Tag: SCILT

‘Foreign languages open up new horizons’

And after Alex’s recollections on the start of his language learning, it’s over to Natalie, who is also in her final year, studying International Management with European Languages and Society:

2019 Cochrane Colmar 2 Mar19‘I started my language learning journey at nine years old where I had the opportunity to learn French which was a compulsory language at my primary school. I would say that I was initially inspired by visiting foreign countries with my family at a young age which motivated me to want to be able to learn a few phrases to speak in the local language. After learning the basics of the French language, I realised that speaking a language has many advantages and I decided to continue my language learning at high school where I also choose to study Spanish.

2019 Cochrane Strasbourg Mar19My secondary school (St.Modan’s, Stirling) highly promoted language learning by exposing pupils to language events and school trips in different countries which further inspired me to continue learning both languages until my final year of school. At the age of 17, I decided to do the Scottish Baccalaureate in Languages which involved a project focusing on the differing attitudes towards learning foreign languages in Scotland, France and Spain. After carrying out research, I discovered that there were alarming trends emerging within the UK concerning the decline of students committed to learning a foreign language and I became interested in changing perceptions of language learning. For me, foreign languages open up new horizons and the ability to speak French and Spanish has enabled me to become more culturally aware and more open-minded. In addition, I hoped to expand on this research, develop my passion for promoting languages and enhance my own linguistic skills at university.

One of the main reasons for continuing to study both Spanish and French at Stirling University was to be able to use the language in real life situations and to eventually become fully immersed in both French and Spanish culture. Without a doubt, deciding to study languages at university was one of the best decisions I have ever made and it has become more than an academic subject. The ability to speak French allowed me to study at a French business school where I made some lifelong friends. It also enabled me to become more confident as a person and more aware of cultural differences.

2019 Cochrane European Parliament Mar19

Furthermore, speaking Spanish allowed me to live and work with Spaniards every day during my role as an English Language Assistant in Spain. The language enabled me to understand the culture in a way which would have otherwise been impossible and I became fully integrated into the Spanish way of life. Similarly, I had the opportunity to continue my passion for promoting languages by working closely with SCILT in order to promote the Spanish language and culture within a local primary school.

The recent news regarding the decline in students wanting to study languages deeply saddens me as I look back with fond memories at the opportunities I have had thanks to my ability to speak two foreign languages. Certainly, I hope to continue to study languages after leaving university as the advantages of speaking multiple languages go beyond the classroom and they have become an enormous part of who I am today.’

Many, many thanks to Natalie for another great post singing the praises of languages – thanks for taking the time to do this! From our perspective, what has been particularly lovely in the responses from students is the level of passion that is coming across and it’s great to get a chance to share that.

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Language Assistantships and Semesters Abroad

At the moment, we have 8 French at Stirling students off on British Council English Language Assistantships, mainly dotted across metropolitan France but with one student in Quebec for the year and another in Belgium. Paige is one of those in France for the year and she is also participating in the ‘Language Linking Global Thinking’ programme, organised through SCILT, so we’re very happy to be able to post a link here to her latest blog post for LLGT all about festive traditions in France. Quite literally ‘food for thought’ for our Year 2 and final year students currently applying for ELAs for next year…

And while we’re on the topic of time abroad, best wishes to the 18 students embarking on their Semester Abroad at the moment at our partner institutions at the UCO in Angers, at the EGE in Rabat, at Aix-Marseille, at the Université de Lorraine in Nancy, and at the Universities of Tours, Limoges, Geneva and Clermont. We’re looking forward to being able to post some articles and pictures from them as they settle into their new Universities and towns for the semester… and hopefully some articles by students from our partner institutions spending their semester with us in Stirling, too.

‘Language Linking, Global Thinking’: The Life-Changing Impacts of Travel

As you’ll have gathered from this blog, a good number of our students opt to apply for English Language Assistantships every year, whether between their 2nd and 3rd years or as graduates. For the past few years, some of our ELA students have also participated in SCILT’s ‘Language Linking, Global Thinking’ scheme during their year as assistants and we thought it’d be good to get a sense of what this actually involves – from the perspective of the students involved – so here goes, with thanks to Laura who has just finished her time as an assistant and will be coming back to Stirling in the Autumn:

‘I am a Primary Education student at Stirling. I came to university straight from school. However, I had always wanted more life experience before beginning teaching. This was one of my main motivations for applying to work for the British Council. Teaching within the central belt of Scotland makes classrooms greatly diverse spaces with many nationalities, languages, experiences and backgrounds. Living abroad would not only enable me to better encourage modern language teaching, but also relate more to the experiences of many of my students in my future career.

