If anyone of the teachers is to respect the integrity and the individual methods used by his/her peers, one also needs to ascertain that the students learn what has to be learned, and that they benefit from the classroom activities. Teachers do not work to justify a paycheck, but to give to those who want to learn the language, the ability to function correctly in that language. We are not there to teach students to stammer the French language, nor to teach them to shower their
interlocutor with disassembled words, such as nouns, verbs, or adjectives at random. Teaching therefore becomes an art one needs to perform carefully.
The time that is allocated to that end is limited.

     Let us consider how much time we have to teach our students what they have to learn in order to acquire the language, and let us consider the maturity of our students.

I say that  a language does not come in one ear to get out the other. This is why the pure “oral practice” has not proven to be sufficient in itself and fully satisfactory. To acquire is to gain possession: There is the written knowledge (which requires an adequate knowledge of orthography, verb conjugation and syntax), and the oral capability. It takes time, and we only dispose of 150 minutes in a week’s time, in other words 2 hours and 30 minutes. It is
very important to stress that fact to make students aware of their responsibilities. They need to work on their own outside of class for a minimum of one full hour each day of the week,
to learn to articulate, and to learn the grammatical concepts taught in the classroom, one chapter at the time. These efforts should only be graded through the transparency of their exams given in a controlled environment. No grade or component of the grade should be given without strict
control of the environment. The books come with tapes or CDs to stress articulation. The students only need to open their books and do their exercises to learn the grammar. This can be
compared to the way houses are being built, one brick at the time. We need to remember that the Elementary and Intermediate levels are not courses to practice the language, but to acquire it. With no knowledge of words or of verbs, there is no practice possible. Group practice should therefore be kept to a minimum, for no one learns from another student who does not know the language or how to articulate. Oral practice should at that level be done individually with a tape,
and in the classroom with the teacher. This is what needs to be done if one is to remember for future usage what he/she has learned in the language. Teaching time is no
playtime. We have no time to waste, unless we are not ourselves prepared to do the work and assume our responsibilities. Real learning takes place when both student and teacher coordinate their efforts. The teacher has no time to help students memorize words. It should be the occupation of 4th or 5th grade teachers to help students when they  have not acquired yet the notion of intellectual discipline. To help our students memorize words is NOT our responsibility.  We have no time for that in a semester. We are here to explain difficult concepts, to show the function of each word in a sentence, and to ascertain that students understand what has to be learned
to formulate  short sentences correctly on their own. This is our priority at the elementary and intermediate levels.

     Our students have reached a certain amount of maturity. There are 18 years old or older. They have been recognized capable of pursuing their studies  at the university level, and we have to assume that they want to learn. To that end, they are willing to borrow money on their future
professional years if they cannot afford the tuition, or have their parents work, to pay for the cost. They can therefore actively  strive to reach the goals they have set for themselves. They are
old enough to vote for their president; they should be able to manage their time to study according to the norm.

     Based on these principles, let us consider the consequences of the students failure to learn the language. First and second year French AND 2005, are courses that gradually enhance the acquisition of the language. From these courses will emerge those future HS teachers, whose students may become university students. Let us not forget the number of credits given for these classes, the credits  earned in the summer abroad, and the credits required to minor in a language (15 cr. above the 2000 level).  These credits allow anyone with a C average to teach languages in a HS. They better be well prepared, or our trade will become a mere masquerade of pretended educators whose intellectual value diminishes with time, but whose survival is tenured.
It has been my personal experience to find in advanced classes, students who had not been taught the last chapter which should have been covered in the previous class. A teacher has to find the time to do what he/she is supposed to do, and do it well. This is probably why it is important
(always respectful of individual methods), to select which activities will be enforced in the classroom, and to ascertain the efficiency of those activities.

     One needs to recognize that the grammatical concepts and the activities presented in the books we are using have been adopted. These books have been selected for their sound presentation. It is the responsibility of the teacher to teach those concepts as they have learned them to become proficient. One third of the book has to be taught each semester, and all the teachers of a specific class should prepare a common mid-term and final exam for elementary and intermediate
classes. The strength of the exams is important. That’s what makes the difference between a mere piece of paper and a diploma; no matter what diploma it is. The real value of any grade or diploma is in its content.

     This is placed on my personal web page to allow every  student who intend to take one of my classes of French to know what is expected of him/her. Goals and accomplishments can only be reached when students and teachers  share mutual respect and understanding.

To all the students who share and understand the above philosophy I say, “Welcome to my classes!” 

Josette Hollenbeck, Professor of French