AMERICAN INTERNATIONAL SECTION
OUR TEAM
What is an American International Section?
IT IS A BILINGUAL AND BICULTURAL PROGRAM
The French Ministry of National Education has forged bilateral partnerships with several countries’ educational systems in order to create international options for high school students working towards their Baccalauréat. The resulting diploma is not a separate Baccalauréat, it is the OIB, or International Option of the Baccalauréat. The educational authorities of partner countries are responsible for the implementation, pedagogical oversight and promotion of the sections. For all American International sections, the partner of the French Ministry of National Education is the College Board.
What sets the American International Section apart is that it combines the breadth and rigor of the French curriculum with extra subjects taught in English, resulting in a bilingual and bicultural program. Students get used to meeting academic demands from the two educational systems on a daily basis.
WHAT IS THE COURSE OF STUDY IN AN AMERICAN INTERNATIONAL SECTION?
Standards in the International Sections are high. Students may be enrolled from 1st grade (CP) to 12th grade (terminale). Students enrolled in an International Section are taught the core syllabus enabling them to follow advanced classes taught in the language of the partner country.
Starting in middle school (collège), students have the opportunity to take English Language-Literature and History-Geography courses taught from an American perspective by certified American and French teachers.
American Language and Literature: Beyond a foreign language class, this course incorporates teaching of literature in English in the same way as in a first language teaching.
History-Geography: The French syllabus is adapted to include a greater emphasis on the history and geography of North America, taught half in French, half in English.
The International Section’s specific provision is a significant proportion of the schedule in middle schools (at least 20% depending on the grade) and high schools (lycées) (at least 20% depending on the grade and course). It represents at least 6 teaching hours a week in English, 4 of which are on top of the regular schedule. In addition to this, there are usually extracurricular activities related to the culture of the country. These activities are instrumental in creating a multicultural learning experience.
Natalia Haberl
I am from the United States and this is my third year teaching at LFRD. I teach SIA for CM1 and CM2.
I graduated with a degree in Political Science at Metro State University of Denver and completed my TEFL at the Australian International College of Language. I’ve been teaching for five years and teach in middle school and high school in addition to SIA.
The diversity of the students and staff at LFRD creates an enriching environment that is very unique and fulfilling. I’m happy to be a part of a school that has such a rich history and a high standard of education.
Hiva Knecht
I’m from Australia and this is my fourth year at LFRD. I teach SIA CP, CE1, and CE2.
I graduated with a Masters of Teaching from the University of Western Sydney. For the past 16 years, I have taught in the UK, France, Australia and now Cambodia.
Teaching at LFRD is exciting because of its cultural diversity. Language, traditions, and culture are the foundations students build their identity. I’m happy to be working at a school that empowers these values.
Sean Johnston
I was born in Montreal, Canada, to a Canadian mother and an American father. I majored in Political Science with a Minor in Education from McGill University many moons ago.
I’ve been teaching people of all ages for over a decade in a variety of settings, including general English, university preparation courses, specialized academic English, IELTS, as well as technical English for the Oil and Gas Industry.
Teaching at LFRD is a rewarding experience, as it allows us to meet pupils from a wide variety of backgrounds, creating quite a unique and lively classroom environment.
Brandon Miller
I was born in Denver, Colorado, but I’m what we call an ‘army brat’ in the United States. Because my dad worked in the Air Force, my family moved around often. We moved to Fussa, Tokyo (Japan) when I was two years old, and we returned to the US when I was six. Including my first two years of life in Colorado, I’ve lived in Indiana, Illinois, North Carolina, New York, California, and Michigan. More recently, I lived in the state of New York, in Manhattan, NYC, before moving to Cambodia three years ago.
For my undergraduate studies, I majored in International Relations, Politics, and History, and French linguistics and literature. I’ve completed two years of a Master’s degree in Education.
Prior to NYC, I lived in Paris, France, beginning my teaching career there. Over the past seven years, I’ve taught English as a second language and English Language Arts (the equivalent of ‘lettres’ in the United States) to all grade levels of secondary. Recently, I’ve been licensed to teach Social Studies (‘histoire-géographie’).
This is my second year at LFRD. This year, in addition to being one of the directors of our High School MUN (Model United Nations) again, I’m teaching English in terminale and première, expert English in troisième, and History-Geography to students of the International American Section in sixième, cinquième, quatrième, and troisième.
Teaching at LFRD has been a source of joy and inspiration. Every day, I’m in awe of the students and their educational commitment and intercultural growth.
