Happy Wednesday all! After some technical difficulties last week (apologies if anyone had issues accessing the blog), we’re back with a couple of reminders about upcoming events for (prospective) Modern Languages students… have a read below!
N.B. The deadlines for applying/registering for these opportunities/events fall within the next week, so don’t hesitate to sign up now!
Wadham College’s Modern Languages Summer School
A Summer School class at Wadham College, 2022
When: Monday 21st August – Friday 25th August 2023
Where: Wadham College, Oxford
What: Summer Schools are designed to give UK pupils studying in Year 12 a taste of what it’s like to be an undergraduate studying at the University of Oxford. Pupils will take part in an academic programme, live in College, meet student ambassadors studying at Oxford, and receive information, advice and guidance on applying to university.
Who: Year 12 French, German, and Spanish students from UK state schools
More information: You can find more information here and email the Wadham Access Team at access@wadham.ox.ac.uk with any questions.
Modern Languages Open Day
Modern Languages Open Day 2022 photo (c) John Cairns
When: Saturday 13th May 2023, 10.30am-4pm
Where: Examination Schools, 75-81 High Street, Oxford
What: Our Modern Languages Open Day will offer an overview of our Modern Languages courses and a general Q&A for prospective students in the morning, with individual language sessions and a parents’/guardians’/teachers’ Q&A session occurring in the afternoon.
Who: The Open Day is aimed primarily at Year 12 students and their parents/guardians/teachers, but Year 11 students who are starting to think about university study are equally welcome to attend.
How to register: Booking for this event is compulsory – you can register your attendance here.
Deadline to register: Bookings will close at midnight on Wednesday 10th May 2023.
Calling all Year 12 French, German, and Spanish students from UK state schools – an exciting opportunity awaits!
Wadham College are running their annual Modern Languages Summer School in Oxford from Monday 21st August – Friday 25th August 2023 . This is a wonderful opportunity for Year 12 students who are interested in pursuing a degree in languages to get a feel for life at university and at Oxford more specifically.
A Summer School class at Wadham College, 2022
Pupils will engage in a seminar series led by Wadham’s language tutors, including language classes in their selected language of study (French, German, or Spanish) with opportunities to try other languages as beginners (including German, Portuguese, and Russian). Students will complete an assignment on a main topic with feedback from tutors. Pupils will also be able to receive support from current undergraduates and from the College on making successful applications to top universities.
Why attend a summer school?
Summer Schools are designed to give UK pupils studying in Year 12 a taste of what it’s like to be an undergraduate studying at the University of Oxford. Pupils will take part in an academic programme, live in College, meet student ambassadors studying at Oxford, and receive information, advice and guidance on applying to university.
Summer Schools are completely free. Accommodation and meals are provided by the College. Wadham will also provide financial support to pupils to cover their travel costs.
Wadham College is delighted to be able to run these events in-person allowing participants the best experience of life at the university. The feedback from last year’s Summer Schools was hugely positive with over a third of participants subsequently securing offers to study at the university.
After the summer school I am much more confident that I would fit in at Oxford and feel like I am more ready to move away from home
– Summer School participant, 2022
If you are interested, please apply here by the deadline of 5pm on Friday 5th May 2023. You can email the Wadham Access Team at access@wadham.ox.ac.uk with any questions.
With just over one week to go until the deadline, there’s still a chance to enter our Flash Fiction Competitions in French and/or Spanish – don’t miss out on your chance to win £100! A reminder of the competition details and how you can enter can be found below…
Photo by Aaron Burden on Unsplash
What is Flash Fiction?
We’re looking for a complete story, written in French or Spanish, using no more than 100 words.
What are the judges looking for?
Our judging panel of academics will be looking for imagination and narrative flair, as well as linguistic ability and accuracy. Your use of French or Spanish will be considered in the context of your age and year group: in other words, we will not expect younger pupils to compete against older pupils linguistically. For inspiration, you can read last year’s winning entries for French here, and for Spanish here.
What do I win?
The judges will award a top prize of £100, as well as prizes of £25 to a maximum of two runners up, in each category. Certificates will also be awarded to pupils who have been highly commended by our judges. Results as well as the winning, runner up, and highly commended stories will be published on this blog, if entrants give us permission to do so.
