FREN 1A: Elementary French - Final

Economical • Enlightened • Engaged

First Impressions

My initial experience with Affordable Learning Solutions and Open Educational Resources left me with the impression that the quality of these resources was subpar. Additionally, the prospect of having to extensively revise or recreate these materials seemed like an overwhelming task, akin to reinventing the wheel.

**Benefits & Challenges**
Benefits of AL$/OERs	Challenges of AL$/OERs	Discoveries
Cost: All material is now free for French 1A students. In Fall 2022 and Spring 2023, around 50 students were required to purchase Vista Higher Learning's Espaces: Rendez-Vous Avec Le Monde Francophone. If they opted for the hard copy version, it cost $274.80. This amounted to a total expenditure of $13,740. This semester, there was no cost.	One challenge is the apparent scarcity of high-quality, free instructional materials. Much of what is available tends to be either outdated or substandard in terms of pedagogical effectiveness and alignment with current language teaching methodologies. This issue is particularly problematic because language education requires not only up-to-date content but also materials that engage and resonate with students culturally and contextually. The lack of suitable resources leads to a secondary, yet equally pressing concern: the substantial amount of time and effort required for instructors to create or modify existing materials. Developing comprehensive, relevant, and engaging French language resources from scratch or adapting inadequate materials is a time-intensive process. This situation creates a dilemma where the need for quality educational materials is at odds with the practical limitations of time and resources available to instructors.	See Stats hereNothing is for free. While students may benefit from apparent cost savings, this often translates into an increased workload for instructors. These educators are tasked with ensuring the quality and relevance of educational materials, typically without additional compensation or support beyond FLCs. This shift in labor and costs from students to instructors raises significant questions about the sustainability and fairness of such practices, particularly in public university settings. This issue is further magnified considering that a significant portion of university faculty, 59% in Fall 2023 on our Sac State campus, are part-time. It's noteworthy that part-time faculty, on average, earn about 40% less than their tenured counterparts. Such disparities highlight the need for a more equitable approach to resource allocation and workload distribution in academic institutions. .

Pathway:

As a result of my exploration with AL$/OERs, I chose the "Remix" pathway, integrating elements from Français Interactif, a free web-based program developed by U of Texas, along with my own materials. This approach allowed me to leverage the structured, interactive content available in Français Interactif, which provided a solid foundation. At the same time, it gave me the flexibility to infuse my own teaching style and tailor the material to better suit the specific needs and interests of my students. By remixing, I could enhance the quality of the learning experience, ensuring it was both engaging and relevant, without the need to start from scratch. This pathway enabled a blend of tested resources with personalized touches, fostering a more dynamic and effective learning environment.

Reflection on Resources:

In alignment with institutional directives at Sac State, the decision was made to exclusively utilize OER for our French curriculum. This approach necessitated a transition away from traditional textbooks. During this transition, I found invaluable support and insights through discussions with my former colleagues from UCLA, who are well-versed in French materials. Some of these colleagues have authored exceptional low-cost textbooks, which provided a useful reference point. However, given the specific policy direction at Sac State, we were guided to fully embrace OER, foregoing the use of any materials that cost money. This mandate shaped my approach and required a strategic pivot to fully leverage the potential of OER in my French courses.

Course Materials
*Before= Cost & Overwhelming*	*After = Manageable*
Previously, students had to buy the 5th edition of "Espaces: Rendez-Vous Avec Le Monde Francophone" (Vista Higher Learning), priced at $274.80 for the print edition for 3 semesters of French (French 1A, 1B, 2A). This textbook, along with its accompanying online supersite, presents an overwhelming array of activities and choices. This complexity, at times, led some students to feel overloaded and, in some cases, resulted in them not engaging with the material at all. Many students initially expressed concerns about the textbook's cost but found some relief upon discovering the availability of a digital version for $129. Realizing that this price covered two semesters, the expense seemed more reasonable to them.	This semester, there is no cost. My course materials have undergone significant changes to create a more personalized and interactive learning environment for my students. I developed my own speaking, listening, reading, and writing activities on Canvas and used as a base Français Interactif, a free web-based program developed by U of Texas. I revised material according to Quality Matters standards to create a more accessible course. For example, using "Easy to Follow Course Navigation." I set up weekly modules to offer a clear, comprehensive learning path, covering essential aspects of French from grammar to pronunciation. All modules begin with introductory quizzes and advance through assignments on fundamental grammar topics and pronunciation exercises. The inclusion of an interactive discussion board enhances communicative skills, making each module a well-rounded approach for building a solid foundation in French. This structured layout ensures an easy-to-follow and effective learning experience for students. Music/Culture/Reading In addition to a focus on language fundamentals, the new materials also include diverse music, culture, and reading activities. These elements provide students with an immersive approach to understanding the vibrancy and richness of Francophone cultures. Engaging with music and cultural content allows learners to experience the language in varied contexts, enhancing their appreciation and understanding. Reading activities further develop comprehension skills, offering insights into Francophone literature and media. This blend of linguistic and cultural education makes for a well-rounded and deeply engaging approach to learning French.

