Using theatre in the classroom? Photo: alancleaver_2000

Christina Rebuffet-Broadus invites local English teachers to participate in TESOL France Grenoble activities ahead of a swap shop on using theatre in the classroom.

English teachers of Grenoble unite!

Grenoble’s chapter of TESOL France has been around since 2008 and is here to give dedicated English teachers a support network where they can exchange ideas, share tips, and even get professional advice.

One of the main activities of TESOL-France Grenoble involves organizing regular swap shops. They take place on Thursdays and/or Saturdays because let’s face it, we’re all busy, and it is a great way to meet like-minded professionals. In the past, the sessions themes have sessions have been devoted to “Watching and Making Films,” “Using Podcasts in the Language Lab,” “Student Presentations—Make Them Beneficial and Worthwhile for Everyone” and other themes that participants have suggested.

Often teachers have given excellent, short talks (10 minutes to half an hour) on techniques that have helped their students progress.

These workshops are conducted in English, and teachers are encouraged to share ideas that have worked for them. After all, the more brains the better!

The swap shops alone make membership worth it, but there are other benefits to taking part in TESOL-France Grenoble too! Members get free admission to all TESOL France events. The biggest ones are TESOL France Spring Day (in Strasbourg in April 2012) and the annual conference (every November in Paris) and it pulls in some big names in the industry. Think David Crystal, Luke Meddings, and Ken Wilson!

All this costs only €49. And if you can get your school to agree on an institutional membership, four teachers will get yearly membership at a reduced price.

Membership also includes a subscription to the quarterly newsletter Teaching Times, which publishes articles on teacher development ideas, academic research, conferences in France and abroad, news from other TESOL France regional chapters, EFL/ESL book reviews, and more.

Of course, you don’t have to be a member to go to the regional events such as the swap shops. You’re just asked to pay a participation fee, usually around 8€. For more information about becoming a member, you can check out the TESOL France website at www.tesol-france.org.

And now for the personal note!

I signed up about a year ago, when I felt I needed a career boost. That was probably one of the best professional decisions I’ve made as yet (the other was joining the WWNG, Working Women’s Network Grenoble). I had been teaching for about five or so years and was ready for a deeper involvement in my job. I was getting bored and a bored teacher means bored students! No fun for anyone!

I’ve been to two Paris events and a couple of swap shops here in Grenoble (where I met the lovely Marianne Raynaud who is a mine of good ideas, met teachers from different parts of France and the world. Thanks to the Internet, we stay in touch on Twitter and Facebook, which have become my virtual teachers’ lounge!

But I’d have to say the biggest benefit was about this time last year, when I wanted to go for a Cambridge certification. I’d thought about the DELTA but wasn’t sure where to do it. Then I opened up the Teaching Times and there was a two-page spread on ESOL Strasbourg and their new CELTA/DELTA program. So I got in touch with the coordinator and signed up for the DELTA, which has literally changed my teaching life for the better. And all that thanks to TESOL France. No kidding.

I decided to start my own teaching blog, where, for the moment, I’m logging my DELTA Experimental Practice Assignment with Dogme teaching. Of course it’ll expand with time, but right now you can follow what is going on in a class where we are trying to go a whole semester with lessons that are materials-light, conversation-driven, and completely focused on students’ emerging language. Sound a bit fuzzy? You can find out how it works in practice on my blog!

Curious to know more about TESOL France Grenoble? Our next swap shop is coming up on Saturday February 25th! Click here to find out more.

This event is FREE to TESOL France members. Non-members are kindly asked to pay an 8€ fee at the door.

If you like, becoming a member of TESOL France (49€ for one year for individuals) on the day will also be possible. Please fill out the online membership form in advance if you would like to join.

As you read these lines, the collège students of the English section of the Cité Scolaire Internationale are busy, busy, busy, fine-tuning their seventh pantomime production, “Snow White.”

Rehearsals have been going on since September, and the young cast are absolutely bubbling over with excitement and anticipation. For many, this will be the first time that they appear on the school stage, in this exciting landmark event in the Grenoble anglophone calendar.

With a hand-knitted script full of local flavour, this year’s show looks set to be another success. The show is only a fortnight away, and the actors, dancers and singers are already starting to feel just a little bit of pressure …

We spoke to three members of the cast about their Panto experience: Melissa, who is in troisième, and who comes from a family with a long involvement in the C.S.I. Panto, Clara, also in troisième, who is performing for the first time this year, and Daniel, quatrième, the resident joker.

So, we asked them what made them want to get involved with the Panto.

Clara: I’d seen last year’s Pantomime, “Robin Hood”, and I thought it was awesome! And since I try to never turn an opportunity down, and I love singing, acting and dancing, I thought it would be fun to try it. I also love meeting new people, having fun and getting involved in the school’s activities.

Daniel: I’d been to see the school Panto lots of times and this year I wanted to take part because I thought it looked like really good fun.

Melissa: I joined this year’s Panto because I wanted to re-experience the fun that I had for these past two years in “Peter Pan” and “Robin Hood.” I also wanted to act and be on stage again as it is something I enjoy doing very much.

Grenoble Life: Which roles do you play in this year’s show?

Daniel: I play the part of Herman the Henchman, who is supposed to kill Snow White in the forest … but I’m a good guy, really!

Melissa: I play the part of Lord Montague (also known as Monty). He is the Prince’s trusted best friend and travelling companion. I am one of the members of the Panto’s double act.

Clara: I play the prince, Prince Caspian.

GL: How are rehearsals organised, and how much work does it take to put on a show like this?

Melissa: Rehearsals take place twice a week from 5pm until 6pm. We also rehearse some Saturday mornings from 8am until 12pm. Rehearsals are organised so that only the actors who are needed in the scenes that will be worked on need to come. That means that the Pantomime doesn’t take up too much of our week. Lots of work needs to be put in for the Pantomime but the key to it is dedication and we’re having fun at the same time so it doesn’t really feel like we are working.

Daniel: We rehearse two evenings a week after school and also sometimes on Saturday mornings from 8 till 12. It does take a lot of your spare time to rehearse for the show but it is great fun. We even get chocolate treats during the rehearsals on Saturdays.

GL: How were you chosen for your part?

Clara: I auditioned! I think I was chosen because of my acting and singing; the dancing part of the audition was terrible because I didn’t know the moves very well … At least I tried to be positive during the whole audition because I know that being optimistic was what the crew was looking for.

Daniel: There were auditions where we had to sing, dance and act out one scene. I think I was chosen because there were not many boys at the audition!

GL: Have you ever seen a “real” Panto? If so, how do your school productions compare?

Melissa: Yes I have seen many real pantomimes before in England. The school Pantomime is fairly similar to professional pantomimes. The biggest difference would be the stage/lighting/special effects. But our acting and talent are very similar!

Daniel: Lots of times. My English grandparents take me to see one every Christmas. I think the school productions are quite close to the real thing because they have all the ingredients of a good Panto, for example we throw out sweets to the audience, we sing and dance and make lots of jokes about school and Grenoble.

Clara: I have only seen last’s year’s Panto, but if I happen to come across a “real” Panto, I’ll definitely go and see it!

GL: How do you think the Panto is received in Grenoble? Does the French public “get” Panto? How do they react to the “audience participation” part of the show?

Melissa: The Panto is well received in Grenoble, most of the audience is part English and the Panto feeling is easily adopted. As for the audience participation adults are fine some small children are sometimes a bit slow to catch on but by the end of our show the audience is engulfed in Panto spirit (I hope!!)

Daniel: I think most of the audience are British!

Clara: I think that people from Grenoble are quite excited to experience something different from traditional French plays, because they can explore a different culture.

I’m French, and personally, when I went to see last year’s Panto, I thought the “audience participation” was a bit strange at first, but I quickly got into it. So that proves that the French public really does get Panto!

GL: What is your favourite aspect of the show, and Panto in general? The dodgy jokes? Is it the singing and dancing? The team experience with the whole cast and stage crew?

Melissa: I don’t have a favourite aspect really as I love all of it! The experience of putting on a show with a group of people you sometimes know very little who then become great friends is amazing, but I think that my favourite part must be when the audience claps at the end of the show. It is a great reward for all the hard work that has been put into place.

Clara: I really love everything about the Panto, but my favourite part is the singing and acting. To be performing in front of an audience is all new for me, and I’m normally a bit shy so it helps me get over that. I was also getting sick of singing to myself!

The team experience is also pretty cool, because I have made new friends and spoken to people that I would’ve never met if I hadn’t done the Panto.

Daniel: I really enjoy acting my role as Herman and I also enjoy the dance routines.

GL: What have you got out of your experience of the Panto so far?

Clara: So far, the Panto has been everything I had hoped it would be, and more! I have had the chance to discover what it feels like to “be in the spotlight”, to meet new and fantastic people and to just have tons of fun.

Daniel: At first I thought I would never be able to learn all my lines!! But now I realize that it’s not so difficult. I have also enjoyed making new friends.

Melissa: Lots and lots of fun really! A new fantastic bunch of friends and lots of lines to learn!

The Panto is a collège activity, but also involves a swarm of busy Lycée bees backstage, many of whom are previous Panto performers who just can’t get enough, and come back year after year to give a hand and relive the Panto experience, which is a delightful testimony of the bond that this kind of school activity can create within the school and amongst its pupils.

Here’s what one die-hard, backstage busy bee, Alba Besson, had to say about her Panto experience:

“I have loved being involved in the production of costumes, props and scenery for the school Pantos at every stage of the process: from the design, to the sourcing of materials to the construction and final preparation for performance. The vision of the ‘bigger picture’ needed to successfully bring together all these elements is such an exciting challenge. These moments are memories in the making.”

With a hefty sprinkling of full cast dance & song numbers, dozens of fantastic costumes, great scenery produced by the cast, and plenty of jokes, sparkle and glitter, this Panto is sure to entertain and delight. A show for all the family, and something quite unique in the Grenoble area.

The show is written, directed and produced by a group of volunteer parents, aided and abetted by two members of the school staff. If you are interested in getting involved in future productions you can contact the team at panto2012@orange.fr

The show runs from 25^th January till 28^th January, and tickets can be obtained from panto2012@orange.fr Hurry, though, as it is almost a sell-out!

What archives used to look like before the digital revolution. Photo by dolescum

Grenoble Life editor James Dalrymple delves into the archives to relive some of the highs and lows of the past few years online in the Capital of the Alps.

A great many articles have been published on Grenoble Life since we started in October 2008, contributed by a wide range of contributors from Britain, the USA and Australia, to India and France itself (or should that be herself?). It occurs to me that a number of them deserve revisiting, if only because I can’t make them all instantly present on the front page at the same time. Moreover,  some my personal favourites – perhaps owing to the dark arts of Google – seem to have fallen off the radar. In any case, here is a little sum-up of what you may have missed from the Grenoble Life archives.

It may be unfashionably erudite for a website built upon social media, but Grenoble Life has hosted a number of well-informed and beautifully written pieces about the city’s rich past. For a potted history of the Capital of the Alps, you won’t do better than this splendid two-parter, while one of the Dauphiné’s more colourful historical characters is dissected, literally, here.

The history of any region of France must also necessarily be the story of its food and drink, and Grenoble is no different. These posts on the popular local green stuff, Chartreuse, and the humble walnut, also known as noix de Grenoble, provide a nice entry point into two regional specialties. Meanwhile the city’s contemporary food culture – from high to low – has been celebrated here in a number of ways, from this ode to Grenoble’s foremost covered market Les Halles Sainte Claire, to advice on where to find “decent hot chillis here and stuff like lemongrass, galangal, and other Southeast Asian vegetables and spices,” or where an “impoverished young person” can get cheap eats “served with customary indifference and a bad attitude.” By contrast, the cities bars and cafés have been received with greater warmth here and here.

With Grenoble being surrounded by mountains, the site has not neglected to mention skiing, particularly the bargain basement variety, while the city itself has been treated as both a travel destination in itself (for once) and the starting point for epic journeys on “The world’s least user-fixable vehicle.” Skiing asides, the imposing massifs have also provided inspiration to budding climbers and photographers alike, proving there is more to the Alps than the snow, while Grenoble Life’s armchair mountain enthusiasts have been able to “take a walk on the wild side.”

If that convinced you that Grenoble only catered for les sportifs, I would like to think – from its thriving music and cinema scene (covered here and here) to its brocantes – the cultural side of the city has not been entirely neglected. Add to that the opportunities for young people to participate in English-speaking theatre and musical events for a charitable cause, the city has something to offer for those, like myself, with “gym commitment issues.”

Grenoble Life hasn’t always been about consensus, however. The French education system has proved a passionate subject among English-speaking residents past and present, both for its detractors and supporters.  The exigencies of French administration have also come under scrutiny, whether it be for starting your own business or simply getting a valid visa.

A critical eye has also been cast upon Grenoble’s public conveniences, albeit with a wink, while the greatest controversy was sparked by Grenoble Life’s Daily Deconstructionalist, sadly inactive of late, whose acerbic takes on French road safety campaigns and the City of Grenoble Magazine drew a colourful response. While there is no harm in vigorous debate, perhaps it was the gathering clouds of acrimony that inspired me to write this well-attended general Grenoble love-in.

And all this barely scratches the surface, given that I have not mentioned the many illuminating interviews and practical posts that have graced these pages over the years. I hope that Grenoble Life will continue to be a source of information, discussion and amusement to English-speaking residents for some time to come. That said, I should mention that none of this would have been possible without the goodwill of aforementioned contributors, and that I still very much welcome your blogging suggestions, no matter how subjective they are, or how new to the city you may be. Your participation is, and has always been, the life-blood of the site.

The A-WA-KEN, South African Faction logo

Carol, Sky and XiaXiahn of AWAKEN South African Faction

GL: Why “A-WA-KEN”?

XiaXiahn: A-WA-KEN is derived from the word Awaken. We chose the name in representation of very many things beginning with the simple act of ‘waking’. Waking from our dreams, waking up to our selves. Waking up to the moment and the inevitable awakening of new and shared experiences.

We are awake and open to the art of possibility within each day…

GL: What sort of activities are you offering?

XiaXiahn: A-WA-KEN is an in-depth South African experience of artistic expression incorporating dance, music and art. We also host various fun-filled English activities available under our A-WA-KEN Papillon umbrella. We are open Mondays to Saturdays 07h30–18h00. For the summer holidays we will be hosting exciting English craft workshops for children throughout the month of August and we re-open officially as of the 12th of September 2011.

Currently our general sessions for children are filled with fairy tales, artistic crafts and creative movement. We incorporate natural elements into our arts and crafts activities whilst adhering to the principle of Anglais en s’amusant. Our program is designed to be flexible and these lessons are adapted to suit the relevant age-groups of the children in question. We also offer Soutien Scolaire, family playcare and babysitting services.

Our adult members explore the dynamics of language through conversation and creative writing. We host ‘Survival English’ meetings for travellers and English conversation sessions.

We offer natural, organic meals and snacks on request as well as an opportunity to sample authentic South African foods one evening a month at our A-WA-KEN dinner.

 

Handcrafted books created at A-WA-KEN

GL: How can people find out more information and/or get involved?

XiaXiahn: For more information please contact us directly by telephone or via e-mail as we prefer a personal approach. Our contact details are as follows:

Meylan

Please contact Carol (landline: 04 76 59 31 95; mobile: 06 12 65 64 14)

Grenoble (12 bis Quai Mounier, 2ème étage, St Laurent, 38000, Grenoble)

Please contact XiaXiahn (pronunciation similar to Josiane) and Sky (landline: 04 76 03 12 74; mobile: 06 38 48 70 84)

awaken@orange.fr

skype me ° waken.awaken

Our website is under construction and will be ‘live’ on the 15th August 2011. Our ‘A-WA-KEN Online Store’ will offer a unique opportunity to order personalized items directly from our website as well as handcrafted items. Keep an eye out for our Facebook group. Follow us on twitter and subscribe to our newsletter.

GL: What are A-Wa-Ken’s plans for the future?

XiaXiahn: In light of our Ubuntu culture we are in the process of expanding our enterprise into a multicultural centre where English and the Arts come together to create a platform for creativity and diversity, expanding individuality in a space which caters for children and adults alike. We hope to inspire a ‘community-based’ youth project for teenagers focused on ‘Ubuntu in action. We are currently operating from a small and lively venue in Grenoble in addition to a small space in Meylan while we explore our options for an independent location.

We will be incorporating the following new and exciting avenues for creative exploration into our program in the near future: Social dancing – our group or individual classes will become a vehicle for practicing the art of English conversation whilst learning to dance. Gumboot fusion – incorporating an eclectic mix of tribal, urban and contemporary movements accompanied by drumming will offer us an insider view of South African culture at its best.

We will at long last be launching ‘eYe’ – a unique form of transcendental movement experienced through ambient and digital sound which takes us on a journey deep within ourselves. We look forward to crafting and making use of African musical instruments to explore rhythm and sound. We will host the A-WA-KEN Festival once a year for our members to showcase their talents.

We can’t wait to welcome you into our South African home …

The façade of Cité Scolaire Internationale, host to the American School of Grenoble

ASG headmistress Carol Margaret Bitner

The ASG logo

GGSB Management Consulting students

Students in the MSc Management Consulting program at Grenoble Graduate School of Business need your help. Khom Klanman explains.

The conference Mobile Devices: Is your social life in hand? which was held on February 24, 2011 at Grenoble Graduate School of Business received impressive feedback from stakeholders. The audience gained from the conference practical takeaways on leveraging the use of mobile social networks while being aware of potential impacts and concerns arising from this new technological and social trend. The students of the MSc in Management Consulting program were happy to inform society about the challenges posed by this development.

Presently, the students are working on a new challenging consulting project for a global enterprise in the mining industry. We have divided ourselves into four teams responsible for different functions – namely, client facing, engineering, marketing, and business development.

The client-facing and engineering teams are currently working on that project while the business development team has been working on strengthening and maintaining relationships with potential clients and consulting partners for further collaboration on consulting projects.

Along with the consulting project and business development initiative, the marketing team has been carrying out market research on the consulting industry in Grenoble area. The objective of this exercise is to gain insights into of the local consulting industry and to see where the goals of consultancies and client companies can meet.

To this end, we have formulated a survey, which will serve as a data source for our research. We hope to receive as many replies as possible from the online survey in order to gain a comprehensive view on the consulting business in the Grenoble area.

We would appreciate it if you could help us in this research. To do so, please complete the following online survey, which should take no more than five minutes of your time.

Consulting firms, please Click here

Client companies, please Click here

We will be glad to share the report with you this summer. If you are interested please contact Khom Klanman (Khom.klanman@grenoble-em.com)

Getting past no! Photo: Hey Tiffany!

Rebecca Skillman talks to Ellen François-Jacobs, facilitator of the Working Women’s Network of Grenoble workshop ‘Essentials of Successful Negotiation’, 28 May.

Rebecca Skillman: Why do you think the word “negotiation” strikes a note of fear in so many of us?

Ellen François-Jacobs: I believe it’s the classic “fear of the unknown”. In the United States, where I come from, we don’t get any formal negotiation training in school, and rarely even in college, unless we’re business majors. Yet it’s undeniably one of the most important skills we need throughout our personal and professional lives. Think about it … we negotiate for cars, apartments and houses, salaries and benefit packages, raises and promotions … but the majority of people have never acquired the basic skills to get the best possible outcomes for themselves. Instead, they end up “shooting from the hip” and just hoping for the best.

Rebecca: So, we have to formally learn how to negotiate in order to do it successfully?

Ellen: Well, not exactly! [laughs] Children are INCREDIBLE negotiators! Think back to when you were a child… didn’t you negotiate all the time with your parents? Bedtime, extra snacks, and later on it was curfews and car keys. A lot of it comes instinctively, I think. As kids, we even knew which parent to ask for which favors!

Rebecca: Well, then, why do we need to take a class if so much of it comes instinctively?

Ellen: Because, as adults, the stakes are often much higher. The location and size of our home, how much money we’re able to earn, the quality of education we can provide to our children, the vacations we’ll take … all of these are a direct result of our ability to negotiate. So it’s very important to put some structure into the process, and learn some basic strategies to help you get the best possible outcome when you negotiate. It’s also important to learn about situations where you may be able to negotiate, even when you don’t think you can. A few Euros here, a few Euros there … it all adds up!

Rebecca: Many of the members of WWNG are self-employed, independent contractors. How can this workshop help them in particular?

Ellen: As an independent contractor myself, I can definitely attest to the power of good negotiation skills in working with clients. I’m a firm believer in the “win-win” philosophy of negotiation, and that’s the method I’ll be teaching during the workshop. When you’re negotiating the scope of a project, the time frame, the price, the payment terms … It’s extremely important to be able to identify the interests and objectives of your client, and how they can dovetail with your own. When both of you come away feeling good about the outcome of your initial negotiation, it can form the foundation for a successful long-term relationship with the customer.

In order to do that, I’ll be covering some basic concepts in negotiating: you’ll learn how to identify positions, interests and objectives. You’ll learn why you can’t negotiate without a BATNA (best alternative to a negotiated agreement). And you’ll see how having a target point and a reservation point can actually give you more confidence during a negotiation.

Rebecca: Will the attendees actually be negotiating?

Ellen: Yes indeed! We’ll spend the morning going through some basic negotiation theory, and learning how to prepare for a negotiation. As with so many other things, 80% of the success of your negotiation will be the direct result of the quality of your preparation, so we’ll take time to do that right. During the afternoon, the attendees will partner up and do some actual negotiation simulations. Nothing tough … we’ll work on buying a car, negotiating a job offer … you know, the basics. And then we’ll debrief after everyone has negotiated to share outcomes and see who got the best deals … and how they did it. It’ll be lots of fun, and very ludique, as the French say.

Rebecca: And finally, what do you hope that the attendees will come away with?

Ellen: Confidence … absolutely. The understanding that negotiation isn’t some mystical, magical process reserved for used car salesmen or high level business executives — but rather, a skill that can be learned and mastered, and then used each and every day, in all kinds of personal and professional situations.

Ellen François-Jacobs is a freelance corporate trainer, and a visiting instructor of Intercultural Studies at the Grenoble Graduate School of Business and the London School of Business and Finance. She has taught workshops on Business Communication Skills and Relationship Selling since 1980 in the United States, Canada, Mexico and Europe.

‘Essentials of Successful Negotiation’, a one-day, active-participation workshop, will be offered by the Working Women’s Network of Grenoble on Saturday 28 May from 9h to 17h, at the Grenoble Ecole de Management. This workshop is targeted to professionals who have never attended a professional negotiation course, but who wish to acquire basic skills which can be put into practice immediately. It will cost €30–45 for WWNG members and €85 for non-members. This includes the full-day seminar, lunch with the group, and two coffee breaks. You can register and pay online here.

A detail from the cover of Thora van Male's book, 'Liaisons généreuses'

Grenoble Life talks to Thora van Male, author of Les liaisons généreuses – l’apport de français à la langue anglaise, ahead of a talk she is giving organised by Alliance Grenoble-Oxford on April 7.

Grenoble Life: What is the topic of the talk you have organised with Alliance Grenoble-Oxford?

Thora van Male: I’m going to be talking about my latest book, Liaisons généreuses. It deals with the huge debt that English owes to the French language. We English speakers (I’m from British Columbia, in Canada) are more aware of this than the French are. My impression is that in France, people are so obsessed with the supposed invasion of English into French, that they don’t realize that, a) English would not be much at all without French, and that, b) a lot of the words that are coming from English to French are just returning home, so to speak.

When you see the many many areas where words from French predominate in English, it really makes you think; such subjects as law, religion, cooking, life in society, politics. There are very few areas of life in English whose vocabulary is not affected by – French.

GL: Who should come to the talk?

