Tag: Primary Education

From Stirling to Soissons: History, Travel and Bell Chimes

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.

2020 Mar Alex Soissons CathedralAlthough 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.

2020 Mar Alex Soissons AssistantsI 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!

2020 Mar Alex Strasbourg

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.

From Tour-Guiding and TEFL to International Marketing: ‘Language Skills and Cultural Knowledge’

2020 Feb Kitti MarseilleTime for another great update from one of our former students – after Paul’s tales of financial crime analysis, this time, we’re delighted to have news from Kitti who graduated just over two years ago:

‘My name is Kitti and I studied French and Global Cinema and Culture between 2013 and 2017. I really enjoyed my time at Stirling, I met some wonderful people, I learnt so much and I had a lot of fun. I spent a semester in the South of France studying at Aix-Marseille University. I was having a hard time with the accent, so I promised myself I would move back to a different part of France once I graduated.

2020 Feb Kitti Bordeaux TourShortly after graduating I moved to Bordeaux. I loved this gorgeous city from the moment I arrived. Everyone was kind and welcoming and I found the accent much more understandable. I started working on the reception of a youth hostel, and soon a local tour company hired me as one of their guides. I enjoyed every minute spent tour guiding. I learnt so many interesting things about the city and I met a lot of different people. I spent six months in Bordeaux, after which I returned to Scotland and started thinking of going into French teaching, even though I wasn’t 100% sure it was for me.

I completed my application, but I already had a TEFL (Teaching English as a Foreign Language) certificate, so I thought why not make some use of it and gain some experience before starting the PGDE course. I applied for a few TEFL jobs and I landed in a role in Madrid, Spain. I worked in two schools, a nursery and a so called ‘business vocational school’, which is similar to colleges in Scotland. I loved both of these jobs. However, I started giving evening classes for teenagers in a language school, which I didn’t enjoy as much. I found working with teenagers much harder than working with any other age group, and I started asking myself if teaching French in high schools is really the right path for me.

2020 Feb Kitti Cadiz

After returning to Scotland five months ago, instead of going for the PGDE, I decided to give myself a little more time to figure out what I really wanted to do. Since I have teaching experience, I got a job in a primary school, where I support children with learning difficulties. In the meantime, I kept wondering and asking myself what should my next step in life be. I do love working with children but I felt like there might be a more suitable path for me, so I kept searching for career options.

Recently I was accepted to study for a Masters at Edinburgh Napier University. The course is called International Marketing with Tourism and Events and it starts in September. I am over the moon and cannot wait for it to start. All modules sound as if they had been tailored to my interests. When I first read about the course, I couldn’t believe how perfect it all sounded. The year is split into three trimesters, two will take place in Edinburgh while the third one in Nice at IPAG Business School. I am most excited about studying festival management, as I hope one day I can work on film and music festivals. I am equally looking forward to working in settings where I can use my language skills and cultural knowledge. In the end I am happy I decided to take my time to figure out what I truly wanted, I am certain it will pay off. I just hope I will find the southern French accent easier to understand this time round.’

Many, many thanks to Kitti for finding the time to send us through this post and photos. We wish you all the best for the Masters next year and look forward to updates over the months and years ahead.

Old dog, new tricks!

With the start of the new semester (and all good wishes to those enrolled on our wide range of French modules and programmes, and to our students off on Semester Abroad or working as Language Assistants…), it’s time to post a new profile of one of our French at Stirling graduates, Kerstin Rosée, who has sent us this great article:

2020 Jan Rosee EuroDisneyBonjour, mes amis! French has always been a part of my life, with a last name like mine, this is hardly a surprise. I knew how to spell out my last name to people before I could write it myself and I could confidently say accent aigu before ever attending a French class in my long history of attending French classes.

Language teaching in Germany (where I originally come from) used to be taken more seriously than in the UK. At least until the introduction of the Curriculum for Excellence in Scotland which put a new and enthusiastic emphasis on learning not one, but two foreign languages with many pupils now starting at primary school age. Going back to the 80s and 90s in Germany, English was introduced in 5th grade and in 7th grade you would pick another foreign language, usually a choice of either French or Latin. Why Latin? Well, in Germany to do any kind of degree in medicine, dentistry or veterinarian studies, you need at least your small Latinum (that’ll be 4 years of study) – makes sense if you consider that most of your textbooks will be full of Latin words. Since the thought of having to put down somebody’s pet guinea pig put me off veterinarian studies quite early, I decided to go for a more practical approach in studying French. Foreign holidays were beckoning and at that time I had already visited France with my family several times.

