speaker-0: Ride, teach, inspire. This is the dropping next podcast brought to you by the Canadian Association of Snowboard Instructors.

speaker-1: Hello and welcome to a new episode of the Dropping Net podcast. I am Geneviève Piloto and today I am accompanied by two well-involved within our association, Luc Bélanger and Emanuela Olibera Dorn. And today we will talk about a subject that affects many members of the CMS whether is teaching in a second language. and what goes with the communication that are developed and evaluated in our certifications. In Canada, as as internationally, several monitors work in a bilingual or sometimes even multilingual, and many of them teach in a language that is necessarily their mother It can sometimes represent certain challenges, as we can expect, but it is also excellent opportunity to develop solid In this episode, we will explore how communication, group and feedback can support effective regardless of the language we use in our training or teaching. Before we deeper into the subject, I would to a moment to briefly our guests. Today, we are lucky to have Manuela who is also a of our directors and represents the Alberta region. Manuela is an experienced who has been for several years, so currently in Alberta. But Manuela, can you tell us where you started teaching?

speaker-2: I started teaching originally in Toronto, with a small ski Snow Rocks. And then we did different There was also a group of Snow Rocks in Ottawa. And they were teaching French. I always wanted to if we could teach French in Toronto, but was not really the demand. And now in Alberta, I'm lucky enough to teach lot in French, and sometimes even in Spanish, a little broken.

speaker-1: I didn't know you were lot of French at the moment. cool. You work for the of English at Lake Louise. So do your French-speaking come lot from Canada or from little bit everywhere?

speaker-2: In general, people who come from abroad. Yes, it's more an international I clients who come from Mexico for years. I saw these boys I've been with Louise now. And it's been 13 years since I've been a family who comes from Mexico. There were people who could speak to in Spanish, but they could also speak in French. They went to a French in Mexico City. And so, with my French, I was to teach them now. They are part of the Snowboard and we see more more people coming to Alberta from France. There have always been lot of from Quebec, but are more more French from France coming and it allows to have beautiful lessons in French even in heart of Alberta.

speaker-1: Ah, c'est super, ça c'est cool. Je suis contente d'entendre ça. Manuela, as récemment participé aux examens niveau 4 à Mont-Tremblant, puis tu as, entre autres, réussi ta portion formation des moniteurs, qui est une composante de la certification niveau 4, fait que je veux prendre le temps de te féliciter aussi pour cette réussite-là. ce qui fait un lien direct avec notre sujet du jour, puisque tu étais inscrite dans le groupe en français. So with candidates who had different levels of language or did we even have to apply little bit of translation through the lesson, the session? And then I thought it was a great opportunity to invite you show to discuss challenges and the reality of teaching in a language that we would master very well, but in which sometimes we are less used to teaching. So I what... T'en penses?

speaker-2: It really... It added so much to the experience to be to do that with a slightly different and it really put the idea in my to think in the way I taught in a simpler way, which is a language that I use less frequently when I teach. And then also what it did, it introduced me to people with whom I had never done snow, with whom I had never interacted. So being in the French-speaking And with people who weren't French speaking, we really saw the link that snow makes between people. Because the movement, no language. It's a language in itself, the movement. So it was really nice to see how much could understand each other without translating, and where we really needed to translate and then to do lessons at this level, at this technical in French, that I... I didn't have the chance to do very often, so it was a beautiful challenge. And I had lot of luck to do with a really great with people who were there to understand.

speaker-1: It's great. It will be really useful to make links with the subject we will dive because it's an experience that really fresh in your head. So I'm really happy that you accepted the invitation to participate. It's really cool. So we also have with us Luc Bélanger, who our program for the Quebec and Atlantic Provinces

speaker-2: Thank you for inviting me.

speaker-1: This the first time that Luke is participating in the Dropping Next podcast. By the would you the Dropping Next, Luke?

speaker-0: Because Drop-in Next is reference to the language we use in snowboarding. in French, it's often the case, we use anglicisms, in the industry. When it's my turn to go into the pack, I'll just say, hey, drop-in! That's it. To make it understood quickly and have a little impact, sometimes you have to use an Englishman like that, that's our reality. Especially me, I'm in the west of Quebec. No, it's really a mix French-Anglais, Italian, on that side. But no, to answer the question, I don't have a translation for Drop It Next for today, but I'll thinking it. It's slowly my head.

speaker-1: And Luke, you're also a French speaker, but you also spent a lot time in the Canadian you're perfectly bilingual, and you just mentioned you live in a region of Quebec that is probably, I'm not talking about my own the region where English and French are the most

speaker-0: Yes, it's Côte d'Oie and it's also of the way people speak and I see a lot with my children. My partner is an original she speaks a good French. I'm French speaker and I speak English not worse. Our children who are 14 and 10 are already completely bilingual. I speak French with my younger son, but my older son tends to speak English but his French is excellent. Sometimes, they change languages through half of they're they look for a word, they switch to another language because it comes faster. It's really automatic, things like that. It was similar to a bilingual pedagogy on the snow. It's like French and English, a little bit mixed. And then you had Dom Smith with you. Shout out Dom. His French improved so over the years. It's colorful. Sometimes you to be fluent in both languages a little bit in the region. It helps a lot.

