Assuming a French Identity: The Affective Domain.
1984; American Association of Teachers of French; Volume: 57; Issue: 6 Linguagem: Inglês
ISSN
2329-7131
Autores Tópico(s)French Language Learning Methods
Resumoalways tried to enlist their students' imaginations and sense of play in helping to create French ambiance. The goal of this simulation of real life is, of course, the psychological acceptance of the French language, life, and culture by their students. In order effectively to achieve this sort of positive psychological bonding, the student must necessarily play new role as human being, pretending, in some degree and however temporarily each day, to be real, native-born, francophone citizen of France or of some other French-speaking country. It is-or should be-the assumption of whole new life, whole new identity: French identity. It is an act of empathy, the extension of the normal boundaries of the or ego, to use term by Guiora, who claims that it is maturation concept which refers to a self-representation with physical outlines and firm boundaries.' This act of empathy, this extension of the personality, is, to borrow phrase from Saint Paul, putting off of the old man (or woman) and putting on of the new one. To help establish this new, make-believe existence, teachers often have students assume French given name, one which is usually, though not necessarily, the French counterpart of the students' own English given name. Other teachers go even further in this direction, having the students additionally take on French surname. Assuming new name, however, is, of course, only partial bonding, only partial identification. It would probably not be too unfair to say that very few instructors carry the simulation to the point of having their students create totally new and fictitious identity, complete with new and imaginary birthdate, birthplace, family, friends, profession, social status, and so on. In other words, completely new biography. One of the most well-known language teachers to have taken this last step, or ones similar, is Dr. Georgi Lozanov,2 Bulgarian psychotherapist and originator of Suggestopedy or Suggestopedia, method of teaching foreign languages currently being tested experimentally or in regular use in Bulgaria, Hungary, East Germany, the Soviet Union, Austria, France, Sweden, and Colombia, and one which has gained footing in this country and in Canada, as well. The main parameters and
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