Une FLAMME
What is Une FLAMME?
Une FLAMME provides multi-modal French language classes thanks to the organization’s committed teacher who has been in the industry for more than 10 years!
Une FLAMME,
igniting confidence in students so they can live in the French-speaking world,
an educator whose burning passion for teaching French spans more than 10 years,
so that “the light of the righteous can shine brightly” (Proverbs 13:9).
With Une FLAMME, French classes are available both online and in person for people of all levels.
Founded in February 2026, Une FLAMME is tailored to people who wish to boost their knowledge of French or take their very first class.
Une FLAMME uses fun and innovative teaching methods that have been designed for all types of learners (visual, auditory, tactile, etc.) so you can be confident in French.
For which audience?
Our French classes are for adults who are non-native speakers of French who wish to start learning or develop their skills, regardless of their location (classes can be done in person or remotely) or level:
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Full beginner: you do not speak or understand any French at all.
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Beginner: you can say a few words in French and may understand a little.
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Intermediate to advanced: you wish to improve your spoken or written French, your pronunciation, spelling, grammar, listening, reading, or you wish to become more confident, comfortable and fluent in French, work on specific vocabulary (Biblical French, medical French, etc.), etc.
Language levels: from beginner to advanced (A0, A1, A2, B1, B2, C1) (levels under the CEFRL)
Who is behind Une FLAMME?
Une FLAMME was founded in February 2026 by Caroline Pissier while she was a French teacher at the Les Cèdres Christian language school in Massy, a suburb of the Paris region. Following the announced closure of Les Cèdres, Caroline decided to continue her teaching adventure as a freelancer under the name Une FLAMME.
Experience
2013-2026
French teacher at the Les Cèdres language school
Academic coordinator during the school’s final year of operation
→ use of the Silent Way since 2018
→ communicative/action-based method from 2013 to 2017
2013
French tutor using the Growing Participation Approach (GPA)
2011-2012
French tutor for Chinese students at Université Paris V
Education
2018-2019
Continued professional development in the Silent Way with Véronique Léval
2018
Course on teaching grammar under the Gattegno method (founder of the Silent Way) led by Maurice Laurent at the UEPD teaching association in Besançon, France.
2015
Training module on creativity in class with Groupement FLE.
2013
Master’s in Teaching French as a Foreign Language and Interculturality at Université Paris V.
2011
Bachelor’s in German Language, Literature, and Civilization at Université Cergy-Pontoise.
Not to mention...
Languages spoken
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French (C2, native language)
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German (B2, 6-month trip to Germany)
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English (B1, secondary level)
Music
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clarinet
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singing
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notions of piano and guitar
L’anglais avec l’approche Silent Way: un film pour les professeurs de langues
English the Silent Way: A film for language teachers
Teaching method
Une FLAMME’s teaching method centers on its students and its teacher uses the Silent Way, an approach founded by Caleb Gattegno in 1963. This method aims to make students autonomous in their foreign language, and teach them to speak in French like a French person (and with a French accent) as much as possible.
The teacher constantly evaluates students’ needs and helps them discover the language, experience linguistic structures, and adopt the intonations used in French.
Pronunciation, rhythm, grammatical structures, vocabulary, and the four core competencies (reading, writing, listening, and speaking) are all covered in class and in take-home assignments.
Interested students can also choose to learn Biblical French and focus on vocabulary related to the Bible, church services, prayer, etc.
Students may also be recommended a series of activities or books based on their level and profile.
The Silent Way vs Traditional Teaching
Below are the main differences between the Silent Way and other commonly used teaching methods (communicative approach, action-based approach) that use textbooks (Alter Ego books, etc.).
Syllabus
Silent Way
Students set the pace. → When students attempt sentences that may require the subjunctive, the subjunctive is taught in that moment.
Traditional
The book/syllabus is followed to the letter. → If the next lesson is the subjunctive, the subjunctive is taught.
Topics
We use what is real and tangible. → Topics such as “introducing oneself” are approached by actually introducing oneself, and when new students arrive.
Lessons rely heavily on imagination and abstract ideas. → Topics such as “introducing oneself” are approached using imaginary situations often with imaginary identities.
Grammar
1. Grammar is used in concrete sentences/situations. 2. Students pick up on patterns and try to use them. Based on profile, students recreate the patterns aloud or reproduce grammar rules on the board. 3. Students practice freely until they feel they have registered the rule.
1. Observation of examples containing specific grammar rules. 2. Presentation of grammar rules (grammar tables). 3. Students do exercises.
Corrections
Students are always corrected on their writing and speaking, and are provided with help or the right answer. → Based on their level, students are guided towards the solution or they are told “we will work on that later”.
Corrections are given after students speak or write, and based on whether their level allows it. → If students have never studied the subjunctive but make mistakes where the subjunctive is needed, no corrections are given.
Phonetics
Phonetics is constantly worked on. → As soon as students speak, if the [e] sound (or any other sound) is mispronounced, they are made aware and are helped with their pronunciation.
Phonetics is examined separately from oral expression. → If the [e] sound is on the syllabus, students are given the corresponding activities. Common mistakes reappear after activities have ended and regular speaking resumes.
Intonation
Intonation is addressed as soon as students make a sentence. → Each sentence spoken is approved by the teacher if it “sounds” French. Students are helped to find the right tones with gestures or examples.
Intonation is examined separately from oral expression. → If the syllabus says to deal with the intonation used when asking questions, the class works on exercises from the textbooks.