How do I enter?
You can submit your story via our online forms at the links below. This year, in response to the amazing number of entries we received last year, we have expanded the competition to include a third age category!
Click on the links to be taken to the correct submission form for your age/year group.
You may only submit one story per language but you are welcome to submit one story in French AND one story in Spanish if you would like to. Your submission should be uploaded as a Word document or PDF.
The deadline for submissions is noon on Friday 31st March 2023.
Please note that, because of GDPR, teachers cannot enter on their students’ behalf: students must submit their entries themselves.
If you have any questions, please email us at schools.liaison@mod-langs.ox.ac.uk.
In this week’s blog post, current French and Linguistics student, Josh Winfield, talks about his time in Montreal, a trip funded by his college. Over to you, Josh!
Photo by Josh Winfield
In March 2022, I was lucky enough to secure a travel grant from my college (St Hilda’s) to go to Montreal for 10 days. This blog aims to recount: what I found in Montreal, both from a touristic and student point of view; why I would recommend Montreal as a potential location for the year abroad; and to explore how Oxford colleges can help with course-related study trips.
If you were to look at the last ten years’ worth of year abroad archives, you would not be blamed for thinking that France is the only option for this exciting part of your degree course. When writing this blog, there were only a few students in the archives who had gone elsewhere. Whilst France is the potential obvious choice, considering its proximity to the UK, and the focus of French language courses on metropole French, I will aim to highlight some of the many advantages of Montreal as the location for your year abroad, or at least to inspire you to travel there as a student of French!
I have been interested in the French speaking region of Canada for a long time, particularly Quebec, using the question over its sovereignty as the focus of my Independent Research Project for my A-level French exam. However, I had never had the opportunity to actually visit it. When I started my course, I was shown the extensive list of bursaries that Oxford students could be eligible for, and as one of these, the travel grant (which is not just a Hilda’s thing, many colleges offer travel grants1) This generous funding allowed me to journey to Montreal, and paid for my accommodation. There are many funds available for undergraduates, with different colleges having differing amounts available, but for course-related travel, a well thought-out application is normally quite successful.
The language of the region
The breath-taking interior of the Notre-Dame Basilica. Photo by Josh Winfield.
This is obviously one of the most important factors in the choice of the year abroad location, especially how much you are able to use it and learn.
Montreal, and the broader Quebec region are quite unique in the fact that they are both officially bilingual. And, whilst the news and nationalist politicians might make you believe that the speaking of English is minimal here, this is contrary to my experience, in fact the city operates as a melting pot for both French and English communication. 26%2 of the Montreal population acquired neither French nor English as their maternal language, and both Spanish and Chinese are commonly spoken here, making French a lingua franca amongst speakers. This phenomenon means that it is very easy to use French in day to day life, and that there is no presupposition as to which language you are going to speak. When I was there myself, at least 80% of the time I was greeted in French and spoken to in French as if I was a native speaker. This makes it very accessible for learners, and gives you the confidence to use the language more often.
Furthermore, the dialect in Quebec is very interesting (particularly for me as a Linguistics student too!). The accent is not only different to the standard metropole French in terms of pronunciation and slight lexical differences, but it is also not unusual to hear (even native French speakers) switch from French to English in a sentence for certain words, and even phrases. Despite the difference, after a few days there (and some YouTube videos) I got used to this, and didn’t have any trouble understanding people.
Worth considering too, is that the written language is almost exactly the same, making signs and menus easy to read for French students. What I have just discussed about the language may be off putting to some people , particularly the presence of English, but as a student with a disability myself, I am comforted by the fact that in a worst case scenario, doctors, hospital staff, and the majority of the public speak and can understand English. (Plus all the visa applications can be in English which is a huge bonus!)
The atmosphereof the city
One of the many green (or white!) spaces in the city. Photo by Josh Winfield.
Despite the fact that the city was just resurfacing from years of strict COVID regulations when I visited, the city life was still vibrant. There is a plethora of restaurants, night-time activities, sights to see and museums. At every turn there is something historically fascinating to see, an amazing piece of architecture, or just natural beauty. With a thriving Chinatown, Little Italy, Little Portugal and International Quarter, Montreal defends its position as one of the most diverse cities in Canada.
