My four years at Princeton are flying by, and there are so many classes I would love to take if I had more time. If I listed them all, it would probably be the length of a senior thesis, so here’s a selection of my top 7:

1. Making an Exoneree (Department: School of Public and International Affairs)

   Making an Exoneree is one of the most unique courses I have ever come across. The course was started by a professor at Georgetown University who helped to exonerate a childhood friend who spent almost 18 years in prison for a crime he did not commit. An intensive, hands-on course, students have contributed to freeing three wrongfully convicted individuals since its inception at Princeton in 2018. Students describe the course as "life-changing... If you want a real look into the criminal legal system and care deeply about justice, then this course is something you absolutely should take during your time at Princeton."

   

2. International Organizations (Department: Politics)

   Taught by Professor Vreeland, an expert in international political economy, International Organizations has quickly become one of the most popular courses at Princeton, with enrollment exceeding the 400-person cap every semester it is offered. The course examines the origins, effectiveness, and future of institutions from the UN and WHO to the European Union and African Development Bank. I had to see what the buzz was about and sat in on a lecture during shopping period last spring, and I would have given an arm and a leg to take the class. Professor Vreeland was an extremely engaging lecturer, making memorable references to popular songs and movies, and keeping students on their toes by asking for participation using a random name selector. He also cares deeply about students inside and outside of the classroom and regularly publicizes and attends students’ performances. This course review says it all: "Professor Vreeland teaches you how to read, how to think, and how to learn at a fundamental level. He's the quintessential educator: a professor who wants his students to learn for the sake of learning and knows exactly how to motivate them and work with them. You should not leave Princeton without taking this course." What a shame I’ll have to do so!

   

3. Poverty, by America (Departments: Sociology and African American Studies): 

   I still remember reading Evicted on a sunny afternoon during a summer in junior high and the impression it left on me of the challenges of facing housing insecurity. I was impressed to discover that the author, Matthew Desmond, had spent a year living among the eight families featured in order to write the book. When a friend told me that she worked with Professor Desmond in the Eviction Lab at Princeton and was taking a class taught by him, I knew it would be among the top on my wishlist.

4. The Great Russian Novel and Beyond (Department: Slavic Languages and Literatures)

   I love to read (send me an email if you have any book recommendations!). Last fall, I was looking for a literature course to fulfill my remaining literature and the arts distribution requirement and a good friend of mine (who was actually my Community Action orientation leader) recommended this introduction to Russian literature. I enrolled in the course and discovered that it was a hidden gem tucked away among the many interesting literature classes available at Princeton. Professor Chances clearly loves the books, and I was eager to learn about famous and lesser known works of Russian literature in a small class setting. The weekly precept (small group discussion) was led by Professor Chances and only had four students! Unfortunately, I had never read any of the books before so I was having trouble keeping up with the reading. I made the difficult decision to drop the course at the end of the second week, known as add/drop or shopping period. I was able to borrow the books for the semester through the University library, so I hope to finish Fathers and Children and read Anna Karenina once classes end.

5. Beginner’s American Sign Language (Department: Linguistics)

   Princeton began offering for-credit ASL courses in 2018 which could be used to fulfill the foreign language requirement starting in 2021. I would love to learn a language which uses a completely different part of my brain, gain a better understanding of deaf culture, and think about how we can increase accessibility for individuals who are hard of hearing. Former blogger Naomi wrote a wonderful post about learning ASL three years ago which makes me want to at least shop ASL101 in the fall.

6. Princeton University Steel Band (Department: Music)

   Steel Band is another popular course in which students learn how to play the steelpan, an instrument originating from Trinidad and Tobago with a beautifully resonant sound. The course is P/D/F only, which means students receive a “pass”, “D”, or “fail” for the course, removing the stress of receiving a good grade (read more in Jocelyne’s blog post about P/D/F classes). Almost every review reads, “Take this course!” and one student commented that they’ll be talking about it for many years after Princeton. Although I won’t be able to fit it into my schedule, I plan on attending the class performance at the end of April which will also feature the student steelpan ensemble TigerChunes, led by one of my friends!

