Overview

Courses in French and Francophone studies teach basic communication skills in French, appreciation for other cultures through language, and develop skills beyond the study of language focusing on critical thinking, communication, and equity and inclusion.

rocks jutting out of the ocean

Courses in French and Francophone studies teach basic communication skills in French, appreciation for other cultures through language, and develop skills beyond the study of language focusing on critical thinking, communication, and equity and inclusion. Texts and films are analyzed closely from a contemporary critical perspective with attention to their cultural and historical context. All courses are taught in French, except in the case of some courses cross-listed with other departments or programs, which may be taught in other languages.

The department’s name, French and Francophone studies, reflects a capacious approach to the reach that literature and cultural production in the French language has in the world beyond metropolitan France. Students explore a diversity of experience in Francophone cultures while offering continuous training in the use of the language through analytical and creative work. The department provides effective preparation for graduate work but also a range of competencies that have proven valuable for a diverse range of professions. The significance of French is highlighted by the College’s proximity to Quebec and by the large number of Franco-Americans and new Mainers from African countries who live and work in Maine. Courses study the histories and cultures of North Africa, Europe, West and Central Africa, the Caribbean, and Québec that have produced writers and artists who have influenced the world broadly, making French and Francophone cultural production a truly rich and provocative platform to explore gender, sexuality, race, religion, nationality, immigration and decolonization.

Requirements are like having a GPS in one hand and a Lonely Planet guide in the other. By giving you options and checkpoints, requirements help you get the most out of Bates academics.

Requirements

A Bates course gathers a community of ready learners — a team, guided by a scholar, that tackles ideas and topics with the vigor of a workout. When it’s done, you’re ready for more.

Courses

Each Bates professor made a choice when they took on the scholar’s mantle. Each chose an academic community that brings together scholars with students in research, teaching and mentoring.

Faculty
Our Mission Statement
“My thesis is about the evolving role of French in Maine, and as a Franco-American and French speaker, Herb has been a great friend and contributor to the brainstorming process surrounding my thesis.” Martha Coleman ’23 of Seattle, a double major in French and Francophone studies and American studies, took to the steps of Coram Library to bind her honors thesis, along with other students, staff, and faculty. Coleman recruited the help of Herb Saucier, the Learning Shuttle bus driver for the Harward Center for Community Partnerships, to bind her thesis, titled “Le français et le Franco(phone)s: An exploration of the evolving significance of French in Maine,” advised by Professor of French and Francophone Studies Mary Rice-Defosse. “Over the last four years, I've gotten to be here and speak this language, and speak it with people who grew up here speaking French,” she said. Saucier has been a “supporter and cheerleader” for Coleman throughout the thesis writing process. “I just think it's such a nod to how important community work and community members have been to this project.” “Community engagement has been a huge part of my time at Bates and I hope that my thesis binding will be an opportunity to recognize and celebrate the community members who made my thesis project, and my Bates career as a whole, possible,” says Coleman. Allison Fischman ’23, a sociology major from Woodbridge, Conn., and Sam Manogue ‘26 of Wynnewood, Penn., were binding Fischman’s thesis, titled “Adverse Childhood Experiences (ACEs): Conceptualizations in Research and Policy,” advised by Professor of Sociology Emily Kane. Liam Daly-Smith ‘23, a physics major from Montclair, N.J., got help from Jing Fang ’23 of Beijing, and Adriana Pastor Almiron ’25 of Asuncion, Paraguay, to bind his thesis, titled “Tidal Energy in Cobscook Bay: An Analysis of Tidal Range Energy and Tidal Barrage Generation Paradigms,” advised by Professor of Physics John S

“My thesis is about the evolving role of French in Maine, and as a Franco-American and French speaker, Herb has been a great friend and contributor to the brainstorming process surrounding my thesis.” Martha Coleman ’23 of Seattle, a double major in French and Francophone studies and American studies, took to the steps of Coram Library to bind her honors thesis, along with other students, staff, and faculty. Coleman recruited the help of Herb Saucier, the Learning Shuttle bus driver for the Harward Center for Community Partnerships, to bind her thesis, titled “Le français et le Franco(phone)s: An exploration of the evolving significance of French in Maine,” advised by Professor of French and Francophone Studies Mary Rice-Defosse. “Over the last four years, I’ve gotten to be here and speak this language, and speak it with people who grew up here speaking French,” she said. Saucier has been a “supporter and cheerleader” for Coleman throughout the thesis writing process. “I just think it’s such a nod to how important community work and community members have been to this project.” “Community engagement has been a huge part of my time at Bates and I hope that my thesis binding will be an opportunity to recognize and celebrate the community members who made my thesis project, and my Bates career as a whole, possible,” says Coleman. Allison Fischman ’23, a sociology major from Woodbridge, Conn., and Sam Manogue ‘26 of Wynnewood, Penn., were binding Fischman’s thesis, titled “Adverse Childhood Experiences (ACEs): Conceptualizations in Research and Policy,” advised by Professor of Sociology Emily Kane. Liam Daly-Smith ‘23, a physics major from Montclair, N.J., got help from Jing Fang ’23 of Beijing, and Adriana Pastor Almiron ’25 of Asuncion, Paraguay, to bind his thesis, titled “Tidal Energy in Cobscook Bay: An Analysis of Tidal Range Energy and Tidal Barrage Generation Paradigms,” advised by Professor of Physics John S

Admitted students and their parents got a chance to see Bates’ classroom culture up close and personal during a masterclass titled “Master Class: Paris Revisited,” delivered by Professor of French and Francophone Studies Alexandre Dauge-Roth during the Admitted Students Reception on April 14.

