François Tochon

Medical imaging Carillon Tower Glass blowing Laptop and lecture A smiling student Sunrise over the Education Building Chairs on the Memorial Union Terrace Bascom hall staircase Graduating students in silhouette Crowd of people on Bascom Hill A student tutoring Student with diploma Dance Department performance Night view of Bascom in the winter Memorial Union Terrace in autumn Memorial Union Terrace chairs Dance department performance Bucky Badger in front of a parade float Bascom Hall in the summertime Lincoln statue Students walking in the snow University of Wisconsin - Madison Crest Lincoln statue in the snow Forward Logo Student at graduation Bicycle in the snow Rathskellar Fireplace Sailboat with Capitol Building in the background A sailboat at the Memorial Union Bascom Hill in Autumn Bucky Badger studying with a student. Students among blooming trees at UW-Madison Bucky reading a book University flag on Bascom Hill Video camera view screen Student on a frozen lake Lincoln Statue on Bascom Hill Bascom Hill in winter Students collaborating Memorial Union Terrace chairs in the snow Kohl Center logo Graduates with diplomas A hands-on project Stacked, illuminated figures View from the top of Van Hise
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CONTACTING US

Main Office

Curriculum & Instruction
School of Education
UW-Madison
210 Teacher Education Building
225 North Mills Street
MadisonWI  53706

Tel: 608/263.4600
Fax: 608/263.9992

Email: curric@education.wisc.edu
or by contact form
 

Professor Francois Victor Tochon

Profile Photo

Professor Francois Victor Tochon


Curriculum and Instruction (CI)
Wisconsin Center for Education Research (WCER)

544C Teacher Education Building  binoculars icon
225 North Mills Street
Madison, Wisconsin 53706 USA
Fax: 608/263-9992

ftochon@education.wisc.edu
World Language Education Program (WLE)
WLE Ph.D. Program
Deep Approach to World Languages and Cultures
Curriculum Vitae

Personal Biography

Ph.D. in Applied Linguistics/Curriculum & Instruction and Ph.D. in Educational Psychology, headed World Language Education from 2001 to 2007. Principal Investigator of a Title VI grant from the U.S. Department of Education, 25 books and 144 scientific articles published in 11 languages, won 2010 AERA Award of Best Review of Research, Award of International Excellence for outstanding research.


Education

Award of International Excellence, , Egregia cum laude
University of Granada
Campus of Excellence, Granada, Spain

Ph D, Educational Psychology, Cognitive Psychology
University of Ottowa
Ontario, Canada

Huesped de Honor, , Honoris Causa
National University of Rio Cuarto
Cordoba, Argentina

Professor Honorario, , Honoris Causa
University Inca Garcilaso de la Vega
Lima, Peru

Ph D, Curriculum and Instruction of French, Applied Linguistics
Laval University
Quebec, Canada

Certificate, Educational Technology
Geneva Institute for Studies in Education
Switzerland

Postgraduate, Secondary teaching license, Teaching of French
Geneva Institute for Studies in Education
Switzerland

Certificate, English
King's College of Further Education
Bornemouth, UK

BA, French Literature & Semiotics / Linguistics, Psychology, Cum laude
Neuchatel University
Switzerland

Postsecondary, Music
Union of Geneva Conservatories

Secondary degree, Classics and Sciences, 12 disciplines, Cum laude
Rousseau College
Geneva, Switzerland


 

 

Teaching Interests

Deep approach to world language learning; globalization and linguistic human rights; technologies in world language education; advanced methods for teaching world languages; postcolonial language policies; research methods; applied semiotics

Scheduled Teaching

  • Fall 2014 - 699 - 990 - 999
    Course Prefix: 272, Minimum Credit Hours: 2, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Field
     
  • Fall 2014 - Sabbatical Study
    Course Prefix: 272, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Spring 2014 - Digital Video for the World Language Classroom
    Course Number: 821, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Spring 2014 - Semiotics for Education
    Course Prefix: 272, Course Number: 864, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2013 - Globalisation and Linguistic Human Rights in Education
    Course Prefix: 272, Course Number: 764, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
    Course Webpage
     
  • Fall 2013 - Teaching World Languages (6-12)
    Course Prefix: 272, Course Number: 343, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Undergraduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Spring 2013 - Research or Thesis
    Course Prefix: 272, Course Number: 990, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Doctoral, Course Delivery Mode: Field
     
  • Spring 2013 - Seminar in World Language Education
    Course Prefix: 272, Course Number: 964, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Seminar
     
  • Summer 2013 - Educational Technologies for Deep Language Learning
    Course Prefix: 272, Course Number: 743, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2012 - Applied French Studies
    Course Number: 350, Minimum Credit Hours: 2, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
    Course Syllabus
     
  • Fall 2012 - Applied Semiotics for Deep Education
    Course Prefix: 272, Course Number: 975, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Seminar
    Course Syllabus
     
  • Spring 2012 - Advanced Problems on the Teaching of World Languages
    Course Prefix: 272, Course Number: 564, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Undergraduate, Course Delivery Mode: Mix of brief lectures, hands-on workshops, videos and presentations by students
    Course Syllabus
     
  • Spring 2012 - Educational Technology and Deep Language Learning
    Course Number: 821, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
    Course Syllabus
     
  • Spring 2011 - Advanced Problems on the Teaching of World Languages
    Course Prefix: 272, Course Number: 564, Section: 001, Maximum Credit Hours: 3, Course Level: Undergraduate, Course Delivery Mode: Lecture
    Course Syllabus
     
  • Spring 2011 - Deep Project-based Learning in World Languages
    Course Number: 821, Section: 001, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
    Course Webpage
     
  • Fall 2010 - Intro to Qualitative Statistics in Practice
    Course Prefix: 272, Course Number: 675, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2010 - Technologies in World Language Education
    Course Prefix: 272, Course Number: 975, Section: 002, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Seminar
     
  • Spring 2010 - Advanced Problems in Teaching World Languages
    Course Prefix: 272, Course Number: 564, Maximum Credit Hours: 3, Course Level: Undergraduate, Course Delivery Mode: Lecture
     
  • Spring 2010 - Post-colonial Perspectives on World Language Education
    Course Prefix: 272, Course Number: 975, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Seminar
     
  • Fall 2008 - C&I 675: From Task-Based Teaching to the Deep Approach
    Course Number: 675
     
  • Fall 2008 - FR 901: Méthods de recherche (Research Methods)
    Course Number: 901
     
  • Summer 2008 - C&I 675: Globalization and Linguistic Human Rights: Language Policies Across Cultures
    Course Number: 675
     

Program and Curriculum Development

  • Tochon, F., & James, C.
    Title: Graduate Certificate in World Language Education
    Date(s): January 1, 2012 - December 31, 2012
    Type: Curriculum Development
    New or Revised: New
    Type: Graduate
    Effort: In-house contacts to plan the creation of a graduate certificate in World Language Education. Meetings with associate deans and vice provost about it. Working on various possible projects to reach new audiences of teachers in Wisconsin and in other States.

  • Tochon, F.
    Title: World Language Education
    Date(s): January 1, 2012 - December 31, 2012
    Type: Curriculum Development
    New or Revised: New
    Type: Graduate
    Effort: Creating three new graduate courses for the world language Education area: C&I 743, C&I 864, C&I 964
    Visit website.

  • Tochon, F., &
    Title: World Language Education
    Date(s): January 1, 2012 - December 31, 2012
    Type: Program Development
    New or Revised: Revised
    Type: Undergraduate
    Effort: Revising and updating the structure of the WLE Certification program
    Visit website.

Non-Credit Teaching

  • Instruction Type: Seminar, Sponsoring Organization: World Language Education area, UW-Madison, Audience: Department, Participants: 20, Academic, Description: Meetings of graduate students (Masters and Ph.D.) in the World Language Education program. The meetings last 2 hours and are organized every other week. We read articles in advance and discuss them
    Website: www.education.wisc.edu/WLE/WLE/program/PhDprog.htm
    Start Date: January 20, 2009, End Date: January 20, 2009

  • Instruction Type: Review Course, Sponsoring Organization: World Language Education area, UW-Madison, Audience: Department, Participants: 3, Academic, Description: 5-7 meetings a year to prepare graduate students for their preliminary examinations. The purpose is for them to get a good grasp of the genre of text required, its organizing and conceptualizing.

Research Interests

Deep approach to language teaching and learning; World language teacher education; video, applied semiotics & technologies in world language education; globalization and language policies

Creative Works

  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Efes
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module8adv/Efes3.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Family values in Turkey
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3int/Family.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Health in Turkey: Interview with Hakan Boyer
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module7int/Health_Hakan.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Health in Turkey: Interview with Süleyman Çaylı
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module7int/Health_Suleyman.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Health in Turkey: Interview with Özkan Ateş
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module7int/Health_Ozkan.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Ali Çolak
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module1mini/FindikAliColak.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Burçin Cem Abacıoğlu
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module9adv/Burcin2.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Ece Postalcı
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module10int/EcePostalci3.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Emel Aksoy
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module10int/Emel_Aksoy3.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Eser Ökten (Video)
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module9int/EnvirEserOkten.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Ms Balaban and Ünlü, Architects
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module9adv/Balaban&bahar.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Osman Mermerci
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module7int/Family_Health_Tradition.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Soner Özkaya, Architect
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module9adv/Mimar_Soner_Ozkaya.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Interview with Tigin Töre
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module9adv/Tigin.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Just married
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3int/Just_Married.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Youth in Turkey: Cemal Çınkır
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module1int/CemalCinkir.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Druc, I.C., & Tochon, F.V. (2012). Öğrencilerle söyleşi
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3int/Ogrenciler_Soylesi.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video films for web broadcast
    Title: Tochon, F. V., & Druc, I.C. (2012). Eating habits I (Video).
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/Module5int/Eating_Habits2.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • video film for web broadcast
    Title: Tochon, F.V. & Druc, I.C. (2012). Youth in Turkey: Volkan Durmuş
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module1int/VolkanDurmus.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). A Discussion About Women in Turkey: Interview with Nilüfer Aydın (Video)
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3adv/Women_perspective.html
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Akcan Couple (Video)
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3int/Akcan_Kizk.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video films for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Early Childhood Education: Interview with Hatice Topal (Video)
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3adv/Early_Education.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Eating habits II (Video).
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/Module5int/Eating_Habits2.html
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video films for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Food and Spices in Turkey
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/Module5int/Food&Spices.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Health in Turkey: Interview with Nuray Boyer
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module7int/Health_Nuray.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Interview with Mete Sözen, Structural Engineer
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module9adv/Mete_Sozen.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Kadayıf
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/Module5int/Kadayif.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Nemrut Dağı
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module2mini/History_Nemrut.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). On Nasreddin Hoca: Interview with Ahmet Kılınç
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module2int/Nasreddin_Hoca.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Two Original Poems By Roni Margulies and Comments: Henuz, and Mahya
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module1adv/Poetry.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Women in the Media: Interview with Emine Demiray I (Video)
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3adv/Emine_Demiray1.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Women in the Media: Interview with Emine Demiray II
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3adv/Emine_Demiray2.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other
  • Video film for web broadcast
    Title: Tochon, F.V., & Druc, I.C. (2012). Women in Turkey
    Group: Deep Approach to Turkish Teaching and Learning
    Sponsor: Madison, WI: WCER, U.S. Department of Education
    Venue: http://deepapproach.wceruw.org/module3adv/Women_in_Turkey.html
    Location: Madison, Wi
    Scope: International
    Date: 2012
    Contributors:
    • Tochon, François Victor, Other
    • Druc, Tochon, Isabelle, Other

Grants and Sponsorships

  • 5/24/2019 - Amount: $100,000.00, "World French And The Language Teacher Identity As A Citizen Of The World," Awarded By: Partner Universities Fund (PUF), François Victor Tochon, Co-Principal; Gilles Bousquet, Principal; Heather Allen, Co-Principal.
    Abstract: Teaching French Across Borders
  • 2012-2012 - Amount: $7,500.00, "Exploring The Purposes, Values, And Resources Needed For Deep Teacher Education," Awarded By: Campus of International Excellence, Grant Institution: University of Granada, Spain, EU, Sponsor Type: Local, François Victor Tochon, Principal.
    Abstract: Fund to support research expenses and visit to Granada, Spain, including travel, lodging and meals for the Professor receiving the Award.
  • 2009-2012 - Amount: $471,200.00, "Title Vi Federal Grant: Deep Approach To Turkish Teaching And Learning," Awarded By: U.S. Department of Education, Grant Institution: IRIS - DED Title VI Grant, Sponsor Type: Federal, François Victor Tochon, Principal.
  • 2008-2008 - Amount: $40,000.00, "Globalization, Standardization And E-Portfolios In Teacher Education: From Organizational Learning To Social Opportunity," Awarded By: Spencer Foundation, Grant Institution: Spencer Foundation, Sponsor Type: Private, François Victor Tochon, Principal.
  • 2003-2007 - Amount: $213,000.00, "Foreign Language Teaching For Bilingual Education," Awarded By: Foreign Language Assistance Program, Grant Institution: U.S. Department of Education, Sponsor Type: Federal, François Victor Tochon, Principal.
    Abstract: Collaboration with the Madison Metropolitan School District and Aldo Leopold Elementary School.
  • 2001-2002 - Amount: $83.77, "Team Teaching Early Foreign Language," Awarded By: Wisconsin TEACH, Grant Institution: Department of Public Instruction, Sponsor Type: State, François Victor Tochon, Principal.
  • 2001-2001 - Amount: $15,000.00, "Graduate School Research Grant," Awarded By: University of Wisconsin-Madison, Grant Institution: Graduate School, Sponsor Type: University of Wisconsin-Madison, François Victor Tochon, Principal.
  • 1998-2001 - Amount: $114,000.00, "Communication For Care: Analysis Of The Adequacy Between Coach And Student Discourse," Awarded By: Scial Sciences and Humanities Research Council of Canada, Grant Institution: Social Sciences and Humanities Research Council of Canada, Sponsor Type: Federal, François Victor Tochon, Co-Principal.
  • 2000-2000 - Amount: $15,000.00, "Graduate School Research Grant," Awarded By: University of Wisconson-Madison, Grant Institution: Graduate School, Sponsor Type: University of Wisconsin-Madison, François Victor Tochon, Principal.
  • 1997-2000 - Amount: $88,000.00, "Cooperation In Pedagogical Dialogues: What Expert Teachers Teach To Student Teachers In Bilingual Settings," Awarded By: Scial Sciences and Humanities Research Council of Canada, Grant Institution: Scial Sciences and Humanities Research Council of Canada, Sponsor Type: Federal, François Victor Tochon, Principal.
  • 1996-1997 - Amount: $8,000.00, "New Technologies Of Information & Communication And Language Teacher Education," Awarded By: University of Sherbrooke, Quebec, Canada, Grant Institution: University of Sherbrooke, Quebec, Canada, Sponsor Type: Local, François Victor Tochon, Principal.
  • 1995-1997 - Amount: $135,954.00, "Dialogue And Narratives Of Experience To Develop Parents' Proficiency And Strengthen Family-Daycare Partnerships In Bilingual Settings," François Victor Tochon, Principal.
  • 1994-1997 - Amount: $128,000.00, "Towards An Analytical Grammar Of Pedagogical Intervention," Awarded By: Social Sciences and Humanities Research Council of Canada, Grant Institution: Social Sciences and Humanities Research Council of Canada, Sponsor Type: Federal, François Victor Tochon, Co-Principal.
  • 1993-1995 - Amount: $45,188.00, "The Card Of Lived Cases For A Better Ecological Transition Family/daycare For At-Risk Pupils," Awarded By: Quebec Council for Social Research (CQRS) and Ministry of Women Condition, Grant Institution: Quebec Council for Social Research (CQRS) and Ministry of Women Condition, Sponsor Type: State, François Victor Tochon, Principal.
  • 1994-1994 - Amount: $10,000.00, "Assessing A Program Of Intervention In Poverty Settings," Awarded By: FRAI & School of Education, University of Sherbrooke, Quebec, Canada, Grant Institution: FRAI & School of Education, University of Sherbrooke, Quebec, Canada, Sponsor Type: Local, François Victor Tochon, Principal.
  • 1991-1994 - Amount: $57,000.00, "Developing Instructional Strategies: A Novice/expert Comparison," Awarded By: Social Sciences and Humanities Research Council of Canada, Grant Institution: Social Sciences and Humanities Research Council of Canada, Sponsor Type: Federal, François Victor Tochon, Principal.