Thora: Well, I will be speaking in English, which means the talk is aimed at people who are interested in and speak some English. All the AGO people speak French, though, as do I, and the question session after the talk will be bilingual and bicultural, so to speak.

In terms of the content of my talk, it will probably be more of an eye-opener for French people than for the Anglo-Saxophones, as I call us. However, I intend to make the talk interesting and accessible to everyone. And I hope to provide a few chuckles, if not guffaws.

GL: How has the French relationship to the English language changed since you arrived in France?

Thora: Well, you know about the Loi Toubon that was voted in 1994; its objective was to prohibit the use of languages other than French (Read my lips: Eng-lish!) in official French documents, in business, in advertising, etc. This law also established quota rules about how much English-language music could be played on the radio, etc.

Just to put that into perspective, remember that the provincial government of Quebec had voted its Charter of the French language in 1977; this put legislative authority behind the enforcement of French as the language of government and law, as well as that of work, instruction, communication and commerce.

That being said — and people recognize this — English exercises a certain attraction to French speakers in France; dropping an English word here and there is considered to confer a touch of class. Conversely, as you know, the prestige of French exercises a huge influence on English speakers, to this day. Of course, English no longer borrows what I might call “meat and potato” words from French, words that English doesn’t have a name for — this is something I’ll be talking about — but there are still French words coming into English. I found this really noticeable in the latest issue of The Economist’s Intelligent Life. But also in a book of Woody Allen’s witticisms…

GL: As someone who has taught English at the University here in Grenoble and published books for learners of English, what changes have you witnessed in the way the language is taught in the French educational system?

Thora: There has been a continuing move towards getting learners to work with English in a “real world” environment. The conjugation tables and the translations that I grew up with gave way to audio language laboratories, but still with a lot of rote work. The Internet has totally changed that, and the focus is moving more towards experiencing English as it is spoken in environments that are meaningful to each learner. As I see it, that is a general trend.

GL: What needs to be improved?

Thora: Have you got a couple of hours? Judging from my students, I would say that in secondary education they need to hear more authentic English and to be dragged away from translation. They also need real-life experiences with English (Wouldn’t it be nice if English language films were shown on TV with English subtitles …). They also need to shed some inhibitions.

You remember the passage in My Fair Lady when Henry Higgins says “In France, every Frenchman knows his language from A to Z; they never care what they do, actually, as long as they pronounce it properly.” Well there is a grain of truth in this. Students just don’t want to pronounce a word unless they can spell it, and once they have the spelling they tend to “spell-pronounce” — you know, pronounce the L in ‘could’, etc. — in fact, pronounce every word as if it were French. The insecurity involved in jumping in and pronouncing a word that they might not know, or might not know the spelling of, just petrifies them!

But I should get off my hobby-horse: I love my job, and am quite willing, year in, year out, to put my heart and soul into teaching English to my students.

GL: Where do you teach?

Thora: Now, I teach only at the Institute of Political Science on the campus. But like so many expats (though I now have dual nationality) I taught English all over the place in Grenoble before I managed to get a post in the French university system.

GL: When did you originally come to Grenoble and why?

Thora: I came in 1970, with a scholarship from the French government. And I just never went back to Canada! I had always loved French … I think it was my mother who got me going when I was a child, when she taught me that silly song about “La plume de ma tante”. Had I stayed in Canada, I would no doubt have become a French teacher.

GL: You are a published expert on French dictionary illustrations.

Thora: Yes, I am, but my expertise is limited to those little ABC primer type compositions that represent several objects whose name starts with a certain letter. Though this is common in children’s’ alphabet books, France is the only country I know of that has them in dictionaries for adults as well. So when you look at the alphabet illustrations in a dictionary dated, say, in the 1850s, you have a sort of snapshot of French culture and society at that time. It is fascinating. To my amazement, this is a field that had never been researched until I got involved in it. It has been a lot of fun. Since there was no existing research on the subject, I really had to start at zero, and create the tools to analyse all these pictures. I even coined a word for them, since French didn’t really have one; and that involved a meeting Alain Rey, the author of the Petit Robert, a very interesting experience. I love the “treasure hunt” side of this work: you’ve got all these pictures, and you have to figure out what they represent. Plus, I’m always on the lookout for some dictionary that I haven’t yet come across.

GL: What sparked off this particular passion?

Thora: Well, I often jokingly answer this question by saying the answer is contained in an alphabetical list of things I love: A as in alphabet, B as in brocante, C as in calligraphy, D as in dictionary, E as in aesthetics, F as in France, G as in Grenoble, H as in hedonism … The dictionaries I work on are up to 150 years old, and their alphabetical illustrations really combine these elements. In fact I love the alphabet so much that one of my recent books is subtitled La Vie secrète de l’alphabet.

GL: You have also curated a touring exhibition about dictionary ornaments. Tell us about that and where we can see it.

Thora: Shortly after I published Art Dico, I was invited by the Lyons printing museum to curate an exhibition there. It was a lot of fun choosing among the many old illustrations, having huge blow-ups made of them, and showing the general public how rich this apparently naïve form of illustration can be. Another fun aspect was rounding up dozens of artefacts, finding the actual objects that appear in the illustrations. I presented two groups of 26 items, one for children and one for adults, and the game for the visitors was simply to find the names of all the objects. Many of these artefacts were things that people just don’t see today. What I loved about that part of the exhibition was that it showed how the world reflects the dictionary, as opposed to how the dictionary reflects the world. But I could go on about that for hours, too …

Chance being what it is, once the exhibition was over in Lyons, I met a man whose surname is almost identical to mine and who is both a calligrapher and an alphabet-exhibition manager. What serendipity! Bernard Vanmalle has now taken the ART DICO exhibition under his wing. It has circulated widely in France (mostly in public libraries and médiathèques). Unfortunately, it was in Grenoble three years ago for several months, so I do not think it will be here again in the near future …

GL: This wasn’t your first exhibition, though. You exhibited photographs of rue Brocherie at the Grenoble Maison de la Culture in 1981.

Thora: That was another really interesting project. I asked all the merchants on the street I live on to stand on their doorstep for a picture, and to tell me about the past history of their shop. Then I produced a set of panels that combined my photographs and some fabulous line drawings done by a man who worked at the Maison de la Culture at the time; I wrote a text about the history of each shop, and calligraphed it onto each panel.

This exhibition doesn’t circulate any more, and I hope that it will at some point join the Musée Dauphinois collection.

GL: Tell us about your charitable work and how our readers can get involved.

Thora: For several years, now, I have been volunteering in a soup kitchen in the centre of the old town. The association provides breakfast every morning, hot lunch twice a week in the winter months, clothing, food hampers and a variety of other services. The people who come are not all homeless, but they are all in fairly distressing situations (this can include being a refugee, having mental health issues, drug or alcohol problems, or just plain poverty). We have between 40 and 100 people every morning.

If your readers want to help us, one thing we are always in need of is men’s shoes. They can be dropped off at 4 bis rue du Vieux Temple, any week day between 8:30 a.m. and 10 a.m. The association also accepts monetary donations; I myself am very interested in donations in kind, however, and can promise you that any shoes that are given will find a pair of needy feet!

Thora van Male will be talking about her new book at Maison des Langues on campus on Thursday April 7 at 6.30pm. Contact Alliance Grenoble-Oxford for more information.

Wing It Productions logo

Grenoble Life talks to Hélène Perrin-Gouron, Vicki Bernard and Katie Coakley – aka Wing It Productions – a new English theatre group for secondary school pupils in and around Grenoble.

Grenoble Life: Who is Wing It Productions?

Hélène Perrin-Gouron: Three passionate women who have always loved and done some theater; one French having lived in the US, one English, and one Irish.

Vicki Bernard: Sounds like the beginning of a joke…

Katie Coakley: Oh thanks, ladies. I’m the Irish one (‘wanting desperately’ to change the subject)! We’re part of the abc anglais association, which aims at helping people ‘learn, improve or maintain their level of English in the most natural manner’. Our goal is to open this theatre activity to the entire secondary school community in and around Grenoble.

Hélène: That is… for this first year. I have the High School population (15-18/19) in mind too, the college students, etc.

GL: What is the philosophy of the group?

Vicki: Having worked so often with young people, we have really been able to see how much the theatre can bring them in terms of self-confidence, team-work (relying on others), their creativity and imagination.

Katie: The fact that we use English purely as a vehicle means that they improve their English without even realising it.

Hélène: I would add to this that one of the most positive things to come out of the work with young ones is the bonding that they experience. The show becomes bigger than every single one of them, and us.

Katie: Very much so! It also eradicates the age differences.

GL: What ideas do you have for your first productions?

Katie: Although we’re going to keep that secret, we can say that we’re going down the comedy road.

Vicki: Our lips are sealed.

GL: What have some of the major challenges been getting started and how have you overcome them?

Katie: To start with, we had a real dilemma. Do we create our own association or do we become part of an existing one?

Vicki: We were very fortunate to come across abc anglais (through Helen McEwan who worked on the Cité Scolaire Internationale pantomime with us.) They took us under their wing.

After that, our main challenge was sorting out a lot of things all at the same time: reading umpteen scripts to find a story, organizing and advertizing the auditions…

Katie: And making sure that all this gets done behind the scenes without a hitch. That in itself is quite a challenge!

Hélène: I, personally, was happy to have help with all that work that no one ever imagines exits. How to overcome the constant challenges? With ‘your head in the stars and your feet on the ground’ (i.e. persistence, patience, with zest, and more persistence, more patience, etc.)

GL: What kind of people are you looking for and how can they audition?

Katie: Anyone of any nationality between 11 and 15 with a good knowledge of English and an excess of enthusiasm.

Hélène: You can be French, British, American, or whatever; but you must know that the whole activity is going to be run entirely in English.

Vicki: In other words, you can come from Mars …

Hélène: Or Venus …

Vicki: As long as you can get along in English and are prepared to improve through taking part.

Hélène: If you wish to join us for this thrilling adventure, go to www.abcanglais.org, section ‘collège’. All the information you need is there!

GL: Tell us a bit about your theatrical backgrounds

Hélène: I started doing theater at university, in the US. Then I was asked to keep going with the county community theater. I thoroughly enjoyed working eight months solid on the ‘Man of La Mancha’ musical. I was there six days a week and I can’t think of any moment not being sparkling! Then these past few years, I was general director of the C.S.I. panto where every single cast has been my favorite!

‘Out of hours’, I’m a scriptwriter and have worked on long features such as Confessions of a Dangerous Mind, or Pearl Harbor; and if you’re dying for more names, you can go to my LinkedIn profile.

Vicki:  I was involved in acting in a semi-professional theatre in England. I did drama all through school, acting and directing as house and drama captain. I acted during my university days too and put on a couple of plays in the English Department at U.3 in Grenoble. Finally, I was part of the panto direction team at the C.S.I. for two years.

Katie: I’ve done theatre with small children in Ireland. Here in Grenoble, I’ve worked on the C.S.I. panto for two years.

GL: What is the potential of Grenoble in particular for this type of theatre group in terms of audiences and participants?

Hélène, Vicki, and Katie: (with one voice) Massive!

GL: Thanks ladies. Watch this space for updates and news about Wing It Productions.

Les timbres!

US newcomer Maureen Walsh reports on obtaining long-stay and student visas through the Office Français de l’Immigration et de l’Intégration for a year in Grenoble.

Arriving as newcomers to Grenoble from a small town in North Carolina in July 2010, my husband, Steve, and I were trying to carefully follow the letter of the French law regarding completing the steps necessary for our stay in France. He had recently been accepted into the AQ Bridge Program at the Grenoble Ecole de Management. This was an opportunity to spend a sabbatical year away from his position as the NC State University Director of the Engineering Entrepreneurs Program and explore new possibilities in a foreign country. So it would have surprised many of our friends to know that in our initial 2 ½ months stay in France, we hadn’t actually perfected all of the legalities. This was not malice aforethought, mind you, but only due to the timing of our arrival. Not until the middle of September 2010 did we get things settled! That was when our little yellow OFII (Office Français de l’Immigration et de l’Intégration) cards were pasted inside our American passports. We breathed a sigh of relief. We were now “bona fide”!

The process began in North Carolina. Since we hoped to stay in Grenoble for a full year, Steve applied for a student visa, and I needed a long-term stay visa in order to live in France. That involved a LOT of paperwork – there was the NC State Bureau of Investigation report, an FBI report, fingerprinting, certifications from our bank as to our financial worth, proof of health insurance, proof of purchase of airline tickets, certified birth certificates, marriage certificate, proof of acceptance into a French school, statements from me regarding the reason I was applying for entry into France along with a promise that I would not work while in France, and proof of a commitment to a residence in France (rental contract). It seemed like the list would never end.

We needed three copies of each item for both of our folders and this all had to be translated into French. In addition, there was the Long Stay Visa application form (Demande Pour Un Visa De Long Séjour) and the OFII form (Visa de Long Sejour-Demande D’Attestation OFII) with the top part filled out. A lot of trees sacrificed their lives for our trip to, and our stay in, France.

Once we had assembled all that, we made an appointment to go to our regional French Consulate in Atlanta, Georgia – a “mere” seven hour drive away. We made this appointment on-line and traveled there on an overnight trip in April. The meeting was not what we expected. I thought we would be invited into a cozy room to meet with a consulate representative to present our paperwork and be interviewed – perhaps accompanied by a glass of French wine, too? On the contrary, we arrived and soon discovered that the official Long Stay Visa application form posted on the website of the French Consulate in Atlanta that we had printed and completed, in “impeccable French” I might add, had just been completely changed the previous week. The new questions didn’t match the previous form. A sense of impending doom followed by a mild feeling of panic began to spread within the confines of my head. We stood at a narrow counter and worked to fill out the new form on the fly sans dictionnaire!

When the interview process took place, we were standing at another counter with the consulate employee sitting behind glass with a tiny slot through which we passed our massive paper pile in 8 to 10 pages stages. Time stood still. The employee would ask us questions (in French) and forget to turn on the microphone. We had to continually ask the him to repeat his questions and to turn on the sound – I thought I was living the drive-up window scene in the movie, Wayne’s World. He swiftly shuffled our papers, picked up the phone a few times to call France and kept looking at Steve suspiciously because he was applying for a Student Visa. This was the first line of defense those in America encounter in their quest for a visa to France! (Does the word perspiration mean anything to you?)

We left the office exhausted and made the return drive home. And waited … Our passports with our visas pasted in were returned to us about a month later in the prepaid FedEx envelopes that we had provided. Another hurdle passed. We were on our way to France!

Once we entered France via Switzerland, the next step for us was to find a permanent residence. We had arranged to stay in an extended-stay apartment for our first month in Grenoble, but we would need a more permanent address for the duration of our stay. In addition, we needed fixed and mobile phone numbers to put on the OFII form. Would it ever end? After the arduous work to acquire those, we sent off the paperwork by registered mail on August 4th. Timing for that was not, shall we say, optimum. We soon learned that most of France is not working in August because ils sont en vacances! Finally, we received letters telling us that our OFII forms had been received. We still had to wait to be contacted for our appointments to complete the process. A week and a half later, a letter arrived outlining what we needed to do for our appointments that were scheduled for the 16th of September for Steve and the 17th for me.

We were nearing the finish line! We needed to have a un examen radiographique, un photo tête nue, un examen clinique général and beaucoup d’argent. For the money part, we visited the Préfecture for taxe perçue à l’occasion de la délivrance du premier titre de séjour. This meant we had to buy des timbres á la caisse de préfecture in advance to cover the fee for the OFII validation. The timbres look like postage stamps and are similar to the stamps paid for when you complete a purchase on a house. For Steve that amounted to 55€ ($71.75) and for me, 340€ ($443.57) (exchange rate: 17/09/2010). We understand that in the U.S. the amount can be closer to $1,000.00 per person, so we think we got a bargain.

As a student, Steve had to first go to the Centre de Santé which is located near the train station in Grenoble and have a basic physical. Then, two days later, he needed to board tram C and head off to the Domain Université Centre de Santé to get a chest x-ray at one of those mobile units set up in a parking lot. A week later he returned to the first Centre de Santé to pick up his certified medical certificate. Finally, he was instructed to go to the OFII office with all his paperwork to complete the process. He was told they take a limited number of applicants each day. Since they don’t make specific appointments, show up early and try to get in the door – at 6’2″ and 90 kgs he was ready for action. He arrived an hour before the opening and was the first one in line. He presented all his pieces to the puzzle, and they pasted a card in the passport and covered it with a film cover. One down, one to go.

My requirements were a little different. As I am not a student, I was instructed to report to the OFII office at 13h 30 for my x-ray, and my medical exam would be at 14 h. I was pleased. It seemed that I had an appointment and would escape the running around that Steve had had; it would be “one-stop shopping”. Wrong. I arrived at 13h25 (the bureau is closed from 12h until 13h30 for lunch) and found a long line of people waiting for the opening. I joined the line, and I glanced at the paper the person in front of me held. It looked just like mine. Exactly! We ALL had the SAME appointment time.

The overworked employee at the desk dealt with people speaking many different languages. Some were anxious (like me), and some became belligerent when they were told their dossier was incomplete and that they would have to return with some other required paperwork. After sitting in the too-small waiting room for a half-hour, I was called back for the exams. The x-ray tech showed me to a dressing room and told me to disrobe to the waist. I looked around for the usual jacket I always get to put on when I have any upper body pictures taken. Nothing. Leave your modesty at the door. That done, I moved on to the nurse. She weighed me, stuck me for, as she said, “le sucre” (diabetes test), took my blood pressure, and then we proceeded to the height and eye charts.

If you know the French alphabet pronunciation, you remember that vowels and some consonants are pronounced differently from their English look-a likes. (i is “e”, e is “ai”, g is “jay”, j is “gee.”) We had to remind ourselves of that when responding. As a side story, we have an Australian friend who told us of her experience at OFII. She didn’t know any French when she arrived, and when she read the eye chart, she answered using the English (Australian) pronunciation of the letters. The medical people all thought that she was legally blind!

Getting our OFII stamps has given us the freedom we need to fully enjoy our experience here in Europe. Until we got that, if we had left France, we were told, we would not have been allowed to re-enter through the borders without returning to the U.S. and reapplying for a new visa. With our OFII stamps and our American passports, we can pursue our wanderlust. It didn’t take us long to pull out the map and start eyeing all the possibilities that became open to us with just that “little yellow card.”

To see our further adventures, please visit our blog: walshesingrenoble.wordpress.com

examen radiographique: xray
un photo tête nue: photo of a head without a covering
un examen clinique général: medical exam
le taxe perçue à l’occasion de la délivrance du premier titre de séjour: the charge collected at the issue of the first residence permit
le caisse de prefecture: prefecture cashier
centre de santé: health center

'Raquette nocturne' with Association France Etats-Unis

April Buchanan of Association France Etats-Uni talks to Grenoble Life about getting together with the “internationally-minded” for picnics, museum visits and full-moon raquette nocturne.

Grenoble Life: What is Association France Etats-Unis?

April Buchanan: Well, France-Etats Unis is many things to many people. It’s actually a national association, with almost 30 chapters in all different regions and cities all over France. It’s a social organization that is open to anyone who is interested in either American culture, or anyone interested in promoting friendship and understanding between France and the United States.

You don’t necessarily have to be American or French, and you don’t even have to speak English! We have members of all nationalities and ages, students and professionals. A lot of members are either American ex-pats and their families, or French people who have either lived or vacationed in the States and loved it! It’s also a great social setting for international couples or people new to France who are looking for a place to feel less like a stranger in a strange land.

GL: Tell us about the history of the Grenoble chapter – why here?

April: A lot of people are surprised to learn that the first France Etats-Unis was first started in Paris just after World War II, under the name ‘France USA’ back in September 1945. Ten years later the name was changed to the current one, and the association began to grow across the country.

The Grenoble chapter has a unique story, in that it began in the early 1950s, but it kind of lapsed in the 80s and 90s. It was in 2005 that Pierre Hermant relaunched the association in Grenoble, and it has been growing ever since. In 2010 we had 65 official members, but it seems like more since we often have a lot of friends and visitors who participate in the fun as well!

Grenoble is the perfect place to have a really dynamic and vibrant association since it is such an international city! With so many multi-national companies bringing employees from abroad, the University of Grenoble having exchange programs with many American universities, and the Grenoble Graduate School of Business with their many international masters study programs, there are a huge number of Americans and other ‘internationally-minded’ people living here either permanently or temporarily. France Etats-Unis is the perfect platform for these people to meet casually and feel welcome in a positive and friendly environment.

GL: The moto of the association is “For a better mutual acquaintance and understanding.” Can you elaborate on that?

April: I think one of the best quotes I’ve read about the association sums it up nicely. The second elected president of the association, André Maurois said in 1955, “… there is nothing more important for these two countries than to maintain a total and trusting friendship between them.” He goes on to say that the historical factual links between France and the United States, specifically each country helping the other in gaining its independence, is simply not enough to maintain this friendship … that it is a living reality, founded on mutual respect, constant collaboration, and a common culture of supporting peace and freedom.

While remaining independent and completely apolitical, the role of France Etats-Unis is to support this idea, and we can do that through cultural and social events, national holiday celebrations, and fun social exchanges between people of many nationalities and backgrounds, including but not limited to French and American.

GL: What sort of events do you organise?

April: We have quite a few events all year long, including the major national celebrations of both countries, as well as activities to explore the heritage and nature around the Isére region, so there’s always something to look forward to. And we always have a regular monthly “Hot Spot,” which is a casual get together held on the first Wednesday evening of each month. For the past year or so we’ve been having it upstairs at Café de la Table Ronde at 6:30, and anyone is welcome to come and hang out with us for an hour or two.

But this is in addition to our bigger planned events, which have become quite popular! With everything from Thanksgiving Dinner to nature hikes, from the traditional French Galette des Rois to museum visits and the Fourth of July picnic, there is always quite a variety of things happening in every season, and we are also open to new ideas for anything fun and interesting!

GL: What is your role and how you did you get involved?

April: Well, this is my first year being on the board of the association, and I’m really inspired and excited to help make the association grow and to spread the word to those who may not know about it!

I had lived in Grenoble for about five years when I became friends with two other American women, Jesse Bernstein and Emily Huschen, who were members and also on the board of FEU. They immediately convinced me to come to a Hot Spot on a Wednesday night, and there I met lots of interesting people, including other Americans living here that I had never met before, Franco-American couples, former French ex-pats who had lived and worked in the States, and even a retired French couple who spend half of the year in Florida! It was refreshing and reassuring to be among people who appreciated American culture and who wanted to share stories about their own experiences between the two countries.

GL: Tell us a bit about your background

April: I’m American, originally from Valparaiso, Indiana. After finishing my studies at Purdue University and working for some time in Chicago and in Austin, Texas, I came to Grenoble on holiday in 2003 to visit a friend who was working here. It was then that I realized I wanted to live abroad! Without speaking a word of French, I moved to Grenoble permanently in 2004, and it has been an incredible journey of self-discovery and world education ever since! I am currently teaching English in companies around Grenoble.

GL: Asides from events, what other advantages come from being a member of the association?

April: The events we organize in the association are always a lot of fun, but they are really a gateway to friendships and connections that can last a lifetime — I even know one person who met his wife at the Toulouse chapter of France Etats-Unis over 20 years ago! But aside from events, we have strong relationships with other associations in the area, such as Open House (an English-speaking association in Grenoble) and the American Club of Lyon to name two, but also organizations like the American Chamber of Commerce in Lyon, and the various ‘Sister City’ programs, which partner French cities and American cities to promote travel and exchange between the two.

