This week, we’re back to the Linguamania podcast, produced by the Creative Multilingualism research programme. The third episode in the podcast series explores the question ‘Why should we read translated texts?’ and features two of our brilliant Modern Languages tutors: Prof. Jane Hiddleston, Tutor in French at Exeter College, and Dr Laura Lonsdale, Tutor in Spanish at Queen’s College.
In this episode of LinguaMania, we’re exploring what we lose or gain when we read a translated book. Are we missing something by reading the English translation and not the original language version? Or can the translation process enhance the text in some way? Jane Hiddleston and Laura Lonsdale from the University of Oxford discuss these questions and also look at what fiction and translation can tell us about how languages blend with one another and interact.
Listen to the podcast below or peruse the full transcript here.
Last week, we brought you part 1 of an interview with Dr Analía Gerbaudo, who was Global South Visiting Fellow at Oxford last term. Today, our undergraduates Stephanie and Sarah bring you the concluding part of this interview, which covers Dr Gerbaudo’s experience founding a literary magazineand an insight into her own writing.
SL & SW: En 2014, usted fundó la revista literaria El Taco en la Brea, además de ser la directora de la editorial Vera cartonera. ¿Qué la inspiró a fundar una revista literaria? ¿Qué desafíos enfrentó al fundar la revista y qué desafíos sigue enfrentando al ser la directora de una editorial?
AG: Mis fantasías de intervención son pretenciosas. Porque sé que es imposible, me encantaría que nuestra revista tuviera el impacto que tuvo en el campo intelectual argentino Punto de vista. Sé que es absolutamente imposible que una revista universitaria tenga el alcance y la llegada que esa revista cultural tuvo en Argentina, en Latinoamérica y más allá, entre 1978 y 2008. Siendo un poco más realista, y en un orden más “nano”, me interesa que los resultados de investigación realizados con fondos públicos puedan ponerse a disposición en una revista on line, de calidad y con acceso abierto para todo aquel que necesite utilizarlo. La editorial cartonera también se mueve en una tensión entre lo pensable y lo posible, tanto en términos de producción como de circulación y consumo: se intenta contribuir a generar nuevos lectores porque se apuesta a la lectura como una de las vías privilegiadas en la construcción de agencia política. Se intenta, entonces, acercar un bien simbólico de calidad a bajo precio: el libro es un objeto suntuoso incluso para un amplio sector de la clase media baja argentina y de nuestro estudiantado universitario, aun cuando la carrera elegida haya sido letras (recordemos que las carreras de grado universitario en Argentina son gratuitas: a ellas acceden estudiantes de ingresos económicos diversos). Y como en el caso de la revista, nuestras fantasías de intervención también tienen un ángulo desmesurado y delirante: estamos trabajando en una página Web para colgar todos nuestros libros cartoneros en acceso abierto. Intentamos con esto generar una circulación que vaya más allá de Argentina. Intentamos generar una circulación que contribuya a incidir en la configuración de la Word literature. Nuestros desafíos son los que atraviesa cualquier espacio institucionalizado en un país inestable como Argentina, con políticas públicas variables. Es decir, nuestros desafíos son poder sostener la calidad a pesar de la falta de financiamiento. Parece una tontería pero tener dinero para invertir en un buen diseño o para algo básico como comprar el papel (en el caso de la cartonera) no son cosas aseguradas. Como Sapiro muestra en sus análisis de la producción literaria bajo la ocupación alemana, el acceso al papel era un problema. En Argentina, el acceso al papel fue un problema no sólo bajo los regímenes dictatoriales. Este es un ejemplo, entre otros. Podríamos analizar con detalle qué relación hay entre, otra vez, activismo y trabajo intelectual en países periféricos como Argentina, Chile, Brasil, Bolivia, constantemente jaqueados por diferentes formas de violencia estatal dados los vaivenes entre ciclos expansionistas de derechos y posdictaduras.
SL & SW: In 2014, you founded the literary magazine El Taco en la Brea, in addition to being the director of the publishing house Vera cartonera. What inspired you to found a literary magazine? What challenges did you face in founding the magazine, and what do you continue to face in being the director of a publishing house?
