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

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.

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.

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

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.

Managing Your Professional “Brand” through Social Media

Mickey Farrance, President of the Working Women’s Network of Grenoble, announces a seminar on Saturday, March 20 at the Grenoble École de Management called Face-to-face to FaceBook: Managing Your Professional “Brand” through Social Media. Find out more here.

“‘To google’ is now a verb, and it doesn’t just refer to looking up information about things, it also means looking up information about people.  That means you, me, the next person applying for a job, or somebody I might consider working with.”  — Kelly Rigotti, blog, marketing and web presence consultant.

What do you find when you google yourself?  For professional people—entrepreneurs, business owners, consultants, job seekers, or anyone with a career in progress—this is an important question.

A professional image means conducting business professionally, dressing professionally, networking professionally— today, a professional image also includes what is out there about you on the Web.

What does that set of links returned by Google say about your professional image?   And how do you “manage” that information?  It’s random, isn’t it?

Not quite.  In fact it’s possible to manage your professional image— and not as hard to do as it might sound— through the appropriate use of social media:  LinkedIn, Viadeo, Facebook, Twitter, and more.

Here’s an opportunity to find out what this means and how to do it, at a half-day professional development Seminar, in English:  Personal Branding:  Manage Your Image through New Media, presented by the Working Women’s Network of Grenoble on Saturday, March 20 at the Grenoble École de Management.

It’s open to anyone (men as well as women) in the Grenoble area interested in learning how to develop a “Personal Brand” (a good reputation) and manage that online image using the new social media. 

Grenoble Life readers are a tech-savvy bunch, but it seems there’s always something new to discover.  If you are not sure what this “new media” is all about, or how to manage the increasing flow of incoming and outgoing social media communications, this seminar is for you too.  Bring your expertise along, as it’s also an excellent opportunity to share.

To sign up, download the registration form here.

Microphone. Photo: hiddedevries

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.

The February 24 English Talk Radio show took place at Université Stendhal with Caroline Schlenker and students of the English department acting class.  Listen to the full show: here

Looking For Sam, March 10-11, 2010

Caroline Schlenker instructs the acting class for students in the English department at Stendhal. She talks to Grenoble Life about staging plays with her students, teaching English through drama, and this year’s production, Looking For Sam, March 10-11.

Grenoble Life: What is your role in the Stendhal English department theatre workshop?

Caroline Schlenker: I am the instructor of this course. I teach the core acting class as part of the English Licence Degree for second year students, as an alternative class to the conversation module. I teach diction, pronunciation, basic drama techniques, and stage the students’ production each year. The workshop meets every week for two hours (but there are additional rehearsals for the play). 

GL: How often does the department put on a play?

Caroline: Last year, we exceptionally put on two plays (Once Upon A Time In A Screen/Stage Audience, a project between cinema and theatre, in partnership with the cinema le Club in Grenoble; and Macbeth, staged by third year students). This year, however, we will only put on the play Looking For Sam, although the third year students will present a short extract of their own work as a (surprise) opening to the Sam Shepard play. It is a play they have written (!) and staged. 

GL: What kinds of plays and themes do you normally tackle?

Caroline: It varies. We put on Harold Pinter sketches thanks to the chance meeting of Susan Blattes, then head of the English Department, and the actor/director Patrick Seyer at a Pinter play. Their encounter led to the idea of a joint venture on Pinter with the English Department. The project was then to work on Pinter through the specificity and rhythm of his language and the relationship between the characters that this language thus establishes. The students worked on the texts through the drama in the English class I was teaching, and shaped their characters through the staging by the professional director Mr Seyer.

This partnership was so interesting and stimulating in fact it led us to work together again on a project on cinema, Once Upon a time in a Screen/Stage audience, which I directed whilst he did the actor training (in English!). For this project, the idea of working on the different spaces of theatre and cinema was an idea I always wanted to tackle. Cinema has always fascinated me. 

The Macbeth project was an idea of the students, who asked to work on Shakespeare and studied the staging of The Winter’s Tale at the MC2 in Grenoble. This year we are working on Sam Shepard as a way to explore the sound and musicality of American English – a way for us to approach language differently, once again. Working with a musician helped me to have yet another approach to the language, and to the text!

GL: Who chooses the script?

Caroline: Setting aside the Pinter and the Macbeth projects, I choose the script!

GL: How long does it take to prepare and rehearse for one play? Tell us a little about what it involves.

Caroline: We have some basic drama classes between September and December (where we work on literary classics such as Pygmalion or the works of Oscar Wilde, or some other types of classics such as Monty Python and Rowan Atkinson’s stand up comedy drills) in order to practice pronunciation and intonation and learn some basic conversational techniques, such as how to make a point, or how to make the other person react in some way with words. We also learn voice and body integration, and we explore imagination through the English language (the only language spoken in class!).

When working on a text, we learn to think about a character’s goals, tactics, his relationship with the other characters and we write his curriculum vitae. In January, we get our texts for the final production (I write the transitions for our scenes, and our rehearsals start). Each group rehearses about four hours a week (each scene constitutes a group – there are four scenes). So I see them about 10 hours a week (two hours are with the whole class during our actual class time). We perform in March. A lot of commitment and motivation is involved in this process!

GL: Tell us more about this year’s production.

Caroline: It’s an exploration into Sam Shepard’s work. You see, Sam Shepard once told an interviewer: “I preferred a character that was constantly unidentifiable, shifting through the actor, so that the actor could play almost anything, and the audience was never expected to identify with the characters,” With his shifting vision of identity, the way in which he portrayed the characters in his plays, Shepard was giving away a bit of himself.

Our question then was: who is this Sam Shepard, and is he as a writer shying away from revealing his true self? Another component of his character that intrigued us was his love for music, and his failure to become a musician. Through the play Looking For Sam, we decided to make an imaginary investigation into how Sam Shepard wrote his plays. With the collaboration of a local songwriter/ singer Noel Belmondo, we invented the musical (and linguistic) scenery for the text. 

It is our fantasy, through the influences of rhythm and music we found in the language, of how the text came to be. We hope the audience will be driven to the special space created by an artist at work! The play includes excerpts of some of his most famous plays: True West, Curse of the Starving Class, La Turista (which is about, as its name so aptly suggests, Turista!) and Buried Child. The play is free of course and will be performed at 7.30pm on March 10^th and 11^th, 2010, at the Amphidice, the theatre in Stendhal University.

GL: Tell us about some highlights from previous years.

Caroline: All the projects and moments we shared in the drama workshop were equally wonderful thanks to the incredible involvement of the students – it’d be hard for me to pick!

GL: Tell us a little about your background and how you came to be involved with the Stendhal English department theatre workshop?

Caroline: I got hired as a Maître de Langue just as Mr Seyer got hired to work on his project – and it just happened that Ms Blattes, then head of the department, knew I had some background in acting. I accepted to take the workshop, which had been closed since the departure (retirement) of the last professor in charge of the workshop: Mr. Derioz.

