About

Jessica L. Sturm is the Chair of French and an Associate Professor in the School of Languages and Cultures (SLC) at Purdue University. She holds a Ph.D. in French, with a specialization in Second Language Acquisition and Teacher Education from the University of Illinois at Urbana-Champaign. Her research focuses on using sports as a cultural lens for teaching languages, with particular interests in L2 French pronunciation, classroom language acquisition, and the integration of technology in the L2 classroom. Sturm is passionate about French phonetics and pronunciation, French food culture, and French sporting culture, and she enjoys engaging students with these cultural aspects. In her teaching, Sturm has a strong interest in French pronunciation, pedagogy, and the cultural dimensions of language learning. She teaches courses such as French Sports Culture, French Food Culture, and French Food Culture, and she is looking forward to teaching an introductory course on World Food Culture as part of a new undergraduate certificate program. Her work includes collaborating with students applying for Fulbright English Teaching Assistantships abroad, and she values seeing students' accomplishments and future plans. Sturm's current research involves exploring sports as a cultural lens for language teaching, aiming to enhance understanding and engagement through cultural contexts.

Research topics

• Computer Science
• Psychology
• Artificial Intelligence
• Finance
• Mathematics education
• Business
• Communication
• Art
• Linguistics

Selected publications

• 115Auswirkungen des digitalen Wandels auf die Arbeit einer wissenschaftlichen Spezialbibliothek am Beispiel der Bibliothek des Robert Koch-Instituts

  2026-02-16

  book-chapterSenior author

  Auswirkungen des digitalen Wandels auf die Arbeit einer wissenschaftlichen Spezialbibliothek am Beispiel der Bibliothek des Robert Koch-Instituts was published in Parlaments- und Behördenbibliotheken im digitalen Wandel on page 115.

  PublisherDOI

• Olympe à Paris par Véronique Bruez, et Adrien Payet (review)

  ˜The œFrench review · 2025-02-22

  article1st authorCorresponding
  PublisherDOI

• Le sport français : Exploring a New Facet of French Culture

  ˜The œFrench review · 2024-09-28

  article1st authorCorresponding

  abstract: From pick-up games in the park or neighborhood to the fervor that accompanies the FIFA World Cup tournaments, sports are a significant part of modern life. However, sports are not immediately associated with France, despite the country's excellent record of performance in international competitions, not to mention hosting the premier international cycling event and one of four Grand Slam tennis tournaments. I present an intermediate-advanced college-level culture class I created and taught, using sports as a cultural and historical lens into French society and giving students an opportunity to communicate in French about the global phenomenon that is sports. Abstract: Des matchs informels dans les parcs ou dans les quartiers, à la ferveur qui accompagne la Coupe du Monde de la FIFA, le sport est important dans la vie moderne. Néanmoins, on n'associe pas toujours le sport avec la France, en dépit d'excellentes performances françaises dans les compétitions internationales, et qu'elle est l'hôte du Tour de France et du tournoi de Roland-Garros. Je présente un cours universitaire de culture française, niveau intermédiaire/avancé, que j'ai créé et enseigné. Ce cours emploie le sport comme angle culturel et historique de la société française et donne aux étudiants l'occasion de s'exprimer en français au sujet de ce phénomène global.

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• En route vers les Jeux de Paris by Véronique Bruez (review)

  ˜The œFrench review · 2024-12-01

  article1st authorCorresponding
  PublisherDOI

• Call for Papers and Program PSLLT 14

  2024-09-06

  paratextSenior author
  PublisherDOI

• Par ici. Manuel de compréhension orale – A1 par Eliane Cloutier (review)