We also have strong support from the American Consulate in Lyon, and the Mairie of Grenoble. All of these outlets, as well as the other chapters of France Etats-Unis, provide a vast network of people and places for everyone involved. This can lead to all kinds of partnerships and opportunities, which all stem from the commonly held interest in promoting multi-cultural friendship and understanding.

GL: What’s next on the calendar?

April: Our next big event is the full moon snowshoeing hike, or raquette nocturne! For those who have never gone snowshoeing, it is a great alternative to skiing to enjoy the natural beauty of the mountains here. And doing this at night under a full moon that lights up the white snow all around is a truly magical and unforgettable experience! And of course, no Alpine adventure would be complete without a traditional French Montagnard meal in a warm chalet-style restaurant to finish off the evening. It is one of our most popular annual events that we look forward to all year long!

Grenoble depuis "la montée de Chalemont". Photo: FrenchHope

In the first part of her blog Footprints in Grenoble, American student Aleigha Page shares her first impressions of studying abroad in the Capital of the Alps. 

My name is Aleigha; I am an American student studying here in Grenoble for the spring semester. I began my study-abroad research fall of my freshman year, and I was immediately drawn to the catalogue featuring Grenoble. The mountains, the globes which take one up to the Bastille, and pictures of wild flowers growing on the mountainside all convinced me that Grenoble was the city for me.

Off the beaten path

I like that it is a little off the beaten path of European study abroad destinations, but that certainly does not mean life in Grenoble is boring! Grenoble offers a happy medium of big city and country nearby. The centre-ville is fabulous, and offers every store one could ever imagine! There are restaurants, cafés, brasseries, pubs, bakeries, and so much more. 

Just because Grenoble is in the mountains, does not mean it is removed from culture. But I also love the fact that the mountains are in easy reach of the city. I have hiked up the Bastille twice, and both times offered the best view of the city. The Bastille is a very old fortress built into the side of the mountain, which served as a prison and has now been converted into a hiking trail. When the weather warms up a tad, I intend to make many more hiking expeditions. 

Arrival

My first day in Grenoble began after a three hour long train ride from Paris, after three days of sightseeing the City of Lights. Needless to say, I was exhausted by the time I made it to Grenoble. I walked into the Grenoble train station, trying to wrap my head around the fact that this new city was about to become home for the next four months. I gingerly stood with the other students in my group as we observed the group of host families.

When my name was called, my host mother and I shyly made our way toward each other. I was thrilled to finally meet the person whose home I would be staying in! But all in approximately two seconds, it occurred to me that she knew absolutely nothing about me, other than the obvious statistics: American female student here to study French. And I knew little about her other than she was an artist who worked from home, enjoyed cooking, and lived in Grenoble.

I was not exactly sure how to kick off our conversation for various reasons: a) I was tired and still getting my body acclimated to the new time zone; b) I was trying to be sensitive to French etiquette and customs, and I was not sure how to converse without accidently saying or asking something offensive; c) Even in my native land, I am very shy the first little bit I meet someone. Combine all three of those, and I was at a loss for words. However, we made our way to the train, and we made small talk as she pointed out important landmarks, and told me our tram stop.

Old town

On the tram, I marveled at the buildings we whizzed by. Grenoble is an old town, and the buildings have that old European, stucco style walls with orange tile roofs. The buildings are different colors – some of them pastel orange and yellow, others brown or shades of beige.  

Of all things in life, I know that I will never forget my first impression of my host home. It is a charming house built onto the side of another building. We go through an apartment hallway, complete with a spiral staircase, to an outdoor entrance. Go through the door, and enter into a charming courtyard which leads into the house. The house is old, and certainly has the charm and character of an old home. I am a sap for old buildings and especially homes; I could spend days marveling at the old homes, whether at home or in France. 

The next couple of days were spent getting unpacked and settling into my new home. My first full day in Grenoble, we were taken on a tour of the city. In the Place Notre Dame, there is a café which is especially for philosophers; however anyone is welcome, along with at least four other cafes. In another town square, there is a café which is the second oldest café in all of France, the oldest being in Paris! There really are cafés on every street, and just about every corner in France. I always thought that maybe the café was an overdone French cliché, much like berets, but no. I can safely conclude that there will never be a shortage of cafés in la France.

Goals

I have officially been in Grenoble for two weeks, and I honestly find something new or interesting every time I leave home. There are so many winding streets filled with shops and little restaurants throughout city. Prior to my study abroad departure, I made a list of goals, and one of those goals is to see something new every day. I can easily put a check next to that box. I recently discovered the most adorable salon de thé I could ever imagine –chandelier hanging, mismatched antique furniture which had been reupholstered in various fabrics of pretty prints, tablecloths, and white tables. I did not have the chance to stop by, but having tea in one of the salon de thés is certainly on my to do list. 

My introduction to Grenoble could not have been better. I cannot wait to explore more and get to know the city, not only through the eyes of a visitor, but as a member of this city. I want to have a relationship with Grenoble, not only to be a passerby. I know that Grenoble will leave a significant footprint on my heart and in my life, and I certainly intend on leaving a few of my own footprints for Grenoble.

Employment Opportunities. Photo: The Cleveland Kid

Rebecca Skillman talks to Nathalie Reynaud, career transitions consultant and guest speaker for the Working Women’s Network of Grenoble on February 17th.

Rebecca Skillman: What is “career sustainability”?

Nathalie Reynaud: For me it’s about keeping ourselves employable over a whole career – and not relying on one employer to look after us. Everyone’s different, of course, and it depends on our personality, constraints and environment. But we can all develop a sense of responsibility. So, rather than being the victim in a hire-and-fire culture, we are in control of our destiny, working when and how we want to.

Rebecca: Is career sustainability a recent, crisis-related trend?

Nathalie: Not for me! Right from when I left school I chose broad-based studies which allowed me to have a lot of opportunities. I had a scientific background in research – image processing – and enjoyed the work in that field. But I realized the job didn’t take account of what I needed in terms of people contact. I was behind a computer too much and it began to have an effect on my health. So I said ok, time to stop. Having a dual nationality I decided to go to Canada, to experience a different cultural perspective. I found that I really enjoyed tutoring and training – seeing the sparkle in people’s eyes when they understand how to move forward and get what they want.

From Canada I went to Mexico for two years, then returned to France as I wanted to work again in a francophone country. From there I decided to go for an MBA in change management, using previous skills and at the same time moving forward. But what really interests me is seeing where people are at, where they want to go, what their needs are and how to get there. Initially, I found a role in information systems consulting. But I felt I was losing sight of my target – people – so I changed tack and took a role in HR consulting in India.

Rebecca: You’ve worked in a huge range of contexts and countries. What’s the lesson from that?

That if you want something enough, you can have it. In each country I found the job I wanted, in my chosen environment, the way I wanted it. Even in India – where I was an ex-pat wife and everyone told me I’d never find a job, I was the only wife who had a job!

Rebecca: What would you say to someone who is having difficulty finding their own route through life?

Nathalie: You need to start from yourself. Think about what you want, what your needs and priorities are, and your skills – especially the transferable ones. Rather than sending CVs at random and focusing on what your needs are – a job – try to be pro-active, thinking about what companies need and matching this need to what you can offer. It’s a mutual process. And the global recession makes it even more important – because it can otherwise be so easy to get into a depressed “I just need a job” state.

Rebecca: What can people expect to get from your presentation to the WWNG?

Nathalie: We will share experiences – whether it’s about being unemployed, or adapting to a changing work environment, or adapting to the shifting work pattern of a husband. In all cases I want people to leave with hope of finding what they want and a better idea of themselves: where they’re at, where they want to go and how to get there.

We will talk about our personal and professional projects, and whether we are aware of the relevant values, skills, behaviour, environment and benefits. I will give some hints about how to always develop our competencies, even if we are unemployed; and how to find/create our own job, if necessary. We’ll consider possible marketing tools, how to make sure we have the right people around us, and a strategy/action plan in place. I like the metaphor of a sportsman who has to plan … one competition after the other. Which competition are you targeting? Which will be the one that will carry glory for you? The target? In the long and short term? Planning a career is no different. We have to prepare, physically and mentally, and have the right equipment to win those competitions that life throws our way.

Nathalie Reynaud of Reynaud Consulting will be speaking to the WWNG on 17 February 2011. For more information on attending this program, contact the association at www.wwng.net.

Nathalie Reynaud

Mobile Devices: Is your social life in hand? (detail from conference poster)

Students in the MSc Management Consulting program at Grenoble Graduate School of Business invite you to a conference they have organized on the mobile phone industry and social media. Andrea Becke explains.

February the 24th is coming closer and closer. This date might not mean a lot for most of the people here in Grenoble but for the students in the MSc Management Consulting program it means a lot. February 24th will be the date for our first conference on Mobile Devices: Is your social life in hand?

But let’s start from the beginning and introduce ourselves. We are 15 students studying MSc Management Consulting at Grenoble Graduate School of Business. What makes us special is our unique multicultural team. We are 15 students coming from 13 different countries, with an age range from 22 till 38. Working in this group is not always that simple, yet we form a great team whose diversity is what enables us to achieve great potential.

Planning such a conference is quite challenging. First we have a very limited budget; we depend on sponsors and on GGSB to support us with the logistics. Additionally since our conference will be held in English, this limits the potential audience for our event. We hope to go beyond the student and faculty body and wish to include everyone interested in this topic wishing to gain more knowledge about the mobile industry.

With our Professor Pat Brans, who is an expert in this industry, we are organizing a conference on Mobile Devices. The mobile industry is already a part of our everyday life and its influence is becoming increasingly significant. We wonder if people are really aware of what they are using? Do people actually know how far the reach of Social Media actually is? Not to mention the ever-present question arising in this context: is it safe to use? Is our privacy protected? These key issues and more will be discussed in our conference. We hope to address the big dilemmas – and answer some of questions – arising from this new trend.

We have invited experts in the area of mobile technology, social media, ethics and location based services to participate. With short, but precise presentations, those experts will bring the subject closer to everyone and give us the chance to ask specific questions during the round table discussion.

Among the speakers present: Kelly Rigotti, a Marketing and Communications Consultant and an expert in online branding and web 2.0 ergonomics. Kelly will discuss how social networks are becoming mobile social networks. Sharon Crost, an expert in reputation management and online commerce and a Marketing and Social Media Consultant, will bring us closer to a set of guidelines for handling the risks behind social interactions going mobile. Marie-Paule Odini is the Chief Technologist at Hewlett-Packard’s Communications & Media and an expert in the area of online branding, innovation and security programs. At the conference, she will talk specifically about social media used on mobile phones and the technology behind it.

We are all using mobile devices. Isn’t each of us wondering a little about just how much our social life is in our hands? Join us to find out!

The conference and round-table will take place on the 24th of February 2011 from 6 to 8 pm at Grenoble Graduate School of Business. The conference will be followed by a cocktail reception.

We are looking forward to surprising you!

The Upstage 2011 cast and crew

The cast and crew of Upstage – an English theatre group comprising students at Cité Internationale Europole in Grenoble – share their experiences as rehearsals gather pace for this year’s production: Arthur Miller’s The Crucible, Ste-Marie-d’en-Bas, March 15–19. 

Francesco Amadori 

This is my first year in upstage productions and I am so pleased to be part of it. From day one, everyone was really friendly and made me feel at ease in the rehearsals. We work in a great atmosphere and I love the way the directors take their time to pay attention to every detail in the scene which we are practising. 

I play a well-to-do, hard-handed land-owner named Thomas Putnam. He is a participant in the trials of Salem and “helps” the prosecution of Giles Corey. This part, seeing as it is not one of the major ones, allows me to participate backstage during the play, as well as being on stage. 

Alba Besson 

Girls found dancing in the forest; women accused of witchcraft; a mighty judge brought to Salem to sort it all out and to hang the guilty… Sounds like a pretty good play don’t you think? 

I’m Alba and I play the part of Samuel Parris, Salem’s egocentric reverend, and so far I’m really enjoying being one of the baddies! The cast this year is really fun: we all get on great and function well as a theatre troupe. The rehearsals, with a little nudge from cakes and the soundtrack to “The Boat That Rocked”, are progressing slowly but surely and through them is emerging an exciting adaptation of Arthur Miller’s “The Crucible”. 

Hopefully, Parris’s selfish, sly and self-righteous personality won’t rub off on me too much! 

Mariam El Boudi 

Hi everybody! I’m Mariam, a 17-year-old girl who plays Mary Warren, a naïve young woman, and Rebecca Nurse, a conventional 72-year-old woman. Exploring The Crucible through Mary Warren’s character is a powerful and overwhelming experience, especially since this will be the first time I’ll be playing in Upstage. The balance stems from Rebecca Nurse’s character who is, according to me, of a much lighter tone. As Mr Simpson [David Simpson] said “the emotional levels and the acting challenges are very demanding”; therefore, we are experiencing a break away from Loot which was performed the previous year and was much more hilarious. 

I’m looking forward to be performing with the rest of the team!!! 

Jaicy Elliot 

This is my third and last year in upstage and I am proud to say that I play the splendid Elizabeth Proctor. 

This is a great change as I have been accustomed to playing men. Elizabeth is a very strong lady dealing with deep emotional conflict within her marriage as well as playing an extremely important role in the witch trial. 

The play is definitely more serious and grave than the past few upstage has put on but I’m glad to say that the very new actors’ enthusiasm and good humour still fits in what we call the upstage family and style. 

Matias Gaggiotti 

Hey, I’m Matias and in The Crucible I play Deputy-Governor Danforth, a pretentious and selfish judge, who is extremely loyal to the rules and regulations of his position. He constantly changes tone and mood and so I am sometimes pushed to act calmly and then erupt into an explosion of anger. He is a challenging character to portray but it’s also fun to immerse in this selfish, “just” character. The team this year is convivial and we all feel comfortable acting in front of each other. The production team is doing a brilliant job and the play is evolving swiftly and surely. The actors help the production team from time to time in making the tickets and other technicalities. Overall everyone is having fun and enjoying their role. Although the play is a challenge (due to its sometimes complicated language and strong themes) the team faces the challenge and overcomes the difficulties to produce a first class performance. Of course there is place for improvement but we will all be there coming March to preform the play in all its splendour. And I’m sure you’ll be there too. 

Andrew Hanlon 

Ladies and gentlemen of the court, I have come here to refer you to the facts. Every year for the past 18 years there has been an Upstage production, and every year there are a talented few, selected to perform and be part of the Upstage Experience. Ladies and gentlemen of the court, ladies and gentlemen of Salem, I am no lawyer, I am but an old farmer with 600 acres with timber in addition but I challenge you now, find one of that chosen band who will testify here, before God and the good people of Salem, find one who claims that their time could have been better spent. Find one who says that the few hours a week were not worth the feeling of success. Find one, I challenge you, find one who would not have become one of the select few, chosen to join the Upstage family. Just one. Ladies and gentlemen of the court, I rest my case. 

Anthony du Hecquet de Rauville 

Hello there assembly! I’m John Hale. Reverend John Hale that is. 

Now for today’s opening sermon, I have chosen to read to you from the Book of Upstage, Chapter The Crucible, Verse 2011. 

You see, this verse details how Anthony de Rauville joined Upstage and what he thought of it. 

Everyone knows that when in trouble, Upstage is the best reference when it comes to chilling. After all, it is THE place to be. What more could a young man such as Anthony want? He decided that he wanted to not only enjoy himself, but entertain others. After a long audition, he was finally admitted into the book of Upstage. Many a cold winter afternoon, you could see Anthony and his friends practising away, repeating line after line, movement after movement, and so, after many hours of hard work and perseverance, he was finally admitted into the Chapter of The Crucible. Do you see what an interesting life he and the other members led? Wouldn’t it be a waste not to enjoy this chapter? Well then why don’t you head on over to Théâtre Ste-Marie-d’en-Bas and enjoy a wonderful show. 

Yannick Jamey 

I’m very happy to say I’m playing in upstage for a third year. This time, I’ll perform as a minor role: Judge Hathorne, a very unfair and sadistic Salem judge, which sets quite a contrast in character for me, compared to my previous roles as a thug and wanted criminal. Hathorne is very intense, as is the actual play, which is somewhat much less of a comedy than what upstage usually produces. I think “the Crucible” is magnificent and wholly remarkable, and with an impressively big crew to bring it to Ste-Marie-d’en-Bas, I look forward to a thrilling performance. I would like to thank Mr. Simpson and other upstage members for exceptionally having given me the pleasure and opportunity to perform once again with the big family… 

Astrid Lund 

This is my first year at Upstage, but I still felt welcomed from the start, and as time goes on my confidence on stage has grown. There is a real feeling of belonging to a group, and it’s great seeing the play coming together, thanks to a wonderful cast and crew. 

I play Abigail Williams. She is 17 years old during the trials. She is manipulative and dramatic, as well as darkly charismatic, with constant shifts of mood and behaviour. At first she seems to be modest and proper, but soon it is obvious that she is far from that… 

Colleen Massé 

Upstage. Since the moment I saw the play last year, I just knew I wanted to be part of it. And I’m not disappointed. It is better than anything I had expected!!!! I’m Tituba, Parris’ crazy servant on my good days, and Mercy Lewis – as Arthur Miller said “A sly merciless girl of 18″ – on my bad days … These two small parts seem just perfect for me to get used to acting, and to how Upstage works … Why now, what more could I say? Apart from buy your tickets, and expect a night you won’t forget! Because there shall be no trickin’ with no Devil as long as Tituba’s around, and no terrible secrets with Mercy Lewis. Of course not…! 

Mairwen Perenon 

I wanted to act in Upstage since seeing The Ladykillers. I am very happy to have been included in the Upstage team this year. My characters are very challenging for me as I have never acted before. I hope I will satisfy the audience with my work on them. Ann Putnam is an old woman who is deeply affected by the loss of seven children in childbirth, whereas Francis Nurse is a landholding farmer whose wife is accused of killing Ann Putnam’s babies! 

Fred Shahani 

Hi, Fred here. This is my first year at Upstage, I arrived a little late but I felt welcomed from my first day. I am part of the production team and I mostly do the odd jobs such as fetching Mr Simpson and Julie’s coffee, scrubbing the floors and filling in for the actors who couldn’t be bothered to come… The main reason I wanted to come to Upstage is for the cheap coffee and free food but I’m also interested in how a play evolves and what happens behind the scenes. The Crucible is a great play to start off with as it has a lot of themes that are still valid today. The play is rapidly improving and I look forward to the future. 

Lewis Smith 

Hi, I’m Lewis. This year will be my second in Upstage, working with the magnificent Production team! I’m mainly responsible for any sound effects or music you hear in the theatre, as well as the Upstage website. Why did I join Upstage you might ask? Because I love working backstage in theatre productions and contributing to them, having tons of fun, and of course watching lowly actors rehearse for hours on end! (Cue evil laugh) Upstage really is great fun, whether you be an actor or techie, whether the play be a comedy or not; there will always be great people, great music, and of course free food. 

On top of all that, on top of the teamwork and stress management skills you develop, the feeling of accomplishment and success after the final production is wonderful, and is definitely worth the effort! 

As Nietzsche once said, “What is good? – Whatever augments the feeling of happiness.” Upstage is thereby the highest form of good. 

Nicholas Smith 

Hi, I’m Nick and this year I decided to join Upstage, the Europole theatre troop. So far I’m not regretting my decision at all! Since the beginning of the year I’ve been having bucket loads of fun at rehearsals. The atmosphere amongst the cast and crew is great, everyone gets on really well, and when you’ve had a stressful week and are rundown with exhaustion, Upstage is a real pick-me-up. It helps to swallow the proverbial medicine that is the French lycée system. 

I play John Proctor, an honest and faithful farmer, pillar of the community and model to all … kind of … 

Camille Tabary 

Aye love! 

I am Cheever, the prison guard. 

I am a minor character in our play The Crucible who likes to get tipsy, or even drunk … My real name is Camille Tabary and I am a terminale. A small part was perfect for me this year because it really enabled me to participate in the upstage experience and have fun, but also continue working at school. Upstage is a lot of hard work but also great fun because we all have the same goal: perform the best Crucible possible. It will be an amazing play that you won’t forget, because we put our heart into it. So come and see us. Maybe I will share with you some of my cider. 

Teo Taylor 

Lights On! 

Hi. My name’s Teo Taylor, and I play the role of, well, Teo Taylor. I have to admit, it’s a role I particularly enjoy, because it is that of a psychorigid, boring, terribly bad looking “computer genius” (that’s what a history teacher once said, so for all you know it might just be that I know how to turn on the printer.) In short, I’m the closest you’ll get to the Upstage geek – shirt in trousers, glasses, terrible taste for shoes, and never eats at midday. 

As you might have expected, I’m one of the four techies. More specifically, I’m the one who does the stuff like the poster or the lights. So, if you like the poster, knowing I’m responsible for it, I hope you’ll trust me when I say that what the actors are producing is way worth seeing, to come and see for yourself in March (I’ll be sad if you don’t…) 

See poster below for ticket and performance information 

The Crucible poster

“5 min TOPS”, Marianne’s podcasts available on iTunes

Marianne Raynaud of Grenoble-based Quality Time ESL gives us an update on her new English as a foreign language resources for the teachers and students. 

I am currently producing three series of podcasts intended to help learners improve their speaking skills: “QualityTime-ESL Podcasts”, “Your English” and “5-Minute TOPs”. These podcasts are oral exercises that can be downloaded free of charge on the iTunes platform. My newest series “TOPs” (“Training with Oral Practice”) are based on quotes and well-known song lyrics. I am happy to report that these “5-Minute TOPs” have been cited on the iTunes platform in France in the category “nouveautés” under the heading “enseignement” and in the US in the category “What’s Hot” under “language courses”. All three series are currently ranked among the top one hundred foreign language audio podcasts in numerous countries. 

What is a podcast? 

I became interested in podcasts four years ago when I was looking for a way to brush up on my Spanish. I was amazed at all the wonderful resources available on the iTunes platform in a vast range of subjects. For readers unfamiliar with the term let me explain that the word “podcast” comes from pod, the acronym of “portable on demand”, and cast from “broadcast”. By downloading radio or television podcasts onto your computer and then transferring them to an iPod or a MP3 player, you can listen to or watch programs wherever you are and whenever you wish. You can be on the bus, in a train or standing in line at the supermarket and be listening to the “CBS Nightly News”, “2000 ans d’histoire” on France Inter or the language course “Notes in Spanish”, as was my case when I bought my first iPod. Today I am so enthusiastic about podcasts as an effective learning tool that I am conducting workshops on how to use podcasts in English language teaching. The positive emails I get from satisfied listeners who are progressing thanks to my podcasts encourage me to produce one or two new episodes every week. 

Go on a podcast spree 

If you are interested in this new way of accessing information just download the iTunes software, which is free, and then simply “browse” all the vast resources. You can scroll down from “podcasts” in the black toolbar on the top of the homepage and select the category you wish to sample. Or you can go to “advanced search” and define the type of podcast you are searching for. There are ranking lists in the right-hand column of many pages. Whenever you see “display all” (afficher tous), click on the button to get the complete list. Finally, at the very bottom of any page in small print you can find “explore” and get an alphabetical list of everything on iTunes including the podcasts. There is also a link “change country” in a column next to “explore” that lets see what music, films, and podcasts people are downloading in other countries. One important point: on iTunes music, films, TV series or programs and audiobooks require payment, whereas all podcasts can be downloaded free of charge. That is also the case in the section called iTunes U with audio and video recordings by well-known professors from different universities, institutes and academies across the world. 

