Following on from our congratulations to all of this year’s graduating students a couple of weeks back, we’d like to offer particular félicitations to this year’s French at Stirling prize-winners whose performance really does stand out as exceptional this year. The recipient of this year’s Simone de Beauvoir Prize, awarded to the student with the strongest performance across their French modules, is Laura, who has just completed a BA Hons in English Studies and French with us. And the recipient of this year’s Faculty Research Prize for the highest dissertation grade in French is Evelyn who has just finished her BA Hons in French. Many, many congratulations to Laura and Evelyn on their achievements and we wish you all the very best for the future!
As promised at the end of last week, here is the first batch of resources from our French at Stirling Bridging Materials. As you’ll see, these focus in particular on the skills that our students develop through the oral/aural classes (langage parlé). These classes form an integral part of most University language courses, helping students develop oral expression and comprehension skills and fluency, but also more generally helping with confidence and clarity.
For us at Stirling, oral classes form a key part of pretty much all language-centred modules and our students usually have at least one hour of langage parlé each week, taught in small groups by native speakers of French. In our case, this normally means that langage parlé classes are taught by a member of our Language team: Jean-Michel DesJacques, Brigitte Depret or Mathilde Mazau. Langage parlé classes include debates and discussions in French involving the whole class, as well as smaller group discussions and, as the degree progresses, we increasingly bring in individual presentations.
The Bridging Materials give you a sense of the range of topics that might come up in these classes, everything from topics of contemporary political or social relevance to more general aspects of French and Francophone life, culture and societies. Sometimes langage parlé topics are chosen by the tutors, sometimes the classes are student-led, sometimes videos or other materials are used as prompts. The key thing is for everyone to try and get involved in the conversations, not to worry about making mistakes, and to make the most of the opportunity to speak and listen to French.
Anyway, the resources you’ll find here will help you think about the kinds of exercises you’re likely to come across in a langage parlé class, as well as giving some examples of the types of videos that might be used, the questions you’d be discussing and the ways in which langage parlé contributes to the development of your language skills. We hope you find them useful! More to follow over the coming days for Written Language and Culture.
Not only was that last blog post from Louise well-timed because it made for a great start to the month but its timing was also particularly good because it coincides with a campaign in support of the work of the British Council and gives us an opportunity to lend our support to that campaign.
And, for a change, I’m going to write this one in my own voice (Cristina Johnston, that is, with some help from colleagues and links to other posts along the way!). Every year, at Stirling, both in French and in Spanish we encourage as many of our students as possible to apply for British Council English Language Assistantships, whether between the end of the 2nd year and their return into 3rd year or as finalists thinking about opportunities that are open to them after graduation. Some of our students apply for assistantships because they are studying French and/or Spanish with Education and the ELA is a great way to fulfil the language residence requirement for school-level language teaching. However, many other students also apply, across a range of subject backgrounds and combinations and often without any specific intention of going into teaching after they graduate. Rather, for many of the students, this is a paid opportunity to spend time living and working in another country, in another language environment and they seize the opportunity to travel, meet new people and adapt to new environments.
As with any job – and we do always remind the students that they are in paid employment, with the responsibilities that brings, and that the application process is not a foregone conclusion – unfortunately not everyone has an overwhelmingly positive experience and we try to support students through any difficulties as far as possible. However, in many, many instances, a year as an ELA becomes a key turning point in a student’s life, whether in terms of their career plans or in their personal lives. They may not always notice the changes but, when they come back and rejoin us for their Year 3 and 4 classes, we notice the differences in them, in their confidence, in their openness, not to mention the excitement and enthusiasm with which they recount their year when they come back to Stirling. And the same goes for the finalists who undertake ELAs after they leave Stirling.
For many of us teaching in French at Stirling, the enthusiasm is not only great to see in our students but it also serves as a reminder to us of our own experiences of English Language Assistantships, whether as something we’ve undertaken ourselves or as we remember assistants in our own schools. My own year as an ELA came in 1995-96 when I was lucky enough to get an assistantship at the Lycée Marie Curie in Strasbourg. I’d spent time living in France before and was lucky enough to have travelled and spent time elsewhere in Europe, too, but I didn’t know Strasbourg or Alsace, other than via a very short school trip years before. When I think back, lots of things stand out. I remember nervously turning up in the staffroom on my first day, opening my little locker and finding that a colleague-to-be had left me a jar of home-made jam as a welcome present. I remember some truly awful conversation sessions I tried to deliver with no real sense of how on earth to get the pupils to actually talk to me and then the sense of satisfaction, as the weeks progressed, at kind of figuring it out. I remember my flat there – a tiny studio right, just outside the old town, opposite a fantastic pâtisserie.
