As a teacher, I share skills with my students to empower them to gain understanding and share their thoughts using French. My lessons involve opportunities for them to grapple with new language skills as well as opportunities to succeed in sharing and understanding information or ideas. I encourage my students to first focus on understanding the big picture and then turn their attention to the details. In language classes, this progression instills them with confidence in their language capacities and orients their goals toward improving communication skills instead of only mastering grammar rules. Similarly, in literature and cinema classes, I structure lessons to first foster understanding, then analysis, and finally judgement. For each film or text, I create a reading or viewing guide that includes important vocabulary with the definitions in French and questions to promote not only comprehension but also critical reflection. Analyzing Martinican music, discussing the Algerian War for Independence, comparing weather reports across the Francophone world, my students interact with cultural products and information from many French-speaking countries. I strive to value the diversity of the Francophone world as well as the diversity within French-speaking countries. For a beginner-intermediate language course, my students compared a song by Edith Piaf idealizing Paris to a song by Keny Arkana highlighting social disparities in Marseille. In the students’ written responses, many of them reflected on their own tendencies to subscribe to a romanticized stereotype of French culture. Creating and following decolonial curriculums is a goal that I will continue to pursue throughout my career. Furthermore, in the classroom, I emphasize how language is not static or apolitical but changes across and within different countries. Learning verlan and comparing regional differences in the names of French pastries, my students come to see languages as constantly evolving and marked by its history. In line with my training in differentiation, I adapt my lessons’ content and presentation to my students’ background knowledge, goals, and interests. At the beginning of each semester, I send my students a survey to gather information about their learning styles as well as their interests in addition to collecting feedback about their needs and concerns throughout the semester. This information allows me to incorporate their interests into the lessons and ensure that my lessons respond to their diverse modes of language learning. For example, in an introductory course, many of my students played sports, and several students expressed an interest in art. While studying vocabulary for describing physical appearance and clothing, the students practiced describing portraits by Francophone artist in addition to athletes from various Francophone teams. In every class, I strive to create a welcoming and positive atmosphere in which students feel comfortable taking risks with their language skills. My relationships with my students are built on respect for them as learners and as people. Throughout the semester, my students come to me to discuss aspects of the class that they find interesting or challenging as well as to seek advice for navigating their university careers. The days when my students leave laughing and speaking French, I have accomplished my goal of sharing the joy of learning a language.