Publications

  • Tochon, F.V. (2017). Plurilingualism as a Policy for Peace Education. Policy for Peace: Language Education. WI: Deep University Press.
    Online Publication/Abstract
    Abstract: This chapter defends the thesis that World Language Education can be a useful instrument of peace education. Incentives for multilingual proficiency may initiate a healing process across nations, as it supports crosscultural communication. The issue is to develop the ability to accept other viewpoints. The chapter reviews the stakes of peace and globalization from a Language Education Policy perspective, including: (a) the role of language diversity in reaching peaceful, world citizenship; (b) multilingual education and peace; (c) the role of English and killer languages; (d) language education policy and peace. The idea that economic exchange could be the root of peace is discussed, as economic peace based on free market may destroy nature and culture. Global institutional violence regulated by the mirage of accountability and the dehumanizing use of numbers creates systemic interference that prevents peace efforts. Language planning requires decentralization to be flexibly adapted to the variety of human contexts. The literature reviewed points to how the issues discussed can be resolved to increase global understanding. Multilingual proficiency and intercultural competence should be among the strategic goals of peace education.
  • Tochon, F., & Harrison, K.M. (2017). Policy for Peace is Multilingual. Policy for Peace: Language Education Unlimited. Blue Mounds, WI: Deep University Press.
    Online Publication/Abstract
    Abstract: The chapter addresses peace as a valued goal and deep inner philosophy for humanity: deep cultures and cultural undertexts that promote peace or justify war and conflicts, balanced policies through educational and philosophical work; a therapeutic process as plurilingual language education policy for peace, such as teaching conflict resolution in schools and conversational modes of relation that bridge cultures. The authors provide a reflective overview of the chapters, re-visiting the pyramid of hate, seeds of conflict, and pathological attitudes; as well as conflict resolution, theorems for peace, and cross-cultural dialogue. The chapter then argues that the role of symbolic culture in global conflicts and market wars can be replaced by peaceful world citizenship, healing humanity through plurilingual education.
  • Tochon, F., & Harrison, K.M. (2017). Policy for Peace: Language Education Unlimited. Blue Mounds, WI: Deep University Press.
    Abstract: In recent years there has been an explosion of academic and popular interest in questions of peace and social cohesion. Some of this has focused on a category of conflicts that appear to be intractable and directed the attention of policy makers, researchers and ordinary citizens to the role of language, education and civil society relationships in fostering or damaging social cohesion. One effect of such reflections has been to return attention toward a seminal conception of peace studies attributable to Johan Galtung. ... This project has highlighted the urgent need for more international comparative work, for more substantive investigation of context variables, and for different perspectives to be directed at the complex issues involved. For these reasons I am delighted to write these remarks to welcome the Policy for Peace: Language Education Unlimited. The volume is expertly conceived and edited by François Tochon and Kristine Harrison, and sponsored by the International Network for Language Education Policy Studies, based in Wisconsin, USA, and makes an important contribution to this growing literature. The foundational premise that ties the chapters and gives coherence to the entire volume is set out clearly by Tochon and Harrison as “Policy for Peace is Multilingual.” In this chapter the editors develop the thesis that a properly conceived multilingual approach to education can be “a useful instrument of peace education” and that when societies provide incentives for multilingualism a deeper cross-cultural form of communication is fostered, perceptions of alternative viewpoints are encouraged and dialogue and exchange are fostered. From these promising premises the volume develops these themes through thirteen well argued chapters spanning a range of different world contexts and themes (English, classrooms, indigenous settings and “international peace work”). The authors document, empirically as well as discursively, a panorama of possibilities for the connections between the realms of language education, whether at the classroom level, the level of curriculum, or that of policy, and questions of long-term sustainable co-existence in the increasingly multi-ethnic societies of our globe. A particularly valuable aspect of this work is the bringing together of literatures from different language traditions. As the reader is informed by these different traditions on the problems of peaceful co-existence between ethnic, language and other human groupings, the different historical interpretations serve to enrich our conceptual understanding of the challenges involved in social cohesion. In a similar way the spoken language resources of diverse communities are discussed with the effect of generating original understandings of how social groupings can and might co-exist. The contributors make use of documentary evidence and research findings, and argumentation, and report the experiences of those affected by conflict and those engaged in mitigating conflict. Many of the chapters build on pedagogical theory and practice to show how and why peace perspectives can be infused into curricula promoting and deepening the peace promoting potential of multilingual practice. In the final chapter the editors return to the foundational premises of Policy for Peace: Language Education Unlimited, labeling peace a “valued goal and deep inner philosophy for humanity” and they skillfully weave the remarkable amount of material from the volume into a coherent balance between educational and philosophical perspectives and insights. In a powerful series of reflections they also draw attention to a therapeutics of actual conflict mitigation in classrooms settings and beyond. Dr. Joseph Lo Bianco Graduate School of Education University of Melbourne, Australia
  • Tochon, F. (2016). Logiques d’intégration des portfolios électroniques en formation des enseignants turques et français: trois études de cas (Three Case Studies: Rationales for Integrating ePortfolios in French and Turkish Teacher Education). Le portfolio entre ingénierie et reliance sociale (Portfolio between instructional engineering and social relevance). Paris: L'Harmattan.
    Abstract: De nombreuses institutions de formation des maîtres documentent les progrès des professeurs stagiaires à l’aide de portfolios électroniques, qui effectuent la jonction entre ingénierie de formation et apprentissage de terrain, à l'interface entre les enseignants en formation, les formateurs de terrain, les didacticiens et formateurs universitaires, et les responsable délégués du Ministère ou du Rectorat selon les pays. Des différences importantes existent entre pays, entre régions et, parfois, entre institutions. Des variations importantes existent dans les profils de compétence mis en œuvre, dans les modalités de mise en œuvre dans différents pays et différentes institutions de formation : leur relation au portfolio et à la certification des stagiaires, dans les modes d’évaluation utilisés par les formateurs et dans les technologies qui forment la base de la formation. Des formats divers utilisent un même langage de référence. Seule une recherche comparative peut mettre en évidence les particularités et les ressemblances entre les problématiques et les histoires propres à chaque site, et c’est ce que nous avons voulu faire. La comparaison et la réflexion analytique se centrent ici sur (a) la logique initiale de changement et son origine dans chaque institution, en se centrant sur le positionnement des acteurs que sont les formateurs; (b) la spécification de compétences propres à la formation, entre les dialectiques locale, nationale et internationale; (c) le feedback de formation et le problème d’investissement des formateurs. Cette étude comparative fait suite à une étude sémiotique des modalités de conceptualisation didactique des stagiaires dans la création de leur portfolio. La sémiotique est l’étude des signes en action, ou sémiose; elle se centre sur les processus de production de sens, linguistique ou non. La prise de conscience de la sémiose, chez les enseignants, engendre une métasémiose réflexive approfondie qui peut stimuler un recadrage conceptuel trans-sémiotique.
  • Tochon, F. (2016). How the Theory of Emotions May Support Multicultural Education and Peace. Envisioning New Possibilities of Multicultural Education. pp. 643-659.
    Abstract: The lack of a bridge between philosophical theory and practice is a worldwide phenomenon that education must address. This article focuses on personal encounters with cultural otherness and their use in a non-intrusive approach to education. It aims at re-conceptualizing the social contract in terms of intercultural and emotional education and social intelligence. It relies upon the sociopsychology of emotions to show how cross-cultural tensions are related to the sense of the social contract that exists across individuals belonging in the same culture. Awareness of differences in the way social contracts are understood may be reflected upon in communicating and exchanging stories of such misunderstandings. The deep approach to education, narratives of immersion, and intercultural clues help frame our proposal for interculturally sensitive commitment.
  • Tochon, F. (in press). 世界语言与文化深度教育法 帮助学习者深度学习语言. 世界语言与文化深度教育法 帮助学习者深度学习语言. Blue Mounds, WI: (美) 德 普 大 学 出 版 社.
    Abstract: 内容提要 语言与文化如同一张编织的网,关系十分密切。正如美国语言学家萨丕尔在他的《语言》一书中指出:“语言的背后是有东西的,而且语言不能离开文化而存在。”语言学家帕尔默在他的《现代语言学导论》中也提到“语言的历史和文化的历史是相辅而行的,它们可以互相协助和启发。”可是对于语言与文化的学习和教学,特别就外语或世界语言与文化的学习和教学而言,可谓理论庞杂:二语习得理论、交际法理论、任务型教学、基于结果和标准的教学、最近发展区(ZPD)、沉浸式学习、欧洲语言发展框架、美国外语5C教学等不一而足。其中很多理论与实践相矛盾,甚至是戏弄了学习者的意图。 语言与文化的学习,是从简单的开始还是从复杂的开始?通常所说的听说读写技能到底哪一个更优先?是否存在语言帝国的说法?原来的理论是否能做到按学习者个体差异性教学?是线性教学还是模块教学?教学是不是为了不教?语言与文化的学习到底是浅层的还是深度的?......本书在总结和归纳上述理论的优势与不足后作出了回应。 本书经过作者几十年的语言教育教学实践以及一个基于项目的近80种语境下的教学实践指出:语言不是一个单一的物件,它担负着更多责任。读写优先于听说。要想实现真正意义的个性化学习,学生必须是课程的建构者,从丰富的资源中选择适合自己的ZPD,这种选择会一直是语言与文化的特性。最近身份发展区(ZPID)会变得更为重要,这就是身份的特性,语言学习必须经历学徒期身份,并创建了科学的IAPI学习模式,基于项目的学习法优于基于结果和标准的学习法。语言与文化没有帝国之说,主张在5C(Communication交流,Comparisons对比,Connections联系,Cultures文化,Community社区)基础之上倡导世界大同主义(Cosmopolitanism)的6C(5C+C)学习;同时主张学科间、跨学科间、超学科间知识实行深度融合。 相对于浅层的学习,语言与文化知识要求经过内化、深度反思、深度分类、深度学习、深度教学、深度评估等,从而真正实现学习者智慧与自主性的深度转向,这正是本书作者与团队成员共同实践、研究、教学的过程中所提出的深度教育法之精髓。
  • Tochon, F. (2015). Mobile Experiences of an Adolescent Learning Spanish Online in a 21st Century High School. International Journal of Pedagogies and Learning. 20(10), 1-16.
    Online Publication/Abstract
    Abstract: : This article focuses on a case analysis based on the experience of an adolescent having to further Spanish learning through the Spanish 3 (3rd year) distance course of a 21st Century High School program. Autoethnographic reflections mediate the storyline of the experiential report, as conversations and observations are internalized by the researcher in a process that allows deep critical thinking on what the adolescent lives and what the researcher experiences through this contact. The findings suggest that mobile content programming may create a situation in which malleable minds are molded in a threatening environment that contributes to modify their habits through operant and respondent conditioning, behavior modification, behavior analytics, enslaving their way of life, as their identity is constantly under challenge.
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  • Tochon, F. (2015). A Deep Turn: Education for Autonomy at a Time Teachers Need Hope. Enhancing Autonomy in Language Education: A Case-Based Approach to Teacher and Learner Development. Oxford: Wiley-Blackwell.
    Abstract: I propose to briefly explore the new role of the teacher in a society in which the renewed struggle for civil rights gives civil servants a voice that deserves respect, since they are in a way disinterested actors working close to their neighbourhoods and living day-by-day the cruel condition imposed to more and more children. This condition is imposed for the sake of absurd and paradoxical regulations which, adding to the teacher’s tasks the burden of bringing evidence of efficient learning, create so much struggle that there is no more time for real and deep learning. Within this context, speaking of autonomy for teachers may sound like a nice utopia, yet a utopia we should cherish, as it is the condition for students’ learning autonomy.
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  • Tochon, F. (2015). Béryls de l'aube. Béryls de l'aube. Blue Mounds: Deep University Press.
    Abstract: On connaissait le pédagogue et le didacticien, en lisant ces Béryls de l'aube, on découvre un poète. Et quel poète ! Brillant marieur de sons, d'images et d'émotions, François Victor Tochon se révèle comme un héritier singulier de Baudelaire et de Char, qui se réalise aussi bien dans la luxuriance lyrique et dans l'exploration mystique que dans un dépouillement quasi oriental. Puissance d'évocation et sensualité garantis, et bonheur pour le lecteur ! Jean-Louis Dufays, Département de français Université de Louvain-la-Neuve, Belgique En un langage concis, un sentiment riche et une imagination féconde, la poésie représente, comme produit culturel et social, la vie sociale et le monde spirituel de l’humain. Ces poèmes de Béryls de l'Aube, «comme feuilles d’un arbre érigé par la vie» amènent le lecteur dans un monde d’amour en leur ouvrant «la voie de la Synthèse, de la Fusion suprême entre l’ Idéal et la Matière». Dans ce monde envahi de blogs, de WeChats et de «fast food» littéraires de l’internet..., «la Poésie-action et la transmodernité littéractive» paraissent importantes et nécessaires pour élever l’attitude et le goût, former le caractère et le tempérament, éprouver l’expression langagière et artistique, explorer le fond culturel et social, ainsi que le monde spirituel de l’humanité. Que l’action et «le feu d’amour brûlent d’amour nos problèmes» dans ce monde en plein bouleversement. Zhihong PU, Département de français Université Sun Yat Sen, Canton, Chine Les poèmes Béryls de l’aube, dont le titre dit déjà toute la musicalité, sont comme les pierres cristallines du même nom. A partir d’une lave, d’une « matière démantelée » que la nuit malaxe, le poète livre à l’aube son poème-cristal que la « chute des mots » offre au jour dans une « humble Illumination ». Si le monde se présente sous le voile de nature, François Victor Tochon se fait éclaireur, errant que la marche mène au poème, mais il lui faut, sur son chemin, conquérir l’hydre de la langue. Stéphanie Fonvielle, Sciences du Langage Aix Marseilles Université, France Une peinture immense, multicolore en quatre dimensions où la beauté de la nature nous submerge, où se mélangent le bonheur et les déchirements de l’être humain sur un chemin entre l’obscurité et la lumière, dans une quête sans fin de l’âme Thi Cuc Phuong Nguyen, Département de français Université de Hanoi, Vietnam
  • Tochon, F., & Liao, Y. (2015). Inclusion des étudiants malentendants dans les classes de langue étrangère: récits d’expériences. Recherches et Education. 14, 56-70.
    Abstract: This study examines how specific experiences of disability (i.e. hearing loss) come into being and how they are articulated within educational practices. It particularly explores issues of social justice and equity regarding the discursive embracement of power relations and situated contextualization of hard-of-hearing students’ learning experiences. Foucault’s genealogical method was drawn on for revealing the fractured human realities which have formed the hard-of hearing students’ learning experiences. The results show of the prevalent governing power reflective of a normative ideological position regarding hard-of-hearing students as deficit learners to be silenced and low achievers to be excluded. This study hopes to play as a starting point to initiate a wide-ranging and provocative dialogue around the issues, concerns, and even fears of the hard of hearing students and educators to provide a more open and holistic environment for the development of effective social justice policies and practices in educational environments. Cette étude examine comment des expériences de handicap comme la surdité et la perte de l’audition sont vécues et prennent sens au sein de pratiques éducatives. L’article explore les questions d’équité dans les discours tenus sur les expériences d’apprentissage des étudiants en difficulté auditive de sorte à dégager leurs lignes de force et les rapports de pouvoir inhérents à ce type d’interaction. Les fractures dont souffrent les étudiants malentendants dans leur réalité humaine sont analysées à l’aide de la méthode généalogique de Foucault. Le résultat des analyses témoigne de l’impact d’un discours idéologique et normatif sur les étudiants malentendants, leur attribuant des déficits sur lesquels le silence doit être gardé. Une forme d’exclusion les place dans la catégorie des étudiants qui n’ont aucune chance de réussir. Cette étude peut permettre d’amorcer un dialogue sur ces questions, en mettant en évidence les expériences, les craintes et les soucis des étudiants malentendants pour que les éducateurs et enseignants en tiennent compte et créent des environnements plus favorables et intégrateurs, et plus équitable face à ces étudiants.
