As well as congratulations to our students who are about to graduate next week, it’s also the time of the year for other prizes to be announced so the perfect time to congratulate a range of French at Stirling prize-winners:
First and foremost, many congratulations to Jack who has just finished his second year in French and Spanish with us at Stirling where he is part of our Tennis Scholarship Programme. Jack has recently discovered that he has been awarded a Stevenson Exchange Scholarship which he will hold next Spring while he is on Study Abroad. The scholarship will enable him to study the internal structures of tennis development in France to understand how tennis within the United Kingdom might grow and what role he could play in that process. French at Stirling has a great success rate for these awards as you can see here and here! Posts from this year’s Stevenson scholars should appear on the blog over the next few weeks and we look forward to updates from Jack when he starts his Semester Abroad.
Congratulations, too, to the winners of this year’s Division of Literature and Languages prizes for French. Our annual Simone de Beauvoir prize which goes to the student who has achieved the Best Performance across their French Honours modules has been awarded to Jeanne who graduates in International Management with European Languages and Society next week. Our two other final year prizes with a French element go to Calum who graduates next week in French and Politics and has won our Translation prize for the Best Performance across the final year translation assessments and to Anne, one of the students on our Integrated Masters in International Management and Intercultural Studies, who has won our Languages, Cultures and Religions Research Prize for her dissertation. Strictly speaking, the dissertation is in Spanish but we’re happy to add to the congratulations here since Anne’s programme falls under the French remit!
And students at earlier stages of their degrees have also been receiving news of their prize successes… For the Best Performance by a student in our Year 1 Beginners’ stream, congratulations to Monika who is studying French and Spanish, while the Best Performance in Year 1 by a non-Beginner award goes to Yamina who is studying International Politics and Languages. The Year 2 prizes have gone to Jennifer Graham on our Primary Education and Modern Languages programme (for the Best Performance in our Advanced stream) and to Laura Castane Bassa who studies English and French (for the Best Performance in Year 2 by a former Beginner).
Extremely worthy winners all round and félicitations to you all!!
Next week (hopefully under sunny skies) our finalists will become our graduates so we thought now was a good time to give you an idea of what soon-to-be Languages graduates’ plans look like. With thanks to everyone who took the time to get back to me on this and to those whose plans have already featured in longer blog posts and, of course, with congratulations to you all, here goes (with photos courtesy of the students!):
A number of this year’s finalists have plans that include – at least for the short-term – teaching in one shape or another. Fergus, who’ll be graduating in English and French, has applied to spend a year working in France as an English Language Assistant and Brett, who’ll be graduating in French and Spanish, is off to Japan where he has been accepted to teach English on the JET programme. Alexia, whose degree is Single Honours French, will be starting teacher training in the Autumn on Glasgow’s PGDE Secondary French course, a career path she had always intended to pursue and Calum, studied French and Politics at Stirling, is also considering the teaching route but with an eye on the possibility of translation work, too. In the first instance, after temporary employment this Summer, he’ll be shadowing teachers in his local school to see whether teaching really is the career for him.
He’s not the only one to be considering those particular options together – Nicole, who studied French and Spanish with us, is also embarking on a postgraduate programme, combining the translation and teaching routes: ‘After spending the majority of fourth year thinking about what I’d like to do after graduating from Stirling, it looks like I won’t be saying goodbye just yet. I’ll be returning to Stirling in September to study a Masters in Translation studies with TESOL. After doing the translation theory module during Semester 7, I realised that translation was something I was genuinely interested in and having the opportunity to do it along with TESOL at Stirling seems like the perfect opportunity. The option to choose TESOL appeals to me because I realised just how in-demand the English language is during my time in France and Spain. I’m hoping that this course will give me the chance to work either at home in Scotland or spend more time abroad in the future. Whatever happens, I’m happy to be returning to Stirling to study something which will hopefully give me plenty of options in years to come.’
