Living in a Multilingual World (The One About the Royal Wedding)

What is her name? I stressed the “her” as much as I could but my pre-entry ESOL students’ faces remained blank as they stared at a picture of Meghan Markle.

Like many people in the UK I had bought into the whole royal wedding shebang and planned a lesson around the Windsors and the Markles. In this case, the focus would be on introductions, a subject we had covered previously but to which I wanted to come back using the royal shindig as class material. I was really pleased with myself and the fact my lesson would be as student-led as possible. The lead-in would be a photo of the happy couple, Meghan and Harry, the hand-over to students would be swift and smooth and the practice stage productive. There was one element, however, I didn’t count on.

My learners did not know much about the royals.

There it was on the wall, the family tree diagram I had so carefully printed off the net showing the lineage from Queen Elizabeth II to the latest addition, Prince Louis. Yet, my students, spanning continents from Asia to America, and countries from Pakistan to Ecuador, only recognised William. I panicked in the same way a theatre director panics when their leading actor or actress falls ill on opening night and their understudy has lost their voice. What to do now?

Well, time for some improvisation – having been part of an impro troupe back in my uni days, I developed then very handy skills that have served me well over the years. For instance, how to turn a potentially failing lesson into a successful one with a simple sleight of hand and some thespian tricks – and concept checking questions. Is the woman’s name William? No, it isn’t (well, even Harry would have been surprised at that one!). Is her name Elizabeth II? (they knew who the Queen was) No, it isn’t and I for one can’t see the newly-minted Duchess of Sussex applying for the top job anytime soon.

Next it was a controlled practice activity. I chose a multiple-choice question with just one correct answer. Is the woman’s name a) Elizabeth II b)Meghan Markle c)William?

They all called out at the same time, in different accents and using various pronunciations: Meghan Markle! I carried on playing devil’s advocate for a few seconds, broad smile on my face. So, it’s not Elizabeth II (no). And it’s not William (no).

No, it is not, I said. Or no, it isn’t. I decided to throw in a bit of language feedback to ensure that their answers, whilst correct, still included the full structure.

First hurdle overcome I grew in confidence. I moved on to the productive stage. I normally use puppets in my lessons as ice-breakers and to make them more fun and entertaining. Also, to bring the child in us back out. William. Elizabeth and Meghan lost their titles and became plain Bill, Liz and Meg, a cat, a dog and a bear. Introductions were practised. Then, the new content was presented: This is my friend…His/Her name is… My learners took to it pretty well. Even the usually shy ones in the room contributed actively. My personal aim of maintaining a good pace and giving out clearer instructions was working.

Still in the productive and final stage, I marched on. Here is where most beginners’ level teachers stumble. Learners can easily get used to the teacher doing all the work whilst they only answer controlled practice exercises. Their attitude at times can come across as uncooperative. Yet, all they are doing is showing their lack of knowledge of the target language and their insecurity in acquiring said language. No wonder they refuse to leave their comfort zone. Hence the quick hand-over at the start of the lesson ensures both parties know what is expected of them. In my case, I had made up little cards, each with a (very) short bio of Harry, Meghan, William and Kate. After reading them, the students were expected to role-play between themselves.

Up stood the first two, a man and a woman. After the usual hellos, the introductions:

 My name is Henry Charles Albert David, but you can call me Harry, what is your name?

My name is Meghan Markle. Nice to meet you.

-         Nice to meet you, too. Where are you from?

-         I am from the United States of America. And you, where are you from?

-         I am from Great Britain.

-         OK, bye.

-         Bye.

We all clapped the pair and ended the lesson there on a high. I am sure that some of them went home desperate to show off to their family what they had learnt in class and what to answer if they were ever asked “What is her name?”, a picture of a beaming Meghan Markle in hand.

© 2018

Living in a Multilingual World (The One About my Inner Linguistic Norman Bates)

“I literally died that night”. No, you didn’t, I thought, looking at my work colleague straight in the eye. Although I could “literally” kill you right now. Smother you with one of the cushions from the Family Learning Room, if you like.

No, I am not a murderer. At least not of the homicidal variety. But when it comes to grammar… well, let us just say that there are a few words and constructions whose misuse awakens my inner Norman Bates.

It is ironic that I am more permissive of modern linguistic fads in my native tongue, Spanish, than I am of my adopted one, English. I have no idea what that says about me but perhaps my attitude owes more to a certain disdain for the Royal Spanish Academy and its zealous role in enforcing obeisance to the language tsars.

