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Sorbonne Confidential Paperback – February 1, 2009

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Editorial Reviews


Laurel Zuckerman has split the academic world with a book that relates her experience at the heart of the archaic French teacher-training system. Her account reveals the extraordinarily arcane and arguably irrelevant questions asked of would-be English teachers. And it highlights the ambivalence of the country s approach to English, which is seen, at best, as a necessary evil. --The Times

Absurd, ill-adapted, discriminatory. And dramatically funny…The French university system seen through the half naïve, half incredulous eyes of an American. The reader laughs a lot and concludes that reform is urgent --L'Express

Sorbonne Confidential... illustrates how objective measures can be far from objective a concept often difficult to see when looking only at one s own context. It illustrates how rigor by itself can distract, exclude, and alienate. By taking on an institution that began before the American Revolution, the book demonstrates how systems can develop around programs, allowing them to self-perpetuate without regard for their impact on schools and society. At some level, the book is also an argument for the power and importance of teacher education and of the need for systems that care more about creating good teachers than objectively assigning scores. --Education Review

About the Author

Laurel Zuckerman worked for 18 years in I.T. before turning to writing. Like her heroine, Alice Wunderland, Zuckerman is a Franco-American graduate of France's top business school, ex-city councilor and mother of bilingual children. Sorbonne Confidential is a thinly disguised account of her tragic-comic experiences at the Sorbonne in 2005. Originally published in French by Fayard in 2007 as a docu-fiction, it received enthusiastic reviews and generated considerable debate in France. Zuckerman s second book, Les Rêves Barbares du Professeur Collie, is slated to appear in French in 2009.

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Product Details

  • Paperback: 300 pages
  • Publisher: Summertime Publications Inc; First Edition in English edition (February 1, 2009)
  • Language: English
  • ISBN-10: 0615252893
  • ISBN-13: 978-0615252896
  • Product Dimensions: 5.1 x 0.6 x 7.8 inches
  • Shipping Weight: 12 ounces
  • Average Customer Review: 4.4 out of 5 stars  See all reviews (10 customer reviews)
  • Amazon Best Sellers Rank: #2,509,908 in Books (See Top 100 in Books)

More About the Author

Laurel Zuckerman is the author of Sorbonne Confidential and Les Rêves Barbares du Professeur Collie, and the editor of Paris Writers News. Her essays and interviews have appeared in Le Point, Le Monde, Le Monde de l'Education, The Guardian, The Times, Hommes et Commerces, and Cahiers Pédagogiques as well as on France 24, TF1, RFI, and the BBC.
She is currently working on Best Paris Stories, the anthology of winning stories from the Paris Short Story Competition.

Twitter @laurelzuckerman or @pariswriters

For more on Laurel, see or
The Sorbonne Confidential blog at .

Customer Reviews

Most Helpful Customer Reviews

9 of 10 people found the following review helpful By NoBooksNoLife on February 7, 2009
Format: Paperback
If you happen to be involved in teaching English in France, or in any foreign country, the issues raised in this memoir of participating in the French competitive examination ("l'agrégation") for teacher accreditation will pique your interest. If you've experienced some cross-cultural frustrations, you will perhaps find the humor in this book familiar.

The author is an American forty-something former IT professional, naturalized French citizen with a French husband, and mother of two children in French schools. She speaks fluent French and has a degree from a prestigious French university. Finding herself dislocated from her work in IT, she decides to challenge the uniquely French competitive examination ("l'agrégation") to become qualified for 'lifetime' employment as an English teacher. Up until making this momentous decision, the author had felt well-grounded in her own assimilation into French life, saying, "[I had been] accepted to a fine French business school, I had worked successfully for fifteen years in managerial positions in French companies and been elected to local government. My children were perfectly integrated, excelled in French, enjoyed school and their friends. I loved living in my town in France and appreciated the company of my neighbors. I probably thought that I had integrated."

She goes on to say: "What the year preparing for the agrégation showed me was just how superficial this all was. My French language skills, sufficient to manage multimillion-dollar projects, were insufficient to qualify me to teach English in a French public school...
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5 of 5 people found the following review helpful By Leslie M. Ficcaglia on May 16, 2010
Format: Kindle Edition Verified Purchase
This is a fascinating exploration of the arcane and idiosyncratic methods the French employ to create accredited teachers of English and to promote an almost totally mechanical treatment of English/American works. I am enjoying it a great deal, but the Kindle formatting is very irritating. Paragraphs aren't indented consistently, and second lines of paragraphs are often indented instead. It makes for jerky reading and is distracting. I am very surprised that the translation into a Kindle version wasn't accomplished more adroitly.
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3 of 3 people found the following review helpful By Whistlers Mom TOP 500 REVIEWER on April 2, 2014
Format: Kindle Edition Verified Purchase
According to the author, the majority of French parents are anxious for their children to speak fluent English and go so far as to pay for (not to mention forcing the kid to attend!) after school lessons to improve their English. They do so even though English is now required in all French schools. However, those classes are taught by educators who were hired based on their proficiency in French, NOT English.

The author is an American married to a Frenchman, mother of two children, and a naturalized citizen of France. She has lived near Paris for twenty years and successfully held important positions in French companies. It wasn't until she tried to become certified to teach English in French schools that she began to to feel like an outsider. As she went through courses at the Sorbonne designed to prepare her for the necessary exams, she realized that all the exams would be in classical French literature.

The fierceness with which the French defend their language and the contempt they pour on a foreigner attempting to speak it are well known. But is this really an attempt to distance themselves from (or show themselves superior to) the rest of the world? Or is it another manifestation of the French love of complications and bureaucracy? It's telling that, while the author found all of this unbearably frustrating, her French husband shrugged it off.

This is a well-written book and has great appeal to anyone who is interested in the French and their culture. Just don't expect it to answer any questions for you. And before we make TOO much fun of the French, we should remember that our own teaching of foreign languages is usually far from perfect.
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3 of 4 people found the following review helpful By kmo.lille on February 3, 2012
Format: Paperback
I was interested in reading this because I too am an American living in France. I have a doctorate in English linguistics from a French university and I am an English linguistics professor in a French university. In other words, I have a concours, not the agrégation but the concours for university professors, and I am a civil servant with a "job for life".

I agree with the author's criticism of the agrégation for the most part. It is indeed a strange method of choosing high school teachers, since there is very little focus on pedagogy or any training for the job. As many people in the book point out, it is simply a way of narrowing down a large field of candidates to the number required to fill vacant posts.

However, I disagree with a couple of points. First, I have never seen any evidence that the agrégation is designed to favor the French and eliminate the native speakers. I know several English speakers who have passed the exam. Certainly, it is important to master the French language in order to pass and to understand how to write a commentary and a dissertation. Contrary to what the author suggests, the commentary and dissertation are not designed to keep English speakers out of the agrégation, they are simply forms that are well-known in France to French students, who compose the majority of those taking the exam.

A second, and more important point, is the author's implied belief that a native speaker is always a better teacher than a non-native speaker. I will not try to claim that a non-native speaker speaks the language better or has deeper knowledge of the culture than a native speaker.
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