GL: How effective are theatre and acting as a way to learn English?

Caroline: It is incredible. The students start off reluctant to speak English and end up speaking English to each other in the corridor – what can I add? Some no longer notice they’re switching between languages by the time we get to the final performance! Their confidence in their ability to speak is what impresses me most. They feel they are able to be actor of their world in another language. It would be too long to explain – why don’t you come to our Colloquium on the subject at the University on March 5th? It’s also at Amphidice!

GL: Tell us about your audience and some of the feedback you’ve had.

Caroline: We’ve had a large audience, ranging from acting professionals to families of the actors, fellow students, Cité Internationale teachers and students, and the English department professors (and other professors from the Drama and Languages departments!) and staff of course. Everyone is impressed with just how much the students get involved in this project, and it is so important for the students to have them there!

GL: How can we get tickets for the play?

Caroline: For any information or for reservations, please contact the service Culture de l’Université Stendhal: Tél: 04 76 82 41 05. Monday, Tuesday, Wednesday and Thursday : 10 am–12 am and 2pm – 4pm/ or by email: caroline.schlenker (at) u-grenoble3.fr

p'tit vélo dans la tete on campus - photo: www.ptitvelo.net

Are you a student or a new arrival and want to know how to live in Grenoble on a budget? Expatriated Brit John Lubbock has learnt the hard way, and has kindly agreed to share his tips and experience with Grenoble Life readers.  

Grenoble is not a bad place to be poor. But, like a tramp with a favourite patch, you have to know your environment; or like a foraging bear, where the best pickings are to be had. You may need to change some of your bad, foreign influenced habits to make the most of your insertion into French culture (beer is expensive apart from Stella, which isn’t one of the best things about French gastronomy, is it?). 

Tourists, as we all know, are naive sponges who deserve to be squeezed dry, so try not to seem like one. People will often poorly attempt to converse with you in English when they realise you are not a native, but insist, “Je suis en France, il faut que je parle en français“, and they won’t despise you as much for usurping their language as the world’s Lingua Franca. It is mostly from lack of better information that tourists agree to pay higher prices, so I intend to give you some information to help you make better spending choices.

Accommodation

If you do not want to spend your first month in France on a sofa or in a hostel, it pays to research accommodation before you arrive. There is an association called OSE Club which you can join for €30 which will find apartments for you in a designated area of the city, if you want to be near to a university. Then there are websites such as www.appartager.com and www.vivastreet.com, which have petites annonces for flats, but these are generally only useful if you pay the €10 fee to see the telephone numbers of the advertisers and call them up directly as they don’t answer messages on the site.

Watch the French film L’Auberge Espagnole before you go to get an exaggerated idea of being interviewed by your future flatmates and the kinds of hilarious European stereotypes you are likely to be cohabiting with. If you are not a student, it is even more important to find a flat quickly, because without a rental agreement, you will not be able to get a French bank account or contract telephone, and will thus be considered a SDF (Sans Domicile Fixe) by the French. This will mean that you are forced to become a baba cool (hippy) and sit in the street with your dogs holding out a frying pan to ask for spare change.  

N.B. If you are staying for less than a year, it is worthwhile getting a contract phone, which will be cheaper than pay as you go, the phone will be nicer, and there’s little they can do about it when you tell them that you’re leaving the country before the contract finishes and close your bank account. But don’t tell anyone I told you.  

If you have never lived in the socialist paradise that is France, you may not be aware of the kinds of social benefits available to people living there. The CAF’s housing benefit system could pay for some of your rent if you are a student or living on a low wage, although like most bureaucratic systems in France it takes about six weeks to get anywhere with it, and since these forms are all in French, it is more like a test of your reading comprehension which you need to pass to gain entry to French society.  

Learning French

If you are (un)lucky enough to be a political refugee, asking at the Préfecture (a big administrative building which makes you feel like Josef K from Kafka’s The Trial, wondering if you’ll ever be told what you’ve done wrong in order to end up there) or at the Conseil Général can get you free French lessons, which can otherwise be obtained by calling the ADATE organisation. I am not sure if you can get lessons with them without being a refugee, but I am considering telling them that I have been forced to flee from the UK as a result of the impending government takeover by a bunch of Tories with accents so posh and annoying that they constitute a form of social oppression. If you have to go to the Préfecture for any annoying bureaucratic reason, like to obtain a carte de séjour, don’t ask anyone which ‘queue’ you should stand in. The French for queue is pronounced like ‘que’, while saying ‘queue’ sounds like the French word for something rude.  

Transport  

When it comes to transport, if you are poor, the bicycle/vélo will become like your husband or wife, or perhaps the god to whom you pray for benevolence. If it works well, you love it and praise it, and if not you curse it. There are three main places I know of to obtain bikes cheaply. Firstly: on the street. I found three bikes lying in crumpled heaps on pavements in the first month I was here. The problem then is to take them to somewhere you can repair them. So either have a bike repair kit (Decathlon, around €15), or go to the second place to get cheap bikes – Un P’tit Vélo Dans La Tete meaning something like ‘A little bit biked in the head’.

This atelier (workshop) sells bikes that have been repaired for between €15-60, or you can go there to fix your own by paying a €15 abonnement (subscription). It is a good place to practice your French, as there are lots of guys who can help you to fix your bike, and they have a handy board on the wall with a picture of a bike and the French names for every part of it indicated. However, fixing bikes takes time, and if you have a second hand bike, or one you bought at P’tit Velo, it will break down roughly every two weeks. On the plus side, you will get very good at repairing bikes. The third option is Métrovélo, who will give you a generic yellow bike for €75 for six months (plus €50 deposit) and repair it for you if it breaks down.  

Of course, you can always chance a free ride on the tram, but getting caught by the officials will land you with a €65 fine, unless you can pretend to be a totally clueless foreigner. The tram tariff is €24 a month for students, but Grenoble is the flattest city centre in France, and waiting for a tram and slumming it with Joe Public are hidden costs not worth paying in my opinion. That’s why liberté comes before egalité and fraternité: because it’s more important.  

If you want to go further that the city limits, go to www.covoiturage.fr and find someone who is making the same journey as you to go with. It will be far cheaper than any other method of transport, and the people I’ve met doing it have all been nice.  

Food  

Although many people come to France for the food, as an impoverished young person, this will likely be one of the areas in which you sacrifice quality in order to live within your means. To paraphrase Oscar Wilde, a man who lives within his means has no imagination; but you will likely be finding your culinary options limited by the exigencies of having little money to spend. Ed is a cheap supermarket, and it happens to bear the name of some of my friends, although since the name Edward doesn’t exist in French, they call it “Ee-de”, which sounds much more corporate and less friendly. It is worth taking a notebook around to the supermarkets to write down prices of items you buy regularly, because while vegetables may be cheaper in Ed, Géant may have cheaper milk, for example. Unfortunately, I have just been informed by my collocataire that Ed is closing down – evidently the world of modern commerce is too cruel for such friendly-named businesses – but Lidl is almost identical in that it has hardly any choice of products and brands you have never heard of, but they are all usually cheaper than the Géant/Casino equivalent.  