The podcast system allows you to choose from a great diversity 

Personally, I recommend TED Talks for inspiring presentations by people who are really making a difference in the world and all the BBC programs. I subscribe to about ten series at a time including “CBS Nightly News” and “News in Slow Spanish”, which is excellent. I have just discovered “The History of Philosophy” with Peter Adamson from King’s College in London. Teachers often ask me which are the best podcasts for students. The fact is there are so many available that it is very difficult to choose “the best” ones. The advantage of the podcast system is that individuals can select the programs that suit them personally—what appeals to one person may not interest someone else. And a certain voice may be appealing to some and not to others. Using podcasts in teaching means students can choose what they wish to listen to and learn, which opens up totally new horizons. 

Sampling and subscribing 

When browsing you will see icons next to the titles and a button to subscribe (s’abonner). When you press on it, you will get the latest podcast of the series on your computer plus a list of all the other ones available in the series. You can then press on “get” to download certain episodes or on “get all” to have them all downloaded onto your computer. If you have subscribed, every time there is a new episode in the series it will be sent to you automatically. You can also just click on the title of the podcast or the icon and see the list of all the episodes. By clicking on any episode you can listen to it (or watch it) directly without downloading it—to get an idea of the content and the type of program. 

The theme of my own podcasts 

My own podcasts follow three different themes: “QualityTime-ESL Podcasts” for grammar training, “Your English” for vocabulary building and “5-Minute TOPs” for fun exercises with song lyrics and quotes. I use only English, as these exercises are intended for learners all over world. I would appreciate it if readers could recommend these podcasts to English teachers or to French people wishing to improve their speaking skills in English. They cost nothing—only the scripts require a minimal fee, but most listeners use only the audio files. Incidentally, when you stop listening to a series, the podcasts are no longer downloaded onto your computer, and you can delete them with a click of your mouse. 

To subscribe just type “Marianne Raynaud” 

To subscribe to my podcasts just type my name into the iTunes search box in the upper right-hand corner and then click on: “QualityTime-ESL Podcasts”, “Your English” and “5-Minute TOPs”. The more subscribers I get, the more motivated I feel to continue producing these podcasts. My goal is simply to get more people, young and old, up to a basic operational level in English. I have always believed you don’t need to know a great deal to be able to converse in a foreign language. What you do need is motivation and training like when practicing a sport. And we all know that communicating with people from different countries is a real joy. 

A few words about my book on DVD 

Of course, I do have a second less altruistic goal. I hope teachers will go to my website, read about QualityTime-ESL: The Digital Resource Book and purchase this book on a DVD with over 1,500 modifiable files in MSWord, PDF, PPT and audio formats (€29). I have written about my experiences as a teacher/coordinator at Grenoble-INP (Grenoble Institute of Technology) for 24 years, and I have included all the materials I developed for the different courses. As the files are customizable, teachers can easily adapt all the exercises and activities to their specific needs. I have also made a fifty-minute film “Scenes from an ESL Classroom” where you can see students working and performing using the materials from the book. This year I will continue conducting workshops for TESOL France and naturally I plan to go on listening to podcasts and producing more of my own.

John Evans

Shonah Kennedy interviews the eponymous founder of John Evans Anglais, Grenoble’s long-standing language school.

Who is John Evans? This was the question chorused at a TESOL event my collegues and I attended when we had to announce where we worked. This questioning of a company with such a positive reputation and which has been in the area for over 30 years surprised me, and prompted me to ask John to do an interview for Grenoble Life. It only took six months, but I am very happy that he finally said “yes”!  So, I’m extremely pleased to present the below interview with John Evans, of John Evans Anglais.

Shonah: How and when did John Evans get started?

John Evans: Everything got started in 1981 when I decided to resign from the school where I’d been working for four years  and simply set up in business as an independent, freelance teacher. It was only in 1991 that I hired my first full time teacher – who is still with me – and new teachers have been steadily joining us ever since and we now have a team of ten teachers.

Shonah: Why did you decide to go into business for yourself, rather than work for one of the other numerous schools in the area?

John: As I’d been working in a school for four years, I just felt that I’d gone as far as I could go and that the time was right for a change. I don’t remember having had a burning desire to be an entrepreneur but I did like the idea of being independent, choosing  the way I worked and the teaching methods I used and not having to be answerable to anybody – apart from my customers. On top of that, running a small business has given an extra dimension to my professional life and – as much as I enjoy teaching – I like the business side involving managing a team of teachers, maintaining our relationships with our customers and even the administrative side.

Shonah: Over the years you have been in business, what major changes have you seen in the industry?

John: In my opinion, the biggest change of all has been in the shift from working with private individuals to working more and more with professionals and companies. No language school today can survive if they don’t have a solid customer base among local industry and if they don’t provide the solutions that the professionals need.

Teaching English 30 years ago was very general and language based whereas today most courses have to be customized and adapted to the specific needs of each trainee or group of trainees. The result for the teacher is that they also need to understand how companies work.  However, it does provide for greater job interest when you find yourself working with people from all fields of industry and in different company departments.

The other major change on the teaching side has obviously been the arrival of new ways of language learning thanks to new or improved technology – telephone lessons, e-learning, computer based exercises and all the possibilities offered by the internet with podcasts etc.

On the purely business side of things, there has been a shift in power within companies themselves and we now find ourselves dealing more and more with purchasing departments rather than training departments. Purchasers are looking to find one language provider for their nationwide needs and that is why I’m now a member of Canspeak – a nationwide association of independent language schools. As a result we can provide our customers with a global solution while, at the same time, retaining our own identity.

Shonah: Who are your main clients?

John: We have very different clients ranging from large, international customers such as Becton Dickinson, Soitec, Avery Dennison, Rolls Royce and Alcan to medium-sized companies like Petzl and EFD or scientific research Institutes and also small companies or start ups like Spartoo.

Shonah: How can somebody contact you?

John: First of all, it’s easy enough to find out about us by looking at our website and anybody can get straight through to me at the office 04 76 48 22 35.  Whether they’re looking for training courses or a teaching post.

Shonah: What are the future plans for John Evans?

John: There are no predefined plans as such. We just try to keep on doing what we do best and to keep on giving our customers the best possible service. Until now, this has always proved to be a successful recipe.

Shonah: Do you have any advice for teachers starting out in the industry, or those that have been in the industry for some years, but need some inspiration?

John: I think the first thing I would tell any young teacher is to “be yourself”. Every teacher has a different personality and teaching style but I think it’s important to cultivate that rather than try to fit into a mould or do things that you are not comfortable with. Listen to your trainees and try to deliver what they want and expect and ask them for regular feedback so that you can constantly “fine-tune” your courses. Be interested in your trainees and try to motivate them as much as possible. You mustn’t forget that some trainees are not always happy to be having language lessons and the day somebody tells you that you are the one who has made language learning an enjoyable experience for them – it’s the best compliment anyone can pay you.

One final thing – don’t be afraid to make mistakes! We’ve all made them and we’ll all continue to make them but as long as we learn from them, that’s all that matters. It’s also important to remember that it’s impossible to make all of your customers happy all of the time and that your own teaching style will suit some people but not others.

Shonah: Any anecdotes to tell after so many years here and doing what you do?

John: When I look back on 30 years of teaching I think that the most rewarding part of it has been meeting people of all ages and from all walks of life. I’ve worked with people between 15 and 85, from every walk of life and with extremely diverse backgrounds. Many of the people I have worked with have become close, personal friends and it has meant that teaching is not just “a job” but a very rewarding and fulfilling experience.

Robin Hood - a pantomime. A detail from this year's poster.

As the Junior High students at Cité Scolaire Internationale start rehearsals for the annual pantomime, Grenoble Life catches up with some of the cast.

Siobhan Coakley is playing ‘King Richard’, Jessica Vacheresse is playing ‘Lady Eleanor’, and is also Choir Director, and Matthew Lloyd is playing ‘Bobby, the Castle Guard’.

Grenoble Life: How old are you and what year are you in at the Cité Scolaire Internationale? 

Siobhan: I’m fourteen and I’m in troisième. 

Jessica: I’m fourteen and currently in troisième.

Matthew: I’m twelve and I am in cinqième. 

GL: Why did you decide to get involved with the school panto? 

Siobhan: I’ve seen previous pantomimes from the school when I first came to France. I love singing, dancing, acting and the idea of the audience taking part in the show so it was definitely something I wanted to be a part of. It’s also very different to the other types of theatre in France so it was also the excitement to be a part of something original to this country. 

Jessica: I decided to get involved in the school panto because I used to go and see it every year, and I always really enjoyed it. I also wanted to discover acting and making the public laugh. I’ve been acting in the panto for three years now. 

Matthew: I got involved in the panto because I thought it would be fun to take part.

GL: Have you ever performed on stage before? How do you feel about it – nervous, excited?  

Siobhan: Yes, when I lived in Ireland I was a part of a lot of dance, musical theatre and speech and drama clubs, so I had performed on stage before, I just wasn’t quite aware of all the people watching me at the time because I was a lot younger. However now I realize the “responsibility” of giving a good performance. Before going on stage I always feel anxious, excited and extremely nervous but once I get on stage (like many people performing in the pantomime) I don’t want to get off! 

Jessica: I’d performed on stage a couple of times before, in small singing concerts with the music school I went to. I think the memory of the fun I had on stage back then gave me confidence to walk on stage at panto. The feeling before the panto show is always tense, yet we can’t wait to start. It’s during the last couple of weeks before the show that the cast really gets close together and by the time we start the BIG week we feel like a giant family. 

Matthew: I’ve never performed on stage and I’m actually really looking forward to it.

GL: So you’ll be acting, singing and dancing? Which are you best at and which are the most difficult for you? Why? 

Siobhan: I’d say I’m probably best at dancing and acting, because they’re what I’m most experienced at. Although I’d say acting is harder because you really need to find a way to stay in character , especially during the embarrassing or intense parts. What embarrasses you usually doesn’t embarrass your character. 

Jessica: I, like most of the cast, act, dance and sing. To me singing and acting are the easiest. When I act I feel like myself (which is quite ironic as I’m not being myself!) I also love singing. Dancing isn’t my strongest point; some people feel like they’re flying when they dance. Personally I find it really difficult to coordinate my movements.

Matthew: I think I’m best at acting because I like it, whereas singing or dancing I don’t really like. 

GL: Did you all know about pantomimes before you got involved in this one? 

Siobhan: Yes, it was always a tradition when I lived in Ireland to go see a pantomime around Christmas time. So doing the pantomime at school brings back a lot of memories. 

Jessica: I don’t think many people in the cast knew much about pantomimes before watching our school panto or participating in it. One of the adults involved has sent us videos of pantomimes in the UK but most of us had never been to see one ‘live’, apart from our school panto!! 

Matthew: I’ve already been to a pantomime in England called ‘Peter Pan’. 

What interests you about the story of Robin Hood? 

Siobhan: What interests me about the story of Robin Hood is that it has never been done before as a pantomime. So the scriptwriters were able to create a completely new pantomime which we would be the first to put into production! 

Jessica: What I like about Robin Hood is that it’s not like the usual fairytales. It really might have happened! The prince has been replaced by an outlaw who wants to help, the princess has been replaced by a maid, and the “bad guy” rules the country! The roles have been exchanged and that’s what makes Robin Hood great. It also makes it an AMAZING panto! I can’t wait to see what people think about it when seeing it.

Matthew: The thing that interests me about the story of ‘Robin Hood’ is that he steals from the rich and gives to the poor. 

GL: When did you start rehearsing, and how many rehearsals do you have each week? 

Siobhan: We started rehearsing in the start of September and we have two hour rehearsals each Tuesday and Thursday, as well as occasional song and dance rehearsals at lunch time and on Saturday mornings. 

Jessica: We tried out for this year’s panto in May, just before the summer holidays. That’s when we were given our roles. But the actual rehearsals started at the beginning of our school year, in September. We have two permanent rehearsals: they take place every Tuesday and Thursday evening from 5 pm to 7 pm, at the Cité Scolaire Internationale. (Thanks to our direction team who do a great job of helping us!) We also occasionally have singing and dancing rehearsals on Tuesdays and Fridays from 12pm to 2pm. (Thanks to song director and dance director who are there every time to encouraging us!) Some of the cast also participates in the panto choir. Their rehearsals take place at the same time as general rehearsals. All of these hours make our timetable heavier but we are prepared to take that on board to participate in this year’s Pantomime, Robin Hood.

Can’t wait to see you at the show!! 

Matthew: We started rehearsing the panto in early September and we have two rehearsals per week (if you not dancing or singing in it). 

Shows will happen at the Cité Scolaire Internationale (Terminus Tram B), 4 place de Sfax, in Grenoble, on Wednesday January 26th (2.30pm), Thursday January 27th (7.30pm), Friday January 28th (7.30pm), Saturday January 29th (10am), and Saturday January 29th (7.30pm). 

We highly recommend that you reserve tickets (over 18: 6 euros, 4-18: 3 euros, under 4: free).   

Send name, address, email address, date and time, and number of tickets (adult/child/under 4s) required to gregg.west@ac-grenoble.fr.  

A check, payable to Umbrella Association, is to be sent within a week to Gregg West, c/o Cité Scolaire Internationale, BP 1570, 4 place de Sfax, 38012 Grenoble Cedex 01.  Tickets will be held at the door for you. You will be asked for an ID. 

Lastly, you may see our sparkling poster up (see below) in some English speaking place, or in an English speaking website. Look for it! 

Robin Hood Poster

Slack lining in Parc Paul Mistral

In the second post of his blog ‘From Admission to Graduation’ MBA student Joseph Schott shares his experiences studying in Grenoble and tells us about slacklining.

Two months into the MBA program at Grenoble Graduate School of Business, and I already feel like I’ve accomplished a lot. Traversed a long, dark tunnel of French bureaucracy? Check. Met classmates from all around the globe? Check. I’ve even finished a few modules. Now its time to settle in and enjoy all that the city has to offer. So far, the relaxed vibe and multicultural atmosphere has been just what I was looking for. There are so many universities and innovative firms located in Grenoble that I keep running into interesting people all the time. I still have a long list of new places to see, but today I want to write about something new I found a few weeks back.

Walking through Parc Mistral, I noticed a man floating in the air between two trees. I took a quick look around. The trees were swaying gently in the wind and the sky was clear. There were families picnicking on the grass. I checked again, and sure enough he was now walking, carefully suspended about one half meter above the ground. Someone was beating out a rhythm with drums near La tour Perret. Beneath him, I could just barely make out the shimmer of something stretched between the two trees: my first look at a slackline.

In slacklining, you try to find your balance and walk back and forth on a band of flexible material that can vary in length, width, and elasticity. The material is very thin, which is why I couldn’t see it very well from the side, and the elastic fabric stretches with each step, making it very different from tight-rope walking.

Slacklines can be connected to any two anchor points, like trees in a park. Since the line is so close to the ground, when you lose your balance you just step back on the grass. If you go up in the mountains and anchor the line between two sides of a crag, it is called highlining. In this case, you’ll need to wear a climbing harness and attach a safety cord that travels with you around the line. Go up even higher to where the air starts getting thin, and you have something people call skylining.

A slackline

For me, it was satisfying enough just managing to walk back and forth between two trees. The flexibility in the line causes it to wobble back and forth beneath you, and it must have taken me two hours to just barely stumble to the other side. It’s all about balance. Making it through requires a kind of Zen concentration to clear your mind and focus only on your body and the line.

A beginner mistake is to stare at your feet, but since your feet are moving around with the line, this makes it hard for your brain to know where the ground is in relation to your body. It’s much better to stare straight ahead at something that doesn’t move and raise your arms for balance. You need to keep good posture, with your hips forward. As people get better, they start to add tricks. Jumping around on the line, sitting down and standing back up, doing splits, yoga, whatever you can think of. What used to be known as “what rock climbers do when they’re bored” has really come into its own.

My MBA program is moving fast, and I’m meeting people, learning a lot, and getting ready for my next career move. Our course on international negotiation in particular is extremely hands on and engrossing. Some days though, when I’ve done too much accounting and just need to clear the numbers out of my head, a Saturday afternoon slacklining is a great way to do it. Best of all, the slackliners I’ve met around Grenoble are always welcoming of new people who stroll by and want to see what is going on. This communal atmosphere makes it a great way to meet new people and get connected to an interesting international crowd.

For some more information, you can check out the wiki here and two great videos, here and here.

Present perfect verbs. Photo: jeffmcneill

Many of our readers and contributors teach English in the city. This anonymous post by one such Grenoble Lifer asks for your experience and opinions about the different employers of language teachers in the region.

by A. Teeshur

There comes a point in every English teacher’s life when, as much fun as the job is, the employer just doesn’t seem to keep up. Maybe we want more chances to move up, more opportunities to work more hours (and thus get more money!), or just work fewer hours at a better rate.

Changing jobs can be scary—leaving one company for another sometimes feels a little like a trip to the casino. Roll the job-seeker dice, land an interview, snag that job, and you may get lucky or you may not.

Some of us have played the English-teaching game here in Grenoble longer than others. I thought it could help fellow teachers to put luck on their side if we shared our experiences, letting others know what companies are worth our hard work and which ones need to realise just how much their teachers are worth.

I propose that the Grenoble Life community build up a sort of English School Review Board. If you have had experience teaching somewhere, tell us about it. Do it anonymously, and I would suggest leaving out any details that could make your post identifiable, like precise employment dates.

Here’s an idea of how to post your review, but feel free to add or leave out any info as you see fit.

COMPANY:

ROUNDED HOURLY WAGE:

TYPE OF CONTRACT (CDI, CDD, vacataire, etc.):

HOW WOULD YOU DESCRIBE YOUR EXPERIENCE HERE?

REASON FOR LEAVING:

ANYTHING IMPORTANT A POTENTIAL TEACHER SHOULD KNOW?

WOULD YOU RECOMMEND THIS SCHOOL TO A TEACHER LOOKING FOR A JOB?

Also remember, that just like restaurant reviews, each posting recounts the experience of a single person. Some famous guy (I forget who…) said that your appreciation of an experience comes 10% from the situation itself and 90% from your attitude about the situation! Now, if a particular school turns up with nothing but bad reviews, well, you’ve been warned!

Véronique Rostas. Photo: Gilles Galoyer, studio Jamaisvu

Véronique Rostas will be facilitating the Working Women’s Network of Grenoble (WWNG)’s upcoming seminar, Exploding the Myth of Cultural Stereotypes, on 27 November. She talks to Rebecca Skillman about her background in management development, and how the seminar is relevant for all of us who have chosen to live or work in another country.

Rebecca: Véronique, how did you first get into working with cultural awareness?

Véronique Rostas: Ever since my Masters – which I did in England – I have been aware of the cultural differences between countries. I arrived in the English university system and found that my French grande école background didn’t mean a thing to anyone. So I was left to my own devices, navigating the system. This gave me an opportunity to reflect on how every country has its own value system and it triggered my interest in how different cultures work.

In the 1990s cross-cultural awareness wasn’t high on the agenda for most companies. But I was lucky to work for a company that was an early adaptor. I was asked to run a series of two-day courses on doing business with the French, to help companies across the UK, US and Netherlands to understand better how the French operated – and hence to increase their motivation to do business with the French. Running the courses was a big eye opener. I started to understand just why the French operate the way they do.

Rebecca: Will any one individual be a focus in the seminar?

Véronique: Yes, Fons Trompenaars, the “guru” of cultural awareness. I met him just after starting the training courses and found his seven-dimensional model a superb way of analyzing interactions. It does justice to a whole culture and is completely non-judgmental – it’s absolutely not about which country is better than another. We’ll be using this model during the seminar.

Rebecca: “Dimension” – what’s that?

Véronique: For example, “universalism versus particularism.” Big words but in fact pretty simple. Universalism means “There is a rule and it applies to everybody regardless of whether you are the President of the US or a farm worker”. Particularism means “It depends”, a favourite of the French! In other words, it can be applied in different ways depending on the situation – there are more exceptions than rules. It’s a fascinating way of looking at the world and I’m looking forward to sharing it with people during the seminar.

Rebecca: What will participants be doing during the seminar?

Véronique: I’ll need to do a bit of talking – to explain the dimensions – but most of the time we’ll be in groups of five or six working on case studies for each dimension, to really understand them. Then we’ll do role plays based on three or four dimensions.  It’s a very good way to internalize the dimensions. And the seminar will also be about using participants’ own experiences to gain insights into behaviours and situations. The group will be from many different countries, with a mix of “old hands” and “new bees”, so there’ll be a rich inter-cultural environment.

Rebecca: Why is this seminar relevant?

Véronique: The common theme – regardless of the country – is frustration, because living in a country means having to deal with the administration. Most of us arrive with assumptions about how a system works, and we’re usually wrong! So we get mad when the Préfecture official won’t answer our question because it isn’t his job, or because something simple requires a sequence of forms that send us in ever-diminishing circles. And that’s before we try something more complicated like setting up as a freelancer or letting out a bedroom on a B&B basis…!

Rebecca: Why do you think it will be worthwhile coming to the seminar?

Véronique: First of all participants will gain a better understanding of their own culture and their own personal style – because it’s only when we understand these that we can look at what separates us from how the average French person operates. At that point we can look at how to flex our cultural style so as to make the most of being here and in order to perform better at a personal level.

Rebecca: “Performing” sounds as though the seminar will be most useful for people in work situations?

Véronique: Yes, it is definitely relevant there, but also for anyone experiencing difficulties or frustration due to cultural differences. It will be useful both for those who have just arrived, or who have been banging their heads against a wall for years and want to operate more effectively. Knowing about Système D – the Alpha and Omega of the French system (Débrouille or démerde!) – will save time, frustration, energy and money…! It’s all about finding shortcuts, going around the system. That’s why France doesn’t come to a standstill!

The seminar will help people make sense of what’s happening on a daily basis. You can then either say “I’ll play with the system”, or go around it because then I’ll get what I want. So rather than waste time arguing with the guy, you say “ok I’ll come back later” – and find another way.

Rebecca: When, where and how much is the seminar, and how can I book?

Véronique:  The seminar will take place on 27 November 2010 from 9h to 17h, at Novotel, Place Robert Schuman (next to the Grenoble Ecole de Management). It will cost €45 for WWNG members and €85 for non-members. This includes the full-day seminar, lunch with the group, and two coffee breaks. You can register and pay online here.

Véronique Rostas created Polaris Consulting in 2010. She now works as a coach, offering management and organizational development, and multicultural and performance management, to a variety of clients working with organizational change. 

For all your administrative nightmares: Binders. Photo: nick findley

Grenoble Life editor James Dalrymple had to do a Validation des Acquis Professionnels et Personnels (VAPP) and survived to tell the tale. Here’s what happened and why.

Master your subject

For those wanting to one day take the competitive teaching exams or concours de l’enseignement (CAPES, Agrégation) to become a teacher for the French state system, you may be aware that things have changed. The government have scrapped the institutes (IUFMs) that provided teachers with practical training after these exams to gear them up for life in a classroom. Instead, it is now an obligation to have a Master’s degree in your chosen field before taking the concours, the second year of which orientates wanabee profs in two directions: a master’s in pedagogy (for those teachers taking the CAPES) and a master’s in research (for those wishing to take the agrég).

Setting aside the questionable French wisdom of abandoning practical teacher training for more theory – and thus a greater insistence on what you know as opposed to can you teach? – the shake-up has a number of consequences for anglophones intending to run the gauntlet. Firstly, you will require a master’s degree or equivalent in order to take the exams; secondly, the requirements for entering into these master’s programmes have become much stricter.

Getting a head start

When I arrived in Grenoble I knew several anglophones who had been able to enter directly into the second year of the Etudes Anglophones master’s programme given that they had a Bachelor’s degree in their native country and were seen as having an advantage over French students who had studied English literature to degree level in France. Therefore such people were able to obtain a master’s level (aka, Bac + 5) having completed what amounted to one term of classes evaluated via graded written work and oral presentations, and a dissertation on the research subject of their choice. One of my friends even wrote an article here about it. However, upon applying myself, I was told that a Bachelor’s was not sufficient to enter into Master 2, and my claims to know people who had done this were met with indifference. Something had changed, but no-one would explain what and why, nor was there information online to this explicit effect.

