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 7-11 category of this year’s Spanish Flash Fiction competition!
A huge well done to all our highly commended entrants! Here are the final stories – disfrutad!
Photo by ammar sabaa on Unsplash
Mi corazón latía muy rápido.
Corrí lo más rápido que pude, me dolían las piernas, pero no me detuve. No pude. Me agaché en un callejón y me quedé allí.
Respiré demasiado rapido.
Sombras altas aparecieron en la calle. Me levanté y corrí de nuevo.
Mi cabeza y mi corazón latían juntos como dos tambores.
Me escondí detrás de dos contenedores negros. Cuando dejé de jadeando fuertemente, el silencio era ensordecedor. No habia lugar para esconderse.
En ningún lugar.
Escuché que algo se movía. Y alguien me agarró.
“¡Te encontré!”
¡Qué lástima! Ahora era mi turno de contar.
Julia Chermanowicz, Year 8
La hermana pequeña
Photo by Didssph on Unsplash
Oscuridad. Silencio. Frío. Escondida sin brazos, sin piernas. Soy tan indefensa como un bebé en el útero pero este útero no puede protegerme.
Mis hermanas curvilíneas con sus mejillas rosadas y sus pestañas opulentes. Qué perfectas. Parecen presumidas, caras pintadas y ropa hermosa, floriada. Es verdad que soy celosa.
Siempre soy querida. Nunca soy respetada porque todo el mundo dice que soy la más mona y la más mimosa. Pero tengo que esperar en la oscuridad hasta que los gritos de mis hermanas terminen. Abiertas a la fuerza, por las manos impacientes, finalmente la luz. Soy el bebé muñeca rusa.
Lilia Perry, Year 8
Photo by Emin BAYCAN on Unsplash
Simplemente comprometido y extraordinariamente agudo e inteligente. Nadie podía ser tan despiadado como él – un adversario hábil.
Había perfeccionado su técnica, podía eliminar al enemigo sin dejar rastro. Su pasión era sostener el cuchillo; no necesitaba ninguna ayuda – él era autosuficiente.
Pero hoy, se sintió cansado mientras veía secarse la sangre.
¿Se estaba volviendo viejo?
Mientras pensaba, la puerta de su oficina se abrió lentamente con un chirrido. Escuchó la voz aguda de la enfermera. “Tu paciente en Terapia Intensiva se ha recuperado. ¿Otra vida salvada, eh? Ella rió.
El cáncer todavía tenía una batalla trascendental que ganar…
Ayesha Nusrath, Year 10
Photo by Lewis Parsons on Unsplash
El año pasado, mi familia fue de vacaciones y me dejó en casa. Me sentí sola. Decidí irme de vacaciones solo, fuí a la casa de vecinos. Primero fuí a casa de Diana, hice mucho ruido fuera de su puerta. Ella me dio de comer, era pescado. Cuando estaba llena, fuí a pasear por mi casa. De repente me sentí cansada, comencé a pensar sobre cómo mi familia me dejaría fuera y no me lleves de vacaciones. No es justo, mis hermanos fueron a Barbado, Francia e Italia e ir nada y jugar voleibol. Después de todo, soy una gato.
Caitlin McGowan, Year 9
Photo by Jordy Meow on Unsplash
Fue noche. La Luna era una cuchilla afilada en el cielo, y las nubes me parecían monstruos; animales feroces con un hambre insaciable para la violencia. Acabó de empezar a llover. Estaba dando un paseo en una calle tranquila, pero llena de edificios destruidos, llena de familias llorando para sus parientes que habían dejado la Tierra. Podía oír pistolas al fondo, y el olor a sangre me dio miedo.
La guerra cuesta mucho. Cuesta mucho para la gente, para los soldados luchando para sus países y para el mundo. No puedo decir mucho en cien palabras, pero por favor, dejéis.
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 7-11 category of this year’s Spanish Flash Fiction competition!
A huge well done to all our highly commended entrants! Without further ado, ¡venga, vamos!
Photo by Aditya Saxena on Unsplash
Julia tenia una bufanda que le encantaba y le hizo feliz. Era muy bonita; roja, azul et verde. Luego, un día, se fue volando. La bufanda voló por un tiempo y aterrizó en un niño pequeño triste en Londres. La bufando se quedo con él por un día y después de hacerlo feliz, se fue volando otra vez. En españa, la bufanda aterrizó en una niña llorando y la hace feliz otra vez. Por última vez, voló de nuevo a Francia. Este vez se encuentra Julia y se queda con ella. Las cosas siempre vuelven si está destinado a ser.