   

   

7. Practical Ethics (Departments: Center for Human Values and Philosophy)

   Last but not least, I wish I could have taken Practical Ethics, which discusses topics ranging from abortion to the ethics of what we eat, and actually made my Outdoor Action co-leader become vegetarian. Taught by Professor Peter Singer, author of a number of fascinating books including Animal Liberation and The Life You Can Save, students praised the application of different ethical theories to real-world issues and Professor Singer as an “excellent lecturer, speaker, and arguer.” Unfortunately, the course is no longer offered following Professor Singer’s retirement in 2023, but I hope he will return to give an occasional lecture!

   Honorable mentions include: 

8. Analog Photography, or any course in the Visual Arts department
9. The Glass Class, a freshman seminar on the science and art of glass which travels to Venice over the break!

Clearly, I could go on. Princeton offers a wide array of unique courses which stretch students in different ways, whether by learning a new language on campus or abroad, engaging with community members and organizations, or simply discussing topics and authors you had never heard of before. As my time at Princeton comes to a close next semester, I am grateful to have had access to scholars, professors, and students who continue to stimulate my intellectual curiosity and teach me something new every day.

I never viewed myself as a writer. In fact, I remember I was quite opposed to the idea growing up. At the age of 6, I gave myself a headstart by struggling to read. In elementary school, the pattern continued as English was consistently my worst subject. Grammar and spelling never quite clicked in my brain—the latter of the two still has not improved with time (thank god for spell check). Thus, in middle school, I finally waved the white flag. I remember thinking to myself, “I’m good at many things, and I acknowledge that writing will never be on that list.” I never once thought I was good at writing, or had any interest in writing for myself.

I believe part of this misconception about writing came with its elusive nature. Growing up, it frustrated me that there was never a formula to follow. Unlike the math problems I could easily solve, writing left me uneasy on how to approach it, and even worse, how do you know when a piece is done? How do you know if it's good?

I didn’t like these aspects of writing for a long time. The only writing I did throughout my life was in a journal. I’m not sure what drew me to it, but initially I journaled to process things around me and to remember my life. Either way, I’ve been doing it consistently for the past seven years.

When I got to Princeton, my conception of writing didn’t change immediately. I took the infamous freshman writing seminar and felt further convinced that writing was not for me—academic writing at least. Slowly though, my journal evolved. Here and there I would write an entry that sounded pretty enough to share out loud with my sister. Looking back, I think my journaling slowly morphed into a sort of expressive art form. I was journaling to process my emotions, but also to portray my life in a poetic way. 

Even as I grew to love journaling, I did not formalize my love for writing until I found myself here, blogging for Princeton’s Admission Office. This job has helped me formalize my journal-like rants into completed pieces that I can share. And through these blogs, I realized a new inkling for that elusive yet expressive process we call creative writing. 

All of this is to say that being fluent in an art form doesn’t come naturally for everyone. For me, I believe years of journaling evolved a weakness of mine into a strength. It has been an unexpected turn of events to say the least. I don’t know if I’ve earned myself the title of a writer, but I can admit that I now view myself as one. 

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In April of last year, a few weeks before I submitted my official commitment to Princeton, I found myself wandering one of the many expositions featured in Princeton Preview (the University's official admitted prospective student event). Proudly adorning my status as a Prospective Student and eager to introduce myself to anyone and everyone who could speak to the beauty of my soon-to-be Princeton experience, I arrived giddily at the French and Italian department's academic expo table. After an unsuccessful attempt to show off my shabby oral French skills, I was quickly handed a pamphlet for a summer study-abroad program that was "sure to help" me become a better French speaker. "PRINCETON IN AIX, FRE207F," the pamphlet read. A month-long immersive French-learning program in the Provencal city of Aix-en-Provence. I'm pretty sure I shivered as I read the flyer: the idea of spending a month in a foreign country just a few short weeks after completing what was sure to be a stressful first year did not seem appealing to me at all. Nevertheless, by some weird twist of fate, a year and a couple months later, I found myself gripping that same brochure as I stepped off my eight-hour-long flight from DC to Paris, gearing myself up to brave a new foreign terrain entirely on my own.

