One of the main goals of Mauro-Sheridan Magnet School is to cultivate curiosity and instill a questioning spirit among students. In a science and technology-focused environment, students naturally thrive when they can apply these same inquisitive habits to their language learning. Many of my students find it difficult to maintain concentration when language feels abstract or disconnected from their daily lives. To support their growth, this French curriculum invites them to approach language acquisition like young scientists—using their own senses to observe, explore, and engage deeply—grounded in the fundamental belief that "All our knowledge begins with the senses." –Immanuel Kant (Porter 2024, 7)
The 7th- and 8th-grade students I work with represent a deeply diverse group. This mix of American students and those from a wide range of other cultural and national backgrounds is both our greatest strength and an exciting pedagogical challenge. Teaching a language like French can sometimes feel abstract and inaccessible to students; a sensory-based curriculum bridges this gap, transforming French from an abstract academic subject into a concrete, interactive experience for all students.
Student investment rises significantly when they connect personally to a topic. Integrating their lived experiences provides one of the most effective pathways to maintaining focus and engagement. In other words, I believe language acquisition should be an active, sensory, and intellectual exploration of the world, rather than the passive memorization of vocabulary lists.
Some of my most successful lessons have emerged from sharing authentic global experiences. For example, after traveling to Tangier, Morocco, last school year, I returned with photographs and stories that became the heart of our cultural inquiry. I showed my 7th-grade class pictures of outdoor markets and vendors selling fresh fruits and vegetables. After returning home, I prepared a traditional Moroccan soup known as harira, took pictures to share with my students, and we watched a video of the recipe being made. We also explored Moroccan art and architecture, specifically learning about Zellij—a type of geometric tilework that defines the region’s visual identity. I even brought in 20 Dirhams and local coins to show them. To conclude our investigation, my students sampled mint tea, a staple of Moroccan culture.
Another successful experience was when we learned about Luxembourg; I baked a traditional Quetschentaart (plum tart) for my 7th-grade class. I noticed my students becoming increasingly eager to attend French class; some even asked to stay late after the bell to complete their assignments. I considered this a huge victory, as it showed me they were truly engaged and willing to put in the work.
Another memorable experience happened in November 2018, when my 8th-grade class used their hands and creativity to craft physical greeting cards for a school in Haiti. The students were passionate about the project and worked diligently, taking immense pride in their work. In the spring of 2019, the school in Haiti sent us pictures of their students reading the cards we had sent. This visual connection was incredibly rewarding for my students, as it helped them see how learning French allows them to make a tangible impact on the world.
These learning experiences were highly successful; not only were the students engaged, but the lessons were also deeply meaningful. After our unit on Morocco, many students expressed a newfound desire to travel and see the world. Consequently, I strongly believe that my curriculum focused on the five senses will not only motivate students to learn French but also inspire them to discover more about themselves and the world around them.
The five senses are the primary instruments of the observer—the first step in the scientific method—and therefore form the essential basis for the technical engineering analysis that follows in my curriculum.