The city is passionate about inclusion and diversity3, and feels very safe, with the Economist naming it the 4th safest city in North America4. There is also a large Gay Village, which hosts many aspects of LGBTQ+ life, including Drag Shows and Montreal Pride. As well as the city life, or is worth mentioning that Montreal has some beautiful natural areas. In the centre of the downtown, Mont Royal (the city’s namesake) occupies a near 700 acre park, boasting beautiful views of the entire city. All around the city there are green areas, allowing you a break from the city feel of Montreal.
Travel and pricing
City view from Mont Royal. Photo by Josh Winfield.
Inner city travel in Montreal is cheap, easy and fast. Operating on three lines, the majority of the city is only 15 minutes away from a metro stop. For a one way journey it was (when I visited) $1.60, $3 for a return. The metros are clean, open and easy to use. I used it the whole time I was there, and found it easier than the tube in London. In more general terms about cost of living, the city is of equivalent cost to Oxford and London pricing. However, when you take into consideration the exchange rate, the cost of living is not necessarily something to put you off (I also did live like a tourist for my time here – residential areas will no doubt be cheaper). With a student visa, most people are allowed to work up to 20 hours whilst studying which can help with the cost of your time there.
Final thoughts
In conclusion, with three excellent universities5, a welcoming accessible environment to speak and learn French, and an exciting and different city life, why not consider Montreal for at least part of your year abroad (or perhaps a shorter trip with a travel grant!).
Rather than racing to get their cards in the post in time for Christmas, the French more often send Cartes de vœux, literally ‘cards of wishes’. These can be written until January 31 and will typically express the writer’s hope that the recipient might enjoy health, prosperity and happiness in the year which has just started. This tradition goes back a long way as a note from tragic queen Marie Antoinette, who was guillotined in 1793 in Paris at the age of 38, demonstrates.
The brief letter is held in the library at Bergamo (Biblioteca Angelo Mai) and addressed to Giovanni Andrea Archetti (1731-1805), an Italian priest who was made a cardinal in 1784. [1]
Here is a transcription of the letter. Despite the calligraphic flourishes, it is relatively legible as the close-up shows.
Mon Cousin. Je suis si persuadée de votre attachement à ma personne, que je ne doute pas de la sincerité des vœux que vous formés pour ma satisfaction au Commencement de cette Année, les expressions dont vous les accompagnés sont pour moi un motif de plus de vous rassurer de toute l’Estime que je fais de vous. Sur ce je prie Dieu qu’il vous ait mon cousin en sa S[ain]te et digne garde. écrit à Versailles. Le 31. Janvier 1787. Marie Antoinette
There are few differences with the way we would write things. An accent is missing on ‘sincérité’, there is a capital on the name of the month (which is now considered incorrect in French) and, more importantly, the polite ‘vous’ forms of first group verbs, ‘former’ and ‘accompagner’ are here spelled with an ‘-és’ ending rather than the ‘ez’ we would expect. You may also have noticed the full stop after ‘31’ which was a way of transforming the cardinal number into an ordinal number (the equivalent of 31st). Whilst the practice has disappeared from modern French usage, you will find it in German. The signature makes it look as though the final ‘e’ of ‘Antoinette’ has been swallowed into the ‘tt’.
If you compare the transcription with the photograph of the whole page, you will observe different things even before you look at the meaning of the message: it is written on a very large sheet of paper of which the text only occupies about one third; there are slits down the side of the sheet; a strange seal hangs off an appended strip of paper; you can spot the handwriting of three different people. What explains these surprising aspects?