My First Lesson: I was not on my own.

A fear of loneliness was the force that drove most of my anxiety from the time I received my official acceptance into the program up until when my plane touched down in France. At Princeton, I had formed my own bubble of non-French speakers and non-French students, all of whom would be thousands of miles away as I attempted to navigate my new life in the French-speaking world. All of this to say, I was absolutely terrified of being on my own in France. However, this fear was quickly whisked away amidst the chaos of the Charles de Gaulle airport, where I awaited my connecting flight to Marseille. After a sweaty three hours in Customs, with tired shoulders from the heavy backpack and overpacked purse that I had unwisely lugged through the airport, I all-but collapsed into the seat at my terminal gate. But before I could fall too far into my airport despair, I heard a kind voice ask, "Do you go to Princeton?" I don't think I'd ever seen the girl who asked this question. She had recognized me due to the Princeton sweatshirt I had untidily wrapped around my shoulders --- a sweatshirt I'll forever be grateful for because, thanks to it, this girl and I rapidly became friends. Launching into laments about the horrors we'd witnessed in this airport and bonding over anxieties over being newly minted traveling Americans who'd soon have to rely on communicating in a language we were still learning, our conversation was the most relieving breath of fresh air. It was so validating to meet someone who was just as terrified for the upcoming month as me. And she quickly helped me learn my second lesson of the trip.

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My Second Lesson: It’s okay to be scared.

Along with a fear of loneliness, living abroad for a month came with a plethora of other anxieties. What will I eat? Will my host family be friendly? Will I be safe? Will I get good grades? Will I be able to talk to my family back home? Will my French be any better by the time I was leaving than when I arrived? Will I have fun? 

Although for weeks before my trip, I chastised myself for being so anxious about an experience that — on the exterior — was sure to be once in a lifetime and magical (as I was told repeatedly by many family and friends), I recognize now that my anxieties only made me human. I was jumping headfirst into a place I had never been before, with millions of questions to which I didn't have the answers. I was scared, and it was completely normal. Now, writing this blog post, I smile to myself with the recognition that I can delightedly answer the questions that had plagued my mind before this trip. And that the beauty of these answers and the memories that come with them far exceed any anxiety that I felt in the past. 

1. What will I eat?

Anything and everything: strawberry gelato from any shop that offers it, samples of bread from the artisanal markets that fill the city, three-euro hot pizza from Caprese pizza stalls, pasta from any restaurant that offers it, ratatouille on the nights when my host mother is feeling extra generous, apricot jam with toast in the mornings, bubble tea at any point on any day, and, of course, more gelato.

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  2. Will my host family be friendly?

The friendliest. I was placed with an incredibly kind woman who was eager to teach me about the Provençal French culture and lifestyle. Over dinner, we'd spend hours discussing politics, food, travel, literature, and our respective lives in our respective countries. As an example of her genuine kindness, the last day of the program just happened to be my birthday, and she wished for me to have French patisserie on my special day. Unfortunately, my nut and egg allergies were a roadblock for this wish. But she found a way. I enjoyed nut-free and egg-free raspberry tarts (which she had hunted down) on my birthday and last day in Aix. It was a small gesture, but it meant the world to me. The next day, leaving for my flight, I teared up a bit saying goodbye to her.

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    3. Will I be safe?

Very. I spent most of my days surrounded by my new friends. Even when we stayed out later than I'd feel comfortable in my hometown, I cherished the ability to just wander a foreign city after dark with friends. Some of my best memories of the trip were getting lost at midnight in search of a late-night snack or good music. (We were lucky enough to be in France during one of their major holidays, Fête de la Musique. It's a day-long music festival that continues deep into the night. For hours after dark, my friends and I wandered the town together, chasing a good song to dance to.)