Translation also beckons for a number of other finalists: Emilie, a Single Honours French student, will be starting the Translation Masters programme at Glasgow University in the Autumn and Anna, who’ll also be graduating in Single Honours French, is also applying for Masters programmes in Translation and Interpreting. In the meantime, her plans include temporary work as a receptionist and also practising her translating skills. Things are still quite open but, as Anna says, ‘no idea where I will end up but if I don’t do a Masters, I hope to work in France for a bit and then apply for jobs in London where I can use French.’ Lucy, who graduates in French and Spanish and who wrote more about her studies and her plans here, will be starting her MSc in Business Translation and Interpreting at Strathclyde in a few months. And Emma, who will graduate with Single Honours French, is currently working hard to save up for her Masters in Translation, ‘destination TBC but currently narrowed down to Bath and Surrey. I am also enjoying the break from education while I can with trips to Budapest, Spain and France planned for later in the year. With my Masters, I hope to go into translation for an important global organisation and, in the short term, I would like to become a reviser and then a translation project manager. Although I am very focused on a career in translation, I want to have a bit of fun first and plan to travel Asia and perhaps also Canada on completion of my studies. Longer term, I would like to get back into education and become a primary school teacher (if they’re still teaching languages at primary school by the time I’ve had children of my own) but plans change over time so I guess we’ll have to wait and see!’
Postgraduate study is also on the horizon for Jeanne, soon-to-be a graduate in International Management with European Languages and Society and planning an MLitt in Transnational Cultures at the University of Aberdeen (more about her plans here!); Amy, who has just completed her degree in French and Politics and is off to do an MSc in Public Policy and Management (more about Amy’s time at Stirling here) and Rebecca, who’ll be graduating from the same programme as Jeanne, and who is embarking on a Masters in European Business in Fribourg, Switzerland. In the meantime, Rebecca will be working at the Montreux Jazz Festival and summer camps with children and, in the long run, hopes to find a job in marketing in Switzerland: ‘Having a language as part of your degree is an obvious positive for employers and life skills in general, so it goes without saying I am grateful for everything the French department has done for me.’ And Anna, who will graduate in French and Spanish, has just accepted an offer ‘to study the MLitt in Publishing at the University of Stirling. Publishing is something I have wanted to do since a very young age and I am happy I decided to go back to Stirling and continue my studies there. In the future, I would love to work in The Rights Department selling rights onto foreign book markets and vice versa. That way, I would hopefully be able to use my undergraduate degree in French and Spanish.’
Chelsea, who studied Psychology and a European Language with us, and who sent a blog post a few weeks back, is applying for care apprenticeships, in the hope of working with vulnerable adults and children. Jean, whose degree is Single Honours French, has applied for a temporary job developing policy at the Scottish Environment Protection Agency where she used to work. This could lead on to something else but, if not, then next winter she plans to teach skiing in Scotland while working towards my next ski instructor qualification. Rachel, who will graduate in French and Journalism in a few days, is putting her French to good use working for a heritage company at Edinburgh Castle where visitors come from all over, including – of course – France and French-speaking Canada, in particular. And Alex, who studied International Politics and Languages with us, is continuing work in his restaurant Napizza. Business is booming, plans are afoot for an Edinburgh branch and, in the meantime, Alex has built a small oven, put it on a three-wheel van and is ‘planning to go around events and spread a pizza happiness’!!
I can’t really think of a better note on which to end this particular post! Thanks again to all our finalists for their hard work this year (and throughout their degrees) and for passing on all this information (more to be added as emails come in). We wish you all the very best for the future and look forward to updates on your progress in the weeks, months and years ahead. Keep in touch!
It’s really great to be getting a chance to alternate between articles by students who are reaching the end of their undergrad studies with us in French at Stirling and those who’re at various different stages of the process so, following Alexia’s post, this time we have an article by Jeanne who will be graduating next month:
‘Studying International Management and Intercultural Studies at the University of Stirling has led me to choose the right path for my future studies and work orientation. Indeed, I initially thought I would opt for a career in international business, although I wanted to keep all my options open (a career in translation perhaps) as I wasn’t sure just yet.
Throughout this degree, I have had the chance to study topics such as colonial history, collaboration and feminism in France. As a French citizen with slave ancestors (from Martinique) and a woman, being able to study these subjects (which are still taboo in my home country) and being granted greater access to a part of my identity has been an amazing experience.
