Tag: Language learning

Strasbourg and more

Another week until the start of semester and these final few days before the new academic year are full of news to report. Usually, the bits of this blog that are written by me (Cristina Johnston) are written in Scotland but this post sees me making my way to Strasbourg where I’m headed for meetings with our colleagues at the Ecole de Management. We’ve had an exchange partnership with them for many years now and currently have a great Integrated Masters programme that we run with them in International Management and Intercultural Studies. As is the way with these things, most of the time that just means corresponding via email and it’s our students who benefit from being able to enjoy the delights of our respective institutions and cities. Every now and then, though, colleagues come from Strasbourg to Stirling or from Stirling to Strasbourg and that’s what I’m up to just now. A good day of meetings and discussions about possible future partnerships and teaching and research collaborations lies ahead, and I’m looking forward to getting a chance to see the EMS.

The added bonus – from my perspective, at least – is that I spent my own year abroad when I was an undergraduate as an English Language Assistant living and teaching in Strasbourg so it’s a city I used to know well. As those students who were away as ELAs last year make their way back to campus in Stirling, and some of those who are just starting on new adventures as assistants in places as far-flung as Colombia (watch this space for more…) send emails to say hello, it’s great to get a chance to reminisce on my own experiences as a Language Assistant. I taught at the Lycée Marie Curie in Strasbourg where – at the time, at least – they taught both the French Bac and the European Bac, meaning that one class of pupils in terminale had extra language tuition, History and Geography taught in English and an impressive openness to the possibilities that language learning opened up for them.

For me, it was a great first experience of teaching – I wasn’t much older than the pupils, they were (without exception) really keen to learn, and the school was incredibly supportive (of me and of their pupils). As well as the actual teaching, I was lucky enough to be asked to accompany that terminale class on a 10-day trip to Northern Ireland and was just generally made to feel part of the school community. I kept in touch with some of the pupils for a few years after I came back and, ever since then, have also kept in touch with one of the former English teachers from the school so this EMS trip will also give me a chance to catch up with her, having not actually seen her face-to-face in 20 years! All in all, a good trip lies ahead!

Enough about me, though… What other news? Well, Fiona Barclay and I had a great meeting last week with the ever-enthusiastic Grahame Reid of Stirling’s MacRobert cinema to talk about (fingers crossed) bringing some of this year’s French Film Festival films to Stirling again this year. All being well, November should be French cinema month at Stirling but more will follow on that once we get confirmation. French at Stirling has also been busy preparing workpacks for all the modules we’ll be running in the new semester and generally getting ourselves ready for all our new and returning students. And, at the end of this week, just before the focus shifts back more towards teaching, many of us will also be attending a Research Away Day led by Bill Marshall to discuss research plans and ideas with colleagues from Languages, Translation, Religion, English and Creative Writing. Oh yes, and our former PhD student Martin Verbeke has another article forthcoming: “Represent Your Origins: An Analysis of the Diatopic Determinants of Non-Standard Language Use in French Rap” has been accepted for publication by the International Journal of Francophone Studies!

A flurry of pre-semester activity! And pictures of Strasbourg will doubtless appear on the blog over the next week or so…

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New Semester, New Oral Classes

Our new Languages for Employability module is not the only teaching innovation for this coming academic year. Last year, we launched fortnightly paired oral sessions for Year 3 and 4 students, led by our great Language team of Jean-Michel DesJacques, Brigitte Depret and Mathilde Mazau. Building on their success, we’re expanding this provision for the new year ahead.

This year, all our final year students will benefit from a weekly paired session, while our Year 3 students will continue to benefit from fortnightly sessions. The idea behind the sessions is partly to offer more scope for students to prepare for the format of oral assessments they encounter in the final two years but it’s also a means of giving our students a greater say in the topics they discuss since they are responsible for finding articles to talk about at each session.

For Year 1, 2 and 4 students, we’re also introducing weekly 30-minute conversation sessions to provide further opportunities to build fluency and confidence. These sessions will be led by incoming French exchange students from across our partner institutions, helping them to get to know their Stirling peers at the same time as they get a chance to develop their professional experience.

When we asked last year’s finalists for advice they’d pass on to future students, many of them picked up on the importance of oral and aural classes, emphasising the importance of speaking up and not being afraid to make mistakes. This advice is echoed by our Language Assistants in the workpacks they prepare for oral classes: ‘The Spoken Language class is your best opportunity to improve your speaking skills. Of course, you will be confused at times, make mistakes many times (as we all do when we learn, whether it be a language or any other skill), but most importantly, your tutors will be there to support and guide you. We aim for this learning process to be a successful adventure, which means you have to be involved without holding back. Don’t be afraid, don’t be shy, and your language abilities will go from strength to strength. You will all learn from your own mistakes but also from each other’s in a relaxed atmosphere.’

