'Raquette nocturne' with Association France Etats-Unis

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

Grenoble Life: What is Association France Etats-Unis?

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

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

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

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

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

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

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

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

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

GL: What sort of events do you organise?

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

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

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

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

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

GL: Tell us a bit about your background

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

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

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

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

GL: What’s next on the calendar?

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

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

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

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

What is a podcast? 

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

Go on a podcast spree 

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

The podcast system allows you to choose from a great diversity 

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

Sampling and subscribing 

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

The theme of my own podcasts 

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

To subscribe just type “Marianne Raynaud” 

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

A few words about my book on DVD 

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

John Evans

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

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

Shonah: How and when did John Evans get started?

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

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

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

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

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

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

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

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

Shonah: Who are your main clients?

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

Shonah: How can somebody contact you?

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

Shonah: What are the future plans for John Evans?

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

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

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

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

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

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

Present perfect verbs. Photo: jeffmcneill

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

by A. Teeshur

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

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

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

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

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

COMPANY:

ROUNDED HOURLY WAGE:

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

HOW WOULD YOU DESCRIBE YOUR EXPERIENCE HERE?

REASON FOR LEAVING:

ANYTHING IMPORTANT A POTENTIAL TEACHER SHOULD KNOW?

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

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

Joseph Schott anticipating life in Grenoble

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

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

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

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

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

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

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

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

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

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

Essential Questions. Photo: banlon1964

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

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

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

1. Everybody speaks English now, right?

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

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

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

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

2. « On est nuls en Anglais en France »

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

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

3. Time = results

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

4. I want to speak Business English

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

5. Grenoble needs an International House

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

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

Graines de Polyglottes

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

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

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

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

GL: How, when and why did get involved?

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

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

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

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

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

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

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

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

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

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

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

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

Elisabeth: We have many different cases:

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

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

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

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

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

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

Our teachers bring their professionalism and enthusiasm in the centre.

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

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

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

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

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

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

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

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

Increasingly, we hear other languages in the street.

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

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

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

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

GL: How can people contact you?

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

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

Montessori school shelves with toys. Photo: 3neus

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

7:38 am

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

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

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

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

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

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

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

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

Part II

Part III

Part III

12:00 pm

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

12:30 pm

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

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

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

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

1:15 pm

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

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

2:00 pm

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

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

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

3:30 pm

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

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

Part I

Part II

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

Part II

8:12 am

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

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

8:45 am

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

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

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

8:52 am

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

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

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

11:00 am

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

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

Part I

Part III

Guida Bulba: Corps & Voix

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

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

Shonah: How do you describe what you do?

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

Shonah: What does the process do for people?

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

Shonah: What have been some benefits for past clients?

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

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

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

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

Guida Bulha working with a client

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

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

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

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

Shonah: How long have you been in Grenoble?

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

Shonah: How do you help people to help themselves?

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

Shonah: What are your plans for the future? 

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

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

Guida Bulha in action

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

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

Listen to the show: here

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

A map to Association Babel

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

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

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

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

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

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

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

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

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

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

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

Still searching for the right path in Grenoble?

Grenoble Life’s Shonah Kennedy shares her experience of coming to the city on the “coat-tails” of her husband and discovering she was not the only woman in Grenoble who had temporarily placed their life on hold to be with the man of their dreams.

Heading back to Grenoble after a mini-break in Switzerland I wondered why I felt a little apprehensive. Then it hit me. I was going back to Grenoble AND going back to work! That is right – after what seemed like a formidably long time – I have a job! So, on the return journey to Grenoble, and inevitably to work, my thoughts were consumed by the metaphorical journey I took to get to where I was … it felt like a round-the-world trip, with multiple stopovers!

Until I had coffee with a lovely American girl, I felt that I was on the aforementioned sojourn alone – I imagined I had been the only one ever to have temporarily placed my life on hold to be with the man of my dreams, to live his dreams for a while, as mine simmered on some distant stove-top. However, as we chatted it emerged that she had decided to take a slight detour from the road she was traveling on when her husband received a job offer here. I felt relieved – even though she had been through many of the bureaucratic and emotional ups and downs that I had had to endure – as I was not alone anymore. Actually I would come to learn that the round-the-world was almost over-booked!