Yet if one just bought the budget Casino brand pasta/rice/couscous to eat with with vegetables every day, you might end up wanting to kill yourself. So for the minimum luxury of not cooking the food yourself, you can go to a CROUS canteen, near the gare, or in Domaine Universitaire. These are supposed to be for students, but you can just pay the €2.90 it costs for a meal there in cash without showing any student card as well. You get bread, salad or cheese, a main meal of canteen standard chips/pasta/vegetables/etc. and some meat served with customary indifference and a bad attitude by people who look deeply unhappy about serving ungrateful students who could pay their wages with their tuition fees (those who go to an École supérieure anyway).  

Working  

Of course, if you really want to make things easier on yourself financially, you could get a job. “A job? What’s that?” I hear you cry. “I am a student – they don’t work. Then I wouldn’t have time for all the drinking and Facebook which the energy I consume from crisps and Red Bulls goes into”. Well, you could work part time. If you are a native English speaker, you could get employed by a soutien scolaire company, telling kids what they did wrong with their homework. Believe me, it’s satisfying to be on the other end of this after receiving homework corrected in red-teacher-ballpoint ink for 10 or more years. Don’t be put off if you don’t have a TEFL or CELTA qualification, I didn’t find this a hindrance, though it may help to say you have experience of private teaching even if you haven’t.

If there’s one thing I learned looking for jobs here it’s that it doesn’t pay to be honest: always tell them you are available to work, always tell them you have the experience. It took me a while of offering my services to language companies (Grenoble Life already has a useful list here), universities and other places like the Chamber of Commerce and Rectorat before I was employed, but once you have your foot in the door, you will hear about other teaching  jobs that are advertised within teaching circles.  

The Pôle jeunesse on Avenue Agutte Sembat has a useful wall full of job and accommodation offers. But if you have a degree, they will tell you that they can’t help hoity-toity types like you and that you should go instead to AFIJ who have an office at 29 Avenue Felix Viallet near Cour Jean Jaurès. These guys mostly have offers for internships or well paid jobs, so if you are just looking for a petit boulot, the Pôle jeunesse might be more useful.

You could try working in a bar, but the French can be quite snooty if your linguistic skills aren’t up to scratch. This matters less when applying to one of the studenty bars like London Pub or Sun Valley, but you will invariably have to call a Frenchman ‘boss’ (and thereby lose all the nationalistic self-respect you have built up living in your own great land), and traipse around the campus putting up flyers just for the pleasure of sacrificing most of your evenings for €9 an hour. There are also lots of agencies you can work for who hire waiters and other restauration workers for company or other private functions, but I personally found them somewhat useless, though Adecco is worth a try. Then you can try the listings in Pôle Emploi, which is like the JobCentre in the UK, but with more paperwork.  

Of course one of the reasons why you came to Grenoble is to ski, so if you are a student, join the École de Glisse, and try to obtain some cheap equipment from one of the second hand ski places like Boite aux Skis. There is no way of getting around that skiing is expensive however you do it, but hopefully you will have saved enough money in other areas to afford the silly ski-pass prices. And if you injure yourself, just remember to have your European Health Card handy. Good luck, mes amis.

Parents and their Toddler Talkers enjoying a story. Helen McEwan is second from left

abc anglais is a brand new English speaking playgroup in Grenoble for the youngest of children and their parents no matter where you are from. Mums, dads, toddlers and babies are totally immersed in an English-speaking environment during the session, joining in the nursery rhymes and songs, listening to favourite stories, playing age-appropriate games as well as taking part in art and craft activities all conducted in English. It’s run by me, Helen McEwan, a UK qualified Speech and Language Therapist and experienced English language teacher.

Every session is structured around a subject, which forms part of a five week theme, for example, ‘On the Farm’. We always have at least one story, one song, one nursery rhyme per subject, e.g., ‘cows’, and plenty of games and craft activities to keep the children actively interested. There is also a story and a couple of songs on the general theme which we come back to every time to reinforce the learning of the theme and to allow the children (and parents) to familiarise themselves with the English songs and stories.

There are currently three levels – “Baby Babblers” for babies up to 12 months old, “Toddler Talkers” for one to two year olds, and “Chatterbox Children” for two to three year olds.

My idea of exposing very young children to a language they do not normally speak at home is based on the theories of language development in general. There are still many mysteries surrounding language acquisition (and even more so around the thorny issue of bilingualism), but it is believed that a child learns the fundamentals of his/her own language by age three. So, in order to maximise the chances of a child learning an additional language as naturally and easily as possible, it is best to start early.

In addition, there is clear evidence that learning the sounds of language is done in the first year of life, much research quoting just the first six months as the time limit on acquiring the speech sounds specific to your language. So, if you noticed your baby being able to trill or click and make sounds more akin to more ‘exotic’ languages in its early months, this is because your baby was born with the ability to make all speech sounds, but quickly hones into the sounds s/he hears in her environment and continues to practise only those in the babble phase, around six–nine months. Therefore, if you want to pronounce another language well – especially if it sounds very different to your own, (French vs. English!), ideally you need to be exposed to the sounds of that language in the first six months of life, or certainly no later than the first year in order to reproduce them accurately later on!

Making spider bracelets with Chatterbox Children at Halloween

For this reason, I choose stories which use repetition, rhyme, have a strong rhythm, are not very ‘wordy’, but have captivating story lines as well as bold, striking artwork to capture the child’s imagination, even if s/he doesn’t know any English yet. For any form of learning, familiarisation of the subject matter is essential. Repetition is therefore a valuable learning tool, and so we come back to the stories and songs and rhymes during one session, during a theme, and also during the course of the year, but from different angles. ‘Noah’s Ark’ can be used in a session on rain, as well as animals, boats, or counting for example.  In any case, children love returning to their favourite books, toys, programmes over and over again.

The same principle applies to the songs we sing. They are carefully chosen for their ease of learning, and because they are fun, and tuneful and worth singing. Learning through song is almost primeval. Often it is easier to learn a phrase with music or with a strong rhythm – do you remember doing this when revising for an exam, or learning a new language? – as you are allowing your brain more chances of storing the data and hence more opportunities of retrieving it via various routes – the linguistic and the musical. Singing is an almost instinctive response to childcare. Many cultures use music for child rearing, and children respond instinctively to the human voice, particularly their mother’s. In this way singing constitutes a fundamental form of early interaction between parent and child.

I set up abc anglais because of my own experience of coming to Grenoble six months pregnant with my first child. Although I have worked with children, including newborns and premature babies, I had no idea what to expect with my own baby, particularly in a very new and foreign environment. And I was very disappointed to discover that actually there is very little available for parents and babies in particular. It was a very isolating and disorientating experience. Thank goodness for Open House and the Baby and Toddler Groups there, which I quickly became involved with (and I encourage all similar families to). Running the groups there and doing prototype abc sessions at my daughter’s garderie gave me the idea to combine my professional skills with offering something that I feel is lacking in Grenoble – a service for our youngest of citizens. In the UK, I worked in nurseries and clinics for the under fives, and ran parent-child interaction groups which encourage positive communication. I draw on this experience and other principles of my profession in designing and running the abc sessions.