When the time came to pick a career and to think about what kind of training would be necessary, I found myself stumped by the idea that I had no idea what I wanted to be when I grow up. I still don’t, and I’m getting the feeling that I’ll probably be retired before I figure out what I’ll do with my life.  But… I was good at English and French and ended up at an academy training to become a trilingual executive secretary, adding Spanish to my portfolio en route.

Sadly, the job I took after leaving the academy was with an American organization and while my English improved my French and Spanish were neglected. I missed the golden opportunity to spend my holidays in French and Spanish-speaking countries and along the lines of ‘use it or lose it’, well, I lost it.

In my late 20s I relocated to Scotland and, being armed with a good grasp of the language and a willingness to delve into the local lingo (thank you, guy at the chippy, you were my trial of fire), I continued in my field of work but suddenly minus the trilingual aspect. Why? Mostly because many people speak English anyway and there were very few jobs for people with language skills in the Central Belt unless you wanted to settle in call centres. I tried, I escaped.

Having dabbled in part-time study for a while, I finally started a full-time course at the University of Stirling: Primary Education with Modern Languages. The course was brand new to the university at the time and we were the willing guinea pigs together with a cohort studying Primary Education and Environmental Science. I had just turned 38 when I started my degree at Stirling and my daughter had just joined P1. Great, I thought, we’ll learn together. To cut a long story short: I did not end up being a teacher. It turned out that I really didn’t like the classroom. Unlike my new just-from-school study buddies, I loved the semesters and hated the placements; I loved the languages but never really warmed to the pedagogy. For myself, the mix of classes, lectures and tutorial groups in French were a winning combination. Grammar: the necessary evil. Passé simple you say? Yeah sure, it rings a bell. Spoken language with Bernadette, the Spoken Language Tutor at the time: simply hilarious. Lectures and culture tutorials opened a whole new world to me. A word of warning though – reading, writing and talking about 2nd wave French feminism may come with strange side effects if you are an adult returner, for instance: flares of anger and bursting out into tears.

I graduated in 2012 and, thanks to my last-minute degree change, I was the only student to graduate with a BA in French on that day amidst a sea of Education students. I cannot thank the BEd Primary Education cohort enough for my round of applause when I entered the stage while everybody else in the room probably wondered whether I had showed up on the wrong day.

Everybody’s question was: what next, then? I’ll be honest, if you are in your forties and tied to the Central Belt as a location, career prospects in Languages are somewhat limited. If you have done the Call Centre gig and have no intentions of ever returning to it and if you need to plan your workday around the school hours, it makes it just that little bit harder.

Will I be using French for work at some point in the future? Well, this brings us back to ‘use it or lose it.’  The sad thing is, if you don’t use your languages regularly, you will forget a lot of vocab and grammar. The silver lining is that it will be easier for you to pick it up again, every time you do pick it up again, as long as you have a decent foundation. My current exposure to French language and culture is singing along loudly to Les Misérables and Plastique Bertrand while scouring Netflix for French crime shows I can binge on. The beauty of Netflix is that it provides you with crutches; I love to listen to the original French actors but using English subtitles to make sure I don’t lose the plot (literally) but you could swap this around if your reading skills need to be honed.

To make matters worse, a certain referendum 4 years ago which is intent on ending our opportunities for free travel to work in any of 28 European countries without a lot of red tape may be a further deterrent for pupils to even consider modern languages as a subject for their university studies. Businesses may decide that the UK is no longer an attractive location for them and those precious few jobs that open up opportunities to graduates in modern languages may leave the country. I am still cautiously optimistic that Brexit will turn out to be undeliverable and we will all just forget about this embarrassing episode in recent UK history – I guess we’ll see.

2020 Jan Rosee BretagneIn the end, all is not as gloomy as it seems, and you must look for opportunity where it presents itself. My plans are to convince the family to holiday in Canada and spend some time in Québec: find out how different from metropolitan France it really is, sample some of the lifestyle and speak French, a lot of it, possibly very basic. After that, I might try to duplicate my experience of moving to Scotland and visit Bretagne – I was there on a holiday when I was 5 years old, armed with only once sentence: Je ne parle pas français!

Surely, it has to be better than that by now!’

Yes, we’re sure that it is! Many, many thanks to Kerstin for this great post and for the fantastic pictures of childhood holidays in France. And we wish you all the very best for travels to Quebec and to Brittany, and to many other Francophone locations beyond!