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  • Tochon, F. (2015). Logiques d’intégration des portfolios électroniques en formation des enseignants turques et français: trois études de cas (Three Case Studies: Rationales for Integrating ePortfolios in French and Turkish Teacher Education). Le portfolio entre ingénierie et reliance sociale (Portfolio between instructional engineering and social relevance). Paris: L'Harmattan.
    Abstract: Selon les institutions de formation des maîtres, des formats divers sont adoptés pour désigner les portfolios, qui usent du même langage de référence alors que les pratiques et processus diffèrent. Cette recherche comparative met en évidence les particularités et les ressemblances entre les problématiques et les histoires propres à différents sites en France et en Turquie. La comparaison et la réflexion analytique se centrent sur (1) la logique initiale de changement et son origine dans chaque institution et le positionnement des acteurs que sont les formateurs ; (2) la spécification de compétences propres à la formation, entre dialectiques locale, nationale et internationale ; (3) le feedback de formation et l’engagement des formateurs.
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  • Tochon, F. (2015). Language Education Policy Unlimited: From Global Perspectives to Local Practices. In Francois Victor Tochon (Eds.), Language Education Policy Unlimited: From Global Perspectives to Local Practices, (pp. 458). Blue Mounds, Wisconsin: Deep University Press.
    Online Publication/Abstract
    Abstract: This book is a first. Language Education Policy is a new field of study that establishes a cross section between educational policy and language policy studies. It inherits from an abundance of intellectual and methodological traditions while opening new perspectives that focus on the interface between policymaking and its enactment in a classroom or an educational setting. The study of the interface between the macro-policy level of the political stage and the micro-policies of education in practice implies a focus on how policy decisions are translated into regulations that affect the lives of people. 21 authors have contributed to this outstanding volume that situates the stakes in the new field of inquiry with examples in 14 countries. "This essential book shows why language education policy will never work if it is top-down and ignores local contexts and stakeholders. It illustrates the fundamental importance of taking local contexts into consideration and actively engaging and empowering local stakeholders in the development and implementation of all language education policy. A better blueprint for successful language education policy would be hard to find." - Dr. Andy Kirkpatrick, Griffith University
  • Tochon, F. (2014). Derin Türkçe Öğreniminde Proje Temelli Müfredat Tasarlanması (Challenges Of Designing A Curriculum For Deep Turkish Learning). Proceedings the Symposium on New Approaches to Foreign Languages Teaching, Isparta: Suleyman Demirel University.
    Abstract: This article presents the core principles of a Deep Approach to Turkish language and culture. It discusses some challenges related to project-based education in the field of world language education, and provides the guidelines used by the author to guide the creation of advanced level learning modules developed for teaching Turkish as a foreign language in the United States of America. With a transdisciplinary orientation, the Deep Approach emphasizes projects, content, and processes. The developmental autonomy of the learner is acknowledged and language learning and motivation is enhanced by real-life themes, issues, and actions. Here, the language learner has opportunities for reflection throughout learning processes. Reflecting on own experiences, learners establish meaningful relations among contexts with deep learning. During project work, critical and comparative perspectives lead to the generation of new activities. During this process, conceptualizations emerge. Proje Temelli Dil Öğrenimi - Tarihsel olarak bakarsak, Dalton Planı (1911) ve Winnetka yöntemi, aktivitenin kendi kendini düzenleyen planları içerisinde biçimlendirici sözleşmeleri belirleyerek okulların rehber planları ile öğrencilerin ihtiyaçları arasındaki kaynaşmayı idare etmiştir. Buna göre, öğrenciler, tematik bir aktivite içerisinde kendi çalışma programlarını düzenlediler ve belirli bir zaman dilimi içerisinde kavramları edinmeye kendilerini adadılar. Birçok araştırmacı Proje Temelli Öğrenmenin (PJBL) temel ilkelerini John Dewey'e, özellikle 1916'da yayınlanan "Demokrasi ve Eğitim: Eğitim Felsefesine Giriş" adlı kitabına atfetmektedir. Dewey, esasında eğitimin öğrencilerin yaparak öğreneceği çıraklık koşullarını yaratması gerektiği pragmatik iddasını desteklemiştir. Roschelle (1999) sorun-temelli öğrenmenin (PBL) de Dewey'nin projeler aracılığıyla örgütlenen pedagojisinden kaynaklandığını öne sürmektedir. Proje yöntembilimi David Snedden tarafından fen eğitiminde başlatılmış ve daha sonra Dewey'nin bir öğrencisi olan William Heard Kilpatrick tarafından Alberty'nin (1927) atıfta bulunduğu 1918 yılına ait bir broşürde geliştirilmiş ve yayılmıştır.
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  • Tochon, F. (2014). The Role of Semiotics in Language Education Inquiry. Proceedings of Sozopol Seminar Southeast European Center for Semiotics Studies, Sofia: New Bulgarian University, Sofia-Bulgaria Press.
    Abstract: This article gathers elements of a study that illustrate why semiotics brings a crucial understanding of educational processes. It uses a Saussurian diagram to highlight the differences between (diachronic) instructional planning and its (synchronic) actualizing. It then complicates the diagram, as its focal suggests a transformational point. A triadic representation is inferred from the cohabitation of the biographic and situated types of knowledge. The goal is to show how experience transcends subject-matter planning, and the paradoxical nature of planning for authentic experiences. Subject matters are semiotically defined here as disciplinary genres. The data that serve as the basis for what the study demonstrates relate to oral communication in elementary-level learning groups (groups of 9-year-olds). An analytic model is presented which indicates the reciprocal influence of the premises for action and situated links in learning.
  • Tochon, F.V. (2014, November). Các công nghệ học kết hợp cho hướng tiếp cận chuyên sâu trong giảng dạy và học tập ngoại ngữ (Blended Technologies for a Deep Approach to Foreign Language Teaching and Learning). Proceedings of the International Conference "Foreign Languages in the Trend of International Integration", Hanoi: Hanoi University Press.
    Abstract: Tóm tắt: Báo cáo này tập trung vào môi trường cá nhân cho việc học tập ngoại ngữ chuyên sâu. Nghiên cứu nhằm nâng cao nhận thức về cách thức sử dụng môi trường học tập cá nhân (PLE) song song với các chiến lược chính thống hơn cho việc học tập kết hợp. Giáo viên có thể sử dụng các kết quả nghiên cứu động lực và khuyến khích học tập tự định hướng và tự quyết bằng cách nào? Trong PLE, sinh viên có thể phát triển các dự án thông qua bài học chuyên đề đọc-viết, chỉ rõ các phương thức ngôn ngữ với nhau. Giảng viên chỉ đơn thuần khơi gợi tiềm năng, xây dựng môi trường linh hoạt hết sức có thể cho sinh viên tự lựa chọn và hình thành khung nội dung của riêng mình. Giảng viên chú trọng kế hoạch dài hạn hơn kết quả đầu ra khuyến khích việc học tập trên cơ sở cá nhân hoá, định hướng bình đẳng và thực hiện dự án theo nhóm nhỏ, tập trung vào nội dung văn hóa và hoạt động xã hội.
  • Tochon, F.V., & Druc, I.C. (2014, November). Áp dụng hướng tiếp cận chuyên sâu về ngoại ngữ và văn hóa trong giảng dạy tiếng việt (How to Apply the Deep Approach of Foreign Languages and Cultures to Teaching Vietnamese). Proceedings of the International Conference "Foreign Languages in the Trend of International Integration", Hanoi: Hanoi University Press.
    Abstract: Tóm tắt: Học tập chuyên sâu là một phương pháp bền vững và đòi hỏi một phong cách giảng dạy khác biệt. Một số nhà nghiên cứu đã tiến hành khảo sát việc chuyển đổi từ khái niệm chuyên sâu về học tập theo hướng tiếp cận chuyên sâu sang việc giảng dạy và học tập ngôn ngữ (Tochon & Hanson, 2003; Tochon, Ökten, Karaman & Druc, 2008; Tochon, 2014). Đào tạo chuyên sâu đòi hỏi phải duy trì việc tự học. Học tập có tính chất quan trọng đối với việc hiểu biết sâu sắc; hệ thống học tập chuyên sâu cần trải rộng xuyên suốt các lĩnh vực chuyên ngành; học tập chuyên sâu cung cấp năng lượng và không vắt kiệt sức lực của giáo viên, nó không gây hại cho môi trường; chất lượng của phương pháp này liên quan đến sự đa dạng nhiều hơn là các hình thức biểu đạt chuẩn; giảng dạy chuyên sâu tôn vinh quá khứ và phát triển trí tuệ cho tương lai. Những yếu tố này đóng vai trò quan trọng trong việc đạt được sự tham gia chủ động, nâng cao năng lực và trách nhiệm giải trình trong các cộng đồng học tập. Báo cáo này cung cấp kinh nghiệm trong việc xây dựng các nguồn lực trực tuyến theo hướng tiếp cận chuyên sâu đối với ngôn ngữ và văn hóa Thổ Nhĩ Kỳ; các quá trình có thể được sử dụng trong việc tạo ra các nguồn lực tương tự cho Việt Nam cũng sẽ được minh họa.
  • Tochon, F. (2014). Help Them Learn a Language Deeply. The Deep Approach to World Languages and Cultures, (pp. 448). Blue Mounds, Wisconsin: Deep University Press.
    Online Publication/Abstract
    Abstract: Why the Deep Approach? Immersing yourself in the Deep Approach to world languages and cultures will help you to: Understand how self-motivation could be the best incentive for deep language learning, Provide themes, motives, templates and incentives for self-directed learning and self-determination, Empower the student to be the curriculum builder by scaffolding possibilities and making the instruction flexible, Emphasize the learning process rather than pre-determined outcomes, Encourage individualized, peer-oriented, and project-based learning by focusing on cultural contents, value creation and social action, Consider grammar as story-telling about language, and Use formative, deep evaluation of integrated skills. Focus on value creation: highlight critical issues related to the respect of cultures, language status and discrimination, the colonial mindset and social justice, and linguistic human rights for peace building. The Deep Approach establishes a link between language education policies and an open curriculum design focusing on values and creative proficiency in action rather than imposed outcomes. It places the learner as the curriculum builder.
  • Tochon, F. (2014). La formation réflexive pour une approche plus profonde de l’enseignement des langues et cultures. Recherches et Applications / Le Français dans le Monde. pp. 102-117.
    Online Publication/Abstract
    Abstract: Cet article décrit la guidance liée à l’élaboration de portfolios auprès de stagiaires en enseignement des langues vivantes explorant leur propre action. La formation réflexive de stagiaires en enseignement du français langue étrangère vise à conceptualiser une approche plus profonde de l’apprentissage de la langue et de la culture cibles. L’article explore la conversation émergeant d’une rencontre de formation sur les composants vidéo d’un portfolio électronique. La recherche-action participative avec des stagiaires désireux d’approfondir leur enseignement grâce à cette orientation profonde sur le terrain place au premier plan l’analyse des conflits pédagogiques et didactiques, l’autonomie de l’apprenant, la collaboration et l’autogestion de ressources en ligne, avec les défis que cette orientation implique en termes d’un réexamen de convictions jusque là bien ancrées sur la nature de l’apprentissage d’une langue. Quelques implications de la démarche inductive sont brièvement dégagées pour la formation des enseignants.
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  • Tochon, F., Karaman, A.C., & Ökten, C.E. (2014). Online instructional personal environment for deep language learning. The International Online Journal of Education and Teaching. 1(2).
    Online Publication/Abstract
    Abstract: This article focuses on the creation of instructional materials that serve as a personal environment for learning a less-commonly-taught language. The study aims to raise awareness of ways in which digital personal learning environments can be used in tandem with more formal learning strategies. The study explores self-regulated language learning within personal environments created for intermediate and advanced Turkish. We reviewed the conceptual background for the approach as well as the project-based learning strategies scaffolded in the online thematic materials. Through a 3-year longitudinal inquiry and semi-structured interviews with eight instructors who implemented the approach in four universities, the authors analyze the impact of personalized learning in developing deeper levels of language apprenticeship. The instructors we interviewed report increased growth in proficiency and accuracy in linguistic and cultural learning, as experienced in their courses through their formative and summative assessments, as well as the realization of most pedagogical goals related to language acquisition in a rich format. In light of the needs for teacher education adapted to new technologies, the paper highlights the difficulties of pedagogy for autonomy.
  • Tochon, F. (in press). L’azione dell’insegnante sull’apprendimento in gruppo. L’azione dell’insegnante sull’apprendimento in gruppo. Roma: Aracne Editrice.
    Online Publication/Abstract
    Abstract: Qual è il ruolo dell’insegnante nell’apprendimento in gruppo? Un insegnante esperto è più efficace di un insegnante tirocinante o di un allievo (un pari)? E se sì, perché? In cosa si differenzia l’apprendimento in piccoli gruppi rispetto a quello individuale? Tradizionalmente, il più delle volte si è pensato all’apprendimento come a un compito individuale. Da un decennio, invece, grazie all’ondata costruttivista e neo-vygotskiana, si è fatta strada l’idea che sia più efficace l’apprendimento in gruppo, tra pari. I pari rappresenterebbero degli intermediari utili a facilitare l’apprendimento e permetterebbero di varcare le “zone di sviluppo prossimali”, cioè quei luoghi-problemi critici per la comprensione dei successivi livelli di avanzamento. In breve, questa ricerca parte da un a priori completamente diverso da quello che sta alla base delle ricerche sull’apprendimento cooperativo, collaborativo o reciproco. La maggior parte delle ricerche nell’ambito dell’apprendimento in gruppo muove da una teoria dell’intervento iniziale, nella quale si indica agli insegnanti che partecipano alle sperimentazioni cosa fare e come fare. Qui procediamo in maniera diversa: partiamo dal presupposto che non siamo detentori del sapere pedagogico. Non tentiamo di usurparlo agli insegnanti: loro sono gli esperti e noi abbiamo solo da imparare dai loro saperi impliciti (nel 1964 Polanyi aveva segnalato quanto i saperi professionali fossero ancorati su saperi impliciti, raramente verbalizzati). Siamo convinti che si possa contribuire appieno all’apprendimento di gruppo solo in un quadro che favorisca la riflessione e l’insorgenza di cambiamenti all’interno di una comunità di insegnanti. L’“obiettivo generale” della ricerca è quello di determinare, in termini quantitativi e qualitativi, quali strategie d’apprendimento, nella risoluzione di un problema in gruppo, siano legate alla realizzazione positiva del compito e ai progressi degli allievi. I. Gestire l’apprendimento in gruppo 25 Il termine « strategia » designa un episodio di controllo esecutivo nella realizzazione di un compito che implica la risoluzione di un problema. Il termine « riuscita » indica l’esecuzione sul piano dichiarativo, procedurale o esperienziale di un’intenzione di apprendimento. Il termine « progresso » definisce la differenza tra lo stato finale e lo stato iniziale.
  • Tochon, F., & Fer, S. (2013). Eğitimsel Sorgulama Çerçevesinde Gerçekliği Arayış: Yabancı Özümüzü Ehlileştirmek (Truth Telling As Educational Inquiry: Tamıng The Foreign Self). Gazi Journal of Education - GEFAD / GUJGEF. 33(3), 443-474.
    Online Publication/Abstract
    Abstract: Phenomenologically, self-perception and identity develop as experience unfolds. Clarifying this process can be used as a method of inquiry. Narratives of experience on both humane and social concerns mesh with the exploration of discursive and cultural contents that are filled with emotional contents. The article offers a theoretical overview on the intercultural and social construction of identity that occurs when people have prolonged contacts with another culture. It shows in what way the processes of acculturation entail identity changes in the course of which one becomes, momentarily, foreign to oneself. Unfolding narratively such identity processes places the participant into an inquiry in which truth telling becomes an educational methodology in the quest for meaning. The reflections in this article are discussed around the frame of educational and curriculum inquiry. ÖZ - Olgubilim (Fenomonolojik) açısından öz-algı ve kimlik (kişilik-karakter), yaşantılar ortaya çıkarken gelişir. Bu sürecin açıklığa kavuşturulması, sorgulama yöntemi olarak kullanılabilir. Bireysel ve toplumsal ilgilere yönelik yaşantıların anlatımı, duygu yüklü olan söylemsel ve kültürel içeriğin araştırılmasıyla paralellik gösterir. Bu makale, insanların diğer kültürle uzunca süre iletişim sürdürdüğünde oluşan, kimliğinin kültürlerarası ve sosyal yapısı üzerine kavramsal bir çerçeve sunar. Makale, kişinin geçici olarak kendine yabancılaşması sırasında, kültürlenme (kültürel yenilenme) sürecindeki kimlik değişikliklerini açıklar. Böyle bir kimlik sürecini anlatısal olarak ortaya çıkarmak, gerçeği söyleyişin, anlam arayışının eğitimsel yöntembilim olduğu bir sorgulamaya doğru katılımcıyı sürükler. Bu makaledeki yansımalar, eğitimsel ve öğretim programı sorgulaması çerçevesinde tartışılmıştır.