Mainly, though, what stands out is one particular group of pupils who were in terminale and doing the European Bac, with extra English classes during the week, as well as History and Geography lessons in English. I spent more time in class with them than any other group and was invited to accompany them on a school trip to Northern Ireland, among other things, and have very positive memories of their enthusiasm for languages and for learning which, in turn, I associate with the opportunities offered via the British Council assistantship scheme.
Other colleagues at Stirling have similarly positive experiences and memories. Hannah Grayson, for example, first came across British Council assistants in 6th form: ‘I benefitted from 1:1 sessions with both a French and German language assistant at my school. Our German language assistant was so enthusiastic that she persuaded me to enter a British Council competition, producing a leaflet all about the benefits of the language assistantship programme. We ended up winning and I was awarded my certificate at the top of Canada Square in Canary Wharf by none other than Sir Trevor McDonald!
After those dizzying heights, my own language assistantship took me to Laval in Mayenne for 9 months of teaching in two collèges. I had wanted to be in Montpellier teaching lycée but it turned out to be one of the best years of my life. I lived with people from all around the world, travelled across France, and got the bug for teaching that still excites me over a decade later. When on my first day, the girl at the front of the class queue looked at me disdainfully and said, “I (h)ate English,” my naïve optimism was somewhat crushed, but the year turned out to be a wonderful experience and I am still in touch with the friends I made that year.’
Nina Parish’s experience also spans her own school days and time as an assistant while at University: ‘At school, we were lucky to have French and German assistants – I can remember the German assistant in particular being so helpful when we were studying for A-level. Having access to someone closer to our age was just brilliant.
I was an English assistant on my year abroad in Marseille – I think it has to be the best year of my life – still now – many years later! I worked in two collèges (and lived free of charge in one) and the English teachers were so welcoming – they really made me feel part of the team. I returned to Provence once I graduated studying for a Maîtrise and DEA at the university in Aix-en-Provence. It’s here in an Art History class that I discovered Henri Michaux – and the rest is history!’
This year has, of course, been more challenging than most for our students who were away as assistants when Covid-19 hit but, whether as students or staff, we are clear about the importance of the benefits that can come thanks to English Language Assistantships, in particular, but also more widely in terms of the work carried out by the British Council. If you want to find out more about the campaign of support, please do read the information available on the UCML’s website here, and add your voice to the statements of support.
There is something particularly pleasing about being able to start a new month on the blog with a post in praise of studying languages and spending time abroad. It’s pleasing at the best of times but, given the challenges posed in the context of the current global pandemic, there’s something especially good about it so, without further ado, an update from Louise, who graduated with a BA Hons in French a decade ago:
‘Studying French at the University of Stirling was more than the achievement of a degree. For me, going to university itself was a massive challenge, not only academically, but perhaps even more so, mentally and socially. Having moved to Stirling from Inverness, I had no option but to make a conscious effort to make friends in my new home environment. I gained a lot of confidence and enjoyment from my university experience and in particular, through my participation in team sports (field hockey and ultimate frisbee).
Not only is the University set within an attractive campus, with a host of great sports facilities and a top-of-the-range library, but the degree programmes are dynamic and inclusive. I found the University tutors and lecturers to be extremely creative and supportive, providing us with diverse and captivating course content throughout the degree programme.
As a languages student, I was extremely lucky to have had the opportunity to live in France twice during my degree – firstly as a British Council English Language Assistant in Valenciennes during a gap year between 2nd and 3rd year; and secondly on an Erasmus Programme semester abroad at a university in Tours in the second half of 3rd year.
Living abroad has played a huge part in my life – not only allowing me to develop my language and communication skills, learning about local customs and traditions, understanding the French administration systems, exploring the surrounding areas and travelling further afield, but it has also made me become more open-minded, forced me to adapt to and perform in different environments and cultures and overcome challenges which I faced (including one or two cultural faux pas). I also had the pleasure of meeting so many amazing people who helped me to feel more integrated and of whom I will forever have fond memories. My advice would be, if you have the chance to work or study abroad, take the plunge and try to gain as much as possible from the opportunity.
Having thoroughly enjoyed my time as an English Language Assistant, I continued on the educational and languages career path after graduation. I lived and taught English in a school in Germany on the British Council Comenius Programme for 10 months. On my return, I studied a PGDE in French Secondary Teaching at Glasgow University and following this, I took two TEFL courses (one online and one face-to-face). Following the completion of my studies, I decided to apply for a position within Macleod and MacCallum law firm, where I worked as a Property Assistant for 5 years.
My experiences at University and working and living abroad have provided me with the skills and experience that I can use in my day-to-day work and life in general. I have more confidence when speaking with clients and networking with other professionals, dealing with a wide range of clients with different cultural backgrounds and needs and using my languages where a language barrier exists between clients and colleagues.