Language Ambassadors: Encouraging Pupils to Learn Languages

Over the course of this Autumn/Winter semester at Stirling, we’ve continued to develop our work with secondary schools, sometimes focusing primarily on French, sometimes working in collaboration with our colleagues in Spanish, always underlining the advantages that come through studying languages. We’re hoping to post a few more updates about these activities over the coming weeks and, to start with, we’re pleased to be able to post the following article, co-written by Laura, who is in the final year of a BA Hons in English Studies and French, and Michael, who is in Year 2 of his BA Hons programme in Professional Education (Primary) with a specialism in Modern Languages. Laura and Michael’s day saw them representing French at Stirling as Language Ambassadors at Williamwood High School in Clarkston, East Renfrewshire.

For Michael: ‘When I was asked to be a part of the group of students going to Williamwood High School I was keen to accept the invitation. I thought that it would be a worthwhile opportunity to speak to high school pupils just beginning to think about their futures, about the possibility of going to university, and hopefully to encourage them to study a modern language. On the day of our visit, we represented the University of Stirling at a careers fair organised by the school’s modern languages department and got to speak to three groups of fourth year pupils who attended the fair. We started off each group with a presentation about the modern language courses offered at Stirling and the different pathways they could follow. Specifically, we covered the standard four-year degree structure; the possibility of a year or semester abroad; popular joint degrees with a modern language; and how a joint degree with Primary or Secondary Education differs from other courses. We were able to go into some depth about the differences caused by Education as a few of us, including myself, are doing a joint degree with Education.

At the end of the presentation, we had time to take some questions from the pupils. Most questions were centred on the countries and places you could go on a semester or year abroad, and what it was like to live in a foreign country. Other questions focused on the student experience and campus life. Our group from Stirling was comprised of second, third and fourth year students so we were able to give the pupils a number of perspectives.

All the pupils listened well and told us they found our presentation interesting. I myself enjoyed hearing about the experiences of the older students in our group. I was also glad that I could make studying languages at university something for the pupils to consider when thinking about their plans for after school.’

As for Laura: ‘As well as thinking about the content of what we presented it is also relevant to emphasise the reason why we did it. In my opinion, when we are young, we tend to think that our future is still very far away, and that we have got time to think about our future jobs; but when it comes to learning languages, it is never too early to start, and schools should always encourage students to study languages and show them the  different pathways they can follow after their high school. This is basically what we did at Williamwood High School.

From another perspective, I am a Catalan student in Stirling doing English and French and I found the idea of going to a school to talk about the language degrees opportunities, the importance of speaking more than one or two languages and the life in university all very important. Not only were the themes in our presentation important, but also the fact that we are students and we explained to them this information from our point of view and from our own experiences helped the pupils to think that they can also accomplish their career goals if we are also doing it.

When I was in high school, I was already doing English and French as foreign languages alongside Catalan and Spanish. Everyone kept telling us, study languages is always very important in life and for your future, but we were never told why it was important and what pathways we could take if we wanted to focus on languages. In order to motivate students to do and to accomplish something, I think it is important to show them examples and to have people explaining their own experiences as a way of motivating and encouraging students to follow similar pathways. Besides, schools should promote the idea that learning languages opens many doors in life and especially in terms of employability; in this way, they see that learning languages is not pointless and they can set their goals easily with examples.

Although I already had my future ideas very clear, unfortunately, my own school teachers did not prepare me for this, and this is why I accepted the invitation straight away so as to show students that what they are doing right now really matters for their future by illustrating my experiences as an example for them. It was important to present them the wide range of choices they have in terms of languages courses and degree combinations but also the opportunities the university gave us such as the mandatory semester abroad specially in the French case, it gives the chance to students to discover the real francophone culture that was represented in the textbooks and the news.

All in all, I think our message is clear: we want to encourage students of all ages to learn languages, to take advantage of all the opportunities that the French department (and Languages more broadly) in Stirling offers and to never stop learning languages.’

Many, many thanks to Laura and Michael for having taken the time to put together this blog and to them and all our Language Ambassadors for the great work they continue to do. And thanks to the pupils and staff at Williamwood for the warm welcome!