With this in mind, we’re looking forward to feedback on the new oral formats from our current students!

“How I somehow got accepted to do a Master at Waseda University in Japan…”

As promised, following on from Charlotte’s post about life and work since graduating last month, another of our 2017 graduates, Julie Perruchon who just completed her BA Hons in French and English, has sent us an article about her plans for the next couple of years which will see her embarking on postgraduate studies in Japan:

“Like any other student, my final semester at the University of Stirling consisted mostly of essay writing, university applications and general agonizing about the future. I had decided that I was determined to go to Japan; either to do a Master, or as an English teacher at an ‘Eikawa’ (English Language Schools). I had done a lot of research, looking into the universities that offered Master courses in English, as my Japanese abilities only extend to surviving day–to-day life. To my mum’s chagrin, I stubbornly only applied to Universities and jobs in Japan. She might have been right in saying that it would have been sensible to apply to university in either Denmark or Scotland as well, but I happily ignored all common sense and threw myself into my preparations.

I can’t count the times I went to my tutors to ask them to write references for me (which I can’t thank them for enough), how many books I read about Japanese society and culture for my research plan, and how many excruciating hours I spent filling out an endless stack of forms. After being rejected three times (by the JET-Programme, ICU and the GABA Corporation), I got accepted to Waseda University’s Graduate School of International Culture and Communication Studies, where I will be studying under the study plan of Culture and Communication. To my (and my mother’s) huge relief! My directed research supervisor hails from a British University (and is in possession of a decidedly British name), so a little piece of the Isles will be waiting for me in the Far East. On the basis of my research plan, it has already been decided that I will write my Master thesis on the topic of ‘The Intellectual and Literary History of Japan’, focusing on how different societal traditional systems have affected the lives of Japanese youths living in urban areas. Quite a mouthful, and I cannot wait to get started.

Japan being seven hours ahead of Denmark, I could go online and check whether I had been accepted to Waseda quite early in the morning. I was almost certain that my application had been rejected, so it came as a huge surprise when I saw the tiny numbers on my laptop screen that represented my application number. And, as one does, I couldn’t sleep for excitement for the rest of the night and started planning my future venture in great detail (or as great detail as a sleep deprived brain can muster).

And then reality hit. I don’t know if anyone reading this has ever been to Japan, or lived there, but finding an apartment without a Japanese bank account or phone number is proving to be rather difficult (read: almost impossible). Thankfully, I have the invaluable help of Waseda’s International Office, and I’m sure (fingers crossed) that I’ll be able to find my own tiny 12 square feet apartment squashed away in some corner of Tokyo. In the situations where befuddling paperwork and the promise of earthquakes have me questioning my own sanity, I look back fondly on how easy it was to move between Scotland and Denmark. No visa, no Certificate of Eligibility, no huge language barriers, no earthquakes (yes, I am terrified), and only one hour’s time difference to my native country. Pure heaven.

2017 Julie Perruchon Japan Pic July17My hope is that two years in Japan will help me master the Japanese language, and bring me new challenges both in my personal and University life. Now that it’s sure that I am going over there, it seems quite surreal and I haven’t yet completely wrapped my head around the fact that in less than a month and a half, I will be walking beneath the neon lights of the Shinjuku district in Tokyo. It’s the complete opposite from small and idyllic Stirling, with the most beautiful campus in the world, and nature just around the corner. Japan, and Tokyo, is going to be the next big adventure, and I can’t wait to see where what this decision is going to bring me. It’s terrifying and exciting, and I am overjoyed that I got the chance to go there.

So really, all there is left to say is a huge thank-you to the University of Stirling and everyone there! Mille mercis.”

Many thanks to Julie for taking the time to write this blog post and we’re looking forward to tales of life (and language learning) in Japan over the next few years! Best wishes for the course!

Studying Languages: ‘Seizing every opportunity offered by the world’

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:

2017 Matteo de Simone picture July“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.

Language Learning According to Huw Edwards

Entirely coincidentally, a former colleague has just sent me a link to a great interview with the newsreader Huw Edwards about his experiences studying languages (at school and at University) and the benefits of exposure to other languages. The interview is conducted by secondary school pupils at Bryngwyn School and, coming on the same day as Laura’s reflections on language learning in Scotland, it seems a particularly appropriate link to share!