AG: My “fantasias de intervención” are ambitious.Although I know it is impossible, I would love for our magazine to have the same impact as the cultural magazine Punto de vista did on the Argentinian intellectual scene. But I know that it is absolutely impossible for a university magazine to have the same reach and reception that Punto de vista had in Argentina, in Latin America and beyond, between 1978 and 2008. When I’m being a bit more realistic, and on a smaller, more “nano” scale, I want the research results carried out with public funds to be made available in a quality, online magazine, with open access for anyone who needs to use it. The cartonera publishing house also shifts in a tension between what is conceived and what is possible, as much in terms of production as circulation and consumption. It aims to generate new readers because it is committed to the discipline of reading as one of the privileged methods involved in the construction of political agency. We therefore also have the intention of symbolically reconciling high quality with a low price. Books are a luxury even for a wide section of the lower-middle class in Argentina, as well as for our university students, even when the degree chosen is literature (getting a university degree in Argentina is free, accessible to students from diverse economic backgrounds). And, as in the case of the magazine, our “fantasias de intervención”also have a boundless, delirious element: we are working on a web page to upload all of our cartonero editions with open access. With this, we aim to circulate our work beyond Argentina, and generate a circulation that contributes to underscoring the shape of “world literature”. Our challenges are those that cross into any institutionalized space in an unstable country like Argentina, with changing public politics. That is, our challenges are to be able to maintain quality despite the lack of funding. It seems silly but having money to invest in a good design or for something basic like buying paper (in the case of the cartonera books) is not assured. As Sapiro demonstrates in her analysis of literary production under Nazi occupation, access to paper was a problem. In Argentina, access to paper was not only a problem under dictatorial regimes. This is one example among others. We could, once again, analyse in detail what the relationship is between activism and intellectual labour in peripheral countries such as Argentina, Chile, Brazil and Bolivia – countries constantly rocked by different forms of state violence, given the see-sawing between the expansionist cycles of rights and the post-dictatorial regimes.
SL & SW: Habrá estudiantes que cuando lean esta entrevista tendrán interés en estudiar sus obras. ¿Qué consejos les daría a ellos y a las personas cuyo idioma nativo no es el español si le preguntasen: “por dónde empezar”?
AG: La línea de trabajo que desarrollo se abre con un libro que publiqué en 2016: en Políticas de exhumación. Las clases de los críticos en la universidad argentina de la posdictadura (1984-1986) ensayo una articulación metodológica entre las teorías de Jacques Derrida y de Pierre Bourdieu para analizar cómo se enseñó la teoría literaria y la literatura argentina en mi país durante los primeros años de la restitución “democrática”. En ese libro se muestran modos de leer y de enseñar literatura y teoría literaria desarrolladas entre 1984 y 1986 por algunos de los mejores críticos de argentina: Beatriz Sarlo, Josefina Ludmer, David Viñas, Enrique Pezzoni y Jorge Panesi. Enviar a leer ese libro es enviar a leerlos a ellos. Esa es otra de mis fantasías de nano-intervención más poderosas.
SL & SW: There are students reading this interview who will be interested in studying your works. What advice would you give them, and other people whose native language isn’t Spanish, if they ask where to begin?
AG: The line of work I have developed opens with a book that I published in 2016: in Políticas de exhumación. In Las clases de los críticos en la universidad de argentina de la posdictadura (1984-1986)) I try out an interactive methodology with the theories of Jacques Derrida and Pierre Bourdieu to analyse how literary theory and Argentinian literature was taught in my country during the first years of the “democratic” restitution. This book shows the ways of reading and teaching literature and literary theory developed between 1984 and 1986 by some of Argentina’s best critics: Beatriz Sarlo, Josefina Ludmer, David Viñas, Enrique Pezzoni and Jorge Panesi. In recommending this book to others, I’m urging them to read these critics too. This is another of my more powerful “fantasias de nano-intervención”.
Concluding thoughts from Stephanie and Sarah
Throughout the course of this interview, Gerbaudo gives us an insight into her time at Oxford, the instrumental role of Oxford academics in furthering discussions and a taste of her own approaches to literature and literary theory, especially under censorship and dictatorship. She highlights the influence of Jacques Derrida on her own work, focussing on exhumation policies in her study of historical literary practices. Words are undeniably powerful as she demonstrates with her current role as director of Vera Cartonera editorial. Through her ambitions for the future of the literary magazine, Gerbaudo provokes us into questioning the role of activism, translation and publication in the global dissemination of literature.
