Tag: Spoken Language

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!

‘Hearing someone speaking another language always seemed slightly magical’

I’m delighted to say that responses are still coming in to the emails I sent out to colleagues and students last week asking about how and why they started learning languages… and how and why they’ve kept going with them. Emeline Morin is a Lecturer with us at Stirling, originally from France but now working in Scotland:

Like Mathilde, I started learning bits and bobs of English from songs. For instance, aged 5 or so, I vividly remember my mum telling me what “I will always love you” means from Whitney Houston’s song.

I only properly started to learn English in high school, aged 11, and I was very excited to start. I come from a very rural part of France and never really travelled as a child, so to me, hearing someone speak a foreign language, no matter which one, always seemed slightly magical.

I’ve always been a big reader, and when I think about it, my love for books definitely impacted my wish to learn languages. When I was 12, Harry Potter and the Goblet of Fire came out in English in July and would not be published in French until the end of November. I was so frustrated, I spent hours on forums searching for the (usually fairly rough) translations people wrote chapter by chapter. That’s when I became very dedicated to learning English because I decided that I just had to read the books in original from then on.

In high school, I also picked up Latin (which included a trip to Italy!) and Spanish. By the end of high school, I loved languages so much, I decided to do a degree in English and Spanish and I also picked up a bit of Mandarin, Russian, and German. (For some reason, German is the one language I have tried and just do not seem to be able to retain AT ALL).

This year marks the tenth anniversary of my move to Scotland. Being able to live abroad and to settle down here, to make friends and family has been incredible. Not only do I still feel that I am learning every day, I have also learnt a lot about my own language and culture while teaching it and confronting it to an outsider’s point of view.

Learning a language is not always easy, and is sometimes frustrating, but I don’t know of many things as rewarding either.’

Many thanks to Emeline for finding the time to send us this post – we’re hoping to find ways of following up on the references to songs and books and language learning over forthcoming blog posts!

Erasmus in Stirling: ‘A great experience I’ll never forget!’

The start of a new week in Stirling and, as we’ve already mentioned, we’re looking forward to welcoming Joëlle Popineau on her Erasmus staff mobility from Tours tomorrow, but we thought we’d start this week with the thoughts of Ulvi who is also in Stirling as part of the Erasmus programme but as a student:

2019 Altin Photo I Mar19‘Hi everyone, my name is Ulvi, and I’m a student in Master 1 at EM Strasbourg BS and currently on my Erasmus exchange year at Stirling!

At the beginning of my exchange I was a little bit scared because this is the first time I have ventured so far, alone! Nevertheless, it is a great experience that I will never forget. Indeed, the welcome at the University of Stirling is very warm. We are immediately supported by the administration which allowed me to know what I was doing.

2019 Altin Photo III Mar19

The university and the campus suit me perfectly. We’re right in the middle of nature and I take full advantage of the University’s sports complexes which offer me a feeling of well-being every day. Moreover, it is a very international place where I have been able to meet many new cultures and share mine with my new friends.

2019 Altin Photo VI Mar19Finally, since September, I have had the chance to lead informal conversation sessions with students taking French as part of their degree. During these sessions I work with groups of students who come from all over the world to enjoy a moment of discussion on any topic, all in French! These are very enjoyable sessions that we share with new friends, very well managed by Dr Johnston and her team. Personally, I have integrated myself well within this programme and it have helped strengthen my own speaking, confidence and openness in groups with many different nationalities. If you’re a potential (French-speaking) Erasmus student reading this, I would strongly advise you to get in touch with the French team about these great sessions if you get the change: they have already given me some great memories!!’

Many, many thanks Ulvi for the lovely blog post, as well as for all his much-appreciated hard work on our informal conversation sessions, and we hope you enjoy the remaining few months of your time in Stirling.

‘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.

‘Studying a language is awesome!’

As we mentioned in the previous combined posts, a few of our students got back to us with longer responses to the questions we sent out but also to the report and its content, so we thought it’d be good to post those responses as separate articles, starting with these thoughts from Alex, a finalist in French and Maths:

2019 Janes Provence Photo Feb19‘If you hadn’t heard already, a BBC News article was published this week by Education Editor Branwen Jeffreys stating that “Foreign language learning is at its lowest in UK secondary schools since the turn of the millennium, with German and French falling the most”. Reading this article filled with me with sadness and slight infuriation and I decided to share my reaction with my friends on Facebook with the following caption:

“As a languages student, this is super sad to see and is undoubtedly caused by English becoming such a universal language. We as British people are very lucky to grow up communicating in a language that a great deal of the world has a desire to learn, but that should not immediately make us become incredibly lazy and not learn other languages. There are so many opportunities available through having a second (or more) language, and that’s what should be promoted from a young age. I’ve been incredibly fortunate to have brilliant teachers in the years I’ve been studying French and without them, I would not be studying the degree I am now.”