  ˜The œFrench review · 2024-02-27

  article1st authorCorresponding

  Reviewed by: Par ici. Manuel de compréhension orale – A1 par Eliane Cloutier Jessica L. Sturm Cloutier, Eliane. Par ici. Manuel de compréhension orale – A1. Marc Didier, 2022. ISBN 978-2-89837-025-0. Pp. 130. Research has demonstrated a lack of attention to pronunciation in the language classroom (not just in French). This book, as part of the Par ici method ("la méthode de français pour la réalité nord-américaine") is an excellent way to address that lack from the beginning of a student's pursuit of the French language. While many U.S. French language classrooms do concentrate on Metropolitan French, we also appreciate the focus on North American French. The preface indicates that the Manuel de compréhension orale can be used along with the other A1 level texts in the collection, or independently. It would complement any other course textbook, even one that is France-centric as students would be exposed to Québecois French along with Metropolitan French. For students in the United States, being reminded that our neighbors to the North speak French, and being exposed to a North American variety of French, is a good prompt for discussing how important the French language is in the Western Hemisphere. This text is organized into two Niveaux with a total of 11 Stations, 0–11. A Station Phonétique, which provides an overview of the International Phonetic Alphabet as well as the basics of phonetics (e.g., syllable structure, intonation), precedes Niveau 1. Introducing students to the IPA early in their French language learning process will equip them to learn to pronounce words from dictionary entries and help them recognize that letters are pronounced differently in different languages. This is crucial for students whose first language is orthographically opaque (like English) learning another orthographically opaque language (French). Station 0 is an introductory section that includes letters and numbers. There are four sections in each of the Stations 1–10: Intention de communication (communicative function), Contenu linguistique (theme), Éléments de phonétique, and Rubriques culturelles et interculturelles. After the second Niveau, an Annexe section provides reference material as well as answers to the activities in the text. The text prides itself on promoting intercultural dialogs and varied native speakers' voices. While there is much evidence of cultural diversity in the images provided, there is still a heteronormativity in family vocabulary (though one sample application form showed an open option for gender) and in professions. Although there is an activity with many types of families (single-parent, a couple without kids, a single person with a pet), it would be nice to see other types of couples. Overall, this book is a good introduction to phonetics and pronunciation; an excellent way to expose students to Québecois French; and a worthy companion text to any beginning level book. [End Page 161] Jessica L. Sturm Purdue University (IN) Copyright © 2024 American Association of Teachers of French

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• Odyssée. Méthode de français B1 par Bredelet Aline, Bruno Mègre, Walmir Mike Rodrigues

  ˜The œFrench review · 2023-02-26

  article1st authorCorresponding

  Reviewed by: Odyssée. Méthode de français B1 par Bredelet Aline, Bruno Mègre, Walmir Mike Rodrigues Jessica L. Sturm and Khadija Khalifé Bredelet Aline, Bruno MÈgre, Walmir Mike Rodrigues. Odyssée. Méthode de français B1. CLE, 2022. ISBN 978-209-246-035580-2. Pp. 207. La collection Odyssée du CLE International s'adresse aux apprenants grands adolescents et adultes. Elle se caractérise par son format compact et une iconographie adéquate pour une visualisation rapide. En effet, la mise en page est soignée et l'interface simple, ce qui d'emblée rend le matériel facile à utiliser. Afin d'éviter l'encombrement des leçons thématiques par des exercices de grammaire ou de vocabulaire, cette collection offre en fin de ses pages une "banque de ressources" qui regroupe toutes les annexes relatives aux concepts de grammaire et au vocabulaire déjà vus ainsi que des activités de communication orale. Ces annexes, bien structurées, sont faciles à repérer. En plus, le manuel inclut un livret de l'apprenant, avec les transcriptions du matériel sonore, un lexique et des tableaux de conjugaison. Côté contenu, les thématiques et les tâches proposées s'inscrivent dans la dynamique de la vie quotidienne des apprenants en intégrant des éléments de notre monde contemporain, comme le numérique et les réseaux sociaux, ce qui maintiendrait la motivation des apprenants et inciterait leur participation active. Dans Odyssée. Méthode de français B1, les leçons s'articulent autour de douze unités avec des thèmes et des contextes variés allant des aspects individuels et personnels ("Être et paraître", "Mon corps, mon ami") aux sujets relatifs aux arts, à l'économie et à l'écologie ("Soif de culture", "Tout un art", "Argent comptant", etc.). Chaque unité contient quatre leçons étalées chacune sur une double page. Vient ensuite un bilan qui examine les connaissances des apprenants en vocabulaire, grammaire, compréhension écrite et compréhension orale, et qui les invite à une production orale, une production écrite et un projet final. Ce dernier débouche sur une présentation et/ou une discussion. La sensibilisation à l'épreuve du DELF B1 est concrétisée par trois entraînements. Il y a un équilibre entre les différentes compétences linguistiques (lecture, écriture, expression orale et écoute), et une large place est accordée aux activités communicatives, ce qui renforcerait l'aisance dans les interactions quotidiennes et sociales. L'audio et les vidéos sont accessibles sur l'espace digital de la série Odyssée grâce à une inscription gratuite. Les documents proposés sont variés: articles, sites web, blogs, applications, infographies, vidéos, émissions télé, documentaires, extraits de films, etc. On apprécierait que les lectures soient authentiques. Toutefois, plus de 90% du matériel audio (près de quatre-vingts fichiers sonores MP3) sont conçus et enregistrés par les auteurs eux-mêmes—destinés spécifiquement aux apprenants. Cela n'enlève en rien au mérite pédagogique de l'ouvrage. [End Page 256] Et quand bien même l'enseignant n'adopterait pas ce manuel pour le niveau B1, il pourrait toujours intégrer certaines activités à son enseignement, ou profiter de son approche pragmatique et s'inspirer de son enjeu interactif et social (s'exprimer et communiquer) dans l'apprentissage dynamique et progressif de la langue française. [End Page 257] Khadija Khalifé Independent Scholar (CA) Copyright © 2023 American Association of Teachers of French