Helen McEwan

So, abc anglais is as much an opportunity for parents to have some quality play time with their young children, as it is an opportunity for the children to become exposed to English at the optimum time for language learning. It is also an opportunity for parents to practise their English, and enjoy being in an English-speaking environment. abc anglais is as much for parents as for children, and this is a fundamental basic principle. And it’s open to everyone, not just Anglophones. Families from USA, Asia, as well as many different European countries, and French families are currently attending.

Sessions are held in two locations in Grenoble – at Les Petits Bilingues, place de Metz, on Mondays and Tuesdays, and at the new English café – Bookworm, rue St. Laurent, on Wednesday and Saturday mornings. The new block starts the week of 9 November. It will run for five weeks, with a special Christmas session in the week of 14 December. Come and join us, it’s lots of fun!

(Check out the Bookworm Café blog and the fantastic Mômes à Grenoble blog for further information on forthcoming events, or contact me: abc.anglais (at) free.fr)

Bikes, St Laurent. Photo: James Dalrymple

New resident Shonah Kennedy – aka Miss Shonah – gets around Grenoble en vélo. She encourages you to do the same. Here is her guide to enjoying and surviving your daily bicycle commute in the Capital of the Alps.

by Shonah Kennedy

Did you know Grenoble is the flattest city in France? This is a statement that I have heard on more than one occasion in my two short months here – and it has indeed been verified by my favourite search engine! What does this fact mean for the residents of Grenoble and its surrounds – Get on your bike(s)!

What better way to commute in the flattest city in France than from the luxury of your own two-wheeler, two-leg-powered machine and – as an added bonus – breathing in the fresh air of the mountainous surrounds?  So, you want to commute by bicycle … there are a few essentials before you peddle off.

Essential 1: A Bike

You can go to the usual suspects – Decathlon, Go Sport etc. or you could try viable alternatives.  Quite by mistake I bought my bike from Carrefour – not even being aware that you could get bikes – and bikes of decent quality with any service – there.  However, my vélo de ville is strong, road-ready, equipped with a cute basket and warrantee to boot! There was even a very helpful bike technician there to tighten a few nuts and bolts before I rolled it through the cash register!

If you wanted to try to commute en velo, but without committing to a bike immediately – Métrovélo can help.  They are very informative and give assistance readily (they also have insider information on where is best to buy second hand bikes, if this is something you want to consider) and you can hire a bike from them for one day or one year!

Essential 2: Protection

So, now you have your machine of choice – be sure to be well equipped! When you drive, or catch a bus or tram to commute – you can run directly from your warm and cosy house into a warm and cosy vehicle (or, of course in the summer months, air-conditioned bliss). There is a layer of vehicle between you and the sometimes inclement mountain weather. Sadly, a bike does not offer this protection so you need to B.Y.O.

Therefore (and from experience of not donning these items) gloves, jacket, head gear and very thick socks will make your commute a more enjoyable experience.  And really, need more be said – it is cold out there (now) and all extremities are vulnerable. It is always better to be able to take layers off than be so cold you can’t operate your machine properly!

With regards to a helmet – there is no question, get one!  It is the only item that will stop you from hitting your head on anything harder than your head in the case of any type of accident. When sitting parallel to a big monster truck, or bus, human insignificance seems to be magnified and these moments make you realise that helmets are good ideas!

Thanks to daylight savings and another Northern Hemisphere winter quickly approaching, it is getting very dark “out there” very early – BE VISIBLE! Yes, look like the “stop/go person” at road works, get more lights than are necessary. Imagine a rolling Christmas tree and this should give you some indication of the level of illumination you need on the roads after dark – or pre-light depending on the hour you need to start commuting.

Essential 3: Know where you are going

There are over 280 kilometres of bike paths in Grenoble.  Not only does this make commuting extremely easy to do, it also allows for many opportunities to get lost! From the Tourist office, Métrovélo, or many online sites you can get a simple map and pre-plan your daily commute, until it becomes as easy and as simple as jumping on the bus.

Now you have your essentials – get on your bike! This is an exciting moment, so considering the following will make it really fun!

Enjoy your daily commute!

**Leave yourself plenty of time to get all your gear on (layers take time to put on and take off!).  Cycle at a steady pace (you don’t want to get to work everyday looking akin to “Mr Messy” because you had to cycle like crazy to get there on time!). For timing purposes I once tried to chase a bus. This little riding experiment resulted in the conclusion that it takes approximately the same amount of time to ride a bike as it does to take the bus. So, to be safe – as I was really pushing the leg power to its limits – perhaps a little extra time should be factored in!

**The road can be a veritable mine-field. There are cars, trucks and buses coming from all directions.  Once you are in town there are trams and pedestrian traffic to contend with. Wherever there is a bike path there are traffic lights, pedestrian crossings, one way streets, Give Way and Stop signs, puddles that cars will always run into just at the precise moment as to splash onto your newly ironed trousers – so all I can say is take it easy. Don’t get bike rage. Take a breather on the footpath and be aware that you and your bike are probably the most insignificant things using the road. The wonderful thing about commuting by bike is that you can go at exactly the speed you want. You want to stop and take a photo – there is no ringing the little green button, just put on the brakes!

**Know your limits.  The other day – in the pouring rain – I saw one brave soul riding along with her umbrella open. This is an absolute personal choice – however when it is a torrential downpour I am on any form of public transport that keeps me dry!

Remember – if it is difficult and you feel out of breath and the cars are just plain ignoring you and all the lights seem to be red – you are doing a wonderful thing for your own well-being, getting to see the city in a whole new light and also you are being very kind to the precious environment! So what are you waiting for – Get on your bike(s)!

Xavier Darcos announces plans to combat stress in the workplace. Photo: Ministère: Travail, Solidarité, Ville

James Dalrymple of Grenoble Life asks why the French – despite sleeping more and living longer than everyone else – are so stressed. Apparently the French government wants to know too …

This month Labour Minister Xavier Darcos confirmed what I had already suspected – France needs to start dealing with stress, which has reached epidemic proportions. The proposed measures may be viewed by some as a knee-jerk reaction to the media storm surrounding the apparently high number of suicides at France Telecom since 2008, which – when taking into account the size of the organisation – may not be much higher than the (admittedly relatively high) national average. However, the new regulations likely to be implemented may not solve deeper issues related to national character: having lived in France for a few years now I feel qualified to say that, contrary to popular belief internationally, stress is endemic to the nation.

Ignore the latest OECD survey that says the French spend more time eating and sleeping than anyone else, a posteriori the French are an anxious lot. As a teacher I have come into contact with a broad cross section of Grenoble’s business community and I am constantly surprised by the amount of furrowed brows and hand-wringing I encounter, and this is not just because of a lack of love for learning English.