  • Tochon, F. (2013). Planification ouverte de l'enseignement dans une approche profonde de l'apprentissage. In CRIPEDIS, Myriam de Kesel, Mathieu Bouhon, Jean-Louis Dufays & Jim Plumat (Eds.), La planification des apprentissages: Comment les enseignants préparent-ils leurs cours?, (pp. 31-62). Bruxelles, Belgium: UCL Presses Universitaires de Louvain/Leuwen University Press.
    Abstract: L’absence d’accord sur les stratégies d’enseignement efficace et sur les moyens d’améliorer les conditions d’apprentissage a entraîné une série de réformes systémiques en éducation qui tentent de pallier l’inconsistance, le manque de cohérence et de correspondance des pratiques et des politiques visant à « élever le niveau » des professionnels de l’enseignement tout au long de leur carrière. Les besoins en développement professionnel se manifestent sur le plan du savoir mais aussi sur le plan de l’expérience. Certaines caractéristiques se rejoignent entre enseignants expertimentés, comme le soin apporté à la relation avec l’élève, la qualité et la souplesse de la planification, les connaissances étendues et la motivation pour les accroître, ainsi que la compétence à transformer l’élève de par la qualité de la relation humaine qui est développée. L’empathie est l’un des éléments qui facilite l’apprentissage, elle caractérise les relations d’apprentissage transformationnel. A ce titre, la recherche met en évidence deux forces contradictoires en éducation : celle qui soutient une pratique et une sagesse réflexives, et celle dont la visée est économique et politique, qui se centre sur la reddition des comptes. La seconde opère en général au détriment de la première, et dépossède l’enseignant d’une dimension cruciale de sa compétence professionnelle qui lui permet de réguler l’apprentissage de façon individualisée, en encourageant l’élève par un dialogue qui personnalise l’apprentissage. Cette dimension humaine risque d’être ostracisée par les mesures de performance standardisées imposées de façon autoritaire, car elles modifient la nature de l’enseignement, qui perd en grande part sa dimension éducative et est relégué au rang d’instruction technique.
  • Tochon, F. (2013). Effectiveness of deep, blended language learning as measured by oral proficiency and course evaluation. Journal of the National Council of Less Commonly Taught Languages. 11.
    Online Publication/Abstract
    Abstract: This article focuses on the creation of instructional materials that serve as a personal environment for learning a less-commonly-taught language. The study aims to raise awareness of ways in which digital personal learning environments can be used in tandem with more formal learning strategies. The study explores self-regulated language learning within personal environments created for intermediate and advanced Turkish. We reviewed the conceptual background for the approach as well as the project-based learning strategies scaffolded in the online thematic materials. Through a 3-year longitudinal inquiry and semi-structured interviews with eight instructors who implemented the approach in four universities, the authors analyze the impact of personalized learning in developing deeper levels of language apprenticeship. The instructors we interviewed report increased growth in proficiency and accuracy in linguistic and cultural learning, as experienced in their courses through their formative and summative assessments, as well as the realization of most pedagogical goals related to language acquisition in a rich format. In light of the needs for teacher education adapted to new technologies, the paper highlights the difficulties of pedagogy for autonomy.
  • Tochon, F. (2013). Signs and Symbols in Education: Educational Semiotics. In Advisory Board from Semiotic Society of America (SSA) (Eds.), Signs and Symbols in Education: Educational Semiotics. Blue Mounds, Wisconsin: Deep University Press.
    Online Publication/Abstract
    Abstract: In this monograph on Educational Semiotics, Francois Tochon (along with a number of research colleagues) has produced a work that is truly groundbreaking on a number of fronts. First of all, in his concise but brilliant introductory comments, Tochon clearly debunks the potential notion that semiotics might provide yet another methodological tool in the toolkit of educational researchers. Drawing skillfully on the work of Peirce, Deely, Sebeok, Merrell, and others, Tochon shows us just how fundamentally different semiotic research can be when compared to the modes and techniques that have dominated educational research for many decades. That is, he points out how semiotic methods can provide the capability for both students and researchers to look at this basic and fundamental human process in inescapably transformational ways, by acknowledging and accepting that the path to knowledge is, in his words “through the fixation of belief.” But he does not stop there – instead, in four brilliantly conceived studies, he shows us how semiotic concepts in general, and semiotic mapping in particular, can allow both student teachers and researchers alike insights in these students’ development of insights and concepts into the very heart of the teaching and learning process. By tackling both theoretical and practical research considerations, Tochon has provided the rest of us the beginnings of a blueprint that, if adopted, can push educational research out of (in the words of Deely) its entrenchment in the Age of Ideas into the new and exciting frontiers of the Age of Signs. Gary Shank Semiotic Society of America Duquesne University
  • Tochon, F. (2013). Research on the Possible Implications of Multimedia Language Education with iPad or Tablet PC. The Online Journal of Language Learning Technologies. 2(1).
    Online Publication/Abstract
    Abstract: The focus of this article is to review the research literature on the use of portable devices for language learning—in particular Tablet PCs and iPads—, their pros and cons, the rationale for their use and the issues that are being created with these new environments. Then possible solutions to these new problems are discussed. The overview of the potentials, strengths and flaws of these technologies at various levels lead to policy recommendations. The analysis is interdisciplinary and transdisciplinary, which leads to question the wisdom behind instrumentality.
  • Tochon, F. (2012). Las tecnologías emergentes en instituciones educativas: ventajas y riesgos potenciales. Journal for Educators, Teachers and Trainers (JETT). 3, 188-202.
    Abstract: La distancia en la educación puede dar la sensación de que los cursos sobre los mismos temas ofrecidos por varias instituciones solamente puede diferir en términos de coste. El pensamiento instrumental y la racionalidad técnica lleva a la creación de comparaciones planas, olvidando la importancia de las fundaciones educativas detrás del diseño. El peligro puede ocurrir cuando las universidades se conviertan en instituciones obsoletas, porque el núcleo de su función se habría traducido en un mundo sin valor. El valor de un profesor o bien de un método de enseñanza desaparece detrás del mercado de valor. Este proceso explota el comercio entre la riqueza y alcanza tan pronto como los profesores hayan integrado sus contenidos en los videos y multimedia, lo que hace que se amplian de repente y aparentemente. Una edad de oro de una educación global y libre podría poner masas de docentes y facultades para la formación de docentes en los piquetes del desempleo.
  • Tochon, F., Ökten, C.E., Karaman, A.C., & Druc, I.C. (2012). The Deep Approach to Turkish Teaching and Learning. Research Report to the U.S. Department of Education, (pp. 210 pages). Blue Mounds, WI: Deep University Press.
    Abstract: This research explores the effectiveness of a newly-launched, technology rich approach in the classes of a critical language, Turkish. The study is a unique contribution and a real opening to approaches in which students are placed as curriculum builders and the language instructor plays a role of facilitator in the management of rich online resources, blending face-to-face interactions with online activities. It is also one of the rare studies on the proficiency of students of Turkish as a foreign language, and it provides valuable feedback on new ways of teaching and learning a second language that might help the development of future strategies in the field. Inquiry-based learning in an environment of blended interactions in which learners build their projects provided valid successful and reliable proficiency growth. As well, compared to control groups, with the same instructors, the Deep Approach program had significantly better course evaluations. The standardized instruments used in the research indicate numerous significant differences in one semester of language study, between the experimental group in the Deep Approach program and the control group in communicative and focus on form programs. The experimental group was initially more inclined to develop a deep approach to languages and cultures than the control group, as they were introduced specifically to deep learning. Organizing their projects made students more strategic. Shallow learning was less frequent in the experimental group than in the control group in both pre-tests and post-tests. There was more shallow learning in the control group, and the teaching approach used did not change this situation. The way students were taught had a congruence impact on the way students learned. While shallow learning was stable before and after the semester for the control group, it decreased slightly in the experimental group. The test of deep learning shows other convincing results, such as an increase in strategic learning, an evidence of a higher degree of deep learning than in the control group. Moreover the fear of failing was significantly reduced in the experimental group with the Deep Approach. The statistics show also a significant difference for all intercultural learning factors—but one that was just on the threshold of significance—between the control group and the experimental group, with probability thresholds ranging from p=0.0048 to p<0.0001. The pre-test vs post-test ANCOVA for experimental factor totals is also significant when variables are taken separately. The Homogeneity of Regression Coefficients has been verified for each factor and does not contradict the results of the ANCOVAs. Descriptive statistics indicate the difference is in favor of the experimental group. Among the factors that showed a significant difference, the following perceived strategies showed noticeable and significant improvements with the Deep Approach to Turkish Teaching and Learning: – Strategies used in surroundings that are culturally different; – Strategies used for making interpretations about another culture; – Strategies used for communicating with people from another culture; – Strategies used to deal with different communication styles; – Strategies used to understand non-verbal communication in another culture; – Strategies used regarding the living situation in another culture. Thus intercultural learning shows up as a major asset of the Deep Approach at a time we need an internationalizing of academic programs, countering stereotypes, growth in cross-cultural sensitivity and the development of better strategies to cope with other cultures. The results of this study constitute a world first in the field of Second Language Acquisition. It highlights crucial needs for language teacher education. The analyses reveal that the negotiation of whether a new approach can be implemented begins in the minds of teachers. Teachers’ resistance to change in foreign language teaching is not uncommon. Several teachers initially refused various aspects of instructional design presented in self-directed learning modules. The critiquing process involved envisioning how components of the proposed framework would fail when compared with existing practices. Later, they evolved when they noticed that their students were thrilled with the material proposed: Students achieved much better results than when they were controlling the outcomes. We analyzed three stages in teacher development towards accepting that students become self-determined learners, which increases motivation. The conditions for the higher developmental stage were sometimes met thanks to reflective workshops, sharing of experiences and awareness raising. Reflections on the role of languages in society and the place of the teacher as an activist for a world in peace help teachers reconceptualize their profession and emancipate themselves from the institutional constraints that prevent the learners to make the progress that self-regulated learning allows.
  • Tochon, F. (2012, December). Technologies émergentes dans les institutions éducatives. Respuestas emergentes desde la organizacion de institutiones educativas, Granada, Andalusia: University of Granada Press.
    Abstract: This article is a review of some aspects of research on electronic portfolios with a critical analysis of the pros and cons of the invasive use of new technologies for education. Besides the creation and conceptual composition of educative portfolios that help teachers grow professionnally, this instrument implies a formatting around artifacts posited as proofs of competence, which support an uncritical realist ontology that has its limitations. Thus networked learning and personal learning environments stimulate reflective teacher learning, but possibly lead portfolio users to confuse the indicator of performance with the actual competence. Portfolio creation takes much time on other activities that could be most beneficial (and could be complementary), such as shared reflection on personal belief systems. Universalist stands and standardisation seem to take the fore while educative humane value go back stage. The new wave of distance learning creates new risks in terms of depth and quality as well as health, related to the daily use of pulsed microwaves and radio frequencies. It is suggested that a mode of control independent from the financial milieux that capitalize on these innovations should be created.
  • Tochon, F. (in press). Some Possible Implications of Technology in Multimedia Education: Language Learning, Risks, and Futurology. APAMALL Journal of Language Learning Technologies.
    Abstract: 深層教學法是一種創新的語言教學及學習方式。該教學法並非針對特定的語言所設計的,而是會按照學生需求而加以調整、靈活變化及客製化的教學理念。深層教學法將引領您一步一步地走過課程的創建與應用的過程,並且在其過程中充分地將學習者所具備的情境及背景特徵納入考量。 深層教學法的宗旨是透過將學習者與知識的來源加以連結,使之獲得更深具意義的學習體驗。 因此,本學習方式是一種具備良好的學習輔助機制及著重於自發學習的教學方式。深層教學法將賦予學生自主學習的能力,並激勵教學者成為學生的良師益友。 - 그것은 본질적 개선을 통해 교육을 보다 의미있게 만드는 것이다; 실제적 훈련과 깊이있는 학습, 실천을 통한 정체성의 성장을 지향한다. - 그것은 초학문적이고 실천적인 교육이며, 훈련내용과 간학문적 기술을 경험적 프로젝트 속에 통합시켜, 학생들이 자아를 실현하며 사회 속에 적극 참여하도록 한다. -그것은 인류, 생태계, 전 지구적 복지를 위한 정치적 노력을 통해 인류의 삶을 조직하는 새로운 요구에 부응하는 것이다. - 그것은 어떤 독단적인 이념이나 신조도 아니고, 만인을 위한 것이므로 엘리트지향적이지도 않고, 좌익, 우익을 구분하는 분파주의도 아니다.
  • Tunç, Y., & Tochon, F. (2012, October (4th Quarter/Autumn)). Identity and Nationalism in Turkey. Module 13, intermediate level. Deep approach to Turkish Teaching and Learning, 2(12), 17 pages. Madison, WI, WCER.
    Online Publication/Abstract