In the most recent chapter of my life, I am living with my partner in Aberdeen, having only moved here at the end of February, just weeks before COVID-19 lockdown was imposed in the UK. I have started my new job with Peterkins law firm as a Property Sales Negotiator and am currently “working from home” due to lockdown restrictions. Thanks to my previous experience of working with people from a variety of different backgrounds and cultures, I feel that I have already managed to establish strong working relationships with my new team members after only a short time. I am really enjoying my new role.
I believe that my collective experiences of living and working in different cities, both in the UK and abroad, have provided me with the confidence, open-mindedness and adaptability required to be able to settle into my new home in the Granite City. It also goes without saying that the people closest to me, both in Aberdeen and in Inverness, have been incredibly supportive throughout this transition from Inverness to Aberdeen and I cannot thank them enough. I may have stopped living out of a suitcase, but I know that my future holds many more adventures – at home and away. There is still so much of the world to discover!
À la prochaine fois!’
Many, many thanks to Louise for this brilliant post and congratulations on the new job! We look forward to further updates over the years ahead and wish you all the best for your new life in Aberdeen, and for new adventures beyond.
Following on from Mira’s reflections on life as a Public Service Interpreter, the second of today’s blog posts give us our traditional annual opportunity to get a sense of the hopes and plans of this year’s French at Stirling finalists. To say it has been a difficult few months for them would be a tremendous understatement but, first, like the French at Stirling teaching team, they made the rapid adjustment from classes on campus to online learning. And now, despite the extremely challenging backdrop, many of them have taken the time to reply to a request for reflections on their plans for life after graduation.
We’ve been putting a similar post together for a few years now (see 2019’s here, 2018’s here…) and we were all a little anxious about asking the same questions in the current circumstances but, having spent the past few days reading through the replies, looking at the photos of their travels, reading the good wishes that also came in their messages, I can honestly say this has been an unexpectedly uplifting experience. So, with no further ado, and in no particular order, here goes:
Mairi, who will be graduating with a BA Hons in French and Spanish, is planning to embark on postgraduate study next year, either with an MSc in Gender Studies at the University of Strathclyde or at the University of Stirling: ‘When I started 4th year I thought I would have been going into a graduate job after I finished my degree but due to the impact of Covid-19, it has been really difficult to find work. I have always wanted to do a postgrad in Gender Studies but I had thought it would be a few years down the line after some time in the working world. But things rarely happen in the order we expect them to. Here’s to the future and whatever it brings.’
Eilidh, who has just completed a BA Hons in International Management with European Languages and Society, attended a 2-day assessment centre in London back in February, following which: ‘I was successful in my application for the commercial, sales and management graduate programme for Bakkavor. The company is an international food manufacturer, supplying meals, desserts and snacks to all major retailers in the UK and overseas. The programme lasts for 2 years, where I will be promoted to a manager after the programme is completed. Despite the job not being directly related to French, I fully intend keeping up with the language, and encouraging the company to work with a French bakery company so I can get back to France!’
As for Martina, who has completed a BA Hons in French and Spanish, ‘as a final year student during the Coronavirus pandemic, I find myself ending my undergraduate studies in some of the most unexpected circumstances in Stirling University’s history. I started my Joint Honours in French and Spanish in 2015 and spent a gap year between the second and third year of my degree working as an English Language Assistant with the British Council in a small ski town called Briançon, in the French Alps. After this incredible experience I was also fortunate enough to spend a semester living in Seville, Spain. Both these experiences greatly helped me develop my proficiency in these languages as well as my confidence overall.
As I have been learning Spanish for almost 11 years, I have always felt very passionate about this language and, as such, I decided to apply for a place on the Masters by Research in Hispanic Studies course at the University of Edinburgh. After producing two pieces of research work at undergraduate level, I am now hoping to develop my skills and hope to be accepted on this course to work on the topic of Latin American and Caribbean feminisms. I have also applied to their prestigious Literatures, Languages and Cultures Masters Scholarship, awarded to 4 outstanding students undertaking a Masters Programme within this division. I also applied for a second scholarship, the Muriel Smith Scholarship. I am now waiting for an update on these applications, but I am very hopeful for what the future holds for me! While I may not have ended my undergraduate studies the same way previous students have, I still had an enjoyable, albeit stressful, year and I am very proud of everything I have accomplished.’