Despite the abundance of reasons to be happy in comparison to, say, British people (having quality healthcare, for example, or efficient public transport, good weather, a proliferation of delicious fresh produce, living two years longer on average, being paradoxically slim, etc. etc.) – the French strike me as a far more stressed people.

Call it what the British would refer to as the Blitz spirit (i.e., putting on a brave phizog in the face of abject misery) but we seem to deal with life’s inconveniences better than the French. Maybe our self-depreciating nature would simply not function in a society like France’s where, on the whole, there is much less to justifiably gripe about.

But tell that to the French. I realise now why the French hold that generous stereotype of the Brits as monocle-wearing stoics, bastions of calm in the midst of chaos. It was a view of the Brits that I found laughably alien when I arrived in France as a bruised and bewildered London commuter, but now I see why.

While a Londoner can somehow find it in himself to tolerate entire weekends (and bank holiday periods) of engineering work shutdown on the Underground and dreaded Thameslink, or the limbo of an NHS waiting list, or finding that every shop he knew from his childhood has turned into a Tesco-metro-mini-express … he can probably laugh it off down at the pub.

He may even indulge in that national sport, binge-drinking, but take refuge in regaling his colleagues about the quality of his hangover the next morning. According to recent press, the Frenchman will drink 10% more than his British counterpart, but by stealth – his habit of quaffing half a bottle with every meal perhaps slowly spiralling out of control.

Contrary to conventional wisdom, the French work very hard. Yes, they enjoy unrivalled amounts of extra holiday time, but the only way to deliver France’s much-vaunted productivity is to slog it out at the desk. The French believe this too, they justify their stress by pointing out that they work harder than everybody else, something that might amuse American readers.

But no matter how much holiday is around the corner there is no doubt that the French feel the pressure in their highly regulated job market. Maybe it’s the coffee here – it makes people jumpy and brisk where the British workplace ceremony of making and drinking tea is a big cuddly arm of comfort around the shoulders: there there!

I was surprised to learn that the French sleep more than the international average, since the quality of my own sleep has declined since my arrival; it must be that coffee again. How to cure this? Making sport (sic) is the advice given by most Grenoblois as a cure-all for stress: whether it be slogging it up a 45 degree slope on a bike plastered in lycra or, even less logically, a gym, where the promise of more skin-tight neon and casual nakedness is hardly an attractive prospect to sooth my nerves.

The latter strikes me as particularly pointless in a city where – even if you don’t fancy tackling a near vertical ascent by bike dressed as an extra from Fame – plentiful cycle tracks make it the easiest of cities to work up even the most modest of sweats (my favourite kind!).

On a darker note, the relatively high suicide rate in the country may be representative of a more inherent inability of the French to cope with stress. In France Telcom’s case this has been blamed, by unions at least, on a never-ending drive for efficiency since its 1993 privatisation. The 40,000 jobs that have been lost in transforming France Telecom from public sector flagship to competitive multinational company are certainly not to be sniffed at, but I can’t help but wonder if this constant evolution - more characteristic of the American way of doing business – is a sometimes fatal anathema to a people for whom stability, security and prudence are cherished. How other nationals would react in similar circumstances is a moot point.

However, I find insistence by students of mine – who work at a recently internationalised French company - that in France one person does the job of three people in another country, as laughable. When French workers speak with misty-eyed nostalgia about the not-so-long-ago when they were less blighted by pressure, it is clear they are talking about a pre-globalised world. Is globalisation – France’s modern-era bogeyman – to blame for all this stress?

From a personal point of view, I suppose what I really want to know is: why is everybody in such a hurry? If I’m not being hassled off the road by drivers (often female I might add) for whom driving at the speed limit – or, in most cases, just acceptably above – is not fast enough, I am being harried in shop queues. The French are not quite the monster queue-pushers some Brits – sensitive in this matter - would like to suggest: it’s not quite like (and I’m talking from personal experience here) in India or Morocco, where queues are just for tourists, or in Italy (so the rumour has it), for fools.

Nevertheless, the French don’t like queues, and many try to expedite them, quite unsuccessfully, by standing as close as possible to the person in front of them. Most confoundingly, there are the women d’une certain age at my local primeur who have solved the age-old indignity of being next-in-line by placing their pannier by the cash-till before a desperate (and evidently stressful) snatch and grab job around the shop to fill it up - their place at the head of the queue secured.

I am often tempted to assuage the anxiety of those around me by saying hey, don’t stress: it’s France! when I realise how meaningless this would be. But again, what is there to be stressed about? In Britain, we have surely one of the most hysterical televisual news formats in the world, dramatised by the strokes of Big Ben: BONG! Feral youth on the rampage … BONG!! Knife crime escalation blamed on diet of Fanta and Turkey Twizzlers … BONG!!! Nuclear apocalypse beacons … etc.

How we manage to take this constant diet of failure and self-flagellation in the UK is a mystery, whereas in France the news is suspiciously neutral: 500 cars were set on fire in Paris last night but this is not representative of a wider malaise in French society and you needn’t worry your pretty little head about it.

My conclusion: maybe in Britain we are always being told that life is much worse than it really is and therefore are pleasantly surprised when we can laugh it off. In France, government promises (disseminated almost unchallenged by the television news) that the social state can cure all, can create a gap between the ideal and the reality. Anxiety may lie in between. Careful, it might be contagious!

Marianne Raynaud

Marianne Raynaud worked for twenty-four years at Grenoble Institute of Technology
(INPG). She has conducted TESOL workshops in France (Paris), Spain (Madrid and Seville) and the USA (Seattle). Now, she is offering workshops here in Grenoble. Grenoble Life wanted to know more.

When I was close to retirement, my young colleagues kept saying, “Marianne, you must find a way to tell other teachers about our course.” While working with me they had seen how fast our students progressed. Moreover, we received numerous letters and e-mails from former students thanking us for teaching them how to give presentations, introduce speakers, debate on topical issues, and of course be successful in job interviews where competence in English is required. They often reported on the high scores they had obtained at international exams: TOEIC, TOEFL, and Cambridge.

The year was 2003, and we were experimenting with new tools offered by the computer and Internet revolution. We were already correcting student work through email and communicating with students via our school’s intranet. So that is when I had the idea of taking the two-year CPPG (the first cycle of engineering studies) English course and putting all the material we had developed ourselves onto a DVD. This new data format enabled me to combine text, image, PowerPoint, audio and video and to make use of hyperlinks to connect explanations about techniques and exercises directly with the files we used. I also intended to make good use of the work our students produced: essays, CVs, letters, stories, TV ads and even 10 min films they wrote, directed and produced themselves. In all there are over 1,500 different files on the DVD (2.2 Go).