speaker-1: I'm upset. Our own dictionary is like a mix of French and English. Sometimes, expressions that we translate, either voluntarily or involuntarily, me, if I speak for myself, make us laugh. So we say that we enrich our dictionary, the dictionary of the English or vice versa. So, Luc, all this to say that you will certainly lot to share with us on communication. bilingualism and teaching in languages.

speaker-0: Mm-hmm.

speaker-1: Luc teaches in skiing, which is also a level 4, so a 4 by 4 level 4 in skiing and level 4 in snow. yeah. Before we get into the depth of our subject, we will remember that in the different training and certification of the CMS, there 5 main that are developed and evaluated.

speaker-0: Yes.

speaker-1: It's customer service and security, communication and structure of the lesson, demonstration, analysis and improvement, and technical These skills are presented from level 1 and are also used and continue to evolve in all our levels, that up to level 4 and in our training of the park, which is also more specialized, such as carving and big mountain. Today, we want to discuss the application of these especially when we teach in a second language or when we participate in a training, as a candidate in our second language. We speak lot of French and English, but we also a lot of our clients who speak other languages, including Mandarin, Cantonese or Korean. these people, whether it's English or French, it's to their second language. Our training is... of that is either in English or French because these the two official of our country that use. have some versions of our training that we translate into an international and also in certain regions of Canada where we have a multicultural community that a little more present. the evaluators are regularly there. exposed to this kind of... and the candidates also exposed to this kind of passage from one language to another. So I have few questions for you, my guests, to our podcast. then, well, feel free to respond in whatever it is, depending on who wants to go first. Me, on my side, I'll try, as an animator, to keep our conversation on the rails, as they say, on track. And so I will pass the baton to the next one, when it's time to get back to the subject. So, as we say, several monitors teach in a second language. What you think are the main challenges that this represents?

speaker-0: Obviously, we're talking about our ability to teach. The second is communication and structure of teaching. Communication in particular. The first thing that to mind is to able to explain a concept or an action or a movement or... clearly, in the And obviously, in second I speak English and French, and there's small Spanish so I couldn't teach in Spanish. Because I wouldn't be able to explain a concept clearly. I could point to the bathroom and say, me, then downstairs, go upstairs, you something like that, but really minimal. So for me, would be a big challenge to be able to explain... as well as I want to explain it. So that's always the challenge, be able to communicate effectively between the client or the candidate and the evaluator or the monetary

speaker-1: Is there anything you would to to

speaker-2: I find it interesting when we teach in a language that is not the most common language for us. think that Luc and I, we both people who speak French and English in a regular It was not always the case for me. There were times when I had a daughter and we spoke French together, but were times in Alberta where I thought I didn't French It's for that I was looking for the words more and I didn't even know the words. For an edge, what was an edge in French? Well, the quarter. So having the ease with the language outside of world of snow, it didn't really mean that I had the ease to express in snow. So I had to find my snow and find the words that worked for me. Even in English, even in French, there are words, are ways of communicating where we say to ah that one, that works. People understood well. What I meant when I said, let's our toes towards the sky. Well, they understood. But when I said, widen the angle. So there was really a common that I had take to be to bring my technical to a language that I used And with this pedagogical that we had done, really could use. We had Dom, as Luke in the class. And his French is really different than the French I know. But does he know express himself French? It's unique! But he communicates his ideas well. So you understand what he says because he's alive, he's animated. So the little bits that we don't in technical we have them personality, in charisma. And I think that's the most interesting thing about teaching in a language that may not be the language that every day, it makes think about what we do. And then we really use a language that is little more specific to the task we do. So it's way to simplify communication by saying to I'm going to It's a bit going to the back and saying, OK, I'm going to with the spade that I use less often. And by doing that, I have homework to to make sure that when I speak of the I know what I'm about. When I talk about the snowboard as I did in my pedagogical in Quebec, does a tail have a slightly different than in French, French that I know? Well, yes, but it was nice to have this moment between French speakers where we said to ah, for me, a tail is not the same thing as in Quebec. It's funny, but the time, it's not technically, it's not wrong. But must know that there are distinctions and subtleties with the language that we can use to our advantage as monitors who can adapt or who can really get stuck. And if we say to I said something I spoke it makes us tighten as instructors and as monitors, as people who try to communicate these ideas. So really to get comfortable with the idea that we are going to try to spread to people.

speaker-0: I know.

speaker-2: If I knew I was going to try something on the bus, I would try to give myself little bit a How do say transition in French? Is there any other word I could use instead transition? And after doing a little research for myself, that, by going into the lesson, I am prepared with a little stock of words that I not in French.

speaker-1: What I really about what Manuela, that you mentioned it, you have a level of ease in French. You're French-speaking, you have one of your parents who is French-speaking, so you have an advanced but even with your advanced you have to research and make sure you have the vocabulary required to be to communicate in a way. specific, precise and especially effective in a lesson of snowboarding. So it's interesting to see the... and correct. It's interesting to see your process. I like that you talk about this specific It brings me to ask the next question. Luc, maybe you can answer. According to you, what the degree of mastery of the language that can vary?