Paper was a luxury commodity in 18th-century Europe and there was a lot of re-using of scraps. Here, the choice of a sheet much larger than would be necessary for the length of the text is a clear sign of wealth. Unlike most of the inhabitants of France, the queen did not have to worry about waste or expense. In addition, a large sheet rather than a smaller one honoured the recipient: it meant he was being treated with the respect owed to an eminent person. The strange folds and the slits down the side (by the blue-gloved fingers on the first picture and along the opposite edge), as well as the paper-encrusted seal, show that this missive would have been sent with a removable lock. The sealing wax pressed between two sides of paper to ensure it would not get broken is on the strip which served as a lock. This was part of a ceremonial practice again intended to make the document seem important but without including a proper seal. Because of the lack of confidential information on the one hand, but also the important diplomatic value of a letter from the queen of France, a particular closing process was adopted. It allowed for the missive to be opened without breaking the seal—rather like when we tuck the flap in to an envelope rather than sticking it down. The French refer to a seal which does not have to be broken for the letter to be opened as a ‘cachet volant’ or ‘flying seal’. You can discover how it would have been prepared in an excellent video about a similar letter from Marie Antoinette to a different cardinal:
As you will notice if you watch the video, once the single sheet had been folded and sealed, it would have looked a bit like a modern envelope with the addressee’s name on it. No street or town address was included because it would have been entrusted to a courier and delivered by hand.
The letter was written by a secretary, almost certainly a man, who had clear bold and ornate handwriting. You can see a change of ink when you get to the signature. Marie Antoinette is the French version of the names Maria Antonia which the future queen of France had been given at her christening in Vienna in 1755. The third person to have intervened also simply signed. This was Jacques Mathieu Augeard, the ‘secrétaire des commandements de la reine’ who was an important court official and would have ensured the letters were duly sent off to the right people. Clearly, this is not a personal letter addressed by Marie Antoinette to cardinal Archetti, but a formal stock message prepared in her name. She may well not even have read the text before it was signed.
What do the contents of the letter tell us? The first thing to note is that the queen calls the cardinal ‘Mon Cousin’. They were not related. This was a conventional courtesy used between people of a certain rank. The missive is clearly an answer to a letter received from Archetti who had sent his own best wishes—it refers to ‘la sincérité des vœux que vous formez’ and ‘les expressions dont vous les accompagnez’ (modernised spelling). It ends with a pious formula hoping that God will watch over the cardinal. The date of 31 January, the last one on which such wishes could be sent, was usual for the royal family. It bears witness to the eminence of the signatory who has not initiated the correspondence but is providing a response.
We are documenting Marie Antoinette’s letters as part of a project with the Château de Versailles’ CRCV research centre. Oxford student Tess Eastgate is one of the participants thanks to her AHRC-funded Oxford-Open-Cambridge Doctoral Training Partnership. Tess is working on weighty political exchanges from the revolutionary period which are quite unlike the message presented here.
To the casual reader, it might seem disappointing to come across a letter like the one to Archetti, with so little personal content, it is in fact very useful for us to have it. It documents the formal relations between the French monarchs and the Catholic hierarchy. It suggests that there may be other similar missives addressed to different dignitaries across the world (examples of ones to cardinals Boncompagni Ludovisi and Borgia have been located) [2] so, if you are anywhere near archive holdings, take a look at what they have. Who knows, you may even come across seasonal greetings to a cardinal from the Queen of France!
Written by Catriona Seth, Marshal Foch Professor of French Literature All Souls College, Oxford
[1] Library reference: Autografi MMB 938-945 Faldone A 2) REGINA MARIA ANTONIETTA DI FRANCIA Lettera con firma autografa da Versailles in data 31 gennaio 1787 portante il sigillo reale diretta al Cardinale Archetti (in francese). My thanks to Dottoressa Maria Elisabetta Manca and the staff at the Bibliotheca Angelo Mai.
We’re delighted to announce that applications for UNIQ 2023 are now open until Monday 23 January!
What is UNIQ?
UNIQ is Oxford University’s flagship outreach programme for Year 12 students at UK state schools/colleges. It is completelyfree and prioritises places for students with good grades from backgrounds that are under-represented at Oxford and other universities.
UNIQ 2023 offers an online support programme starting in April, academic courses and an in-person residential in Oxford over the summer, followed by university admissions support in August to December.
During the summer residential, students have the opportunity to experience life as an Oxford undergraduate by staying in an Oxford college and exploring the city for themselves. They will also get to know some of our Oxford undergraduates and work with our academics in face to face lectures and tutorials.
What does this look like for Modern Languages?
