Congratulations class of 2017!

Tags

Last week, students in MLC celebrated the culmination of four years’ hard work and study at the School of Histories, Languages and Cultures graduation ceremony. The sun made a timely appearance as students and staff descended on the Royal Philharmonic Hall in all their finery to recognise the achievements of our graduands. MLC students were particularly vocal during the ceremony, taking every opportunity to cheer their peers, demonstrating the close-knit community fostered in the department.

Graduation [1]

Dr Rosalba Biasini celebrating with Italian graduates

After the ceremony, which included the award of Honorary Degree of Doctor of Letters to University of Liverpool alumnus and broadcaster David Olusoga, students gathered with their families in the grand marquee in the gardens of Abercromby Square to continue the celebrations, aided by complementary glasses of Prosecco (not Champagne, as colleagues in Italian kept reminding this French lecturer and editor of the MLC blog). The reception was a lovely opportunity for members of staff to chat with students and their families and personally congratulate them on their achievements.

From the MLC blog and all in the department of Modern Languages and Cultures, hearty congratulations to our graduates and best of luck for the future!

Graduation [2]

MLC graduates honour the tradition of throwing their caps in the air

Dr Stefania Tufi publishes new article on the linguistic landscape of Venice

Tags

,

Dr Stefania Tufi, Senior Lecturer in Italian, has had a new article published on the linguistic landscape of Venice, entitled Liminality, heterotopic sites, and the linguistic landscape. The case of Venice. Stefania tells us a little about it on today’s MLC blog.

It took a long time to see this project through to publication and in a way the process of writing itself (or, better, of working within the limits of verbal language for the task at hand) was as elusive as Venice. I started forming the idea of this article because every time I visit Venice, the experience generates a mix of contrasting feelings and reactions that range from astonishment (including the so-called Stendhal Syndrome) to claustrophobia – not many places on earth are able to provoke such a variety of responses, and all in one go!

Venice[3]

After a careful observation of the local linguistic (and wider semiotic) landscape, I concluded that it contributed to the creation of a liminal space, a sort of in-betweenness which is neither here nor there, and the product of numberless representations and imaginings of Venice. This has been enhanced by historical characterisations, appropriations and recreations of Venice which are available to large audiences, and by the fact that nowadays tourists (and their languages) outnumber local inhabitants and vernaculars, therefore creating a peculiarly transnational space.

In the article I also refer to processes of language minoritisation (or deletion) that Italian is undergoing, both in the audioscape and in the written signscape (as exemplified in the images below), a phenomenon that participates in linguistic and cultural reterritorialization.

Venice[2]

Sign on a church door featuring French, English, German and Italian, the latter in the least salient position

Finally, one of the frameworks employed in the article is that of tourist-as-pilgrim in the consolidated walkscape regimes that most day-trippers follow in pursuit of key artistic landmarks. This ritualistic itinerary along established routes where written signs are often replaced by objects (such as the ubiquitous – and signless – souvenir shops displaying Venetian glass and masks) causes a dislocation of (real) place and the creation of a heterotopia – ‘another place’, which is simultaneously real and unreal.

Venice

The ubiquitous city guides in a range of languages

Jordi Sánchez attends Mother Tongue Other Tongue

Tags

, ,

Last Wednesday, MLC’s Jordi Sánchez Carrión attended the Mother Tongue Other Tongue event, organized by Routes into Languages and held at Manchester Metropolitan University. In today’s blog, Jordi tells us a little about the event.

Mother Tongue Other Tongue is a national project led by none other than Poet Laureate Dame Carol Ann Duffy, who holds the position of Director of the Manchester Writing School at MMU. The idea was originally co-developed by the Faculty of Humanities, Languages and Social Science at MMU and Routes into Languages North West. In 2017, the project is being rolled out nationally as this year’s Laureate Education Project, with regional events and competitions taking place throughout the year.

In last week’s poetry competition, in which a total of 20 languages were used, the showcase of poems by school pupils from the North West was followed by a prize-giving ceremony. Prizes were handed out by keynote speaker Annie Zaidi, winner of the Hellen Rollason Award for Inspiration and the Sky Sports Women Award.

MTOT [3]

Languages used at Mother Tongue Other Tongue

The event was a real success, with an attendance of around 190 cheerful pupils. The University of Liverpool is part of the Routes in Languages North West consortium and actively helps to promote the importance of teaching languages in schools and universities.