speaker-2: is correct.

speaker-1: But what would be the minimum requirement to be to a good lesson? How would you that?

speaker-0: It's easy, but just at the of Manuela before, it's a good remark just because you speak the language. Learn in another language, and go and look for all the little terminologies that make the difference when you've been for years. I call that often, and I say that at level 1. There, you're going copy what I just did, so it's going to look like a lesson of luck that you copied. But the more you do it, the more will become a lesson for Geneviève. Because you will put your little sparkles on it. Language is a big terminology that often not necessarily technical. Technical, yes, but not necessarily technical, that you add, that makes you an intergenerational like that as a monitor or as trainer, things like that. So that's a process, takes time. and learn about practice and repetition, obviously. So yeah, being bilingual doesn't necessarily that you can transfer that to teaching in a sport because there's a little curve there. But to get back your question, you to be bilingual a little bit, a lot, not bad. often say, you the line is, if we are able to teach a concept that's clearly, And it's the same English, in the first language, the mother tongue, excuse me, you have to take something complicated and you have able to explain clearly or simply. But to take that and do it in another language, well, it's really a good challenge. it's not only that you can't take your simplified version, in English, and go and translate it directly into French or the language So it takes a little bit time and it takes... You to hang on a little bit like that, have to make mistakes, and that's how you improve. There's also, the more you go up, let's say, trainer, the more go up in the levels, the more the language or the way you communicate, it's really getting more technical. Even from level 1 or 2, level 2, the concepts are more technical, and we deal with things that are more advanced, more refined, things like that. That's where often... To the right level of second to be able to explain that, that also takes lot of practice like that. yes, improve the language with, I can take lessons from the O-Lingo for several months. And yes, it will help me, but at the time, it's going to teach, okay, your second is French. Well, go teach in French. To French or take the opportunity to speak French and to practice with the technical But it's hard. Everyone is different. It's hard to measure or see. And we evaluators like that in our system that teach in second So for them, they're more more. And Geneviève and I, we're an example. Manuel, the same thing. And it's not easy at the to always teach in English when you're French-speaking. And eventually, everything goes up a little bit because you're it more more. So I'm not really your question, but it's It's not big. It's not big. It's interesting. see, you know, you have go try and be ready to put the time. Like that. Because, Manuela, again, I'm back to what Manuela said, it's very well said. It's not because you're blind that you're able to teach the snowboard in another language. So it takes practice on that side to be able to explain In general, it's hard to measure, but internally we know You am I able to explain well in English? Okay, can I explain French? Am I able explain well in French? We are able to, we know if we are able to. Are we looking for our words? Are we hanging on? Do we have access to vocabulary that we want to have access to when we explain things like that? So it's about being with ourselves on that side and then see how it goes.

speaker-1: Yes, so we were about the level of mastery of language, and I think what is interesting, and then where my head goes directly, it's necessarily with the reference that CMS provides to these monitors from level 1, when we talk about communication specifically, when we evaluate it among other things, we will talk about... What is the appropriate in a lesson? It's clear, precise, effective We'll use key and we'll provide a process for the monitors to ask questions. Did I explain correctly what I Why was and how was I it? For example, when we give an explanation on an exercise or... the objective of our lesson. So these are tools that we use, tools that provide to our teachers and our trainers. I think that this framework is a bit of a minimum that we're because commitment in a lesson, can also go and look for through what you mentioned earlier, Manuela, charisma, personality, dynamism. That's it. That's done through the body attitude in a lesson, but the precise of, I'm teaching you something, and we have be able to clearly popularize what we bring to level of the technique, teaching or of pedagogy in some cases. So think that's where the minimum is required. Basically, I'm little bit a thumbs up on what Luc had said, where we want to be... enough clarity to be understood by our students and it makes the lesson So think that's where the minimum So do you agree with that? Do you anything to add?

speaker-0: No, absolutely. just like what you just said. it's practice, it takes time. But it's something that practiced and developed. But it's not always easy. There's really a secret apart from practicing. I come back to the same things in our technical we practice, we want to to level 4, we want to level 3, we want to a jump, we want to do a 360 for whatever, you we can't replace the time of practice like that, and that's how we're to refine our skills and develop our skills to communicate clearly in a second language, or third language, or a fourth language.

speaker-1: Yes, basically, it's linked to one of my following was, can teaching in a second language sometimes force people to simplify and improve their communication? Well, I think yes, with practice, because we're going to look, we're going to the mental of just getting to have a communication that is effective, because that's our goal in this case. It's not to the most... grammatically and theoretically perfect, but it's to be sufficiently, employ a communication that is sufficiently understandable so that ⁓ we can approach or share our concepts with the students. A question a little more technical or personal, I would like to have your opinion on What be the most frequent when teaching in a second class? We've talked that

speaker-0: I that, as you were saying, snowboarders and ski like to listen to Sometimes we talk too much. That happens often. So sometimes we'll try to talk too much, like we do in English. We should maybe bring it back little bit and try to our communication and condense it in the sense that the light and concise are The more add, the more can be mixed. Sometimes we go into the same mode in another language, and we try to say too and we cling to little more like that. But I like the fact, as you said, if you don't say the words, it's really to force you to focus on what is really necessary in terms of communication. And that's a good exercise. We do sometimes with the training of evaluators this year or last year. I think we do it. You have right to use three words to leave or something like that. And after that, it's demonstrations, body you know, we follow things like that. So there's a lot to learn in these things to be effective with our communication. So that us in this situation where we don't really choice because if we don't have the vocabulary, we don't have the vocabulary. So we have to focus on things we know and things we can do without having the vocabulary at hand.