We would like to thank Professor Gerbaudo for taking time to talk to us and we hope this taster of her work will inspire others to explore her work further.
This blog post was written by Stephanie Long and Sarah Wadsworth, who are in the final year of their degrees in Spanish. Here, they interview Global South Visiting Fellow, Dr Analía Gerbaudo and discuss literature and political activism, and the role of the translator. Dr Gerbaudo gave this interview in Spanish, and Stephanie and Sarah have translated it into English. As this interview is quite long, we will be publishing it in two parts – check back next week for part 2.
At the end of 2019, we were fortunate enough to have the opportunity to interview Dr Analía Gerbaudo, a Global South Visiting Fellow appointed by the Research Centre for Humanities (TORCH) here in Oxford. She is Professor of Literary Theory and Didactics of Language and Literature at the National University of Litoral in her home country of Argentina, as well as the director of the independent publishing house Vera cartonera, and editor-in-chief of the online literary journal, El Taco en la Brea, which she founded in 2014. Given that one of the key aims of the TORCH project is to help diversify the curriculum at Oxford University, it seems only fitting that such a talented individual with involvement in the “cartonero” movement in Argentina – a movement dedicated to providing quality literature at an affordable price – should have received this appointment. “Translation is necessary in order for one to share texts,” Dr Gerbaudo tells us in one of her answers. For that reason, we feel privileged to have conducted and translated from Spanish the interview presented below. It is a pleasure to share with others Dr Gerbaudo’s obvious knowledge and experience.
SL & SW: Tenemos el privilegio de tener una entrevista con usted aquí en Oxford. En el verano, usted fue nombrada por la organización TORCH (The Oxford Research Centre in the Humanities) como una << Global South Visiting Fellow >>. Según usted, ¿en qué consiste dicho nombramiento y cómo se relaciona con sus investigaciones literarias?
AG: Resulta complejo expresar con palabras lo que la experiencia habilitada por este nombramiento de TORCH me ha permitido. Se trata de algo mucho más complejo que la ya enorme posibilidad de transmitir en uno de los centros de producción intelectual más prestigiosos del mundo los resultados de mis investigaciones (siempre repito que el mapa mundial de los estudios literarios tiene tres grandes polos situados en Francia, en Estados Unidos y en Inglaterra): para alguien que estudia los procesos de institucionalización de las disciplinas, conocer las condiciones de producción de la Universidad de Oxford ya es, de por sí, una experiencia intraducible (es decir, es necesario atravesarla, no hay otro modo de sintetizar las sensaciones que uno siente cuando descubre estas increíbles bibliotecas, los equipadísimos espacios de trabajo, los edificios cuidados, los lugares de recreación, la universidad misma en su conjunto). Y en esa línea, hay algo de la sociabilidad académica que me ha parecido muy interesante. Me refiero al modo en que los profesores que confiaron en que mi visita podría realizar algún aporte han organizado los coloquios, los workshops y las presentaciones: se trató de un trabajo realizado con una responsabilidad, un profesionalismo y una obsesión que merecen verdaderamente destacarse (además de donarme su tiempo para organizar cada detalle: recordemos que el filósofo francés Jacques Derrida nos advierte que el único bien del que se tiene derecho a ser avaros es el tiempo dado su carácter irrecuperable). El trabajo que han realizado Stefano María Evangelista, Ben Bollig y Laura Marcus es absolutamente imposible de resumir en dos líneas de una entrevista. Gracias a sus intervenciones se generaron interesantísimas conversaciones con otros profesores participantes de las actividades: con Gisèle Sapiro (CNRS, EHESS, París) trabajo desde el año 2011, pero antes de esta estadía nunca había conversado con Peter McDonald ni con María del Pilar Blanco ni con Patricia Novillo-Corvalán. Es impresionante lo que ha sucedido porque si bien trabajamos mucho durante mis semanas en Oxford, sobre el cierre de la experiencia empezaron a aparecer proyectos de continuidad de la conversación: traducciones, publicaciones en la editorial cartonera que dirijo y un largo etcétera que involucra a este grupo de personas que he mencionado.
SL & SW: We’re privileged to have an interview with you here in Oxford. In the summer, you were appointed by the TORCH organisation (The Oxford Research Centre in the Humanities) as a “Global South Visiting Fellow”. What does such an appointment involve, and how is it connected with your literary research?
