Universidad
de La Laguna
Departamento de
Filología Inglesa y Alemana
rev. 02/11/2005
Each issue of English Studies, the booklet published by the Department, includes interviews with students and members of its academic staff. We reproduce them here.
David Roberts is a teacher who seeks to enliven the use
of spoken and written English in ULL students. He has begun
to tap into students creativity in his popular classes in which
debate and tolerant exchange of views hold sway. He has met with
immediate acceptance but is always concerned with adopting a
principled course of action.
ENGLISH STUDIES: You've had a long career as teacher of English at ULL. What is your background?
PROF. ROBERTS: My academic background is rather like the famous English saying "a curate's egg," which basically means a bit of everything; I did my first degree in Politics/Philosophy and Sociology and then did a Masters in American and British Politics whilst somehow squeezing in between a Teaching certificate, which in those days was an obligatory qualification to teach in schools or 6th form colleges ("High Schools" in the U.S.). I later read for year at The English Bar to become a Barrister and to complete "the trilogy" then took an Royal Society of Arts certificate in the teaching of English as a foreign language.
ENGLISH STUDIES: What would you say is the main value in learning English for people attending your classes?
PROF. ROBERTS: This is of course a question that should be first addressed to the students themselves; looking at it completely logically firstly it is a part of their university course which they must complete; but on a different and more philosophical level the learning of anything new enhances and enriches us as human beings: I could, of course, talk about the dominant place that the English language plays in the modern world, closely followed by Spanish, but this is something known to all of us, too obvious to pursue.
ENGLISH STUDIES: The tag most associated with your classes if probably the term "practice and practice." What is the practice that students are engaged in your classes?
PROF. ROBERTS: I can only reply that in the words of one of my professors: "Life is not a tutorial." A comment that I always took to mean we cannot divorce what we do, in our case teaching, from the realities of life as it is lived by the majority of the people. So in this respect to teach a language, or everything else, purely in academic context, that is within the safe confines of the lecture theatre, with no relevant connection with the world outside would, to me, be an introverted and wasted labour. Therefore in my humble opinion teaching should prepare us for life and in this sense, as Socrates once said we are all teachers and we are all students, maybe more, as they do from me. On a more mundane level I hope that my classes prepare the students to deal with the colloquial and cultural demands of the language they are studying, and the world associated with it.
ENGLISH STUDIES: How would you sum up your "teaching philosophy"?
PROF. ROBERTS: I hope that through the study of the language there will take place an opening of curiosity, perhaps of intellectual horizons, a sense of something more. Teaching, therefore to me cannot be divorced from how we live our lives, although I realise that probably sounds incredibly pretentious; I believe in teaching as in life we must respect each other; no one has the word of God, everything is open to question: students have the right to question us as teachers as we have the right to question them. A good teacher should never need to resort to the weapon of examinations to hide his or her own failings.
One of the most popular areas in English studies at
ULL today is
English literature. Dr. Castillo seeks to promote rigorous
research in this field, as well as in the historical and literary
links between Great Britain and the Canary Islands. Taking
nothing for granted, he poses questions of what is literature,
what is going on in this text. He is a teacher and that is in the
right place at the right time.
ENGLISH STUDIES: Would you talk about the way you prepare and present a class?
DR. CASTILLO: In this process two elements must be taken into consideration: the nature and the amount of information, as they are essential to make literary texts more accessible to the student. Renaissance literature is in many ways alien to the modern reader; it is difficult for him/her to understand it and our role is to provide and ensure this understanding and to make his/her approach less and less handicapped. Our students do not share the intellectual preconceptions of the Renaissance author; they have not read the books that formed his mind; they do not ask the same metaphysical, moral or aesthetic questions; and it is the same in the field of language. We have to assume that these handicaps exist but they can be surmounted by the recovery of the context within which the poem or the play was written. By context I mean the intellectual assumptions, the literary conventions, and the terminology which the writer shared with his contemporary readers.
ENGLISH STUDIES: So context plays a very important role in your syllabus for English Renaissance literature...