For Modern Languages, there will be courses available for Spanish, French, and German. All three courses enable students to explore the language, literature, theatre, film, and linguistics of each discipline, while also providing the opportunity to have a taster of other European languages at a beginners’ level.
Our aim is to give students a taste of what it is really like to study Modern Languages at Oxford, and to provide a sense of the breadth of our courses – including several of the languages you can study here as a beginner.
What are the benefits?
Throughout the UNIQ programme, students will explore subjects they love and gain a real insight into Oxford life, helping them to prepare for university, and decide what is right for them. UNIQ also enables students with similar interests in local regions and across the UK to connect with each other through social and academic activities.
Most UNIQ students go on to apply to the University of Oxford and they also get help to prepare for our admissions tests and interviews. Consequently, UNIQ participants are more likely to make successful applications to Oxford.
Comments from previous UNIQ participants
How do I apply?
We welcome applications from:
Year 12 students from England and Wales, in the first year of A level studies or equivalent
Year 13 students from Northern Ireland, in the first year of A level studies or equivalent
S5 students from Scotland, studying Highers or equivalent
The online application process is quick and easy – it only takes 10 minutes! – and can be completed via the UNIQ website. Applications close on Monday 23 January at 11pm.
As UNIQ is an access programme, admission to UNIQ 2023 will be based on a range of criteria that relate to students’ academic potential and socio-economic background. You can read more about this here.
Happy New Year everyone! We hope you had a wonderful and restful break over the festive period.
We’re delighted to announce the return of our ever-popular French and Spanish Flash Fiction competitions for secondary school pupils. If you are learning French and/or Spanish in Years 7-13, you are invited to send us a *very* short story to be in with a chance of winning up to £100. Read on to find out more…
Photo by Florian Klauer on Unsplash
What is Flash Fiction?
We’re looking for a complete story, written in French or Spanish, using no more than 100 words.
Did you know that the shortest story in Spanish is only seven words long?
Cuando despertó, el dinosaurio todavía estaba allí. (When he woke up, the dinosaur was still there.)
– Augusto Monterroso Bonilla (1921-2003)
What are the judges looking for?
Our judging panel of academics will be looking for imagination and narrative flair, as well as linguistic ability and accuracy. Your use of French or Spanish will be considered in the context of your age and year group: in other words, we will not expect younger pupils to compete against older pupils linguistically. For inspiration, you can read last year’s winning entries for French here, and for Spanish here.
What do I win?
The judges will award a top prize of £100, as well as prizes of £25 to a maximum of two runners up, in each category. Certificates will also be awarded to pupils who have been highly commended by our judges. Results as well as the winning, runner up, and highly commended stories will be published on this blog, if entrants give us permission to do so.
How do I enter?
You can submit your story via our online forms at the links below. This year, in response to the amazing number of entries we received last year, we have expanded the competition to include a third age category!
Click on the links to be taken to the correct submission form for your age/year group.
You may only submit one story per language but you are welcome to submit one story in French AND one story in Spanish if you would like to. Your submission should be uploaded as a Word document or PDF.
The deadline for submissions is noon on Friday 31st March 2023.
Please note that, because of GDPR, teachers cannot enter on their students’ behalf: students must submit their entries themselves.
If you have any questions, please email us at schools.liaison@mod-langs.ox.ac.uk.
In this week’s blog post, first year French and Modern Greek student at St Peter’s College, Reuben, shares his experiences of starting his course at Oxford and how closely they matched his expectations. Over to you, Reuben!
After a year out of education to decide what I really wanted to study, I could not wait to begin my dream degree course at the University of Oxford. How has the degree lived up to my expectations however? What is the first term studying languages really like? Read on to find out.
Hello readers. My name is Reuben Constantine, I’m a student ambassador for the Faculty of Modern Languages and a first year student of French and Modern Greek at St Peter’s College. I am now at the end of my first term in Oxford and in this article, I intend to compare my expectations of study here with the realities I have experienced.