Mother Tongue Other Tongue [1]

 

 

Student profiles: ex ab initio Italian

Tags

Today’s blog post is the next in our series profiling MLC students who started learning a language as complete beginners and who have now completed their final year. This time, we meet Julia Ward, who is taking a BA in Modern European Languages (French, Spanish and Italian) and tells us of the enriching experience of learning Italian from scratch.

After studying French and Spanish all the way through to A Level, I was so excited to have the opportunity to pick up Beginner’s Italian at university. This was one of my main deciding factors for coming to the University of Liverpool, as the course allowed me to continue with my current languages, whilst also picking one from a range of choices to study ab initio. For me, this choice was always going to be Italian and I’ve not once regretted my decision.

I have progressed from being an enthusiastic beginner of Italian to a confident final-year student who feels completely at ease with the language, and is at the same level as with my other two languages. The modules I have studied over the years have comprised both language and culture modules, covering a wide scope of Italian cinema, history and linguistics, which have further heightened my passion for the language.

Learning Italian has been such an enriching and eye-opening experience for me and allowing me to have the opportunity to spend half of my year abroad in Italy was an experience I will always be thankful for. I worked for four months in the northern city of Bergamo, where I was positioned as an English language assistant in a school. Travelling there knowing absolutely no one, I soon became immersed in the language, making friendships that will last a lifetime and having the best year abroad possible. My experience abroad and learning the language in general has made me fall even more in love with Italy and Italian. I mean, who wouldn’t love riding through the Italian countryside on a vespa and eating gelato in the sun?

I feel privileged to have been part of a dedicated (and hilarious) group of students of Italian, who have all become my close friends for life, and also part of a team of teachers who have made my experience an exciting and enjoyable one. I would therefore like to thank all those at the University of Liverpool who made my time here studying languages an unforgettable experience for which I will always be grateful!

Julia

Julia and her trusty Italian vespa

Why do Germans call our bread ‘Toast’?! What is their bread and sausage obsession about? How do Germans feel about British queues?

Tags

, ,

Franziska Schmidt, one of MLC’s honorary associates in German, has recently started writing a blog about English/German cultural differences, in which she highlights the importance of embracing not only the language of a nation, but its food, music and customs as well. Franziska’s blog is written in both German and English, so both English- and German-speaking readers have the chance to understand each other’s oddities. Here, Franziska gives us a taster of what her blog is about.

Having lived in Liverpool for nearly 14 months (note the German preciseness), I have been asked questions about Germans calling bread ‘toast’, about German sausages, and about German attitudes to queuing on several occasions. While teaching German courses for Continuing Education, more and more questions about German oddities arose, differences between German and English customs were discussed, and I realised that language learning is a lot more than just studying grammar and vocabulary.

 

Fraziska[2]

German barbecue, including those famous (and delicious) German sausages

When you move to a country, you usually know about some common stereotypes: British people love to talk about the weather; they drink black tea with milk; they are champions in queuing. On the other hand, Germans are direct and precise; they love bread and sausages; they lack politeness and the ability to partake in small talk.

Of course, nobody really wants to admit to being a stereotypical Brit or German. Yet, let’s be honest: stereotypes do not just appear out of thin air. Some of them can ring true.

Comparing my manners to British ones, wondering about how and why things are done differently here, and experiencing British life in all its facets not only improved my understanding of British culture, but my understanding of German culture as well. Yes – I am German. I am punctual, I miss German summers and winters, I plan my days very efficiently and I write text messages that read ‘Shall we meet at 2:25pm?’ and ‘I am on my way. Will be there in 7 minutes!’ And I am proud of it! By embracing English culture, I learned to embrace my own one. To truly understand a nation and to develop a feeling for the language, one needs to embrace its culture – that includes trying different foods, listening to the local radio station, talking to local people, and even adopting their behaviours.

For these reasons, I decided to start a blog about ‘Denglish’ oddities and culture in both English and German. Whether you are a Brit learning German, or a German living in the UK (and so you are missing baking with Vanillinzucker and Brezeln und richtige Brötchen for breakfast), or just an individual who is wondering about cultural understanding in general, please read my blog and comment and ask questions!

Fraziska[1]

Laugenbrötchen und Brezeln

You will find a German perspective on English culture, German recipes, tips to improve your language, recommendations of German and British food, websites, TV series and more. My blog aims to help both English and German readers learn something about one another, to widen their understanding of other cultures, and to see and embrace the wonders of cultural difference.