speaker-1: Okay, well, sorry dear listeners, unfortunately lost touch with Manuela. we will continue the conversation, Luc and I, and we will Manuela back on another episode. Thank you Manuela for being part this part of the show. So we will take that back, where did we leave it? I was asking question, what was the importance? of demonstration and the body language in the teaching the subject. So, Luke.

speaker-0: Well, definitely, especially if we're about limited we're in a second language or another language. Definitely, the body is a... And how are going to the demonstrations to support our explanation, which is perhaps little less complete and precise than what we would Maybe if we teach a client, for example, at the gliding or something like that, these are that happen frequently. Because even sometimes, you know, the young child, things like that, speaks English, we speak both English or speak both French, it doesn't mean that communication will be very good. So what can we do in terms of demonstration? know, follow me or OK, look well here or just point to the body part, things like that. So it's As we normally can, yes, explain it to but you know, telling does not ensure learning. It's not because you told me it's automatic that it's going be done. I to go try it, I want to see it. It's part of, I often think of demonstration, it's part of your explanation. So you did your communication and then you set your structure and everything for your lesson, but after that, the other teaching that embarks demonstration, all skills, like the riding they work well together. So support each like that. if you have just one good communication but you don't the rest, it won't As if you good attitude, but you don't manage the pressure as you in your subword, it won't work. So it's really important on that

speaker-1: You did, and think you did, parallel with the exercises we do to train our trainers. Because sometimes we will teach a lesson without words or specify, give a little challenge in communication to use, for example, only three words or only two sentences. then, often, you what we going to do at that moment? The first reflex is to compensate by more images, because an image is worth a thousand words. to demonstrate.

speaker-0: Well, that's it. If you lose the ability to speak, it's like losing one of our senses. If you sight, the other senses are amplified a little, or you can't use I don't know what is to not have sight and the effect on the other senses, but if you lose the ability to speak, you'll have to give me something to make you understand. So it pushes us to... It pushes us our abilities like that. So it's going to... I'm my demonstration I'm going to really well. I'm to be okay, can they see me as they should? I'm going to give them two different of view. I'm going to use my hands and point towards the body That helps a lot. I use that even when I'm able to communicate efficiently. So, these are things like that I'm going to amplify these things and make sure that we give them good image that they are able to copy. So, it's... we can. We spend less time talking and more time snowboarding.

speaker-1: Yes. How would you judge if students or candidates in a training program understood well? Because that's also good measure of whether the communication went well. What

speaker-0: Well, it's something we say all the time. Normally, of course, if we understand each and we're able to talk, we'll ask questions. It's one of the most effective to keep them engaged in what we do. And other thing is to verify understanding. But if we're too limited for these things, for the questions... I don't have an immediate for you, but I would say we'll try it. Because at end of day, can tell me, yes, okay, yes, I understand and they'll try but it doesn't necessarily mean that they will understand. It doesn't mean that they are able to right away or immediately or maybe a little bit. So this part changes more or less. I'm can't really ask questions or very simple that will help me see if they understand before I give them a demonstration. And that's the challenge. Maybe I don't have the luxury of being sure they understand before I show So I'm going to show they're going try I think there's something they didn't understand. We're going to go back to and I'm going to use my body and I'm going able to adjust my demonstration so that my message goes little clearer. So I think it's a bit of a trial and without too many big consequences. But it was my experience with that. When people don't what I'm to tell I tell look, watch. Look this, like you to. And it goes quietly. But there are also times when... Okay, I think the messenger says yes, but then I look... I think the message didn't go well. Or they're in their second listening to a second that I speak. Sometimes it's my second and their second language. So it's a combination. Even if my second language is pretty good and refined for me. Sometimes I've had more high-level I think you and I have talked. I'm not sure about this candidate. He says yes, but... You corporeal tells me that I'm sure we're on the same wavelength. You're sure what I'm make you It's a sign. You come with me. you don't have to down just behind me. We'll leave it to others. There are things to do to get the message through. Follow me, I'm boarding behind, watch the demo another time, a demo from another angle. So the more we move forward like that, the more hope that communication will But it's for that in a two and half or even a three or four day there's no one who's going to miracles. We won't shoot someone bilingual in four days like that. It's not realistic. So it's just as best as possible. The more we do the more experience we and the more gives us little tricks we were about, the little sparkles we can add, and the experience we can add in the little cracks to take the lesson so that it's cohesive like that.