  • Alagöz, E., & Tochon, F. (2012, October (4th Quarter/Autumn)). A Turkish treasure: Hazelnuts/Türkiye’nin hazinesi: Fındık. Module 1, pre-intermediate level. Deep approach to Turkish Teaching and Learning, 1(1), 8 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., Tochon, F., & Druc, T.I. (2012, October (4th Quarter/Autumn)). Advertisements / Reklamlar. Module 4, intermediate level. Deep approach to Turkish Teaching and Learning, 2(4), 17 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Alagöz, E., Druc, T.I., & Tochon, F. (2012, October (4th Quarter/Autumn)). Archaeology and science/ Arkeoloji ve bilim. Module 8, advanced level. Deep approach to Turkish Teaching and Learning, 3(8), 15 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Gilson, E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Carpet Culture, In Turkey And Beyond / Halicilik, Türkiye Ve Ötesinde. Module 12, intermediate level. Deep approach to Turkish Teaching and Learning, 2(12), 26 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., & Tochon, F. (2012, October (4th Quarter/Autumn)). Cities in Turkey/Türkiyedeki Şehirler. Module 11, intermediate level. Deep approach to Turkish Teaching and Learning, 2(11), 23 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Karaman, A.C., Ökten, C.E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Comics and Cartoons. Module 2, intermediate level. Deep approach to Turkish Teaching and Learning, 2(2), 13 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tochon, F., & Alagöz, E. (2012, October (4th Quarter/Autumn)). Craftsmanship and Artisans. Module 2, advanced level. Deep approach to Turkish Teaching and Learning, 3(2), 9 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Ökten, C.E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Din Ve Felsefe/Religion And Philosophy. Module 7, advanced level. 3(7), 26 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Ökten, C.E., Karaman, A.C., & Tochon, F. (2012, October (4th Quarter/Autumn)). Environmental Activism / Çevre Eylemciliği. Module 9, intermediate level. Deep approach to Turkish Teaching and Learning, 2(9), 16 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., & Tochon, F. (2012, October (4th Quarter/Autumn)). Filmler ve aktörler / Movies and actors. Module 4, advanced level. Deep approach to Turkish Teaching and Learning, 3(4), 16 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Alagöz, E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Folk Tales and Myths/Halk öyküleri ve efsaneler. Module 10, advanced level. Deep approach to Turkish Teaching and Learning, 3(10), 25 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., & Tochon, F. (2012, October (4th Quarter/Autumn)). Fortune-telling/Falcılık. Module 3, pre-intermediate level. Deep approach to Turkish Teaching and Learning, 1(3), 14 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Alagöz, E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Health/Sağlık. Module 7, intermediate level. Deep approach to Turkish Teaching and Learning, 2(7), 16 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., & Tochon, F. (2012, October (4th Quarter/Autumn)). Historical and cultural heritage / Tarihsel ve Kültürel Miras. Module 2, pre-intermediate level. Deep approach to Turkish Teaching and Learning, 1(2), 9 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Ökten, C.E., & Tochon, F. (2012, October (4th Quarter/Autumn)). History (Ottoman-Turkish Republic-Today) / Tarih Osmanlı (İmparatorluğu’ndan Türkiye Cumhuriyeti’ne ve bugün). Module 11, advanced level. Deep approach to Turkish Teaching and Learning, 3(11), 9 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Ökten, C.E., Karaman, A.C., & Tochon, F. (2012, October (4th Quarter/Autumn)). Kadınlar/Women. Module 3, advanced level. Deep approach to Turkish Teaching and Learning, 3(3), 18 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Alagöz, E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Love and Family / Aşk ve Aile. Module 3, intermediate level. Deep approach to Turkish Teaching and Learning, 2(3), 14 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tochon, F., & Alagöz, E. (2012, October (4th Quarter/Autumn)). Music and Musicians [Türkiye’de Müzik]. Module 6, intermediate level. Deep approach to Turkish Teaching and Learning, 2(6), 13 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., & Tochon, F. (2012, October (4th Quarter/Autumn)). Ottoman and Modern Architecture / Osmanlı Mimarisi ve Modern Mimarlık. Module 9, advanced level. Deep approach to Turkish Teaching and Learning, 3(9), 18 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Karaman, A.C., Ökten, C.E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Poets and Politics / Şairler ve siyaset. Module 1, advanced level. Deep approach to Turkish Teaching and Learning, 3(1), 18 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Karaman, A.C., & Tochon, F. (2012, October (4th Quarter/Autumn)). Professional biographies / Mesleki özgeçmişler. Module 10, intermediate level. Deep approach to Turkish Teaching and Learning, 2(10), 16 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Alagöz, E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Radio Conversations / Radyo sohbetleri. Module 4, pre-intermediate level. Deep approach to Turkish Teaching and Learning, 1(4), 10 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Ökten, C.E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Turkish cinema /Türk sinemasi-yeşilçam. Module 8, intermediate level. Deep approach to Turkish Teaching and Learning, 2(8), 23 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., & Tochon, F. (2012, October (4th Quarter/Autumn)). Turkish Cuisine and Culture / Türk Mutfaği ve Mutfak Kültürü. Module 5, intermediate level. Deep approach to Turkish Teaching and Learning, 2(5), 22 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., & Tochon, F. (2012, October (4th Quarter/Autumn)). Turkish Literature/Türk Edebiyatı. Module 6, advanced level. Deep approach to Turkish Teaching and Learning, 3(6), 18 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Alagöz, E., & Tochon, F. (2012, October (4th Quarter/Autumn)). Visual Arts / Görsel Sanatlar. Module 5, advanced level. Deep approach to Turkish Teaching and Learning, 3(5), 20 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Tunç, Y., Tochon, F., & Druc, T.I. (2012, October (4th Quarter/Autumn)). Youth / Gençlik. Module 1, intermediate level. Deep approach to Turkish Teaching and Learning, 2(1), 17 pages. Madison, WI, USA, WCER.
    Online Publication/Abstract
  • Karaman, A.C., Okten, C.E., & Tochon, F. (2012). Learning the Deep Approach: language teachers’ voices. Porta Linguarum. 18, 79-95.
    Online Publication/Abstract
    Abstract: Based on the Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers’ practices, professional and cultural identities, and transformations in learning and teaching emerged during the process of employing the deep approach. ------------------------ El Aprendizaje del Principio Profundo: Testimonios de Profesores de Lengua: Este estudio cualitativo analizó las experiencias de un grupo de instructores de lengua turca en cinco universidades en los Estados Unidos y una en Turquía basadas en el “principio profundo” y en el uso de módulos de aprendizaje del idioma turco como lengua extranjera. El enfoque del estudio fue la comprensión de las formas cómo estos maestros negociaron la implementación del principio profundo durante un proceso reflexivo sobre sus accionares pedagógicos. Se identificaron tres temas principales. Este artículo detalla cómo emergieron prácticas pedagógicas, identidades profesionales y culturales y transformaciones en enseñanza y aprendizaje entre los maestros durante la implementación del principio profundo.
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  • Tochon, F. (2012). Le savoir-évaluer comme politique éducative: Vers une évaluation plus profonde (Evaluative Knowledge as Educative Politics : Towards Deeper Assessments). Mesure et Evaluation en Education (Measure & Evaluation in Education).. 34(3), 133-156.
    Abstract: Assessment as it is lived in schools has changed its role. The humane dimension of teacher know-how, in assessment, has been replaced by quantitative performance assessments that play a political function. This essay discusses it from a critical perspective considering research on the validity of standardized performance tests. Teachers’ field assessments tend to integrate the human factor as a major consideration, to the contrary of standardized measures that re-shape teaching to match the demand of the law makers. The current totalitarian attempt in the field of school assessment places Instrumental Reason to its extreme, as if machines and bureaucratic criteria could replace the human agents. It may contribute to the genocide of linguistic minorities. Assessment is always relative enterprise, as it depends upon a conceptual interpretation and the context of its application. A more humane and deeper approach is proposed. ------------------------------------------------- L’évaluation vécue dans les écoles a changé de rôle. De l’évaluation à dimension humaine, nous sommes passés dans de nombreux pays à une évaluation de performance standardisée et quantitative dont la fonction est politique, que cet essai analyse de façon critique au vu des recherches sur la validité des tests standardisés. Dans leur évaluation de terrain, les enseignants tendent à tenir compte des facteurs humains, au contraire des mesures standardisées qui contribuent à refaçonner l’enseignement selon le diktat des législateurs. La tentative totalitaire actuelle en matière d’évaluation scolaire porte la raison instrumentale à son extrême, comme si les machines et les critères bureaucratiques pouvaient remplacer les agents humains. Elle peut contribuer au génocide de minorités linguistiques. L’évaluation est toujours relative car elle dépend d’une interprétation conceptuelle et du contexte d’application. Une approche plus humaine est proposée.
  • Tochon, F. (2012). Deep Education: Assigning a Moral Role to Academic Work. Educaçao, Sociedade & Culturas. 33.
    Abstract: Unless we act to reconceptualize and rebuild the social contract on new bases, postindustrial trends might break it down. Intellectuals who work in the academia should have a special role in this respect. Environmentally, socially, humanely and symbolically disempowering and destructive policies are being imposed in conjunction with financial interests propelled by the myth of productivity. Civil rights are being replaced by surveillance and control. This appalling situation legitimates new reflections on education in order to envision what could and should be done. The old logic of Right and Left inherited from the French Revolution must be altered into a politics of the human if we are to address the risks that financial monopolies have created. The demonstration in this article is that Education – and academic work in particular – must be reconceptualized in a transdisciplinary way that helps solve the destructive problems that humanity faces. The essay reflects on the notion of caring and the development of non-foundational foundations with such core values as biocosmopolitanism and deliberate «décroissance» (postdevelopmental powerdown), in the search for integrated wisdom and science with a conscience.
  • Tochon, F. (2011). Propos libres sur la formation des enseignants. Revue des Hautes écoles pédagogiques et institutions de formation de Suisse romande et du Tessin.. 12, 9-18.
    Abstract: En vingt ans les formations professionnelles s’étaient clairement améliorées en qualité et en pertinence. Mais le rôle et le pouvoir des enseignants, à la suite de la grande liberté exploratoire et créatrice des années 1970 et 1980, n’ont fait que diminuer, au point qu’on puisse penser que le contrôle social est peut-être devenu l’enjeu privilégié de ce que l’on nomme encore « Éducation ». Par exemple, alors que les portfolios pourraient être des instruments de réflexion continue dans une optique de progrès tout au long de la vie professionnelle, ils tendent avec leur banalisation à devenir des moyens de standardiser les comportements et de comptabiliser les occurrences d’une forme instrumentalisée de réflexion qui perd beaucoup de sa signification. La situation est bien sûr inégale d’un site de formation à l’autre, nuancée localement, et excessivement complexe. On se rend toutefois compte des limites de l’héritage des sciences cognitives et de leur modélisation informatique dans la gestion éducative qui n’a préservé de l’intelligence que son activité la plus superficielle : le classement. Nous aurions besoin d’un élargissement des systèmes de référence, par exemple dans une optique sémiotique et humaine plutôt que restreinte à la seule cognition.
  • Tochon, F. (2011). Reflecting on the paradoxes of foreign language teacher education: a critical system analysis. Porta Linguarum. 15, 7-24.
    Online Publication/Abstract
    Abstract: In the United States, Foreign Language Education is reshaped at a time when 75% of language teachers have retired, leaving an unprecedented vacuum. It is handicapped by paradoxes that prevent it from furthering its mission. Conjugating priority and neglect is a major challenge. Methods are often taught without epistemology, students tend to communicate without contents. Teaching of cultures is generally sanitized and stereotyped. Teacher educators professionalize student teachers who rarely understand their own cultural identity, potential foreignness and otherness. The student teachers’ reflection is enforced and their autonomy paradoxically guided. The way to deal with these contradictions is to articulate new priorities and reconceptualize the field as the inescapable branch of learning for world peace and social justice.
  • Tochon, F. (2011, December). Research on the Possible Implications of Multimedia Language Education with iPad or Tablet PC. Keynote Speech. Proceedings of the Fifteenth international conference of APAMALL and ROCMELIA, Kaohsiung.: Asia-Pacific Association for Multimedia-Assisted Language Learning.
  • Tochon, F., Karaman, A.C., & Ökten, C.E. (2011, September). Türkçe’nin Yabancı Dil Olarak Öğrenimi’nde Derin Yaklaşım İçin Öğretimsel Düzenleyiciler. Proceedings of Uluslararası Dünyada Türkçe Öğretimi Sempozyumu’nda Sunulan Bildiri, Bişkek, Kırgızistan: Uluslararası Dünyada Türkçe Öğretimi Sempozyumu’nda Sunulan Bildiri.
    Abstract: Bu çalışmada, Derin Yaklaşım’ın temel ilkeleri ve öğretimsel düzenleyiciler sunulmaktadır. Bir uygulama örneği olarak Amerika Birleşik Devletleri’nde Türkçe’nin Yabancı Dil Olarak Öğretimi için hazırlanan ileri düzey öğrenme birimlerinin yapısının bazı öğeleri açıklanmaktadır. Derin Yaklaşım, proje ve içerik merkezli çalışmaları ve aynı zamanda alanlar-arası sürece dayalı bir paylaşımı amaçlar. Öğrenme sürecinde öğrencinin özerkliği dikkate alınarak dil becerilerinin geliştirilmesi göz önünde bulundurulur. Bu bağlamda gerçek yaşamdan konular, sorunlar ve eylemler alınarak öğrenmeye yönelik motivasyon sağlanır. Öğrenmeye yönelik sorunlar, öğrencinin bakış açısıyla ele alınarak yansıtıcı düşünme ortamları hazırlar. Böylece öğrenci, deneyimlerinden yararlanarak öğrenim sürecinde bağlamlar arası anlamlı ilişkiler kurar ve derin öğrenmeyi gerçekleştirir. Bu yaklaşımda eleştirel ve karşılaştırmalı çıkarımda bulunulur ve bunların sonucunda etkinlikler düzenlenir. Bu süreçte de kuramsallaştırma aşamasına geçilir.
  • Tochon, F. (2009). Critical reasoning for social justice; Moral encounters with the paradoxes of intercultural education. Intercultural education. 20(2), 135-149.
    Abstract: This article investigates the paradoxical terms of intercultural development and re-conceptualizes intercultural reasoning within moral and critical dimensions of education. The critical-interpretive systems approach is applied in proposing the agenda for intercultural reasoning in societies, an agenda that targets social justice. The article also highlights the shortcomings of reductionist and instrumentalist approaches across disciplines. The urgency of defining and uniting around a morally valid intercultural perspective emerges.
  • Tochon, F. (2009). Dil İkilemini Çözmek: Okullar Neden Uyum Sağlamalı. Eğitim bilim toplum (Education, Science and Society). 6(22), 130-143.
  • Tochon, F. (2009). The Key to Global Understanding: World Languages Education--Why Schools Need to Adapt. Review of Educational Research. 79(2), 650-681.
    Online Publication/Abstract
    Abstract: This review article is a plea for the education community to reconsider the place of world languages teaching within the schools. With globalization, languages education should be one of the strategic goals of public as well as private education. The article reviews research on the best age level for learning a language, the assets of bilingualism, the problems that arise from lack of recognition for other languages and cultures, the ways to change current language education, and the integration of international language policies. The literature reviewed points at how the issues discussed can be resolved to increase global understanding. (Contains 2 notes.)
  • Tan, Y., & Tochon, F. 深度教育法视角下高校学生跨文化能力自主培养模式探究 - A Study on the Deep Intercultural Competence Development Model for College Students in China. Unpublished Manuscript, University of Wisconsin, Madison.
  • Tochon, F. (in press). 深度法对学习世界语言和文化的效能—论外语学习的下一个主流方法. Foreign Language Teaching Research (FLTR).
    Abstract: 提要:深度法是可以促进深度学习和对文化身份深入理解的学习世界语言和文化的新方法。该方法可能是语言学习的下一个主流方法。本实证研究实验调查了这一基于自我导向和利用开放性学习项目进行合作混合式学习方法的效果。研究对象是四所大学的二、三年级学习土耳其语课程的学生,其中实验组采用深度法,对照组则交替使用交际任务和侧重语言形式的教学方法。本文探讨了深度学习的概念基础及其组成成分之一:开放性教育项目的动机背景。结果显示,实验组在深度学习和文化学习方面有显著优势。另外,利用深度法可以极大降低学生对失败的恐惧
  • Tochon, F., & Harrison, K.M. Peace and Language Education Policies. Manuscript in preparation. Blue Mounds, WI: Deep University Press.
  • Tochon, F. (in press). Multilingualism as Policy for Peace Education. Language Policy in Language Education (LPLE).
    Abstract: This essay defends the thesis that World Language Education can be a useful instrument of peace education. Incentives for multilingual proficiency may initiate a healing process across nations, as it supports crosscultural communication. The issue is to develop the ability to accept other viewpoints. The article reviews the stakes of peace and globalization from a Language Education Policy perspective, including: (a) the role of language diversity in reaching peaceful, world citizenship; (b) multilingual education and peace; (c) the role of English and killer languages; (d) language education policy and peace. Policies often generalize solutions without contextual adaptation. The idea that economic exchange could be the root of peace is discussed, as economic peace based on free market may destroy nature and culture. Global institutional violence regulated by the mirage of accountability and the dehumanizing use of numbers creates systemic interference that prevents peace efforts. Language planning requires decentralization to be flexibly adapted to the variety of human contexts. The literature reviewed points at how the issues discussed can be resolved to increase global understanding. Multilingual proficiency and intercultural competence should be among the strategic goals of peace education.