You can read the blog at feelforlanguage.blogspot.co.uk.

Fraziska[3]

Homemade German bread

Valentina Podda recounts Liverpool experiences

Tags

In the second semester of the current academic year, MLC welcomed Valentina Podda, who worked as a Teaching Assistant in Italian. In this short blog, Valentina recounts her experiences of the department and of Liverpool in general.

Valentina

Valentina (first from left) with students of Italian

Ciao! I am Valentina Podda, I am 25 years old and I come from Padua. Thanks to the Erasmus Plus Traineeship Programme, I am currently doing an internship in the Department of Modern Languages at the University of Liverpool, as an Italian Language Assistant.

I have an MA in History from the University of Padua. I graduated with honours with a dissertation on the Fascist Party in Padua, my hometown. Despite the fact that my professional education did not involve a language-related component, the staff at the University of Liverpool gave me the opportunity to live this international experience, which is proving to be extremely enriching professionally, socially and culturally, and of course, it is giving me the possibility to improve my English.

Since I started my Classical Studies, I have always been attracted to a career in academia and now I have the opportunity to learn how to teach Italian as a foreign language and to implement what I have learnt in my classes.

Through following the work of my colleagues at Liverpool, Rosalba Biasini and Federica Sturani, and by designing and teaching Italian language classes, I have been able, for the first time, to enjoy University life as a teacher and not as a student.

Valentina [2]

Valentina enjoying Liverpool’s culinary delights

Thanks to this international experience, I am improving my language skills day by day, growing professionally and getting to know many amazing people. From the Italian tutors to the students, everyone has made me feel at home.

Furthermore, living in Liverpool, I had  the possibility to discover a different side of the UK, which is quite unlike the tourist-centred hustle and bustle of London for example. Despite the typical English weather, Liverpool is a lovely, welcoming and multicultural city, and it captured my heart.

Having come to the end of this incredible path abroad, I would like to thank the Italian teaching team for having given me this opportunity.

I leave hopeful that we will meet again in the future.

Student profiles: ex ab initio Italian

Tags

We continue today with our series of posts profiling MLC students who started learning a language as complete beginners and who are now in their final year. This time, we meet Yolanda Sanchez, who is taking a BA in Hispanic Studies and Italian. In this short blog, Yolanda tells us about the challenges and successes of learning Italian from scratch.

Yolanda Sanchez

Studying Italian from scratch at the University of Liverpool has been an experience that I will forever cherish. I remember sitting in my first beginner’s Italian class feeling excited, yet overwhelmed – how would I be able to master such a beautiful language in just four short years, when I only knew how to say ‘ciao’, ‘pizza’ and ‘gelato’?!

The course consisted of language classes, along with film, politics, history, and linguistics modules, allowing me to learn not only how to speak the language but also to delve into the world of Italian culture. The beauty of learning Italian at Liverpool is that the class sizes are so small that you develop a close relationship with classmates and lecturers in an intimate learning environment, and I can wholeheartedly say that I have made friendships that will last a lifetime. The department is made up of a passionate, close-knit community, and often hosts events for students, staff, and guests, such as film screenings, meals, and workshops. There is never a dull moment!

As I also study Spanish, I was lucky enough to spend the first semester of my year abroad in Alicante, Spain, before moving to the beautiful island of Sicily for five months. There, at the University of Palermo, I studied modules such as the History of Medieval Sicily, English-Italian translation, and the History of Medieval Philosophy, which were certainly challenging, but now I can talk for hours about history and philosophy in Italian! Doing an Erasmus placement was a great option for me, as it allowed me to make friends from all over the world, speak and write in Italian, and have free time to explore. I feel incredibly lucky to have spent a semester in such a beautiful place; Sicily is a unique island that is full of history, art, music, sun, and of course, great food! Thank you to the Italian department and the University of Liverpool for the four most wonderful years of my life. A dopo!

Yolanda[3]

Piazza della Vergogna, my favourite place in Palermo

Ana Almeida contributes to edited volume on innovative university language teaching

Tags

, ,

Ana Bela Almeida, Lecturer in Portuguese, has co-authored an article on the benefits of language teaching through literature with Dr Idoya Puig of Manchester Metropolitan University. The chapter is part of the volume Innovative language teaching and learning at university: enhancing employability, published by Research-publishing.net.