Formalising experience

At 32 years old with a job and a family, I was not able to commit to the full two years of the programme, especially frustrating since I knew people who had – with the same BA-level qualifications – gone directly into Master 2 with minimum fuss. There are two potential administrative procedures for people in my position: a Validation des Etudes and a Validation des Acquis Professionnels et Personnels (VAPP). As I hadn’t done enough additional post-degree study according to the new rules to claim the equivalence of the first year of the master’s, I failed in my efforts to pursue the former (lighter) route. Given I have worked (first in publishing and then in teaching) for around ten years, I had to opt for the VAPP. This also applies if you are over 28 or have interrupted your studies for more than three years (check for me on both counts!).

As far as I know, the VAPP doesn’t exist in anglophone countries but is a necessity in France where qualifications weigh so much more than work experience. It is not enough just to submit a CV. In France your experience has to be formally recognised by a commission and involves the supply of copious justificatifs (i.e. proof), explantory detail of all your acquired skills and knowledge and certified translations of your diplomas and certificates. In effect, the VAPP dossier becomes less of an application than a lengthy project that must be printed and bound six times.

Luckily for me I have a patient wife who was brought up in the French education system and has a black belt in admin. Without the help of such a person, you might as well forget about doing the VAPP. It is not just a question of being able to write French perfectly, but of knowing the specific terminology adopted within France’s idiosyncratic employment culture to explain one’s skills and knowledge. This requires hours of research in itself.  

Beware sworn translators

Worst of all, we had a dispute with a sworn translator, unbelievably British in origin herself, over grade equivalences. If you have a 2:1 Honours degree from a British university, this is the second highest mark you can receive after a First. Thus you would expect this to be translated as Mention Bien, the second highest level in France. Our translator, however, on whom we depended to certify the document as well as translate it, wanted to put Mention Assez Bien, effectively demoting my grade by one level. On this issue she would not budge despite our protestations. In the end we had to settle for her leaving the grade in English, and translating the rest, and hoping that the commission presiding over my dossier could understand the value of a 2:1.

Jumping through hoops

My dossier has been approved, but I can’t shake off the feeling that this was just a hoop thrown up for me to jump through – that the detail of my application was less important than my having tackled the time-consuming obstacle thrown in my path. I imagine that, in undertaking such an arduous task, I have proved to the commission who approve the VAPP that I am genuinely motivated. Wouldn’t a simple interview have sufficed ?

Feel free to use the comments box below to share similar experiences and advice or your own administrative nightmares.

Anyone remember this? Photo: litherland

In August Grenoble Life editor James Dalrymple found himself with time to burn and decided to enrol in French classes at the CUEF. Here’s what he has to say.

Between finishing my job as a teacher in a private institute and beginning life in l’éducation nationale , I found myself the grateful recipient of more than one year’s untaken annual holiday. To get a taste of university life ahead of my new job on campus, and avoid spending all day in my dressing gown, I enrolled in a semi-intensive French class called Passerelle pour l’université française at the CUEF, one of the many rather inelegant departmental acronyms found there.

Centre Universitaire d’Etudes Françaises (CUEF) is part of Stendhal University and offers a variety of courses of different durations and tailored to different levels. According to the website the Passerelle “s’adresse aux étudiants désireux de s’inscrire dans une université française,“ which might lead you to the conclusion that it is less a language class than a series of lectures. In fact it is a fairly varied and pleasant FLE-style course comprising four hours of class time a day for two weeks, focused on improving a facility for formal expression and speaking.

Working on a rich range of materials including articles, video and audio reports, the course enables a broadening of vocab and a tightening of written style that suited me just fine. Longer summer courses exist, but the timing of the Passerelle was better for me. I should also add that this was not a class that prioritised free oral expression, although we had opportunity to debate the themes which arose in the materials (such as: the history of social housing in France, the future of urbanisation, surrogate motherhood).

The course was also a reminder of some of French education’s more idiosyncratic aspects: the insistence on summarizing and reducing articles from the press to their bare essentials, long after students had shown an understanding of the text. Agree with the efficacy of such an activity or not, it is a common exercise in French classrooms and worth familiarising yourself with if you are planning to study here. Personally, as someone who had learnt most of their shaky French à l’orale, I made masses of progress in terms of written structure, vocab and grammar.

The two weeks included access to a multimedia lab which was essentially just a computer room manned by a teacher-technician who could sometimes advise on specific online exercises to meet your needs. Furthermore, the fee included a guided visit to Musée Dauphinois which currently hosts an interesting temporary exhibition on Grenoble-born luminary Jacques de Vaucanson (1709–1782), one of the fathers of early robots: mechanical automatons that owed their design to greater understanding of the human anatomy.

Normally the course is aimed at B1 and B2 students, but I was pleasantly surprised to be told that I was pushing completion of C1 by the end of the course (and I was given a handy certificate to this effect; always useful in France), so there was a bit of a spread of levels in the group. This didn’t seem to matter too much, though, and it was great to be in one of those multi-national (albeit predominantly German) learning contexts where the common language is the one being studied.

If you have had good or bad experiences at the CUEF, please share them with us below. For further information on the CUEF and other French language courses in Grenoble, check this out.

Grenoble ... 'a rich intercultural nature'. Copyright Agence Prisme / Pierre Jayet

Mary Zaccai, international press officer at Grenoble Ecole de Management, hits back at the negative and sensationalist media coverage of recent events in Grenoble.

I have this frustrating feeling that all the hard work I am putting in each day promoting Grenoble Ecole de Management (Grenoble Graduate School of Business) and by extension Grenoble itself is being severely put into question by all the negative media frenzy about the city.

Listening to and reading international press, it is as if Grenoble is one of the most dangerous cities in the world, hit by crime and drugs … are we talking about the same place?? Am I living in such conditions? Certainly not.

Just by running a google news search on Grenoble, I noticed that usual news about mountaineering, football etc. has been dramatically replaced by news about the speech president Nicolas Sarkozy delivered in Grenoble, days after one neighbourhood of the city was hit by riots. The riots began when 27-year-old Karim Boudouda robbed a nearby casino and fled to his neighbourhood, Villeneuve. When cornered by the police, he opened fire and the police shot him dead. The riots were limited to a small area, but the media frenzy made it as is the entire of Grenoble has become a war zone. As for the speech, as the Financial Times mentions: “Never before has a French head of state made such an explicit link between immigration and crime.” And he decided to do so in beautiful Grenoble, forever linking the city to shocking suggestions such as citizenship-stripping proposals to deal with immigration.

The irony of all this is that the attraction of Grenoble lies primarily in its rich intercultural nature. The school is a prime example with 96 different nationalities from all quarters of the world. Walking through the streets, our students are always struck by the many different languages they hear, delicious smells from the American cookie shop or the Arabic cake stands, the sushi bars, the Italian quarter … a melting-pot with all the advantages that this has to offer. Not to mention: its history, beautiful sites, booming economy largely based on international connections, and vast student population that brings this vibrant feel to the city.

Grenoble, the city I was born to, the city I came back to after living in the UK for seven years, the city I promote - is for me a safe haven, a thriving and dynamic city, enriched by a multitude of cultures. A place to meet the world.

Joseph Schott anticipating life in Grenoble

Joseph Schott has come from the USA, via Japan, to do an MBA at the Grenoble Graduate School of Business. We will be following him ‘From Admission to Graduation’ as he blogs on life and learning in the Capital of the Alps.

Hello, my name is Joseph Schott. I’ll be starting at the Grenoble Graduate School of Business as an MBA student in September. I’m originally from the United States, but I spent the last four years in Japan with the JET Programme. While I was there, I taught English as a foreign language, did some translation and interpretation, and led a small non-profit that performs some support functions for the JET Programme.

While the cities in Japan are beautiful and convenient, the whole country is also full of mountains. It is a great place to be if you like hiking or rock climbing. It was hard to leave! I originally studied social sciences in the US, but working in Japan with people from around the world made me want to get more involved in international business. So after considering the great location of GGSB, (and drooling over pictures of French cheese) I put my interests together and applied at Grenoble.

I’ve been asked to write about my hopes and fears, as well as what I’m doing to prepare for my new life in Grenoble. I’ll start with the juicy bit and go right into my fears. It goes without saying that moving to a new country is a very complicated process, and a lot of the time I’m just glancing at my calendar, hoping that nothing goes wrong. However, my biggest worry about coming to Grenoble is the language. I only just started studying French a few weeks ago, and I’m an absolute beginner.

I’ve been told that Grenoble has a very large and vibrant international community, and from what I’ve seen on this blog, the range of people you can meet is one of the city’s highlights. At the same time, I’m not under any illusion that I’ll be having an easy time without speaking any French! In Japan, I was usually the one helping other people navigate bureaucracy and solve communication problems, but in Grenoble I’ll be back to being a beginner. On the other hand, I’m excited to pick up a third language to use in business and for making new friends. And for that I’m going to need to speak a lot more French!

I’ve found lots of French language resources and language tapes, and I’ve been carrying my beloved Anki around with me everywhere. If you’ve never heard of Anki or other similar tools (they are usually called spaced repetition systems or SRS), I’d definitely recommend checking one out. The idea is that you can store huge amounts of small facts as virtual flashcards, and the program will take care of scheduling which cards you review. So for example, you might eventually have 3,000 vocabulary words, and Anki will bring up about 100 each day. It can make sure that difficult phrases and words are brought back frequently, and things that you’ve already memorized are brought up sparingly. It works from my mobile, and I use it while I’m on the train, waiting in a line, or when a conversation is waning. Best of all it’s open source.

I’ve also been brushing up on my math and finance, and reading some books to get ready to go back to school. I’m currently reading a book on job hunting and just finished an interesting book on Google’s business model and path to success. I’ve also subscribed to a few rss feeds from business blogs. I’ve seen some interesting articles on www.voxeu.org, www.deadlysins.info/wordpress, blogs.hbr.org, as well as many others. Reading these keeps me excited for the intensive studying that will start in September. I also watch many of the presentations from the TED Conference, which are very short, but center on global issues and very inspiring.

However, wrapping up my life in Japan and saying farewell to everyone I’ve met has been the most difficult part of my preparation for Grenoble. Changing location so often, especially between countries, gives you a chance to meet lots of interesting people, and with social networking services like facebook, mixi, and so on, it is easier than ever to stay connected. At the same time though, these applications can make it easy to give yourself the illusion of being connected and ignore the real value of the relationships you’ve made. Before moving my focus to Grenoble, one of my biggest tasks has been to properly say goodbye to all of the amazing people I met in Japan.

As I finish these preparations and the start of classes draws closer and closer, I find myself feeling more and more excited each day. I can’t wait to meet the other members of my class and get started on my new life. I’m also looking forward to checking out the climbing gym near the school, relaxing at one of the cafés around the city, and trying out the hiking in the three surrounding mountain ranges.

I first got involved in climbing in Japan, where it is just starting to really become popular. Actually, people there use some French terms as loan words too, such as gaston (ガストン). I did mostly bouldering, so I’m excited to learn more about top-roping and outside routes, which I’ve heard are more popular in France. The nearby mountains look they’ll be great for hiking, and maybe I can even spot a Dahu!

Essential Questions. Photo: banlon1964

Grenoble Life editor James Dalrymple shares five pearls of wisdom gleaned from teaching English to professionals in the city.

This month presents a watershed moment for me professionally as I end my stint as a teacher-trainer – of mostly professional adults – at a private institute and prepare for my first taste of l’éducation nationale française. Having obtained a post on campus as a lecteur, I will complete the job that has defined my experience in France since my arrival, and take a step into the unknown.

Some might say that the move from formateur to lecteur will be a case of “out of the frying pan and into the fire,” but, as a cathartic act of drawing a line under my experience, I have compiled a list of five pearls of sagesse concerning teaching professional English in France.

1. Everybody speaks English now, right?

Wrong. Even if English has gone global, there will be times when you are confronted with students who have apparently never spoken it before, let alone knowingly seen or heard it. Even in cosmopolitan Grenoble, expect to have to teach some adults who are closer to vrais than faux debutants.

Why should everyone speak English? I have had the unenviable task of trying to teach people who had neither significant professional need to speak the language, nor a lifelong burning passion to begin doing so. At one time I had to manage a contract with a medium-size manufacturer, at which all the shop floor operators were obliged to have English training. For many of these mostly middle aged men (and some women) from the shop floor, whose modest education was a distant memory, the effort spent in learning English vastly outweighed the reward.

No doubt these same men could acquire certain technical skills faster than I ever could, yet English remained alien and abstract despite many hours in contact with it. During my time with these people, I am ashamed to admit that I may have learnt more from them (about industry, about how things are made) than they learnt from me.

Most English teachers in the private sector will probably relate to my feeling that many student-trainees have been permanently damaged by a school approach to language learning that was, for many, didactic and dogmatic rather than communicative or intuitive. It is often difficult to get the French to let go of the idea of grammar as language’s evil twin, and that speaking a language is akin to navigating a minefield of punishable mistakes.

2. « On est nuls en Anglais en France »

Despite what I said in observation one, many French people speak excellent English. Countless times I have met students who, upon eloquently introducing themselves, feel the need to add the little disclaimer that their English is terrible and how embarrassed they are to speak it. Normally I point of out the window at this moment and ask them which country they live in, where they grew up, and why on earth they are not prouder to be able to express themselves in another language, even if only a little.

Maybe it says something about the French attitude to their own language that they would prefer not to speak another if they can’t speak it beautifully. Compared to Britain though, where learning foreign languages has been in serious decline since a law was passed making it no longer mandatory after the age of 14, the French are a nation of linguists.

3. Time = results

Not necessarily. Interest and enthusiasm for the language and the culture remain paramount. Too many people are sent for English training as if sent to learn any other professional skill. I have often been confronted by a belief that time spent in the classroom will automatically be rewarded with improved TOEIC scores, for example. Professional need is no substitute for passion for the subject, and the fact that many adults in France come to training out of obligation rather than choice engenders a passive attitude to learning which is often an obstacle to meaningful progress.

4. I want to speak Business English

Unfortunately for teachers, human resources and training managers – not all known for their broad knowledge of language pedagogy – often insist upon certain thématiques for the ESL classroom. In my opinion there is too much interference from companies who want to impose skills-based English upon their employees. However, you can’t run before you can walk, and it is very frustrating being told to teach students how to participate in a meeting in English, or speak on the telephone, for example, without having mastered the basics.

5. Grenoble needs an International House

Grenoble has an enormous market for English teaching, but no focal point to promote excellence or provide training for its teachers. For us long-term formateurs, we need to do more to share our ideas and improve standards. Hard-working teachers also need to feel that their efforts be rewarded with the possibility of professional development, whereas often the door to such progress seems permanently closed. As far as I know there is currently nowhere to do the CELTA in Grenoble – an internationally recognised English teaching certificate that does not hold nearly as much weight as it should in France – although Marianne Reynaud organises TESOL-affiliated seminars.

Given the size of the English teaching sector in Grenoble, there should be an innovative and internationally-accredited institute like International House where teachers can be trained and learn to train others. Such an institute could act as a catalyst for improving standards and, by bringing teachers together, raising the morale and pride among the ESL workforce.

Graines de Polyglottes

Grenoble Life editor James Dalrymple chatted to Elisabeth Malandrino, Directrice at Graines de Polyglottes, a new language centre for children in the city.

Grenoble Life: What do you do at Graines de Polyglottes?

Elisabeth Malandrino: Graines de Polyglottes is a language center that welcomes children from 3 to 11 years for them to learn foreign languages: English, German, Spanish, Italian, Russian.

In small groups of 5 up to 8 children organized by age and level, children come one hour per week. 

GL: How, when and why did get involved?

Elisabeth: Graines de Polyglottes was born naturally - coming myself from a multicultural family, the idea of speaking several languages has emerged very early.

My mother was born in Spain, my father was born in Italy, one of my sisters lives in the United States, I have a American nephew and a German one.

At my daughter’s birth, I thought that other parents would also like their own children to learn other languages.  Graines de Polyglottes was then born!

It’s a project which required several years of preparation and we welcomed our first students in September 2010.

GL: What is the Graines de Polyglottes philosophy and method?

Elisabeth: Our philosophy rests on the pleasure of learning through play.

In a child-friendly environment, children are happy to come and share these moments with their teachers and other children.

They learn without effort, having fun and, of course, they repeat words.

For this we use an active, structured and playful method.

We aim at awakening auditory, visual and gestural language for the youngest (3-6 years) by mobilizing all the sensory abilities of children. We use puppets, rhymes, songs, drawings …

For older children (7-11 years), we develop the understanding and expression, both oral and written skills by role playing, the media …

GL: What is the typical profile of the parents of children at Graines de Polyglottes?

Elisabeth: We have many different cases:

- French families, who understand the importance of foreign languages and want to give their child this advantage.

- Mixed families who speak one or more languages at home and want to improve achievement.

- Families coming back from abroad to France who want their children to continue speaking and writing their new language.

GL: What is the typical profile of a teacher at Graines de Polyglottes?

Elisabeth: The teaching team consists of language teachers with a proven track of several years of teaching experience with young children.

Their knowledge of the French educational system and the one of their countries of origin is a valuable asset in developing programs.

Our teachers bring their professionalism and enthusiasm in the centre.

GL: What is the ideal age for children to start learning a second language?

Elisabeth: The sooner the better, babies are able to distinguish the sounds of all languages.

A baby’s mother and entourage will make him or her familiar with the phonemes of the language spoken within the family and little by little, he will keep only the sounds that are part of that language.

That’s why the more a young child hears different languages, the more he/she retains more language skills, both for listening and speaking.

At Graines de Polyglottes, we welcome children from kindergarten age for practical reasons.

GL:  Why have you set up a Graines de Polyglottes particulary in Grenoble?

Elisabeth: First, for personal reasons because Grenoble is my hometown.

Then, for reasons peculiar to the city, Grenoble became multicultural and cosmopolitan. Many families around the world come to live for a year or more for professional reasons.

Increasingly, we hear other languages in the street.

I think Graines de Polyglottes responds to the requests of many parents.

GL: Will you have any recruitment opportunitues? What are the advantages of working at Graines de Polyglottes?

Elisabeth: We recruit motivated graduate teachers with experience of teaching young children.

We work in an atmosphere where everyone works together and exchange between cultures takes place naturally.

GL: How can people contact you?

Elisabeth: You can contact us by phone 04.76.87.37.01 or by email:  contact@grainesdepolyglottes.fr.

For more information, see the website www.grainesdepolyglottes.fr

Montessori school shelves with toys. Photo: 3neus

In a three-part blog Camille Bromley describes a day in the life of a teacher at the Montessori International School of Grenoble. Read part I.

7:38 am

Bus stop, Place Verdun.  As the number 31 bus to Meylan: Maupertius approaches I’m hastily devouring the remaining third of my Big Chocolate, freshly purchased for 1 euro from Sandwich House located behind the Maison de Tourisme tram stop, outgoing side. Ordinarily the Big Chocolates from this Sandwich House are not especially good pain au chocolat, but they’re easily the size of two regular pain au chocolat, a good bargain at 1 euro (the American in me is always a sucker for bargains), and in the morning when they’re warm they’re still pretty darn tasty.

The Big Chocolate is the ritual first step in my once-weekly workday as an English teacher at Montessori International Primary School in Meylan, as this is the only day in the week I exit the house early enough to catch one while still warm. The other days of the week I work as an English assistant in public primary schools.

Teaching at Montessori International School is not like teaching in French public school.  It’s vastly different, in fact.  If you’re not familiar with what’s called the Montessori Method, I’ll briefly explain: The Montessori Method of children’s education was originally developed in the early 20th century by an Italian educator named Maria Montessori. It’s an alternative approach to schooling, encouraging a child’s individual self-directed learning using the support of materials and teacher observation. 

From what I understand, while many schools worldwide function under the heading of Montessori School there are no defined guidelines for the specific practical application of this education system. However, the general idea is that children learn best when they follow their natural instincts and interests. In other words, it’s self-study for kids; less academically-put, the kids do what they feel like.

This “do-what-you-feel-like” philosophy is most decidedly not the norm in French public schools, from what I’ve seen in my year’s experience there, the essential part of a teacher’s oral utterances consisting of phrases such as, non, tu n’as pas le droit!; vous levez la doigt pour avoir la parole!; TAISEZ-VOUS! [yelled shockingly loud]; vous êtes insupportables aujourd’hui! [tone of resignation and accompanying sigh]; and finally the much-loved Bravo!, with exaggerated sarcasm. Thus, Montessori International reputedly offers an alternative to parents who prefer their kids to receive more positive encouragement than negative during the first 6–9 years of their educational development.

However, I haven’t given an entirely clear picture of the Montessori International School in Meylan. This school is foremost an international school, with instruction provided in French and English. I am the English-instruction teacher (on Mondays anyways), and a woman with a confounding last name, Martine Grzelak, functions as school director and French-instruction teacher. 

We take care of the primary-age children, age 6–12. The children in this group, about 25 of them, are mostly Francophone, with a solid group of Anglophones and couple French-English bilingual kids. There is another, separate class of students at the school, the pre-school age group (ages 3–6), also Francophone or Anglophone or both, headed by Emilie Ballivy. The pre-schoolers are called Les petits castors, which gives an accurate impression of their work ethic and focused accomplishment under the guidance of Ms. Ballivy.

The school makes use of an impressive collection of Montessori materials and supplies, and the curriculum is organized around the French National Education program, so that children are expected to cover a similar material to public school students. More on the Montessori Method as the day progresses.

Part II

Part III

Part III

12:00 pm

Lunchtime. The microwave cart is wheeled in, desks are cleared, chairs fetched. The students eat in the classroom. The children are expected to be settled quietly in their chairs, ask to go wash their hands, and then ask to get their lunchboxes before they are allowed to eat. Meanwhile, the child in charge of setting the table this week goes to get the silverware and dishes.   

12:30 pm

Everyone is finally sitting and has more or less the complete tableware set in front of them: plate, fork, knife, little yogurt spoon, and plastic cup (Martine’s cabinet has slowly but surely been rid of all the glassware glasses, not intentionally).

The table setting procedure always takes much longer than is logically necessary, probably because the child assigned to set the table is for some reason 90% of the time the same small boy, who due to his diminutive size and severely ADD nature seems the absolute worst person in the room to give the task of distributing various separate pieces of cutlery to students sitting in disorganized clumps around the big room, not to mention that when you see him trying to lug the heavy glass water pitchers around to each table you get the sinking sense of futility of watching someone trying very hard to complete a Sisyphean task. Half the pitcher will have been emptied on the floor by the time he gets to the table, and he’ll be sent to get more in five minutes.

I send the children in groups of two or three to the cloakroom to get their lunchboxes. I imagine that you can tell a lot about the home life of individual children from their lunchboxes. A lot of the older children seem to have the freedom to creatively fashion their own concept of a meal; there’s a group of three girls (who aggressively defy the assertion that social cliques don’t exist in small schools) that bring their lunches in family-style portions to share with each other: a bag of Lay’s potato chips, a Tupperware box of pasta and sauce, an entire sleeve of Speculoos cookies.

The Anglophone children belong to a different breed of household, one that clearly holds in contempt the irresponsible consumption of low nutrient-to-calorie ratio foods and environmentally unfriendly packaging. S—, a six-year-old with extraordinary feminine style (how a child of that age is able to exude such class is beyond me), declares matter-of-factly that she hates ice cream and cake. Her treat of choice is the green pressed seaweed paper that sushi rolls come wrapped in — in French it’s translated as algae, which expresses better, I think, the total bizarreness of a six-year-old reveling in the taste of a seaweed wrap (imagine an apple cheeked little girl saying with a charming missing-front-tooth smile, “My favorite food is algae”).  

