The languages classroom is a natural space for the exploration of cultural and linguistic difference. Developing understanding and respect for difference is a key element of learning about other cultures. But covering the linguistic grammar points required by the curriculum is itself a challenge. How can teachers incorporate the development of Global Citizenship values at the same time? And can it be done in a way that stimulates pupils’ interest in learning about other languages and cultures?
This is the challenge taken up by the Remembering Empire project. Led by Dr Fiona Barclay at the University of Stirling, it uses the findings of research on the French empire in Algeria to produce materials for use by secondary teachers of French. Its aim is to use a complex story of empire to develop Global Citizenship values and support the take-up of languages in Scottish schools.
French Empire
Why learn about the French empire? While the Black Lives Matter movement has led to a reassessment of the British empire, it has also given rise to much defensiveness about our own imperial past. Studying about another European empire, second only to Britain’s in scale, allows us to critique the past more freely – and then to transfer the learning to our own context. Many of the places that Scots were most deeply involved in – Canada, Australia, New Zealand – were British settler colonies. Often these are viewed through the prism of events like the Highland Clearances, which present poor crofters as the victims of history and ignore their role in colonial societies in which the indigenous populations suffered violence and injustice. French Algeria followed a similar pattern. In the nineteenth century people left Europe to seek new lives in Algeria because of war, political persecution or poverty. They saw the land as empty and did not consider their impact on those who already lived there. But when Algeria became independent almost a million European settlers were forced to leave in just a few months, as virtual refugees.
"Developing understanding and respect for difference is a key element of learning about other cultures."
This is a complex history that can be approached in simple ways. Remembering Empire has resources for two separate ages: S3 and Advanced Higher. Both are free to download with full teaching materials
S3 Resources
These use a new online comic to tell the story of Jeanne, a young French girl whose family have lived in Algeria for generations. We meet her on the quayside waiting for a ship to take her family to safety in France, as she reflects on her family’s story and the events that have brought them to this point. Vocabulary is included in the comic to support learners. For each of the 6 sessions there is a PowerPoint presentation for the class, and an activity pack for learners. Standard language points are central to the learning: for example, pupils learn common nouns in the process of thinking about what they might pack if they had to leave home in a hurry, and they practise using the verb ‘être’ when describing the emotions of the various characters in the comic.
"Studying about another European empire, second only to Britain’s in scale, allows us to critique the past more freely – and then to transfer the learning to our own context."
AH Portfolio Resources
At Advanced Higher, the resources support the Portfolio element, with five sessions that cover the history and culture of French Algeria through videos, readings and quizzes. This provides the context that allows learners to understand the two literary texts: a short play, Les Pieds Tanqués and a written interview with the playwright. The play is a comedy-drama set on a boulodrome, where four characters play pétanque. As they play, memories of the Algerian war of independence emerge, forcing the characters to confront their past. The resources include the play text with interactive explanations, an introduction giving historical context, seven sessions covering each section of the play, a reading guide and character profiles, a recording of a live performance of the play, and a suggested essay question and essay plan.