However when it comes to English, I have no shortage of gripes. Not to the point of a “Mr Disgruntled of Tunbridge Wells”, shooting off letters to The Daily Telegraph every two days to complain about the difference between “use” and “usage", but certainly with what I call linguistic laziness. The “I can’t be bothered to do better” attitude. The English language is one of the richest lexica there are in the world, formed from the amalgamation of different cultures. To treat it as if it were an arid, barren land, bereft of adjectives and adverbials is a crime, in my opinion. Culprits should be sentenced. I can think of no better punishment than to write a thousand times: “it’s” is the contraction of “it is” whereas “its” is the possessive form of “it”. A thousand times, literally.

I know that this impassioned (fanatical, you say? Nah, please, let’s not get too heavy here, shall we?) position puts me on the side of traditionalists. Yet, nothing could be further from the truth. I’m perfectly OK with double negatives (as long as they are used to reinforce an opinion) and the replacement of “more than” by “over” as in “for over thirty years”. At the end of the day it is communication that we are talking about here.

Where I draw a line is in those words and phrases that are bandied about as if there were no consequences beyond their utterance. Yes, there are consequences! We are all human after all. There is no such thing as “more unique”, just “unique”; do not give “110%”, 100% is enough, thanks; do not “literally die of laughter” because if you die, how come you are telling me the story? And, please, please, please, do not get overexcited and do not be overtired. Just be excited and tired (not both at the same time, of course). When did we become a nation of “overs”? Is it to do with cricket? Well, I can’t play the game and I do not understand the rules.

Say "literally" once more. C'mon, I dare you

As I mentioned before, traditionalist, I am not. I love the freedom of the English language, its linguistic institution-free status. One of the reasons, I believe, why it has flourished and become the lingua franca worldwide. But, if we want to preserve the beauty of this language, we ought to be more proactive and less laisez-faire. Let us be bothered, let us do better and use the wide vocabulary that different cultures have bestowed upon Shakespeare’s language. Otherwise my inner linguistic Norman Bates will keep coming out. I mean that literally, by the way.

© 2016

Next Post: “Saturday Evenings: Stay In, Sit Up and Switch On”, to be published on Saturday 18^th June at 6pm (GMT)

Living in a Multilingual World (The One About Die Deutsch Sprache)

The conversation could not have been more normal. Two work colleagues talking about their children and their first GCSE year. The only difference was that the novel I am about to finish now, Die Mansarde, was lying on the table in the staffroom and my colleague queried the title.

It is German for The Loft, I said. Oh, that’s a coincidence, my son is doing German GCSE, she replied. And so, modern foreign languages entered our amiable chat.

It is welcoming news that people’s perceptions of Germany are finally changing. More important is the fact that the language is becoming popular once again. Attached to this is the economic success of recent years. Linguistically, native German-speakers might lie in a distant tenth place, well behind the Chinese, Anglophones and Hispanics. Yet, they actually rank fourth in the world when you take into account their economic output (put Germany, Switzerland, Austria, Luxembourg and Liechtenstein together and you will see. In fact, squeeze part of Belgium into the equation if you still have some space left).

Wie sagt man "power" auf Deutsch?

There is another factor in this upward trend. German language advocates do not seem to engage future learners aggressively but adopt a rather laisez-faire attitude to the acquisition of their lexicon. Where the Academy of the French Language would probably put its foot down and tut-tut at Anglicisms, German-speakers (from this outsider’s perspective) assimilate them.

A few days ago I praised on this blog the efforts of Angela Merkel during the current refugee crisis and how her attitude contrasted with that of our Prime Minister. Merkel, more than anyone else, understands that if a country is to become a magnet for investors, it needs an influx of young blood. One of the ways to attract this kind of attention is to stand out. That is exactly what she has been doing since she came to power, in a rather inconspicuous way some would say. By the way there is no sycophancy in my words. Politically speaking Frau Merkel’s domestic agenda is not one I would follow and her party is not one I would vote for. Yet I have to admit that she has placed Germany and by default, German-speaking nations in an advantageous position. When news channel prefer to use subtitles instead of dubbing her speeches, you know something is going on.

What this means in practical terms is that newcomers to the language forget how difficult it is and focus more on the benefits of either living in Germany, Austria or Switzerland  or working there temporarily.