1:15 pm

The kids are fairly hopping to get outside after a full morning of being together in one room. They go into the cloakroom to remove their slippers and put on their outside shoes, most of which resemble work boots or what English people call “wellies” rather than the slick bright white Pumas or the metallically shiny girl-sized heels (!) public school children wear. This is because the playground provided for amusement and the venting of various child frustrations during the lunch recess is not actually a playground, it’s an empty field behind the Montessori school building accessible only by a quick jump across a ditch (a wide step for you or me, a brief air-bound thrill for the 11-year-olds, and an unbreachable chasm for the 3-year-olds, who nevertheless enjoy the jump immensely so long as you’re holding their hand.

Supervising, I can’t help thinking that innovative playground developers, with their tangle of curved colored bars and knotted rope systems, are entirely missing the point — the kids have more fun rolling around in the grass and throwing rocks at trees than with any preconstructed equipment education authorities can buy. I’m reminded how innocent and sweet children are at heart when I hear G— and S— playing a sort of tag-zombie game which seems to consist of yelling “I’m going to suck your brain!” and attempting to grab the skull of another player.

2:00 pm

Emilie and I file the children back into school, past the company workers in button up shirts and pencil skirts taking their smoke break. Monday afternoon is devoted to art class and Spanish class, and the children are sent in small groups to participate in those activities. Otherwise, the students can continue the projects of the morning. The students complete impressive individual projects throughout the year that don’t sacrifice depth or quality for the lack of collaborators.

S— is working on a postcard project; she’s contacting friends and acquaintances across the U.S., asking them to send her postcards at the Montessori school address, teaching her about their town or state. She’s gathered a large number of postcards and will organize them into a visual presentation. O— has completed a project about the state of Israel, its history, people, and culture, and the poster is hanging on the classroom wall.

One of the goals of the Montessori school is to effectively link all subjects together in the child’s mind; to create a truly interdisciplinary understanding of the world. This objective makes for very creative project ideas, and the results are evident in the variety of student-made artwork and presentations on display around the school.

3:30 pm

The school day is over, but many students will stay for the next one to two hours, playing the gymnasium or participating in an activity Martine or Emilie has organized. I, however, say my rounds of “See you next week” and am out the door.

The next day I’ll be at one of the public primary schools in Grenoble. Not being an education expert, I’m not going to offer my judgment of the effectiveness of the education system in public schools compared to the Montessori approach. The purposes and needs of the two school systems are vastly different and require different methods of teaching and classroom management. Montessori schools may give more individual attention, but they also provide a lot less guidance and structure. This may or may not work well, depending on the character of each individual child. One thing I do know, however, is that I’ll be doing a lot more yelling in my public school.

Part I

Part II

For more information:
http://www.montessori-grenoble.com/UK/school-montessori-grenoble.htm
http://en.wikipedia.org/wiki/Montessori

Part II

8:12 am

Terminus on the number 31 bus line. The bus halts in front of a grouping of new, enterprise-y looking buildings with big reflective glass windows framed in a shade of blue that suggests innovation and forward-thinking. The school is rather unexpectedly housed in one of these buildings, towards the back of the complex, sharing quarters with some kind of company that requires men and women in business attire to enter and exit through the same doors as the free-spirited, frequently-in-high-speed-motion Montessori kids.

The school is essentially three large rooms, the primary schoolroom, the pre-school room, and the gym, which is carpeted and doubles as an art studio and Spanish nook. There is also Martine’s office, a nap room for the preschoolers, a storage room, and a cloakroom where the children hang their coats, bags, and change their shoes into indoor shoes. They are only allowed to wear slippers inside the school, as it is carpeted. This reminds me of Japanese schools, except that here the children are allowed to bring their own slippers. In Japan the slippers are part of the uniforms and must be regulation color and design.

8:45 am

The kids wander in the room one by one and are by this time more or less all present. After some general comments and reminders, Martine starts the weekly routine of designating “responsibilities” onto each child. This is performed by use of a chart listing cleaning tasks to be completed each day and a small canvas sack containing the names of each child on Velcro tabs.

It took me a few months to figure out that the responsibility entitled Muffin referred to the class hamster. Insisting that the responsibilities be assigned by a random pull from the bag, Martine cheats openly on her own rule by fishing for names that she believes merit a particular nasty chore this week. The kids either suffer tremendously from the injustice of this favoritism or get a kick out of it, depending on how you choose to interpret the situation.

The responsibilities I find to be an ingenious system for ensuring an attitude of collective care and respect from all the students towards the cleaning and upkeep of the school room and materials. By being allowed to choose, in a fashion, what chore they do each week the child is given some autonomy and feels like she’s making a voluntary decision to contribute. This is probably a distinctive Montessori touch. Japanese schoolchildren also clean the school as part of their daily duties, although there they are responsible for the bathrooms as well, which I remain convinced is a mistake (imagine how what kind of clean job a second-grader might do on a bathroom — then repeat that every day for the whole year).

8:52 am

Work time. The children are either broken up into groups or sent to a desk to work individually. All the primary school kids, from 6 to 12, work in the same room, some in groups and some independently, and they pursue different activities. Martine keeps an eye on all of them and remains aware of how they’re doing and what progress they’re making, a remarkable feat for about 15 different students and different levels.

There are no set subject periods or age groups. The children have more or less the choice to work on one activity the entire morning or change subjects freely. There’s no morning recess, although there is a snack, which the children are expected to provide, following a rotation schedule. If the children tire of one activity and want to do some less-strenuous but still constructive activity such as reading, it is permitted within reason.

I take the group of English speakers. There are two first grade girls, a third grader, a fifth grader, and sometimes a first grade boy. We either do a language-arts activity all together, harder versions adapted for the third and fifth graders, or I split them up to work in pairs or alone. It’s my choice based on what we’re doing that day and how well the children are working together. When the English speakers take breaks to work on another subject, I choose a group of French children to do an English language lesson.

11:00 am

With Martine in the room, the classroom functions smoothly. With some notable exceptions, the children work quietly, although their rate of productivity is subject to debate. Clearly, some children are more ideal Montessori students than others. A group of three boys writes a bilingual dialogue together concerning an inept motorist and a driving instructor for their upcoming play. Another boy does French grammar exercises on the computer. A girl visualizes multiplication with wooden beads and a counting board.

Meanwhile, little G— sulks at his desk, complaining that his work is “too hard” and he doesn’t “understand nuffing,” and I— doodles on the margins of his essay and gazes out the window. I remind I— to get back to his work and Martine appears over G—‘s shoulder to investigate the veracity of his claim.

Part I

Part III

Guida Bulba: Corps & Voix

Grenoble Life’s Shonah Kennedy meets Guida Bulha of Corps et Voix, a trainer and consultant in oral communication.

As a teacher I have the privilege to meet a vast array of people.  I am constantly amazed, entertained and, more often than not, pleasantly surprised.  One of the people I had the pleasure of meeting was Guida Bulha of Corps et Voix.  Below Guida explains what she does, how she does it and what benefit it could be for you.

Shonah: How do you describe what you do?

Guida Bulha: Well, I am a trainer and a consultant in the oral communication area – working the body and the voice.

Shonah: What does the process do for people?

Guida: This helps people to speak with greater confidence and conviction, and communicate more effectively in both business and social environments.

Shonah: What have been some benefits for past clients?

Guida: To develop their self-esteem has permitted some of them to find new customers.  For some public speaking with more confidence and for others to find jobs, etc.

Put simply: to develop their skills in their professional field.

Shonah: How did you start in your business? What is your background?

Guida: I began my career as a language teacher and translator; after that, I worked in several companies. Today I bring together my experience in international business, communication and marketing, and my experience in the voice field.

Guida Bulha working with a client

Shonah: When did you start doing this line of work and why?

Guida: I started in April 2008. More than ten years ago, I participated in a vocal workshop. There, I discovered that the voice – my passion – was much more than a simple emission of sounds. The voice is “something” fragile and powerful. It was a great surprise for me. Therefore, I decided to push my discovery further and I undertook training in this area.

Shonah: What is the link with workshops or training sessions – such as public speaking, telephone interactions, front-line workers, sales, team building – and the body and the voice?

Guida: People who work in these areas use their voices to communicate.  You know, the most important part when you communicate is the non-verbal language, and that the voice is embodied in … the body. To equilibrate these three parts of communication. I mean; the body, the voice and the word, are fundamental. If you want to be heard and understood.

Shonah: How long have you been in Grenoble?

Guida: I have been here for 19 years. I saw the mountains and I fell in love.

Shonah: How do you help people to help themselves?

Guida: I help them to find – or to be conscious – that they have in themselves the resources to communicate. I accompany people to find the confidence in themselves.

Shonah: What are your plans for the future? 

Guida:  Well, I want to develop in other directions. I think particularly in the English speaking community. I want to propose to them workshops and training sessions to improve French or to improve their skills in public speaking or other themes. In French or in English. It is also possible to work the voice to sing or to speak. Just to find the pleasure to be confident.

Shonah: Thanks so much to Guida.  If you would like to contact Guida for further information you can do so through her website at Guida Bulha Corps et Voix.

Guida Bulha in action

Thierry Grange

Grenoble Life talked to Thierry Grange, Dean & Director of Grenoble Ecole de Management, about educational reform, shaping the future of Grenoble, and designing and building motorcycles.

Grenoble Life: What is your role at the Grenoble Ecole de Management and what does this involve?

Thierry Grange: My role is to provide human and financial resources to deploy properly our mission which is to contribute to companies’ performance by providing skills and knowledge. It implies structuring academic activity to set goals and to control their execution.

GL: Tell us about your experience in Africa and Asia . How did your time working in developing countries inform your later decision-making and career choices?

Thierry: I was working as a project manager for setting up industrial facilities – steel work, paper mills, and cement plants – in emerging and developing countries. This has given me good experience in human resource management and in creating a capacity to achieve goals.  I developed, in this first part of my professional career, my great interest for entrepreneurship. Probably, this is the reason why I accepted to work right from the start on the Grenoble Ecole de Management ‘project’.

GL: You once founded and ran a motorcycle manufacturer. What are some of the similarities between working in this environment and running a business school?

Thierry: The similarities are in the importance of the production process. A business school is about transforming brains from a student perspective to a professional perspective just as designing and producing motorcycles is a process of transformation – fortunately on a much less sophisticated ‘raw material’.

GL: In your opinion, how must the French higher education system develop to make itself more competitive?

Thierry: The French higher education system is undergoing a major reform which will transform its mission from public service towards contractual learning. This will involve carrying forward the universities’ contribution to the improvement of society and not only to the development of bright students.  

GL: What three professional achievements are you most proud of?

Thierry: I’m most proud to have contributed to the development of a business school that is now recognised as a European player. Another pride is to have had the chance to go to the end of my dream: designing and building motorcycles. Finally, I am very proud to have professionals that have worked with me for years and that still say hello to me every morning – human relations is the greatest achievement for me.

GL: How has the business environment changed in France since you co-founded Grenoble Ecole de Management, and how has the school contributed to this change?

Thierry: The business environment has definitely become more global, more competitive and offers more opportunities. Our school contributes to this evolution by accepting the rules of global competition and by teaching the necessary skills to create value within this new reality.

GL: How has the learning and training environment changed since the school was founded?

Thierry: The learning environment has changed by becoming more pro-active: students have good ideas on what they expect to learn and business schools have better knowledge of the specificities of corporate demand in terms of what professional profiles businesses require.

GL: How is the Grenoble Ecole de Management involved in changing the future of Grenoble ?

Thierry: Grenoble Ecole de Management is a leading institution in the world competition both in training and research and is contributing to the global visibility of the city. Grenoble Ecole de Management is one of the founders of the GIANT project, alongside Grenoble-INP, the CEA, ESRF, ILL and EMBL, that will greet an integrated campus combining industry, research and education in the Western part of the city. 

GL: What do you love about Grenoble ?

Thierry: The culture of proximity that helps anybody meet easily, if one is looking to improve professional achievements. It is a real collaborative spirit that is offered to everybody regardless of origin, position in hierarchy, age etc. You could call it natural diversity.

Judith Bouvard, Dean of Grenoble Graduate School of Business

Grenoble Life talks to Judith Bouvard, Dean of Grenoble Graduate School of Business, about her background, the changing business and training environment in France, and why students should consider coming to Grenoble.

Grenoble Life: Where do you come from originally?

Judith Bouvard: I was born in a small town near Manchester in the North of England. 

GL: Why did you come to Grenoble ?

Judith: When I left Manchester I went to live in Romans in the Drôme, to work in the luxury shoe industry. After a couple of years there I came to live in Grenoble to resume my studies.

GL: What kind of work did you first do on arrival in Grenoble ?

Judith: When I arrived in Grenoble at the same time as I was studying I was working part-time for a UK firm as a marketing consultant helping them to develop the market of protective clothing for building sites and road works. I then started to work in the training and continuing education business by doing some teaching and helping some French companies to set up in-house training courses.

Then I started working at ESC Grenoble – this was the name of the school before we became ‘Grenoble Ecole de Management (GEM)’. I was involved with the school right from the day it was founded and I was even a member of the entrance juries for the Grande Ecole program before the building was finished.

I started teaching at the school and little by little I increased my contributions by developing the international relations. Then, in 1995, I created the Master in International Business (MIB), which was the first international program to be offered by GEM. I really felt there was a niche market for such an Master in Management program taught in English in Grenoble.

I gradually introduced more international degree programs taught through the medium of English and continued to develop the portfolio of international programs until GGSB became one of the schools of GEM.     

Parallel to that I continued my studies on the Henley DBA program and also obtained a Postgraduate Diploma in Management Consultancy.

GL: What three professional achievements are you most proud of?

Judith: Developing a whole new international school from nothing and setting up all the programs; putting Grenoble on the map in international rankings, such as those of the prestigious Financial Times. I am also very proud of the careers and success stories of our graduates further to qualifications that I designed.

GL: Apart from the quality of the course programmes on offer at GGSB, why should potential students consider coming to Grenoble?

Judith: They should certainly consider coming for the dynamic nature of the city. It is easy to get by in Grenoble for non-French speakers. There is not a day that goes by without me hearing English on the street. However, most of our students become quite fluent in French rather rapidly as they experience true French culture. Our students are also sure to build a large international network of friends they can rely on in the future due to the fantastic diversity of the student population at GGSB.

GL: You have created partnerships between GGSB and schools around the world, including those in Iran and Saudi Arabia. As a woman, did you face any challenges in this respect?

Judith: The challenge was for me to actually challenge the pre-conceived ideas of what people had warned me about in advance. In those countries, people actually respect you for your intellect, status and qualifications regardless of your gender. Qualifications come above anything else and with more and more women gaining higher education degrees, the challenge for them is lessening. The other challenge was the dress code, but only from a comfort point of view. Wearing a head scarf when it is 40 degrees outside can be quite uncomfortable when you are not used to that!

GL: How has the business environment changed since you arrived in France, and how has GGSB contributed to this change?

Judith: Over the past 30 years, I have seen more international exchanges – both academic and corporate – and better means to conduct these exchanges, thanks to technology. Technology has definitely changed the way people do business. We can now work with different parts of the world without feeling that it is far away. For example I can be talking to a colleague in China or Singapore in the morning and to another colleague in Mexico in the evening. Of course the result is that the working day can be quite long!

At GGSB, we train qualified managers capable of working beyond national borders with a multitude of cultures and ethnic backgrounds. Our graduates are increasingly working in virtual teams spread over different countries. The contact with colleagues all around the world definitely adds a different dimension to business. 

GL: How has the learning and training environment changed?

Judith: We now have access to more information, thanks to the internet. What used to be called a ‘correspondence course’ is now called a ‘distance learning course’; technology has made learning more user-friendly. Furthermore, whereas years ago classes were made of one single nationality, the learning environment has become highly international, offering numerous opportunities for students.

Also the faculty members have become more like facilitators than lecturers. At GGSB gone are the days of long monologues by a lecture standing in front of the students. Now there is far more interaction and exchange between the lecturer and the students. Also I think that business schools have realised that it is important to have a good blend of lecturers with a more academic approach and business professionals who bring their work experience to the classroom.

GL: What is next for you and the school?

Judith: I’m very excited about our new Global Executive MBA that will begin in January 2011. This new course will run in eight different locations: Grenoble – Geneva – Moscow – London – New York – Singapore – New Delhi – Beijing, and is aimed at top managers who will travel to each location for specific courses and country case-studies.

This Global EMBA is the result of all the knowledge I’ve acquired over the years, after observing how companies function and their different needs. I’m also an AMBA auditor, so I’ve got to examine various programs, their pluses and minus.

I’m also preparing the future of GGSB when I will no longer be there to ensure the continuity of GGSB. I’m busy getting the right people in so the school will keep the same prestige and have the possibility of progressing. I’m proud as I see the next generation come in to be trained by GGSB. Often, children of those who I taught come to seek advice and are keen to live the same enriching experience at GGSB as their parents did.

Listen to ETR in your car! 'Pump up the volume'. Photo: Travich

The June 13 English Talk Radio took place at Grenoble Graduate School of Business. The guests are: Thierry Grange, Dean of Grenoble Ecole de Management; Elizabeth Gorilla, Marketing and Admissions Manager; Michelle Mielly, Marketing Programme Director; graduates Beatriz Diez and Denis Coupe; students Ben Pawson, Jay Anandou and Timothée Bardet; and Pat Brans, writer, consultant and time-management guru.

Listen to the full show: here

English Talk Radio is a talk show in English on 90.8 Radio Campus Grenoble. We talk about film, theatre, finance, restaurants, travel, and have a variety of topical guests. There are four presenters: Kristine Minski talks about finance, Christina Menez talks about China, Mary Zaccai talks about student issues, and Vivian Draper – animatrice/rédactrice – hosts the show. Every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble and live on www.campusgrenoble.org – and also here on Grenoble Life.

Helen McEwan (left) with children joining in on English Talk Radio

The May 21 English Talk Radio show features Helen McEwan of ABC Anglais, and took place at Les Petits Bilingues, Grenoble.

Listen to the show: here

English Talk Radio is a talk show in English on 90.8 Radio Campus Grenoble. We talk about film, theatre, finance, restaurants, travel, and have a variety of topical guests. There are four presenters: Kristine Minski talks about finance, Christina Menez talks about China, Mary Zaccai talks about student issues, and Vivian Draper – animatrice/rédactrice – hosts the show. Every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble and live on www.campusgrenoble.org – and also here on Grenoble Life.

A map to Association Babel

Claire Bryars is President of Babel, a language and cultural exchange association in the centre of Grenoble. She tells us about the organisation, its activities and its history.

Babel is an association founded in 1978 by a handful of people who wanted to develop and promote language teaching and cultural exchanges in France and abroad.  

I was one of the founding members and have been President since 2003. As a teacher I have also organised intensive English courses and accompanied groups to England and Wales.

When we started we were extremely fortunate to be provided with a room in the heart of Grenoble, next to the Couvent des Minimes where we have been ever since.

The activities have been very varied over the years but from the very beginning we have given language lessons (English, French for foreigners, German, Italian, Japanese, Russian, Spanish) and had conversation groups.

We have also organised seminars, intensive adult courses, children’s classes, teacher training sessions, trips to England, Wales and Italy, had play readings, cultural evenings and produced a monthly newspaper (The Newssheet) which eventually became Breakaway.

For a few months we also presented a weekly radio programme. There is also of course the Library, an important part of our association. It was created in 2000 with the aid of Alliance Grenoble Oxford and Open House and is housed in Babel.

All the above activities are available to members and their friends who may also attend the cultural evenings. We have an Open Day in September and a yearly Christmas party. A monthly letter informs members of the coming events and a website has recently been set up.

Coming up next at Babel there is an inter-cultural evening (Italian/Spanish) on the 27th May followed by a trip to Italy. The Open Day is the 11th September (14h–18h) and Babel will participate in the Journées Européennes du Patrimoine on the 18th and 19th September with other associations housed in the Quartier du Vieux Temple. We hope to see you there!

A permanent member of staff is present on Tuesdays (12h15–13h45) during the library opening hours. Otherwise anyone wishing to join can leave a telephone message (04 76 42 43 91) or send an e-mail (association.babel@ laposte.net).

Photo: BimiB

Felicity Lodge is a Grenoble-based financial planner with The Spectrum IFA Group, offering independent financial planning advice for expatriates in the Alps region. Here is her guide to life insurance in France.  

Benjamin Franklin said, “in this world nothing can be said to be certain, except death and taxes“.  

There is not a great deal you can do about either. Taxes have to be paid, although you can make sure that you are not paying more than you need to, and no matter how hard scientists try, death will come sooner or later. 

How long are you going to live for?  

Few people can confidently answer this question and the aim of financial planning is to have the means of providing for yourself and your family whatever happens. Very few people can say that they die at just the right time and the main situations we try to cover are that you die too early, which can leave your family with financial difficulties, or you die too late and run the risk of having to live on a reduced income. 

Both of these situations can be covered using different forms of life insurance. There are many forms of life insurance which can be confusing. The two most commonly used in France are assurance vie (life insurance bond) which is a long-term savings policy, and assurance décès (term life insurance) which provides payment in the case of death. By saving money now in an assurance vie, you can build up a lump sum for expected or unexpected expenses in the future, or to fund your retirement. By taking out assurance décès, you will pay a small monthly sum to the insurance company, who will then pay out a lump sum on the death of the insured. 

Assurance vie 

Many of you will have heard of assurance vie, however, most expats will not realise how widely used and tax-efficient these policies are in France.  It is a form of savings where you put money into the policy, then within the policy a number of different investments are available depending on the particular assurance vie you chose.  Many French people save for their retirement using an assurance vie rather than a personal pension because of its superior flexibility. Since you can take the proceeds at any age and maximum tax efficiency is after only eight years, an assurance vie can also be used to save for any future expenses such as university expenses, weddings, or even for the holiday of a lifetime. 

I have discussed the details of assurance vie in a little more detail in my article Arranging your finances in France – an overview but please feel free to contact me if you want any further information. 

Assurance décès 

Assurance décès (temporaire), which pays a lump sum upon the death of the insured, is a very valuable but much underused insurance. It is invaluable for people with young children, but for a number of reasons most families are under-insured and many families are at risk of financial hardship should the worst happen. For some people the death of a spouse is not something they like to think about, others do not like to pay for something they consider unlikely and sometimes people assume that they will be provided for by the state or by family. What you have to remember is that the monthly payment you make is usually relatively small compared to the benefit you receive should you have to claim and provides a huge peace of mind. 

This type of insurance will already be held by most of you with mortgages to cover all or part of the outstanding loan. You may also have a small amount provided by your employer, but you should bear in mind that this will cease when you stop working for that employer. Even if you already have these insurances, it is not usually enough to maintain your standard of living. 

To work out how much cover you need, you have to work out how much money you need to cover your living expenses (including holidays, future expenses such as education and any extras), and how much income you would have available (I can help you for no charge if you send me an email).  If you do this, remember the extra childcare costs. Many people forget to insure a non-working spouse because she does not have an income. In fact, if you were to have to pay someone to look after your children, clean your house and do your washing, particularly if you work long hours, there are significant costs involved!  Being an expat you would also have to consider whether you would want to return to your own country, which would incur further costs. 

Sometimes it is necessary to compromise between how much insurance you need and how much you can afford. Again, I can help you to find the best balance. 

Overview 

Assurance vie and assurance décès are essential financial planning tools, making sure your family is financially secure whatever happens. 

