In the first edition of the course, “Academic French,” the students will be taught a French class in which they will read books in French, listen to French audiobooks and learn French-language audio.
This year, the course is being rebranded as “Academy French,” and it will be available for students who have been studying French since high school.
The new course is an attempt to address a perceived problem in French teaching: that the majority of French teachers don’t have a good understanding of the language, or the culture, and don’t understand the importance of French learning in a multilingual society.
“The majority of students are not speaking French and the language is not their first language,” said Ms. Léopold, adding that “in the past they didn’t learn it well and they didn´t understand the lessons and lessons about French.”
The course, which has been in the works for over 10 years, will be offered in French and English language classes in the French-speaking countries of Canada, France, Canada, the United Kingdom and Ireland.
Students are also being encouraged to study other languages.
French language immersion students are also welcome to take the course in the second edition of their course, as well as in a separate version that will be delivered by the National Centre for French Language Learning, a non-profit organization that promotes the use of French in schools.
Langue française is a subject that was traditionally taught in French-dominated schools, but it has been largely neglected.
One reason, says Ms. LaBouveillier, is that French is not the first language taught in primary schools, so many French speakers don’t speak it.
Another reason, she said, is the language has become increasingly integrated in many cultures, and the French culture in general, which is “very complex and very complex.”
“There is this cultural difference that we have seen in the past in the way that a French speaker talks to other people,” Ms. Lamouveilier said.
“There are some people who speak French very well, but if you are a nonnative French speaker, you have this cultural thing that you need to integrate into your French culture.”
In a recent paper, Ms. Lafargue said that the number of French-only languages in Canada has dropped by 80 per cent over the last decade, with many of those being spoken in French schools, and many of them being taught in an immersion mode.
And that’s a good thing.
A recent report from the Department of Education found that French immersion courses can help students develop their French vocabulary and language skills.
While Ms. Lacob said the course offers “an opportunity to be part of a new and innovative generation of French language learners, this is not an educational alternative,” she added.
In her book, Ms Léonard said she is “sad to see that the academic course has been so poorly received,” and that there are “many questions left unanswered.”
Ms. LÉONARD: In many ways, the French course is a kind of therapy for me.
I am tired of being a French person and a foreigner.
She added that she’s seen the course “completely fail in its mission.”
A spokesman for the National College of French Language Teachers, Jean-François Cottinac, said that in some ways, “the academic course is not really an academic course,” and students should “get to grips with French in a real way.”
And he said the program is designed to be an educational tool for those who are not already in school, who are “still learning their first French language.”
It is “designed to be a tool for a generation that has been trained to believe that there is no room for an immersion program,” Mr. Cott in an email.
Academic immersion programs have been a topic of conversation among Canadian universities in recent years.
Ms Léo said that while the course does not “provide a solution to the language barrier, it does serve to promote a more active and engaged French-English exchange in Quebec, especially in francophone neighbourhoods.”
Mr. Cotte said that “there are some very good reasons for a francophone to study French in an academic setting.”
But, he added, “it is important to understand that this is a voluntary program, so students have to feel comfortable with the experience.”
He said the initiative was a “good example of a program that is trying to engage students who may not speak French.”