 

Translation and TESOL: ‘A whole world of new ideas and concepts’

As regular blog readers will know, alongside our wide range of undergraduate programmes, colleagues in French at Stirling also contribute to Literature and Languages’ postgraduate programmes in Translation Studies and it’s always great to see French graduates coming back to undertake postgrad work with us. Today’s update comes from Ewan, who has done just that and who is in the first semester of our MSc in Translation with TESOL:

2019 Walker Ewan Blog Update Pic I Nov19‘I graduated from Stirling in 2013 with a BA (Hons) in French and Religion. Following my graduation, I undertook a course in Teaching English as a Foreign Language (TEFL), ultimately gaining a certificate for 120 hours of training.

Initially, I gained teaching experience in 1-1 sessions with adult learners in Edinburgh. These informal sessions were enough to help me build up a portfolio and establish my reputation. I worked with adults and students from a variety of nationalities, including French, Spanish and Polish.

2019 Walker Ewan Blog Update Pic II Nov19In 2016, I moved to Łomianki, near Warsaw in Poland to begin work as an extra-curricular English teacher in a secondary school. I was tasked with providing extra support to children who were struggling with English lessons, to help them ultimately catch up with their classmates. Whilst in Poland, I also worked as pastoral assistant to an English-Speaking church in Warsaw. The clergy in the church were Polish but were ministering to the international community in Warsaw, and therefore needed language support in their day-to-day ministry. It gave me the opportunity to learn about the incredible history of Poland, culminating in a trip to Auschwitz-Birkenau, which continues to haunt me to this day.

In 2017, I moved to Tours, in France’s Loire Valley. This is where I had spent my Erasmus semester as an undergraduate so I was incredibly excited to return. In Tours, I spent 6 months teaching elementary school children (including a very competitive brother and sister). This was a challenge, as I’d never dealt with that age group before, but the experience of being back in Tours and exploring a city I loved so much cancelled out all my difficulties. I even took the plunge and tried escargots; something I hadn’t been brave enough to do during my Erasmus experience!

My ultimate aim has always been to undertake a Masters in TESOL, with a view to eventually owning my own language school. It’s a massive aim, but I’ve never been one to do things in half measures! And, so when the opportunity arose, I returned to Stirling in September of this year to undertake an MSc in Translation with TESOL. I chose this course because it combines both of my “specialist” subject areas. I get to study towards ultimately becoming a professional TEFL tutor, whilst also maintaining work in French (and dabbling in other languages). The course doesn’t limit my final career options; I can branch off and work in the field of translation after graduation (perhaps while I work to secure a teaching position).

It feels great being back in Stirling. I have fond memories of my time as an undergraduate, and really it feels like I’ve never left. There are only 4 of us studying translation this year so the classes are quite relaxed and we’ve all got to know each other really well, which I like. The course has been far more interesting than I could ever have imagined, too. Just like at undergraduate, my mind has been opened to a whole world of new ideas and concepts. And I love it!’

Many, many thanks to Ewan for finding the time to send us this great update and we wish you all the best for the MSc and ultimately setting up your own language school.

2019 Prize Winners!

It has been a busy few weeks for French at Stirling from the success of our taster days for secondary schools all the way to graduation last week via some unexpected challenges in the shape of flooding in our building. All of that has taken precedence over keeping up with the blog for a little while but, as many of us head off in different directions for holidays before coming back to prepare for the new academic year, we wanted to just post a few updates starting with congratulations to the recipients of this year’s prizes for French at Stirling.

A number of awards have been made this year, recognising outstanding performances across the board by students on degrees involving French. Amy, who is at the end of Year 1 of our Professional Primary Education degree, with a specialism in Modern Languages, is the recipient of our prize for the best Year 1 performance in the Beginners’ stream for French. The prize for best Year 1 performance in the non-Beginners’ stream was awarded to Mihaela who is studying for our BA Honours programme in International Management with European Languages and Society.

The prize for best performance in Year 2 has two joint recipients this year. Like Amy, Marc is also on our Professional Primary Education programme, specialising in Modern Languages. For him, ‘having this opportunity to study the language to such a high level alongside my main degree is extremely beneficial to my future career. Having never been to France before, the department structures French studies in such a way which enables me to not only learn the language, but also the historical and cultural context of France and the French empire which is something I’ve found particularly interesting.’ Marc’s co-recipient of the Year 2 award is Victoria who is studying International Politics and Languages with us and will be off for Semester Abroad in the Spring next year. Victoria moved to Stirling from Germany for her degree and, before moving, says that she couldn’t have imagined ‘the possibilities my studies would bring about but I must say that I am really happy to be given the opportunity to learn French in such an international environment. I am aiming to spend my spring semester next year in Morocco and am thankful for all the support the French faculty has given me so far in order for this to be made possible.’