speaker-1: Yes, and it makes me how much we will naturally use the training and we will sometimes start directly with the demonstration. To avoid confusion in the explanation. So sometimes it will be a strategy, example, that a trainer or a monitor could choose to use. But then we can also use as resource. the strength of group and ask someone, hey, I think you understood. Take the chairs and explain, take the time to explain to your colleague in the language because we often have the chance to have two people who speak least the same language. Or simply, as trainers, example, to take the chairs with the person and have a little more detailed to avoid. to into what you mentioned earlier, explanations that are too long ahead of the group and to penalize the rhythm of the lesson at that moment. always in the goal of keeping the community alive.

speaker-0: Sometimes you have some who understand, and who understand well, a little less. So if you keep explaining for this person or this candidate, you have chances that you will help others.

speaker-1: I want to disabled.

speaker-0: He listens less, he starts to himself from the lesson and the vibe a little bit. So it's a good point to find moments where you take what you say and what yeah, we'll get in the chair We'll have a little more We have five extra minutes just for you.

speaker-1: Exactly. So it will touch on the faculty, one of our teaching is group class is implicit in the service. Security is an important What we also realize over course of discussion is that it is implicit in this skill, it influences the dynamic of a group. A good, efficient will also enable us to create this dynamic, this level of commitment with the group, and to keep a class moving, and will give us... We will meet our goals in our lessons. And relation to that, what would the difference between simply... For example, memorizing the content from a communication of and simply repeating it versus really the content and being able to use it, whether it using its own words or using the keywords that we provide. There is a difference between the two that is important. Can you tell us a little bit that? What you think?

speaker-0: Yeah, definitely. think that copying or reading the model in the manual that we gave you Level 1, it's an excellent start. I see it as a progression of learning. The first step is you're going to a good lesson from Geneviève or a good lesson from Luc or something like that. Copy that, repeat that. Then you're to do several times and it becomes automatic. In the process of repeating lessons, your client or your candidate changes all the time, from one internship to another or from one lesson to another. That's what brings you differences from one lesson to another. Obviously, are skills differences, but there are also lot of personality That's why you to adapt to that. That's harder at the beginning, and that's when we see the new monitors. It's start somewhere. often we put in lessons with children. And with children, it's like, OK, we're to our dice and we don't really what we're going to Even if they're of same age, the same sex, things like that. Oh, I have a 9-year-old it's always the No, it's not always the same. So that forces us. And the more have to adjust the lesson we're trying to copy, the more we're forced to adjust it. Like that, every time we learn something. So why our internships are like that. It runs with training outside of internship. 150 hours is recommended for teaching before level 2. There's reason for that. If you teach for 150 hours, Saturday, Sunday, during the weekend, and you do that two seasons in a it's to you hundred hours of teaching. I don't know, something like that. or 150, close to there, well, there, every time I like to say that, every time I'm to a lesson, I learn something. Every time. That's why it's very hard, you we often say it, go teach, keep teaching, it will come, you will see, and I see that difference all the time. There's never been fault in that. And I've been since 1998, okay, I've done lessons at Mont Tremblant, where, like you, I'm part of the school on the I lessons online for three days a few weeks and I learned something from each lesson. I learned something from myself, I shouldn't have done that. What I should have done was go there first, maybe, or should said go forward or stay back. You learn little things each time. And that's depending on the personality and behavior of your lesson. It's going! I didn't think you were to go there. Lots of things like that. and always from that, and that's what really brings you to the extra. You have content in the book, but how you're going deliver it, your body your level of confidence with the material, but all that changes, and that really changes the vibe of the lesson. The world is going to feel confident, and they're going feel that they want to listen you. You gotta get the wraps up.

speaker-1: And I think that's what we're about teaching, because it's a continuous whether it's your first lesson or your last lesson, or your most recent mean, as you say, you're always to learn because the human you have in front of you, who you teach, it's always going different, the conditions of day are going different. the context, level of the person. There so many variables that we can't that will constantly us to adjust. And stay really, think the key is that, it's the openness of mind, stay really open to what can happen, how I managed that, and to constantly question myself as a monitor or as trainer, to next time, it wasn't bad what I did, but it could be even better if I such or such thing. I think that my My started teaching recently. I was a little bit My son was a He was, as you said, with his quick-ride his quick-ride on the slopes, referring to the vocabulary of the series. Because he, his second language, is actually learning English through the teaching of snowboarding, refining his... His understanding and his English Sometimes he finishes his day and he says to I'm tired. In my head, I'm tired. It's he's physically tired, but it's really, to bring that to our subject, it's the challenge of a second language. So he breaks his head a little bit to make sure to use the right vocabulary in English. It also makes it to communicate and to have a certain commitment with his students. And says the hardest is... In fact, it's not the teaching of the snow and the demonstration and the use of vocabulary because he's there, in the quick ride. It's really the engagement because there he wants to conversations and sometimes he feels a little bit blocked, especially when it comes to adults. When it comes to children, well, he rolls around, he does little bit nesting and he does some funny mimics and then the children immediately embark and all that, but sometimes with adults it's not always exactly the ambiance or the same vibe.

speaker-0: No, exactly. And it. And calmly, well, take the example of Lucas, calmly, he's going to put his little book in his pockets. And then he's going stay in his pockets and he's just going come when he really needs it. He won't need it all the time. And that's the evolution. He's done how many lessons this season? I don't know, twenty years, up to date and everything. Every time I hope that he feels that he's getting better. Oh, I did it.