After thinking about this further, I became reminiscent of my language studying days and thought that those should be shared, potentially with the prospect of encouraging others to study languages at GCSE if not in further education. In all honesty, I don’t really remember learning French in primary school so I only started to acknowledge studying it in high school. Once I got to the age of 13 at the stage of choosing my GCSEs (Standard Grades to Scottish folk), the top half of my school, academically speaking, had to take the language under the Baccalaureate system which was either French or German. I was lucky enough to have a native French teacher in my first year of high school, who may be the fundamental reason I continued to study the language for years to come. It was maybe one of the first times I had heard a non-British accent, and I remember thinking it was so cool. My interest for the subject grew at the rate I was learning vocabulary and tenses, and the passion and drive to succeed worked as I achieved an A* at GCSE.

Going onto sixth form, I was excited at the prospect of developing my French competence even further and that proved to be the case. My teacher was fantastic and really stimulated my interest to spend lots of time on doing more than just studying the language. I’d always known I wanted to do a Maths degree but this casted a cloud of ambiguity about what I wanted to do. As you might have seen on my first ever blog post back in early 2017 (blimey!), I ended up doing the two subjects together.

2019 Janes Monaco Photo Feb19Reasons why I continued to study French? The first reason has to be the opportunities to go to the country of that language. My experience of living abroad in France in the first half of 2018 was AIX-traordinary (no pun intended), and would 100% recommended those kinds of experiences to anybody. Secondly, the teachers I have had over the course of my studying French have been brilliant. Languages are a department that often gets underrated but is maybe one of the toughest subjects to teach as the ability to pick up a language and to continuously keep students interested is not an easy task at all. Thirdly and finally, the skills you obtain from learning a language are vast. Communication, confidence, competence; 3 Cs that many employers look for in most jobs, which make you a very exciting employee to take on board.

So if there’s any students reading this, especially between the ages of 7 and 16, studying a language is awesome and I would definitely recommend it!’

Many thanks to Alex for this fantastic plea on behalf of Languages and language learning, and for the terrible pun…

Why Study Languages? What our students say…

As promised, then, as well as having gathered responses to questions about language learning (which ones, why, why not, why keep going with them…) from colleagues, we’ve also been delighted to receive (and to continue to receive!) a number of responses from our students. We’ll post a couple of these separately but, without further ado, here are some of the initial thoughts and experiences from students across different years and different programmes:

For David, who is in the first year of a BA Hons in French with us, French started at the age of 13 at secondary school but, in his words, he was ‘a bad student and count only count to 10 by the time [he] left.’ He then restarted learning French at the age of 50 and is now, as I say, in his first year with us. The motivation for taking up French again came from David having had to stop work and he says that ‘French is not an easy subject but a great challenge due to its difficulty, beauty and culture.’ He also did Beginners’ Spanish in an access course last year but didn’t continue with it because he found that it was too difficult to be learning two languages at the same time.

Catriona is also a mature student, studying French with us who explains: ‘I started learning French in 1st year at high school, aged 11. I think that was in 1968! I remember being delighted when I realised I could understand the French bit of the Beatles’ song ‘Michelle’!’ In her 3rd year, she took up German as well and did two years of Latin in 1st and 2nd year. Her mum had also enjoyed French and German at high school (both to Higher) so she wonders whether that influenced her though she points out ‘it didn’t have the same effect on my brother so maybe that’s not the cause!’ She liked French and found it fairly easy (‘probably because I liked it’) and the same applied to German. She would also have liked to have done Russian or Spanish but neither was available. Having done Higher French and German, Catriona then pursued a career in nursing but has done various continuing education courses in both languages over the years. She’s doing French now because ‘I still like learning it and don’t want to forget what I know. I like the country and the culture and like being able to speak to the people in their own language and read things I see when on holiday etc. I suppose I’ve got a bit of a fascination with foreign languages and learning them.’