Over the summer last year, the Languages department at Stirling University made me aware of an additional project I could take part in during my post abroad. This was called “Language linking, global thinking” and it involves a partnership between a British Council language assistant and a primary school. Throughout my year abroad, I would remain in contact with Doune Primary through an online blogging forum.

2018 Laura Burns Bethune Pic1Before beginning my post as a language assistant, I had only been to France twice. The first time was when I was 10 for a weekend in Paris with my family, and secondly a week skiing with my high school. This meant I had very little knowledge of what “normal” life would be like in France. I come from Edinburgh – a highly touristic, young, affluent city. This meant arriving in the northern region of France was a very different experience. I arrived alone, with very poor comprehension of informal French speaking leaving me feeling confused and isolated. I was an English language assistant in a very small village called Labeuvrière which was just outside of another town where I lived named Béthune. The history of the region is a difficult one and now it is left with a high unemployment rate and listed as the poorest region in France.

In Béthune, the level of English was extremely poor. I soon realised how much safety I had felt in university French classes knowing that everyone in the room would be able to help me with an English translation if it was needed. The first few months without this comfort blanket were a steep learning curve for me. Despite my initial fears, I now feel that living in Béthune gave me a more honest understanding of what it means to be in France today. Being far away from the more glamourous, touristic image of France was key in drastically improving my French and understanding for the challenges of 21st century French society.

I had never fully appreciated how much I relied on the subtleties of language to present myself and my personality. Specifically, how I use humour to make friends, and how I can unconsciously use tone to get across the subtleties of my meanings. I felt unfunny, unintelligent and personality-less in French. Even as my comprehension improved, I was still not feeling like me. This was a challenge I was unprepared for, but so important now in my appreciation of anyone I meet in Scotland who Is speaking English as an additional language. Now, I feel the key piece of advice I can give to anyone else venturing abroad to speak a second language is to prepare to feel unprepared. After January time I began to use different ways to get across meanings and make connections with people.

2018 Laura Burns Classroom Pic 2I was hugely lucky with my school. Being placed in a primary school was far more challenging on my French, but I had amazingly supportive teachers who were patient with my language development. As the English level in the school was very poor, this meant I wanted to make English fun and relevant to their lives. Throughout the year we created our own “Highland games, drama pieces, baking and parties. The children loved learning about my home, family and country. English lessons were always about more than just the language, they were about making connections and thinking beyond the small perspective of the village. For the children in Labeuvrière, many had never been abroad, or left the region. (This was particularly eye opening to me as the Belgian border was less than 30 minutes away). The children’s exposure to a language assistant massively helped their awareness of what it means to live abroad, and what it means to make deeper, more worldly connections beyond the constraints of monolingualism. This extends their world view and what language learning can do for them from a cultural, lifelong perspective.

I truly think it that the Scottish education system is missing a great opportunity for children to develop their deeper cultural knowledge and understanding. This is why – when it is not possible to have language assistants from abroad – projects such as LLGT are so successful. A class being able to follow an assistant and their experiences is a means of getting across these important ideas. With Doune Primary School, I was able to write to them first hand showing my experiences visiting in person the WW1 trenches, the Vimy ridge. I was able to show them the photos I took on my tours around the Belgian Christmas markets. Perhaps, most interesting was when the children were able to see the comparisons between the hugely different French schools and resources. Once I had returned to Doune Primary, we debated and discussed together the similarities and differences between the education systems.

“Language and culture are the frameworks through which humans experience, communicate, and understand reality”.  

A connection with a language assistant is a means of acknowledging the challenges which come from learning a second language and recognising cultural differences. However, crucially, it also acts as an opportunity to explore the many positives and life-changing impacts of travel, adventure and making greater human connections. It really is linking what we have in common, to a better, global way of thinking. Everyone can benefit from this.’