speaker-1: Last week, he told that he didn't need me he knew me heart, the Quick Ride. I see that he's starting to develop his personal And where, to make the bond with what you said, the experience goes into place. That's what he's going do after that, he's to one day become a trainer or not, if ever, he'll be to make links with... or he goes to his second will be to make links with the students he has seen and be able to create situations that are really realistic.

speaker-0: It's a great opportunity for someone to develop another language. In Ottawa, here, it's a good example. In Tremblay, there are monitors like that too. I only in French. I only in English. I had some ice that I used to in the past. In Ottawa, here, it's really French and English. There are some who are unilanguage, English-speaking. They live in Ottawa and come to teach at my waterfall or whatever. or at a vice, there's things like that. And there's a, I don't teach in French. I teach in French. I always myself disappointed in I understand, but it's disappointing. Sometimes there were situations where they just French at a school that came, I don't speak French. was there you go. Organize yourself, and young people speak French, you go with them. So good demonstrations, follow me, things like that. And there were some who were... It was disappointing to see people who didn't want to involved in that situation. The worst that could happen is that you're to learn a little French. You live in Quebec or you work in Quebec, so go ahead. So I always everyone. you're going to a situation that isn't very comfortable.

speaker-1: Well, that's it. Get out of your comfort

speaker-0: Simon Holden, our friend, said, I've heard people say that this is the comfort and that outside, that's where the magic happens. That's where you'll improve. So if you stay in your comfort you'll stay in your comfort There's no problem with that, but for people who want to improve, people who have ambition, things like that, you seize the opportunity to develop like that.

speaker-1: And it's a little bit, it comes back to what we do, the promotion in our lessons. We apply a block to our language too. So get a little out of your comfort zone in something that is still not foreign. So you can go step step. Don't try to be perfect right away when you teach for the first time in a second language. But this exposure to this experience, that's what's to allow you. to improve yourself. as you said, no secret to practice. you know, we know that learning in a second language can also with emotions or discomforts, And it's quite normal to feel a little bit stress, or even a lack of confidence when you don't fully this language. several people may have the impression that you have to be perfect and that shouldn't make mistakes. But yet, in reality, know, You are already very good monitors. They are already excellent monitors who teach efficiently, it's just transferring that to another language and going to little bit work, the process, as we talked about at beginning of show, to be comfortable enough to be able to teach efficiently. In relation to that, precisely, you, according to your experience, Luc, that the emotions, the most common that we can feel when we teach in a language that don't perfectly. We touched on little bit, but in a more personal perhaps. do Remember, for example, the first times you taught in English before being comfortable. I can talk about a personal but I'm going let you

speaker-0: I was motivated when I was to learn English. had families, friends who spoke more English, environments like that. when I started teaching my first season in the West, for example, I already had English that wasn't bad. But as Manuela said earlier, I didn't have language for snowboarding in English as it should so I things that weren't... that weren't correct, the end. No matter what. The uncomfortable was, for me, it was the Anglophone I left straight Quebec, and since you grew up Quebec, we live in Quebec. There's a Quebec culture that's not the same as the rest of the country. It's correct. We're society, we're a little different, we speak a different but there's culture that with it too. For example, the of humor or things like that, or how people speak or how people address in French and how it's different in English. Politeness, the things about words that, oh, okay, we're not to use those words. And for us, in another language, it's just another word. But for someone in their culture, their language, hey, whoa, dude, that means other things too, you shouldn't use that. Oh, I didn't mean to say that. Oh, but it's okay, you say it the same way. So it can create situations that are uncomfortable, like that. And I've had uncomfortable like that, when you see their body language, their body excuse me, change. Oh, I said something wrong. You You ⁓ It's not nice to say that, but if you're Quebec, I don't an in mind. But when you to someone, wait, I'm going it with my arm, let's go. You know what that means. It means that we're a joke, we're going to go fast. But it means that, okay, wait, come on, let's go. You know, little bit, and it makes people But when you say that, they literally it. It can scare They tell to my bow with a brush. First, what a bow? Second, I don't have a brush. would do literally. Children who don't have... An adult who will the part of things little bit, say, OK, there's something I missed in But young people, it can scare a little bit. So that's... That's hard. It takes time and takes motivation to try to understand what's going to make people what's going to people uncomfortable when I speak in English, or what expression. It's still there, words in French, word FUCCA, without wanting to say it here. ⁓ It doesn't mean the same thing for us, and it doesn't the same weight. Someone who says it in English in the same context, you're like, hey, wow! It really emphasis, but for us, it's just another word in English. Now I understand better that, okay, wow, you to be careful when you use it, obviously, and in what situation. Anyway, I would say that it can lead to emotions like, oh! I wouldn't have given them a good experience because I said that, but that's not what I meant. But now it's too late, you can't go back. And these are situations where you learn a lot from it. That's well noted for next time. And now you avoid situations like that in the future because of that.

