Syllabus FREN 032 2021C amw PDF

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Georgetown University Department of French and Francophone Studies Fall 2021 FREN 032-01: Intensive Intermediate French Prof. Webel [email protected]

This course will be offered virtually

Course Meeting Time: MTRF: 9:00-9:50 W: 8:00-9:50 Office Hours: TR: 10:00-10:50 or by appointment (w/ google calendar)

I. Course Description The goals of this course are as follows: 1) the primary focus of the course is language learning, including language-learning strategies; 2) provide students with the skills that will enable them to function in an ordinary, everyday living environment in a French-speaking context. Grammar is systematically presented or, in some cases, reviewed. Students will learn to articulate coherently and concisely specific points of view, both orally and in essays, in particular through a systematic study of vocabulary. Students begin to interact on a conceptual level with documents in the target language and gain confidence in their reading skills. Students will also develop their conversational skills through in class activities and teletandem sessions once a week. Teaching methods will include exposés (presented individually and by groups of students), grammar presentations and exercises, oral in class activities as well as “teletandem conversations” with students in Lille III, France (for more details refer to Annex A). The prerequisite for this course are one of the following: a placement test result between 31 & 65 the successful completion of Intensive Basic French (FREN-011) the successful completion of Introductory French II (French 002) with instructor authorization.

II. Learning Outcomes Upon completion of the course, the student should be: able to participate in daily conversations, able to use specific vocabulary to describe daily life, able to extract main ideas from written texts, able to understand the main ideas of audio-visual documents pertaining to daily activities in French, able to use in context basic grammar in non complex sentence structures

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III. Course Organization The class will be a combination of synchronous (using Zoom) and asynchronous activities. The tentative weekly organization is as follows: Class Activity

Class Preparation & Homework

Monday Synchronous

Q&A grammar Applied activities

● view VT ● read French 3 years

Tuesday Synchronous

Q&A vocabulary Applied activities

● submit vocab assignment

Wednesday (8:00-8:50 a-synchronous & 9:00-9:50 synchronous)

Discussion of an audiovisual document

Thursday Synchronous every other week

book/reading discussion or 1:1 10 min session with instructor

● read assigned chapters ● submit VT

Friday Partially Synchronous

quiz + pronunciation or examen

● prépare for quiz/examen

● view audiovisual document ● submit grammar assignment

Students will have homework assignments to complete on a regular basis. Late assignments will not be accepted unless they are pre-approved by the professor to whom they will be turned in, or accompanied by a letter from the dean. All written work will be assessed based on grammatical accuracy, richness of vocabulary, and clarity of style. Assignments will be submitted using Canvas or VoiceThread as appropriate, unless otherwise agreed upon with the instructor. Students’ oral skills will be promoted throughout the semester through - active class participation - oral activities (including regular 1:1 conversations with the instructor) - oral presentations using VoiceThread - teletandem sessions with students in Lille III, France. For literary works, students will be assigned a certain number of pages to read at home in order FREN-032-01 p.2

to actively participate in class discussions pertaining to the document. They may have questions to prepare as homework directly related to their readings. Grammar will be studied in a systematic way (using Voicethread presentations in combination with the textbook explanations) with exercises of various styles as weekly homework assignments. All assignments will be posted on Canvas.

IV. Course Materials Vocabulaire progressif du français, niveau intermédiaire, Claire Leroy-Miquel & Anne Geliot-Lété, CLE International, ISBN 978209033872-0 French Three years, 2nd ed., Blum & Stein, AMSCO La dernière nuit au phare, Pascale Paoli, Hachette, ISBN 978201155744-6 The following reference works are strongly recommended (remember to consult the French reference collection at Lauinger Library and those posted in Blackboard): a French language dictionary (Le Petit Robert, preferably) a list of French verb conjugations (L’art de conjuguer by Bescherelle/501 French Verbs) a good bilingual dictionary (Le Robert-Collins, for example) Le mot et l'idée - Français, J. Fournier, Ophrys, ISBN 2708001027 Bouées de Grammaire : le Français en Tableaux. Cohen-Scali

V. Technology requirements This course will be entirely virtual. Synchronous classes will meet using Zoom (I do not intend to record sessions). Asynchronous assignments will regularly use Voicethread, google Docs and Canvas assignments. Tutorials for these tools are hyperlinked. Students will need the following hardware: Access to a computer and adequate Internet service. Internal or external microphone and camera. Please consult the following checklist for more details.