Many, many thanks to Laura for taking the time to send us this blog post and we look forward to welcoming you back to Stirling in the Autumn.

 

Lots of French News!

It’s been a very busy few weeks since the new semester started in mid-September and there’s a bit of a backlog of blog pieces to be posted so, hopefully, we’ll make some progress on that over this week. As I get the information together for those various articles, here – in no particular order – is some of the news about French at Stirling from this new academic year…

First and foremost, we’re very pleased and proud to report that French at Stirling was rated 17th in the UK and 3rd in Scotland in the Sunday Times Good University Guide last month. A great achievement!

On the research front, welcome to our new French at Stirling PhD student, Lauren Kenny, who will be working on the translation of subtitles, supervised by Cristina Johnston and our colleague in Translation, Xiaojun Zhang. And congratulations to our continuing PhD student, Fraser McQueen, who has had another article on contemporary France published in The Conversation, as well as an article in Modern and Contemporary France on ‘France’s elites, Islamophobia and communities of friendship in Sabri Louata’s Les Sauvages.

In terms of research events, this year’s Literature and Languages research seminar series started with a great talk on the role of the public intellectual in France by the University of Edinburgh’s Emile Chabal. Plenty of food for thought and good to see staff, postgrads and undergrads in attendance. In December, we’ll be welcoming a group of French-English Translation postgrads and postdocs to Stirling for a week-long workshop on translation for historians and for history journals. We’re running the workshop in conjunction with our colleagues at ATLAS (the Association pour la Promotion de la Traduction Littéraire) with our own Siân Reynolds as one of the tutors for the week. And we’re also looking forward to seeing the full line-up for Bill Marshall’s Cinéma-Monde Conference that is due to take place at the end of May next year.

2017 Erasmus Plus LogoAs for our students, plenty to report there too. Thanks to everyone who came along to our get-together for returning Study Abroad students, Year 3 students about to head off for their Semester Abroad, visiting exchange students and this year’s Translation and Interpreting cohort from our partner at Hebei Normal University in China. Particular thanks to Fiona Buckland and the International Office for their support in organising that event – always great to see our students exchanging their tips about our Study Abroad partners. We also have around a dozen students who have just embarked on their English Language Assistantships across France, a small group of whom are participating in SCILT’s ‘Language Linking, Global Thinking’ scheme, about which more soon… And we’ve sent our first Language Ambassadors of 2017-18 out into a couple of schools to talk to the pupils about the benefits of language learning – again, more on that very soon.

And we have five Erasmus students – Axel, Manon, Léa, Elodie and Léna – who will be leading weekly 30-minute conversation sessions across our degree programmes – a great benefit for our students but also a fantastic addition to the CVs of the Erasmus students who are involved. It’s still early days but all of them seem to be enjoying the experience so far!

Oh yes and our Study Abroad Advisor for French, Jean-Michel DesJacques, has been invited to attend the ‘Erasmus@30’ celebrations at the Scottish Parliament later this month, along with his Spanish counterpart, Jose Ferreira-Cayuela, and Fiona Buckland from the International Office. Watch this space for photos…

What else? Well, the programme for the French Film Festival at the MacRobert has been firmed up so I’ll be able to post a little more about that very soon and Africa in Motion (founded by one of our former PhD students) has also just launched its 2017 programme which, as ever, looks brilliant!

Lots more to follow over the next few days.

To 2020 and Beyond for Scotland’s 1+2 Language Policy: Action Plan Launch

This blog post should have been part of last Friday’s updates on what French at Stirling has been up to over the past month or so but, somehow, slipped through the net. Our Language Coordinator, Jean-Michel DesJacques, who is also Stirling’s representative at the UCMLS, attended the launch of the action plan on Scotland’s 1+2 Language Policy a couple of weeks ago and has very kindly found the time to send us this report on the event.

“Taking place just before the Language Show in Glasgow, this was an opportunity for stakeholders across all sectors of education to share their views on the progress made regarding the 1+2 Language Policy.