speaker-1: So would your best advice for monitors who might lack little bit confidence, to hang on to the flowers on the carpet because they are not able to translate their personalities. Because that's a little bit you it comes a little bit from that. You're not able to look like you would like to be when you're 100 % in your mother So that's the challenge. probably my main when we learn second language. I had a somewhat recent my challenge that I've launched myself the moment is that I have the opportunity to teach in Spanish. I do because my level of Spanish is very basic. But enough so that I can, you know, hold a... I understand everything, I'm able to hold a conversation. But teaching in Snow is something So I had the chance to teach a little 8-year-old who came from Mexico at beginning of the season. Then I prepared myself. I had made a little note sheet. I just translated my vocabulary. I used it and I made the link. And the little boy spoke a little English, so we were able to understand each I think he was impressed because he didn't think that someone who spoke Spanish would shaking with him. So it was a dynamic that made feel comfortable. But one of things I did to set the table at the beginning of the lesson, to feel comfortable, but also to explain him my process, is to I'm going to try to speak in your language But it's not... I'm not very... fluid and experienced. My level is beginner, so in Spanish. Correct me if I'm wrong and tell me what it is. So for example, I pointed at his and I asked him what it was. So it created an authentic because it was based on something that is strength and my weaknesses. It allowed him to comfortable because at the time he was me things too. It was interesting and I learned lot from that lesson. One of things, if I talk about my personal in the last few years I've little challenged because in my work, I speak 98 % of in English. I I have strong Quebec and I'm quite severe towards myself, but learning languages So I have the taste to have more vocabulary and to do things And I always tell my colleagues, including you, not to hesitate to correct me because it doesn't me to have... a feedback because I want to know. If I a word in a context that I shouldn't use, I'd like to be told instead of being let go with it. Often, I a note in my phone and I write it down and I keep working on it. The last thing I for about two years, which has become a ritual and a routine, and it's a bit like... I'm like a of Jeanne-Vive. And find that very funny. I make my own word of day. Even it's a lesson. I did it recently when I the chance to go to Korea. So I asked them to give me a Korean word of the day. And I tried to introduce it. Even if I didn't all the time. I understood the meaning and I tried to put it somewhere in my lesson. So I do it in English with my colleagues often. So I learned lot of very interesting that enriched my vocabulary. And really how to use well. So I'm at another level of my language Do I refine the use of humor? Because it's something that I used to mean, Quebec for several years.

speaker-0: I'm sorry. But it's not easy. It takes time and you have well. I have an English in my head. Just to what you just said. I don't know how to translate that. Just to add to what you just said. It took me a minute. The brain works all the time. It's good. You to get into that situation. I'm proud of you in the that you did that. It doesn't you to use a bad word and then you get angry at it. It often me because I know exactly which word in French you started and which word you're in English. You can, but sometimes... No, I use, even if my English isn't bad, I use words that people are like, hmm, not that, it doesn't the same, or if you don't it the right context, it still But you have to dive in. It's not luck. And I encourage everyone who listens to and it won't be the English speakers who will listen us, unfortunately, I hope they will listen to with subtitles. So that's for you. You have to find a situation... Embrace it. You speak French, you're so lucky. I'm lucky. It's not luck. It's like that. I speak French because I was in Quebec and in a Francophone so it's my mother I learned I don't it. But English, it's not my parents who taught me that. I one wanted to learn it, so I went to learn it. And it's not the English in primary school until the fourth year that taught me either. And now I see that with my children, their English, and everything. Yes, it gives you things, but you have to want to. So if you want to teach French and you want to speak French, well, it's like It's like anything else. So, you know, I encourage everyone to and learn French. It's never too late. Or go and learn English. Or go and learn Mandarin. You things like that. There's always something positive in there. You learn something new and you still your skills. You you improve your skills and you learn something in the process. On yourself and on the material you learn, And how you bring that to your daily in your mother

speaker-1: Exactly. It's a good gymnastic for the brain too. And it's even proven, I'm not very well-educated in that, but I've already read articles that show that the younger we learn a language, the more develop certain zones in our brain. But I think it can also done at any age. It's just that maybe developing those zones will be little longer at that time. I think it's skills that are transferable to other learnings. You brain is a sponge and it will allow you to expand a little bit everything you can receive as information. We went deep into the subject and we went through several parts of what I had already thought about this show. Normally, half of show, we what we call a pallet clean. 98 % of heat. But we're going to it anyway because I had some good questions here for that. We'll end with a little summary of what we touched and then little pro to add to things. But how would you translate that to a pallet cleaner? Because that's what we do.

speaker-0: I that and I that? A palate cleanser? Well, a palate cleanser, but... There's term in Restoration that's definitely better used. I always to see my friend Google Translate or my friend Chagipiti sometimes to put on the track a little bit.