Now this digital book is available on my website QualityTime-ESL.com and is being used by teachers on four continents and even in China. I often communicate with these teachers and continue to write materials according to needs that are articulated. One example is the series of podcasts I have produced called Better Speaking Skills (found on iTunes). The first two are available free of charge on my website. Just look for QualityTime-ESL Podcasts (oral interactive drills) and Your English (oral vocabulary-building exercises).

Bringing teachers together to work towards a common goal is my next mission. I believe teamwork is so essential and beneficial. I am now starting a series of practical workshops in the Alps. I hope teachers will join me – and the speakers I invite – for some lively and productive collaboration. The aim is: making the life of an ESL/EFL teacher easier and more enjoyable – with great progress for our students:

Thursday, October 15th, 2009, 2 pm to 5 pm
“Student Presentations—Making Them Beneficial and Worthwhile for Everyone!” with Marianne Raynaud, Coordinator, TESOL France, Grenoble
Room B10, ENSE3 – CPPG, 961, Rue de la Houille Blanche BP 46 – 38402 Saint Martin d’Hères
Free even for non-members this year
To register or if you have any questions, write to me through my website

Thursday, October 29th, 2009 2 pm to 5 pm
(We realize it is during the holiday week, but this is our unique opportunity to work with an outstanding colleague from Paris)
Swapshop: “Using Film and Song in the Classroom“ with Sophie Pietrucci
216 rue Victor Hugo, 38920 Crolles
Free even for non-members this year
To register or if you have any questions, write to me through my website

I am also willing to organize workshops at different lycées or universities. This is an opportunity for you to have an event with colleagues at your own place of work.

There will be future workshops on:
- preparing customized booklets (workbooks),
- increasing individual student speaking time
- evaluation (written work, oral skills and participation)

And here is the program for the TESOL France Colloquium on Nov. 6th and 7th in Paris – with well-known speakers from many different countries.

Marianne Raynaud worked for twenty-four years at Grenoble Institute of Technology
(INPG), setting up English programs at ENSERG (today part of Phelma), EFPG and CPPG. She recently published QualityTime-ESL: The Digital Resource Book and runs the website QualityTime-ESL.com. She has conducted TESOL workshops in France (Paris), Spain (Madrid and Seville) and the USA (Seattle).

Map of Grenoble - check!. Photo: Ambrosiana Pictures (G)

Shonah Kennedy – aka Miss Shonah – is an experienced and qualified ESL teacher from Australia. She has agreed to share with Grenoble Life the highs and lows of looking for work in Grenoble as a non-EU citizen.

by Shona Kennedy

It was a hot and oppressively muggy day. However, I had given myself a mission and it had to be accomplished.  Job search time!

Now, I could have just sat down in a park with wifi access somewhere (as the internet connection is still in day four of a possible ten-day operation) and emailed schools in the area and waited patiently for replies, BUT I am a little more masochistic than that, so …

I decided to arm myself with CV, confidence, a smile, comfy shoes, a “never say never” attitude and hit the streets – and as many English language schools as my comfy shoes could take.

This was a mission I was not taking lightly.  I prepared my itinerary over a good cup of morning coffee – again a big thanks to James’ post on English language schools in Grenoble. I started with schools closest to my new house and worked my way around in a clockwise direction – and made most excellent use of Grenoble’s more than efficient public transport system.

I was ready: List of schools – check!  CV – check!  Maps – check!  “Never say never” attitude – double check!  Off I went.

There were some “unknowns”:

Firstly, I had been warned of Grenoblois indifference, however after living on and off in Paris for almost two years I thought I would be able to cope with a little Grenoblois indifference – as I was sure nobody could do that as well as the Parisians (and I mean this with the upmost respect – they have indifference perfected and it truly is an art form).

Secondly, cold calling is not an action I personally like.  Cold calling reminds me of the pool game “Marco Polo”.  One person knows exactly what is going on – where in the pool they can move, running around, laughing at the other blindfolded person aimlessly trying to follow the replied “polo”, to their desperate calls of “marco”, when (and if) it is called out. In this job searching endeavour I felt like the one running around the pool knowing exactly where I was going – especially because I had a map!  And the poor unsuspecting English Language institutes were the ones with the blindfolds on.

Thirdly, my French is bad – no actually it is worse than bad.  Can you get worse than bad?  Well, if that is acceptable, that is where I am on the badness scale!  I have taken classes (top of the theory test, please note!) and I can see the words in my head – I can even spell them!  I can hear the sentence perfectly spoken in my fantasy scenario … then there is some sort of malfunction between my head and my mouth, unfortunately they do not co-operate and what emerges is an awful hodgepodge of spoken French with an Australian twang that does zero justice to this beautifully flowing language.

There were some “knowns”:

Firstly, I love teaching English as a second language.  It is fun!  As a teacher I have fun (and learn), and the students hopefully have fun, learn and teach (unknowingly) too!  So, basically I want to work (a very big positive when job searching!), and the quicker the better. By treading the streets I am speeding up the whole process!

Secondly, I have just arrived in this area, so what better way to meet people than to work.  Again, the quicker I can do this the happier life will be.

Thirdly, I have a carrot dangling at the end of a stick – I promised myself a new phone when I acquire a great job!

Oh!  And lastly, I am an Australian.  Sadly I don’t have a European passport, valid ancestry or any magic card up my sleeve that – at the moment – allows me to work in France.  However, I had heard a rumour that companies can “sponsor” people for work; therefore I thought I would see if there was any truth behind this whispering.

So … weighing up the “unknowns” and “knowns” I decided my best bet was to hit the streets.

The first school was curtly efficient.  She was nice, all smiles and positive.  However, she told me directly they were in no need for any new teachers – at this time (perhaps next week, then?!).

After that it was a breeze!  Everyone I met was friendly, enthusiastic and, at a stretch, encouraging.  As expected everyone cringed at my French and most changed immediately to English – I think more to stop me murdering the French language!  Everyone took my CV and said they would give it to the “right” person (which I am sure wasn’t just “a line” as, within the 24 hours post this little adventure I was contacted by 75% of the schools!).

On other positive notes: as a new resident to this gorgeous city, it was a fabulous way to get my bearings and use the public transport system.  I got some exercise walking the streets and I was able to practise my halting French (it can only get better)!

Job searching at street level is definitely a great way to overcome fears of: rejection, isolation, language and getting lost.  I would suggest (as James did to me) to get out there and show prospective employees what you are made of.  And really the worst anyone can ever say to you is “no” and what have you lost then? Nothing!

On that note this teacher of English (still looking for work) is slightly stuffed after all that walking, talking and – I must admit – enjoying.

Lolly the taxi, Les Petits Bilingues mascot!

Shaké Manoukian is manager of Les Petits Bilingues in Grenoble, an English language  learning centre for children. Grenoble Life wanted to find out more about her background, the school, the methodology and their new centre opening in September.

Grenoble Life: What is your involvement at Les Petits Bilingues?