If you remember, in 2011, the current government launched its 1+2 language policy and stated its commitment to “create the conditions in which every child [in Scotland] will learn two languages in addition to their own mother tongue” over the course of two parliaments or ten years (SNP Manifesto, 2011). Later, the Scottish Government recognised the role that the HE sector could play and stated that it was for the universities themselves to decide on their contribution.

In response to the above, the Scottish branch of the University Council for Modern Languages in Scotland (UCMLS), which represents the interests of university staff working in modern languages, linguistics, cultural and area studies, has committed part of its work since 2013 to supporting the Government’s efforts to implement the 1+2 language policy through a range of cross-sector initiatives, in some of which the University of Stirling is involved such as Student Ambassadors Scheme and the Language Learning, Global Teaching initiative with SCILT.

2017 Glasgow City Chambers March JMDOn Friday 10 March, in the beautiful surroundings of the Glasgow City Chambers, UCMLS launched its action plan after months of consultation with all sectors.  It was an opportunity for all to contribute to and comment on our Action Plan proposals which we will review at yearly intervals.

After some helpful reminders from various colleagues, notably our Chair, Dr. Marion Spöring, on how we got to where we are now, we split into smaller groups for discussion.  There are of course many issues still to be addressed but teacher training seemed to be at the centre of the preoccupations.  I was pleased to note to my discussion group that at Stirling, provisions were in place to train and indeed produce teachers that do not simply meet any minimum requirement.  Au contraire, they are part of our language section just like any other students doing a combined degree, let’s say in French and Politics or Sociology and Spanish.

I am not going to list all the recommendations that were made but in the end, it was good to see so many people dedicated to the provision of languages in Scotland, particularly in a very difficult climate.  I will, however, single out one of them because I strongly believe in the relevance of languages and it is a pity that languages have been left out:  To lobby for a move from STEM to MELTS.  I see no reason why languages should not be included.”

Let the lobbying start here! Many thanks to Jean-Michel for taking the time to send us this post.

Language Linking, Global Thinking

This week, our Semester 3 and Semester 7 students will be getting together for the annual Information Meeting about the British Council English Language Assistantship scheme. Anywhere from 20 to 30 of our students successfully apply for ELAs each year and, as next year’s potential assistants are thinking about their applications, this year’s cohort have just started their postings. Among them, this year, is Gemma Matthews who is studying English and French and who, as well as working as an English Language Assistant for the year, is also representing Stirling on the Language Linking, Global Thinking programme. We’re looking forward to posting news from Gemma throughout the year and here’s the first instalment of her adventures:

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Amiens Cathedral

“Hi, I’m Gemma. I’m an English and French BA (Hons) student at Stirling, and this year I’ve taken a year out to work as an English Language Assistant in France through British Council. I’ve also been able to be a part of a scheme called Language Linking, Global Thinking through my role as an ELA. Set up by Scotland’s National Centre for Languages (SCILT) at Strathclyde University, the programme works with students completing their year abroad with Erasmus or British Council, and also with young people taking part in Project Trust. The aim is to get children and young people in Scottish schools enthusiastic about learning another language, which by all accounts is not a particularly easy task! So, how does it actually work? In practical terms, those involved in the project are linked with a school (or two in my case) in Scotland, and become the link between Scotland and whichever country they are in. We are encouraged to make at least six contacts with the school through blog posts and other media and to encourage the pupils at home to learn about cultures different to their own. I am linked with Callander Primary School and Hutchesons’ Grammar School, and so far have been able to update them through blog posts from across the pond. I would definitely encourage anyone thinking about doing British Council to have a think about doing LLGT too!

2016-gemma-matthews-amiens-food-oct

 

As for the assistantship itself, it’s going well. I’ve been placed in three different primary schools in suburban Amiens and am teaching children aged five to eleven. It’s definitely good experience for anyone interested in teaching, as I have already been trusted with lesson plans and leading classes on my own. I have only just started work (thanks to the formalities of French paperwork) and so can’t comment on the full experience just yet, but from what I’ve had so far it looks set to be a very interesting year.

You can follow my progress here. Please feel free to get in touch if you have any questions about British Council, ELA or LLGT.

À bientôt!”

Thanks to Gemma for this article and keep us posted on how things progress over the year!