In their chapter, Ana Bela and Idoya focus on how teaching language through literature can have an important role in the development of specific employability skills, as it develops not only purely linguistic abilities, but also helps foster other soft skills such as intercultural awareness, problem-solving abilities and critical thinking.

The chapter is the latest output from the international research network “Litinclass” (Literature in the Foreign Language Class), co-funded and run by Ana Bela. This project was created with a view to exploring and sharing ideas on the numerous skills and benefits that can be derived from language learning through literature. More information on the project can be found at the Litinclass website. Ana has been putting this pedagogical approach into practice in her Portuguese language classes, with very positive learning results and feedback from her students.

Ana and Idoya are continuing their collaboration on this research project, and are currently creating teaching activities that will soon be available on the Litinclass website.

Litinclass

Student profiles: ex ab initio Italian

Tags

Following on from our series of posts profiling ex ab initio German students, we turn to meeting MLC students who started learning Italian as complete beginners and who are now in their final year. Our first blogger is Bethany Keegan, who is taking a BA in Modern European Languages and tells us about her experiences of learning Italian from scratch.

Bethany Keegan

Choosing to study Italian from beginner’s level at the University of Liverpool was one of the best decisions I’ve ever made. Having already studied French and Spanish for both GCSE and A Level, the opportunity to take up a third language from scratch was a no-brainer. Many criticised my decision, stating that it would be too difficult and that it would be impossible to reach a good standard by the time I graduated. Now, with only a few weeks left until I finish my degree, I am certain that I have proved them all wrong. In the short space of four years I have gone from not understanding a word of Italian, to it being my strongest language.

Bethany Keegan

Eating pizza in Naples!

The Italian lecturers at the University of Liverpool give constant support to their students and it is thanks to them that I have reached such a high standard. My Italian classes are the most enjoyable and have truly been the best part of my years at University – I will be sad to leave such a wonderful learning environment. The Year Abroad also obviously played an integral role in my language development. I spent 6 months studying in Padua, which is situated about half an hour away from Venice. It was challenging moving to a different country, but “living the language” enabled me to fully immerse myself in the wonderful Italian culture whilst developing my Italian skills. Fortunately, my Italian adventure isn’t over yet, as I’m off to Italy to teach English from September. Thanks to all those who made my time here such an enjoyable one!

 

Graduate profile: Louise Clare

Tags

It’s been a while since the MLC blog published one of our graduate profiles, so today we catch up with Louise Clare, who graduated from Liverpool in 2013 and 2014.

Map (2)

I graduated from the University of Liverpool in 2013 with a BA Honours Degree in History and Modern Language Studies, specializing in Spanish. I followed this up with an MA in Twentieth Century History, also at the University of Liverpool, which I completed in 2014. Deciding to gain some teaching experience, I then obtained a PGCE in Secondary History from the University of Chester.

Part of my BA dissertation focused on Margaret Thatcher’s role in the ending of the Cold War, leading to me becoming more interested in her premierships and so, for my MA dissertation, I investigated the motivations and reactions of the powers involved in the Falklands War; this involved me assessing both English and Spanish language sources.

Whilst carrying out research for my MA dissertation, I noticed a gap in the research, and not only had little analysis been conducted of Spanish language sources by historians, thus leading to imbalance, but there had been very little or no examination of the influence of the media on the decisions made. I also noticed how the differing cultural backdrops influenced the parties involved, and often at times led to fatal misunderstandings.

 

The Sun (2)

Linguistic and cultural differences, as seen through examples of the front pages of two newspapers: The Sun (above), and the Venezuelan newspaper Tal Cual (left)

I am currently a Ph.D History candidate at the University of Manchester and my thesis title is: ‘Transnational and cultural comparisons of those involved in the Falklands War’. My thesis investigates the media reporting, impact and lasting influence of the Falklands/Malvinas conflict in 1982 between the UK and Argentina, and the influence of the differing national cultures.

TAL CUAL 30-4-82 (2)

Studying Spanish at Liverpool enabled me to examine both English and Spanish language sources for my MA research and, most recently, it has provided me with the opportunity to offer an interdisciplinary approach for my Ph.D research, which involves analysing English and Spanish language print and televised media during the Falklands/Malvinas War. Studying Spanish also helped me to expand my knowledge of Hispanic culture and history, which is also integral to my thesis.