AG: It is hard to express in words just what experience this TORCH appointment has afforded me. It goes far beyond the already enormous opportunity of sharing the results of my research in one of the most prestigious centres of intellectual output in the world (I have always said that the world map of literary studies has three large poles located in France, the United States and England). For someone who studies the processes of institutionalisation within disciplines, knowing the environment of the University of Oxford is already, in itself, an indescribable experience. That is to say, one has to go through it, there is no other way to accurately sum up the sensations one feels when discovering these incredible libraries, extraordinarily well-furnished workspaces, cherished buildings, recreation areas, the university itself as a whole. Along those lines, I have been pleasantly surprised by the great enthusiasm and interest of academic circles at Oxford. I refer to the way in which the professors – the ones who believed that something would become of my visit – have organized talks, workshops and presentations: such work was carried out with a responsibility, a professionalism and a dedication that truly deserve to be mentioned, in addition to giving me their time to organize every detail. Let us not forget what the French philosopher Jacques Derrida said: he warned us that the only good that comes from entitled greed is time, given its irretrievable nature. The work that Stefano María Evangelista, Ben Bollig and Laura Marcus have done is absolutely impossible to summarize in two lines of an interview. It is thanks to their involvement, that fascinating conversations have taken place with other professors participating in the activities. I have been working with Gisèle Sapiro (CNRS, EHESS, Paris) since 2011, but before this stay I had never properly spoken to Peter McDonald or María del Pilar Blanco nor to Patricia Novillo-Corvalán. What is truly striking is that although we worked continuously during my weeks in Oxford, towards the end of the experience, projects continuing the conversation began to appear, including translations, publications in the cartonera publishing house that I am director of, and much, much more all involving the group of people that I mention above.
SL & SW: Un artículo publicado por el blog de la facultad de Humanidades de la universidad nos dice que: “Las obras de la doctora Gerbaudo abordan la actual y complicada cuestión de la relación entre los estudios literarios y el activismo político”. ¿Cómo describiría esta relación entre la literatura y el activismo? ¿Se considera usted una activista política?
AG: Hay sobre este punto una larga deriva de una conversación y de una enseñanza de Gisèle Sapiro. Los trabajos de Sapiro muestran que no hay un divorcio entre autonomía y política, como se nos suele hacer creer: nadie le pagaba a Sartre ni a Zola por sus asunciones políticas que atravesaban su filosofía y su literatura. Mis trabajos siguen esa línea abierta por Sapiro: ninguna de las dos somos neutrales. Nuestras posiciones políticas se advierten en todos y cada uno de nuestros trabajos y en nuestras acciones públicas, incluidas nuestras investigaciones. Suelo hablar en mis escritos de “políticas de exhumación”. Jacques Derrida ha escrito, en un texto memorable, “One transforms while exhuming”. Exhumar prácticas clandestinas de enseñanza de teorías literarias y de literatura censuradas durante el terrorismo de Estado en Argentina así como exhumar prácticas que dan cuenta de la continuidad de políticas económicas, culturales y simbólicas de la dictadura, aún bajo el orden “democrático”, es parte de mi trabajo de investigación. Si esas intervenciones pueden considerarse una forma de activismo, entonces se podría decir que soy una activista. Creo y sigo, a pesar de todo (es decir, a pesar de que no pueden tanto como uno quisiera), una tradición francesa que apuesta al poder de las palabras. Trabajamos con palabras y en ese trabajo hay una potencia y una peligrosidad notable. No por casualidad durante la dictadura argentina era complejo hacer circular un texto como How to Do Things with Words.
SL & SW: An article published by the University’s Humanities faculty’s blog tells us: “Dr Gerbaudo’s work tackles the difficult, charged and extremely topical question of the relationship between literary studies and political activism.” How would you describe the relationship between literature and activism? And would you consider yourself a political activist?