As I also study Spanish, during my third year, I had the chance to go to Spain, at the University of Granada for my Compulsory Semester Abroad with the Erasmus programme. I also successfully applied for a Stevenson Exchange Scholarship for my Semester Abroad. These are Scottish research grants for students from Scottish Universities going to study in EU countries or for foreign EU students coming to Scotland to promote Scottish culture and enhance mutual EU belongingness through research and mine enabled me to examine whether Spaniards encountered the same difficulty as the French to teach some of their ‘dark history’: the Spanish Civil War and Franco’s dictatorship, something I had studied in depth in Scotland and France.
Thanks to the scholarship, I was able to visit various “lieux de mémoire” such as Garcia Lorca’s home in Granada or Franco’s tomb near Madrid. I also visited museums (Museum of War in Toledo, Reina Sofia Museum in Madrid–where you can see Guernica) and bought many books. The project pushed me to talk to many people: librarians, high school teachers, random people in the street, lecturers, guides, friends… allowing me to collect many varied and enriching opinions on the subject, while enhancing my language skills, grasping the culture and understanding my host country a lot better.
During our semester abroad, we also had to conduct a Research Project, for Stirling this time, and I chose to do it on “Modernisation in Spain: through the study of religion”. Actually, from abroad, I had the impression that Spaniards were practicing, rigorous Catholics, and I wanted to understand why, if that is true, they voted in favour of same sex marriage in 2005 (having in mind that a fiercely secular country like France only voted in favour in 2013). I loved doing field research for this project, confirming once more my decision to do research in the future. As with the Stevenson scholarship, it was another great opportunity to meet locals, make friends and learn from others such as during the impressive street processions of “Semana Santa” where families and friends gather each year.
In this past year, I applied to an MLitt by Research in Transnational Cultures at the University of Aberdeen, focused on post-colonialism and I can’t wait to start. I would like to continue with a PhD and hopefully become a university researcher, to study the impact of the “untold history” on our identity.’
Many thanks to Jeanne for finding the time to send us this post and best of luck for the MLitt in the Granite City – we look forward to hearing how things are going over the months and years ahead. And we can promise posts by French at Stirling’s 2018 Stevenson Scholars over the weeks ahead…
‘2 years of Stirling University, where have you gone? It doesn’t feel so long ago that I last posted for the blog, saying how excited I was for my future time in the languages department and what I was looking forward to. Now, it’s 18 months on, older and wiser (apparently), I have reached the half way stage in my degree. It has been a tough but rewarding journey, so I thought I would update you on how the course has been and what adventures are yet to come.
Naturally, when studying any language, you have grammar classes. I would like to personally thank Jean-Michel for putting up with us in these classes. Whether it’s supporting us through imperfect subjunctive-based meltdowns or praising us when we finally grasp the difference between a direct and indirect object pronoun, he has been a rock for all of us on the course and his dedication to us reflects the whole teaching staff within the French department.
Alongside grammar, a personal highlight has been the weekly speaking sessions. With topics ranging from ‘are ghosts real’ to the influence of the media on young people, we have covered a range of issues. These classes are only made more enjoyable by the professors who never fail to entertain us with a story or two, and regularly give us handy tips for when we go abroad.
Finally, we have our culture classes where we discover more about past and present France. I have found these very insightful and I now have a much deeper understanding of the French way of life and their underlying morals. Through studying a variety of films and books, we have all managed to identify the differences between Scotland and France and understand France’s culture better.
An important factor I want to highlight in this post is the camaraderie within the French module. Unlike modules such as business or sports studies, French is much smaller so there is a massive feeling of team work and community. Through this module, I have met some of my closest friends and had many a lunch or coffee break with class mates to discuss very important French issues…such as “do you think croissants are more expensive or cheaper in France than here?” I personally feel that’s an important issue anyway!
Due to studying both French and Spanish, I must complete time in both countries. Since I decided I would go to Spain for my semester abroad next year, I have successfully been accepted to do a 3-week internship at La Giraudière in Bordeaux at the end of August. I am very excited for this adventure where I will work and live amongst locals, experience living in a foreign country and, of course, sample some of the local delicacies.
So, that’s a wrap from me. Despite, snow, strikes and stress, myself and everyone on the French course believe we are on the best module. Here’s to the next two years and hopefully we can progress through them as well as we have progressed through the previous years. I would like to end on a quote (I am famous for loving a good quote) which I believe represents the French module and the true co-operation and encouragement between students; “Les amis: une famille dont on a choisi les membres”- Alphonse Karr. Over and out x’
Many thanks to Eilidh for taking the time to send us this update and we’re looking forward to hearing how the internship goes later in the Summer – all the best for it!