Assurance vie is a way of saving money for the future. It is very flexible and tax efficient and with the right policy you will have a lifelong structure to manage your investments, enabling you to tailor your portfolio as your circumstances evolve. 

Assurance décès is the one thing you pay for but hope you will never receive any benefit. Thankfully it is rare that you have to claim, but in the event that you do the benefit to your family is immense.

Felicity Lodge, based in Grenoble, is a financial planner with The Spectrum IFA Group. For a free, no-obligation consultation please contact felicity.lodge (at) spectrum-ifa.com.

URSSAF - another elegant French acronym

Patrick Owen shares his experience starting an English teaching business, becoming an Auto-entrepreneur and dealing with France’s particular administrative complexity and love of acronyms.  

So as I come to the end of my ACCRE, I’ve contacted the URSSAF who told me to contact the APCE.  I also contacted the RSI and the CIPAV but had no response.  Therefore I sent an email to the CNAVPL.  I must, also, remember to send my annual report to the DRTEPF.  If all of this sounds like double Dutch, welcome to my world, since I started my own business.  I knew the French administration loved acronyms having lived in France for eight years, dealing with the CAF, EDF, GDF, etc.  However, when I set up my own company I entered a whole new ball game. 

After working in various language schools I decided to work for myself.  Everyone warned me against it; “It’s really complicated,” and, “The charges are really high,” were just two of the comments I heard.  It is amazing that France has so many small businesses, when you hear all the negative reactions.  In the beginning, I wasn’t sure what type of business to create with various projects in mind.  However, I soon discovered that in France, once you have trained to do one thing changing direction is not easy. Changing careers involves financial and time investments that I did not have.  I therefore decided to set up a language teaching business, since this was what I knew best. 

Now, it might be useful to explain why I had decided to set up my own business.  Many language schools will employ teachers on freelance contracts, as I had discovered during my first year in France.  The problem is that to work for a business school or university, where the better pay rates are, you need a principal employer.  In addition, for a reason that I can only speculate at, few employers are willing to sign the paper agreeing to be your principal employer.  There are two solutions: one is to use a société de portage, the other is to be your own employer.  The société de portage acts as your employer, in the sense that they take care of all the administrative paperwork, of course for this service they take a fee.  My feeling was that the fee charged didn’t really justify the work involved,  I therefore decided to set up for myself. 

I attended an event held by my local Chamber of Commerce, which didn’t turn out to be much help.  I was unable to get answers to my questions and, as I was not setting up a commercial activity, they were not the right people to ask.  In the end, it was internet forums that proved to be the most help.  I typed my questions into Google and sifted through the responses.  It was here that I learnt I would have to see the URSSAF.  They seem to be the organisation that catches the companies who are not commercial or tradesmen.  I also discovered that provided I didn’t earn too much and didn’t employ anyone else, the process was fairly simple. 

I printed a form on the internet and headed for the URSSAF.  I had been told I didn’t need an appointment.  This worried me slightly, as I had experienced the queues at the Social Security and the Prefecture.  I was pleasantly surprised to be received within ten minutes of my arrival by a pleasant and helpful adviser.  She rapidly entered my details and answered my questions, in less than an hour I was in business, literally.  She offered me a free appointment with an accountant and, best of all, showed me I was eligible for a dispensation of social taxes for one year.  I left the URSSAF with a whole different image of the French administration. 

The dispensation for one year is important and a big helping hand.  Normally a company’s charges are fixed for the first and second years.  Then the third year’s charges are calculated on the real income of the second year.  The problem is that, although, the first year’s charges are relatively light, in the second they double and this kills a lot of small businesses.  Now, certain categories of business creators, the unemployed for example, can ask for a first year free of charges.  I qualified because, although I resigned, I had been looking after my kids one day a week and received income support.  This taught me that you have to read everything because there is often an advantageous exception which you may not always be told about. 

While surfing the internet, I also discovered that if I wanted to teach in companies I would need to make a déclaration d’activité with the DRTEFP (Direction Régionale du Travail, de l’Emploi et de la Formation Professionnelle).  In France, companies are obliged to pay a tax towards the training of their employees.  This tax is often collected by organisations which manage the training funds.  These organisations will only accept training courses run by companies who have made the declaration.  Many people wrongly refer to it as an agreement, however the DRTEFP are very strict in their literature that it is not an agreement from the state, merely a declaration.  

I discovered that with the right documentation, a curriculum vitae, a casier judiciaire vierge (a document you can order online showing you have never committed a crime), and your first training contract the procedure was straightforward.  It is the contract which can be a little complicated, if you haven’t got a declaration number how can you sign a contract?  I got around this problem by noting that my declaration was being processed, and offering my first client a clause whereby if I didn’t get the number the contract was null and void. 

I treated starting my business rather as a challenge and as time went on it became a puzzle, for which I was never sure I had all the pieces.  To be honest I enjoyed pitting myself against the French administration and proving those who said it would be hard to do wrong.  It must be said that I chose the simplest possible structure and being a teacher, who teaches in companies, I have very few overheads. 

It is worth mentioning in conclusion that a law was passed in 2008 making it even easier for freelance teachers.  The status of Auto-entrepreneur is designed for people who may have multiple employers as well as working for themselves.  The process of setting up is very simple and can even be done online.  The real boost however comes in terms of charges and tax.  The Auto-entrepreneur can choose to declare his turnover each month or trimester.  The social charges and tax are calculated based on what he declares and paid immediately.  This avoids the nasty bills arriving one year after a good year.  It also means that if you have a month with no income you pay nothing.  This regime is much more sensible for someone like me. 

Unfortunately, and here is the downside of my experience, getting information about this new status has been hard.  I have read the law and the Auto-entrepreneur’s handbook.  As a sole trader I can ask to benefit from the same regime, and I have done so which brings us back to the beginning of the article.  The acronyms are all the people I have contacted to ask for help changing my status.  

On the whole my experience has been positive; the principal problem has been people.  Everything one needs to know is on the internet.  When dealing with employees of the various administrations it is a case of pot luck.  The first person I saw was excellent, others have been less so.  I once made the mistake of phoning on the day of a strike, my call was answered after prolonged ringing by a harassed and unhelpful lady.  I blame myself for this one, though, after three years in France I should have known you don’t phone the public service on strike days, I was lucky someone answered.  My advice is to be determined, do your research and treat the experience as fun, and you will be fine. 

Patrick Owen
www.englishcoach38.com
letter-from-france.blogspot.com

A filled blackboard. Photo: Rainer Ebert

In response to criticism of the education system on Grenoble Life and from the Anglophone community in France, Iain Smears mounts a passionate defence of French schooling.

Many people in the Anglophone community in Grenoble will come into contact with the French education system either through their studies or those of their family members. There are aspects about it which seem to draw criticism from a considerable proportion of the English-speaking community.

In this article, I would like to depict how my own experience of doing maternelle, primaire, collège and lycée in Grenoble, then of going to university in the UK, has shown me the many benefits of the education on offer here. In fact, it is precisely some of those aspects of the system which are often criticised which I would argue have been of value to me in my university studies. I will focus on secondary education, or more specifically the Bac Général, as I have only glimpses and second hand experience of French higher education and cannot claim to know much about the other paths in secondary education.

A major concern for some is the long hours of schooling throughout collège and lycée. I did the Bac Scientifique with the OIB (L’option internationale du baccalauréat), and I’m the first to admit that it was demanding. On a few occasions, I’ve been asked by parents with children about to embark on this path if it’s true that I did 50 hours of work a week. Their frowns of anguish are of little surprise to me when I place a finger on my lip, recollect, then declare that it was probably a dozen or so hours more than that.

I do see the sense in many of the objections to long school days and I will readily concede that perhaps the content of lessons from 5-6 pm isn’t what I remember the best – however, little is said of the end result of French schooling: how does it influence one’s experiences in higher education and after that?

I chose to study mathematics in the UK. Bit by bit, I noticed how my fellow students were finding the course more trying than I was – some would find it hard to do their work on time, others found it hard to get out of bed, some needed vast amounts of caffeine or chocolate to feel ready to take on their work. Someone put my thoughts into words by calling it a “great big hangover for having partied for the previous 18 years.”

For my part, I continued at my usual rhythm inherited from Terminale by learning my lectures as well as I could and doing my homework sooner rather than later. I think that strong discipline not only leads to successfully acquiring the material, but also helps to explore the subject to its fullest, satisfy one’s curiosity and therefore enjoy one’s studies.

The extensive testing and harsh grading schemes in French education also attract criticism. Yet I believe that it is instead very beneficial to get substantial practice of long examinations. Being able to focus and to stay sharp under pressure is an important part of exam technique and I am glad I was able to get practice in this before end-of-year exams at university.

As for the unforgiving grading, it made those good grades well deserved – something in which I found satisfaction. I found that for me and other pupils at school, it encouraged a determined attitude towards trying one’s upmost. Compare this to the comments I have heard of several students in the UK about how they were “spoon-fed just to pass exams” and “weren’t proving [their] own ability, but that of [their] teacher”, which has not helped them find self-confidence and belief in their ability. I think that learning that someone can indeed rise up to a challenge is important for him to value and appreciate his work and also helps in face of future challenges.

It is true that some people can find the difficult grading scheme discouraging. But even though grades matter for later progression, it should be remembered that what is learnt matters most. Whether someone gets a B or C on an A-level or roughly equivalently [i] a 10 on the Bac, what they have gained from school will likely be the same. When that person goes onto university, it is what that person has acquired that will be key. I know of some who struggled in a subject throughout lycée, then needed that knowledge to some extent in their later studies, and have told me since that they felt they were at an advantage against others in their group.

However if there is a clear-cut problem with the grading system, it is that it puts at a disadvantage French students who wish to study abroad, e.g. the UK. This is because admissions tutors might not be aware of the discrepancies between the systems and take estimated grades for the Baccalaureate at face value – i.e. they would assume, say, that an A is worth 16 on the Bac. Things are made worse by the fact that high numbers of UK students get the top mark: according to wikipedia [ii], 43.7% of students taking an A-level in Mathematics got an A in 2007. And unlike A-levels, Baccalaureate students cannot retake exams to improve their grades. This can result in disproportionately demanding offers for Baccalaureate pupils.

A final advantage of the French education system, which is not immediately apparent to those still undertaking it, is that it offers flexibility in later choices. Of those who did the Bac Scientifique in my class, some have gone into media relations, politics, languages, nursing… Some feel that the schooling did not suit them, but what they have done enables them to embark on a wide range of paths afterwards.

In conclusion, even though the French secondary education system has its faults, I hope it will not be forgotten that the overall result of the extensive schooling is threefold. First, it is an opening to numerous topics – it showcases vast bodies of knowledge and works to stimulate the pupil’s mind in all forms. Second, it helps to equip its pupils with the attitude, determination, self-confidence and ethos which are important in all walks of life. Third, it aims to keep as many doors open as possible all the way until the end of the Baccalaureate. Combined, I think these three aspects allow the education system to offer what one generally wants: the freedom to choose one’s way through an opening to the world.

The crèche: in safe hands

Grenoble Life editor James Dalrymple blogs on his experience with French childcare in Grenoble and the difficulties getting that all-important place at a crèche.

Handing over your baby to complete strangers is not first on our list of desirable experiences but it is an everyday reality for working parents. France has a relatively high proportion of working mothers and an enviably fertile population, but a surprisingly short basic maternity leave. These are just some of the contributing factors that necessitate widely available and affordable childcare, which in turn do their bit to help get the balance right between being a parent and having a career.

The scolaire system

Getting a place at a municipal crèche, however, is notoriously difficult in Grenoble (and probably elsewhere in France). The largest intake of babies is in September when toddlers doff their mortar boards and graduate to Ecole Maternelle (nursery school), freeing up space for the newbies. Thus, unless you are confident of conceiving in accordance with the demands of l’année scolaire, you may find yourself out of luck when your congé de maternité or parental comes to an end. (For your info, nine months of pregnancy added to around three months of post-natal maternity leave - give or take – would make this September a good time to conceive in order for your baby to get into the crèche in September 2011 – you know what to do!).

Such crèches are subsidised by the Mairie, but parents still pay the bill depending on their means: making them affordable to all. The charges are subject deductions from the CAF before you see them, so that there is none of the time-consuming reimbursement admin which affects visits to many doctors. For my wife and I, it amounts to about two euro an hour. What’s more, thereafter, you can declare this expense against your annual income tax obligations (impôts) which sees this figure drop by a further 50%. In short, the piggy bank can be left intact for the time being.

In my experience the crèches are clean, well-equipped and staffed, with fresh meals prepared on the premises and bubbly personnel. At the end of each day I am given a detailed report on my daughter’s food intake, sleep time and number of nappies (couches) filled with unnerving precision. I am always reassured she is in safe hands, free to explore a terrain filled with ludic objects to peruse, which makes a change from her reordering my CD collection or trying to rewire a wall socket chez moi. 

The nanny state

The alternative is a crèche familiale: effectively smaller groups of children cared for at somebody’s home. This is billed as a municipal service and thus subsidised but is closer in spirit to having a private nanny. In our case, we were desperate for the lively atmosphere of the crèche for our daughter, with the different carers and larger number of children. Whereas many people appreciate the crèche familiale, we didn’t feel comfortable leaving our daughter with only one person: a person who wields such an enormous influence in a child’s life yet does so largely away from the scrutiny from her peers.

Although I’m sure the majority of women who work at crèches familiales are professional, I have heard of instances in which they were not. And if you refuse the woman the Mairie offers you, they immediately blacklist you and you have no chance of getting subsidised municipal childcare. It seemed that if we accepted this process, it was a big step into the unknown. Private nannies were also scarce at the time, and among those we met who weren’t fully booked there were some who didn’t seem to even particularly like children. These individuals were also unwilling to accept temporary terms with us while we waited for a place at the crèche to become available, as they wanted a longer commitment.

In my local quartier, the municipal crèche is situated ideally at two minutes walk from our flat, and would have stood as a mocking reminder of what we had missed if we hadn’t got a place there. Finally we resolved to make an arrangement whereby our daughter attended the halte garderie, which is effectively the same as the crèche but only for up to two days maximum. Normally this is organised on an ad hoc basis or, as in our case, with temporary rolling contracts. Luckily we were able to make other arrangements for the remaining hours that we needed but it allowed us to ingratiate ourselves a little with the staff there and secure our position on the waiting list until a place made itself available. This happened in three months.

Baby betrayal

At first our daughter was crestfallen upon being left at the crèche, acting as if having befallen an enormous betrayal. Traitor! she seemed to cry upon being passed to the crèche staff. There is an integration system by which you can leave your child at the crèche for a couple of hours at a time, gradually building up to full days, but babies are an unpredictable bunch. One day you feel a guilty tingle of satisfaction when your baby cries on being handed over to a carer: yes, my baby still loves me best! The next day your child will cry when you come to pick her up. Traitor! you seethe in silence. In the parental logic, the latter is just the baby ‘releasing tension’ at the end of the day.

The inevitable inconvenience to all this contact with other children is what has seemed like an endless loop of spectacular illnesses. The first time you see a baby projectile-vomit (à la L’exorciste), it is terrifying, but it is impressive what one can become inured to. The winter just past has been a hard one: with the somewhat false alarm of swine flu providing unwelcome distraction from the lurid retinue of tummy bugs and gastros doing the rounds. At the crèche, there is no escape from the steep curve towards stronger immune systems, but this has to happen at some point.

The three days a week my daughter spends at the crèche currently provide most of her contact with French, despite the efforts of certain staff members to speak English to me. As my wife and I speak English at home we hope this will be an effective path towards her obtaining bilingualism; but it is interesting to see the different phonemes she manages in her babillage. Among the distinctly Anglophone syllables we have started to identify some impressively rolled Rs. Once she yelled what was clearly a resounding Merde!, but I’m sure she didn’t learn that down at the crèche.

If you want my advice, persistence is key. Where there is will there is a way.

Odyssey Intercultural

Michelle Mielly is MSc Marketing Program Director at Grenoble Graduate School of Business. She talks to Grenoble Life about her background, adapting to life in France and Odyssey Intercultural, the training consultancy she founded.

Grenoble Life: What is Odyssey Intercultural and who is it for?

Michelle Mielly: Odyssey Intercultural is a brand I created four years ago in my work as a consultant with Act’Rmc here in Grenoble. Its name reflects the long and multi-faceted journey that one experiences when working and living interculturally.

The training I have developed targets individuals, teams, and organizations wishing to acquire greater intercultural competency. They may be involved in an acculturation/expatriation process, working in a multicultural team environment, experiencing the ins and outs of a corporate merger or international joint venture, or managing any form of diversity in an organization. Any of these common situations requires intercultural competency.

GL: What are some of the dangers of poor intercultural understanding and management?

Michelle: Stated simply, failure is the biggest danger. Failure in business ventures is often attributed to incompatibilities in strategy, business models, operational technicalities, or management styles. However, when one looks at some of the most spectacular failures in international business, the hidden dimension of culture is often the origin.

The examples are multiple: Disney’s implantation strategy in France and in Hong Kong, the Daimler-Chrysler merger, Lucent-Alcatel’s missed mission, Schneider Electric’s difficulties with a number of its foreign subsidiaries, and many more. Some of these examples illustrate that cultural issues create great obstacles, but the good news is that you can overcome them with hard work and the investment of time.

Another danger is missed opportunities. Creating a bad first impression takes a long time to correct, so it’s better to go into international business with an open mind and conscientious preparation. Many opportunities are lost due to individual cultural differences that inhibited the establishment of a long lasting and productive relationship.

When people don’t feel respected, if they perceive a lack of interest on the part of the other, if they lack the fundamental trust at the foundations of the relationship, or if they think they are being stereotyped negatively, they go into defensive mode. Most of the time they actually start behaving in ways that may confirm the other’s stereotypes!

It must be stressed that in speaking of cultural differences in the corporate context, we are often talking about corporate, and not national or regional cultures. There are dozens of examples of mergers or acquisitions between the same national cultures, but the corporate cultures involved were profoundly imprinted and elusive to change.

GL: Odyssey Intercultural specializes in European-North American relations. Could you elaborate on how these relations can be complicated or sensitive and why Grenoble in particular might require such a service?

Michelle: Cultural differences exist between any two cultures: just looking at Western Europe’s dazzling diversity is overwhelming! Statistically speaking along national cultural dimensions, there are much greater differences between France and Denmark for example than there are between France and the US.

So why train people to work better with North Americans (Canadians and US)? Precisely because there is an incorrect perception, due to excessive and sustained commercial and popular culture exposure, that these cultures are familiar, superficial, and that there is not much more to know about them.

Upon closer examination, however, one finds differences of deep and significant import. It is one thing to watch American sitcoms, eat at McDonald’s, study the English language, visit Toronto or the Grand Canyon for two weeks. It is absolutely another to work, communicate, and negotiate with North Americans on a daily basis.

One example: the perception of time. First, is time a disposable resource? What is an acceptable turnaround time in responding to an email (reactivity levels)? What is the best way to organize time allocation for a project, or just for a meeting? How does one divide one’s personal time from professional time and is this necessary? Should people be available during vacation periods? How much vacation is necessary? What are the expected working hours in companies?

Grenoble’s high tech economy provides a stunning example of how globalization has simultaneously simplified and complicated our work environment. And this environment has an impact on our personal lives as well (increased travel, the need to work odd hours to accommodate conf calls internationally, etc.).

Managers now have teams working 24/7 on their global projects, so deep integration through collaborative technology is a reality today. An industrial project, for example, involves teams in multiple time zones with multiple local environments that contrast sharply from one site to another.

While technically we have the means to run long and short term projects across the globe, on a personal individual level, we often simply do not have the intercultural tools at our disposal to sustainably manage the complexity of the different cultural realities that each site and international counterpart presents throughout the project lifetime.

Partnerships in many forms between Grenoble-based organizations and North American organizations are extremely common and new ones are forming constantly. Due to the perceived similarity of our cultures, most of my clients do not see a need for my services at the start of the project, but usually begin to perceive the need once the challenges have begun to appear.

GL: Why and how did you set it up?

Michelle: I set up this activity to be able to develop trainings that had begun to be requested by local companies to whom I had been referred. As in any activity, a couple of companies ‘took a chance’ with me and offered me a first opportunity to develop a training on French-American intercultural communication.

Thanks to their confidence, I was able to get my grounding in this fascinating field and to develop and test my trainings on people directly working in the corporate environment. My work with people on both the French and American sites of these organizations has helped me see the importance of working with people on both sides of the fence.

GL: Tell us a little about your background

Michelle: Ethnographically speaking I fully identify myself as a southerner: born and raised in Texas to parents from Louisiana and Oklahoma. I grew up in a small town outside of Houston, where I spent a great deal of my time riding my horses and learning the value of simplicity and the happiness of being outdoors.

I started learning French when I was about 15 and then switched from the rodeo circuit to the international summer exchange circuit. I worked my way through undergraduate studies, three graduate programs including Pennsylvania State U and Harvard, and in between got some great experience working in the field.

Trained in linguistics, foreign language pedagogy, intercultural studies and anthropology, I’m politically progressive but culturally conservative. I am proud of my roots and the values I received from them and encourage my students and clients to never lose sight of those values, no matter how much adaptation they must do internationally.

GL: You’ve also worked in Africa and Central America, can you tell us a little about this and how it influenced your thinking.

Michelle: In my 20s I spent a lot of my time backpacking—Europe, Latin America, SE Asia, Africa. Studying comparative literature with a focus on contemporary Central American writers led me to Costa Rica where I had an exceptional experience. I wrote for the local English speaking paper in San José, translated the poetry of Ana Istaru, and had the chance to manage an ecotourism outfitter in the Northwestern pacific region of Guanacaste with 14 employees. This experience made it clear to me that development work was for me.

When I went on to study for the Ph.D. at Harvard, I focused on Francophone African civilizations with a focus on modern day cultural producers and how they contribute to economic and cultural development. I got to live and work with the extraordinary artist Werewere Liking in the Ki Yi Village, Ivory Coast.

These experiences involved huge amounts of negotiation, adaptation, and exhausting reappraisals of my priorities. I initiated as a part of my doctoral thesis for example a US tour of seven African artists in the US in 2004 involving 10 universities across the US, from New York all the way to Ohio.

I began to recognize that I had a certain ease in working with very different cultures and in coordinating among diverse partners in complex situations, constantly negotiating for the best compromise for all. I had in fact through these experiences developed my own working philosophy and own tools, but not until my work in intercultural management had I actually started thinking about them in terms of knowledge transmission.

GL: Concerning European-North American relations – as I’m British, where do I fit in? Do your clients ask for intercultural training on British working and cultural habits? How are we often perceived by others (wrongly or rightly)?

Michelle: Well, you and I have a lot in common in terms of cultural heritage. The US could be considered to simply be the most successful colony of the Commonwealth! And yes, I have actually been asked for help in companies working with the British, but I always involve a British colleague or graduate student in order to legitimize my work on that culture, to provide the most authentic training possible.

In terms of perceptions, the French have the perception that the British are not as trustworthy as the Americans. I think both cultures (French and English) perceive the other as ‘perfidious’, as traditionally both sides of the Channel have portrayed the other as capable of treason. Idiomatic expressions such as filer à l’anglais or ‘to take French leave’ illustrate the mistrust. And who can blame either? There is a lot of water under that bridge of collective memory.

Another perception that the French have is that the British have a more complex communication style with more ‘code’ and irony. And that is one that I fully agree with!

GL: What are some of the difficulties you have faced adapting to life in France and how have you overcome them?

Michelle: In terms of my greatest difficulties to adapting to France in particular, I think most of them were due to differing communication styles and my own unrealistic expectations. These created great obstacles for me here, and it took me some time to have close French friends.