Stephanie, another soon-to-be BA Hons French and Spanish graduate, is also clear that Covid-19 is having an impact on her plans but in a different way: ‘As is the case for a lot of people, my plans are in a sort of limbo at the moment. I have accepted a position, though, with the JET Programme as an Assistant Language Teacher (ALT) in Japan. The scheduled departure date is in September, but obviously I’m not sure if it’ll actually go ahead as planned, and what will happen if it can’t go ahead as planned… Despite the uncertainty, I am excited about the prospect of living and working abroad for a while. The JET Programme allows me to have that break from studying that I want whilst also affording me the opportunity to discover a new country and learn a new language. As far as longer term goals go, I am looking into getting into teaching. Right now, I’m leaning towards primary teaching but I’m not yet ruling out secondary. The ALT position will give me some valuable experience in a classroom which is something that I’m lacking at the moment.’
Like Stephanie, Laura, who has just finished her BA Hons in English Studies and French, also has travel plans for the coming year: ‘My plans for September are going to Finland for a Master’s degree. I have received three offers from three Finnish universities of Masters’ programmes in educational sciences based on teaching languages as a foreign language. I have not chosen yet which one I will specifically choose but I am sure I will spend my next two years in Finland.’
In some cases, the impact of the current situation is such that original plans are having to be rethought as is the case for Evelyn who is graduating with Single Honours French: ‘I don’t actually have any post-graduation plans as yet. Coronavirus has thrown a bit of a spanner in my job hunting as well as my hopes of getting some work experience this summer. I am hoping to go into publishing or copyediting but unfortunately, work experience opportunities are currently fairly thin on the ground at the moment. As such, I am using this time to brush up on skills that will come in handy when looking for a job in this sector. I have also set up a blog to review the books that I am reading during lockdown, so I’m throwing myself into that at the moment as well as keeping the job search active!’
Another of our Single Honours French finalists, Rhiannon, finds herself in a similar position: ‘My final year didn’t quite go as I had planned, and I feel like I’ve not really had the chance to say goodbye to my time at Stirling University. However, I have had some of the most amazing times there and met some of my best friends. I plan to go to university much closer to home in Glasgow to do a post-grad but I’m still a bit unsure what I want to do. I’m a bit undecided between doing translation (which is what I’ve always originally wanted to do) or doing something completely different. I’m currently interested in doing Gender Studies at Strathclyde but again I am still quite undecided. I’m also extremely interested in doing something related to history or museum-related as I love learning all about the past. The future is so undecided and scary right now so I am using these months of lockdown to have a really hard think about where it is I would like to go.’
As for Caitlin: ‘After four years studying BA Hons in French and Spanish, I made the decision this year to apply for PGDE primary teaching in order to pursue a career as a primary teacher. I have just recently accepted my place at the University of Aberdeen on this course. This career is what I have always wanted to do, and so I am delighted and excited to have been offered a place. I am also looking forward to moving to and discovering both a new city and a new university. The experience I obtained working as an English Language Assistant in France between my 2nd and 3rd year at University helped me to realise that this was what I wanted to do.’
The teaching route takes many forms and, like Caitlin and Stephanie, other finalists are also planning a year (and possibly more) than involves language teaching in different forms and different places. For Lily, who completed her BA Hons in English Studies and French with us: ‘My plan for the coming year – if all returns to some semblance of normal – is to work in Spain as an English Language Assistant with the British Council so that I can get my Spanish up to a similar level of fluency as my French. Still figuring out what comes after that!’
Jack, who is graduating with a BA Hons in French with Spanish and Education, is also taking a teaching-related route in the first instance: ‘Everything changed very quickly as the countdown to graduation approached. Lockdown for me, like everyone else, changed all my plans and added to the uncertainty of what I would do once I finished my degree. Despite the unfortunate circumstances, it has been really nice spending time with my family, going on a daily bike run and having time to read for pleasure regularly. In the spirit of the times we live in, I begin work next week teaching Chinese children English online. I have already started my ESL training and it’s already evident that my degree is coming in handy.
I’m still looking for something more permanent starting later in the year, and I’ve applied for many different jobs so fingers crossed. It’s proving particularly challenging this year as the jobs market has suffered greatly. Living in Dumfries and Galloway where there are few job opportunities at the best of times I’m looking further afield, so who knows where I’ll end up.’
And Kirstie, a BA Hons French and Spanish finalist, is planning to move to Belgium and ‘Brussels specifically. I’m going to teach English, either as a language assistant with the British Council or with another language school, and I’ll also to continue to work on my travel blog. Brussels is a great hub in Europe and I plan to do a lot of travelling around the continent in the coming years!’