Even though my dear husband was very supportive and really encouraged me to get “out there” and look for the job I now have, and be able to write about it here, I really felt as if I had started this metaphorical travel with no preparation – I hadn’t purchased the latest guide book, I didn’t know the sites to see and I didn’t even think to take a language course … so when I ended up on the road, I felt as nervous as if I was going to hitchhike solo the whole way, and just hope that I arrived at the destination I was intended for.

After the coffee with my, now, dear American friend I started thinking there must be others out there like me, wandering around in the wilderness of a round-the-world which wasn’t entirely self motivated. In fact, I found a conglomerate of women living lives they would otherwise not have expected.

Now I have a job, in a profession I adore, and feel a somewhat useful part of society my lost days are few and far between. However, I have spoken to some women who still feel lost, after many years of being here. The decision was not entirely theirs in the first instance, to move to Grenoble, they “followed” – for want of a better word – their husbands here and have never really found their Grenoble feet. These women left good jobs, independence and a place where they felt at home to be with the one they love, but sadly the love of the town has never found them.

Then there are the women who have had a wonderful transition (are these the ones who acquired an upgrade to first class on their round-the-world, I wonder?!) and have not felt as if they have given up their path in lieu of their partner’s, but more taken a segue for a limited period and see many positives in the entirety of the adventure – new place, new language, new friends and an experience they would not otherwise have had.

After speaking to many women (and I know I keep mentioning women, it is not that I assume this situation only happens to women, but during my discussions on the topic of partners following partners, I only heard two separate rumours about men who came to Grenoble because their wives had jobs here) being in Grenoble for many different reasons – marriage, husband’s job, husband’s contract, boyfriend’s research etc. – I came to the conclusion that even though we are all on the same metaphorical journey we will all come home with different travel stories. Some may suffer from travel sickness, while others don’t. Some are in first class, while there are many of us in an overcrowded economy. Some get the interactive TV screens, while for some it is offline for a while, and they must wait for it to be reset. Whatever the situation the journey itself is seemingly memorable.

I would like to thank all the women who shared their stories with me, and I would like to make you aware that each of you has enhanced my round-the-world more than you will know!

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)!

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).

Elizabeth Stone Matho

Elizabeth Stone Matho is an American psychotherapist and art therapist, psychoanalytically trained, with a private practice in Grenoble. She has written on the use of art and creativity as therapy for children and sufferers of medical illness and trauma. Grenoble Life wanted to learn more …

Grenoble Life: You have had a private practice in Grenoble since 2003. Was it difficult to establish yourself professionally in France having started your career in the US?

Elizabeth Stone Matho: Yes, what was difficult for me was that I was unknown professionally here, since my psychotherapy training was in the US, so I began my practice without a professional réseau. That is, I began without knowing a network of colleagues to provide referrals to my practice. Fortunately, the Working Women’s Networking Group (WWNG) was born at the same time as I opened my practice. Meetings were held in my office, so women got to know me and began to call upon me for professional help, or help for their children, when they needed it.

I was also known in Open House, a Grenoble-based association dedicated to the needs and interests of the English speaking community, primarily expatriates. At the same time, a French association, AGARO (Association Grenobloise d’Aide à la Recherche en Oncologie), was looking to hire an art therapist for several hours a week to work with adult cancer patients at the CHU Grenoble. All this helped me to start my practice in psychotherapy and in art therapy. Then it grew gradually by word of mouth.

GL: Can you tell me what sort of population you would work with?

ESM: I work with both adults and children, in individual psychotherapy or couples’ therapy for a wide range of difficulties. Most adults I see come for psychotherapy, but some do seek art therapy. Children are usually seen in art therapy or play therapy and adolescents are seen in either psychotherapy or art therapy, depending upon their preference.

The kinds of difficulties that people come to see me for include: anxiety and depression, life crises including divorce, illness and loss, self-destructive patterns, stress, trauma, career decisions, adaptation to life in a new country, parenting consultation, creative blocks, eating disorders, parenting issues, chronic feelings of emptiness or loneliness and life-disrupting symptoms associated with physical or sexual abuse.

GL: Are there any differences concerning public and medical attitudes towards psychotherapy and psychoanalysis between France and the US?

ESM: Yes, I think that the need to seek psychotherapy has gradually become a normal part of the self-discovery process in the US and other countries, whereas in France, many people still attach a certain stigma to the idea of being in therapy. With greater acceptance of life’s difficulties as part of the normal process of living comes the understanding that, with the proper help, improvement can be envisioned.