AG: A large amount of work by Giséle Sapiro, derived from conversations and her teaching, deals with this subject. Her work demonstrates that neither autonomy nor politics can be divorced from each other, as we are often led to believe: nobody paid Sartre or Zola to include the political suppositions that run through their philosophy and literature. My own work follows the thread drawn by Sapiro: that neither of the two are neutral. Our political stances are apparent in each and every part of our work and in our public activities, including our research. I often talk about the “politics of exhumation” in my writing. Jacques Derrida wrote in one memorable text: “One transforms while exhuming”. Exhuming clandestine teaching practices of literary theories and literature censored during state terrorism in Argentina, as well as exhuming practices that account for the continuity of economic, cultural and symbolic policies of the dictatorship, even under the “democratic” order, constitute part of my research work. If these interventions can be considered a form of activism, then you could say I’m an activist, despite everything. I mean to say we cannot do as much as one would like to. I believe in and follow a French tradition that gambles on the power of words.We work with words and in such a labour, there is remarkable power as well as a marked danger. It’s no coincidence that during the Argentinian dictatorship it was difficult to circulate texts such as How to Do Things with Words.
SL & SW: El artículo dice también que usted es una “traductora activa”. ¿Qué significa ser una traductora de obras argentinas y qué opina de traducirlas de español a inglés? Por otro lado, para usted, ¿qué es lo que más le gusta de la traducción?
AG: La traducción es una herramienta fundamental, en especial en países de preponderancia monolingüe como Argentina: lamentablemente nuestro sistema educativo no afianza la enseñanza de lenguas extranjeras, ni siquiera el portugués que es la lengua que se habla en uno de nuestros países vecinos, Brasil. Por lo tanto traducir es necesario si uno quiere compartir con los estudiantes los textos que ayudan a complejizar ideas, análisis, metodologías, perspectivas de investigación, de reflexión, de pensamiento. En ese sentido, mis traducciones son de textos del francés y del inglés al español. Elijo, en cada ocasión, textos que me permitan introducir categorías teóricas o maneras de leer que problematicen las discusiones recortadas en el campo nacional y, si se quiere, latinoamericano, ya que solemos publicar nuestras traducciones en revistas on line con acceso abierto. El inglés es hoy la lingua franca de la ciencia. ¿Cómo no ponerse contento cuando un texto o una idea se pueden hacer circular por canales que permitan su diseminación por los espacios por los que esta lengua transita?
SL & SW: The article also says that you are an “active translator”. What does it mean to be a translator of Argentinian literature, and what is your opinion on translating them from Spanish to English? On the other hand, what do you enjoy most about translation?
AG:Translation is a fundamental tool, especially in countries like Argentina where monolingualism is dominant. Unfortunately, our education system hasn’t acted to strengthen the teaching of foreign languages, not even with Portuguese – the language spoken in one of our neighbouring countries, Brazil. Therefore, translation is necessary in order for one to share texts with students that help them deal with more complex ideas, analyses, methodologies, research perspectives, reflection, and thought. In that sense, my translations are from French and English into Spanish. At every opportunity, I select texts that allow me to introduce theoretical categories or ways of reading that consider the problems found in discussions cut short in the national sphere, and if you like, the Latin American sphere, too, since we usually publish our translations in online magazines with open access. English is the lingua franca of science today. How can one not be pleased when a text or an idea can circulate by channels allowing their dissemination in spaces where English permits them movement?
Join us next week for the concluding part of this interview…
This blog post was written by Franklin, a second-year student studying Spanish and Portuguese. Here, Franklin tells us about Eduardo Lalo’s stay in Oxford and the way it shone a spotlight on the Spanish-speaking Caribbean.
Every term, a number of academics from countries in the ‘Global South’ – a term that refers to countries in Africa, Asia, Latin America and the Caribbean whose economies are small to medium-sized – arrive in Oxford as TORCH Global South Visiting Fellows. TORCH, short for The Oxford Research Centre in the Humanities, collaborates with an Oxford-based academic to sponsor and support the academic whilst they are here hosting events to do with their research interests and current projects.
One of the academics Oxford welcomed in ‘Trinity’ term (summer term) was Eduardo Lalo, Professor of Literature at the University of Puerto Rico and a multidisciplinary artist, whose work spans creative writing, drawing and photography. Eduardo’s academic host in Oxford was María del Pilar Blanco, Associate Professor of Spanish American Literature and Tutorial Fellow at Trinity College; together, they devised a range of events throughout the term for him to showcase his work and engage with the local and university communities.