Last but not least for the moment, Jack, who has also completed a BA Hons in French and Spanish, reflects that: ‘Near-future planning has become more difficult amidst the current uncertainty in the world, but I am now looking to focus on my backpack business, Cancha, as well as advancing my tennis career. This does not come without challenges. Lockdown has hindered my tennis training routine for quite some time now, and the fact that national borders continue to close and flights are sparse paints a bleak picture for the professional sport scene. However, I am confident that the world will return to normal and, when it does, I want to make sure I am as prepared as possible to take full advantage of this. The same goes for Cancha: buying backpacks for travel and sports is almost certainly not on people’s minds at the moment, but I am using this ‘down-time’ to make more subtle changes in the company, such as refining our message, and the ways in which our company can both endure this episode whilst also giving back to the community and the environment.
Although many graduate students at Stirling are unsure of their next steps, especially during this world crisis (which has stopped almost everyone in their tracks), there are ways in which each one of us can improve and make progress in our ambitions, albeit in an untraditional way.’
We’re always grateful to our finalists for sharing their plans and hopes with us as they reach the end of their degrees but this year, it would be fair to say that we are particularly appreciative of the thoughtful, helpful and positive responses. Many, many thanks to you all, not to mention congratulations on having reached the end of your degrees! And, of course, we wish you all the very, very best for the months and years ahead and hope that you will keep in touch with us in the future.
(And, as ever, if you’re a French at Stirling finalist reading this and wanting to add your contribution, please do just send me an email (firstname.lastname@example.org) and I will very happily update the post!)
Two blog posts for the price of one today! Both the authors – Artie first, then Julian – are very much caught up in the current Covid-context so there are some thoughts here on the immediate impacts that is having on the lives of recent(-ish) Languages graduates. However, both have also been kind enough to reflect on their lives and career paths since graduation, with plenty of food for thought for anyone reading this and wondering where a degree involving a language might lead them… First, it’s Artie’s turn:
‘My journey into the wonders (and confusions at the many same-sound endings) of French language learning began with my studies at the University of Stirling in September 2012 with a degree in French and Spanish. I began the degree with a beginner’s knowledge of French (and by beginner’s, I mean absolutely zero French know-how, I still remember learning the phrase “Je suis de Doncaster” in one of my first classes…).
By graduation in 2016 I had vastly improved my knowledge of both French language and culture, with some of my French writing assessments equalling, and even surpassing my Spanish writing. I graduated with a First-Class honour’s degree and this became the foundation which I have since used to explore multiple career avenues.
Through the University of Stirling, I was able to complete a year as an English Language Assistant with the British Council in Tenerife upon graduating. I had two potential career paths I was interested in following, teaching or translation, and this allowed me the opportunity to trial run one. My professors at the University of Stirling also helped me apply for a scholarship to fund a research project while working with the British Council, an opportunity I surely wouldn’t have had otherwise. While I enjoyed my time immensely as an English Language Assistant and was offered to stay a further year, I ultimately decided to return to academia, and began a Masters in Translation Studies at the University of Glasgow.
I continued with my original language pair, French and Spanish, while attending advanced translation and translation theory classes. Here, I was able to build on practices already learned in my Undergraduate course adding further translation theory, fully confident, not only in my ability to state where I’m from, but also pay attention to nuances within the French language, differences between French and English writing styles, becoming ever more confident in my own writing abilities and stylistic choices as a translator.
After completing my Master’s in Translation Studies at the University of Glasgow, I started work as a Videogames Localisation Quality Assurance Tester, a really rather long title for what I actually did – play video games and make sure translations are error free and feel made for the target audience. It has been an excellent graduate role where I mainly work with likeminded people of a similar age group, in a fairly relaxed multicultural office environment with plenty of opportunities to practice my speaking skills (not that I ever feel like I do this enough). After beginning work as a Tester, I then combined my testing experience with my background in teaching and began training any new starts that came into the company. Following on from this, I moved onto Project Coordinating where I began coordinating the testers, as opposed to directly testing the videogames myself. Through this role, I further developed managerial, timekeeping, organisational and communication skills – all of which are highly coveted in the world of translation where Project Coordinators are always needed.
And so, we have arrived my present situation! I, like most everyone else, am currently at home, self-isolating, faced with the current global circumstances but, oddly enough, it is a time when we are all most connected, checking in with each other, doing those little things that have been neglected on our to-do list (like… say… writing an article for a blog) and where language skills are just as important as ever. Most recently I had the opportunity to translate a UN document from French into English as a volunteer while staying at home, interview for a potential role in Bordeaux, and I’m using this time to attempt to build up a freelance client base in the hopes of maybe, hopefully (fingers and toes crossed!) being able to translate as a Freelancer by the end of the year. And let’s not forget the most taxing at home activity of all – watching an abundance of French films and series as a vital means of continuing my exposure to the language, it’s a hard job but someone has to do it!
I do hope everyone is keeping safe in these tricky times and remember enjoy your time at the University of Stirling while you can, it’ll be over before you know it!’