Student Survey Data

Results
Enhancing Academic Success with Free, Instructor-Designed Materials	Zero cost materials	Sample of Student Work
The comparative analysis of 4 test scores (in-class exams) from 4 French courses (French 1A and 1B) across different semesters reveals a trend: students using free materials that I designed —labeled "Fall 2023 (Free AL$)"—exhibited an average score that is competitive with, and in some instances exceeds, the scores of my students using paid texts in Fall 2022 and Spring 2023. This suggests that custom, instructor-created materials may be equally effective, if not more so, than commercially available paid texts. The data implies that such tailor-made resources can be finely tuned to the course's objectives, aligning closely with the curriculum and addressing the specific learning needs of the students. Moreover, these materials may offer a more engaging and relevant approach to learning, potentially enhancing comprehension and retention. The success of the free materials underscores the potential benefits of personalized educational resources in enhancing academic performance.	I In Fall 2022 and Spring 2023, with approximately 50 students required to purchase Espaces: Rendez-Vous Avec Le Monde Francophone at $274.80 each (if they selected the hard copy), they spent a total of $13,740. This semester, there was no cost. The chart visualizes the comparison in expenses between the two semesters.	Every week, students engage in an interactive Discussion Board where they not only contribute but also record a video. This exercise is designed to enhance their grasp of grammar, vocabulary, and pronunciation. Additionally, they respond to their classmates' videos, fostering a collaborative environment that aids in the practical application and improvement of their language skills. They also practice their writing skills and share their own interests with their peers as a way to get to know each other and build a community. This approach encourages students to open up about their hobbies, aspirations, and experiences, fostering a sense of belonging and developing interpersonal connections.

Recommendations & Advice: Beyond the Surface in this Study/FLC

While the data indicates a positive impact of free, instructor-created materials on student performance in French tests, it's important to acknowledge the variables not accounted for in this study. Factors such as student background, teaching methods, modality (in-person, hybrid, asynchronous), class size, attendance, assessment techniques, external resources, technological access, course intensity, language proficiency, and socio-economic influences can all significantly affect learning outcomes. Although the initial results are promising, they should be interpreted with an understanding of these potential underlying variables.

As an instructor in a department where I do not have the liberty to select the textbook, I've observed firsthand the implications of implementing a zero-cost policy for students' course materials. Such policies often result in a shift in expenses and responsibilities. While the costs and labor are not eliminated, they are merely redistributed, typically falling on the instructor. For instance, consider a hypothetical scenario where IRT is tasked with replacing Canvas with a free, self-developed alternative that requires regular monthly updates. This mirrors the reallocation of burdens when adopting free educational resources. While students benefit from reduced direct costs, the hidden expenses — in terms of time, effort, and resource development — are often borne by instructors. These challenges are compounded in my role, due to the constraints on my ability to choose more efficient or effective educational materials.

In my position as a lecturer, I am committed to adhering to the curriculum and resources selected by the Area head of French, understanding the importance of consistency and alignment with established guidelines. With over 20 years of experience in education, I've noted the significant impact that well-vetted, contemporary educational tools can have on enhancing student engagement and learning outcomes. However, my capacity to enact changes at the university is limited. Despite this, I am eager to contribute constructively to discussions about educational practices, always with the goal of optimizing our students' learning experiences.

Faculty Biography

Faculty Bio
	Holding a Ph.D. in French literature from UCLA, with a focus on the early modern period, I have expanded my role at California State University, Sacramento from teaching French to embracing interdisciplinary teaching and research. My tenure as a lecturer has been marked by teaching courses that span from first-year seminars to writing-intensive classes on the Renaissance, Baroque, Enlightenment, Great Books and World Civilizations within the General Education Honors Program and the Humanities and Religious Studies Department.

**Program Sponsors**
	This work was supported by: Sacramento State Academic Affairs - Center for Teaching and Learning California State University Affordable Learning Solutions Program & SB 1359