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   4. Will I get good grades?

Yes, fortunately, but I also learned a lot. The first week of classes in Aix-en-Provence was extremely daunting. I felt buried in readings and had to start decoding the French of my local professors, who happened to don very heavy Marseille accents (the accent worn by most people who live in the South of France). However, I quickly learned that I'd get out what I put into my academic work during the program. I worked hard to speak French as regularly as possible — with the city locals and my classmates. I scoured the French-English dictionary for unfamiliar words from my readings and did my best to utilize them in my speech and writing. I hunkered down for hours in humid cafés to scrawl out the best possible essays I could and read meticulously over my professors' feedback. I paced my room, reciting my oral presentations aloud, correcting every little phonetic mistake I could catch. Trust me, I know it sounds grueling, but it was more fulfilling than anything. On my final days of the program, when I could speak with my Uber drivers and restaurant servers in fluid French, with little insecurity over bad accents or mispronunciations, I felt immensely proud of how far my French had come. In the end, it wasn't the grades that mattered, but the development of my language skills — skills which I believe will take me far in life, even long after this program.

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   5. Will I have fun?

The most fun. Every week was filled with new adventures. And the weekends came with even more. After daily class time, the city of Aix-en-Provence was our oyster. We could eat at the restaurants we wanted, shop at the markets in the square, go to cute movie theaters, listen to live music on the streets, and more. On other days when we did not have class, we were whisked off to some of the most gorgeous landscapes in the South of France. 

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A day trip to the Lourmarin, the town where renowned writer Albert Camus did most of his writing. 

Beach days in Saintes-Maries-de-la-Mer, St. Tropez, Lac de St. Croix, and Cassis. 

Promenading around the gorgeous lavender fields of Valensole. 

A visit to a boulangerie to make baguettes, croissants, and pain-au-chocolat ourselves!

A trip to a vineyard to see how wine is made (and taste it, too!). 

Wandering age-old cities like Avignon, Apt, Arles, Moustiers St. Marie, etc., for hours at a time. 

Hiking through the "Petit Colorado," or what some call the Grand Canyon of France. 

Visiting gorgeous cities on mountaintops and getting to see Provence belly-up.

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But despite the gorgeous sights I was exposed to every week and weekend, I think most of the fun came from witnessing these sights with good and kind friends — giddily taking photos of one another in front of the gorgeous blue of the Mediterranean, hunting down coffee-shops in the middle of quiet towns, laughing our way out of sleep-deprivation on the early-morning buses which carried us to our weekend excursions. Even without the beauty of the south of France, I truly believe I would've left this trip satisfied solely by the friends I made. Which brings me to my final lesson of the trip.

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My Third Lesson: Put Yourself Out There.

At Princeton, I tend to stick to the bubble I know: studying in the same places, hanging out with the same people, loyal to the same routine. All of that went out of the window during my month in Aix-en-Provence. I was forced to break out of my bubble: go to lunch with a peer who was ultimately a stranger, work on a project with someone I'd seen once or twice around campus, let myself make new friends. In addition to fulfilling a lifelong wish to live abroad and improve my French language skills, I think I'm most proud of the conversations I struck up with the strangers learning amongst me in the program — strangers who I'm sure are now lifelong friends. It's hard to imagine building such strong bonds within the short span of four weeks. Who knows, maybe it was the Provençal air. Regardless, the greatest magic of the trip came from how close we all were as a group: one of my fondest memories of the program is the mass-exchange of hugs and "Bon Voyages" that filled our last day in Aix. It was clear that we'd all miss each other.

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With all that said, if there's anyone on the fence about whether they should take advantage of the many study-abroad opportunities at Princeton, I say, take the leap. You never know the obstacles you'll brave, what things you'll learn, or what people you'll meet. Now, from the comfort of my home, filled with beautiful, irreplaceable memories, I can confidently say that my sojourn in the south of France was a once in a lifetime experience. One that I'll cherish forever. 