Chelsea is a final year student whose dissertation happens to be looking at language learning, anxiety and motivation in secondary schools so she has been particularly interested in the news coverage. She started learning French aged 10 (in P6) and initially, very honestly, continued learning it because she had to study a language up until S4. Chelsea’s decision to study Higher French was largely based on getting good grades and she says: ‘I didn’t actually start to enjoy French until I was studying it at Higher.’ She went on to take it at Uni because she enjoyed learning it and was good at it but also because she wanted to improve her spoken French. She also took Beginners’ Spanish in first year but had to stop because it didn’t fit any more into the structures of her degree.

Chloe is in the first year of her degree in Primary Education with a Specialism in Modern Languages, having started learning French in P7 when she was about 10. Her initial motivation for continuing with it came partly from needing a qualification in French to get into her University course as she wanted to do languages teaching and enjoys learning languages. She travelled to Romania and had to learn the basics of Romanian to get by there but found that she would get it confused with her French so stopped it after that particular trip.

Like Chloe, Lauren is also in the first year of a degree with Education but, in her case, our Professional Education (Secondary) programme with French and Spanish. The first language she learned that wasn’t her own was French and she started learning it at 4 years old. At that age, her grandparents got her involved with a French class outside of school but she stopped aged 8 after her teacher fell ill. She started another one around a year later and her teacher was a franchisee of La Jolie Ronde. Lauren says she kept up with her languages due to the influence of her grandparents: ‘my 84-year-old grandpa often texts me in French and we have conversations in French at dinner times whenever I visit.’ Lauren decided to study languages at University as ‘it’s the one passion I’ve had since I was little that hasn’t changed and has been ever present in my life.’

As is the case for those of us teaching French at Stirling, those studying it with us come from a range of backgrounds, having taken up languages for all kinds of reasons. We’ll keep adding any responses that come in from other students over the days ahead and we’d like to thank all those who’ve already been in touch!

Why study Languages?

I’m sure many of you will have seen or heard coverage this week of a BBC survey looking at the drop in the uptake of languages at secondary school level across the UK. If you didn’t, there’s plenty to read about it here and elsewhere.

This is, of course, a source of great concern for all of us working in Languages at whatever level within the education system and the reporting prompted us at Stirling to ask some questions, of ourselves and of our students, about our own experiences of language learning and what motivated us (or didn’t) to keep going with a particular language. Emails went out to all our students and to all colleagues, and the responses have been fascinating, as well as being funny, impassioned, thoughtful, concerned… and many other things besides. So, what better reason for a blog post? Or several!

What I’d like to do here, to start with, is to gather together the responses that have come in from colleagues, ie from those of us who teach French at Stirling, and there’ll then be a few blog posts from our students. The questions, though, are the same for all of us, as for the students namely: at what age did you start learning a language that wasn’t your native language? What language was it? What made you continue learning it (if you did)? And if that language wasn’t French, at what age did you start learning that and why and why did you decide to study it at University? And, finally, are there other languages you have previously studied but stopped studying and, if so, which ones and why?

And this time, if you’ll forgive the indulgence, I’ll start with my own experience… So, I’m Cristina Johnston and I’m currently Programme Director for French at Stirling and I started studying French at secondary school, in first year. However, before I started learning French, I was very lucky because I had already been exposed to Italian as my mother (and half my family) come from Ticino, the Italian-speaking canton of Switzerland. I spent school holidays in Switzerland, with my grandmother and family there, and many of them (most of them, at the time) didn’t speak any English but spoke either Italian or the dialect of Ticino, so if I wanted to communicate with them, I just had to speak Italian.

So, when I got to first year of secondary school and French classes started (there was no alternative to French for pupils in first year in my school), although it was a new language and a new accent and new words and new ideas, it somehow already felt familiar to me. I could understand bits and pieces from the first lesson when – as I still vividly recall – our fantastic teacher, Mr Prosser (with whom I’m still in touch every now and then so many years on), appeared and insisted on speaking French and on us speaking French, from the outset, for everything. Others who’ve been in touch about this have spoken about feeling that kind of familiarity and comfort within the new language and that was certainly my experience.

From second year, I also did German and continued with both to the end of secondary school, with French remaining very much my favoured language but German really growing on me, particularly as we got the chance to read more in German (Kafka and Frisch and Dürrenmatt). I spent a year living in France between school and Uni (taking ‘French for foreigners’ classes at Lille III University which was brilliant) and then it was just obvious that French would be part of what I’d do at University, too, so I did. I also took up Czech in first and second year of University which was challenging, to put it mildly, but which I thoroughly enjoyed, not least because, if you wanted to take second year Czech, you had to spend a month at a Summer School in the Czech Republic during the Summer which seemed like an excellent way to spend my time.