There’s no teaching this week at Stirling but that doesn’t mean everything stops and our Language Coordinator, Jean-Michel DesJacques, along with his Spanish counter-part Jose Ferreira-Cayuela, Fiona Buckland from our International Office and a few of our students have been at Holyrood to represent the University at a celebration of 30 years of the Erasmus programme. Dozens of our students – across French and Spanish – benefit from our involvement in the Erasmus programme every year, spending a semester at one of our extensive range of Erasmus partners that stretches from Caen in Northern France to Granada in Southern Spain.
As Fiona Buckland explains, ‘the Higher Education Institutes of Scotland held a joint celebration at the Scottish Parliament on Tuesday 24 October to celebrate 30 years of the Erasmus Programme. Students from the University of Stirling were invited to attend and contribute an article to a brochure for the event and be filmed for a video explaining what Erasmus means to them.
Erin Cawley who is doing a BA in International Management with European Languages and Society (and spent a semester at the Universidad de Santander), Suzanne Buiter, who is in the final year of her BA in International Management with European Languages and Society (and spent her Semester Abroad at the Universidad de Navarra) and Alex Sorlei, who has just started the final year of a BA International Politics and Languages (with a Semester Abroad at Sciences Po, Paris) attended the event with Jean-Michel DesJacques and Jose Ferreira-Cayuela. Speakers included the Deputy First Minister John Swinney, Alan Smith Director (Erasmus Bureau of the European Commission [1987-92]) and student participants.’
For Jose and Jean-Michel, the event was an important way to mark the role that Erasmus plays within languages degrees both for staff and students. As Jose puts it, ‘the event was a reflection of what Erasmus+ is all about: meeting people from all over Europe, exchanging ideas and experiences and a great opportunity to taste food/drink from different places. The setting was also great and the presence of very important figures of the Scottish Government proved that exchanges with Europe are a priority for Scotland in the future. Whether we still call it Erasmus+ or something else, is a different issue.’ Similarly, for Jean-Michel, the sense of community that Erasmus creates is crucial: ‘It was great to be amongst friends for the 30-year anniversary of the launch of the Erasmus programme. I felt a bit jealous at the wealth of opportunities young students – in fact young people in general – have to go abroad. For a short while, we managed to forget the uncertainty of it all and decided to celebrate one of the greatest schemes to come out of the European institutions.’
Thanks to Fiona, Jean-Michel and Jose for their contributions (and photos!) and to Erasmus+ for helping our students over the years. Many, many tales of Erasmus+ experiences to be found among the pages of this blog!
“The Stevenson Scholarship has been an amazing opportunity. Indeed, it has made me realize that intercultural research is what I want to do in the future. In order to get a better idea of how Francoism was dealt with in Spain, I was able to combine both archival work, buying books (i.e: Otras miradas sobre Golpe, Guerra y Dictadura. Historia para un pasado incómodo by Fernández Prieto and Artiaga Rego , Qué hacemos para la Memoria Histórica? by Escudero et al. …) looking at the various books on the subject in different libraries in Granada (i.e: Biblioteca Pública Provincial Granada), the University library, Spanish media… and visits to numerous “lieux de mémoire” in Granada, Madrid and Toledo. The project has enabled me to have many discussions with friends, classmates, teachers, guides in museums, librarians…thus providing access to different perspectives and opinions.
In fact, the ‘Valle de los Caídos’ was the most recurring example given by the people I have spoken to regarding my research project on the ‘untold’ and historical memory. They were furious, ashamed that Franco could ‘rest in peace’ in the basilica of the ‘Valle’ while so many mass graves (‘fosas communes) have still not been exhumed, preventing families ‘the right to mourn’. I therefore decided to go and visit the Valle de los Caídos, (an hour away from Madrid), where we find the tomb of Franco, and which is not presented as a site of memory condemning the dictator’s actions but rather presenting him as a ‘hero’.
