek” world. When I was a child, I was relieved that my name didn’t sound Greek – better to fit in with the other kids. Needless to say, I know that my own children also wanted to be seen as French. Many times they told me to speak French when we were on the bus or in a public place.

What made me want to be Greek-American as a child was not that my parents or grandparents wanted me to be bicultural. Rather, it was the fun things. I remember the silliness of the multi-generational poker games around the kitchen table when my Uncle Nick would say "Low Hold" with a Greek accent and shout alazi to filo! We liked to use our Saturday-school Greek to figure out what our parents were saying when they switched into Greek — we knew it was something juicy! We were happy to pick up kasseri cheese at the Greek store, spread ground walnuts on fresh filo for baklava, and follow the dancer holding onto a handkerchief leading the line at a Greek wedding. And we never tired of hearing how our grandfather’s father gave him a nip of wine winter mornings to keep warm while walking to school in the mountains of Arcadia.

When a parent brings his culture to his child in a fun and meaningful way, the child is happy to be immersed in it. The child will make an emotional connection to the culture through his love for his parents. And voilà, with these early memories you will have built your child’s bicultural foundation.

Jane Mobille

Jane Mobille and her husband have raised three bicultural children in France. She is a Professional Certified Coach (PCC) and believes coaching teens and young adults may be her most fulfilling work. Contact Jane at janemobilleteencoach@gmail.com At AAWE, part of our mission is to make it fun and meaningful for our members’ children to be bicultural. We host a Halloween Party with costumes, trick or treating, and pumpkins. The Holiday Bazaar boasts English-language books for children and a bake stand with mouth-watering cupcakes, Rice Krispies squares, and chocolate chip cookies. The Children’s Holiday Party features arts and crafts, Christmas carols, a dirndl game, and frosting and sprinkles for cookie decorating. The fun continues with Valentine’s Day and Easter parties, World Peace and Baseball in the Bois, and a Fourth of July picnic with relay races and hotdogs on the grill.

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How do we, as Englishspeaking parents living in France, ensure that our children maintain a nearnative vocabulary, accent and grammar? How do we increase their chances of entrance to Balzac, Camille See or another bilingual school?

weekly classes

Register your child at

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holiday camps

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We have found from years of experience that each child will absorb knowledge in a different way. Thus, we adjust our tutoring to the method that is most suitable for each particular child.

We help the children to grow !

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SPEC IAL N EEDS Top T en Tip s

For P aren

ts of

a Chi

ld wi

Register 10. If you qualify for French social security, register with MDPH (maison départementale des personnes handicapées) in your department in order to receive monetary compensation for expenses related to your child’s therapies, obtain a special education plan (IEP=PPS/ PAI) and an AVS/school shadow if deemed necessary.

Advocate

Reach Out

Care

th a D

isabil

ity in

Fran

ce

3. Advocate for inclusion: help our French and anglophone schools increase and improve access to all types of therapists (speech, occupational, physical, dance, art).

9. Reach out to professionals and other parents in the Anglophone world: SPRINT (http://www.sprintfrance. fr/) and SPAN (spaninparis@gmail.com)

2. Don’t forget to be kind to yourself: try to get enough sleep, exercise, eat well, laugh, and find something happy in each day.

Read

Hug

8. Get the AAWE Guide to Education in France for further information on how to navigate the French school system. (www.aaweparis.org/books)

1. Never give up on your children! Hug, love, and encourage them daily.

Learn

Alicia is a practicing speech-language pathologist who treats children and adults in the Paris area. Contact Alicia at aliciasaba@free.fr.

7. Get involved in your child’s therapies by joining an organization or training to learn a new technique (for example: ABA – Applied Behavior Analysis; or Process Writing) to better help your child and your child’s teachers and aides.

Volunteer 6. Get involved in your child’s school: become a class delegate, parent volunteer, or be active in a parent association.

Write 5. Create a handout in French as a way to introduce your child to teachers. This helps them get acquainted and familiarize themselves with specific needs your child has (i.e. adaptive material, computer use, breaks).

Talk 4. Keep the lines of communication open: schedule meetings with teachers, principal, school physician, and school psychologist. Include your therapists.

24 Paris Parents

Alicia Barnes Saba

Special learning needs run the continuum from specific learning and behavioral issues affecting skill acquisition and school success to global and severe learning problems in the context of chronic medical conditions.

Early identification and intervention are key. Do not hesitate to consult a professional if you suspect your baby or child is developing unusually slowly or atypically. Aim to stay informed of your child’s progress in school and attentive to his psychological well-being.

Meeting and overcoming challenges is part of the normal learning process, however if your child is struggling at school his or her needs should be addressed as soon as possible. Teachers may provide extra support before or after school or during lunch break. Many secondary schools offer stages de remise à niveau during vacation, to students who could benefit from review and extra help. Outside of school, speech and language therapy is provided by an orthophoniste. In France, an ortho-

FIND

ING T

HE SU

PPOR T YOU

R CHI

phoniste also works with children who have dyslexia or other learning challenges, such as those concerning numbers and arithmetic (dyscalculie). Therapy is often reimbursed by social security, by your mutuelle, or both.