DR. CASTILLO: Yes, it does. If we ignore the differences between the modern reader's interests and points of view and those of the Renaissance writer, and concentrate only on those aspects of the literary piece that our students can regard as perennial and interpretable in the light of their own ideas, this approach is mistaken because we are not taking into account that the habits of mind of the past are as important as those of the present, and it is limiting as it restricts the amount of a work that the student can grasp. That's why, when dealing with More's Utopia, for instance, some attention has to be paid to Plato's ideas and how they influenced the Renaissance mind. And the same can be said in the field of the poetry of the period, which cannot be fully understood if Petrarch's role is ignored.
ENGLISH STUDIES: I'd like you to characterize your own vision of ULL students...
DR. CASTILLO: It seems to me that some of them see reading as an imposed and compulsory activity and it is our role to make them realize that reading is not only a tool but also an opportunity to think about ourselves, as individuals, and about the world we live in. And also, a great effort has to be made to make our students see that literary texts -- mainly those belonging to the past -- are not old-fashioned, dull and devoid of any fruitful experience or message. In the case of Renaissance texts we can see the quest for a new society based on justice and education. And this dream is with us still.
At a time when cultural identity and recognition is paramount in these Canary Islands, some ULL students continue to explore the linguistic and literary expression of the American and English experience inside and outside these islands. Daniel is an active student in class who will finish his degree next year.
ENGLISH STUDIES: What or who lead you to choose English Studies?
DANIEL: I have always admired the English language and after travelling to the United Kingdom I discovered how much culture I could explore if I chose English Studies. The mere fact of attending classes and listening to teachers speaking the language stimulate the students to improve their command of English. I feel proud of getting involved in a different culture from mine every morning when coming to the ULL. The first word that comes to my mind when trying to depict English studies is breadth. Our studies cover a wide variety of topics, all of them equally interesting. On the one hand, literature courses expand into other areas such as philosophy or history. On the other, teachers of linguistics also approach psychology and sociology. Therefore, this degree provides us with an incredibly rich fund of knowledge which can be applied beyond academic boundaries.
ENGLISH STUDIES: Would you describe how you study?
DANIEL: The trick I make use of, if you consider this a trick, is the combination of constant attendance and the subsequent reading and expansion of my notes everyday. To my mind, this simple task, together with some extra effort during the examination period readily leads to the fulfilment of any student's expectations.
ENGLISH STUDIES: I think most students coming to the School of English Studies know how to get the techniques that they need. Do you think that ULL students care about studying and deepening their knowledge of the discipline?
DANIEL: Well, I think most ULL students participate actively in classes and they even make such important contributions that the enrichment of courses is limitless. This can be mainly seen in literature seminars; there are excellent opportunities to be aware of the writers' legacy by joining intense and absorbing debates.
ENGLISH STUDIES: How important to you is it to get in touch with what you feel and what you have to say in class?
DANIEL: Of course, the fact of being interested in the subject one is taught can be considered of vital importance. After talking to many European students who are doing same degree, I have become conscious of how lucky we are here, since every single class is a forum for discussion and debate. ULL teachers do not hesitate to encourage students' contributions and they even allow this extraordinary level of interactivity in lectures. Over time one gets rid of the initial embarrassment and does not hesitate to consult books and manuals in our excellent Central Library so as to enrich what has been covered in class.
ENGLISH STUDIES: One purpose of the ULL teachers is to broaden the American and English perspective and cultural dialogue through master classes and discussions. What's the key of English Studies for you today?
DANIEL: The pursuit of knowledge has ceased to be attractive since one is constantly bombarded with vast amounts of information. All of us are utterly immersed in the age of the internet which basically involves the immediate traffic of news. This tendency is not observed in English Studies, a degree which can become anachronistic if no one dares to update it. Even though we are conscious of the importance of the enormous cultural treasure English Studies represents, we should accept the need for changes. Perhaps, an emphasis on present English and American history and culture will help our degree to survive in such a pragmatic and empirical society.