‘Greater and more diverse life experiences through travel and culture’: Education and Languages at Stirling

Following on from the recent few posts by students just reaching the end of their first year with us, it’s time for the thoughts of someone who is a little further on in her degree programme. Laura Burns has just completed her second year on our BA Hons in Professional Education (Primary) with a Specialism in Modern Languages and is about to undertake an English Language Assistantship from the Autumn:

“I have always been sure that I wanted to study teaching. However, the opportunities and experiences that I have gained, and will gain, from my involvement with the modern languages department at Stirling have been incredible.

As I have always been aware of changes and dynamics within Scottish Education, I became interested in the 1+2 scheme. This has the aim to better encourage modern language learning in Scotland, due to be fully implemented across primary schools in 2020. Having enjoyed studying French while at school and always having interest in culture and travel, I was keen to look further into languages as a specialist option. This was when I became more aware of Stirling University and the unique opportunities I could gain from studying there. My course came with the chance to study education with a specialism in French language and culture. Immediately, this was beneficial on a social level, enabling me to meet more fellow students and staff across different faculties.

From day one, I found the language department to be friendly, engaging and organised. This was a main worry of mine before beginning university, so it was fantastic to feel at ease so quickly. While the work was challenging for me, I felt supported by the staff and fellow students throughout.

Whenever going into schools, I am far more acutely aware of the attitudes towards modern language teaching. Immediately, I discovered that many of the primary teachers who I spoke with lacked confidence in their rushed learning of French, or Spanish. This lack of confidence, many admitted, led to a lack of engagement with teaching of language beyond, for example, colours or introductions. Contrastingly, from my experience so far, the children have a far more positive approach. While on my most recent placement, I tried to incorporate French into much of the daily classroom life. This even encouraged one child to do her own “research”, coming back to me with vocabulary she had discovered from searching with her family over the weekend. Language learning, at its heart, involves sharing and discovering. Undeniably, this is engaging and important kinds of learning for all children. Studying at Stirling has made me so aware of how I can ensure that a potential lack of teacher confidence does not inhibit this learning, and these experiences.

Speaking more personally, due to my involvement with the French department, my future life experiences will be shaped. I have been given the opportunity to become an English Language Assistant. My post begins in October, staying in Lille, France. This was never something I would have even considered if it wasn’t for the encouragement and support from the faculty. While I am scared and nervous (apprehensive) to be undertaking this unexpected year out, I know how valuable this experience will be. Firstly, on a practical level, to be fluent (or close to) in another language will always be a sought after skill. Secondly, I will be allowed an entire year’s teaching experience adapting to new systems and curriculum. Finally, it grants me the opportunity to have greater and more diverse life experiences with people through travel and culture, making me a better teacher in future because of it. In addition to this, the staff encouraged another opportunity through “Language Linking, Global Thinking” where I can maintain a link with a Scottish primary school to inspire language leaning, and the opportunities which arise with it. 

This was not the journey I had expected to take before starting Higher Education. It is because of Stirling University’s language department that I am more aware that ultimately, university is about more than just a degree, it enables opportunities and creates links. I now will have a desired specialism to be proud of, and advocate. I can use languages to better myself across many areas in my life, for my whole life. I will always be grateful for the department’s keen interest in helping me better myself through opportunities that university, and language learning can provide.”

Many, many thanks to Laura for this great blog post and we hope the ELA year goes really well!

 

‘The French department is simply fantastic’: French and History at Stirling

Time, once again, for one of our profiles of current students, this time from Emily Ronald who will be starting her second year with us in the Autumn and has taken the time to look back over the past year and the shift from school to University:

“Salut! My name’s Emily Ronald and I’ve just completed my first year at Stirling University studying for my BA Hons degree in French and History. My first year studying French at Stirling has been amazing. I come from a very small rural area and so was a little nervous at first about moving away from home and beginning my studies at a university level. However, all my worries and doubts disappeared on the first day of term. The French department is simply fantastic, the tutors are all friendly and approachable, and put my mind at ease about the transition from secondary school to university straight away.

The materials that we have covered in our first-year classes have been really interesting and challenging (in a good way!), and have opened my eyes to wider Francophone cultures that I had previously been oblivious of. French is taught in three different classes; writing and grammar, speaking, and culture, in addition to a weekly lecture. I’ve enjoyed all the classes this year, but in particular the weekly parlé class, as it gave me the opportunity to improve my speaking in a friendly atmosphere.

Stirling was my first-choice university alongside another Scottish university, so I had to make the tough decision between the two of them. However, after attending one of the open days at Stirling, I fell in love with the campus and my mind was set. It’s safe to say that I made the right decision, as Stirling now feels like a home away from home to me. I’m looking forward to continuing my studies in September and I’m hoping for another excellent year!”

Many thanks to Emily for this great post and we hope that second year (and beyond!) lives up to expectations.