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VI. Honor Code Statement Students are expected to abide by the Georgetown Code of Honor, which means that all assignments handed in must reflect the personal work of the student and no other individual or computer-generated text. Specifically, all work that is turned in to the professors must be completed by the student and by the student alone. Plagiarism or use of any and all automated translators or computer-assisted writing tools is considered cheating. A student will receive an F in the class AND will be reported to the Honor Council if he or she has plagiarized or used computer-assisted writing tools or breached in any other manner the Honor Code. Absolutely no exceptions. For more information, visit the Georgetown Honor System page.

VI. Grading and Assessment -

Class Participation Grammar homework Oral Presentations (VT) Teletandem Portfolio Quizzes Tests Final

20% 10% 10% 10% 20% 15% 15%

As established by Georgetown University policy, excused absences will need to be justified either by a letter from your dean or from your doctor. Four (4) unjustified tardiness to class (i.e. more than 5 minutes late logging in to Zoom) will be considered as one (1) unjustified absence. Four (4) unjustified absences will result in the reduction of your overall final grade by 10%. Five (5) unjustified absences will result in the reduction of your overall final grade by 20%. Six (6) unjustified absences will result in the reduction of your overall final grade by 30%. Similarly, homework assignments turned in late without prior authorization from the instructor, will see their grade marked down by 10% per day late; a week-late assignment will be given an automatic F, but is still expected to be turned in. This policy will be waived if justified either by a letter from your dean or from your doctor.

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Daily oral participation is absolutely essential to succeed in this course. Each student is therefore encouraged to participate actively in every class meeting. Class participation grades will take into account class attendance, preparedness for class, contribution in class (answers to questions asked as well as asking pertinent questions) and, more generally, the degree to which a student appears engaged in the learning process. Students progress will be measured with: weekly quiz on vocabulary and grammar 3 or more oral presentations (using Voice Thread) 6 or more teletandem sessions 3 exams a final exam Grading options for Fall 2021 (subject to change according to the University’s decision): 1. 2.

A regular letter grade Satisfactory (S); Credit (CR); No-credit (NC): (S=grades A-C); CR=C-, D+, D; NC=F

The choice to take a class S/CR/NC may apply to any course: Core major, minor, certificate, or free elective. S/CR/NC options will NOT be counted toward the maximum number of six P/F classes allowable in a student’s degree program (per the Undergraduate Bulletin). A transcript notation will explain that S/CR/NC was instituted because of the 2020 Covid-19 pandemic.

Evaluations of all written and oral work will take into account: pronunciation accuracy (for oral only) vocabulary precision and variety grammatical accuracy comprehension accuracy of sentence structures structure and organization

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Participation will be evaluated in the following manner: Grade A

- Always well-prepared, participates actively but allows other students to speak, as well - Makes an effort to speak in French - Uses full sentences in responses to questions as often as possible - Asks questions, makes the most of each group’s activity with his/her partner. Attempts to extend his/her learning to new material

B

- Usually well-prepared, often participates but sometimes needs to be called upon - Usually speaks in French but quickly switches to English if encountering difficulty - Asks questions and completes each group activity as required, but without pursuing further - Occasionally speaks in full sentences

C/D

- Often not prepared for class, participates minimally and not spontaneously - Quickly resorts to English and does not try to speak French unless supervised - Rarely speaks in full sentences or asks questions

