Last month saw the launch of our virtual book club with an episode in Russian.
This month, we’ve moved on to discuss an extract of a text written in French. This episode focuses on a passage from Suzanne Dracius’s La Virago. Dracius is an author and playwright who was born in the Caribbean island of Martinique, which is a French overseas territory. Dracisu grew up on the outskirts of Paris, and her writing draws on her dual heritage as both Caribbean and French.
Watch as Dr Vanessa Lee guides some undergraduates through a discussion of gender assumptions, narrative suspense, and reader expectations in this text, touching on details like the use of tenses and imagery. To receive a copy of the text, as well as future book club updates, email us at email@example.com with your name and school.
This post was written by Sarah Wadsworth, a first-year Spanish & Arabic student at St Anne’s College.
“What’s the hardest thing about studying Golden Age Spanish?” my friend says, repeating the question I asked her, pretending to think. She laughs. “The fact that all the words sound the same. They all begin with ‘al’!”
Gross overestimation it undoubtedly is, but in considering the lexicon of just one Spanish text – in this case, Cervantes’ novela Rinconete y Cortadillo – I can see where she’s coming from. Words like ‘almojarifazgo’, ‘alcabala’ and ‘almofía’ abound even in this short story that we study in first year. It’s something we have both noticed, the prevalence of a little syllable which in turn speaks to a wider history of language transference.
For almost 800 years, there was Arabic social and cultural hegemony from Andalusia to Toledo and even into southern France at the Moorish empire’s peak in the 8th century. Though the Reconquista (‘Reconquest’) would eventually return power to the Catholic monarchs with the surrender of Granada in 1492, the effects of centuries of linguistic transference were already evident, a consequence of history that still echoes in so many Spanish words. The influence of Arabic is visible both in the esoteric terms mentioned above and in more vernacular language, as is demonstrated by the Spanish word “hasta” (meaning “until”) and its Arabic cognate “حَتَّى” or “ḥatta”. The place names Andalucía and Almería are also of Arabic origin; they are just two of the hundreds of Arabic names for various regions, cities, towns and villages across the Iberian Peninsula.
From the Moorish characters of numerous Spanish ballads to the magnificent architecture of the Alhambra, it is a past that continues to resonate in both Spanish literature and the language itself. But the modern twist on the tale? Given the emigration of Arabic speakers to Latin America from the 19th century onwards, there are now significant Middle Eastern communities in the New World too, like that in the Colombian city of Barranquilla. There are those with roots in both cultures who have risen to fame – the singer Shakira is just one notable example. The linguistic connections between Arabic and Spanish seem as potent today as they were more than 600 years ago.
This post was written by Emma Gilpin, a third-year French and German student at Oriel College.
One of the most important elements of a modern languages degree is the year abroad. It’s not something you are generally thinking about when you’re first applying to university and it’s all so far into the future but it certainly comes around quickly! I am a third-year student of French and German at Oriel and I am currently on my year abroad, working as a languages assistant in Cologne, Germany.
Lots of people choose to be languages assistants when they are planning their year abroad because, honestly, it’s such a great option! There are lots of possibilities available when you start planning how you want to spend the third year of your course, especially if you are studying two languages. I personally thought it would be great to be a languages assistant in Germany for 6 months as it would leave me plenty of time to spend in France later in the year (writing lots of CVs and job applications turned out to be a great way to keep up with my French!) I also wanted to spend a little more time in Germany as I have always found German a bit more difficult than French, but I have improved lots and am now hoping I still remember how to speak French!
The great thing about the year abroad is that you have so much freedom to choose what you want to do, whether you want to be studying or working, as well as the freedom to live where you want to, travel, meet new people and learn new skills. At times, it can be hard being away from home but there is plenty to keep me busy. Working in a school is a lot of fun and I often feel like I am learning as much from the students as they are learning from me! Not having to work on weekends is also a revelation after 2 years studying at Oxford so I have enjoyed exploring Cologne, travelling to new places and making sure never to miss out on opportunities to try new food (it’s all part of the cultural experience).
I feel really grateful to have this opportunity as part of my degree (how cool is it that chatting to my flatmates basically counts as work here?) and have not only learned lots of German but other skills too, like how to find a flat to live in for 6 months, how to navigate the tram system in a foreign country and how to teach a class of rowdy year 8s about a topic I’ve never read about- I’m hoping finals will be a breeze after that!
Last month, the Modern Languages Faculty at Oxford launched our virtual book club. For all you bookworms out there, this is a chance to engage more with literature beyond your school curriculum, and in languages other than English.
Each month we will focus on a different language but will always provide the text in translation, as well as in the original language. At the start of the month, we will circulate the texts chosen, which will be poems or short prose extracts, by email. At the end of the month we will upload a video discussion of the text with some of our academics and undergraduates.
The first episode focussed on a passage from the Russian novel The Naked Year, by Boris Pilnyak. It is available below. To receive a copy of the text or to sign up for future episodes, email us at firstname.lastname@example.org with your name and school.
A blog for students and teachers of Years 11 to 13, and anyone else with an interest in Modern Foreign Languages and Cultures, written by the staff and students of Oxford University. Updated every Wednesday!
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