The definition of European is often questioned for authenticity, grouping together, as it does, cultures that are distinctly separate in history, custom and geography. Perhaps this is a lens through which Ritsa has developed a new European sense of commonality, considering she got her B.A. degree from Aristotelio Panepistimio of Thessaloniki, is writing her M.A, dissertation on Ernest Hemingway at Syddansk Universitet in Odense and now is an Erasmus student at the ULL.
ENGLISH STUDIES: Where did you start with an interest in English?
RITSA: I started learning English at the age of 8 in a private school in my hometown, Almyros, Greece. Right from the beginning I remember how much I loved this language. Later, as a high-school student I realized I wanted to be a teacher of English. After passing the university entrance exams I entered the Aristotelio Panepistimio of Thessaloniki. There I soon found out how deeply fascinated I was by the study of English/American literature. That's why I decided to continue my studies for an M.A. in English at the Syddansk Universitet in Odense, Denmark.
ENGLISH STUDIES: How does the Erasmus program work?
RITSA: Well, it's quite simple I think. Once you decide you'd like to study abroad as an exchange student, you go directly to the International Office. There you'll be provided with all the necessary information concerning the exchange stay (university programs, accommodation procedures etc.). However, it's important to take care of everything that's required before you get to the host university. In other words, don't leave everything until the last moment!
ENGLISH STUDIES: Do you feel you are achieving your academic goals here?
RITSA: In my opinion, the ULL is a great place to study -- especially the English Department which is really well organized. The atmosphere is relaxing, teachers and students are very friendly, everyone is more than willing to help you. The library is quite big with direct access to the journals, there are sufficient computer rooms and many university restaurants. Moreover, the breathtaking natural beauty of the island helped me a lot in achieving a balance between the stress of studying and my inner peace of mind.
ENGLISH STUDIES: Could you sum up your view of yourself here in La Laguna? Have you a strong sense of being organized and connected to a big group of people?
RITSA: I'd say that La Laguna is mostly a student town. There are excellent opportunities for social life, entertainment, meeting students from various countries within the Spanish/Canarian culture. That's the most interesting part, I guess. To experience the Spanish culture in relation to other international cultural elements. I could hardly say that I'm the organizing type of person. It's a matter of character and of circumstances, too. Studying and the production of my own literary work takes up most of my time. And writing is a lonely process, you know! Luckily, my stay at the University Residence is far from being boring! There are things to do, people to meet, fiestas or other kinds of activities. Sometimes, it's difficult to find time for myself!
ENGLISH STUDIES: Any particular method to approach your M.A. Dissertation on Hemingway's fiction?
RITSA: I'm writing about the religious dimension of Hemingway's fiction without neglecting his own life experiences. It's not an easy topic considering the fact that though born a Protestant, he later converted to Catholicism. Therefore, a deep knowledge of both Protestantism and Catholicism is required. Since I am an Orthodox Christian, you can imagine how challenging this search has been for me! Discovering Hemingways's religious beliefs and seeing their reflection in his writings in Spain, has been an extremely enlightening experience!
Ana Isabel Ramos grew up in El Rosario. This year, having completed a degree in English Studies from ULL, Ana takes part in our Department Graduate Program. One of the reasons for this Program is to give students an accurate idea of what it would be like to be a professional in our field. I think Ana has perceived this kind of nurturing environment, in which students are invited to strive for excellenc.
ENGLISH STUDIES: Maybe if we can start with the past, we can bring that up to the present. Could you give us a little insight into your past?
ANA: Despite considering myself as lacking any special ability to learn languages, since my days in the high school, I have felt interested in the possibility of learning other languages, the history of other countries, their literatures, and the fact that the puzzle formed by all these pieces is helpful in order to understand the culture of other societies throughout their histories. Sometimes we are not conscious of the steps we follow in life but, curiously, my steps have always been related to history and literature, perhaps because of my concern with the development of ideas from the individual to the group. I remember the days in which people asked me what I would like to do in life and I answered "what I would like is to be able to communicate in other languages, to know other human beings, their perceptions, their societies and their (hi)stories".
ENGLISH STUDIES: What has been your base of support here at ULL?