Sofia Smith, Year 10
Photo by Fuu J on Unsplash
Hipnótico. Su voz me arulla de un lado para otro como olas de suaves en un día de verano. De un lado para otro, nuestro conversación baja y fluye. Las rocas se sientan inocentemente cerca de la costa, espectadoras a nuestro amor.
Ella me lleva más cerca.
Los ojos inquietante ellos me atreviendo a apercarse. Las mejillas fríos y sonrojadas. Más cerca. El pelo cascada se enreda firmemente por todo mis extremidades. Asifixante. Como un puño enorme, las olas golpean contra las rocas. Salvaje y despiadada. Audiblemente rompiendo mis huesos.
Nunca confías en los ruidos que escuchas en el mar.
Isabella Rickard, Year 11
Photo by Denys Nevozhai on Unsplash
El Invierno
Solo pueden amarse unos a otros en el invierno. A medida que las hojas caían de los árboles, su amor florecía. Muchas noches de conversación llevaron a cenas a la luz de las velas. Se abrazaban cuando las noches eran frías y largas. Sin embargo, cuando el cielo comenzó a iluminarse y el aire llevó la dulzura de la emoción del verano, su amor se vio obligado a detenerse. Pero como hacen los amantes, esperaron en tándem el uno al otro. Siempre prometiendo que no se separarían el uno del otro el próximo invierno.
Roxy Cole, Year 9
Photo by Jeremy Hynes on Unsplash
–¡Pero veo una ardilla! ¡Mira… hay su cola desapareciendo en el árbol!
Corro frenéticamente hacia mi humano. Me mira perplejamente. Una vez más, no entiende la enormidad de la situación. Las ardillas, mi archienemigos, son criaturas salvajes pero engañan a mi humano para que crea que son lindos…
–Max, deja de ladrar. ¡Es solo una ardilla!
Pero, no sabe lo que nosotros los perros sabemos. Las ardillas planean destruir nuestro territorio, un jardín cada vez.
–¡Rápido, la ardilla está escapando! ¡Tengo que decírselo a mi humano! ¡Es mi trabajo proteger mi jardín!
–Max, silencio por favor.
Y otra ardilla escapa…
Poppy Rhodes, Year 11
La chica en el espejo
Photo by Taylor Smith on Unsplash
Estoy mirando a una chica que he visto antes. La odio.
Sus gafas se sientan en la punta de su nariz y las hacen más grandes sus ojos. Tiene los dientes más amarillos que la mantequilla, que salen de su boca. La piel en su cara redonda está roja gracias a tantos granitos.
La ropa que lleva es vieja y sin estilo. Su camiseta es demasiada pequeña para esconder su estómago, y de un verde claro. Los vaqueros que tiene están muy sucios.
We’re delighted to publish the winning and runner-up entries for this year’s Spanish Flash Fiction competition. We’ll be publishing the highly commended entries for both French and Spanish over the coming weeks.
Thank you and well done to everyone who entered. The Spanish judging panel commented the following about all the entries we received this year:
It was a pleasure to read such a fantastic range of short stories for this year’s Spanish Flash Fiction competition, and we would like to thank everyone who submitted an entry. We were particularly impressed with the level of creativity and storytelling skill on display and choosing just twelve winning entries was really challenging. Our winners, runners-up and highly commended entries stood out to us for their innovative angles or perspectives, their interesting reflections, engaging style and, in some cases, for the expertly developed twists in the tale!
Without further ado, here are the stories! We hope you enjoy reading them as much as the judges did.
YEARS 7-11
WINNER :
Photo by Amelia Barklid on Unsplash
Salvavidas
Me debatía a ciegas, luchando con el oleaje implacable que estallaba sobre mí. El mar, aplastándome sin el más mínimo matiz de clemencia, me iba arrastrando a tirones cada vez más dentro del abismo, y me entraron ganas de gritar. Las palabras, sin embargo, no tenían más sentido que el borboteo de las burbujas arremolinándose a mi alrededor.
Pero a través de la marejada, de repente, emergió una voz. Un susurro que logró amortiguar la tormenta. Un hilo de esperanza. Una luz. Me rogaba que nadara hacia el salvavidas, y despacio, dejándome guiar por la voz…
Me bajé del alféizar.