As always, competition was fierce for our Simone de Beauvoir prize which is awarded to the final year student with the strongest performance across their French modules but this year’s recipient is Bethany who has just completed her BA Hons in International Management with European Languages and Society. Bethany was also the very deserving winner of our final year Translation prize and she kindly took the time to send some thoughts on her time at Stirling:

‘Studying Advanced French and Francophone cultures at University enabled me to gain a more profound and realistic understanding of French identity and cultural issues that I had witnessed first-hand in France itself. It was just incredible to discuss current challenges with a rational step back from the social situation and critically analyse what is occurring in society today. I realised that French studies was deeply aligned with my interests as studying felt seamless and effortless. The tutors constantly deepened my interest and made me engaged with the topics raised, making me want to learn more, grow more and gain more from the University experience. Walking though the French corridor in Pathfoot always filled me with butterflies in the pit of my stomach, anticipating the next lesson or debate. I felt it provided me with a bold emotional attachment that united me back to France throughout my time at University and made me desire to return to my adoptive country and undertake future studies to generate change to overcome some of the negative issues that France is tackling. Winning two Prizes for French filled me with an immense feeling of pride, recognition and gratitude towards all my lecturers and tutors who I cannot thank enough.’

2019 Prize Winners Natalie Photo ICongratulations, too, to Natalie, who has also just graduated in International Management, having studied both French and Spanish throughout, and who was the recipient of the equivalent final year prize for her work in Spanish. Natalie was ‘overjoyed to have received the Jose Blanco White Prize for Spanish. It has been a wonderful way to end what has been a fantastic four years at Stirling. As well as studying Spanish, I have enjoyed learning about French and Francophone cultures through exploring literary texts, films and engaging in fascinating discussions. I believe that my passion for the French culture and language was enhanced by the support and commitment of all the tutors who work incredibly hard to promote languages within the University.’ A particular highlight for Natalie was the opportunity to work as a Student Ambassador for Languages to promote French and Spanish in local secondary schools and during our Open and Applicant Days: ‘I feel proud to be part of a team who play a fundamental role in inspiring our young people to learn foreign languages. Another of my highlights would definitely have to be my semester abroad in Strasbourg which I spent at EM Strasbourg Business School: a fantastic opportunity to use my French skills in real-life situations and to become more confident in my abilities. I feel extremely proud to have been part of a wonderful faculty and I am incredibly thankful to all of the tutors who have helped me along the way!’

And finally, congratulations to Stefano who has just graduated with his degree in International Politics and Languages and who was named one of the University’s Students of the Year in recognition of an outstanding contribution to the University over the past four years. In particular, Stefano has been recognised for his energy and commitment to helping others feel part of a welcoming, inclusive academic community.

Félicitations à toutes et à tous!

 

French and Psychology: ‘I still try and use French whenever I can’

As you’ll have gathered over the months and years of the French at Stirling blog, our degree combinations are many and varied ranging from, for example, French and Spanish to French and Philosophy via French and a range of subjects taught within the School of Management (Marketing, International Management, Human Resource Management…), French and Maths, French and Computing Science, and French as part of the range of Education degrees we run (Primary and Secondary).

One of the combinations that hasn’t featured as often here is Psychology with a European Language, a programme that enables students to combine modules in Psychology with modules in either French or Spanish, so it was particularly good to hear from one of our recent graduates, Luisa, who completed precisely this programme a few years back:

‘After graduating, I went on to do an MSc in Health Psychology at Stirling, as I was torn between what to continue with. I’d say the biggest overlap between the two areas (French and Psychology) was that I used a psychological approach called Interpretative Phenomenological Analysis for my French dissertation and it was one of my highest grades that year. It was the first time I had combined the two subjects but it worked well. I also had to write a Psychology dissertation that was due about a week after the French one: definitely a good test of time management and pressure having to write both at the same time.

I have taken a year to work in retail and I am now applying for jobs related to Psychology. However, I have also looked into jobs relating to French, as I had been told by a fellow 2016 French graduate that an organisation in Stirling was advertising translation jobs. I have always enjoyed the prospect of having more options because of having a joint degree. I still try and use French whenever I can and I hope to re-integrate it into my life in the near future.’

Many thanks to Luisa for sending us this blog post and we wish you all the best with the job applications, whichever route they take you down.