Introduction
Hello! I’m Krystyna. I’m a graduate intern at the University
of Manchester and I work in the Student Recruitment and Widening Participation
team. This means that I work in a team which works closely with schools and
colleges in order to show learners what university is all about and what other
options young people have to continue their education and succeed in the
future.
I studied French and Spanish at the University and in my
final year I did an extended research project on the topic of anthropomorphism
– the way that animals (or non-human characters) are treated as if they had
human qualities. Not at all French or Spanish! But what does all this have to
do with what I studied and my current job?
What is the School of
Life?
You may have heard people refer to university as ‘The School
of Life’, but what do they mean by this? Arriving at university is an
experience unlike any other. You are likely to be living without your family
for the first time, independently, with a group of other students. You can meet
new people every day if you want to through your course, and though the various
societies (clubs) and activities going on on-campus or in the city. You are
faced with so many new situations that your ability to overcome problems gets
better, and you find yourself getting more confident. More confident and
learning a whole lot of new skills and knowledge. All of these experiences give
you an insight into the world beyond your comfort zone and prepare you for your
future whether you have a career in mind or not.
As you find your feet, and get deeper into your work and settle
into your student life, you also start finding out more about your interests –
what are the things that spark something inside you? What are the things
that get you excited? Where is it that your strengths lie? What do you want to
get better at? These were some of the questions that helped me make the most of
the opportunities at university.
How does this help you
grow?
University isn’t only about attending your classes and only
sticking to classes from your course – that’s right! If you’re doing a business
degree you can take up a language and vice versa! I was able to take a course
on animal ethics in my final year which explored the relationship that we,
humans, have with animals. Not only was this fascinating, but it also changed my
world view. This, paired with my growing abilities in the languages I was
learning, made me reconsider my future. I started thinking beyond my subject
and started thinking about how I wanted to impact society in the future.
I became a student ambassador in my first year through to my
final year. This is a role in which you represent the university at events and
get to talk to people visiting campus about your experience there. As an
ambassador, one of the things I enjoyed was the opportunity to work with
schools. I would help university staff run events that encourage secondary
school pupils to take up languages and in my final year, I was able to teach
four beginner French lessons to 12 pupils in year eight at their school. This
is because many, if not all, universities also work with their local
communities in many different ways and I was able to be a part of that.
How does this help shape
your future?
As I came closer to finishing my degree, I started to
understand that my degree doesn’t restrict me to finding a job linked directly
to my studies. I started to understand that at university you learn so many
different skills that can be applied to many different jobs. At university,
not only did I gain independence, experience and learn about many things that I
wouldn’t have otherwise learned about (such as studying linguistics, and animal
ethics, and even studying abroad), I was able to reflect on my experiences and
skills, likes and dislikes, strengths and weaknesses and find where it is that
I want to go next.
If you decide to come to university, I hope that you will
push yourself to learn and experience new things, get involved in the work that
your university does in its community and discover, from these experiences,
where your passion might lie. I hope you have an excellent experience in the
School of Life!
by YPU Admin on February 17, 2020,
. Tags:
creole, french, grammar, Humanities, language, La Reunion, linguistics, MFL, modern languages, Reunion Creole, and syntax
Introduction
Hi, nice to meet you. I am a first-year PhD student in Linguistics. The most
common two questions I get asked when I say this are: “What is Linguistics?”
and “How many languages do you speak?” So, I’ll begin by answering these.
Linguistics is the “scientific study of language”. It is a vast discipline, but
some examples of what linguists are interested in are: how grammars are
constructed, how language changes, what the similarities and differences are between
the languages of the world, how children and adults learn languages, how people’s
use of language varies according to social factors (gender, age, context etc.),
how the order of words in a sentence gives that sentence meaning, the list goes
on…!
As
for the second question, being a linguist does not automatically mean you speak tons of languages (though some do)!
I speak French, I am learning Spanish, and I understand Reunion Creole, which
is the language that my PhD research is on. Reunion Creole is spoken on the
island of La Réunion, a French overseas department (next to Mauritius, in the
Indian Ocean). Creole languages are relatively new languages (compared to
English or French, for example) which arise when groups of speakers with
different native tongues are found in a situation where they need to
communicate with one another. This happened in La Réunion when French
colonisers settled on the island and imported slaves from Madagascar and East
Africa. Later, immigrants from India and China came to the island to work. Over
the subsequent generations, the language formed through the interaction of
these groups of speakers. It is now the native language of the majority of the
island, spoken alongside French. Many of the words in Reunion Creole are
derived from French words, so it may sound familiar to a French speaker, but
the grammars of the two languages are different.
Cap Noir, La Réunion: here’s
a picture which shows you the beautiful mountainous landscape of La Reunion
In Depth…
So
how did I find myself doing a PhD on this topic?! I have always had a
fascination for foreign languages, and just words in general, which led me to study
French at undergraduate level. During my degree, I chose modules in French
Linguistics and really enjoyed them. I enjoy the discipline as it applies the
scientific rigour and logic of the Sciences and Maths, to an inherently social
phenomenon: language. In the third year of my degree, I got the opportunity to
go on a year abroad. I chose to study in La Réunion, and it was there that I
discovered Reunion Creole. On returning,
I decided I wanted to continue studying and explore the subject of Linguistics
in more depth with an MA and PhD.