speaker-1: I'm a zombie. Yes, But it's actually, ah, ok, it's interesting because they do the parallel right away with food, which is a very precise in gastronomy to say, ok, we do like a, well, I have the word in English, a palate to be able taste So, it's good, I like that. We'll look it together. trick. A standard So... Tell me, are you of a small lost or a big tourist

speaker-0: ⁓ je les aime les deux. Je te dirais que plus en vieillissant, parce que je trahis mon âge moi aussi, j'apprécie les petits coins perdus, je te dirais. Puis je dis petit coin perdu, c'est pas négatif. Je suis allé voir où je suis allé cette année, à Sugarloaf au Nouveau-Brunswick. Je n'étais jamais allé à Sugarloaf au Nouveau-Brunswick, c'était à Cambleton, c'est plus proche du Québec que du Nouveau-Brunswick, c'est loin de partout. It's not big, it's not small, but it's government-based. It was cool to go check out these places, to go see these places. That's my language or your language. But to go see that, I really appreciated going to see another installation, another corner the It's another vibe, another community. But we're joining because we're passionate about snowboarding, skiing, so... It's really cool to go see these little communities, but we join because we're passionate about sports. I like it, going to these places in the Atlantic that have beautiful spots, and also in Quebec. I didn't walk as as I'd but just to go through, I went my grandfather's It's not touristic, it's not a little corner either. It's like little bit between the two, but you I was already there, there was Thursday, but you we went with the kids and we found a couple of runs that really tripped and now there's a lot of rain. So it's really the little things we're going see. So I love them both, you the big tourist It's fun to have lot of unskiable That's cool. Look, we promise, okay, we're going to that lift, you when you go to Europe, things like that. You look far away, you see a lift there, we're going there, or we're going to the next village, you so it becomes ... It's an adventure to around in like that. Or even just with tremolo or the Massif, that you go down longer, you more choice. So that's fun too. I like both, except that I don't really into big crowds. When there's lot of people, I'm okay with that, but to a certain point, I get bored. That's it.

speaker-1: I wouldn't the question because I would have probably copied and your answer for the same reasons. Me neither, I'm not big fan of big crowds and the more the season progresses, more true. I like to go and get lost in the woods, so often I tend to go when it's very busy. That's where I'll be in the big stations, it will be in the woods or in the less crowded for example. specifically to make I choose these adventures for the day. But I get a little impatient when I have wait in line for a time because I feel like going to sports. So that's it, I stick to the line and I wait. But the small stations, Perdu being the connotation, being more to discover than lost. the little joyous that I find that always appealing for similar because you said, know, small passion, great passion, we it often in the industry. It's really fun to go and these places.

speaker-0: Mmm, good mass.

speaker-1: Second question, what best advice you have as a monitor in your career?

speaker-0: Probably that their prowess, the clients in that lesson, their technical prowess in the time that you have for the day or for two hours or whatever. It shouldn't be the goal of the lesson. Often at the beginning, in a snowboard or a ski we'll say, this client is going to that I a private in an hour, we're to some turns. And then becomes your goal. Your goal is the technical But then you really why the person is there. Yes, they there to learn how to snowboard, but more than that, they are on vacation, they are there to have an experience, they there to be with you. There are lessons that are like, no, no, I want to this, tell me what I'm doing. And they really that. And that's okay, it happens. But often I found myself being focused on, okay, really to make turns at end of the night. If we didn't make turns, it means that I didn't do my job right and they won't be happy. But at end of day, it's really more the experience, the colleagues, how they will feel in your presence, and how they start again. They had a great experience. They may remember what they learned, maybe not. But that's okay, they had a good time. They had a good time with you. They want come back next year. They we had fun with Luke, we're going shoot with Luke. What did you at the I but we had fun. We're going learn other things, I'm sure. That was someone who told me that pretty quickly when I first teaching

speaker-1: It's a good guide, that's the advice.

speaker-0: You're the guide, but you're not always the monitor or the monitor. That's what I often myself. You're always guiding but sometimes you have to a break.

speaker-1: I like that, I like that a lot. We're going end this show on our pro So we talked a lot, we really into detail, to use a second language. And how can we use this situation to its advantage? What be your best trick or your best pro Less words, more precision.

speaker-0: Yeah, definitely. I agree with you. We focus on what's important in that The key the key movements, things like that, the demonstrations. So, make a good demonstration. And do it often. That it's shoulder of the explanation. Even if it's very small, or we don't each very well, it's going to support it like that. So, I would say that. So have go with your own words and with that, well-done and then Think about the learning cycle. Okay? Don't skip the demo every time.

speaker-1: Spin, spin la la.

speaker-0: Yeah, keep spinning the wheel like that.

speaker-1: That's Taking it, I would say, taking it in terms of communication, it's like everything else. Take it as a game, and not looking for perfection. think that's the big thing remember. Take it as a game, not looking for perfection. Rather, for understanding and being understood. And you need it, look for resources. to language learning applications. are all kinds of that are really focused on conversation. It can be taking classes, can be looking for mentors, help to get some these advice, but also to have little bit of personal experience of different colleagues in the industry, for example. My last thing would be to continue to yourself communication whether it's in your mother tongue that you teach, give yourself challenges to always more precise, more efficient, and then inspire yourself with your challenges in your second language that you are learning to improve your mother tongue. I think that's really taking advantage of the situation.

speaker-0: Definitely. agree with that 100%.

speaker-1: Thank you very Luc. Thank you for being here today. Thank you to Manuela. to the audience that Manuela can't continue for today. If you liked this episode, don't forget to subscribe to podcast, leave us a note or a comment. If you have ideas for episodes or suggestions for topics you would us to in Dropping Next, write to at podcast-cassi- acms.com and see you soon for another episode.