I will provide first of all some context so you can better understand my situation in relation to my experience at the university. For my A-Levels, I studied Biology, Chemistry and French. An ‘eclectic mix’ I have been told, and a mix of subjects which left me unsure of what to pursue post-18. For various reasons I decided to take a ‘gap year’ in which I would decide what I was going to do. University was a possibility, but I was unsure of which subject to study. I had enjoyed biology and chemistry, and many people told me I should pursue a career in the medical sector.
I had, however, another passion which seemed to be pulling me – languages. During my studies of French, I fell in love with not only the French language but the process of language learning itself. I had plenty of free time during lockdown and so decided to begin teaching myself a second and eventually a third foreign language. By the end of my gap year I could confidently converse in French, Modern Greek, Spanish, Italian and even German. I was totally addicted to language learning and so (with the encouragement of some friends who had noticed my apparent enthusiasm) I decided to follow this newfound passion and study languages at university. Which university would I choose? My dream was Oxford: a university with a great reputation and the only university that offered a degree in my favourite language, Modern Greek.
I must admit however that it seemed a long shot. I had not studied any essay subjects for A-Level and I had heard that Oxford degrees were very literature-focused. Would I be the sort of student they were looking for? Nonetheless I was convinced that this is what I wanted to do, and couldn’t believe my luck when I found out I had been offered a place!
How has my first month been then? Frankly, it has been fantastic. However I must admit, it hasn’t been how I necessarily expected.
What elements have I enjoyed most about study here in Oxford? First of all, the professors are experts in their subject areas and it is a real privilege to be taught by them – especially in the ‘tutorial system’ which allows for very small class sizes. I have been immensely satisfied with the number of contact hours I receive weekly. On an average week I will spend 12-15 hours in lectures, language classes and tutorials. This means that the timetable is nicely structured and I feel like the professors really care about me and my progress. This contrasts with the experience of some of my friends who study languages in other institutions who receive very few contact hours and are often left to their own devices. At the same time, for a language lover like myself this number of hours does not feel overwhelming and I am comfortably able to support the workload (typically with 1 or 2 essays and 1 translation to do outside of lessons per week).
I must admit, however, I have been surprised by the approach to literature. As mentioned, I was aware that literature constituted a large part of the degree but I was still not quite prepared for this. The texts we examine in are often very thought provoking, but I was quite shocked to find out that the essays we write about these texts are in English and I have sometimes been left feeling as if I were studying a degree in ‘English Literature’. The focus seems to be more what certain writers thought about certain issues rather than the language in which it is written. I can’t say that this isn’t interesting and I know that many of my fellow students love this aspect of the degree. However, for me personally the essays written in English (about French theatre for example) have at times seemed quite distant from my love for languages themselves.
I acknowledge, however, that culture and language are inseparable; a good understanding of societal issues in the lands where the language is spoken is vital to truly master a language. Moreover, in subsequent terms and years, students have greater control over their modules and papers and are thus able to focus their study onto the aspects which are more interesting to them. For me this may well include the linguistics and evolution of the language with lesser focus on literature but time will tell.
Is an Oxford Modern Languages degree for you? If your only goal is to become fluent in a foreign language, then I would think again. This can be achieved without needing to invest in a university degree. Oxford language degrees feature much more than language acquisition itself.
However: If you really love the culture and literature of the languages you wish to study, then Oxford may indeed be for you. The resources available in the libraries and support from tutors make it one of the best places in the world to study. If you want a timetable packed with classes and lectures from tutors who’re often experts in their field, then once again, this may be the degree for you. Be prepared however for doors to be opened to various avenues that you may be surprised to see feature in a ‘modern languages’ degree (such as theatre or poetry).
To conclude, I must add that my experience of student life has been fantastic: it is easy to get involved in a range of extracurricular activities from sports to societies, and I have already formed many treasured friendships. I enjoy every day living here and I am learning a great number of things, even if not all of them are directly related to ‘languages’ as I had imagined. I am extremely grateful to the university for the opportunity to study here and cannot wait for the coming months and years.
A huge thank you to Reuben for those invaluable insights into starting a Modern Languages degree course here at Oxford, and the ways in which his initial experiences have differed from his expectations.
Following the publication of the winning and runner up entries, we are excited to present the second and final set of highly commended entries for the Year 12-13 category of this year’s French Flash Fiction competition!