I had learned from my southern American upbringing and values, what we call southern gentility, that there are certain things you just cannot do, for example:

It is impolite to confront or challenge others’ ideas in public, particularly if you do not know the person well. It is impolite to say provocative things about another country or civilization in front of the person representing that country. It is not kind to interrupt someone when they are speaking. It is not good manners to correct another person’s accent or pronunciation if they are learning your language. Finally, outside of communication issues, it is extremely rude to jump in front of someone in a line (or a queue as you say in the UK).

I progressively discovered to my astonishment that all of these behaviors were common in France, part of the way people operate here generally. It is perfectly fine to criticize others in order to spark a debate or discussion, to see whether you are capable of holding your own when it comes to rhetorical skills (of which the French have plenty).

It’s part of their philosophical heritage to critique other civilizations and to look upon the outside world as less attractive than France, but they actually want you to convince them otherwise. That’s why they provoke heated discussions which are in no way unfriendly. A sign of a strong relationship between two people here is to be able to argue heatedly and passionately with each other, often in public.

Frequent interruptions in France are normal and common in discussions, formal and informal. Correcting someone’s French is the only way to help that person avoid sounding ridiculous to others, and having someone else correct them later.

Last but not least, if you do not have a strong territorial strategy for defending your place in a queue, people will simply cut in front of you. It was me who needed to adapt my behaviors and expectations to this new environment, to shift from passive to active mode.

GL: Could you give Grenoble Life readers some tips on adapting to life in France?

Michelle: I think the above description could suffice: it’s all about changing your expectations and recognizing your cultural limitations in order to move on. If French people seem strange, rude, or complicated to you, they may be thinking the exact thing of you! You have to be a lot more flexible in another country than you are at home, you have to tolerate a lot more discomfort and sense of displacement.

It can really be frustrating at times and often discouraging. The movement from one place to another, literally translatio, requires a self-reflexive capacity for adapting to the new environment and to those with whom you are in contact. Yet more important than any of this is having a strong dose of empathy. In other words, forcing oneself into the uneasy position of the other, and trying at all times to imagine things from their perspective.

See www.odysseyintercultural.com for more info.

Trudi Penkler: Active Adaptation Counselling

Trudi Penkler is a psychologist, psychotherapist and ‘Intercultural Consultant’ with her own practice, Active Adaptation Counselling, in Grenoble. In the second of a two-part interview, she talks to Grenoble Life about the experiences families can have adapting to life in France.

Grenoble Life: What kind of difficulties can families have adapting to life in a new culture?

A lot has been written about culture shock, but in my experience few difficulties in adapting to a new culture can be attributed to this alone. Certainly there are some very real challenges to be faced in making our lives work in unfamiliar surroundings. Actually living day-to-day in a new country is very different from a holiday visit. Sometimes we can feel completely ‘outside’ of what is happening around us, disconnected, as if we’ll never understand or be part of where we are. There can be a sense of loss when nothing seems to be as it was before.

Although we have risen to the challenge of relocating to a new country and find the differences we encounter interesting and stimulating, we may not identify with anything within the culture around us to begin with and may feel that we are having to live in isolation, surrounded by a world we have no part in. The social support network of family, friends and people who shared our way of life before, is very much missed and it takes time to recreate this again.

We may feel robbed of the roles that gave meaning to our lives and defined our social identity before. Generally this proves to be temporary as we start forming new habits and patterns, new friendships and connections which bring meaningful structure to our lives again and also when we realize that the previous chapters of our lives are still important. If, however, sustained helplessness, anger or resignation emerge, with continued feelings of anxiety, disorientation, confusion and depression, this requires attention.

When we establish our homes in a new environment, we’ve stepped out of the rut of our own ‘normality’ for a while. Any day-to-day challenge we would have managed in familiar circumstances will require more of us in unfamiliar ones – more concentration, more energy more time. Being prepared for this and accepting it upfront as part of the adaptation process, rather than resisting it and hoping for things to feel the same as before, is helpful.

We also need to be aware that we take ‘ourselves’ with us wherever we go. This means that pre-existent problem areas like fragile marital situations or wobbly self esteem, parenting difficulties or dependency issues will not go away or magically be ‘fixed’ in the new situation. Not only will they re-emerge, but they will be amplified by the stresses of moving. This is not necessarily a bad thing. Sometimes being brought face-to-face with difficulties that we’ve been carrying with us for years, but can no longer ignore, pushes us to address them.

Education is usually a very important priority for globally mobile families and whereas younger children generally adapt relatively easily, moving older children may be more difficult. Adolescence is of itself a time of change during which young people begin identifying more with their peers than their parents. Resentment, disengagement, helplessness and unhappiness can set in, if these young people feel they have been uprooted against their will and they will need empathetic understanding rather than motivational lectures from their parents. It is important to keep communication lines with teenagers and younger children open, especially about choices concerning them, at all stages of the relocation process.

When couples move, one partner’s career has often been favoured and the other may have renounced their own professional development and feel that they have lost too much, particularly if they are unable to resume a professional activity in the new country, because of language, legal or family constraints.

Leaving parents who are aging or in ill health behind in our home countries may be difficult.

GL: What other advice would you give families considering making a move to a new culture?

We don’t only take our weakness with us when we move across cultures, we also take our strengths, sometimes strengths we didn’t even know we had. We all have the resources within us to adapt to change, if the conditions are there to allow access to those resources …

But we do need to be very clear on the reasons for a move like this. Each individual family member may not be equally enthusiastic or benefit as much from the change, but each will be happier to be part of it all if the reasons have been clearly discussed and they makes sense.  

When we’re going to embark on an adventure like this, preparation is indispensible, not only in terms of the logistics of the move, but in familiarising ourselves with information about the new culture. Knowing more about the documented “do’s and taboos” of another culture is not going to prevent us from encountering obstacles and making mistakes anyway though.

A very important aspect of good preparation will involve also thinking about how we’re going to deal with change. Our emotional reactions and personal experience of a new situation are so much more positive when we’ve considered this beforehand and are consciously prepared to develop a tolerance for difference and uncertainty.

Things will be new and exciting, but the ease with which we did things in a familiar environment will not be there to begin with, especially if acquisition of another language is part of the equation. Simple tasks that we did without thinking before will take more time and effort. Although this may be frustrating, this doesn’t mean we’ve become less effective.

Coming to grips with the language of the country we’ll be living in will be essential, but there is no rule book as to how best or how quickly this should happen – we shouldn’t allow ourselves to be bullied into feeling inferior, while we’re actively learning and not yet proficient in a new language. Adapting to a new culture is not an end-point or a destination. It is a process, a learning process. We’re on the path and we are continuously progressing as long as we keep going. The pace of our own individual progress should not be measured or dictated by self-appointed ‘experts’ we may meet.

We’ll need to be gentle with ourselves, set realistic (yet ambitious) goals and respect the values and protocols of our host culture, without compromising our own. For a while our judgement will be a little cloudy while we’re learning about a new culture. It is important to consciously switch on the ‘data gathering radar’ in our minds, observing curiously all the time and verifying our conclusions by asking questions, rather than assuming we’ve understood what we’ve experienced. Most people will not find our questions bothersome and on the contrary, will enjoy being considered wise enough to be consulted.

Everything is easier when we feel stronger, so looking after ourselves health-wise should be a priority. Children should be kept informed of family decisions all the way (they’ll the need reassurance that their parents are ok, if a little lost and confused, still ok and still in charge).

We shouldn’t give up on the things we love or do well, music or painting, football or throwing a frisbee, but we’ll need to put effort into finding how to continue these activities in a different way. We also shouldn’t push ourselves to do things we don’t really want to, even though everyone else seems to be doing them. Some people really don’t like skiing or really aren’t interested in discovering the wonderful French wines here – and that’s just fine!

Keeping regular and ongoing contact with faraway loved ones will be very important too. You won’t have ‘betrayed’ them by coming to France and the more part of your experience they remain, the easier the separation will be for everyone.

And we’ll need to take the time to have fun and enjoy being where we are. This is not a test of endurance but an adventure and an “Adventure is worthwhile in itself.” (Amelia Earhart)  

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Please do not hesitate to contact me. My office is at 2 Rue de la République, in downtown Grenoble, just off of Place Grenette opposite Haagen-Dazs.

Tel: 04 76 98 93 85 e-mail: trudi@aac-intercultural.com website: www.aac-intercultural.com

Trudi Penkler

Trudi Penkler is a psychologist, psychotherapist and ‘Intercultural Consultant’ with her own practice, Active Adaptation Counselling, in Grenoble. In the first of a two-part interview, she talks to Grenoble Life about helping foreigners adapt to life in a new culture, going professional in France, and being a Ghostbuster!

Grenoble Life: What is an Intercultural Consultant?

Trudi Penkler: Our professions, education and social interactions are becoming more and more ‘globalised’. We can be based ‘at home’ but work with teams and organisations all over the world. We can also find ourselves living, learning and working in different cultural environments from the ones we’ve spent most of our lives in, sometimes for a short while, sometimes longer. This can mean trying to ‘belong’ in more than one place, or having children who do.

Intercultural consulting aims to provide information, awareness and skills, to help people be more effective in their work, pursue their research or studies comfortably and manage the demands of their daily lives with competence, in unfamiliar cultural contexts.

Active Adaptation Counselling was founded to serve this objective in 1998.  My work is about finding and emphasizing what works well in intercultural or multicultural situations, not what doesn’t. It’s about focusing on commonalities and strengths rather than differences and weaknesses. It’s about building bridges across the ravines that we imagine separate us from each other in terms of communication, understanding and interacting constructively. The experience of relocating across unfamiliar cultures myself provided the opportunity of looking closely into how to deal with diversity and developing expertise in this field, while continuing to practise as the psychologist and psychotherapist I was to begin with. 

Perhaps the best description of what I do was given to me by a young man of twelve who had come to see me, struggling to accept and settle into a new school system that at first seemed most alien to him and who was finally feeling more at ease … “You know what you are?” he said “you’re a ghostbuster.” I decided to keep the title!

GL: Tell us a little about your background

Trudi: Born in South Africa of parents and grandparents who were also born there, I never imagined living anywhere else. During the worst of the Apartheid years however, conditions became increasingly unbearable. It was inconceivable then, that Nelson Mandela would ever become the first president democratically elected by all the people of that country. ‘Broadening our horizons’ and trying to make our lives ‘elsewhere’ as parents of a young family, was a choice we felt constrained to make. Discovering a new culture and language were high on the ‘pro’ list when choosing to come to France. These were indeed to become great advantages, but naively we could not have imagined how hard won they would be!

Before coming to Grenoble, I had studied to work in both nursing and teaching biology, but a natural ability to deal well with crisis situations and to identify and redirect negative thinking and behaviour patterns towards more constructive ones, motivated more specific qualification in psychology, guidance and counselling. Experience in emergency situations with the South African Red Cross and responsibility for adolescent counselling in schools reinforced this choice.

GL: Why did you decide to develop a counselling service focusing on families moving to a new culture?

Trudi: The English speaking community was a lot smaller when I first came to Grenoble in 1986. Was it really more than two decades ago now?! Very little at the time, apart from house-hunting services and French lessons, was being provided by the companies and organisations that were relocating their employees, or students, even political refugees to the area. Interacting with other expatriates, I began to observe that wherever we’d come from, whatever the reasons for us being here, there seemed to be a pattern of common challenges and ways of coping with these – or not. It appeared that while some individuals embraced diversity and change easily, flourishing in a new cultural context and dealing well with situations and experiences very different from what they had known before, others managed less comfortably, sometimes very much less so.

What began as random observation and informal, voluntary help where appropriate, led to an avid interest in intercultural adaptation mechanisms, a need to understand these better and to establish the environment within which to contribute professionally. I spent a number of years reading and researching the thinking and behaviour patterns involved in cross-cultural adaptation, as well as studying the methodologies in cultural awareness training before beginning to work in this field.

GL: What challenges did you face in transferring your professional skills to France and set up your own practice here?

Trudi: Deciding to do something in France is one thing. Identifying the appropriate administrative processes and getting the paperwork right is another! Until I learned that “Non Madame, ce n’est pas possible,” were merely the opening words to further discussion, I would return defeated from the various offices that apply the regulations that govern self employment (trying to register my professional activity) or from the university (trying to obtain recognition of my qualifications).

Often when we’ve come from elsewhere, what we are trying to do in France doesn’t fit into any of the ‘boxes’ on the forms to fill in and much time is wasted in finding an alternative or solution. There is a cultural phenomenon that can work in one’s favour though and this is that unlike in our ‘bottom line’ Anglo Saxon cultures, negotiation can be a possibility, as long as one accepts the status quo to begin with and then looks at ways around obstacles from there.

Beginning almost as a ‘freelance consultant’, then establishing a practice and a small company concurrently, required carefully familiarising oneself with the details of ‘how things work’ officially, especially as in my case there are two distinct categories of services provided – i.e., Consulting in professional contexts as well as psychotherapy and counselling.

Balancing overhead costs and incoming revenue when we first start building up a client base can be daunting. I had the good fortune of sharing offices for financial reasons at first, with four wonderful French therapists, two of whom worked part-time for the government in judicial and social placement cases and also independently as therapists. Their input in terms of ideas, information and support was invaluable.

GL: What services do you offer?

Trudi: Although the services provided by Active Adaptation Counselling are two-fold – i.e., consulting in professional environments and personal counselling or therapy – the premise underlying both, is that active intervention can improve or repair our experience of a situation or event.

Intercultural consulting can involve any of the following: individual, management and team coaching; mediation and facilitation, which can be motivational, goal-directed or problem-solving; cultural awareness training programmes; workshops and lectures or presentations on specific topics or themes; independent screening for potential relocation; expatriation preparation, not only for those coming to France, but also for French expatriates moving elsewhere; preview visit interviews and ‘welcome’ talks; performance review and interview preparation; and repatriation or reintegration preparation for returnees.

Psychotherapy and counselling is provided for adults, adolescents and children, for couples and families. Problems and difficulties are addressed, but also aspirations and self development. What happens to us, as well as how we think and do things, all have an effect on how we personally experience of our lives, our work and our relationships. Psychotherapy and counselling can be useful when we are experiencing stress, emotional difficulties, psychological obstacles to learning, relationship problems, difficulties in adaptation to change, substance dependency, crisis situations, grief, difficulties in coping with physical difficulties or illness, post traumatic incident syndrome or simply when we need tools for going forward positively or improving a process rather than being stuck.

Lastly, my experience in the medical field has made it possible to provide medical interpreting services – i.e. the presence of an interpreter and counsellor during medical visits or hospitalisation.

GL: You work with international companies in the region – why do they approach you?

Trudi: Three main scenarios lead to requests for consulting to companies: Firstly, when intercultural awareness is important for individuals or teams working in multicultural or geographically diverse contexts and coaching, training programmes or workshops are required.

The second is when communication or motivation in multicultural teams needs to be stimulated and again, coaching services or workshops would be useful.

Thirdly, when cultural misunderstandings have led to errors in judgement or paralysis of a situation and external mediation or facilitation would get things moving forward again.

Smooth carrying forward of objectives can be hampered at various levels of management, by miscommunication or simple lack of awareness. This potentially becomes all the more complicated in diverse teams whose cultural filters are not all based in the same values and traditions. When we take the time to identify and focus on commonalities and the strengths to be drawn from diversity rather than differences and weaknesses – the most gridlocked of situations can gain momentum again.

Rarely, help can be required to defuse or get through a crisis situation, either the personal situation of an employee or group becoming critical in the workplace, or an external incident like a business travel accident, or hostage taking, which would require emergency support in handling the situation itself and for the employee’s family if necessary.

GL: What do your therapy sessions typically involve? (i.e., do you work with families, or in one-to-one sessions?)

Trudi: We find it appropriate to take responsibility for our own physical health. My sessions are about taking responsibility for our mental and emotional health too. Every case is different. Although most counselling is individual and face-to-face, couple, family or group counselling is often appropriate and constructive. Telephone counselling is also common for those living further afield and I’ve come to use this more often since consulting regularly by telephone for a company in America supporting French expatriates living there.

When the step of seeking help is taken, it is because something in our lives is not serving us well. As my clients often have to continue functioning effectively and in a ‘foreign’ environment to boot, my aim is always to actively begin the process of movement, from the present situation towards a more positively perceived one. When we look at our responses to others, to what happens to us, even to our own thoughts and fears, we also start reclaiming responsibility for ourselves and our own wellbeing, whatever the situation.

Endless digging about in the past without a clear intention or purpose does not make sense to me. Understanding where a difficulty may have its source is certainly important, but identifying and acting on what can be done about it from there, allows us to start leaving behind the ‘victim status’ we may be stuck in and become central actors in our own life stories again. This is what I help people do, through a structured method, like putting together the pieces of a jigsaw puzzle. I hold up a mirror of what I have gathered from what is expressed. This brings a life situation into perspective or provides a different angle of seeing things, which can affirm and reassure, provoke reaction or even motivate change.

Therapy is always an interactive process. It is not a random one however and requires structure and direction. Although Jungian and existentialist at heart, I draw on both CBT – Cognitive Behavioural Therapy and NLP – Neuro-linguistic Programming methods.

It is essential to me that those who work with me, leave every session more fortified and have access to the strategies and tools we’ve explored together, that will help them to be able to cope better, even if only a little each time, with the demands their lives are making on them.

GL: Are there cases where you find you cannot help?

Trudi: There are severe pathologies and difficulties, that I would be neither qualified nor capable of taking on and in these cases I would suggest referral to medical professionals who would be better suited to the problem, accompanying the client all the way if necessary though.

In recent years, more English-speaking medical and paramedical professionals have set up in Grenoble and I have instigated an English Speaking Therapy Forum so that we are in contact with each other, share information and are better able to serve the needs of the community. The WWNG (Working Women’s Network of Grenoble) has also been most important in facilitating the exchange of information so that professionals in the field get to know about each other, what is available and how to find it.

In part II, coming soon, Trudi will be talking about the difficulties familes can face when moving to a new culture and offering some advice on how to manage this adaptation.

Upstage website

The March 10 English Talk Radio show was recorded at the Cité Scolaire Internationale de Grenoble, and includes an interview with the director, the cast and the crew of Upstage, which is putting on two plays: Loot by Joe Orton and Mountain Language by Harold Pinter, performing March 22–27 at 7:30 pm at the Théâtre Ste-Marie-d’en-Bas.

English Talk Radio is a talk show in English on 90.8 Radio Campus Grenoble. We talk about film, theatre, finance, restaurants, travel, and have a variety of topical guests. We are four presenters: Kristine Minski talks about finance, Christina Menez talks about China, Mary Zaccai talks about student issues, and Vivian Draper – animatrice/rédactrice – hosts the show. Every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble and live on www.campusgrenoble.org – and also here on Grenoble Life.

Listen to the full show: here

Just landed in Grenoble? Don't worry, there's a club for you. Photo: Guillaume Brialon

Just landed in Grenoble? Grenoble Life editor James Dalrymple gives his rough guide to Grenoble’s expat clubs and Anglophone businesses and services.

I have been asked by the French Entrée website to write a post with general advice for expats in Grenoble and the surrounding area, including relevant clubs and associations to join. Where to begin? Maybe you have already heard claims that Grenoble has one of the biggest Anglophone communities of any French city. I’m not sure of the real stats, and I will resist the temptation to invent some here, but suffice to say you stand a good chance of meeting other English-speakers whether you wish to or not.

It can be a bone of contention. Some people get defensive about the expat thing, saying something along the lines of, “I didn’t come to France to meet other [insert relevant English-speaking nationality here], I came to meet French people etc.” I don’t really subscribe to this view. When I lived in the UK, I always gravitated towards people who were very international in their outlook, and counted many cultures among those I called my friends. Just because I came to live in France, doesn’t mean that I should only spend time with French people just to feel good about myself. Among the expat groups and associations listed below, one may find many Anglo-French couples, so-called ‘third culture kids’, and all manner of general pan-European activity that belies the widely held view of what expat communities are.

Most new English-speaking Grenoble residents, particularly those with families, are likely to encounter Open House, the city’s long-established and possibly largest expat association. Among the activities Open House organizes are children’s parties, excursions, wine tastings, lunches, outdoor activities, book groups, coffee meetings and French-English language exchange.

The more student-orientated Happy People 38 organizes intercultural social events and language exchanges. Meanwhile, Celtic Connection promotes Irish and Scottish culture and sport in Grenoble and hosts Hallowe’en and St Patrick’s parties, a Burns’ supper, and summer picnics. Scottish expats and a host of other nationals can also be found at a weekly Knitting Bee at Café Leyritz, Place Vaucanson, every Tuesday afternoon at 2pm.

Although not Anglophone I feel duty-bound to make you aware of the lovely people at Le Club Danemark – Rhône Alpes, who are known to organise Glögg parties, Danish lessons and excursions, including cross country skiing. For more info contact: danemark-rhonealpes@live.com

English Talk Radio, presented by Vivian Draper, is a bi-monthly show on 90.8 Radio Campus Grenoble.  The show talks about film, theatre, finance, restaurants and travel, and has a variety of topical local guests; every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble.

For those expats who want their young children to have plenty of contact with the English language, there are some associations which can help with this, including Communication Café and ABC Anglais. Alternatively, French language classes for adults can be obtained from a variety of institutions and associations outlined in depth here.

If you are looking for American or British style cakes there is The Cake Shop and Bookworm Café. The latter also hosts book and poetry groups, language classes, local artists’ exhibitions and occasional musical performances. They also buy and sell second-hand English books, and have English newspapers and magazines to peruse. Furthermore, if you meet French friends yet to be convinced of the potential merits of American cuisine, Pumpkins might be wise place to convert them.

If you can’t find the book you are looking for at Bookworm Café there are two Anglophone libraries, La Bibliotèque Anglophone de Meylan and the English Library at Babel, which also runs book groups for teenagers and adults. Many municipal libraries also have English-language selections, particularly the International Public Library.

Given the dubious French proclivity for dubbing foreign language films into la langue maternelle, you may want to exercise caution when going to the cinema. Le Club (rue du Phalanstère) and La Nef (boulevard Edouard-Rey) are two theatres with dependably interesting programmes, all in version originale. For more info on the city’s movie theatres and film festivals, check out this comprehensive guide.

For church-goers, members from about 10 different denominations and 15 nationalities are welcome to attend The English Speaking Church of Grenoble, which also has a programme of social activities including dances, crafts nights, family evenings, visits to local attractions and walks.

In terms of professional development, the most dynamic and active association is the Working Women’s Network of Grenoble, which organizes networking lunches, workshops and seminars, and is run by a very helpful and efficient body of women. For opportunities to do volunteer work there is VSArt, an association that brings cultural opportunities to disadvantaged and elderly people. The Grenoble chapter was set up and is run by American Meredith Charreyron.

Grenoble also has a number of amateur English-speaking theatre groups. Students of different ages from Cité Internationale Scolaire de Grenoble participate in an annual pantomime and Upstage, respectively. The latter puts on very high quality plays every year at Ste-Marie-d’en-Bas, a 166-seat theatre off Place Notre Dame. Likewise, students of the English department at Stendhal University put on productions on campus every year. English-speakers are also invited to join a new Grenoble English Theatre Group, run by Nathalie Joshua. Novices welcome. For more information contact her at nathaliejoshua@hotmail.com

For health and well-being, Anglo-style therapeutic massage and aromatherapy can be obtained from Amy Cannata (waterfallwellness@me.com) and Shiatsu massage from Rebecca Skillman.

Finally, of course, I mustn’t forget to mention your very own Grenoble Life, which has articles and practical info for English speaking residents past, present and future. It also includes photo sharing, free classified ads and interviews with prominent members of the Anglophone community.

If I have forgotten any essential clubs or organizations, please use the comments box below to add to the list.