Faculty, Arches, Students

The coronavirus forced the cancellation of 2020–21 study abroad programs— including the long-running Dijon program that, for many French majors, satisfies a graduation requirement. So the program leaders had to get creative. 

In a year when COVID-19 created health concerns worldwide—and made international travel next to impossible—it made sense that Puget Sound had to cancel its study abroad programs this past fall and spring. That included the school’s flagship spring program in Dijon, France, started in 1985 by former French professor Michel Rocchi ’71, M.A.’72. Since a semester abroad is required for all French majors, Diane Kelley, the department chair, worked with Nathalie Choplain, longtime resident director of the Dijon program, to create a different kind of immersion for juniors and seniors. The pair constructed a new class—FREN 295: French Cultural Experience—that focuses on culture, speaking and reading fluency, and listening comprehension. Kelley instructed students each Tuesday this spring—most of them in person, socially distanced, in a Wyatt Hall classroom, with a few tuning in via Zoom. On Thursdays, the group Zoomed with Choplain, who’s based in France. (One guest speaker included Sarah Czarnecki ’20, who studied in Dijon and now teaches English in northern France.) Here’s a peek at how Kelley and Choplain made the class très spécial for the students. 

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ON GASTRONOMY

Artisan chef Adeline Borra demonstrated that French cuisine is a way of life, really, during two virtual cooking classes. Borra, who lives south of Dijon, sent out recipes—and aprons—to students ahead of time. With one camera on her and another on the stove, she instructed in French as everyone followed along in their kitchens. (Borra helped by converting metric ingredients from grams to cups.) Students first made creamy zucchini soup with goat cheese, plus Burgundian cheese puffs called gougères; their second session was even sweeter, featuring chocolate cake with crème anglaise

THE FRENCH CONNECTION

In order to keep conversation going, each student was matched with a French peer from the Université de Bourgogne. Every other week, the partners met in Zoom breakout rooms, where they read and discussed articles about cross-cultural issues, such as protests and freedom of expression. The exercise allowed students to learn new expressions and vocabulary—especially when discussing their favorite songs—as well as discover societal values and norms. The Zoom buddies became close through these video sessions; some hope to meet in person when traveling is an option again. 

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Illustration of an open laptop with travel brochures strewn about it

BON VOYAGE

Students explored Dijon remotely with a Zoom visit from Burgundy tour guide Laurence Formet, who used maps and photos to show them virtually around the city. Later in the semester, Paris tour guide Vincent Delaveau transported the class around the City of Light and to the iconic Chambord Castle, where stories about its striking French Renaissance architecture—including the double-helix staircase inspired by Leonardo da Vinci—served as a history lesson, as well. And, thanks to the language-immersion app Yabla, students took their own excursions (think: sightseeing along the Seine) via “voyage videos” to build vocab and sharpen listening and comprehension skills. 

VIRTUAL VINEYARD

Wine expert and Puget Sound international political economy professor Pierre Ly, who grew up in France, hosted a virtual wine tasting. Students sipped a sparkling crémant de Bourgogne, a chardonnay, and a pinot noir, all recommended by Ly, while he lectured on the politics and business behind French winemaking, as well as environmental sustainability and other wine-industry issues. In a separate Zoom, students heard from Abby Kaufman ’11, who studied abroad in Dijon and now works for an exporter in Beaune, the wine capital of Burgundy. 

Illustration of a hand holding a wine glass with red wine
Illustration of two hands holding open and writing in a journal with a croissant and cup of coffee nearby

IN FRENCH, S’IL VOUS PLAÎT

Throughout the semester, students submitted journal entries—in French—in which they focused more on communicating ideas and less about grammar. The idea is that practice makes progress, especially in language fluency: By freewriting, they were training their brains to also speak the foreign language without restraints. Many of the journal prompts were drawn from class, whether considering French secularism principles or contemplating a recent conversation with their Zoom partners. “Reflection leads to a greater concretization of what one has learned,” says Kelley. “That’s really valuable—especially in a liberal arts education.”