A huge well done to all our highly commended entrants! Without further ado, allez, on y va!
Les Chutes
Photo by Ramy on Unsplash
‘Il est temps!’, j’entends.
Je souris. Enfin, le dernier spectacle arrive.
Je lève les yeux vers le ciel, constellé d’étoiles lumineuses. Elles flottent au-dessus du sol lourd et ténébreux: un jardin des lys enneigés et perles de la mer. Le lac scintille, vitreux du reflet de la lune arrondie.
Le temps s’arrête, suspendu comme dans un songe.
Soudain, un cri perce la quiétude.
Je me fige, ne sachant pas, n’osant pas regarder en l’air. Encore- ‘Regardez là-haut’!
Et puis, je vois, fuyant leurs places, une à une, les étoiles tombant du ciel.
Cette fois, je n’entends rien.
Lucy Fan, Year 12
Photo by Towfiqu Barbhuiya on Unsplash
Une cave. Les murs sont illuminés d’une lueur provenant des rangées de fromage aux croûtes brillantes.
Un groupe de femmes dont les parapluies font un nuage menaçant entrent dans la cave.
« Allez, » en hisse une, puis il y a un mouvement rapide comme les parapluies indiquent à un des fromages. La pièce se remplit soudain d’une lumière sous-marine.
La sorcière met le fromage, malodorant et recouvert d’une couche infâme, au sol.
Un cercle l’entoure. Les femmes baissent leurs parapluies. Un murmure guère audible:
« Bleu. » Elles se prosternent devant le fromage malveillant. « Dieu. »
Carmen Gessell, Year 13
Photo by Diana Vyshniakova on Unsplash
L’espoir La veuve se leva impatiemment pour prendre la position qui lui était réservée sur le quai. Ses mains, qui reposaient sur la clôture entre la voie ferrée et la gare, s’agrippaient à son drapeau ukrainien – aussi bleu que jaune – qui claquait au vent. Devant elle, il y avait des fleurs qui s’étaient fanées lors du printemps sec. De loin, elle entendit le grondement du train, rempli de ceux qui étaient prêts à recommencer leur vie. Dès que le train fut arrivé, elle y courut, avide d’accueillir ces réfugiés à un pays oublieux des horreurs de la guerre.
Thomas Hilditch, Year 12
Un hommage à l’Ukraine
Photo by Marjan Blan on Unsplash
Un sentiment de tristesse imprègne mon âme lorsque je perçois le spectre de l’abomination de la Guerre Froide. Poussière et cendres sur mes paupières. Crainte et trouble dans mon esprit. Un sentiment croissant de colère et un sentiment déclinant d’appartenance et d’identité. Mon âme tremble de terreur devant les coups de feu, et mon sentiment d’affolement se mêle à ceux des personnes qui cherchent un abri. Assis dans l’ombre, je constate le vide des cieux et la lune enveloppée d’obscurité, et je fais témoinage du bref moment de silence qui précède les atroces bruits des éclats et les cris.
Betina Tello-Peirce, Year 12
Photo by Tim Gouw on Unsplash
En courant dans la salle de classe d’histoire, Clementine a dérangé le leçon pour lequel elle était en retard.
‘Je suis très désolée Monsieur, mais le bus est tombé en panne et je devais courir mais puis il a commencé pleuvoir des cordes, donc –’
Arrête Clémentine, ça suffit. Si j’avais un centime pour chaque excuse que tu me donnes, je serais un homme riche. Maintenant, assieds-toi. Alors, pour continuer, dites tout haut vos reines préférées. Louise commencera.
‘Marie Antoinette.’
‘Et toi, Béatrice ?’
‘Aliénor d’Aquitaine.’
‘Clémentine ?’
Clémentine, qui n’avait pas écouté aux autres filles, a dit : ‘Rudolf’.
Harriet Tyler, Year 12
Félicitations tout le monde!
********
MFL Teachers – don’t forget! You can:
Sign up to our mailing listhere to get updates about our schools events and activities, and for a chance to win £100 of vouchers for your department;
Learn more about and book on to our MFL Teachers’ Conference (23-24 September) here.
