Language: French

The College

The French program in the School of International Letters and Cultures offers the opportunity to study the language, literature and culture of France and francophone countries. Students gain competence in reading, writing, and oral and aural skills in the French language and take a number of related courses on topics such as: art, cinema, colonization, government and political science, history and civilization, international business, linguistics, literature and theater, popular culture, religion, etc. Barrett students are encouraged to work individually with our faculty to help gain proficiency in the language and expertise in a field of their choice and interest. In addition, the French program offers faculty-directed summer study abroad programs in Lyon, France and Quebec, Canada, where Barrett students can enrich their training by working with locals in context. The French program also endorses partnerships and exchange programs in francophone Africa, Canada and Europe.

Download Guidelines: PDF icon french_2019-2020.pdf

Additional Document: PDF icon language-french-honors-doc.pdf

Faculty Honors Advisors

Frederic Canovas

Thesis/Creative Projects: 

Honors Students do not need to be majors in French in order to complete an Enrichment Project or an honors thesis in the French program, but in the event of high demand, priority will be given to French majors and minors. The director of the honors thesis must be a member of the French faculty at the Lecturer or tenured/tenure-track Professor level. The thesis committee normally consists of two members, but a third reader may be included if the student and director feel it is necessary. The student's project depends on the level of competence of the student. At the 300 level students are encouraged to write an additional essay on a subject of their choice that is not necessarily covered in class. Students have to complete some moderate research prior to writing the paper in the target language [French]. A bibliography of at least 5 titles (combination of books and/or articles) is encouraged. Sometimes the student will also present the project or part of the project to the class at the end of the semester. At the 400 level the length of the essay and research should be more substantial and the bibliography should contain at least 10 titles (combination of books and/or articles). The faculty member continues to act as a mentor, but students should demonstrate a sense of initiative and independence in the research process, and should be able to complete research on their own in consultation with the faculty member when needed.

Academic Preparation: 

At least two content courses (other than language courses) at the 300 and/or 400 level with grades of B and higher are needed for the student to embark on a thesis project in French. The student is then expected to:
• formulate a coherent thesis topic in consultation with the thesis director by writing a proposal followed by a bibliography
• plan a timeline of progress with the thesis director included in the proposal;
• provide an outline of the thesis in a timely manner;
• consult regularly with the director and other committee members and include suggestions and corrections in their work in progress.

Other Honors Opportunities: 

Students can complete an internship with Archway Academy or the Alliance Francaise of Greater Phoenix. In order to receive credits for FRE 484 you must set up a schedule with the program supervisor at the school who will confirm to me in an email how many hours you are serving each week for the duration of the semester. In order to receive 3 honor credits in French, student must have at least 45 contact hours with the students/faculty at Archway or with the public at the French Alliance. Additionally, we request interns to submit a 2-3 page progress reports every two weeks (five papers for the entire semester) focusing on their experience as interns. The first part of each report should be an objective and detailed description of the work that has been performed and its context, and the second part of each report should be a more subjective analysis/reaction to the work completed for the school. Typically there are no other assignments to complete.