So, be brave, embrace the unknown, and put yourself out there. Wherever you go, you won't be alone.

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Last semester (Fall 2023), I had the privilege of studying abroad at ETH Zürich in Switzerland. My experience exceeded my expectations in so many ways, and it’s hard to understate my gratitude for Princeton’s support in making this long-time dream a reality. Attending a United World College, an international boarding school, in Freiburg, Germany for Grade 11 and 12 gave me a taste of how enriching being abroad and making friends from across the globe can be, so I kept an eye out for opportunities to study abroad when applying to college. 

During my first year at Princeton, I researched the study abroad options available to students in Molecular Biology and Neuroscience, the concentrations I was most interested in. ETH Zürich drew my attention because I was interested in returning to the region to travel (which COVID had prevented during high school), experiencing the immersive laboratory courses, and practicing my German. I met with students who had studied abroad at ETH, exchange students from ETH at Princeton, and a study abroad adviser at the Office of International Programs, all of whom were eager to share their insight and answer my questions. The application process was straightforward and easy to navigate, and around this time last year, I found out I would be at ETH in the fall!

After a busy summer of cancer research followed by a lovely month at home, I seemed to suddenly find myself in Switzerland. I arrived on a Sunday, and I wasn’t quite prepared for how disoriented I felt. On my way from the airport to the apartment, I was quickly reminded of the fact that most stores, including grocery stores, are closed on Sundays. I received my key to the apartment and then sat on the bed and stared at the wall, wondering what I had gotten myself into. Had I made the right choice to leave the comforts and convenience of Princeton?

With some luck, I managed to get to campus and find my classroom for my first pre-semester German class the following morning, and slowly, with the help of other exchange students and ETH students, I learned how to navigate the public transit system, save money on groceries, and sort my recycling in a country where even paper and cardboard go into separate bins.

Academically, ETH was quite different from Princeton. I took two German classes, one ethics lecture (which counted toward Princeton’s Ethical Thought and Moral Values distribution requirement and my minor in Global Health and Health Policy), three biology lectures, and two biology labs. The lectures met once a week for about 90 minutes, which was our only chance to interact with the professors. Grades for lectures were based entirely on the final exam, which took place between late January and early February. Not having homework or midterms freed up a lot of time in the evening and on the weekend. I enjoyed cooking and reading for pleasure, things which I was rarely able to do during previous semesters at Princeton. Each lab course took place during one of four 3.5-week blocks. The labs met Tuesday afternoon, and all day Wednesday to Friday. I took two labs, meaning that for half the semester, I only had my Monday and Tuesday morning lectures. This schedule, combined with not having assessments during the semester, gave me the opportunity to travel to over 20 different cities in 10 countries. I was able to visit my high school friends and teachers, meet a friend from Princeton in Paris, host friends from Princeton and my hometown, and explore new cities with one of the other Princeton students studying abroad at ETH. Looking back, these trips were definitely what I remember most from the semester. 

The semester also brought its share of challenges. The lack of office hours and precepts made it harder to access professors and made me feel more anonymous than I did in the large classes I have taken at Princeton. Without the motivation of problem sets and exams, I found myself pushing off reviewing for my finals until the few weeks before my exams, which also happened to overlap with the start of Princeton’s spring semester. I was able to take my abroad course finals on campus at Princeton, but this meant doubling up on studying while the new semester was underway. Socially, it could be difficult to make friends and feel integrated into the school as an exchange student, although I was lucky enough to become friends with a few of my classmates and a student I met on a social run. One thing I particularly struggled with was the short days and almost constantly gray skies in November. I was in my second lab course during this time, which meant I barely saw any daylight, then proceeded to spend my evenings alone in my room without much to do. All in all though, I enjoyed experiencing a very different educational system and observing which parts of it I appreciated. I’ve noticed upon coming back to Princeton that I’m prioritizing work-life balance more than before, making the time to exercise, cook in my co-op, 2D, and attend fun events with friends on the weekend like basketball games and movies sponsored by the Undergraduate Student Government, Davis International Center, and various clubs on campus.