F

- Not prepared, often late, or absent - Unable to speak French even when called upon

VII. ACCOMODATIONS A. Students with Disabilities Under the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973, individuals with disabilities have the right to specific accommodations that do not fundamentally alter the nature of the course. Some accommodations might include note takers, books on tape, extended time on assignments, and interpreter services among others. Students are responsible for communicating their needs to the Academic Resource Center, the office that oversees disability support services, (202-687-8354; [email protected]) before the start of classes to FREN-032-01 p.6

allow time to review the documentation and make recommendations for appropriate accommodations. The University is not responsible for making special accommodations for students who have not declared their disabilities and have not requested an accommodation in a timely manner. Also, the University need not modify course or degree requirements considered to be an essential requirement of the program of instruction. For the most current and up-to-date policy information, please refer to the Georgetown University Academic Resource Center website. Students are highly encouraged to discuss the documentation and accommodation process with an Academic Resource Center administrator. B. Accessibility and Inclusion One of the central tenets of Georgetown’s educational mission is cura personalis, a Latin phrase meaning “care of the whole person.” Georgetown is committed to showing care and concern for each student by creating an inclusive and accessible learning environment that follows universal design principles to meet the needs of its diverse student body. I am committed to creating a learning environment for my students that supports a diversity of thoughts, perspectives and experiences, and honors your identities (including race, gender, class, sexuality, religion, ability, etc.). If your name or pronoun needs to be corrected, please let me know early in the semester so that I can make the appropriate changes to my records.

VIII. SUPPORT SERVICES Georgetown recognizes that COVID-19 has a significant impact on everyone in the Georgetown community. Georgetown offers a variety of support services for students that can be accessed online and has put together this newsletter which aims to provide you with information about well-being resources and virtual meetings that can connect you with mental health professionals on and off campus during this time. Below are some resources available to you: ●

Academic Resource Center

202-687-8354 | [email protected] ●

Counseling and Psychiatric Services

202-687-6985 ●

Institutional Diversity, Equity & Affirmative Action (IDEAA)

(202) 687-4798

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A. Title IX/Sexual Misconduct Georgetown University and its faculty are committed to supporting survivors and those impacted by sexual misconduct, which includes sexual assault, sexual harassment, relationship violence, and stalking. Georgetown requires faculty members, unless otherwise designated as confidential, to report all disclosures of sexual misconduct to the University Title IX Coordinator or a Deputy Title IX Coordinator. If you disclose an incident of sexual misconduct to a professor in or outside of the classroom (with the exception of disclosures in papers), that faculty member must report the incident to the Title IX Coordinator, or Deputy Title IX Coordinator. The coordinator, will, in turn, reach out to the student to provide support, resources, and the option to meet. [Please note that the student is not required to meet with the Title IX coordinator.]. More information about reporting options and resources can be found on the Sexual Misconduct Website: https://sexualassault.georgetown.edu/resourcecenter Jen Schweer, MA, LPC Associate Director of Health Education Services for Sexual Assault Response and Prevention (202) 687-0323 [email protected] Erica Shirley, Trauma Specialist Counseling and Psychiatric Services (CAPS) (202) 687-6985 [email protected]

B. Title IX/Pregnancy and Parenting Accommodations Georgetown University is committed to creating an accessible and inclusive environment for pregnant and parenting students. Students may request adjustments based on general pregnancy needs or accommodations based on a pregnancy-related complication. SCS students must complete the Pregnancy Adjustment Request Form and submit it to the SCS Deputy Title IX Coordinator at [email protected]. Upon receiving the completed form, the Deputy Title IX Coordinator will schedule a meeting with the student to discuss the requested adjustments and implementation process. More information about pregnancy modifications can be found on the Title IX at Georgetown University Website. C. Georgetown Library If you have a question for a librarian you can go to their “Ask Us” page where you will have the option to chat online, send an email, or schedule a Zoom appointment to discuss a research topic, FREN-032-01 p.8