Shaké Manoukian: I’m the manager of Les Petits Bilingues – Grenoble. We are part of a national network. Les Petits Bilingues was founded in 1992 in Lille as a family oriented playgroup, and now is a big network with 30 centres in all of France (even in La Réunion!). We all profit from a strong pedagogical staff, with a deep knowledge of English teaching to children.

Personally I’m Italian and I learnt French and English in my childhood with no effort. I wanted to give the same opportunity to my children and that is the reason why we came to Grenoble four years ago. For the same reason last year I decided to set up les Petits Bilingues in town. I wanted to offer French children the chance to improve their English. I was tired of my French friends saying, “Ah nous les Français nous sommes nulls avec les langues….”. Learning other languages as children is much easier and more efficient.

Les Petits Bilingues is a periscolaire learning centre – we provide English lessons to children aged 3 to 11. We work mainly on Wednesdays and Saturdays, but also late afternoons after school. During the week our lessons are one hour long, on Saturday they are 1h30 and we share a snack with the children.

GL: Les Petits Bilingues is a franchise. Who brought the franchise to this region and why?

SM: In summer 2008, I brought Les Petits Bilingues to Grenoble, and their mascot Lolly, a real Black Cab from London. I was looking for some experience in English for my daughter and I realized that what was on offer in Grenoble was weak and unstructured. I discovered the national network and built it up in our region.

GL: What is the methodology at Les Petits Bilingues?

SM: At LPB we want to have fun. Children and teachers come here to share a fun experience in English. In French there is the word ludique which is a mix of pleasure and education, and that is exactly what we do.

Our approach is by immersion, we never use translation, we talk non-stop, we repeat continuously and we indicate with pictures, actions, and gestures.

We have a yearly program, with a specific theme each week and a defined phonetic subject we practice with children. Our tools are games, songs, rhymes, arts and craft…

We really try to make the children speak spontaneously in English.

GL: What is the typical profile of the parents of children at Les Petits Bilingues?

SM: I would say that 70% of our families are French. They want that their children to become comfortable with foreign languages from the very young age. They are aware of the advantages that represents.

The other 30% are either  “mixed families” with two or more languages spoken at home, or families who have lived abroad, where children already have good English and wish to keep it fluent.

GL: What is the typical profile of a teacher at Les Petits Bilingues?

SM: All my teachers are required to be  native speakers, and this is part of our pedagogical project. Our kids are in direct contact with a person coming from an other culture, they can discover traditions, tricks, and accents. Our teachers spent their childhood in an English environment and therefore are the only ones who can transfer this atmosphere to our students.

They are all child-teaching professionals with at least two years of full time experience.

GL: Why do you think parents want their children to come to Les Petits Bilingues?

SM: There are different reasons related to the age of children. For the very young ones, under six, parents with a bilingual project for their children don’t have in Grenoble the choice of a bilingual  école maternelle, they are then very happy to find a place where their children can approach English with a specific program for this age group.

For the children at this age it is very important to identify language with a place, when they come to LPB it is as if they were doing a trip to an “English speaking country”. Our classes are always decorated with posters and pictures related to English Countries and that helps them understand why they learn English.

For the primary school parents, reasons are similar: they want a professional approach and even if most of schools have some English lessons it is never enough, and it is rarely taught by native speakers.

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

SM: It is never too early, before the age of six children are developing their phonetic system. Even babies can tell the difference between mother tongue and a second language;  they can tell the difference and parents shouldn’t be concerned over confusion. Learning a second language very early makes it very easy to learn other languages in the future because the brain is already organized to learn them.

We accept children from three years old for practical reasons, we offer group activities and without parents.  We are evaluating a new project “mums, dads and babies” groups, starting next year to answer the need for under-threes.

GL: Why do you think learning English has become so important in France?

SM: It is not just in France: despite the efforts of a few English has become the international language, and it is not only in the business world, it is also necessary for travelling (and French people love to travel around the world!). If you want to check something on internet, watch a movie, listen a song, English has become a fundamental need. As I said before, English can be the first language learnt but children will often add more foreign languages, and if you start as a child it is so much easier!

GL: Have you faced any resistance from parents to the methodology used at Les Petits Bilingues?

SM: I guess that our main problem was to “educate” parents, since often in France people want concrete results. In the process of learning languages everybody needs time, and everybody has their own rhythm. If you think that a toddler needs at least two years to speak fluently in his or her mother tongue, you can’t expect with one hour per week to have a bilingual child after one year. Some children love to repeat everything, others prefer to be really sure about their knowledge and they may surprise you with a full sentence from one day to another.

GL: I understand that you are opening a new centre soon – tell us about that.

SM: From September 2009 we will have a second centre in the Grésivaudan area, in Montbonnot, on the Route Nationale. We know that in this area there are a lot of international families planning to relocate to English speaking countries, and we want to offer them a centre closer to their homes.

GL: What recruitment opportunities do you have? What are the advantages of working at Les Petits Bilingues?

SM: We search for native English speaking teachers with a lot of energy and consistent professional experience working with children. We are a group and we work a lot together, sharing ideas and teaching approach. We work in a specific atmosphere where we enjoy our work; we can be very creative but at the same time we are very vigilant of our pedagogy.

GL: What kind of feedback have you had from parents of students at the school?

SM: They are all very happy, we provide also extra activities such as a puppet show with an English company, a LPB Day, a visit to Natural History Museum, and for next year we have many other projects … parents also like to join us in these activities and practice their English too!

GL: Give us some contact info

SM: Starting September we will have two centres in Grenoble : one in town (9 place de Metz) and one in Grésivaudan (508 rue Général de Gaulle in Montbonnot). For further details please contact us at 04 38 92 01 01 or grenoble@lespetitsbilingues.com or visit our websites for 3 to 12 years and 12 to 18 years.

For those looking for teaching work in Grenoble I’ve been promising some contact information on companies that offer English language training in and around the city for some time now. I’ve made a list below, including full contact information, links to websites and email addresses where possible. Please feel free to use the comments box to suggest others should you know any other schools, or if you want to share experiences working at any of these institutions.

