The Classroom

INTERVIEW BY SANDRA SANTANA

Eloise Bererd Identity and Community

In a world fighting for global equity and inclusion, Eloise Bererd, a Frenchborn language instructor, brings healthy rebellion and celebration to each of her classes. Empowering students to boldly embrace their unique identities by challenging traditional norms of French language, Eloise creates a dynamic learning environment that sparks creativity, innovation, and personal growth.

We are in the throes of global conversation surrounding diversity, equity, and inclusion. How do you see some of these topics arise in your French classes? As a department, we’re all talking about gender identity in our languages. For our language, the [French] state doesn’t recognize the non-binary use of words or conjugations. To understand and prepare for this, my classes read a New York Times article addressing gender and the position of the French government on this matter. Sadly, this is how it is in France, but as far as language is concerned, we have options.

As we introduce this, we explain to our students that for non-binary pronouns like “they,” we had to create the word “iel” that doesn’t actually exist in French. I always tell my students that I love English because in situations like this, it’s much easier to play with English than it is with French. You can do a lot with the language for expression, especially when it comes to inclusivity. I encourage my students to use the pronouns that best represent their identity and conjugate them accordingly. I also remind them if they were in France, using these words could cause confusion, as they are not recognized in the language. It’s a subtle reminder that Emma is a place where you can be yourself, although this isn’t how it is everywhere.

Also, my students all have different accommodations which can make testing challenging for them. In my classes, I’m looking to see if you are understanding the skills we are learning, not how quickly you can perform them. When I was in school, I was often the last person to turn in my tests. I knew the answers, but I needed more time. I don’t care if I give you ten minutes to complete something, and it takes you twenty, we are building your confidence which is important in learning any language. I build trust with my students, so they can tell me what is working for them. Not all students can speak up in the beginning of the year, but we get to know each other and build these skills together.

Reflecting on your personal experiences teaching back home in France compared to your path here in the United States, what has been the most significant difference in your opinion? For me, [teaching] here has been really life-changing. In America, I feel freedom in my [Muslim] religion, but also freedom in my classroom. I always try to be very focused on teaching culture and identity, and now I can also explain aspects of religion. In France, everything I am covering in the US is a hot topic. Earlier this year, Dr. Julie Matthews (a science instructor at Emma) and I taught a joint lesson on DNA and French identity. In France, this would have been impossible to do because it’s so taboo. We need to talk about these things openly, so we can educate those who don’t understand different cultural ideas in a safe space instead of leaving them to find harmful misinformation shared on the internet.

I encourage my classes to have different opinions, ask me questions about my faith, or whatever. I always say, let’s have these conversations here, with people who can share their real life experiences. We are not going to always agree, and that’s okay. But let’s have these conversations now because after French V, the highest level of French at Emma, most of the time the next step is college or adulthood. I’m very lucky because I have a very open and diverse class, and it is beautiful to have a place where we can explore challenging perspectives together.

How do you empower your students to feel safe, comfortable, and confident in your classroom? How do you use French to foster that connection? It’s a process that takes time. There is no formula for it, but you need to make time to get to know your students—meeting outside the classroom, during lunch, weekend study hall. You have to take every opportunity to show them that you really see them and are there to support them. Cultural celebrations? I’m coming. You won something? I’ll be there. That’s when I have real conversations about the future, about cultural differences, about life. We make real connections that help us get things done back in the classroom. When I’m teaching, of course I’m looking for excellence and I will always push my students to give their best. But is it just about this? I always ask myself, “What’s the final goal? What will they remember 20 years from now?” They might not remember the vocabulary, but they will remember how they felt.

What do you hope students take from speaking and exploring language with you? I really hope that my students will dare to speak the language because it takes time. As I said, I don’t know where they will all be in 20 years, but I hope what will remain is a love for the language because they remember how fun it was. Maybe when they have children, they will encourage them to study French because of our time together and how it made them feel.

I also hope they remember being different is a strength and when they see something or someone different, they will be playfully curious. I hope they continue to take time to learn about something or someone new… just like they did with me.