ANA: The interest in English Studies has grown throughout the time I have been studying. One thing led me to another, the more I learned, the more I wanted to search for new information. Moreover, I believe I enjoy a privileged situation, since I would like to go on developing academically before acquiring other responsibilities such as a job or a family of my own, which would somehow, delay my personal and professional development.
ENGLISH STUDIES: There's a generation of students out there moving away from traditional issues. How do you see a typical ULL student?
ANA: I think that there is a great variety of students at this university and that it is precisely this diversity that enriches us. In my experience, in spite of having different ways of seeing life, students and teachers can share their ideas freely in an atmosphere of tolerance and respect. When I think of our community, I see individuals with particular beliefs and I realise that variety is one of the main features of these studies. In fact, it's this diversity what gives me the notion of group, of unity, something similar to a kaleidoscope. As some students from other faculties say, we are "la comuna", a mixture and at the same time a unity.
ENGLISH STUDIES: Are you involved in our Graduate Program full-time?
ANA: Yes, I am or at least I try to be as much engaged in it as possible. Most of the time I am in the library looking for information or reading bibliography which may be useful for my classes, and my personal research.
ENGLISH STUDIES: Another aspect I would like you talk is how your vision of English Studies could unfold in the future...
ANA: I believe that every field of study is unlimited, a field's future depends on those who research in it and their absolute confidence in the relevance of what they are doing. We only need a spark of curiosity to study new aspects and areas, applying new theories to both the traditional centres of attention and those subjects which haven't been considered as relevant until recent times. Our compromise as graduate and later, as post-graduate students, is to revise already studied areas in the sight of the latest currents of thought and to investigate new areas associated to the Literature, Philosophy, and general thinking developed throughout the world.
ENGLISH STUDIES: Where do you go next?
ANA: I don't know really, I prefer not to plan. The future always surprises us and brings possibilities, which perhaps we are not able to foresee now. Moreover, I'm quite superstitious... but anyway, I think that it may be interesting to work in a foreign country and being in contact with other customs, it's always a good alternative to acquire another kind of knowledge. I believe that everyone can learn from others, especially if they do not share the same cultural background. Learning never ends and being open to new experiences is the best means to personal growth.
Each issue of English Studies, the booklet published by the Department, includes interviews with students and members of its academic staff. We reproduce them here.
Over the years Justine has assembled a group of books and
essays that explore her insatiable desire to study African
American literature. It is easy to be lulled by her talk away
from the recognition that she is moving into her third decade of
teaching at the ULL with restlessness and
excitement.
ENGLISH STUDIES: How did you get started on teaching and researching in American literature?
DR. TALLY: More than a hobby, reading has always been a passion of mine, and once I arrived here on the other side of the Atlantic, reading American literature became almost an obsession! My own background in the American South, and discovering with a bit of a shock that I knew next to nothing about African American literature, fomented a fascination with this field that has stuck with me for over two decades. Sharing that passion with others, trying to get them to see what I see, feel what I feel, and stimulating their own creativity and imagination so that they can give me different perspectives and insights is the most exciting work I can think of. I am also deeply committed to my research, but even as I read and write, I am almost constantly thinking about taking my thoughts and materials with me into the classroom.
ENGLISH STUDIES: Browsing through your syllabi of American literature, there is both much to see and think about in African American literature. What are the scenes, images and experiential references that ULL students find most fascinating?
DR. TALLY: I think students are particularly drawn to the re-writing of history from a black perspective through imaginative literature (as well as art, cinema, and music), learning what it must have felt like to be a slave on a Middle Passage ship or escaping from an insufferable situation in the South. Or in more contemporary novels, how to reclaim your past as an African American and stand proud in your identity and dignity. We work not only on the "meanings" of the texts themselves, but on the strategies necessary for these authors to reach a wide (often white) reading public, examining language and narrative form together with the politics of publication and contemporary mores.
ENGLISH STUDIES: How does a mentor/teacher function in the Department of English at the Universidad de La Laguna?
DR. TALLY: Sometimes it's difficult to find enough time to actually mentor students at the undergraduate level. Often interesting conversations and consultations take place just after class, but then are cut short necessarily because of the rush to make the next class. Ideally, of course, I sincerely believe that the role of a professor is to encourage the development of students' minds, to stimulate them to do more, do better than we do, and to contribute meaningfully to both academia and to society.