According to my understanding, psychotherapy practiced by non-medical professionals is not well accepted by the French medical establishment. While this was also the case in the US some years back, the field of practicing non-medical psychotherapists has grown enormously and I think that now we are far beyond that perspective. To give you an example, formerly psychoanalytic institutes restricted candidates exclusively to psychiatrists (medically trained), and then they let in some PhD psychologists. That has since changed, permitting other qualified clinicians to obtain excellent training and further their competencies.

GL: Is your practice bilingual?

ESM: Yes, I do have a bilingual practice. I might add that it’s always an honor for me when French people choose to come to therapy with me, as so often people seek treatment with someone of their own native language and culture. And of course, it’s so important for English-speaking people to be able to express their deepest concerns in their own language to feel understood both from the standpoint of their own culture, and in terms of the expatriate cultural context of their present lives.

GL: You are a specialist in art therapy too, what media do your patients work in and how do you facilitate this?

ESM: I offer a variety of media that permit a wide range of expression, which can be just a few scratches on a paper to imagery that is far more elaborate. Materials include: gouache, clay, pastels, oil crayons, to name some of the basics. No previous art background is necessary, nor is particular talent. I believe that everybody has a story to tell and often that story can be told through imagery or through shapes and lines formed by the sensuous color and textures of the art media. Art materials used therapeutically elicit experimentation and the process of play. When working with children, I also have available other traditional materials such as puppets, blocks, etc.

Even those children who don’t “like” to draw find other ways in engaging in a creative process that becomes therapeutic in art therapy. Children tend to communicate naturally through imagery and play, so art therapy is particularly suitable and is a less stressful form of therapy for them than verbal psychotherapy. Nevertheless, they tend to become comfortable sharing their feelings through metaphor, symbolism and even direct conversation. Adults who have difficulty verbalizing feelings or experiences, such as in the case of trauma or bereavement, benefit from the sensory contact with the media, which often permits them to express themselves in a way that they might not otherwise have been able to do. The creative/therapeutic process involved helps people get in touch with their needs, even for people who would not ordinarily think of themselves as “creative.”

I have done quite a lot of work in the past with adult psychiatric patients who feel more comfortable in an atmosphere where they aren’t pressured to “talk” about themselves. In other words, using art media helps many people engage in therapy at their own rhythm. I think that my background as an art therapist has also informed my approach to psychotherapy and psychoanalysis in paying particular attention to the therapeutic rhythm necessary for each person, whether that person is verbally at ease or less so.

GL: When and how did you come to work in this field?

ESM: I’ve worked in this field for about 30 years, first in New York, where I grew up, studied and also practiced. My undergraduate work was in art, art history and philosophy but I was always drawn to psychology. I heard of art therapy while I was getting a masters’ in a hybrid field called Interrelation of the Arts, in the 70s, at New York University. Fortunately, my graduate program allowed me to craft my own course of studies to a great extent, and I already had experience working with children of all ages. I had been particularly interested in child development, and the development of children’s creativity, how drawing and the expression of fantasy life comes about through art and through dramatic play. Since art therapy was a new field at the time, it was difficult to find enough courses, so I began to take courses and attend workshops and conferences wherever I could find them, all over New York and elsewhere. Of course, I took psychology courses as well.

Then, a pioneering art therapist named Edith Kramer came to teach at NYU, where I was already enrolled as a masters’ degree candidate. She asked me to work with her at Albert Einstein College of Medicine, Jacobi Hospital in the Bronx, in child psychiatry. We worked together for several years and when she retired, she resigned her position to me. I had already been working with pre-schoolers and was fascinated with child development, creativity and what can interfere with it psychologically, so having the two populations back to back was a highly enriching way to learn further.

I did my thesis on body image in children’s art and body movement, where I turned to psychoanalytic writings to help me understand what I was observing. I later worked in a community mental health center in Jersey City, New Jersey, which permitted me to work with children and adults of all ages and all sorts of difficulties, individually and in groups, and where I gained a great wealth of experience. I was assigned all the patients who had any difficulty or reticence about communicating. To further my training as a psychotherapist I then enrolled in The New York School for Psychoanalysis and Psychotherapy, a renowned psychoanalytic training institute from which I graduated.

I have since become a licensed psychoanalyst and licensed creative arts therapist in the State of New York. These licenses permit some patients in my practice to obtain insurance reimbursement.