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• Teaching Diversity and Inclusion: Examples from a French-Speaking Classroom by E. Nicole Meyer, and Eilene Hoft-March

  ˜The œFrench review · 2023-02-26

  article1st authorCorresponding

  Reviewed by: Teaching Diversity and Inclusion: Examples from a French-Speaking Classroom by E. Nicole Meyer, and Eilene Hoft-March Jessica L. Sturm Meyer, E. Nicole, and Eilene Hoft-March. Teaching Diversity and Inclusion: Examples from a French-Speaking Classroom. Routledge, 2022. Pp. 199. ISBN: 978-0-367-64827-5. Diversity and inclusion are essential to education, particularly language and culture, both as policy and as course content. I am not certain it is possible to cover all aspects of diversity and inclusion in one text, but I believe the editors and the authors of the included chapters have done a remarkable job in the attempt (and I cannot imagine what they might have omitted). The 17 chapters of the three sections of Teaching Diversity and Inclusion work to de-center the traditional White, male, cis-gender, heterosexual, neurotypical, physically able experience that has dominated society (and education) for so long. Section I, "Unscripting and Claiming Identities," focuses on creating a classroom atmosphere where students can learn safely regardless of their personal characteristics. As Kris Aric Knisely writes in chapter 2, "we cannot separate language from the people using, doing, and continually (re)shaping the language" (22). The four chapters of Section I provide guidance for the language teacher to consider queerness, gender identity, differences of physical ability, and race in the classroom. Section II, "Inclusively Speaking," gives concrete suggestions for building course curricula that are inclusive of sex, gender identity, learning differences, la Francophonie, and French language culture beyond France. For example, in chapter 8, Jessica S. Miller describes the process of re-designing the beginning and intermediate French language sequence at the University of Wisconsin-Eau Claire to "transform the way […] students view the French-speaking world from a singular entity to a complex amalgam" (88). In Section III, "Embracing Cultures/Extending Contexts," the spotlight shifts from the language classroom to literature and culture courses. These seven chapters document courses on topics such as the Francospheres of Latin America, global foodways, hip-hop culture, and post-Holocaust writing. Each chapter of this important text provides teachers with tools for creating an inclusive classroom as well as plenty of food for thought on the vast dimensions of diversity and inclusions that are so crucial to a 21st century education. Teaching Diversity and Inclusion is an important reference that should be on every teacher's shelf (French or other languages) and should serve as a reference point for those developing new language textbooks and curricula. The text could be an excellent supplementary material for methodology classes but is equally useful for the veteran instructor at any level. As the world changes and we become more aware of previously-ignored needs for inclusivity, the authors and editors of this text have provided us a clear roadmap into the future of French (or any language) classrooms. [End Page 260] Jessica L. Sturm Purdue University (IN) Copyright © 2023 American Association of Teachers of French

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• Pratique Conjugaison par Odile Grand-Clément and Aline Volte