Any questions: contact us at schools.liaison@mod-langs.ox.ac.uk
Following the publication of the winning and runner up entries, we are excited to present the first set of highly commended entries for the Year 12-13 category of this year’s French Flash Fiction competition!
A huge well done to all our highly commended entrants! Without further ado, allez, on y va!
Photo by Marc-Olivier Jodoin on Unsplash
Le loup
Je me suis réveillée à temps pour ces heures avant l’aurore quand j’ai l’impression d’être la seule personne au monde. Je suis partie de la maison silencieusement – toujours dans le brouillard du sommeil. La lourdeur de ce sommeil m’a gardé au chaud alors que je me suis approchée du lac. J’ai imaginé le loup dont maman m’avait parlée, « si tu ne te couches pas, il te mangera » et puis… il était là, debout sur la plaine de glace. J’ai lu ses yeux jaunes et demandé, « tu vas me manger? ». Il m’a regardé profondément – il n’a pas répondu.
Rose Bourdier, Year 12
Le vrai moi
Photo by Marc-Olivier Jodoin on Unsplash
J’essaie de vous montrer le vrai moi. Mais où est-il ?
Parfois je souhaite que le vrai moi soit écrit en gras sur mon front. Parce que j’ai ce poids qui m’écrase. Pourtant il pourrait être retiré juste comme ça. Cela semble facile mais les mots qui tentent de sortir de ma bouche sont enchaînés à quelque chose d’inconnu. Peut-être des doutes, des angoisses, de la honte.
Quand lâcherai-je prise ?
Je suis trans.
Pouvez-vous me voir maintenant ? Ou l’ignorance obscurcit-elle encore votre vision ? Parce qu’il est là.
Ellen Burton, Year12
Photo by Timon Studler on Unsplash
De la gauche, un homme avec les poids du monde sur ses épaules. Du côté droit, une adolescente traversant son premier chagrin d’amour. Assis sur le banc, un mari aux prises avec un divorce déchirant. Le long du chemin, une veuve en deuil de la perte de son premier amour. Tous au même endroit au même moment. Une respiration synchronisée. Le silence. Après un moment calme, une par une ils disparaissent lentement de retour à la bousculade de leurs vies.
Jasmine Channa, Year 12
Le petit garçon
Photo by Ksenia Makagonova on Unsplash
Des larmes coulaient sur son visage alors qu’il traversait la frontière. Ses vêtements étaient déchirés et ses petites bottes étaient couvertes de boue. Les sirènes hurlaient en arrière-plan et les avions rugissaient dans le ciel. Le garçon continuait à pleurer ; chaque fois qu’il faisait un pas, cela lui faisait mal. Sa maison avait été détruite et il était seul. Il n’avait personne. Un vieux sac accroché à son dos avec rien d’autre qu’une photo fissurée de sa famille à l’intérieur. Il a traversé la frontière et est tombé sur le sol. Les pleurs n’ont pas arrêté.
Charlie Cross, Year 12
Photo by Dirk Ribbler on Unsplash
‘Mathieu!’ crie une voix proche. Mathieu a l’air confus – il n’a pas la lumière à tous les étages.
‘Je suis ici, Mathieu. Écoutez mon problème.’
‘C’est mauvais,’ quelqu’un d’autre dit. ‘As-tu besoin d’un avocat?’
Mathieu part précipitamment; il sait quoi faire.
En trouvant encore son ami, il dépose un petit fruit noir.
‘Voilà!’
‘C’est quoi?’
‘C’est un avocat!’
Sascha Entwistle, Year 12
Félicitations tout le monde!
********
MFL Teachers – don’t forget! You can:
Sign up to our mailing listhere to get updates about our schools events and activities, and for a chance to win £100 of vouchers for your department;
Learn more about and book on to our MFL Teachers’ Conference (23-24 September) here.
Any questions: contact us at schools.liaison@mod-langs.ox.ac.uk
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!
Data Protection: Like most websites, this site collects some user data in order to function properly.
In order to use this site we need you to consent to this by clicking I agree. I AcceptTell Me More
Privacy & Cookies Policy
Privacy Overview
This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may affect your browsing experience.
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.
Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.