The SPRINT association is a useful resource for finding anglophone professionals in the greater Paris region (www.sprintfrance.fr). Children can be referred by a pediatric neurologist or pediatric psychiatrist for a comprehensive learning evaluation at a centre de référence des troubles du language et des apprentissages. Each region in France has at least one centre de référence, for example in Paris, the Rééducation Neurologique Pédiatrique Centre Référent des Troubles des Apprentissages at Kremlin-Bicêtre Hospital, reputed for the evaluation of learning disabilities. The wait for appointments at most of these centers is long. Another option is to procure a learning evaluation at a CMPP (Centre medicopsycho-pédagogique), where a physician referral is not required. There are over 300 such centers in France.

Parents usually contact these centers for psychological or behavioral issues; however, language and learning evaluations are also administered. Keep in mind that if your local CMPP adheres to a pediatric psychiatry model that is psychoanalytically oriented, this may be reflected in the assessment of your child and may inform the intervention provided.

For families living in France, your choice of school will depend on geographic location, the pedagogy followed, and the availability and reputation of services that would help your child. As a result of heightened awareness of special learning needs, there is increasing recognition that the current system has a long way to go to meet the needs of all children. Recent reforms have made it possible for teachers to better address

LD NE

EDS

the transitory learning issues experienced by many children, yet teacher training for dealing with learning disabilities is still in its infancy.

It is imperative for parents to be proactive in seeking information and help for their child. Communicate with your child’s teachers and the school director on a regular basis to stay informed of your child’s progress, and keep them apprised of any changes. Your child’s school and the MDPH (maison départementale des personnes handicapées) are your partners, but if you feel that your child’s education placement is not optimal, investigate all the alternatives. Bear in mind that your neighborhood may not have the program or structure best suited to your child. Numerous parent advocacy groups in France, developed to support families facing similar challenges, can steer you to possible choices.

Often, the most useful information comes from other parents. Online forums can also be of help in locating good practitioners, therapists, and programs. Research the literature, consult with professionals, ask questions, and talk to others with similar concerns.

Most importantly, remember that you are your child’s best advocate.

Adapted from "Educating Children with Special Learning Needs" by Helen Shavit, AAWE Guide to Education in France

Helen Shavit is the co-editor of the AAWE Guide to Education in France, 8th edition, and Beyond the Bac: Higher Education in France and Abroad. www.aaweparis.org 25

DE R E I H CA CE N A D SPON

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S E T O N L E D R O E M H C A E T A O T A primary mode of communication with your child’s teacher will be the cahier de correspondence, which may also be referred to as the carnet de correspondance or the cahier/carnet de liaison, depending on the institution. This booklet serves as a two-way communication link between parents and teachers. The teacher will use it to transmit important school announcements. Make sure you go through it often, as your child may “forget” to tell you that there is a note inside for parents. You are required to sign/initial the communication to indicate that you have read it.

How you present yourself in your written correspondence is important, as this is how your teacher will know your family and develop his/her opinion of you.

Do not hesitate to seek out assistance from family, friends, or a neighbor if you do not speak or write French well.

Some things to keep in mind when corresponding: »» When asking for an appointment with the teacher, do not be direct or aggressive in your note but remain light and general. »» Just simply ask for a rendez-vous and do not go into detail in writing; wait for the meeting to discuss the topic or issue at hand. »» Protocol works in your favor if at the start of the meeting you ask for their advice instead of complaining about a problem your child is encountering.

26 Paris Parents

Would you be able to meet with me to go over my son’s/daughter’s schoolwork? or

»» Culturally speaking, we all have different manners in which we approach a situation. We have to be sensitive to our host country’s processes and try and conform to “their” ways if we want to have the optimal outcome for “our” child.

Would you be available to meet on (day, date) at (time) and if this isn’t possible, please let me know of your availability?

Vous serait-il possible de m’accorder un rendez -vous à propos du travail scolaire de mon fils/ma fille?

»» Teachers have different teaching methods. Be careful when defending your child to the teacher without knowing the reasoning behind the situation. Ask to understand what went wrong or why they made a decision to better understand their method. Discuss the problem first rather than defending your child at the outset.

Model Notes to the Teacher: 1. Ask for an appointment to meet with your child’s teacher. (Reminder: Don’t go into detail beforehand as to why you want to meet; just ask for a general appointment.)

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www.aaweparis.org 27

Pourrais-je vous rencontrer le (day, date) à (time) et si cela ne vous est pas possible, pouvez-vous m’indiquer un autre moment ?

2. Asking for the teacher’s advice a) I would like to encourage my child to read more; would you kindly suggest some books that he/she might be interested in?

J’aimerais inciter mon enfant à lire. Pouvez-vous me suggérer des titres qui pourraient l’intéresser? b) My child has difficulty in organizing his/her work at home, would you be so kind as to offer some suggestions that could help him/her?

Je trouve que mon enfant ne s’organise pas bien dans son travail à la maison. Pourriez-vous me donner quelques pistes pour l’aider ?

Anne-Marie van Veen and Denise van Veen

This article and model letters are excerpts from the AAWE Guide to Education in France, 8th edition, which includes 11 pages of examples of notes to the teacher covering topics such as school registration, absence due to illness, departing early for an appointment or vacation, request to change seats in a classroom, and late homework.

Denise van Veen is the co-editor of the AAWE Guide to Education in France, 8th edition, and Beyond the Bac: Higher Education in France and Abroad.

Anne-Marie van Veen taught French in a private French middle school for 34 years.

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