±¬ÁϺÚÉç

±¬ÁϺÚÉç French teacher Laurent Duval was recently honoured with a Mention d’honneur from the Association québécoise de pédagogie collégiale (AQPC). This recognition celebrates his dedication to student success, commitment to inclusive and innovative teaching practices, and his active role in supporting French-language education both at ±¬ÁϺÚÉç and across Quebec. He recently sat down for a Q & A with the Communications Office to share his thoughts on receiving this honour, his teaching philosophy, and his contributions to the community.

How did you feel when you learned you were receiving the AQPC Mention d’honneur?

LD: I first felt a great deal of stress! I don’t really like being the centre of attention. …I sincerely felt a lot of gratitude. It’s an honour to be recognized by my peers and my community, especially in an environment where so many intelligent and passionate educators work side by side.

What does this recognition mean to you, both personally and professionally?

LD: Personally, it’s a wonderful validation of the path I’ve taken, which I receive with great humility. Professionally, it’s an encouragement to continue my commitment to student success. I wish to dedicate this recognition to my courageous colleagues in the French department and to colleagues in other disciplines who teach in French. The work currently underway at the college to facilitate the implementation of the updated Charte de la langue française is immense and deserves to be highlighted at every opportunity.

In your view, what does this award highlight about your teaching approach?

LD: It underscores the importance I place on putting the student in the spotlight! The student is truly at the centre of my practice: I love helping make others the focus of attention by taking a deep interest in them. That’s what fascinates me about teaching. And it’s a great joy to be able to use language, communication, and literature to do that and to create a pleasant and stimulating environment.

What motivates your pedagogical practice and how has it evolved during your career at ±¬ÁϺÚÉç?

LD: My main motivation has always been to ensure that students associate their learning of French with a positive experience, while also progressing and gaining confidence in their language skills. Over the years, I’ve tried to incorporate various approaches, active, collaborative, technological, to meet the changing realities of the classroom, to support diverse learning profiles, and also to challenge myself and stay just a little outside my comfort zone.

Can you describe a project or innovative approach you have introduced in your French courses?

LD: In the past two years, I’ve had the opportunity to participate in three different skill-writing groups at the Ministry of Higher Education. Following the update to the Charte de la langue française, 22 French-language skills needed to be updated or created. This was a very enriching experience for me, allowing me to reflect and advance approaches that may be adopted by many colleagues across Quebec, and by me in my own courses. Whether in oral interaction, use of strategies or processes that foster autonomy, or promotion of active participation, there are now many tools that enable students to practice French differently and to take ownership of the language in a motivating, up-to-date framework.

How do you integrate new teaching methods, technology, or inclusive language into your lessons?

LD: I have a certain tolerance for error, I accept not being perfect, and I don’t take myself too seriously, so I’m not afraid to try new approaches or tools. Teachers often serve as role models, but a role model must also learn by making mistakes. I rely heavily on my students: if they are interested, if they are learning, if they are having a good time, then we’re improving.

In what ways do you seek to foster student engagement and success in your classroom?

LD: I try to create a climate of trust where mistakes become opportunities for learning. I vary activities, give central importance to formative feedback, and if my students don’t feel very participative, I try not to take it too personally—instead, I try to laugh with them.

Is there a student accomplishment that is particularly meaningful to you?

LD: Several. But I have a special thought for our students who do not hold a certificate of eligibility for English-language education and must take the épreuve uniforme de français in a very particular context, especially those who have challenges acquiring self-regulation strategies. I experience their success as a victory for our community.

How have you contributed to the ±¬ÁϺÚÉç community beyond teaching in the classroom?

LD: Since the adoption of Law 14, I’ve had the chance to participate in the Teaching in French Task Force. In addition to collaborating with extraordinary colleagues, highly competent and generous pedagogical advisors, and administrators who seek consultation to make informed decisions, I’ve met teachers who have often made themselves vulnerable in front of me, which has moved me greatly. I believe I have modestly helped to support some of their resilience in facing the challenges of teaching in French.

What advice would you give to new teachers beginning their careers?

LD: I would tell them to remain curious, flexible, and caring. This profession is magnificent, essential, and offers so much. Don’t hesitate to ask for support, to experiment, and to learn from your mistakes. Above all, remember that every student has potential that should be valued, even if it’s not easy at times. And I would advise them to choose ±¬ÁϺÚÉç, whose community is a true asset!

What are you most proud of in your teaching career so far?

LD: I’m proud to have helped create learning spaces where students feel respected, supported, and encouraged to go further. I’m also proud of the relationships I’ve built with my fantastic colleagues and of our collective efforts to navigate the turbulence caused by the implementation of Law 14 in anglophone colleges.