Presentations

  • Tochon, F. (2015, October 17). Language Education Policy from Theory to Local Practices, 2015 International Conference on Language Education Policy, global perspectives and local practice., IslPAL, Brisbane, and USQ, Australia, Toowoomba, South Queensland, Australia.
  • Tochon, F. (2015, October 6). Principles for Creating Deep Higher Learning Environments, Invited Lecture, University of South Queensland, Harristown, Queensland, Australia.
  • Tochon, F. (2015, July 8). Deeper Higher Education, International Conference on Deep Education., Deep Approach Network, Arena, WI.
  • Tochon, F. (2015, April 10). Designing the Flipped Classroom: Blending Technologies for a Deep Approach to Foreign Language Teaching and Learning, Invited Lecture, Henan University of Technology, China, Henan University of Technology (HAUT), College of Foreign Languages, Zhengzhou, Henan, China.
  • Tochon, F. (2015, April 9). Challenges to the Flipped Language Classroom, Invited Lecture, University of Zhengzhou, China, University of Zhengzhou, College of Foreign Languages, Zhengzhou, Henan, China.
  • Tochon, F. (2015, April 7). Why Do We Need a New Approach to Foreign Language Teaching?, Invited Lecture, Chongqing University, China, Center for Enhancement of Teaching and Learning (CET&L), Chongqing University, Chongqing, China.
  • Tochon, F. (2015, April 7). Modalities of Inservice Teacher Professional Development, Invited Seminar, Chongqing University, China, Center for Enhancement of Teaching and Learning (CET&L), Chongqing University, Chongqing, China.
  • Tochon, F. (2015, April 5). Presidential Introductory Address, Spring 2015 Fifth INLEPS International Conference, International Network for Language Education Policy Studies, Southeastern University, Shanghai International Studies University, Nanjing, China.
  • Tochon, F. (2015, April 5). Reflecting on Experiences with an Adolescent Learning Spanish Through the Distance Course of a 21st Century High School., Spring 2015 Fifth INLEPS International Conference, International Network for Language Education Policy Studies, Southeastern University, Shanghai International Studies University, Nanjing, China.
  • Tochon, F. (2015, April 1). Deep Teacher Education: The Value of Student Autonomy in Flipped, Open Classrooms., Invited Lecture, Shanghai Normal University, China, College of Science and College of Foreign Languages, Shanghai Normal University, China, Shanghai, China.
  • Tochon, F. (2015, March 30). Deep Teacher Education: The Value of Student Autonomy in Flipped, Open Classrooms, Invited Lecture, Zhejiang Normal University, China, Zhejiang Normal University, College of Foreign Languages, Jinhua, Zhejiang, China.
  • Tochon, F. (2015, March 26). Autonomy and Online Learning: The Student as Curriculum Builder, Invited Lecture, University of Shanghai for Science & Technology, China., University of Shanghai for Science & Technology (USST), College of Foreign Languages, Shanghai, China.
  • Tochon, F. (2015, March 24). Deeper Approaches to World Languages and Cultures: Supporting Autonomous Learning, Invited Lecture, Beijing Foreign Studies University, China., National Research Centre for Foreign Language Education, Beijing Foreign Studies University (BFSU), Beijing, China.
  • Tochon, F. (2015, March 20). From Language Education to Deep Teacher Education, invited Lecture, Yanbian University, China., College of Foreign Languages, Yanbian University, Yanji, Jilin, China.
  • Tochon, F. (2015, March 19). Deep Education and Deep University, Invited Lecture, Yanbian University, China., College of Foreign Languages, Yanbian University, Yanji, Jilin, China.
  • Tochon, F. (2015, March 17). Hyper-Textbooks for Deep Learning at School and Curriculum Autonomy, Invited Lecture, Peoples Education Press (PEP), China., Peoples Education Press, Beijing, China.
  • Tochon, F. (2015, March 16). Creating Online Opportunities for Deep Learning, Invited Lecture, Beijing Languages & Cultures University, China., Beijing Languages & Cultures University (BLCU), College of Applied Foreign Languages., Beijing, China.
  • Tochon, F. (2015, February 13). Language Education Policy and Depth, Language Policy in Action, Medellin, Colombia, Universidad Luis Amigó - Fundación Universitaria FUNLAM, Medellin, Colombia.
  • Tochon, F. (2015, February 7). Language Education Policy Unlimited, Critical Language Education, Medellin, Colombia, Universidad de Antioquia, School of Modern Language, Medellin, Colombia.
  • Tochon, F. (2014, November 24). Intercultural Learning and the Paradoxes of English Language Teaching, International College, Bangkok, Thailand, Mahidol University, Bangkok, Thailand.
  • Tochon, F. (2014, November 24). Reconceptualizing Foreign Language Education., International College, Bangkok, Thailand, Mahidol University, Bangkok, Thailand.
  • Tochon, F. (2014, November 22). Challenges to the Flipped Language Classroom: Targeting Deep Learning, International College, Bangkok, Thailand, Mahidol University, Bangkok, Thailand.
  • Tochon, F. (2014, November 11). Các công nghệ học kết hợp cho hướng tiếp cận chuyên sâu trong giảng dạy và học tập ngoại ngữ (Blended Technologies for a Deep Approach to Foreign Language Teaching and Learning), Keynote lecture. International Conference on “Foreign languages and international integration.”, Hanoi University, Hanoi, Vietnam.
  • Tochon, F., & Druc, I.C. (2014, November 11). Áp dụng hướng tiếp cận chuyên sâu về ngoại ngữ và văn hóa trong giảng dạy tiếng việt (How to Apply the Deep Approach of Foreign Languages and Cultures to Teaching Vietnamese)., Lecture given at the International Conference on “Foreign languages and international integration,” Panel 3 on Teaching Vietnamese as a foreign language, Hanoi University, Hanoi, Vietnam.
  • Tochon, F. (2014, November 6). Traitement et analyse des données qualitatives (Qualitative Data Processing and Analysis), Séminaire des jeunes enseignants-chercheurs francophones de l’Asie Pacifique (Regional Seminar for young teacher-researchers of Pacific Asia (SJCF) gathering assistant professors from Vietnam, Cambodia and Laos), CREFAP, University of Hanoi, sponsored by Agence Universitaire de la Francophonie (AUF), Hanoi, Vietnam.
  • Tochon, F. (2014, November 5). Organisation de cercles d'étude vidéo (Organizing Video Study Groups), Keynote lecture. Regional Seminar for young Francophone teacher-researchers (SJCF), gathering assistant professors from Vietnam, Cambodia and Laos, CREFAP, Hanoi University, sponsored by Agence Universitaire de la Francophonie (AUF), Hanoi, Vietnam.
  • Tochon, F. (2014). Help them learn a language deeply: The challenge, International Conference on Deep Languages Education Policy & Practices, Stimulating languages learning - global perspectives and local practice., International Network for Language Education Policy Studies (INLEP), University of South Queensland., Brisbane, Australia.
  • Tochon, F. (2014). Language Education Policy Studies with examples from the United States, Canada, and Switzerland., Invited Speech given at the Research Seminar of the Faculty of Linguistics, Griffith University, Griffith University, Brisbane, Australia.
  • Tochon, F. (2014). From deep language education policy to curriculum design, Keynote address given at the 2014 International Conference on Deep Languages Education Policy & Practices, Stimulating languages learning - global perspectives and local practice., INLEP, University of South Queensland, Brisbane, Australia.
  • Tochon, F. (2014, October 30). Principles for a Deep Approach to Foreign Language Education, Keynote lecture given in the College of Foreign Languages Lecture Series, Guangdong University of Foreign Studies, Guangdong, China.
  • Tochon, F. (2014, October 27). Designing Flipped Courses, Invited lecture, College of Foreign Studies, Guilin University of Electronic Technology, Guilin, China.
  • Tochon, F. (2014, October 27). The Challenges of Liberal Education in the United States, Keynote lecture, Lecture Series of the College of Foreign Studies., Guilin University of Electronic Technology, Guilin, China.
  • Tochon, F. (2014, October 25). The Challenges Of Designing A Curriculum for Deep English Learning in the Elementary School, Keynote lecture given at the annual meeting of the Association of English Elementary Teachers, Association of English Elementary Teachers, Heyuan City, China.
  • Tochon, F. (2014, October 23). Internationalization and Online Course Development and Construction, Presentation made at Lecture Series of the College of Business, Nanhai campus of South China Normal University, Guangzhou, China.
  • Tochon, F. (2014, October 23). Deep Higher Education: The Value of Student Autonomy in Hybrid, Open Programs, Presentation made at the College of Vocational and Technical Education, South China Normal University, Nanhai campus, Guangzhou, China.
  • Tochon, F. (2014, October 22). Open Curricula for a Deep Approach to Vocational and Technical Education, College of Vocational and Technical Education Lecture Series, South China Normal University, Guangzhou, China.
  • Tochon, F. (2014, October 22). L'Approche Profonde afin de répondre aux « paradoxes » de l’enseignement des langues étrangères (Deep Approach to Solve Paradoxes in Foreign Language Teaching), Research Colloquium of the Department of French., South China Normal University, Foshan campus, Guangzhou, China.
  • Tochon, F. (2014, September 20). Introduction to the symposium on Research methods for educational semiotics, International Association for Semiotic Studies (IASS/AIS), Southeast European Center for Semiotic Studies, New Bulgarian University, Sofia, Bulgaria.
  • Tochon, F. (2014, September 20). What Semiotics Can Bring to Educational Inquiry, Symposium on Research methods for educational semiotics. International Association for Semiotic Studies (IASS/AIS), Southeast European Center for Semiotic Studies, New Bulgarian University, Sofia, Sofia, Bulgaria.
  • Tochon, F. (2014, September 12). Deep University, Research Seminar on the Deep Approach to Education, Anadolu Open University, Eskisehir, Turkey.
  • Tochon, F. (2014, June 15). World Language Education Policies and Peace Education., International Network for Language Education Policy Studies (INLEP), Kaohsiung Normal University, Kaohsiung, Taiwan.
  • Tochon, F. (2014, May 25). Ways of Creating a Bilingual Education Program with a Deep and Critical Approach to the Target Language and Culture, Workshop on Deep Language Learning, Suleyman Şah University, Istanbul, Turkey.
  • Tochon, F. (2014, March 7). Why Semiotics is Important for Secong Language Acquisition., Presentation made at the Language Learning in ConTEXT brownbag discussions series., Doctoral Program in Second Language Acquisition (SLA)., Madison, Wisconsin.
  • Tochon, F. (2013, December 18). Language Education Policy in the United States, Biannual INLEP Conference - Language Education Policy in Various States, International Network for Language Education Policy Studies (INLEPS), University of Granada, Granada, Spain.
  • Tochon, F. (2013, November 24). Personal Learning Environments for Deep Language Learning, 2013 annual meeting of the American Council for the Teaching of Foreign Languages, American Council for the Teaching of Foreign Languages (ACTFL), Orlando, Florida.
  • Tochon, F. (2013, October 27). Educational Semiotics, Annual Meeting of the Semiotic Society of America, Semiotic Society of America (SSA), Dayton, Ohio.
  • Tochon, F. (2013, March 30). Autonomy as Education Policy to Increase Program Effectiveness in Languages and Cultures, Language Education Policy Studies in Theory and Practice, National Research Centre for Foreign Language Policy (NRCFLP) at Shanghai International Studies University, and UW-Shanghai Innovation Office, China, Shanghai, China.
  • Tochon, F., Presenter & Author (2012, December 18). Keynote Lecture - Tecnologías emergentes en las instituciones educativas: aventajas y posibles riesgos (Emerging Technologies in Educational Institutions: Assets and Potential Risks), XII Congreso Internacional de Organización de Instituciones Educativas, University of Granada, Granada, Spain.
  • Tochon, F., Presenter & Author (2012, November 4). Leveling of Education within Neoliberal Cyber Competition: Towards Deeper, Critical Semiotics, Semiotic Society of America (SSA), University of Toronto, Westin Harbour Castle, Toronto, Canada.
  • Tochon, F., Presenter & Author (2012, August 7). A Deep Approach to English as a Lingua Franca, Language Institute Seminar Series - Invited Lecture, Griffith University, Brisbane, Australia.
  • Tochon, F., Presenter & Author (2012, August 5). Keynote Lecture - Deep Education: Transdisciplinary Pedagogy and Wisdom, Conference on Leadership and Pedagogy, University of Southern Queensland, Brisbane, Australia.
  • Tochon, F., Presenter & Author (2012, July 1). Education internationale comparée, politiques langagières et portfolios numériques (International and Comparative Education re: Language Policy and ePortfolios), Invited Lecture, IUFM - University of Aix-Marseille, Aix-en-Provence, France.
  • Tochon, F., Presenter & Author (2012, May 31). Students as Curriculum Builders: Towards Deep, Transdisciplinary Education, Invited Keynote Lecture, Middle Eastern Teachnical University of Cyprus (METU-C), Cyprus, Turkey.
  • Tochon, F., Presenter & Author (2012, May 29). Symposium: A Deep Approach to Turkish Education, Colloquium on the Deep Approach to World Language and Cultures, Suleyman Demirel University, Isparta, Turkey.
  • Tochon, F., Presenter Only (2012, May 29). The Future of Research on the Deep Approach to Languages and Cultures, and its Match with the European Framework of Reference for the Teaching of Foreign Languages, Colloquium on the Deep Approach to World Language and Cultures, Suleyman Demirel University, Isparta, Turkey.
  • Tochon, F., Presenter & Author (2012, May 26). Symposium: From Fabricated Linguae Francae To A Deeper Approach Of Lived Englishes’, Languages And Cultures, English as a Lingua Franca (ELF5), ELF, Istanbul.
  • Tochon, F., Presenter & Author (2012, May 26). What a Deeper Approach to ELT Would Entail, English as a Lingua Franca (ELF5), ELF, Bosphorus University, Istanbul.
  • Tochon, F., Presenter & Author (2012, May 2). Why Do We Need a Deeper Approach to Foreign Language Teaching, and What Could It Be?, Lecture Series of the Language Center, Boston University, Boston, MA.
  • Tochon, F., Presenter & Author (2012, April 29). Instructional Organizers for a Deep Approach to Less Commonly Taught Languages., National Council for Less-Commonly-Taught Languages (NCOLCTL), University of Wisconsin-Madison., Madison, WI.
  • Tochon, F., Presenter & Author (2012, April 17). Instructional Organizers to Stimulate Deep Learning of World Languages and Cross-Cultural Pragmatics., Annual meeting of the American Educational Research Association (AERA)., Special Interest Group in Second Language Learning Research., Vancouver (BC), Canada.
  • Tochon, F., Presenter & Author (2012, April 6). Bridging Macro Language Policies and Micro Methods: The Tao of Teaching., Lecture Series of the Institute of Linguistics Studies., Shanghai International Studies University (SISU)., Shanghai, China.
  • Tochon, F., Presenter & Author (2012, April 6). Evaluation for Deep Language Learning: the Challenge., Lecture Series of the Institute of Linguistics Studies., Shanghai International Studies University (SISU)., Shanghai, China.
  • Tochon, F., Presenter & Author (2012, April 5). Deep Language Policy Research in Education., Workshop Series of the Institute of Linguistics Studies., Shanghai International Studies University (SISU)., Shanghai, China.
  • Tochon, F., Presenter & Author (2011, December 19). Research on the Possible Implications of Multimedia Language Education with iPad or Tablet PC, Rocmelia, Kaohsiung University., Kaohsiung, Taiwan.
  • Tochon, F., Presenter & Author (2011, December 4). Technologies For A Deep, Project-Based Approach To Language Learning, American Association of Turkish Teachers (AATT), Middle Eastern Studies Association (MESA), Washington, DC.
  • Tochon, F., Presenter & Author (2011, November 7). For A Deeper Approach To Languages And Cultures, Language Institute Lecture Series, University of Chicago, Chicago, IL.
  • Tochon, F., Presenter & Author (2011, October 24). Portfolios and Education Standards in U.S. World Language Teacher Education., School of Education Guest Lecture., Capital Normal University (CNU)., Beiiing, China.
  • Tochon, F., Presenter & Author (2011, October 21). More Humane Technologies for English Language Learning., English Center Lecture Series., Beijing Language and Culture University (BLCU)., Beijing, China.
  • Tochon, F., Presenter & Author (2011, October 21). Self-Directed, Project-based learning in a deep approach to foreign languages., Lecture Series of the Department of English and International Studies,, China University of Mining and Technology (CUMT)., Beijing, China.
  • Tochon, F., Presenter & Author (2011, October 20). Vers une approche plus approfondie de la littérature pour élever le niveau de compétence linguistique des étudiants (Towards a deeper approach of literature to enhance students’ linguistic proficiency)., French Department Lecture Series., Beijing Language and Culture University (BLCU)., Beijing, China.
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  • Tochon, F., Presenter & Author (2011, October 20). Re-Conceptualizing Foreign Language Education., Research Center Lecture Series., Beijing Foreign Studies University (BFSU)., Beijing, China.
  • Tochon, F., Presenter & Author (2011, October 18). Instructional Organizers for a Deep Approach to English Language Learning., English Department Lecture Series., Beijing Language and Culture University (BLCU)., Beiiing, China.
  • Tochon, F., Presenter & Author (2011, September 16). The Deep Approach to Turkish Language as a Response to Hybridity in Immigrants’ Urban Education., European Education Research Association (EERA)., University of Berlin., Berlin, Germany.
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  • Tochon, F., Presenter & Author, Karaman, A.C., Presenter Only, & Ökten, C.E., Presenter Only (2011, May 14). Türkçe’nin Yabancı Dil Olarak Öğrenimi’nde Derin Yaklaşım İçin Öğretimsel Düzenleyiciler., . 9. Uluslararası Dünyada Türkçe Öğretimi Sempozyumu’nda Sunulan Bildiri. International Association of Turkic Languages Teachers., University of Bişkek., Bişkek, Kırgızistan.
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  • Tochon, F., Presenter & Author (2011, April 8). Why Do We Need a New Approach to World Language Teaching?, National Council of Less Commonly Taught Languages (NCOLCTL)., University of Wisconsin-Madison., Madison, Wisconsin.
  • Tochon, F., Presenter & Author (2011, March 21). Why do we need a new approach to foreign language teaching?, Foreign Language College Lecture Series., Shanghai Normal University., Shanghai, China.
  • Tochon, F., Presenter & Author (2011, March 18). Portfolios and Education Standards in U.S. World Language Teacher Education., School of Education Lecture Series., Shanghai Normal University., Shanghai, China.
  • Tochon, F., Presenter & Author (2011, March 16). More Humane Technologies for Foreign Language Learning., International Education and Foreign Language Center Series., Nanjing University of Aeronautics and Astronautics (Neihang)., Nanjing, China.
  • Tochon, F., Presenter & Author (2011, March 15). The Role of Self-Directed Learning in a Deep Approach to World Languages., Undergraduate Students and Overseas Students Lecture Series., Nanjing University of Aeronautics and Astronautics (Neihang)., Nanjing, China.
  • Tochon, F., Presenter & Author (2011, March 11). A Deep approach to Chinese language education., College of International Studies Lecture Series, Master's in teaching Chinese as a Second Language., Zhejiang University., Hangzhou, China.
  • Tochon, F., Presenter & Author (2011, March 9). From Language Education to Deep Teacher Education., College of Foreign Languages Lecture Series., Zhejiang Normal University., Jinhua, China.
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  • Tochon, F., Presenter & Author (2011, March 8). Intercultural Learning and World Language Education., Lecture Series of the Institute of Cross-Cultural Studies., Zhejiang University., Hangzhou, China.