Abaque Isère – Soutien scolaire à domicile

9 Rue Paul Bert
38000 Grenoble
Tél: 04 38 37 20 28
Fax : 04 38 02 08 64
contact@abaque-isere.com

A.F.S.I.C. (Action Formation Continue Ingénierie Conseil)

36 Bis rue des Vingt Toises
38950 Saint Martin le Vinoux
Tél : 04 38 86 45 08
Fax : 04 38 86 45 09

Brown School

20, avenue de la Houille Blanche
38170 Seyssinet-Pariset
Isère – France
Tél. + 33 (0)4 76 48 35 05
maria.brown@brownschool.fr

C.E.L. (Centre d’Etudes de Langues)

Grenoble Chamber of Commerce and Industry
7 rue Hoche
38000 Grenoble
Tél. : 04 76 28 29 67
Fax : 04 76 28 26 13

Demos

Europôle
4 place Robert Schuman
38000 Grenoble
Tél. : 04 76 49 96 19
Fax : 04 76 49 94 71
grenoble@demos.fr

F.L.O.R. (Formation Langues Org. Ressources Humaines)

Parc Sud Galaxie
38130 Echirolles
Tél. : 04 76 09 15 72
Fax : 04 76 40 37 46
flor.flor@wanadoo.fr

Greta Alpes-Dauphiné et Greta Sud-Isère

1-3, rue des Trembles
38100 Grenoble
Tél. : 04 76 33 27 63

Infolangues

« Le Trident »
34 avenue de l’Europe
38100 Grenoble
Tél. : 04 76 22 78 20
Fax : 04 76 22 78 28

John Evans

8 rue Ampère
Bâtiment B
38000 Grenoble
Tél. : 04 76 48 22 35

Logos

ZI Mayencin
Parc Equation
4 allée de Bethléem
38610 Gières
Tél. : 04 76 59 19 80
Fax : 04 76 59 19 90
logos@logos.fr

Montessori International School of Grenoble

19, chemin de la Duy
38240 Meylan
Contact : + 33 4 76 89 02 75
ecole@montessori-grenoble.com

Options

76 rue des Alliés
38100 Grenoble
Tél. : 04 76 33 18 39
Fax : 04 76 33 18 40

Les Petits Bilingues Grenoble

9 place de Metz
38000 Grenoble
Tél : 04 38 92 01 01
grenoble@lespetitsbilingues.com

Wall Street Institute

14 avenue Albert 1er de Belgique
38000 Grenoble
Tél. : 04 76 12 25 12

and

1080 chemin de la Croix Verte
38330 Montbonnot
Tél. : 04 76 12 25 12

Grenoble, a vibrant student city and self-styled Captial of Alps, is France’s second biggest city for English language training after Paris. The high number of international companies in Grenoble – principally from the scientific and technological sectors – means there is also a large ex-pat community. In a globalised world – and in an increasingly globalised France – where English is the language of business communication, the demand for in-house English training has escalated. The fact that companies in France are obliged to spend a percentage of their budgets on training for their staff also contributes, as does every employee’s legal entitlement to a certain number of hours’ training for every year of work (known in France as the DIF – Droit Individuel à la Formation/Individual Right to Training). English is a popular choice for people claiming training hours under the DIF – those who recognise the value of learning English both in the workplace and for travel – but many more employees are obliged to undertake English training in order to effectively carry out their duties.

In Grenoble the English training contracts are competed for a by a number of ‘schools‘ which are essentially agencies that send (normally) native English speakers to train staff ‘in-company‘. With the exception of the Wall Street Institute – an American franchise with three centres in the Isere region that adopts a largely computer-based, self-study method – these schools ultimately differ little in their product. The company pays the agency a fee which covers the school’s administration costs, the teacher’s salary and transport fees. Some of the schools insist the teacher follows a particular book with his or her students but generally the teachers in Grenoble have quite a free role. Most companies insist on a certain amount of by-telephone training, a popular requirement easily and willingly provided by the schools. Furthermore, schools who send teachers to train clients ‘in company’ often need their staff to be able to drive in order to visit two (or occasionally more) companies in one day. It is highly unlikely a car would be provided – although I have heard of a school in Lyon doing this – but teachers are normally compensated, sometimes generously, for petrol.

From my experience in Grenoble these schools find it difficult to find suitable candidates who are settling in Grenoble for the long term. The majority of English teachers fall into two broad categories: ex-patriots with husbands or wives working in the city and former University students looking to extend their stay in the city. There are few experienced CELTA or TEFL-equivalent trained teachers coming to Grenoble to teach in the way that such individuals are attracted to the Far East, South America or even other Southern European countries. This may be because the schools in Grenoble rarely advertise on the popular ESL job forums that feed the market, because France does not offer the cheap living of the developing world and partly because Grenoble is not a particularly easy city in which to find accomodation. Furthermore, few schools will entertain recruiting a teacher from abroad. Being here is the single biggest advantage when teaching needs can be urgent.

While France’s administrative complexity and high cost of living may deter some career EFL teachers, it is also one of the few countries that can offer a decent salary with the full social security entitlements that come with it. Teaching salaries vary between approximately 1,500-1,800 euros per month which, while not a fortune, is very much a livable wage and in the environs of the national average. What is also very attractive about teaching in France is the possibility of obtaining a permanent contract or CDI (contrat à durée indéterminée) which is virtually an iron-cast job-for-life guarantee in a country with extraordinarily protective laws benefitting workers. While many teachers may get a temporary contract or ‘CDD’ (contrat à durée déterminée) in the first instance, companies can only offer two such contracts consecutively before becoming obliged to offer a permanent one if they want to keep the teacher on. In my experience, schools in Grenoble generally reward hard-working teachers with CDIs eventually rather have to look for new ones after having given out two CDDs. My impression is also that there is not enough competition for places in English teaching agencies. Teachers are often recruited without the qualifications (CELTA, TESOL etc.) or experience demanded elsewhere in the world.

There are other opportunites to teach English at Université Stendhal as a Vacataire or Lecteur/Lectrice posts which command large hourly wage (50 euros plus!). To fuly benefit from being a vacataire, teachers are not normally paid for preparation time and are obliged to have what is known as a ‘principal employer’ to avoid paying oversized social security contributions. In most such cases the teacher will work part time for one of the schools offering company training and part time in faculty. Lecteur and Lectrice posts, while paid very well, are normally only given as one or two-year contracts. As far as I am aware it is impossible to obtain a permanent post such as this. Similalry, the Ecole de Management offers a range of programmes in English for which a University degree and teaching experience often suffice. Again, the need for a principal employer applies. With the Projet Géant at Europole there are also plans to massively expand the university and open a new business school. Therefore the opportunties to teach English in the city look primed to increase rapidly.

With the numbers of British taking French at school in decline theoretically the number erasmus year students is dropping also. However, relaxed working VISA rules for Canadians, Australians and New Zealanders are starting to compensate. While some schools may prefer candidates already settled or planning to settle in Grenoble long-term, shorter stay candidates may also prove advantageous for schools which prefer to offer temporary (CDD) contracts when possible.

Here are some step-by-step instructions on how to present yourself to potential teacher employers in Grenoble.

1) Submit your CV in Engish and French. Not all of the schools are managed by native English speakers, so making an effort with this should ensure a bigger response.

2) Make an effort to communicate in French. Being able to speak French is an advantage but not crucial to teaching English in Grenoble. Having the capacity to liaise with human resouces managers (for in-company training) will be a big advantage. Brushing up on your school French will also benefit you in beginner classes.

3) Give the impression you want to stay in Grenoble long-term. Turning up at an interview with a backback or snowboard will not go down well. Schools want people with a professional attitude and a genuine interest in pedagogy – if you give the impression you are just looking to fund your favourite winter sport you will be shooting yourself in the foot.

4) Get a car. The majority of English teaching work in Grenoble is in-company training. Schools often require their teachers to be mobile, often expecting them to teach classes in up to three different companies in one day.