Many, many thanks to Artie for taking the time to send us this fantastic blog post – I, for one, have learned things about the role of translation in gaming that I certainly didn’t know before! We hope all goes well with the client-base-building and we look forward to more updates in the future. In the meantime, stay well and stay safe.
As lockdown measures and confinement and a range of different restrictions continue to be implemented across the globe, it’s particularly welcome to receive news and updates from former students (current students are also very welcome to get in touch!) who find themselves dotted across the world. Like everyone else, they are adapting to the current circumstances and thinking about the impact on their plans (professional and personal) and we’re very grateful to them for sharing their thoughts with us and for finding the time to send through new blog posts.
Today, it’s the turn of David, whose travels in Colombia and Sicily regular readers will have followed over the past couple of years, and who has sent the article below with some photos of an empty but sunny day in the Parisian suburbs:
‘If you had asked me where I would be, at this point in time, seven months ago after my last blog update, my living room in Paris would definitely not have been at the top of my list! Before I tell you how I ended up here, however, I thought I could perhaps tell you about the joys of teaching!
As mentioned in my previous piece, I decided that I was finally ready to start my teaching qualification after a couple of years of experience. My course at the University of Glasgow consists of teaching theory as well as teaching practice as a language teacher. My first placement was in a school in Paisley where I saw first-hand how much work teachers have to deal with on a daily basis. As one of my colleagues said, you aren’t only teaching them a language, but also teaching them how to learn it. I hadn’t realised how much planning was involved in order to stay on top of the workload. Some teachers’ capacity to juggle classes made up of pupils with completely different levels is mind-blowing!
My second placement was in a school in Clydebank where I learnt to become more independent as a teacher and create my own resources for my lessons. Located to the west of Glasgow, an area that includes some of the most deprived parts of Scotland where many pupils live in very challenging conditions. However, the school showed me how being part of a community of teachers and parents could create more opportunities for underprivileged pupils by working together. Overall, the course at Glasgow has been challenging but ultimately rewarding as I have learnt to adapt to difficult situations inside, and outside, the classroom.
Looking back at my undergrad years, I am grateful for the flexibility of the courses offered at the University of Stirling as well as the range of topics that we had the opportunity to study, from French Canadian cinema to Latin American literature. The exchange programme was also one of the reasons I decided to travel and work abroad… How time flies!
Now, to come back to my living room in Paris, it turns out that, due to the unprecedented measures taken by the Scottish government, both face-to-face classes and my third and final placement have been cancelled. This means I will go straight into teaching as a probationer in August! I have opted for the lucky dip option by ticking the “anywhere box” to quote the General Teaching Council, so will be sent wherever I am needed in Scotland. As a result of the pandemic, I decided to return home since I wanted to be with family over Easter.
There were only about 30 people on the plane as most people had cancelled their trips and the French government announced yesterday that there would be a further two weeks of “confinement” during which we are only allowed to leave our homes for an hour a day in order to buy essentials such as food and medicine or for daily light exercise within a 1 km radius. It is quite an odd experience having to fill out a form before leaving the house as the police may stop people to check that they are sticking to the rules but then desperate times call for desperate measures! It seems that the U.K. is not at that stage yet. However, having been in touch (not literally of course!) with friends from Sicily and Colombia, everyone is following WHO guidelines and staying at home to avoid any risk of transmission.
So that’s it for now and remember: lavez-vous les mains!’
Many, many thanks to David for sending this update – good luck with the remainder of the course and we look forward to finding out where the GTC send you next year! Keep in touch and stay safe.
As promised, whenever possible, the French at Stirling blog will continue posting articles, by current and former students, as well as by members of the French at Stirling team, over the coming weeks and months. And so it’s great to have received a lovely update from Charlotte, who graduated a couple of years ago in French and Journalism Studies:
‘Since graduating back in 2017, I have gone back and forth in my mind, probably a million times, about what I wanted to do once university was over. I started out working as a Project Manager for a translation company in London. This was a great experience, especially as a fresh new graduate who didn’t have a true understanding of what a 9 – 5 desk job entailed. I feel as if this place gave me the best possible start to working life – I had responsibility and the job pushed me into making some really tough decisions quite early on in my career. The skills I picked up from my time there have been invaluable.
However, after a year and a half, I decided that the world of translation was not for me. Although, I really do recommend a job in translation Project Management, especially for languages students who may think that teaching is not for them. During my time in this role I was also given the opportunity to be a Quality Manager (proofreading and editing translations from French into English), further improving my French language skills. So, this is definitely a career worth looking into as a languages graduate. As a MFL student, it can be difficult to know where to turn once university is over. Leaving translation project management behind was a daunting prospect, but I knew that a career change was needed – I just wasn’t sure what I wanted to do next.
