ABSTRACT
What makes the study of French relevant to students in prison? This chapter focuses on a pedagogical approach to French instruction that aims to deepen an understanding of self and of cultures through creativity and curiosity, skills that extend beyond preparing to be a tourist or ordering French food with a certain accent. In terms of course design, this chapter explores the problematic aspects of typical language textbooks, given the emphasis on personal information and preferences. It also illustrates how the lack of technology shifted the class environment and shaped homework assignments. Based on a qualitative review of teaching the class, Ramsey discusses the unexpected hurdles encountered, such as the students' fear of making mistakes, an essential and inevitable part of language acquisition. By responding with humor, an awareness of physical and emotional needs, and transparent expectations, the class became a nurturing space for students to explore and create through a new language. This approach, which aims to be trauma-informed and productive for language acquisition, offers insights for both “inside” and “outside” teaching.