Whether you’re a prospective student curious about studying abroad or a current student wondering whether it’s right for you, I highly encourage you to consider it! I have learned so much about life beyond my own experiences, become much more independent and adventurous (not to mention adept at planning trips), and returned to Princeton with excitement and a fresh set of eyes. What has surprised me most has been how many people I recognize walking from place to place and how easy it is to grab a meal with someone to catch up, both of which make me grateful for Princeton’s small student population and campus-centered student life. I would be more than happy to share more about my experience or answer any questions at the email listed in my bio! 

Every Summer, the Princeton Institute for International and Regional Studies (PIIRS) offers students the unique opportunity to learn from a Princeton professor abroad whilst earning course credit. The dubbed ‘Global Seminars’ include a range of topics in a range of locations – from Culture and Politics in Vienna to Capitalism in Kenya – all of which allow the student to immerse themselves in the culture of their host country.

This past summer I was afforded the opportunity to attend one of these seminars, A Land of Light and Shadows: Modern Greek Literature and Photography, in Athens, Greece. As both an academic and personal desire, the seminar was a truly unique experience that I am grateful to have been a part of.

Coming to Princeton, one of my main to-dos was to study abroad – it is something that I had been dreaming of for a long time. This was compounded by the fact that I am half Greek, a part of my background that I identify heavily with. Having never had the opportunity to visit the home of my grandparents, I jumped at the opportunity offered by PIIRS. The Global Seminar, apart from appealing to my heritage, also piqued my interest in photography and by extension, how it relates to literature.

The seminar began in early June and spanned until the middle of July. The duration of the seminar allowed for so many opportunities to see and explore Greece, both alone and as a part of the seminar. I was joined by 14 other students as well as Professor Eduardo Cadava and graduate student Anthie Georgiadi. Living and learning together, we created bonds that will last our time at Princeton and even beyond!

One of the core aspects of the seminar was the daily language class taught by Anthie, a native Greek speaker, who introduced us to the Modern Greek language. Although difficult at first, it became progressively easier to pick up as being immersed in the country allowed me to see how the language was spoken. Along with the language class, the seminar taught by Prof. Cadava was held twice a week, where we met and discussed readings relating photography to Greece while exploring the more philosophical aspects of the texts. Some of my favorite discussions revolved around how philosopher Gerhard Richter (we actually met him!) relates photography to death. On a similar note, many of the readings mentioned different areas around Greece, many of which we visited, including Athens, Delphi, Galaxidi, Mycenae, Nafplio and Crete. We were able to explore archaeological ruins, usually privately guided by an actual archeologist!

The other main aspect of the seminar was the weekly photography workshops, where we met with renowned photographers who showcased their work and assigned us projects. This was a truly unique experience since these photographers are experts in their field. Additionally, there was also at least one guest speaker event every week. The speakers ranged from Greece’s former Minister of Culture and Education to artists who worked on activist issues – a truly diverse selection. In short, the guests that contributed to the seminar were nothing short of amazing.

Overall, this past summer was one that I will remember for the rest of my life, for many, many reasons. To any student, current or prospective, I strongly encourage participation in a PIIRS global seminar – it is an opportunity that you cannot miss. I am truly humbled to be a part of the Princeton community and have access to such unique and impactful opportunities.

If you’re a prospective student, you may have heard of the (in)famous senior thesis—a year-long independent project that incorporates original research, relating to your field of study. In my department, that often means a research paper on a form of literature, but there is a lot of freedom and seniors often choose creative and fun themes. 

I still have several months to go on my own thesis, but I’ve just returned from my research trip and would like to share my experience. I went to Czech Republic, visited the central depository for the National Literary Archives, and viewed original manuscripts and other writings.  

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The first step in the process was to find an adviser—and a topic. From the beginning, I knew I wanted to focus on an author from Eastern Europe. Back in high school, I had applied to Princeton specifically because the Slavic Languages & Literatures department here offered more than just Russian language. During my time here, I’ve taken three different Slavic languages (Russian, Czech and Bosnian-Croatian-Serbian). With the help of my adviser, I decided on Czech author Ladislav Fuks.  