GL: You use art therapy with patients with very different circumstances – from sufferers of trauma to cancer patients – what are the benefits?

ESM: As in psychotherapy, each patient uses art therapy differently, according to his or her needs, sometimes to handle anxiety, sometimes to deal with “unfinished business” and conflicts that have prevented them from fully becoming the person they hoped to be. Sometimes, patients use art therapy to explore identity or their femininity (in the case of women). This is particularly important in the case of medical illness, such as cancer. The benefits of art therapy include: increased self-understanding, increased self-esteem, a capacity to better handle life’s circumstances, a sense of greater flexibility, sometimes, a better capacity to be nurturing to their children and spouses.

There can be also a rebuilding of the self that takes place with certain people, especially after serious trauma, as experienced in medical illness, even divorce or separation and all sorts of loss and other difficulties. I could go on, but again, there are no guarantees for what will be the specific therapeutic outcomes, as therapeutic benefits always vary. I should add that no substantial change ever happens over night. It is important to add that we can’t predict exactly how long therapy will take; each person is unique with unique needs.

GL: Is this kind of therapy broadly accepted by your peers or are there skeptics?

ESM: Many people today think that a psychoanalytic approach to psychotherapy or to art therapy is outdated. Yet they may be unfamiliar with recent developments in psychoanalytic thinking, from the time of infant observational studies of mothers and children which have yielded a wealth of information on what is needed in terms of building the structure of the psyche in a young child, as well as understanding the corresponding parenting experience. Understanding the different psychological phases of mother-child interaction, and then father-child interaction as well, has greatly informed researchers and psychoanalysts about treatment.

I think that many people view the psychoanalyst as a caricature of the “silent analyst.” Yet, today, at least in a contemporary psychoanalytic American (and usually British) approach, the therapist is much more active, the therapist doesn’t simply pronounce his or her “interpretations,” but the work and relationship is much more collaborative, more as two partners, yet with different roles, each coming to the therapeutic situation with his or her own special competencies to explore and understand the life of that particular patient. Often the psychoanalytic psychotherapist (or psychoanalytically oriented art therapist) will help to rebuild the self, not simply make what was “unconscious conscious,” as was so in classical analysis.

In France, art therapy is as yet an unregulated profession without strict standards for training. The same is true for psychotherapy. Therefore, skeptics can be justifiably concerned as to the competence and credentials of many therapists.

Of course, art therapy is far less well known than psychotherapy, and is practiced in many different ways, often very different from my own approach. I think that when choosing a therapist, it is very important to be careful about whom to choose, especially those promising all sorts of personal transformations and quick results.

GL: You also teach “Psychology in English” at Ecole des Psychologues Praticiens, The Catholic University in Lyon – what are the core themes of this course and who is it for?

ESM: I have taught second year psychology students and now will also teach the third year. The course has two specific aims, one that the students perfect their English and, second, in doing so, they learn an American or British approach to psychology. Since I am not an English teacher per se, I teach the writings in psychology of authors and psychoanalysts whom students probably wouldn’t be exposed to otherwise, or would study in less depth in their other courses.

I also emphasize learning about observational studies involving mothers and children, often through film. I’ve always enjoyed teaching and had taught pre-schoolers in the distant past and graduate students in art therapy for many years at New York University and elsewhere. I’ve supervised the practical work of art therapists and psychotherapists since the 70s, both at New York University and after moving to France. Since 1984, I’ve supervised art therapy interns in Italy (Turin) and Switzerland (Lausanne) and have taught in Paris and Berlin as well. I am passionate about the importance of training of new therapists and enjoy immensely participating in their learning.

GL: Why did you come to Grenoble originally?

ESM: I moved to Grenoble when I married my husband, who was already living here.

GL: You are an artist yourself. Tell us about your work!

ESM: I’ve always returned to my own art as a source of renewal and pleasure, though in recent years, I’ve had far less time to concentrate on my own work. My focus was always on painting and stone sculpture.

GL: Give us some contact information for your practice.

ESM: To make an appointment for a consultation, my phone number is: 04 76 54 03 12. My practice is located at: 1 rue Beyle-Stendhal, Grenoble. Tramway stop: Place de Verdun, Line A.

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.

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
Tél. 04 76 48 35 05
maria.brown@brownschool.fr

Ingénierie Langues

7 rue Hoche
38000 Grenoble
Tél. 04 76 28 29 66
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.