My
PhD project investigates the syntax and focus structure of Reunion Creole. This
is essentially how the word order of a sentence can be manipulated to change its
emphasis and by consequence, its meaning. And what is the point in this
research? Firstly, a better understanding of the mechanics of individual
languages enables us to make comparisons with the languages of the world. This
in turn allows us to better understand the faculty of language, which is a
fundamental part of our existence. Secondly, knowledge of the technicalities of
a language also enables us to better teach it in the classroom. In La Réunion,
Reunion Creole is an officially recognised regional language and French is the
national language. Historically, French has been more highly regarded and
continues to be the language of the law, administration and schooling. Like many creole languages, Reunion Creole
has not always been highly regarded with respect to French, despite it being
the native language of the majority of the island. A person’s mother tongue is
a fundamental part of their identity, so I consider it very important that it
be valued. Furthermore, research has suggested that bilingualism has cognitive
benefits, which may reduce the likelihood of dementia, for example. It is
therefore imperative that bilingualism is encouraged, so any research promoting
historically undervalued languages serves this purpose.
La plage de
l’Ermitage, La Réunion.
Going Further…
If
you’re interested in languages generally, there are plenty of resources that may
feed your curiosity:
Grand Bénare, La
Réunion: at
the top of a hike in La Réunion – above the clouds!
Introduction
Hi, my name is Carys Rees-Owen and I am a recent graduate of
European Studies and French. Doing a joint honours degree gave me loads of
options, which is why I chose this degree. I studied French, History and
English Literature at A levels – I always knew I wanted to study French at
university, as I loved languages, but I also wanted to specialise in another
subject. European Studies allows you to choose any module from the Politics,
History or Economics department, with one or two compulsory modules in European
Politics every year. I decided to focus on politics modules as I’d always followed
the news and took part in debates.
In Depth
Choosing Where To Go
The best thing about my degree was the option to spend my
third year abroad in order to improve my French. I had the choice of studying
abroad, teaching English abroad as an English Language Assistant or working
abroad. I wanted a bit of variety, and definitely wasn’t ready to get a proper
job or internship. I wasn’t too eager to spend a whole other year studying either,
but I did want to experience life as a French student. I decided to make a
compromise – I applied to study at a university in Lyon, France for the first
term and then applied to be a Comenius assistant in Martinique, a small French
island in the Caribbean, for the second term. A Comenius assistant is similar
to an English Language Assistant, however with the option to teach another
subject besides English (like politics). All assistant jobs are funded by the
British Council, meaning all my accommodation, food and travel costs were
covered as well as an allowance for living. I also got an Erasmus grant for
studying at a European university, so the cost of going abroad was never a big
worry for me.
My Year Abroad
I moved to Lyon, France’s second biggest city, at the end of
summer 2013. After a lot of searching, I managed to find a flat with another 3
French students just down the road from my university. The next five months are
a blur of cheese, good wine and French cafés. I loved living in France, but
studying there was completely different to how I imagined. Lectures lasted 3
hours long (when in Manchester they last an hour) and it felt a bit more like
high school – there was a lot less discussion and debate than I was used to in
Manchester. I studied Politics modules there, but in French. It was interesting
to see how similar topics were taught in France but from a completely different
angle. I did struggle at first with my courses but as my French improved I
found it a lot easier. I saw such a drastic improvement in my French in such a
short amount of time, and definitely took advantage of discovering a new city.
I then moved to Martinique in January 2014. It’s such a
beautiful island, with so many white sandy beaches, thick jungle and a great
mix of French and local Creole culture existing there. I worked in a high
school for 5 months, working roughly twelve hours a week. This meant that the rest of the time I had
there I was free to do whatever I wanted. I spent my time on beaches, hiking in
the jungle and mountains and exploring the island. Teaching English was
challenging, especially considering that my pupils were only 4 years younger
than myself but it was a really good way to integrate into the local community.
I made really good friends with some of the other teachers there, who taught me
more about the culture and history of Martinique.
Overall, I couldn’t have asked for a better year abroad. I
got to experience French student life, as well as spend months lounging on
white sand beaches in the Caribbean. More importantly, my French improved drastically,
as did my confidence. Moving to a completely different country without knowing
anybody is incredibly challenging, and sometimes frustrating, but the
experiences I had were definitely worth it.
Going Further
Getting the chance to study abroad isn’t just limited to
language students either – check if your course allows you to study abroad for
a semester! I’d recommend checking out these websites for more information on
what you could do:
www.thirdyearabroad.com
http://www.britishcouncil.org/study-work-create
by YPU Admin on September 3, 2015,
. Tags:
ab-initio, Bologna, communication, french, Humanities, interpreting, Italian, languages, linguistics, masters, morphology, Research, society, syntax, and translation
From High School I knew I really wanted to study languages and hopefully
pursue a career in translation or interpreting. So I chose French and Italian
at Manchester because I wanted to continue studying French after taking it at A
Level; but I also wanted the opportunity to start a new language from scratch.