The first of those events was a seminar series entitled ‘The Mis-invention of the Caribbean’. In the three seminars that comprised the series, which brought together students, researchers and members of the wider Oxford community, Eduardo examined the literature of the encounter between the Caribbean and its peoples and Europeans, with key texts including Christopher Columbus’s journal, dating from 1493, and the edition of it annotated by Bartolomé de las Casas, a Spanish cleric whose writings chart the first decades of the colonization of the Caribbean. The series reconsidered the historiography surrounding the ‘discovery’ of the Caribbean, revealing that, at the heart of Columbus’ journal, lie a number of problematics and points of contention, and that, as a text, it cannot always be taken at face value. Beyond Columbus, Eduardo explored works by English travellers in the nineteenth century – texts by such figures as James A. Froude and Spenser St. John – and how they relate in style and content to Columbus’s fifteenth-century diary. In particular, Eduardo analyzed the recurrence of the cannibal as a figure that European writers return to again and again to represent their cultural others.
Alongside his three-part seminar series, Eduardo led a separate creative writing workshop for a group of ten students. After a short question-and-answer session, Eduardo, through a range of exercises, invited seminar-goers to consider the importance of the notion of writing in space (the space of a page of a book, for instance). Those in attendance enjoyed the opportunity to think creatively about, and move through, approaches to creative writing.
Aside from his more academic seminars and creative writing workshop, members of the Oxford community were able to attend an exhibition of his photography, entitled ‘Deudos’, or ‘Death Debts’, held at St John’s College. Eduardo’s black-and-white images of life in Puerto Rico, taken between 2012 and 2018, bring to the fore in powerful detail the realities of day-to-day life in what has been termed the world’s ‘oldest colony’ (Puerto Rico remains a commonwealth of the United States). Held over the course of the fourth week of term, the exhibition was well attended and its venue appropriate, in the light of the recent announcement by St John’s College’s that it will launch a new research project, named ‘St John’s and the Colonial Past’, to examine the role the college played in creating and maintaining Britain’s overseas empire. Eduardo’s exhibition seemed apt at a time when the Oxford community is opening discussions about decolonial approaches to art and scholarly work.
Eduardo’s term as a TORCH Global South Visiting Fellow, then, shone a spotlight on the relative lack of research that is done in Oxford on the Spanish-speaking Caribbean, compared with that done on Spain and South America. His seminar series was a very useful follow-up to Professor Blanco’s lectures in ‘Hilary’ term (spring term) on ‘Literature of the Spanish Caribbean’, providing attendees with important historical context as far as the literary history of the Caribbean is concerned. Equally, it was enjoyable and insightful to explore new approaches to creative writing and to engage with photography, two aspects of the arts under-represented and under-explored in Oxford curricula: approaches that challenge us to think of long-established canons from a decolonial perspective.
Last week we shared the results of our French Flash Fiction Competition. This week, we bring you the results of our equivalent competition in Spanish. Students in Years 7-13 were invited to submit a short story in Spanish of no more than 100 words. There were two categories: Years 7-11 and Years 12-13. We were delighted to receive almost 600 eligible entries, which covered all sorts of topics, from butterflies to the apocalypse, from a love story between two monkeys, to a personification of war. We even received a memorable recipe for Sangria!
After much deliberation, the judges have selected a winner and two runners up in each age group. The winner of the Years 7-11 category is Catherine, in Year 8, from Churchers College, and the runners up are Kasia, Year 7, Westcliff High School For Girls and Fakyha, Year 10, Nonsuch High School for Girls. The winner of the Years 12-13 category is Freya, Year 12, Aylesbury High School, and the runners up are Salome, Year 12, The College of Richard Collyer, and Alexandra, Year 13, Bradfield College. Huge congratulations to all the winners and runners up!
We would like to say a massive well done to everyone who entered. The standard was extremely high, and we were thrilled to see a vast array of topics and narrative styles which demonstrated imagination and linguistic flair. Choosing the winners was no easy feat, and we would really like to thank all of the entrants for the time and careful thought they put into their stories. Writing a story in 100 words is a tall order, and to do so in a language that may not be your mother tongue is especially commendable. Please do keep using your Spanish creatively and think about entering the competition again next year.
We’ll leave you with one of the winning entries. This one’s by Freya, in the older category, and is a beautifully subtle and delicate meditation on loss.