In other words, for me, languages have always been there, in different contexts, at different levels, with different levels of enthusiasm, and if I think about what has motivated me to continue studying languages, it’s very often people – Mr Prosser at secondary school, excellent Czech tutors at University in the shape of Josef Fronek and Igor Hajek, but also friends from countries where the languages are spoken and from other countries where other languages are spoken, and, since starting work as a Lecturer in French, students, too. It’s about the books and the films and the plays and the museums and the travel and the food, too, of course, but it’s the people who are the primary motivation, from my perspective.

Our Language Coordinator, Jean-Michel DesJacques, studied languages in secondary school because the system left him no choice in the matter. You simply had to do at least two languages, one in S1 (in his case, English) and another from S3 (German, for him) with the possibility of picking up a 3rd language in lycée. For him, that structure is relevant when we consider the practical timetabling issues in Scottish schools nowadays and the impact that has on language uptake. There were also special, geographical circumstances that came into play (Jean-Michel comes from the region on the border between France and Switzerland), meaning that tv was readily available in French, German and Italian. He had an older brother who lived in England, American relatives, American pupils visiting his college every year and, he assures us, ‘parents who grew up during the war who were convinced we needed to build a new Europe…’

Hannah Grayson spoke French for the first time in her first week of secondary school: ‘I was 11 years old and very shy, but I was quite pleased we all had to take French as a compulsory subject. It was like an immediate *click*, where I just loved it. I liked the sound of the words, the challenge of learning the names of things in another language, and the fun activities we got to do in class. After that, I chose to carry on with French because I found it really exciting to be able to express myself in another language. I met people from France and loved being able to understand them in their native language. As somebody who likes learning, I like French because there’s always more to learn – there’s always something else I could read, or words I haven’t yet come across.’

Elizabeth Ezra only really started learning French at University but says she wishes she’d been able to start it earlier and ‘learn it at a more relaxed pace!’ In her case, growing up in the States, ‘apart from a few Spanish words that everyone growing up in Southern California learns, that was my first exposure to a language other than English.

French wasn¹t initially my main subject – I just kind of took it on a whim – but I was given the chance in my first year of uni to spend ten weeks in France. I¹d never been out of California (let alone on an airplane) and thought I might never have another chance to go abroad, so I jumped at it.

Even though I was always good at grammar, I couldn¹t really understand a word people in France were saying for a *very* long time. I was actually convinced that this French thing was an elaborate practical joke, and that at some point people would burst out laughing and speak in perfect English about how gullible I was. I loved the south of France, where I was living and studying, but I hated feeling that people thought I was stupid because I could hardly speak. Of course I know now that’s not how it works, and that’s not how people think, but at 17, I didn’t realise that.

In my second year, I took more French because, frankly, I didn’t want all the (very) hard work I’d put in to learning the language in my first year to go to waste (which isn’t a very good reason to pursue something, but there you go). Fortunately, I soon fell in love with French literature. In my third year, I did my study abroad in Paris, which introduced me to the world of French literary theory and philosophy, which I also fell in love with. Once again, while I continued to be good at grammar, I was very bad at understanding spoken French, and they almost didn’t let me take classes at l’Université de Paris III. To remedy my weakness, I obviously read a lot in French, but I also bought a transistor radio (if only there had been podcasts back then) and forced myself to listen to French radio a
couple of hours each day. Eventually, I was able to pick out more and more words, until my comprehension was up to speed.

I came back from Paris with all guns blazing, keen to pursue the study of French literature and culture. After finishing my undergraduate studies, I knew exactly what I wanted to do.’

And finally, for the moment, Mathilde Mazau, started learning English at 11 (en 6e au college, en Martinique). It was her ‘langue vivante 1’ – she also did Latin, German and Spanish, but later. She says: ‘I fell in love with English through music when I was a little child and I think being able to understand and sing the songs I loved (rather than “chanter de la bouillie anglaise”) was my main motivation. I then continued English at uni and taught the language for many years in France before coming to Scotland.’

As other responses come in from colleagues, I’ll add them to the blog but this gives a pretty good starting point, at least from our perspective! Next, it’s the turn of our students to have their say (and maybe try to find some pictures to illustrate all of this!)…