Manchester offered several ab-initio languages and I decided I really wanted to
study Italian.
During my time at Manchester I particularly enjoyed the modules which
focused on core language and also linguistics, such as Structures of French
Language, French Syntax & Morphology and The Structures of Modern Italian.
They allowed me to gain a greater and more in-depth knowledge of both languages
whilst benefitting my spoken language and understanding of where modern day
French and Italian both stem from.
After graduating, I planned to work for one year, and now, having gained
this experience, I will go to Italy and study for a Masters in Language,
Society and Communication at The University of Bologna.
by YPU Admin on July 9, 2015,
. Tags:
demons, french, history, Humanities, imagery, medieval, Religion, Research, theology, and witchcraft
Introduction
My name is Tom and I am embarking on
a PhD in History at the University of Manchester this autumn. I studied for my
BA in History at Manchester and I’m currently finishing my masters in Gender
History at the University of Glasgow. In between these courses I spent a year
working as an English Language Assistant in two secondary schools in Lille,
France. During my undergraduate studies I developed a passion for early modern
beliefs about the supernatural and I wrote a dissertation on sixteenth-century
French demonological treatises (you could call these witch-hunting manuals!). My
research has now taken me to the phenomenon of demonic possession in sixteenth
and seventeenth-century France and England, particularly on how possession narratives
contributed to the cultural construction of the body.
In Depth
Demonic Possession may seem strange
to us now, something you expect to see in a horror film, but during the early
modern period
it was an extremely important phenomenon. There were perhaps thousands of cases
of possession and exorcism across continental Europe, including France, during
the early modern period (c. 1500-1800).Young
boys and girls, often teenagers or young adults, were recorded as having seizures,
possessing unnatural strength, speaking in ‘foreign tongues’, levitating and
spitting out objects like pins and nails. There are many cases in France where
entire convents of nuns were said to be possessed by the devil. During the
Reformation and Counter-Reformation, when Western Christianity split and
Protestant churches emerged, demonic possession and exorcism acted as a vehicle
of religious propaganda, a way of showing which religious denomination God
favoured.
However it was also an important
phenomenon for everyday people. Men and women flocked to see public exorcisms
in France and there was a booming book trade which centred on stories of
demoniacs (a possessed person) which would rival the best Stephen King novel.
In this way demonic possession can be viewed as a type of performance, even a
form of mass-entertainment. This is where my research centres. I’m interested
in why demonic possession was such an important phenomenon in this period but
also how it affected other areas of people’s lives. I look at the use of the
body within the performance of demonic possession and how it was written about
and understood. I use a wealth of documentation left behind, from the trials of
witches accused of causing possession, personal and witness testimonies of
possessions and exorcisms and the wealth of printed books which distributed
these narratives to a mass audience. In doing so I hope to shed light on how
beliefs surrounding the supernatural were connected to early modern cultural
ideas about the body and the life-cycle.
I developed my interest for this
area of history in my final year of undergraduate studies during a module on
Witch-Hunting in Early Modern Europe and I was supported by my supervisors in
developing this project. Having French language skills made this a viable PhD project
and so if I could give one word of advice it would be to learn a language! Not
only do languages give you a competitive edge in academia or on the job market
but they’re actually pretty fun and (cliché alert) really do take you places.
It was fantastic having the opportunity to live in France and practice my
French for a year. I gained life-long friends and memories plus I’ve picked up
practical skills in the process. It’s never too late to learn either! I started
learning Latin this year and in fact your first year at university is the
perfect time to experiment. Manchester’s University Language Centre lets you
take a language as part of any degree programme. You may not have clicked with
French, German or Spanish at school but have you ever thought about Portuguese,
Polish, Chinese or even Arabic? Try it and who knows where you’ll end up!
Going Further
There really is a wealth of on-line
resources out there on early modern Europe and the Supernatural. Also, in 2016
there will be an exhibition, “Magic and the Expanding Early Modern World”, at
John Rylands Library on Deansgate!
15-Minute History: “Demonic
Possession” in Early Modern Europe (Podcast) (http://15minutehistory.org/2013/10/23/demonic-possession-in-early-modern-europe/)
The Survey of Scottish Witchcraft (http://www.shca.ed.ac.uk/Research/witches/)
The Damned Art: The History of Witchcraft
and Demonology (Internet Exhibition) (http://www.gla.ac.uk/services/specialcollections/virtualexhibitions/damnedart/)
The Many-Headed Monster (Blog) (https://manyheadedmonster.wordpress.com/)
The Pendle Witch Trial (Documentary)
(https://www.youtube.com/watch?v=Yv-JDUfADiw)
A helpful website on European
Witchcraft (http://www.witchcraftandwitches.com/index.html)
Women and the Early Modern Witch
Hunts (Blog Post) (http://www.jesswatson.co.uk/post/78990856670/women-and-the-early-modern-witch-hunts)