Next, I had to apply for funding for my research. Using the University’s funding engine, I described my topic and proposed research. The University granted me the money to pay for my plane tickets, lodging, local transportation and meals. 

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Then, of course, came the trip! I flew from Denver International Airport in my home state of Colorado to Prague. I then traveled to the city of Litoměřice in north Czechia, where the central depository was located. I stayed in a small apartment I rented over Airbnb that was close enough to walk to my work site. Each day, I walked to the depository and signed in. The amazing director of the Litoměřice archives spoke with me about my research and brought me boxes of material from the depository. In the research room, I sorted through hundreds of folios in the boxes to find papers and writings that would be useful to my research. I scanned and saved those that I could use, and repeated the process over the two weeks of my stay until I had gone through all of the material. 

I’m now back on campus, and am excited to start writing my thesis. I feel lucky to have a real, independent archival research experience as an undergrad. The senior thesis might seem scary, but when you hit upon a topic you’re passionate about, the process can actually be a lot of fun!

Bonjour à Tous! (Hello All!)

In today’s blog post, I am sharing my experience with language learning at Princeton.

For some context, I studied French for all four years of high school. Because I didn’t have access to language classes in middle school, I had to start out with an intensive class, and I did not end up taking AP French. 

The summer before I came to Princeton, as I got a million emails about moving in and orientation and new clubs, I also got an email to take a language placement test. I sat down for an hour or so and took the French placement test, which placed me in FRE 103.

Since I intend to pursue a Bachelor of Arts (A.B.) degree, I have to fulfill a language requirement. The requirement dictates that A.B. students must demonstrate proficiency in a language other than English either through standardized tests scores, a placement exam, or completion of a language course at or above the 107 level. So, I’d only need to take FRE 103 and another French course at or above FRE 107 in order to be done with my requirement!

There are so many types of language classes offered at Princeton, from Spanish and Latin to American Sign Language and Swahili. There’s definitely something for everyone!

Last semester (Spring 2022), I completed FRE 103, so here are some tips I’ve picked up along the way to help you on your language learning journey here at Princeton:

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1. Language tables are your friend. I will say it again for the people in the back: LANGUAGE. TABLES. ARE. YOUR. FRIEND. What is a language table, you may ask? A language table is an event organized (usually by each of the different residential colleges) where native/fluent speakers and people learning a given language come together (usually over dinner in a dining hall) in order to practice. I have been to two languages tables for Spanish and French so far, and I’ve thoroughly enjoyed them. They are great opportunities not only to practice speaking your target language in a natural and low-stakes environment, but they’re also a great way to meet new people (read: potential FRIENDS 😍)
2. Be proactive about addressing any vocab or grammar that isn’t sticking. This is a tip I wish I had utilized more this past semester. I’ve always struggled with the different tenses in French (passé composé, impératif, imparfait, conditionnel, etc.) and when to use them. I didn’t get around to scheduling office hours with my professor for some 1:1 practice with these verb tenses until the end of the semester, and by then it was a bit too late to fully understand and commit everything to memory. DON’T be like me: start going to office hours at the beginning of the semester and build a habit of going often and regularly! Language professors often have a set time each week that they dedicate for office hours, and if that time doesn’t work for you then they can work to coordinate a different time over email or at the end of class.
3. Don’t be afraid to explore a new language! Princeton is a once-in-a-lifetime opportunity to have access to a wide variety of renowned scholars well-versed in a plethora of languages. Why not take advantage of it? I personally want to learn a language called Yoruba, which is my parents’ native tongue. Most schools don’t offer this language, but Princeton is able to through a collaboration with Yale’s Yoruba professor. After I fulfill my language requirement through French, I want to look into taking some Yoruba classes!

What language(s) do you want to study at Princeton? Are there any new languages you want to explore?