Leila Zak, Year 11
RUNNER UP:
Ella
Photo by Inga Gezalian on Unsplash
Paso mi vida bailando en sus sombras, respirando su éxito, viviendo en sus debilidades. Sus pensamientos se derraman sobre los míos; un deslizamiento de irracionalidad. Sus emociones caen sobre las páginas de mis sueños.
No he tenido más remedio que mirar mientras sus dudas toman el control de mi mente y la furia se arremolina en los pozos más profundos de la insoportabilidad.
Mirándola ahora, mis sentimientos no se calman. Su identidad es como una enfermedad. La ira aumenta una vez más, las voces me rodean, pero no puedo hacer nada. Porque si lo hiciera, rompería el espejo.
Raffaella O’Callaghan, Year 10
YEARS 12-13
WINNER :
Photo by Kamil Feczko on Unsplash
La Caja Negra
El agua era una mano fría agarrando mi boca, asfixiándome, extinguiendo mi voz. Un silencio atronador. Dulces olas y brutal presión: se interponen entre vosotros y yo.
Contengo la verdad. Esa que devora la carne de adentro hacia afuera, como si fuera un parásito. Contengo conversaciones importantes, no simplemente saludos y despedidas, sino un remolino de miedo y angustia y catástrofe. Contengo corazones golpeando pechos, latiendo a un ritmo incontrolable. Un sentimiento indescriptible. Contengo promesas incumplidas, pensamientos en voz alta, esperanzas truncadas. Uñas clavándose en las palmas de las manos, sangre agolpándose en los oídos.
Debéis buscarme. Tenéis que encontrarme.
Emilia Roy, Year 12
RUNNER UP:
Photo by NASA on Unsplash
Espoleo a mi torbellino blanco. Mi vestido es la onda, su piel es la cresta. Juntos rugimos a través de la sequidad infinita, con la meta de lograr lo que nadie ha conseguido antes: capturar al sol. El intruso nos ha dificultado la vida bastante. Ya puedo distinguir el disco ardiente ante el cielo jóven dispuesto a relevar la luna. Pero no voy a dejarla. Estiro mi mano. Es como si toque el tizonazo. Ella quiere salir pero ya no es posible. Un picado, chispas y luego parece que el mundo suspira por primera vez en años. Somos libres.
In December 2021, we launched our annual Flash Fiction competitions, which closed at the end of March. The competition was open to students in Years 7 to 13, who were tasked with writing a short story of no more than 100 words in French and/or Spanish.
Photo by Aaron Burden on Unsplash
We had an incredible response, with entries coming in from the UK and beyond! In total, we received over 1350 submissions across the two languages!
The judges were very impressed with the quality of the entries. We would like to thank everyone who entered the competition and commend you all for your hard work and creativity in writing a piece of fiction in a different language. This is a challenging exercise, and a significant achievement – congratulations all!
We are delighted to be able to announce the winners, runners up and highly commended entries in this week’s blog post.
French
In the Years 7-11 category, the winner is Mahdiya Gul in Year 10. The runner-up is Elsa Rea in Year 9.
The judges also highly commended Sara Bjelanovic, Steph Harper, Khalen Kumarapperuma Arachchige, Archie Lewis, Saba Sabir, Chaitanya Sapra, Heba Shahzad, Anna Skrypina, Gabriella Sweeney, and Lulu Wills.
In the Years 12-13 category, the winner is Devon Chandler in Year 12. The runner-up is Maia Forbes in Year 12.
The judges also highly commended Rose Bourdier, Ellen Burton, Jasmine Channa, Charlie Cross, Sascha Entwistle, Lucy Fan, Carmen Gessell, Thomas Hilditch, Betina Tello Peirce and Harriet Tyler.
Spanish
In the Years 7-11 category, the winner is Leila Zak in Year 11. The runner up is Raffaella O’Callaghan in Year 10.
The judges also highly commended Sofia Smith, Isabella Rickard, Roxy Cole, Poppy Rhodes, Reema Hindocha, Julia Chermanowicz, Lilia Perry, Ayesha Nusrath, Caitlin McGowan, Pragvansh Bhatt.
In the Years 12-13 category, the winner is Emilia Roy in Year 12. The runner up is Karolin Rendelmann in Year 12.
The judges also highly commended Adam Noad, Nicole Puhr, Toni Agbede, Polly O’Sullivan, Daria Pershina, Aarav Ganguli, Marina Michelli-Marsden, Libby Rock, Anna Couzens, Matilda Lawson.