He lies in a beautiful basilica, in a tomb decorated daily with fresh flowers by the monks. What struck me during my time abroad, and which was particularly interesting was the ongoing presence of fascist symbols, imagery. This could be interpreted as the best example of a lack of political determination (‘voluntad política’). For instance, I learned that the economic crisis in 2008 was used to justify the inability to carry on with exhumations (Escudero et al., 2013). This infers the persistence of a Francoist influence at a political level: the past is still too ‘recent’.
Regarding the way the history of Spain is taught at school level, many students told me they did not study the Civil War nor the dictatorship, or only very briefly, the reason being that it was always taught at the very end, and that there wasn’t enough time to work on it. This is comparable with the Algerian War in France, being a ‘late event’. At the University of Granada, the same problem occurred with the course “Civilisation et Culture Française” which taught the entire French history, from prehistory to modern day in one “cuatrimestre” (four months), making it impossible for the teacher to finish the program, leaving aside the most recent events (Colonisation, WWII). The problem seems to be ‘chronological’. However, many Spanish people have told me it is ‘an excuse’ more than anything when I told them about this ‘chronological reason’. The teaching time could be distributed differently: should it be more dedicated to recent, contemporary events rather than spending more time on the Reyes Católicos in Spain, or the Gaullois in France? It is a long, complicated debate. Nonetheless, the Civil War, and the Dictatorship, need to be taught. At the University of Granada, I also took the course “Spanish Literature of the XXth century: theatre and prose”. We were taught key works set during the Civil War, the dictatorship…such as “Qué has hecho hoy para ganar la Guerra?” by Max Aub (1939). Limiting the teaching in courses focusing on defined time-periods could perhaps be beneficial when it comes to recent, still painful events: it could guarantee their teaching. Moreover, my teacher herself (Gracia Morales) said that literature as a means of communicating, teaching historical facts could help as it is not perceived as the teacher’s own opinion, but as the work of an author which is interpreted. I must say that this was my favourite class!”
Many thanks to Jeanne for this update on how things have gone with the Stevenson and the doors it has opened up in terms of this particular topic of research. We wish you all the best for the rest of the Summer and hope this post gives future Stevenson scholars ideas for ways they can conduct their own projects.
As well as running a wide range of degree programmes combining French with one other subject, we also run three programmes in International Management, all of which have a core language component (French and/or Spanish) alongside Management and one other subject area, depending on the specific pathway. These degrees enable students to develop high-level skills across three disciplines and all include integral periods of Study Abroad. Our latest student profile comes from Matteo, who has just completed the first year of one of these degree programmes:
“Hello, my name is Matteo De Simone and I am studying International Management with European Languages and Society at the University of Stirling. I come from Taranto, a Southern Italian city located in Puglia; the heel of the boot of Italy. There I attended liceo classico, the Italian equivalent of High School. I studied a wide range of different subjects, but we mainly focused on Latin, Ancient Greek and Italian literature. Once I earned my diploma, I realised that I wanted to broaden my mind by learning new languages, travelling, meeting people from different cultural backgrounds and experiencing the world first-hand. This was, and is, my fuel; and steers me towards the field of Economics as well as towards learning other languages. This is why I decided to attend a school for interpreters and translators; speaking other languages means seeing life from different perspectives, a skill that helps aid better understanding of culture-specific decisions and issues, both economic and social. Moreover, I had the opportunity to improve my use of English and also begin to study French, a language I completely fell in love with; the sound of its words, the concise and straightforward grammar, and its reputation as the language of diplomacy are just some of the reasons I wanted to expand on my studies.
After working as an English/Italian interpreter for Boeing, I was looking for a new challenge, and heard about the University of Stirling. I found a course which was tailored to my needs and my wants; one which combines management theories and languages and would allow me a better understanding of different cultural and economic systems. I decided to take the plunge and apply, and here I am!
My French tutor is very passionate about teaching and tries to instil such passion in every student. This creates an ideal learning environment; in every French seminar, each student has the opportunity to practice their grammar by speaking, reading and carrying out exercises to improve their use of language, as well as broadening their knowledge of French culture.
This is what I look forward to – improving my knowledge of French grammar, as well as broadening my mind and understanding our world through different cultures, mind sets and opinions; reaping the full benefits from different experiences by seizing every opportunity offered by the world.”
Many thanks to Matteo for taking the time to write this article and we wish him all the best for the years ahead.