Having spoken to friends who also studied languages, it is easy to forget all the transferable skills which we acquire through our studies – other than being able to speak another language. However, I soon realised that the skills I had developed during my time studying French at University of Stirling had prepared me for a great variety of job roles and positions. I now work in a completely different sector – working as a Communications Executive for a PR agency whose clients are in the hospitality industry, working for some really cool brands, bars, pubs and stores. Like myself, many of my colleagues have not studied PR, however, their love for communication and words has somehow brought them to where they are.
I believe that it is important to realise that a degree in languages can take you anywhere. It can help you land a variety of different job roles, and in my case, it helped me change career. Good luck to all past, present and future students – I hope all you find happiness in your careers and that the skills you learn from studying languages helps you get there!’
Many thanks to Charlotte for sending through this article. We wish you all the very best in your new career and look forward to future updates. And to Charlotte, and all our blog readers and visitors, stay safe and stay well.
We’re on something of a roll at the moment with posts from former French at Stirling students, allowing us to paint a great picture of the variety of routes degrees involving languages can take you down, from financial crime analysis to tour-guiding and TEFL, from British Council Language Assistantships to the emergency services, via some thoughts on how to find ways to keep your language/s going after graduation… Today’s post takes in translation, postgraduate studies, proofreading, subtitling and teaching, courtesy of Stewart who graduated with a BA Hons in French and Spanish in 2015:
‘It’s been over 3 years since I graduated from Stirling now. A lot has changed in my life in that time. Some for the better, some for the worse. When I left Stirling, I had grand plans about what I could do with my degree and the places it could take me but life has a habit of getting in the way and putting unexpected obstacles in front of you.
When I last wrote for the French At Stirling blog, I had just got a Master’s in Translation from Heriot-Watt University. I was maybe naïve but I thought it would be relatively easy to get a job but for whatever reason it didn’t work out that way. It can be tough when you keep getting knocked back to stay positive especially in the age of social media when you can receive almost daily updates on how well friends and former classmates are doing for themselves. I was never the most optimistic guy at the best of times!
As time wore on, I eventually found success. Out of desperation I had applied for two translation jobs at the same time and got interviews for both. One based in Scotland, one based in Spain. I nailed both interviews too. The Spanish one was done over Skype and conducted in 3 languages. I was quite proud to come through that in one piece. I was eventually offered both jobs. Decision time! Guess which one I took…
Scotland won the day. If you read my last blog you probably understand why. Although I study languages and like to travel, I’m very much a fan of home comforts. I come from an island which a lot of people my age refer to as “The Rock”. It has a declining and ageing population. Most young people leave when they go to university or to find a job on the mainland and don’t return. There are still times when I can’t wait to leave yet when I am away, I can’t wait to come back. It must be an islander thing!
Anyway, I was now working as an in-house translator. I gained experience translating medical and legal documents and met some new people but after some time, I started to realise it just wasn’t for me. I found myself staring at a computer screen all day and was living on my own. Life’s too short to be stuck doing something you don’t enjoy.
After I left that job, I moved back home to mull over my next move. It was April 2018 and the FIFA World Cup was just around the corner. I’ve always been a massive football fan and I got the opportunity to combine two passions of mine in football and languages. I worked as a remote translator, proofreader and subtitler. I was able to watch all the games and then translate interviews with players and coaches all from the comfort of my own home. This was the dream but there are only so many World Cups! I liked the flexibility of being freelance and being back home, but I also found myself wanting to get out more and meet new people.
After a few months, I decided to apply for a PGDE in Secondary Education at the University of Glasgow. I was going to become a teacher. It wasn’t a spur of the moment decision. My dad had been a Geography teacher years ago and I was struck by how many of his former pupils had got in touch when he passed away showing just how big an impact he’d had on their lives. I’ve also always felt at home when studying for some reason. It gave me a purpose knowing I had some test or exam to pass or a deadline to make. I feel in retrospect I missed that drive when I left university.
The course at Glasgow gave me a good grounding in what it takes to become a teacher. I did 3 placements throughout the year giving me a taster of what to expect when in front of the class but nothing can truly prepare you! Luckily my decision to choose Argyll & Bute paid off and I am now teaching French and Spanish in the same school where I first learned languages as a pupil all those years ago. It has been a steep learning curve and there is never a dull day, but I wouldn’t change it for anything. Will I still be teaching in 5, 10, 30 years’ time? Who knows! Life has a habit of getting in the way, but I will give it my best shot while I am still doing it.
I know I wouldn’t be in this position were it not for my time at Stirling. I still keep in touch and meet up with some of my old classmates who are all doing different and exciting things with their own lives. I would advise any current students or recent graduates who are looking to make that next step and find a job to stay patient. You might get knocked back a few times but your time will come!’