Félicitations! / ¡Felicidades! If anyone is curious to read the winning stories, we will be publishing them in the coming weeks.
It has been wonderful to meet so many students (both virtually and in person) at our language-specific open days over the past few weeks. However, we are delighted to be able to welcome prospective students to Oxford for our Modern Languages Open Day on Saturday 7th May. The event will be held at the Examination Schools, located on the High Street.
This event is a fantastic opportunity for students who were unable to attend our more recent open days, or for those who are interested in learning about our other language courses, as this Open Day will cover ALL of our languages: French, German, Spanish, Italian, Russian, Portuguese, Modern Greek, Czech, and Polish. Most of our Joint School degrees will also be represented at the event.
Students working in the Taylor Institution, the University’s centre for the study of Modern European languages and literatures
The Modern Languages Open Day is aimed primarily at Year 12 students and their parents/guardians/teachers, but Year 11 students who are starting to consider their options are equally welcome to attend. The 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. You can view the full event programme here.
Booking for this event is compulsory – you can register your attendance here. Please note that, due to restricted places, only one parent/guardian/teacher may accompany each student for the morning session.
We look forward to seeing lots of you in May and welcoming you to the Modern Languages Faculty here in Oxford!
2nd year Spanish & History student at Balliol College, Georgie, explains why she loves her choice of degree course and why others might want to follow in her footsteps. Take it away Georgie!
At the age of 15 or 16, I’d always feel a mild degree of panic when asked the question “What do you want to study at uni?” It’s easy to be overwhelmed by the various subjects available to study at university, especially if you enjoy a wide variety of the subjects you take at school.
I studied the International Baccalaureate in Sixth Form, in which you take six subjects, so the thought of narrowing down to a single specialism felt very alien to me. But I soon came across the option to study a Joint Schools degree (also called a “Combined Honours” degree at some unis), and this seemed like a very attractive deal.
At Oxford, it is possible to take a Modern Language alongside a Humanities subject – Classics, English, History, Philosophy or Linguistics. This is a four-year course, with one year spent abroad, in which prelims (the first year) doesn’t count towards your degree, and your final exams take place at the end of your fourth year.
Balliol Hall from Fellows’ Garden – taken from Balliol’s website
I’m midway through my second year at Balliol studying History and Spanish, and I absolutely love my degree, but I still believe that Joint Schools studies are notoriously mysterious. Read on as I try to bring some clarity to the subject…here are 5 reasons why I love my Joint Schools degree:
1. Breadth of Study
Taking a Modern Language and a Humanities subject means you take roughly half of the courses that a single-honours language student takes, and half the courses that a single-honours humanities student takes. Your modules are taken from the two distinct schools. A first-year taking History and Modern Languages, for example, would study two history papers, two foreign literature papers, and two language papers.
Studying two subjects automatically doubles the number and variety of modules available to you. The courses for both languages and humanities are extremely rich and there is a huge degree of freedom to explore your interests and choose your specialisms.
As a joint-schooler, I can access all the History modules offered to single-school students, and, since I take half of what they do, I do not have bend my studies around period or geographical requirements.
Photo by Benigno Hoyuela on Unsplash
While straight History pupils must, at some point in their degree, study both “British Isles” and “European and World” papers from a range of different historical eras (early modern, 20th century, early medieval, etc.), joint schoolers have more freedom to choose not to study certain periods or geographical areas. As a joint-schooler, it is possible, for example, not to study a British History course during your entire time at Oxford.
2. Studying One Enriches the Study of the Other
While modules are taken from the two distinct schools, and do not explicitly blend the subjects, studying one subject really enriches the study of the other. The skills learnt in taking a modern language, such as rigorous literary analysis and attention to detail, can be applied to great benefit in the study of your other subject. Equally, studying humanities modules can bring perspective to your reading of foreign literature, as well as greater awareness of socio-political concerns.
It is possible to choose modules from different subjects which complement each other. To give two concrete examples:
A Classics paper, “The Latin Works of Petrarch”, could be taken alongside “Medieval Italian Literature: 1220-1430″.
Or a History paper, “Enlightenment and Revolutions: 1650-1850″, could be taken alongside the French “Modern Prescribed Authors I”, specialising in Voltaire and Diderot.
The lateral links to be made in blending the two schools are extremely exciting.