develop a search strategy, or examine resources for projects and papers. Librarians offer an overview of and in-depth assistance with important resources for senior or master's theses, dissertations, papers and other types of research. This service is available to currently enrolled students who need assistance with Georgetown-assigned projects and papers. Please review the Services & Resources Guide for Online Students for additional information. D. eResources Students enrolled in courses have access to the University Library System’s eResources, including 500+ research databases, 1.5+ million ebooks, and thousands of periodicals and other multimedia files (films, webinars, music, and images). You can access these resources through the Library’s Homepage by using your NetID and password.

E. Technical Support All students have 24/7 access to Canvas technical support 24 hours a day, 7 days a week, including live chat and a support hotline at 855-338-2770. Use the 'Help' icon in the lower left of your Canvas window to view all available support and feedback options. If you're looking for help on a specific feature, check out the Canvas Student Guide.

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Annex A FREN-032 Teletandem w/ Lille III students Fall 2021 Details Frequency: 1 hour-long session per week, at a time to be determined with your assigned Lille III partner. You should total 8 sessions. It is best if you agree with your partner on a given time to be the same the whole semester. During each session, half should be in French and the other in English. You should alternate the order of the languages from week to week (e.g. week 1, English-French; week 2, French-English). Do your best to speak only in the target language of that half hour, especially if it is your foreign language. To do and not to do during a session: ● Be aware of the technical limitations: avoid speaking at the same time as your partner, enunciate clearly, reduce background noise to a maximum, … It helps if you take time to familiarize yourself with the equipment, and verify that all is in working order (namely, check the camera is turned on and working, that your audio is working…) ● Be considerate of cultural differences, including being tolerant and aware that some behaviors may be considered polite in one country but not in the other (e.g. interrupting is not impolite in France). Be aware as well of sensitive topics, which you may be comfortable discussing, but not your partner; kindly switch to a different subject to discuss if you feel this is the case without putting her/him on the spot (but feel free to discuss this in your written report). When expressing an opinion, remember it might not be everyone’s: be diplomatic at all times and keep an open mind. ● Prepare questions/topics to discuss with your partner: the first few sessions may be awkward, so to avoid too many long silences, it is best to have a few topics prepared or questions written down in advance. (Can you describe your family? Where do you like to vacation? why? What is your favorite class? why? how do you go to the university everyday? Did you see a movie recently? which one? did you like it? etc…) Using the topics being studied in class is highly encouraged (We talked about YXZ in class, what do you think?). Prefer open ended questions over those requiring a simple yes/no answer, it will encourage the conversation.

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● Do not expect your partner to know everything about their native language or country, no more than you do of yours. If you have a question they cannot answer, feel free to bring that question to your teacher. ● Be as honest and earnest as possible with your partner; yet you don’t have to reveal every aspect of your life. This will help build a good partnership and ease the conversations with each session. ● Take notes during the session. Write down new vocabulary, interesting observations of your partner’s reaction to a question, use of visual cues or different gestures, how you feel, etc… Session reports: After each session, you will fill out a google© form for each session. The link will be available in google team drive. Assessment: You will prepare a portfolio to be turned in to the professor no later than the last day of classes. The content of this portfolio shall include: ● 1 (audio-vidéo Quicktime© or equivalent) recording of 5 minutes long of your first teletandem session ● 1 (audio-vidéo Quicktime© or equivalent) recording of 5 minutes long of your last teletandem session ● 1 written auto-assessment (2+ pages in English) of your learning through the teletandem process ● 1 written essay (1 to 2 pages in French) illustrating key elements learned (vocabulary, expressions, cultural insights, ...) ● optional: a (written or oral) comment from your partner pertaining to your progress

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Auto assessment and French essay content suggestions 1. the linguistic dimension of teletandem interactions: parts of the teletandem sessions when the flow of conversation was interrupted to focus on language (language related e...