Many thanks indeed to Stewart for sending through this great update! We’re really pleased to hear that things are going well with the language teaching and look forward to future blog posts.
After Emily’s account of working as an Emergency Services Officer in the Australian desert, it’s back to Europe again with an update from Alex who graduated with a BA Hons in French and Maths last June:
‘Just even writing this, I cannot believe that it has already been eight months since I graduated from the University of Stirling. As much as I am missing seeing the Ochils and Wallace Monument every day, the last six months have been awesome. I am just over halfway through my British Council placement in France for the academic year 2019/20 and it has been fantastic. I was allocated to the Académie d’Amiens and more specifically, two high schools in the town of Soissons in the north-east of France.
Although Soissons has a small population of 30,000, about two-thirds of the size of Stirling, there is just as much history to be found in this part of France. Under the reign of King Clovis I in the late 4th and early 5th Centuries, Soissons was under the rule of the Franks, after the Battle of Soissons in 486 AD. And when Clovis died in 511, it became the capital of what we know today as north-east France. All of this history can be discovered in the Musée de Soissons, which is just 2€ entry (bar the first Sunday of every month when it is free!). There are two abbeys and a cathedral all within walking distance of the centre of town. I live a two-minute walk away from the cathedral, in fact I can see it from my kitchen window! You never get tired of hearing the bell chimes every 15 minutes (from 8am to 10pm) and looking at this amazing piece of architecture.
I feel incredibly lucky with the allocation of my schools. One school is a 15-minute walk from my accommodation, whilst the other is just a 20-minute bus ride from the centre of town, and the buses are less than 1€ per ride. I work with four different teachers and they are all fantastic. Personally, I think it’s beneficial to see different styles of teaching and approaches to assessments and language learning. Sometimes I work in groups of between 4 and 8 students outside of the main class, or I will stay with the main teacher and we’ll work on an activity together. I have even had the opportunity of teaching full classes myself, particularly with presentations on Anglophone culture or certain points of grammar.
In both of my schools with the 14-15 year-old students (3èmes), we have been doing débats citoyens every week, debating a wide range of topics such as:
- “Footballers deserve to earn the salary they receive”
- “Capital punishment should be reinstated for the most serious of crimes”
- “TV reality shows teach us about life”
- “Art is necessary for the development of man”
- “Teachers in the USA should be allowed to carry firearms in the event of a mass shooting”
This is a great way for the older students to become more confident and spontaneous at speaking in English. It also provides them additional cultural exposure to the Anglophone world that they might not see in class.
On top of my British Council contract, I managed to gain an hour a week through the Soissons Town Hall of doing English activities with primary school students in an after-school club. Although I prefer working with 11-16 year-olds, this has been a great opportunity for me to work with children between 8 and 11 years old, and discover the level of English children have before attending high school.
I have been very lucky in where I live too! I was offered accommodation by one of my teachers in a boarding school in the centre of Soissons. Turns out that I live with 6 other assistants, with all of us coming from different parts of the world; England, Northern Ireland, Spain, Mexico, the USA, and the Bahamas! We get on really well and they are a huge part of the reason why this experience has been so good. Having other people there with you every single day makes it so much easier, so I would suggest (if possible) new assistants try to live with other young people to make you feel more comfortable in your new surroundings.
And since I only work 13 hours a week (British Council – 12 hours, Soissons Town Hall – 1 hour), I have had a lot of time to travel. In fact, each académie in France will encourage you to “profitez de vos week-ends et voyagez!” Since October, I have so far been to (in France) Paris, Lyon, Strasbourg, Rennes, Amiens, Reims, Rouen and Saint Malo, and I will heading further south during the warmer months! I have also journeyed outside of France to both Belgium, to the cities of Brussels and Ghent, and the Netherlands, visiting Rotterdam. Therefore, I would advise the same to anyone thinking of doing an assistantship: take advantage of your weekends and 2-week half-term breaks and travel across France and the rest of Europe! I would recommend buying either a SNCF Carte Jeune or a Carte Régionale (for each Département in France), which gets you 30% and 50% off rail fares respectively. Flixbus is also an absolute gem if you’re looking to travel cheaply!
So, where does this leave me after this experience? I have decided after this experience that I would like to become a secondary school teacher and am in the process of applying for my teaching qualification. Whether I teach in England, Scotland or elsewhere, who knows! All I know is that I want to make a difference to students’ lives, and the British Council experience certainly does that.’
Many, many thanks to Alex for this great update and best of luck with the interviews for teacher training that are coming up! We look forward to hearing how the rest of your time in Soissons goes.