3. It’s Impossible to be Bored
As you might have guessed by now, it is virtually impossible to be bored! If you are the type of person who likes to have multiple subjects to focus on at one time, Joint Schools are perfect due to the breadth of study and the freedom to tailor your course to your interests. It should also be said that the Joint Schools courses are carefully designed so that you have a normal workload! You won’t be bored but you also won’t have unmanageable amounts to do!
In the same day, I might translate a passage from a modern Latin American novel, read up on early medieval representations of gender, or complete an essay analysing a Spanish Golden Age ballad. There is always more to learn and read about; Joint Schools degrees can make you think in new ways and broaden your world outlook.
Photo by Redd on Unsplash
4.You Meet a Wider Variety of People
As a second year, my regular weekly timetable consists of: a history tutorial and/or a literature tutorial, a language tutorial, two language classes, two lectures, and (for this term only) a history seminar. This is the biggest workload I have had so far, and schedules vary greatly over the three years spent in Oxford.
Classes and lectures are run through the Modern Languages Faculty, and, through these, it is possible to meet students from all over the university. Tutorials may be held either through the college or at another college, where your tutorial partner/s come from a different college. Taking more classes, from different schools, widens the variety of people with whom you interact and makes for a very interesting set of daily conversations!
5. The Year Abroad
A huge attraction for taking Modern Languages is, of course, the Year Abroad. Usually taken in your third year – apart from students of Beginners’ Arabic or Beginners’ Russian who go in their second year – the Year Abroad offers the opportunity to spend some time working in industry, teaching, or studying in a foreign country.
Edificio Metropoli, Gran vía – Madrid, Spain. Photo by Jorge Fernández Salas on Unsplash
When studying Modern Languages at Oxford, the norm (but not the rule) is to take two languages. As a joint-schooler taking one language alongside a humanities subject, you can devote your entire year to immersing yourself in your single target language; the opportunity to improve your language skills and culturally enrich your life is unparalleled. When you get back to Oxford, by fourth year, you will have a wealth of experience and cultural knowledge from which to draw upon in your studies!
I can honestly say I love my degree. Studying two subjects – in my case History and Spanish – has meant I’m never bored of work, especially because I can productively spend time searching for places to go on my Year Abroad! If I were to go back in time about 3 or 4 years, I’d tell my past self to stop worrying about trying to choose a single specialism. Each subject offers such a broad variety of choice and an incredible degree of freedom to tailor your studies around your interests.
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Thank you Georgie for that wonderful insight into the joys of a Joint Schools degree course!
A reminder that we are still taking bookings for our Italian and Russian & Slavonic Languages Open Days, both taking place on Saturday 5th March. You can book your place here – don’t miss out on the chance to learn more about these exciting courses!
Here at the Faculty of Medieval and Modern Languages, we organise and run a range of open days for prospective students and their parents and guardians. Open days are one of the best ways to get a real feel for a University, helping students to make informed decisions about their futures.
Over the course of February and March, we will be holding our language-specific open days, designed to provide greater insight into our undergraduate degree programmes. In comparison to our wider open day in May, language-specific open days are smaller and more focused in their scope, allowing more time to explore a subject in depth.
For example, the German open day offers an introduction to German film, linguistics, and different types of literature. On the Spanish and Portuguese open day, you can explore medieval Iberian literature and learn Portuguese in 15 minutes. The Italian open day will introduce you to Italian literature’s biggest names from the Middle Ages and Renaissance periods.
So, if you’re thinking about applying to study languages at Oxford, or want to find out more about a particular course, these open days offer a wonderful opportunity to meet some of our tutors and current students, come along to academic taster sessions which will give you a flavour of what it’s like to study languages, and ask lots of questions.
Below are the details of our 2022 language specific open days. You will need to book a place at these events, which you can do via our open daywebsite, where you will also find the event programmes.
German: Saturday 19th February, 11am – 3pm, Microsoft Teams
Spanish & Portuguese: Friday 25th February, 10am-3pm, St Anne’s College
Italian: Saturday 5th March, 11am-1.30pm, Microsoft Teams
Russian and Slavonic Languages: Saturday 5th March, further details to be published soon.
You may have noticed that there is no specific open day for French: students interested in French should attend the Faculty’s main open day in May or one of the University open days in July or September. Keep your eyes peeled for more information about those events in future blog posts.
We look forward to having you along to our language-specific open days – don’t forget to book your place!
While you’re here: a reminder that applications to our 2022UNIQ programme are still open! You can read more about this fantastic opportunity for UK state school students in last week’s blog post, or head to the websitefor further information.
