Portails by James G. Mitchell and Cheryl Tano

Abstract

Reviewed by: Portails by James G. Mitchell and Cheryl Tano Catherine Ousselin Mitchell, James G., and Cheryl Tano. Portails. Vista, 2017. ISBN 978-1-68005-189-6. Pp. 664. This introductory-level series is designed for use at the university level and is part of Vista's digital textbook line. It is comprised of fifteen units that follow a traditional approach to language instruction via Vista's six-step instructional design. The online tools and resources support both self-directed study and in-class instruction. There are multiple interactives exercises including pronunciation tutorials, self-grading reading comprehension checks, and cultural videos entitled "Le Zapping" and "Flash culture." Instructors will appreciate the course content page's versatility, which allows users to add their own resources. The Vista Higher Learning Supersite provides the course outline and its resources while the eCompanion serves as the electronic text. For each component, there are digital image banks, grammar PowerPoints, quizzes and unit tests, audio files, and transcripts. While Vista provides an overview of ACTFL's Five Cs and includes them on each unit component, the units are not designed on a proficiency-based model. Whereas proficiency-based units are designed around global or cultural themes with essential questions and embedded culture and language functions, the Portails units are constructed around vocabulary and grammar. For example, chapter 8 covers the parts of a house and housing in Francophone countries, but the grammar section is devoted to the passé composé and imparfait. The relationship between these two focal points is not clear, nor do they flow naturally throughout the unit. Thoughtful and purposeful unit design should seamlessly meld the theme and its language functions. In the "Contextes" section, vocabulary is presented via labelled drawings. The drawings harken back to a bland 1970s-style image of France. While not stereotypical (very few berets and baguettes), these drawings do not depict a modern-day life in France or Francophone countries. There are some outdated expressions (Comme çi, comme ça) and cultural references (Bruce Willis and Céline Dion). Students interact with the vocabulary in a more authentic manner in the Roman-photo section. This video story follows the "Extra" or "Friends" model with a group of students who live in Aix-en-Provence. Curiously, the opening credits to each [End Page 196] Roman-photo depict Paris and other cities, but not Aix. The spoken French can be exaggerated, but the stories follow the themes. Conversely, in the previewed episodes the grammar focus of the chapter is not evident. The preponderance of the "Structures" section over the other sections is noticeable. Fortunately, the "Culture," "Synthèse" and "Savoir-faire" sections do connect with the chapter's topic for reading, writing, and listening exposures. While these sections and the online ancillaries provide authentic materials, the proposed activities and exercises are reminiscent of traditional workbooks with fill-in-the blank questions that do not expand on cultural or linguistic competencies. Online tools for language production beyond the provided listening and speaking exercises and partner chats are nonexistent. Given the number of K–12 textbooks (including Vista's "Thèmes") trending toward a proficiency model, based on the AP World Language tests and National/ACTFL guidelines, it leads one to question why publishers that can offer such a prolific amount of online and print ancillaries continue to produce traditional vocabulary-grammar textbooks. Catherine Ousselin Mount Vernon High School (WA) Copyright © 2019 American Association of Teachers of French