Yesterday’s blog catch-up came from Erin who graduated earlier this year with a BA Hons in French and is now at the end of the first semester her MSc in International Conflict and Cooperation with us. Today, another opportunity to catch-up with one of our graduates but this time someone who has been away from Stirling for much longer. David graduated in 2017, with a BA Hons in French and Spanish, and has been a regular blog contributor over the years (we’ll link to some of his previous posts in this update so you can read more about his adventures). From January, he’ll be back in Stirling, starting his PhD under the supervision of Fiona Barclay:
“Last time I posted something on here was at the start of the global Covid-19 pandemic, when I had to return to Paris from Glasgow, to finish up my PGDE and graduate online – a very strange reality in which I started teaching in August 2020. After three years of teaching full time, I decided to return to studying and complete a PhD at the University of Stirling, almost 10 years after having left! Let me just rewind a little.
Born and raised in Paris, I was always attracted to living in Scotland as I used to go there regularly as a child (I am getting old…) to visit family. Scotland was always, and still is, renowned for its innovative, modern and forward-looking approach to higher education. I chose to attend the University of Stirling from 2013 as I would have had the opportunity to become a dual-qualified language teacher in just four years. However, the course was under review (it is now very much still in existence!) and I ended up graduating with an honours degree in French and Spanish. During my second year at Stirling, I was asked if I would be interested in completing a PhD after graduating. While I was flattered that I had been asked, I was quite taken aback, as I did not feel that I had the skills or knowledge… I had imposter syndrome! Thus, I declined the offer and focused on my undergraduate studies (although I did sometimes think “what if..?”).
However, during my third year at university, I was able to live, study and work in Spain for a full academic year as part the Erasmus+ programme and this is where I found a renewed passion for language learning but also academia as I had the opportunity to study a wide range of subjects in Spanish: sociolinguistics, heritage conservation as well as mythology! From then on in, I was hooked.
Upon graduating, I decided to work abroad in Colombia as part of the British Council language assistantship programme. To optimise my chances of being selected, I ticked the “send me anywhere” box. I was chosen to teach at a university in the coffee region of Colombia and it was life-changing from an academic point of view: I was treated like a university lecturer although I was only 21 years old and had only graduated one month previously! I discovered the research side of teaching and was given the opportunity to research and improve my teaching through interdisciplinary academic discussions, collaboration and conferences.
Nevertheless, I was still sceptical about my academic ability and wanted to see if I could perhaps gain more experience as a secondary school teacher to, not only challenge myself further from a teaching standpoint, but also apply the skills I had learnt in Colombia while simultaneously developing my own interpersonal skills through my own language learning. So I applied for a second year as a language assistant to work and live in Italy. Once again, I ticked the “send me anywhere” box and was sent to… Sicily! I taught in two local high schools there and, while I did not speak a word of Italian when I first arrived, after a few months my Spanish slowly turned into Italian (including a bit of Sicilian slang apparently, unbeknownst to me!). Having studied at the University of Catania to improve my grammar, I then came back to Scotland, confident that I was ready to teach at high school level (although higher education had been at the back of my mind since Colombia…).
My PGDE year was interrupted due to the Covid-19 pandemic which is when I first experienced the advantages and challenges of online teaching as both a student and a teacher! As a newly qualified teacher applying for my probationary year I could choose 5 different local authorities and as an international student I did not have a specific school in mind. I therefore ticked the “anywhere” box (does that sound familiar?), hoping to go somewhere new and ironically I was appointed to a school in the southside of Glasgow – I did not even have to change flat!
There were no permanent posts available at the end of my year teaching at St. Ninian’s and so I applied to several schools across Scotland. It was a very stressful time as I was in competition with my PGDE peers as well as teachers with a significant amount of experience. There are an incredible number of social codes and professional expectations which teacher training does not prepare you for! Indeed, interviewing is a skill in itself, regardless of one’s teaching ability.
After a few awkward online interviews and Q&A sessions, I was offered a permanent position at Lomond School in Helensburgh. There, I was able to further develop my teaching while also completing my provisional registration in Italian by following an evening course at the University of Strathclyde. However, I missed academia and research. Thus, I decided to complete my Masters in Education while teaching full-time. After lots of coffee, complaining and maybe two (or three?) late nights, I submitted my thesis, expecting the worst!
One month later, I received a notification informing me that I had been awarded a first class in my thesis and the University of Glasgow asked me if I would be interested in publishing it. I think that publishing my masters was a key moment last year for me as it enabled me to shake off the imposter syndrome which I tend to carry around with me!
Finally, I was invited this year to apply for a PhD at the University of Stirling, in collaboration with the language organisation SCILT, to investigate the effect of the 1+2 Initiative on language uptake. I was delighted when I was selected and while it is strange to think that I will be leaving teaching in December, I am looking forward to returning to the University of Stirling where I was first introduced to Higher Education and challenged academically.”
Many thanks to David for having found the time to send us this blog post – we’re looking forward to welcoming you back in the New Year!
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