Pareces tan hermosa cuando duermes. Una fractura en el paso del tiempo, un rincón encubierto del mundo bullicioso, entre los árboles ondulantes y los suaves trazos de la brisa de verano. El vacío me llenó, y el silencio era casi abrumador. Entonces sus pasos pesados atravesaron ese refugio, cada paso fracturando la escena congelada, como rascarse en una pintura. Te seguí. En silencio, en silencio, hasta que no podía aguantarlo más. Es hora de convertir esa pintura roja. Aquel silencio sofocante se rompe cuando caes al suelo, y la hierba comienza a oscurecer. Pareces tan hermosa cuando duermes.
Good news, bookworms! After an extended hiatus while this year’s cohort of undergraduates settled into the academic year, the Virtual Book Club is back, this time with an episode focussing on Spanish. This episode features a discussion about an extract from El castigo sin venganza (Punishment Without Revenge), a seventeenth-century play by Lope de Vega.
The discussion is led by doctoral researcher Rebecca, with undergraduates Lottie and Hector. They consider how the extract deals with questions of masculinity, honour, and morality, and ask how our reading as a twenty-first-century audience might differ from that of an early modern audience. Sixth formers interested in the Medieval and Modern Languages course at Oxford might be interested to know that the course offers the opportunity to study literature throughout the ages, from the medieval to the present. This episode is designed to offer a glimpse into the early modern period, and how some of the central questions asked by writers at that time continue to resonate in new ways today.
If you would like to receive a copy of the text, which will be provided in both the original Spanish and an English translation, or if you would like future Virtual Book Club updates, please email us at email@example.com
A couple of weeks ago, we posted about our upcoming German open day, a chance for you to learn about the German course at Oxford. This week, we continue the theme by bringing you news of our open days in Spanish and Portuguese (Thursday 28 February at The Queen’s College), and Russian and other Slavonic Languages (Saturday 2 March at Wadham College).
As with the German open day, these events are a fantastic opportunity for you to explore what an Oxford degree in those languages looks like. They offer a mixture of academic tasters so you can get a feel for the content of the degree, information about applying to Oxford, and interactions with tutors and current students, who will be happy to answer any questions you have about languages at Oxford.
Highlights of the Spanish and Portuguese open day include: an introduction to Portuguese in 15 minutes, an introduction to other peninsular languages (Catalan and Galician – for more on Galician, see our post here); a spotlight on Portuguese-speaking Africa; and a Spanish Translation workshop.
Highlights of the open day in Russian and other Slavonic Languages include: a mini lecture on ‘Home from home: Russian writers in interwar Paris’; a mini lecture on ‘Russian Grammar in Time and Space’; and a parallel discussion for parents and teachers.
The open days are open to anyone in Year 12 who is interested in studying those languages at Oxford, including if you are interested in picking up the language from scratch (with the exception of Spanish, which we do not offer from scratch). Sessions will be suitable for learners who have no prior knowledge of the language, as well as those hoping to apply post-A Level. There are a limited number of places for accompanying parents and teachers. The events are free of charge but a place must be booked through the faculty’s website.
The full programmes are below, or available to view at https://www.mod-langs.ox.ac.uk/schools/meet-us
This year, instead of our usual French Film competition, we will be running a Flash Fiction Competition in both French and Spanish. If you are 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…
What is Flash Fiction?
We’re looking for a complete story, written in French or Spanish, using NO MORE THAN 100 WORDS.
How short can it be?
Well, candidates for the World’s Shortest Story include a six-word story in English by Ernest Hemingway:
‘For sale: baby shoes, never worn.’
Or a seven-word story in Spanish by Augusto Monterroso, called El dinosaurio:
‘Cuando despertó, el dinosaurio todavía estaba allí.’
You don’t have to be as brief as that, but anything from six to a hundred words will do. Just not a single word more.
What are the judges looking for?
We’ll be looking for imagination and creativity, as well as your ability to write in French or Spanish. 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.
What do I win?
There are two categories: Years 7-11 and Years 12-13. A first prize of £100 will be awarded to the winning entry in each category, with runner-up prizes of £25. The winning entries will be published on our website.
How do I enter?
The deadline for submissions is noon on Sunday 31st March 2019.
If you would like to submit a story in French please do so via our online sumission portal here.
If you would like to submit a story in Spanish please do so here.
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.
You will then be sent an automated email (check your spam folder if you can’t find this), which will include a link to validate your email address. Please click this link, which will take you to the Modern Languages Faculty website (you will be given an option to sign up to the newsletter. You do not have to sign up to the newsletter in order to enter the competition, although you are welcome to do so). Once you have clicked the confirmation link in the email, your entry has been submitted.