After two years of online delivery, UNIQ 2022 is delighted to be able to welcome Year 12 students back to Oxford! UNIQ 2022 will combine the best aspects of our residential summer school and sustained online programme to offer a hybrid UNIQ programme to 1600 students across the UK.
UNIQ logo
What is UNIQ?
UNIQ is Oxford University’s flagship outreach programme for Year 12 students at UK state schools/colleges. It is completely free and prioritises places for students with good grades from backgrounds that are under-represented at Oxford and other universities. The UNIQ programme offers a fantastic opportunity for these students to immerse themselves in the Oxford environment, sample some of our teaching, and try out life as an Oxford student.
What does the programme entail?
UNIQ 2022 offers both an in-person residential in Oxford and an online support programme. Taking place over several months, UNIQ starts in April, with academic courses in the summer, followed by university admissions support.
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, labs 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 four 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.
UNIQ student testimony
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. In general, UNIQ students who apply to Oxford have a higher rate of success than other applicants.
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 15 minutes! – and can be completed via the UNIQ website. Applications close on Monday 7th February at 11pm.
You will need:
the name of the school where you did your GCSEs (or equivalent) or your Nationals if you are a Scottish student.
the name of your current school.
your first and second choice UNIQ courses.
your teacher’s surname and email address.
a list of your qualifications.
As UNIQ is an access programme, admission to UNIQ 2022 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.
We’re delighted to announce the return of our ever-popular French and Spanish flash fiction competitions for school students. 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…
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?
We’ll be looking for imagination and narrative flair, 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. For inspiration, you can read last year’s winning entries for French here, and for Spanish here.
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 this blog, if you give us permission to do so.
How do I enter?
The deadline for submissions is noon on Thursday 31st March 2022. If you would like to submit a story in French please do so via our online submission 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.
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.
We recently launched our annual Spanish Flash Fiction Competition, which closed in March. The competition was open to students in Years 7 to 13, who were tasked with writing a short story of no more than 100 words in Spanish. We had a brilliant response, with entries coming in from across the UK and beyond, and in total we had more than three hundred submissions.
The judges praised the high standard of the entries across both categories. We would like to thank everyone who entered the competition and commend you all for your hard work and creativity in writing a piece of fiction in a different language. This is a challenging exercise, and a significant achievement.
We are pleased to say we are now in a position to announce the winning entries.
In the Years 7-11 category, the winner is Sophie Hobbs in Year 10. The runners up were Adam Noad in Year 11 and Abisola Daodu in Year 9.
The judges also highly commended Joe Gutierrez Thielen, Jonathan Visan Gherghe and Isabella Ooms.
In the Years 12-13 category, the winner is Ada Janowicz in Year 12. The runners up were Sofia Hoad in Year 12 and Eden Farber in Year 12.
The judges also highly commended Hannah Newton and Mariam Siarli.
¡ Felicidades! If anyone is curious to read the winning entries, here are the top stories from each category.
Sophie’s story
«Empecemos».
Sólo podía oír el sonido intermitente del reloj que rompía el silencio ensordecedor. Quería esconderme en la oscuridad; el miedo me estaba matando. Sentía las miradas congeladas del enemigo, tan feroces e implacables como la tormenta afuera.
Avancé. De repente, todos se callaron, y la luz siniestra creó una sombra retorcida sobre el campo de batalla.
Ojalá el caballo caiga en mi trampa…
Agarrado por la preocupación, pensaba que sería capturado por el caballo: él estaba a punto de atacarme. Sacrificios. Amenazas. Peligros inexplicables.
La reina del contrincante había muerto.
—
Respiré.
He sobrevivido.
—
El rey estaba indefenso…
«Jaque mate».
Ada’s story – ‘La lava’
Un brebaje arremolinado de fuego líquido. Rojo. Caliente. Imparable. Quemando con una ira insaciable, se desliza por la tierra sin destino, pero con determinación. Como si alguien hubiera abierto una estrella y la dejó para sangrar por todas las tierras verdes, convirtiéndolas en una cáscara de lo que alguna vez eran. Belleza peligrosa. La herida de la estrella sana, y la vida vuelve a surgir del infierno ardiente que plagó la tierra. El agarre del río de las llamas cesa con el tiempo, pero la cicatrización permanece. ¿Las tierras? Atormentadas por un eco de hermosa destrucción.
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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