As for me, my reply to my colleague was, your son is very clever. Not only is he thinking of his academic future, but also his professional one.

© 2015

Next Post: “Stay In, Sit Up and Switch On”, to be published on Saturday 17^th October at 6pm (GMT)

Living in a Multilingual World (The One About Taking the Plunge)

It is that time of the year when I think of the books, music and movies that made a deep impact on me in the previous twelve months. I usually share this information with you, my dear fellow bloggers and readers, in my last post of December but tonight I would rather use the space where I regularly muse on our multilingual world to promote two books I know some of you might enjoy. One of them I read over the summer just before I got on the plane to France. The other one I have just started and I can’t put down. Both volumes are my must-reads of 2014.

The first book is a novel called Heureux les Heureux. The title is taken after a line in a poem by the late, renowned Argentinian poet, essayist and short-story writer Jorge Luis Borges. What catches the eyes immediately is the way this roman is structured: each chapter is a monologue through which the reader gets acquainted with the characters whilst the plot unravels. Bearing in mind that the author, Yasmina Reza is also a playwright, I found myself at times wondering where the bracketed and italicised stage directions had gone. The second book is called D’Autres Vies que la Mienne and deals with the aftermath of the terrible tsunami that devastated South East Asia ten years ago in 2004. It was an interesting and intriguing interview with the author, Emmanuel Carrère, in The Observer that made me want to investigate his writing further.

It was also the fact that both books were available in French.

I don’t read in French as much as I used to years ago and this has always been a cause for regret in my case. After spending three years learning the language and becoming fluent in it, I lost many of my oral and listening skills when I relocated to the UK. That is the reason why going back to the Gallic lexicon feels usually like travelling to another country, a familiar and friendly land, if only in my mind.

One of my two books of the year

Those of you who speak more than language and are fluent in it/them will probably recognise this phenomenon. It has probably been a while since you dabbled in unusual grammar and syntax constructions, so you get a book in the language in which you want to regain your fluency and you dip your big toe in the water first. No headfirst plunge, mind you, just a shy re-acquaintance. If the water is too cold, you close that first page and go back to your warm comfort zone. I did it a few years ago with a novel in German and I regret it now. My advice is, plough on, and make sure that you understand the reason why the water feels cold. You see, you have not swum in this beach for a long time. So, you must wade in the water first, and then little by little, ensuring you have got a firm footing (i.e., a good dictionary) you carry on, until the water level reaches your waist. It is only then, that you dive headfirst.

That is how reading in a foreign language, especially French and German (and more the former than the latter) feels to me. Like immersing myself in the vastness of a great big ocean. Along the way I am helped by friendly winks and nudges that reassure me I’ll be supported on my journey. In the case of books written in French I feel as if there is always an ellipsis hanging over the pages. Not a clear-cut omission of items in order to avoid repetition, but rather a mark or marks along the lines of  “...” that signify the sentiments and emotions left unexplained. Both Heureux les Heureux and D’Autres Vies que la Mienne are full of examples. In the former there is a character called Paola Suares, who is sleeping with a married man, Luc Condamine. Since his wife is not home, he decides to take Paola to his house. The scene that follows is full of small, descriptive details that render the situation absurd. Whilst he is taking his clothes off, ready to have sex with her, Paola is showing more interest in the house décor: “Luc a défait sa braguette. J’ai attend un peu. Il a libéré son sexe et tout à coup j’ai réalisé que le canapé était turquoise. Un turquoise chatoyant sous la lumière artificielle d’alcôve, et j’ai pensé qu’au milieu de reste était assez surprenant d’avoir choisi cette couleur de canapé. Je me suis demande qui était responsable de la décoration dans ce couple.” There is humour in the scene as well. The man unfastens his trousers but his female companion is more interested in the couch and its colour. The chapter ends on a more serious note, though, with Paola stating the obvious: you will never leave all this, will you? Luc’s elliptical response indicates that there is a suppression of thoughts. Thoughts that will come out in his monologue, pages later, but which, for the time being, will remain under wraps.

Those of us who live in a multilingual world, even if we forsake one of the languages in which we are fluent for a while, always have the opportunity to come back and take the plunge. But do not be afraid to dip your big toe in first. Should the water be cold, plough on, please, do plough on.

© 2014

Next Post: “Sunday Mornings: Coffee, Reflections and Music”, to be published on Sunday 14^th December at 10am (GMT)