Admitted students and their parents got a chance to see Bates’ classroom culture up close and personal during a masterclass titled “Master Class: Paris Revisited,” delivered by Professor of French and Francophone Studies Alexandre Dauge-Roth during the Admitted Students Reception on April 14.

"Truth"-- first year seminar 481A Prof. Alexandre Dauge-Roth French and francophone studies Prof. Michael Murray economics MWF 1:10-2:30 / PGILL G10 Student designers of first-year-seminar on Truth meet students taking the class. Trevor Fry, Gillian Coyne, Owen Lewis, Isabel Pearson Kramer, Julian Seers, and Mahmoud Yousry. Two neutron stars colliding 130 million years ago confirmed Einstein’s gravity theory. Does confirmation mean Einstein’s theory is true? How is truth defined within the many truth and reconciliation commissions around the world? What promise of truth lies within historical archives? Within documentaries? Within fiction? How can we speak truthfully about unspeakable acts? This seminar joins thinkers modern and ancient drawn from many disciplines to explore what is meant by "truth," how people form ideas about what is true, why people care greatly about truth, and how social forces influence what people think is true.

“Truth”– first year seminar 481A Prof. Alexandre Dauge-Roth French and francophone studies Prof. Michael Murray economics MWF 1:10-2:30 / PGILL G10 Student designers of first-year-seminar on Truth meet students taking the class. Trevor Fry, Gillian Coyne, Owen Lewis, Isabel Pearson Kramer, Julian Seers, and Mahmoud Yousry. Two neutron stars colliding 130 million years ago confirmed Einstein’s gravity theory. Does confirmation mean Einstein’s theory is true? How is truth defined within the many truth and reconciliation commissions around the world? What promise of truth lies within historical archives? Within documentaries? Within fiction? How can we speak truthfully about unspeakable acts? This seminar joins thinkers modern and ancient drawn from many disciplines to explore what is meant by “truth,” how people form ideas about what is true, why people care greatly about truth, and how social forces influence what people think is true.

Teaching as if Their Lives Depend on it: Preparing Students for Bates and Beyond Whether your children are first-years or seniors, they will be anxious about getting a job after Bates. Parents are not immune to this anxiety either. While they are here, we encourage our students to be engaged, motivated, and to challenge themselves in their academic work. It’s a continuum: students develop both habits of mind and practices that they’ll carry from their academic work into lives of engaged citizenship. How do the liberal arts prepare individuals for life beyond college? Why does intellectual breadth in college enrich one’s life both at Bates and in the future? How do we challenge students to discover new passions and the wide range of options open to them? What do we need to instill in our students to help them succeed in college and beyond? In this panel discussion, professors from a variety of disciplines talk about teaching for life, pre-professionalism and discovery, and tout the benefits of finding one’s path and wandering off it. Moderator: Kathryn Low, Professor of Psychology and Interim Vice President for Academic Affairs and Dean of the Faculty Panelists: Lee Abrahamsen, Associate Professor of Biology and Chair of Medical Studies Committee Matthew Jadud, Associate Professor of Digital and Computational Studies Kirk Read, Professor of French and Francophone Studies Mara Tieken, Associate Professor of Education Pettengill Hall, Keck Classroom (Room G52)

Teaching as if Their Lives Depend on it: Preparing Students for Bates and Beyond Whether your children are first-years or seniors, they will be anxious about getting a job after Bates. Parents are not immune to this anxiety either. While they are here, we encourage our students to be engaged, motivated, and to challenge themselves in their academic work. It’s a continuum: students develop both habits of mind and practices that they’ll carry from their academic work into lives of engaged citizenship. How do the liberal arts prepare individuals for life beyond college? Why does intellectual breadth in college enrich one’s life both at Bates and in the future? How do we challenge students to discover new passions and the wide range of options open to them? What do we need to instill in our students to help them succeed in college and beyond? In this panel discussion, professors from a variety of disciplines talk about teaching for life, pre-professionalism and discovery, and tout the benefits of finding one’s path and wandering off it. Moderator: Kathryn Low, Professor of Psychology and Interim Vice President for Academic Affairs and Dean of the Faculty Panelists: Lee Abrahamsen, Associate Professor of Biology and Chair of Medical Studies Committee Matthew Jadud, Associate Professor of Digital and Computational Studies Kirk Read, Professor of French and Francophone Studies Mara Tieken, Associate Professor of Education Pettengill Hall, Keck Classroom (Room G52)

 Next: Mission Statement

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