Une FLAMME, what is it ?
Une FLAMME means "une Formation en Langue avec une Approche Multi Modale de l'Enseignement": a language training with a multimodal teaching approach... led by a passionate French teacher with over 10 years experience!
With Une FLAMME, you will find French courses (online or in person) for all levels.
Founded in February 2026, Une FLAMME is aimed at foreigners wishing to learn or develop their skills in the French language.
Une FLAMME is also an innovative and playful approach to pedagogy, designed for all types of learning (visual, auditory, kinesthetic...) and which will give you more confidence in French.
For which audience?
These French courses are aimed at any adult whose native language is not French and who wants to learn or improve their French, regardless of location (courses are offered remotely or in person) and level:
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Great beginner :
You really don't speak French, you don't understand French.
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False beginners :
You know already some French's words, you can understand a little.
Intermediate to advanced levels:
Do you want to improve your oral or written expression, your pronunciation, your spelling, your grammatical structures, your oral or written comprehension, do you want to gain confidence, acquire more ease and fluency, do you want to work on a specific objective (biblical French, medical French...).
Worked levels : from beginner to high levels
(A1, A2, B1, B2, C1, C2) (CECRL's levels)
Who is Une FLAMME ?
Une FLAMME was founded in February 2026 by Caroline PISSIER, then a teacher at the French-language Christian school "Les Cèdres" in Massy (91), in the Paris region. Following the announced closure of the Les Cèdres school, Caroline decided to continue the adventure as an independent teacher, under the name of the micro-enterprise "Une FLAMME".
Experience
2013-2026
French teacher at the "Les Cèdres" school
Educational advisor during the last year.
→ Silent Way pedagogy since 2018
→ Communicative/action-oriented method from 2013 to 2017
2013
French tutor using the Growing Participation Approach (GPA)
2011-2012
French tutor for Chinese students at the University of Paris V.
Training
2018-2019
Ongoing training in the Silent Way approach with Véronique Léval
2018
Grammar teaching internship in the Gattegno pedagogy (founder of the Silent Way) with Maurice Laurent at the UEPD of Besançon.
2015
Training on creativity in the classroom with "Groupement FLE".
2013
Master's degree in Didactics of French as a Foreign Language and Interculturality at the University of Paris V.
2011
Bachelor's degree in German Language, Literature and Civilization, specializing in French as a Foreign Language, at the University of Cergy-Pontoise.
And again...
Languages spoken
French (native language, C2)
German (6-month stay in Germany, B2 level)
English (school level, B1)
Music
clarinet
singing
basic piano and guitar skills
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 is learner-centered. The teacher uses the Silent Way approach, founded in 1963 by Caleb Gattegno. The goal is to help students become independent in the foreign language and learn to speak French like a native speaker (with a French accent), as much as possible.
At every moment, the teacher assesses the students' needs and helps them make their discoveries of the language, integrating the structures and music of French through experience.
Pronunciation, sentence rhythm, grammatical structures, vocabulary, and the four skills (speaking, writing, listening, and reading) are all addressed in class or in homework.
For interested students, it is also possible to work on biblical French: the vocabulary of the Bible, worship, prayer, etc.
Depending on the student's profile, an activity book and books adapted to your level will be recommended.
Silent Way Pedagogy VS Classical Pedagogy
Here are the biggest differences between the Silent Way and other widespread pedagogies (communicative approach, action-oriented approach) that use books (Alter Ego + manuals for example).
Programme
Correction
Grammar rules
Topic
Phonetics
Prosody
Silent Way
We follow the students' lead. → The students “seek out” the subjunctive (they construct sentences that require the subjunctive, ask themselves questions...), so we work on the subjunctive.
We always correct their work (whether written or oral), either by guiding them or giving them the answer, depending on the situation. → If it’s within their ability, we help them find the solution on their own; otherwise, we give them the answer and say, “We’ll work on this later.”
1. Grammar is used in real-life sentences and situations. 2. Students notice a recurring pattern and try to apply it. Depending on their learning style, some students state the rule they’ve discovered aloud or write it on the board. 3. Students practice freely until they feel they’ve had enough.
We use what is tangible and real. → We practice “introducing ourselves” by actually introducing ourselves to one another, and when a new student arrives.
We work on pronunciation constantly. → As soon as a student speaks, if the sound [e] (or any other sound) is mispronounced, we point it out and help the student correct their pronunciation.
We work on prosody as soon as a student speaks a sentence. → The teacher validates each sentence spoken to ensure it “sounds” like French. We help the student find the right rhythm using gestures or by providing an example.
Classical Pedagogy
We're following the book/the curriculum. → The next lesson is on the subjunctive, so we'll be working on the subjunctive.
We correct students at the end of a statement (written or spoken), providing the correct answer only when it is within their level. → We have never covered the subjunctive, so if students make mistakes involving the subjunctive, we don’t say anything.
1. We look at examples of the rule to be studied. 2. We provide the rule to be completed (grammar worksheet). 3. Students do exercises.
We make extensive use of imagination and abstract concepts. → We practice “introducing ourselves” using imaginary situations and often imaginary identities.
We practice phonetics without linking it to spoken language. → The plan is to work on the [e] sound, so we do the assigned activities. The usual mistakes resurface as soon as we finish the activity and return to speaking.
We practice prosody without linking it to spoken expression. → The plan is to work on the intonation of questions; we do the exercises in the book.