If you have any questions, please email us at firstname.lastname@example.org
This post was written by Guo-Sheng Liu, a third-year student of Spanish and Portuguese at Lincoln College. Guosh is currently on their year abroad.
I had assumed a knowledge of Spanish would suffice when I embarked on a three-month long journey backpacking around Spain. I was wrong; I soon realised the importance of regional identities, languages and histories, all indispensable for understanding Spain’s complexities.
Though a minority language, Galician has been worth learning to me. For example, reading medieval Spanish and Portuguese was easier since modern Galician preserves some words now in disuse in its modern siblings. I also feel a connection to the language whenever I read lyric poetry beautifully composed in Galician-Portuguese (also known as Old Portuguese or Old Galician). On the contemporary end, the diversity of Galician dialects and the richness of vocabulary unique to Galician continue to surprise and sustain my interest.
While helping develop my thoughts on multilingualism in other places, the sociolinguistic situation in Galicia is, on its own, extremely fascinating. This includes the long, difficult struggle to preserve Galician as well as the great debates on orthography and normalisation (e.g. whether to embrace the hegemonic influence of Spanish) and on the nature of the language (is it the same language as Portuguese?). Galician is at a crucial junction as regards its survival; now is the perfect time to learn it.
Above all, perhaps, Galician is useful for understanding regional identity and history. Although Francoism (and its attendant repression of regional languages) ended decades ago, Spaniards today still grapple with comprehending the full extent of its socio-political legacy. A knowledge of Galician opens new ways to approach themes of collective memory and identity, struggles for freedoms, and current controversies over regional constitutions and politics.
Independence movements and some leftist groups exclusively use Galician for political reasons. And in my time spent in Santiago de Compostela, I have found locals most open to talking about their society when spoken to in Galician. Locals do not expect outsiders to speak their tongue; the pleasant surprise of your ability to do so translates into greater friendliness on their part and a deeper understanding of their society on yours. Galician culture and mindsets are certainly quite different from those of, say, Andalucia or Catalonia.
Compared to Catalan (let alone Basque!), Galician is even easier to learn if you already speak Spanish. This means you can start using the language sooner. The Xunta (regional government) also offers generous grants for its summer courses; I attended them twice for free, even receiving a stipend that covered accommodation.
Lastly, if themes of migration, feminism, independence, cultural identity / history, multiculturalism / multilingualism or ruralism sound appealing, Galician literature and film will be worth the effort of picking up the language.
Oxford has rich intellectual traditions, and Galician is no exception. Our university was the first one outside of Spain to offer Galician studies; language studies are open to all members of the university, while papers in its literature and linguistics are available to MML students.
More information on Galician at Oxford can be obtained at this webpage or by contacting the the current lectora, Alba Cid at email@example.com
This week we are delighted to showcase the winning entry in the Year 12-13 category of our 2018 Spanish Flash Fiction Competition. This story comes from Charlotte Collerton and is a poignant evocation of familial relations across generations, told in a simple but graceful style. The judges were impressed by Charlotte’s excellent command of idiomatic Spanish, but also her poetic sense of rhythm that permeates both the form (vocabulary and sentence structure) and the content of the text (the action of knitting, the rhythm of seasons and sequence of generations).
¡ Felicidades, Charlotte!
Ella empezó tejer la primera bufanda hace cuarenta años cuando estaba embarazada de su primer hijo. El invierno era constante y la bufanda se convirtió en manta para el bebé.
Ella tenía siete hijos y cada bebé tenía su propia bufanda como una manta para proteger de los inviernos atroces.
Con los años los bebés crecían y ellos creaban la próxima generación y las agujas de tricotar se reanimaban de nuevo.
Cuando ella colgó el guante la familia recogió todas las bufandas y cosió un chal de cada uno. El invierno era impotente contra la tibieza en su ataúd.
She started knitting the first scarf forty years ago when she was pregnant with her first child. Winter was constant and the scarf became a blanket for the baby.
She had seven children and each baby had her own scarf as a blanket to protect it from the severe winters.
Over the years the babies grew and they created the next generation, and the knitting needles were revived again.
When she passed away, the family gathered all the scarves and sewed a shawl from each one. Winter was powerless against the warmth of her coffin.
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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