Departmental Service

  • Program Head, World Language Education
    Dates of Membership: Sep. 2015 - Aug. 2016
    Accomplishments: Professor in charge of the Teacher Certification program in various World Languages such as Spanish, French, German, Chinese, Japanese, and also Latin.
  • Program head. Period of Service: Sep. 2015 - Aug. 2016

  • TOEFL Oral Proficiency Evaluator
    Dates of Membership: May 2015 - Aug. 2016
    Accomplishments: For Visiting Scholars who need a J1 visa.
  • Faculty Mentor. Period of Service: May 2015 - Aug. 2016

  • Global Education Committee (GEC)
    Dates of Membership: Sep. 2015 - May 2016
    Accomplishments: School of Education Committee.
  • Committee Member. Period of Service: Sep. 2015 - May 2016

  • Graduate Program Committee (GPC)
    Dates of Membership: Sep. 2015 - May 2016
    Accomplishments: Decisions re: Graduate programs in the Department of Curriculum & Instruction.
  • Committee Member. Period of Service: Sep. 2015 - May 2016

  • C&I Student Awards Committee
    Dates of Membership: Aug. 2013 - May 2014
    Accomplishments: Receiving, filing, reading and selecting applications for the various awards, grants and types of support available to C&I students, on the basis of an agreed-upon list of criteria.
  • Committee Member. Period of Service: Aug. 2013 - May 2014

  • C&I Student Awards Committee
    Dates of Membership: Sep. 2013 - May 2014
    Accomplishments: Selecting awards on the basis of the dossiers established by some 90 students in the Department for the awards' annual competitions.
  • Committee Member. Period of Service: Sep. 2013 - May 2014

  • Graduate Program Committee
    Dates of Membership: Sep. 2012 - May 2013
    Accomplishments: Departmental Decision Making on Matters Regarding Graduate Studies.
  • Committee Member. Period of Service: Sep. 2012 - May 2013

  • Capstone Certificate in World Language Education
    Dates of Membership: Sep. 2012 - May 2013
    Accomplishments: Creation of a graduate Capstone certificate for in-service teachers of any world language in the U.S. and abroad.
  • Committee Chair. Period of Service: Sep. 2012 - May 2013

  • Confucius Institute Project
    Dates of Membership: Sep. 2011 - May 2012
    Accomplishments: Consulting partners within and outside the UW to get support for a Confucius Institute, to increase resources and research in Chinese Language Education.
  • Committee Chair. Period of Service: Sep. 2011 - May 2012

  • C&I IRB Committee Member and Faculty Advisor
    Dates of Membership: Aug. 2009 - Aug. 2013
    Accomplishments: Evaluating Expedite and Full Review research projects for the Education Institutional Review Board (IRB). Organizing information meetings on the IRB in the C&I Department. Responding to requests from graduate students and faculty re: institutional review board requests.
  • Committee Member. Period of Service: Aug. 2009 - Aug. 2013

  • French Education Certificate
    Dates of Membership: Aug. 2009 - Dec. 2012
    Accomplishments: Creation of a graduate French Education Certificate, which was included in December of 2012 in a World Language Education Capstone.
  • Faculty Mentor. Period of Service: Aug. 2009 - Dec. 2012

  • Heading Graduate Studies in World Language Education
    Dates of Membership: Aug. 2008 - Aug. 2016
    Accomplishments: Organization and management of the Master and Doctorate in Curriculum & Instruction-World Language Education. Decision-making re: admissions, organizing a 25-30 graduate students program, preparation of Master theses, preparation to preliminary examinations, pilot studies, recommendations for FLAS, scholarships, and fellowships. Chairs the prelims.
  • Committee Chair. Period of Service: Aug. 2008 - Aug. 2016

  • French Oral Proficiency Evaluator
    Dates of Membership: Aug. 2008 - May 2014
    Accomplishments: Evaluating French proficiency for all new graduate students in the French & Italian Department, for FLAS and Fullbright Fellowships, as well as the France Assistantship program. Meeting with FRIT graduate students, campus FLAS and Fulbright applicants including French teachers who need an Oral Proficiency Interview assessment to access graduate studies.
  • Oral Proficiency Evaluator. Period of Service: Aug. 2008 - May 2014

  • C&I Faculty Awards Committee
    Dates of Membership: Aug. 2008 - May 2009
  • Committee Member. Period of Service: Aug. 2008 - May 2009

  • FRIT Evaluation of faculty associate
    Dates of Membership: Aug. 2005 - May 2006
    Accomplishments: Evaluation of the Service achievements of faculty associate Nelly Halzen.
  • Committee Member. Period of Service: Aug. 2005 - May 2006

  • C&I World Language Education Area Head
    Dates of Membership: Aug. 2003 - May 2007
    Accomplishments: Head of the undergraduate World Language Education program.
  • Program Head. Period of Service: Aug. 2003 - May 2007

  • C&I Bilingual Education position
    Dates of Membership: Aug. 2002 - May 2003
    Accomplishments: Planning, consulting, advertising and hiring a professor of Bilingual Education.
  • Committee Member. Period of Service: Aug. 2002 - May 2003

  • C&I Bilingual Education Curriculum
    Dates of Membership: Aug. 2001 - May 2003
    Accomplishments: Creating the Curriculum for the Bilingual Education program.
  • Committee Member. Period of Service: Aug. 2001 - May 2003

  • C&I French Education Program Head
    Dates of Membership: Jan. 2000 - May 2016
    Accomplishments: Advising French Education students and TAs as well as French Ed graduate students; representing French Education in C&I as well as in other institutions such as DPI; link to French teachers in Dane County schools; consulting for French Education from school districts and Wisconsin schools. .
  • Faculty Advisor. Period of Service: Jan. 2000 - May 2016

  • FRIT French Education Advisor
    Dates of Membership: Jan. 2000 - May 2016
    Accomplishments: Link of the French & Italian Department to the School of Education. Advising French undergraduate students interested in the French Education track or in French Ed graduate studies; presenting the World Language Teacher Education program at the Major Fest, at French House activities and in courses such as 227 or 228; link to French teachers in Dane County schools; consulting for French Education from school districts and Wisconsin schools; link to SoE in FRIT Department meetings.
  • Faculty Advisor. Period of Service: Jan. 2000 - May 2016

  • FRIT High School Liaison
    Dates of Membership: Jan. 2000 - May 2009
    Accomplishments: Liaison of the Department of French & Italian with high schools in Dane County.
  • High School Liaison. Period of Service: Jan. 2000 - May 2009

  • C&I Spanish Education Position Opening
    Dates of Membership: Aug. 2000 - May 2005
    Accomplishments: Planning, consulting, advertising and hiring a professor of Spanish Education.
  • Committee Chair. Period of Service: Aug. 2000 - May 2005

  • C&I Foreign Language Education Program Head
    Dates of Membership: Aug. 2000 - Aug. 2003
    Accomplishments: Head of the undergraduate Foreign Language Education (FLE) program. Note: before Fall 2003, French Education, German Education, and Spanish Education were separate secondary programs under the umbrella of FLE. In 2003-2004 they were merged in the new K-12 World Language Education program.
  • Program Head. Period of Service: Aug. 2000 - Aug. 2003

School Service

  • SoE Institutional Review Board (IRB)
    Dates of Membership: Jan. 2010 - Aug. 2013
    Accomplishments: Participation in the 10-year review interviews and the ARROW transition. Reviewing Education research projects for approval re: ethical guidelines, UW regulations, and U.S. Law. Evaluating expedite and Full review research projects for the Education Institutional Review Board. Organizing information meetings on the IRB in the C&I Department. Responding to requests from graduate students and faculty re: institutional review board requests.
  • Member. Period of Service: Jan. 2010 - Aug. 2013

Public Service

  • Suleyman Şah University
    Dates of Membership: May 2014 - May 2014
    Accomplishments: Invited Professor for a Teacher Training Workshop titled "A SPRINGBOARD FOR DEEP HIGHER EDUCATION".
  • Invited Lecture. Period of Service: May 2014 - May 2014

  • Chair in Web Site Design for INLEP
    Dates of Membership: April 2013 - Aug. 2016
    Accomplishments: Creation of the website of the International Network for Language Education Policy Studies (INLEP) posted here: http://www.languageeducationpolicy.org The website was open in August and received some 2,600 visits in 2013, not counting the anonymized visits. It offers a public services used worldwide to inform students, faculty and researchers about the new field of study. Each page contains a topic summary, videos, web links and a list of specific references, with an interactive form for feedback and improvement.
  • Chairperson. Period of Service: April 2013 - Aug. 2016

  • Deep University Press
    Dates of Membership: Jan. 2013 - Aug. 2016
    Accomplishments: Organizing the editorial board. Gathering an international advisory board for the university press. Determining forthcoming book series, book editors and their advisory teams.
  • Editor, Associate Editor. Period of Service: Jan. 2013 - Aug. 2016

  • International Network for Language Education Policy Studies (INLEP)
    Dates of Membership: Jan. 2013 - Aug. 2016
    Accomplishments: Creating and conceptualizing a new field of study and research focusing on Language-in-Education policies internationally. Creation of a website with information about the field.
  • Officer, President/Elect/Past. Period of Service: Jan. 2013 - Aug. 2016

  • Washington University in St. Louis
    Dates of Membership: Oct. 2013 - Dec. 2013
    Accomplishments: Evaluation of an Associate Professor in the Department of Education for the position of Full Professor.
  • Committee Chair. Period of Service: Oct. 2013 - Dec. 2013

  • Social Sciences and Humanities Research Council of Canada
    Dates of Membership: Sep. 2013 - Dec. 2013
    Accomplishments: Evaluation of research dossier for the 2014 SSHRC Federal Research Awards.
  • Grant Proposal Reviewer, External. Period of Service: Oct. 2013 - Dec. 2013

  • IUFM, University of Lyon
    Dates of Membership: Jan. 2013 - Jan. 2013
    Accomplishments: Development of new Master programs for teacher education, adaptation to a multicultural situation and heritage learners.
  • Invited Lecture. Period of Service: Jan. 2013 - Jan. 2013

  • Porta Linguarum
    Dates of Membership: Sep. 2012 - Aug. 2016
    Accomplishments: Best European academic journal in foreign language education.
  • Editorial Review Board Member. Period of Service: Sep. 2012 - Aug. 2016

  • Deep Approach International Academic Network
    Dates of Membership: Jan. 2012 - Aug. 2016
    Accomplishments: Networking academic interests in deep learning and deep language learning through various means such as regular Twitter and Facebook posts, website design email correspondence, colloquia and workshops.
  • Chairperson. Period of Service: Jan. 2012 - Aug. 2016

  • Flagship Program Advisory Council, University of Indiana-Bloomington
    Dates of Membership: Aug. 2012 - Aug. 2016
    Accomplishments: Flagship Program Advisory Board - Turkish Advisory Council Meetings at IUB for proposing, revising, improving Flagship language curricula.
  • Committee Chair. Period of Service: Aug. 2012 - Aug. 2016

  • UW Digital Data, Academia & LinkedIn
    Dates of Membership: Jan. 2012 - May 2016
    Accomplishments: Maintaining regular updates of professional profile on the UW websites, and gathering professional data on professional informal networks such as LinkedIn, ResearchGate, Academia, Facebook and Twitter, this including membership in various online groups such as Semiotics, Educational Semiotics, Deep Language Learning, Applied Linguistics, World Language Education, ACTFL, TESOL, ELF, INLEP.
  • Member. Period of Service: Jan. 2012 - Aug. 2016

  • Collaboration with Suleyman Demirel University
    Dates of Membership: Jan. 2012 - Oct. 2013
    Accomplishments: Organizing a colloquium in June of 2012, and collaborating in the organizing of another one held in September of 2013 in Isparta, Turkey, with further collaborations.
  • Workshop Organizer. Period of Service: Jan. 2012 - Oct. 2013

