A Conversation with Dr Diane St Leger: Teaching Across Borders with UMOS in French Polynesia
Xiaoyi Zhang
Dr Diane St Leger, Senior Lecturer in French Studies at the University of Melbourne, recently returned from leading the University of Melbourne Overseas Subjects (UMOS) programme in French Polynesia. She shared her experiences and insights about this incredible program, which is designed to take learning far beyond the traditional classroom walls.
What Is the UMOS Program?
Launched in 2015, the UMOS programme is a unique winter intensive course that takes place every two years in June, during the university winter break.
“This year was our fifth trip to the French-speaking Pacific region,” Dr St Leger explained. “We’ve travelled to both New Caledonia and French Polynesia. Each place offers a different experience—New Caledonia is only a three-hour flight from Melbourne, while French Polynesia is much further, about eight hours to the east of New Zealand.”
Both regions have rich and complex histories. “They are still under French control because of their colonial pasts,” she explained. “In New Caledonia, there’s ongoing political tension over independence, with French as the dominant language, but also about 28 indigenous languages. In French Polynesia, the main language is Tahitian, along with French and several other Polynesian languages.”
Designing a Learning Experience in Context
Dr St Leger emphasised the importance of contextual learning in the UMOS program.
“Our approach is to connect students’ projects with the local context and their fields of study. We encourage them to explore personally meaningful and academically relevant topics,” she noted.
“For example, one student might do a project on an Indigenous writer, exploring issues of cultural identity and expression, while another might focus on environmental issues, working with local associations to protect natural resources. Geography students could investigate the mining industry in New Caledonia, looking at its environmental, economic and political impact,” she added.
Dr St Leger explained how the programme encourages students to engage with local communities. “The programme encourages students to explore these issues through direct interaction and dialogue. We make a conscious effort to provide as many opportunities for these dialogues as possible, allowing students to learn from the lived experiences of local people and gain a more nuanced understanding of the topics they are studying.”
Immersive Cultural Experiences
One of the most exciting aspects of the UMOS programme is the chance for students to immerse themselves in the local culture.
“My role is to create opportunities for students to engage with the local community. From the start, they know their job is to seize those opportunities to engage deeply with the local environment.”
She gave a great example of how this works. “This June, in collaboration with the University of French Polynesia in Tahiti, we set up a buddy system where local students paired up with ours. This was fantastic! It allowed our students to ask questions, share ideas, and get into real conversations with their peers,” she said. “They were able to learn some Tahitian phrases, discuss local issues, and truly connect with the people and youth culture.”
Photo by Dr St Leger
Unique Opportunities and Real Challenges
Reflecting on the unique opportunities and challenges of teaching in an overseas environment such as French Polynesia, Dr St Leger emphasised the privilege of having such a programme in the curriculum. “Both the students and I feel incredibly privileged to be able to offer and participate in these subjects. The inclusion of the programme in the curriculum reflects strong support from the school, and we are grateful for the scholarships provided by the Australian Government’s New Colombo Plan. This scholarship is designed to increase students’ knowledge and awareness of the Asia-Pacific region, which covers a wide area from India to the Pacific. New Caledonia and French Polynesia are among the eligible regions for these scholarships, and most students receive $3,000 from the government to support their participation. This support makes them New Colombo Plan Scholars, a prestigious designation for young scholars.”
“While students may not immediately grasp the significance of this scholarship, it becomes clear when they are welcomed by representatives such as the Australian Consul General in New Caledonia or Tahiti.”
However, managing these opportunities comes with its own challenges. “It’s crucial that the group stays cohesive,” she noted. “We spend a lot of time together, so everyone needs to support each other and respect personal space. Sometimes, we just need a break from each other!” She laughed, “Flexibility is another big challenge. For example, this year, there was a public holiday, and suddenly, there were no buses. We had to change plans quickly. You always need to have a Plan B… or maybe a Plan C!”
“There is also the cognitive load on the students, who are constantly exposed to multiple languages and new cultural experiences. Two weeks of immersion is very intense, so we need downtime to reflect and absorb the learning,” she added.
Impact on Students: Personal Growth and Deeper Understanding
The students in the UMOS program aren’t just passive observers—they’re actively involved in the local community. “Students are often deeply engaged, realising their privilege in having such opportunities. Their ability to speak French allows for profound conversations, whether they are interacting with local leaders like Oscar Temaru, an iconic figure in the Tahitian independence movement, or meeting indigenous writers like Titaua Peu,” she said.
Rencontre with author Titaua Peu at the lycée de Papara, Tahiti (July 2024).
Photo by Dr St Leger
One particularly memorable experience was with the President and director of the Dayu Biik association in the Northern Province of New Caledonia which works to protect the biodiversity of Mont Panié and the Kaori tree in particular. “The students learned how small environmental changes can have a big impact and gained a deeper understanding of Indigenous roles and socio-political dynamics,” she explained. “These encounters raise new questions and make them think more critically about complex issues.”
What Students Are Saying
Feedback from students participating in the UMOS programme has been overwhelmingly positive. “Many describe it as a turning point in their lives,” said Dr St Leger. “It is a chance to explore places like New Caledonia in dialogue with Australia’s own colonial history. They see similarities and differences that help them grow academically and personally.”
Dr. St Leger mentioned that students often leave the program with a broader perspective and deeper understanding.
“They learn to think critically about their own backgrounds and the world around them,” she said. “They’re encouraged to ask more questions and continue their learning journey even after the programme ends.“
Future Directions: Building on Success
The UMOS programme is constantly evolving. “We are planning to return to French Polynesia in 2026,” she revealed. “We hope to build on the connections we made this year. We’re also considering online exchange programmes where students can connect with their peers in French and English, making the experience more accessible to more students.”
Additionally, there are plans to offer UMOS as a semester-long course at the University of Melbourne. “This would include guest speakers from different Pacific regions and opportunities for collaborative assignments, providing a stepping stone from classroom learning to real-world engagement,” she said.
Conclusion: Beyond the Classroom Walls
Dr Diane St Leger’s work with the UMOS programme demonstrates how education can go beyond the traditional classroom. The UMOS programme provides a learning environment where students engage directly with complex, real-world contexts. Students develop not only academic growth but also a deeper understanding of the world’s diverse cultural, social and political landscapes.
She concluded: “Our priority is to create a space where students can engage in something truly meaningful and unique. Ultimately, these experiences open up space for students to think in more complex and nuanced ways. They recognise their privilege in being selected and understand that they have a responsibility to engage deeply, to question thoughtfully and to learn from these experiences. We want students to leave with more questions than answers and to continue their learning journey beyond the programme. We also aim to develop what we call ‘Pacific literacy’, helping students to understand the complexities of these places in a dynamic and nuanced way”.
Listening to her stories, I realised that UMOS isn’t just about learning facts—it’s about engaging with the world, challenging your perspectives, and growing as a person.
If you get the chance to be part of the UMOS program, don’t hesitate. It’s more than an academic course; it’s a chance to experience the world in a new way.