  ˜The œFrench review · 2023-04-23

  article1st authorCorresponding

  Reviewed by: Pratique Conjugaison par Odile Grand-Clément and Aline Volte Jessica L. Sturm and Randi L. Polk Grand-Clément, Odile and Aline Volte. Pratique Conjugaison. Paris: CLE International, 2021. 978-209-035373-0. Pp. 192. This worktext leads students through practice of major verb tenses appropriate to the B1/B2 learner. One of the authors, Grand-Clément, also produced a version for the A1/A2 proficiency level. Any instructor who used the A1/A2 learner would seamlessly integrate this worktext as it follows the same organization for simpler verb tenses and provides similar types of activities. The B1/B2 text is divided into thirteen sections and provides exercises for the following tenses and moods: passé composé, imparfait, plus-que-parfait, futur antérieur, passé simple, passé antérieur, impératif, conditionnel présent and passé, subjonctif présent and passé, infinitif, participe présent, voix passive. Each section includes a variety of exercises that allow students to practice the formation of the various tenses and moods through basic drills that provide a verb and pronoun asking students to write out the correct form. Other exercises require students to distinguish between auxiliary verbs, verbs with similar meanings that depend on context like connaître and savoir, or sometimes the difference between the passé composé or imparfait (or other pairs that might cause trouble in subsequent sections like futur antérieur v. conditionnel passé). There are other activities where learners match sentence fragments or other elements, fill in blanks, and complete dehydrated sentences. The varied exercises allow students ample practice to solidify their ability to form these verbs and see the usage in context. Like most other CLE volumes, this text comes with a separate paper pamphlet with the answers so learners can check answers to the 500 exercises on their own. This volume allows learners to practice writing, recognition, and some basic reading skills. The text would be a great resource for a grammar course as it provides many mechanical exercises, so students are prepared to use verbs in more complex situations. Instructors might, for example, follow up with oral presentations or debates that require the use of certain tenses and moods or encourage students to integrate more previously learned vocabulary and structures so they can practice prior knowledge and build on it with new verb tenses and moods. In sum, the worktext is a great resource or supplement for learners trying to master the intricacies of French verbs and can complement other texts and activities in the classroom. The volume can also function as a standalone practice resource for independent learners. [End Page 178] Randi L. Polk Eastern Kentucky University Copyright © 2023 American Association of Teachers of French

  PublisherDOI

• Pratique révision B1 by Jugurta Bentifraouine, et Philippe Liria

  ˜The œFrench review · 2022-11-27

  article1st authorCorresponding

  Reviewed by: Pratique révision B1 by Jugurta Bentifraouine, et Philippe Liria Jessica L. Sturm Bentifraouine, Jugurta, et Philippe Liria. Pratique révision B1. Clé International, 2022. ISBN 978-209-038995-1. Pp. 272. The greatest strength of Pratique révision B1 is its presentation and treatment of vocabulary. Organized around 13 parties thématiques, vocabulary is presented with relevant, visually appealing images, entirely in French. For example, in partie thématique 1, “Un corps en liberté,” the authors provide a list of parts of the face, followed by three images, which students are to label with the appropriate words. This presentation is followed by a list of idiomatic expressions involving parts of the face (e.g., passez sous le nez). Partie thématique 5, “Une actualité agitée,” begins with a crossword puzzle of words pertaining to media and communication. Vocabulary exercises include fill-in-the-blank, listening (with accompanying audio online), matching, unscrambling words, and labeling pictures. They are interspersed with inset boxes providing further information about the unit’s topic. For example, in partie thématique 6, “Des saveurs de partout,” students learn the correct terms for the level of doneness of a steak. In partie thématique 9, “La famille d’aujourd’hui et les relations sociales,” these inset boxes feature information about the PACS and about stages of life. Each partie thématique includes several sets of vocabulary and grammatical functions. For instance, “Un temps pour tout” (#2), provides more body parts, along with vocabulary for sports, games, and le bricolage/le jardinage, combined with prepositions of time; adverbs and adverbial phrases for time; frequency; indefinite phrases, impersonal forms, and the passive present. This combination encourages students to talk about sports and leisure, along with how often they might do a given activity. In this way, students can communicate effectively about how they spend their free time. Grammar exercises are fairly mechanical-to-meaningful, without much room to create in the language. However, the parties thématiques do provide a jumping-off point for constructing more communicative activities. The images are diverse in some sections, representing a variety of French-speaking peoples. Notably, though, and regrettably, all the people in photos practicing a profession are white. Family vocabulary is overall heteronormative, although “plusieurs autres modèles de familles” are acknowledged and articulated. In general, this book provides an excellent revision of vocabulary and grammar at the intermediate level, and could accompany another intermediate text or serve the ambitious student who simply wants more practice. [End Page 238] Jessica L. Sturm Purdue University (IN) Copyright © 2022 American Association of Teachers of French

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Frequent coauthors

• Shannon R. Becker

  Northern Illinois University

  3 shared

• Sjaak Kroon

  Tilburg University

  2 shared

• Randi L. Polk

  2 shared

• R. Delnoy

  1 shared

• Joseph Edward Price

  1 shared

• Mayu Miyamoto

  Nagoya University of Foreign Studies

  1 shared

• Michael Foster

  San Diego State University

  1 shared

• Khadija Khalifé

  1 shared

Education

• Doctor of Philosophy in French, School of Literatures, Cultures, and Linguistics

  University of Illinois Urbana-Champaign

  2008

• Master of Arts in French, Romance and Classical Languages

  Michigan State University

  2002

• Bachelor of Arts in French, Department of World Languages and Literatures

  Western Michigan University

  1999

• Bachelor of Arts in English, Department of English

  Western Michigan University

  1999