  • Campus of Excellence, University of Granada
    Dates of Membership: June 2012 - Dec. 2012
    Accomplishments: Collaboration in the creation of a Campus of International Excellence at the University of Granada. The new campus will propose courses in English. English immersion programs are organized for UGR faculty members. Professional development workshops on the way of organizing these programs.
  • Workshop Organizer. Period of Service: June 2012 - Dec. 2012

  • Deep Approach Workshop, University of Indiana-Bloomington
    Dates of Membership: Oct. 2012 - Oct. 2012
    Accomplishments: Teacher development in less commonly taught languages.
  • Workshop Organizer. Period of Service: Oct. 2012 - Oct. 2012

  • Ph.D. Program Review, UMass Boston, Department of Applied Linguistics
    Dates of Membership: May 2012 - June 2012
    Accomplishments: The Applied Linguistics Department of UMass Boston created a new Ph.D. program that required auditing, review and evaluation. The choice of evaluators was made by the Provost on the basis of a short list of possible experts.
  • Task Force Chair. Period of Service: May 2012 - June 2012

  • Deep Approach Workshop, Boston University
    Dates of Membership: May 2012 - May 2012
    Accomplishments: Teacher professional development of language instructors at Boston University.
  • Workshop Organizer. Period of Service: May 2012 - May 2012

  • Deep Approach Workshop, Shanghai International Studies University
    Dates of Membership: April 2012 - April 2012
    Accomplishments: Giving a teacher development workshop on the deep approach to languages and cultures at Shanghai International Studies University.
  • Workshop Organizer. Period of Service: April 2012 - April 2012

  • 10-year Applied Linguistics Department Review, UMass Boston
    Dates of Membership: March 2011 - April 2011
    Accomplishments: Review and evaluation and report of the accomplishments and needed progress of the Department of Applied Linguistics of UMass in Boston, USA.
  • Task Force Member. Period of Service: March 2011 - April 2011

  • ERASMUS MUNDUS (EU)
    Dates of Membership: Jan. 2010 - Dec. 2010
    Accomplishments: Collaboration with ERASMUS (EU) on projects in Turkey, France, Spain and Portugal.
  • Invited Lecture. Period of Service: Jan. 2010 - Dec. 2010

  • 10-year CEUS Department Review, Indiana University
    Dates of Membership: Aug. 2010 - Sep. 2010
    Accomplishments: 10-year Review of the Department of Central Eurasia and the CelCAR Center.
  • Task Force Member. Period of Service: Aug. 2010 - Sep. 2010

  • Teacher Education program for lUFM of Martinique (French Teacher Education)
    Dates of Membership: June 2008 - June 2008
    Accomplishments: Audit of the Teacher Education program for lUFM of Martinique (French Teacher Education).
  • Task Force Chair. Period of Service: June 2008 - June 2008

  • World Association for Educational Research (WAER) for the 2008 congress
    Dates of Membership: March 2008 - June 2008
    Accomplishments: Member of the international scientific board.
  • Session Chair. Period of Service: March 2008 - June 2008

  • Critical Inquiry in Language Studies Journal
    Dates of Membership: 2007 - 2016
  • Editorial Review Board Member. Period of Service: 2007 - 2016

  • Collaboration with YTU and Bahcesehir University
    Dates of Membership: May 2007 - Aug. 2009
    Accomplishments: Collaboration with the Faculties of Education of two Universities in Istanbul to develop standards, electronic portfolios and linguafolios to match the European Framework for Languages.

  • Collaborations with the Board of Directors of France Teacher Education (CD-IUFM)
    Dates of Membership: Dec. 2007 - Dec. 2007
  • Keynote Address. Period of Service: Dec. 2007 - Dec. 2007

  • American Educational Research Association (AERA)
    Dates of Membership: 2000 - 2011
    Accomplishments: Reviewer of paper presentation projects.
  • Reviewer, Conference Paper. Period of Service: 2000 - 2011

  • International Journal of Applied Semiotics
    Dates of Membership: 1999 - 2009
  • Editor, Journal Editor. Period of Service: 1999 - 2009

  • Semiotics in Education SIG (AERA)
    Dates of Membership: 1990 - 2013
    Accomplishments: Reviewer of paper presentation proposals.
  • Reviewer, Conference Paper. Period of Service: 1990 - 2013

  • Revue des Sciences de I'Éducation
    Dates of Membership: 1990 - 2012
  • Editorial Review Board Member. Period of Service: 1990 - 2012

  • American Council for the Teaching of Foreign Languages
  • Member.

  • Asia-Pacific Journal for Arts Education
    Accomplishments: Member of the international advisory editorial board.
  • Editorial Review Board Member.

  • International Journal of Education and the Arts
  • Editorial Review Board Member.

  • National Council of Less Commonly Taught Languages
  • Member.

Awards and Honors

  • Top 1% Most Viewed LinkedIn Profiles
    Organization: Linked In
    Purpose: Scholarship/Research
    Scope: International
    Description: LinkedIn now has 200 million members. Professor F. V. Tochon's profile was within the 1% most viewed LinkedIn profiles on the internet during the year 2012, as awarded by LinkedIn on February 8th, 2013. To see the profile: http://www.linkedin.com/pub/profile/26/4a1/249
    Date(s): January 2012 - March 2016
  • 1% Most Viewed Profile per month on Academia
    Organization: Academia
    Purpose: Scholarship/Research
    Scope: International
    Description: Award for being among the 2% most viewed profile on Academia.com
    Date(s): January 1, 2014 - March 1, 2016
  • Honorary Doctorate
    Organization: International Conference on Multimedia Language Instruction
    Purpose: Scholarship/Research
    Scope: International
    Description: Prof. Tochon received the APAMALL Honorary Doctoral Degree in Humanities at the APAMALL Honorary Doctoral Degree Awarding Ceremony of the Twenty-First International Conference on Multimedia Language Instruction (ROCMELIA-APAMALL 2015), held on December 17, 18 and 19, 2015 at National Kaohsiung Normal University in Taiwan.
    Date(s): December 19, 2015
  • Eminent Scholar Award
    Organization: University of Southern Queensland, Australia
    Purpose: Scholarship/Research
    Scope: National
    Date(s): September 25, 2015
  • 2015 Presidential Honor Medal
    Organization: Lions Clubs International
    Purpose: Service, Community
    Scope: International
    Description: The Badge given on behalf of the LCI International President honors Dignity, Harmony and Humanity.
    Date(s): August 12, 2015
  • Honorary Professor Award for Outstanding Academic Accomplishments
    Organization: President of Henan University of Technology in Zhengzhou , Henan, China
    Purpose: Scholarship/Research
    Scope: Other University
    Description: The title of Honorary Professor is an Award for outstanding academic accomplishments, which entails permanent appointment at the Chinese University. It was given by the President of Henan University of Technology in Zhengzhou on April 10, 2015. The Letter of Appointment is a recognition of Full Professor status at HAUT.
    Date(s): April 10, 2015
  • 2015 International Scholar Award
    Organization: Shanghai Normal University, Shanghai, China
    Purpose: Scholarship/Research
    Scope: Other University
    Description: Shanghai Normal University (Shanghai, China) invites each year special guests as presenters in a forum of scholars. The outstanding scholars they invite receive an award at the end of their lecture, in the form of an engraved golden plate.
    Date(s): April 2, 2015
  • Lions Quest and LCIF Badges
    Organization: Lions Clubs International Foundation (LCIF), Oak Brook, Illinois, USA
    Purpose: Service, Community
    Scope: International
    Description: In August 2014 Prof. Tochon was invited to the International Headquarters of the Lions Club International in Oak Brook and received the Lions Quest and LCIF Badges of the Lions Clubs International, Illinois, USA, for high contribution to Academic Affairs and Humanity.
    Date(s): August 14, 2014 - August 15, 2014
  • 2013-2014 Medal of the Council Chairperson
    Organization: Lions Club International in Taiwan
    Purpose: Service, Community
    Scope: National
    Description: In June of 2014, Dr. Francois Victor Tochon, designer of the concept of Deep Approach, Deep Education and Deep University was awarded the Medal of the 2013-2014 Council Chairperson of the Lions Club International in Taiwan for his contribution.
    Date(s): June 2014
  • UW China Initiative: Shanghai Seminar Award
    Organization: UW Division of International Studies & Center for East Asian Studies
    Purpose: Scholarship/Research
    Scope: International
    Description: The Center for East Asian Studies, the Wisconsin China Initiative, and the Division of International Studies have awarded $12,000 for the inaugural Shanghai Seminar on Language Education Policies and Practices to Professors François Victor Tochon and Catherine Compton-Lily of the Department of Curriculum & Instruction, UW-Madison School of Education. Held in March, 2013, this project will have the participation of UW Professors Aydin Bal, Rehabilitation Psychology & Special Education, and Erica Halverson (Curriculum & Instruction), as well as faculty and researchers from the Shanghai Municipal Government, Shanghai Jiaotong University, and Shanghai International Studies University, among others. See URL: http://eastasia.wisc.edu/ShanghaiSeminar1.html
    Date(s): April 1, 2012 - June 30, 2013
  • Visiting Professorship
    Organization: University of Lyon, France
    Purpose: Scholarship/Research
    Scope: International
    Description: Early January of 2013 as a recognition for outstanding scholarship, Prof. Tochon was invited to give a Lecture Series in Lyon academic institutions.
    Date(s): January 7, 2013 - January 18, 2013
  • Award of International Excellence for Outstanding Research
    Organization: University of Granada, Spain
    Purpose: Scholarship/Research
    Scope: International
    Description: Selected by a cross-disciplinary inter-College committee of the University of Granada at the Provost level, the "Award of International Excellence" is given for outstanding research of international scope, with an invitation to be part of the Campus of International Excellence. Prof. Tochon is the first scholar to receive this honorific Award at this University. Among the various files examined, it was top-listed by all different academic areas represented on the committee. Only three professors had been selected in this highly competitive environment, the second one being an internationally renowned Professor of Atomic Physics.
    Date(s): December 2012
  • World University Network (WUN) grant
    Organization: The Division of International Studies, with support from the Wisconsin Alumni Research Foundation (WARF) and Graduate School
    Purpose: Scholarship/Research
    Scope: International
    Description: Seed funding grants to support new areas of international collaboration between UW-Madison researchers and researchers affiliated with the Worldwide Universities Network (WUN). The project targeted collaborations in Nanjing and Hangzhou (Zhejiang University), as well as Shanghai.
    Date(s): February 2011 - June 2011
  • International Education Award
    Organization: Wisconsin Center for Educational Research and International Education Committee, School of Education, UW-Madison
    Purpose: Scholarship/Research
    Scope: International
    Description: Resources allocated by the Dean to the School of Education International Education Committee (IEC) to encourage the development of international projects. The Wisconsin Center for Education Research (WCER) has made available seed money to promote working on grants to be submitted through WCER for externally funded research on international education topics.
    Date(s): January 2011 - June 2011
  • Erasmus Mundus Fellowship
    Organization: EU Erasmus
    Purpose: Teaching
    Scope: International
    Description: Award and invitation to give research workshops and collaborate with Erasmus programs in the EU Universities of Granada (Spain), Reims (France, Akershus/Oslo (Norway), and Porto (Portugal).
    Date(s): January 1, 2010 - December 31, 2010
  • 2010 AERA Award of Best Review of Research
    Organization: American Educational Research Association (AERA)
    Purpose: Scholarship/Research
    Scope: International
    Description: Prof. Tochon's article titled “The Key To Global Understanding: World Languages Education. Why Schools Need to Adapt” published in the Review of Educational Research (no79/2, impact factor 3.33, 1/139 among Education journals) won the 2010 AERA Award of Best Review of Research published in 2009.
    Date(s): January 1, 2009 - December 31, 2009
  • Research & Technology Fellowship
    Organization: Tubitak - National Science & Technology Foundation of Turkey
    Purpose: Scholarship/Research
    Scope: International
    Description: Fellowship for research collaborations on new technologies for world languages education at Yıldız Technical University in Istanbul.
    Date(s): February 1, 2008 - May 31, 2008
  • Anonymous Fund Conference Award
    Organization: College of Letters & Sciences, UW-Madison
    Purpose: Service, University
    Scope: International
    Description: $8,000 Award from the Anonymous Fund to organize the 2002 Global Forum on Languages and Cultures for the College of Letters & Sciences.
    Date(s): January 1, 2002 - May 31, 2002
  • Award for Teaching Excellence
    Organization: SPPUS - Teacher Union of the University of Sherbrooke, Quebec, Canada
    Purpose: Teaching
    Scope: School of Education
    Description: Award for Excellence in Teaching given annually to one outstanding University Professor for quality teaching. The Award is to the amount of $6,000.
    Date(s): 1993
  • Host of Honor (Huesped de Honor)
    Organization: National University of Rio Cuarto, Cordoba, Argentina
    Purpose: Scholarship/Research
    Scope: International
    Description: "Huesped de Honor" is the equivalent of a Honorary Doctorate in Argentina. It is awarded by a committee that evaluates internal proposals of candidates whose research and scholarship are outstanding. This professional distinction was confered by the Academic Vice-Provost and the General Secretary of the University according to the Official Resolution #442 of the University Council.
    Date(s): June 1993
  • Medal of Honor (Honorary Doctorate)
    Organization: Academic Vice-Provost of the Universidad Inca Garcilaso de la Vega, Lima, Peru
    Purpose: Scholarship/Research
    Scope: International
    Description: This medail, equivalent to a Honorary Doctorate, honors a professor and a researcher of high-standing whose studies have had a significant impact for the comprehension of natural or social phenomenons on the theoretical,technological as well as methodological levels.
    Date(s): June 21, 1993
  • Award for the Biggest Peace Poem in the World (world record). Guinness Certificate.
    Organization: European Guinness Book Records
    Purpose: Exhibit - Art Leadership
    Scope: International
    Description: The City of Geneva, Switzerland, awarded SFr.3,500 for a giant poem for peace of Francois Victor Tochon to be posted for three months on Place Longemalle in the Geneva City Center. 33 newspaper and magazine articles and one TV show discussed this event, which attracted the attention of the Guinness Award Committee. The Guinness Committee visited Geneva and gave this award, which was notified in a Certificate and in the European Guinness Book of the following Year.
    Date(s): March 1986 - May 1986
  • Exhibit Award
    Organization: Posters General Society, Geneva, Switzerland
    Purpose: Exhibit - Art Leadership
    Scope: Regional
    Description: Posters General Society Award for the Exhibition of 77 poems on original fine art posters in the streets of Geneva City, Switzerland. SFr 1500.
    Date(s): March 1986 - May 1986
  • Poem for Peace Award
    Organization: Geneva City, Switzerland
    Purpose: Exhibit - Art Leadership
    Scope: Regional
    Description: Geneva City Award for a Poetry Exhibition. Sfr 3,500
    Date(s): March 1985 - May 1985

Memberships

  • International Association for Semiotic Studies (IASS)
    Position Held: Symposium organizer, Scope of Organization: International, Membership Period: September 2014 - August 2015
  • International Network for Language Education Policy Studies (INLEPS)
    Position Held: President, Scope of Organization: International, Membership Period: March 2013 - August 2015
  • International Society for Leadership in Pedagogy and Learning (isIPAL)
    Position Held: International Ambassador, Scope of Organization: International, Membership Period: August 2012 - August 2015
  • Asia-Pacific Association for Multimedia-Assisted Language Learning (APAMALL)
    Position Held: Vice-President for North America, Scope of Organization: International, Membership Period: 2010 - 2013
  • Wisconsin Association of Foreign Language Teachers (WAFLT)
    Scope of Organization: State, Membership Period: 2000 - 2013
  • Semiotic Society of America (SSA)
    Position Held: ex-member of the Executive Board, Scope of Organization: International, Membership Period: 1999 - 2013
  • American Educational Research Association (AERA)
    Position Held: ex-president of the Special Interest Group of Semiotics in Education; ex-member of the International Education Committee, Scope of Organization: International, Membership Period: 1987 - 2012

The following is a representative sample of media contributions.

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