ENGLISH STUDIES: The mood of your classes is heightened by your enthusiastic personality. How do you construct your classes?
DR. TALLY: I simply cannot stand the sensation that I am boring my students! And, yes, I guess I will go to some lengths to keep them awake, even if that means cracking jokes or singing, Heaven forbid! More seriously, I request a lot of student participation based on their own thinking, and try to ensure that they don't feel obliged to tell me what they think I want to hear, but rather share their own thoughts and analyses. Sometimes it takes work just to get that message across, but I hate regurgitation. If I wanted a parrot, I'd buy one.
ENGLISH STUDIES: Do you get the satisfaction that your academic values are met by what you are doing with your classes?
DR. TALLY: I find that the vast majority of my students respond wonderfully well and I am often delighted with their insights and the thoughtfulness with which they read these texts. When the discussion has been particularly good, I am often exhilarated for the rest of the day. But I wish classes were smaller so each student could enjoy more time and attention. Quieter students are sometimes intimidated with too many people involved in the discussion.
ENGLISH STUDIES: And over the years have you sacrificed anything in the making of your academic career here in La Laguna?
DR. TALLY: Time. It would be so banal to say that juggling a career in academics with a home life is inevitably stressful, if it weren't so painfully true. But being able to look back on what I personally consider to be personal and professional accomplishments is enormously satisfying, particularly since I feel that I was fortunate in not having to sacrifice the "essential me" in achieving them. Happiness is a great privilege and fun, too. What I have missed was having the time to keep closer contacts with old friends and family members, and I dearly miss writing personal letters, an art that has been sacrificed to e-mail and business correspondence. I have every intention making time in my next life!
Leslie was born in the United States but she has lived in
Spain for many years and since 1991 has been teaching here at the
Universidad de La Laguna. She has been involved in numerous
projects but currently what interests her are those concerned
with Applied Linguistics. This interview took place May 20,
2002.
ENGLISH STUDIES: How did you come to live in Spain?
DR. BOBB-WOLFF: I began my undergraduate studies in Chemistry at Gettsyburg College (in Pennsylvania) but switched to Spanish during my second year. I did my third year of undergraduate work at the Universidad Complutense in Madrid, and during that year, decided I wanted to live in Spain. After finishing my undergraduate studies, I did an intensive Master's program with Middlebury College in Madrid. By the time I finished that degree, I had found a job in Madrid and was enrolled at the Universidad Complutense to get my 'licenciatura' and then did my doctoral courses there also.
ENGLISH STUDIES: Is that how you began English teaching?
DR. BOBB-WOLFF: Yes, my first job in Madrid was at the International Institute (connected to the Instituto de Libre Enseñanza) teaching English. I was soon also involved in teacher training of foreign language teachers, and this was long before this was being offered anywhere else in Spain.
ENGLISH STUDIES: But you also taught at secondary school, didn't you?
DR. BOBB-WOLFF: Yes, I switched to secondary school teaching because I felt that I needed the experience of teaching at that level since I was working with teachers who taught at secondary school. I also got involved in writing textbooks for that level, among others.
ENGLISH STUDIES: At what moment did you become interested in your area of research?
DR. BOBB-WOLFF: Working at secondary school, I realized that the traditional, teacher-fronted and controlled class wasn't very satisfactory and I began looking for alternatives. I got involved in two methodologies, Community Language Learning and Silent Way, which aim at learner autonomy (LA), and I started experimenting with them. I found that my students learned more, were more motivated to learn and enjoyed learning. This led me to find out more about learner autonomy as it is applied in the classroom, and that's the pedagogical focus I've been working within ever since.
ENGLISH STUDIES: What do you mean by learner autonomy?
DR. BOBB-WOLFF: Learner autonomy has as its aim helping take over some responsibility for what and how they learn. Getting my students to think, to reflect about the work they are doing is my main objective. I think this is the most important work a teacher can do for her students. The amount of knowledge they acquire has its importance but there is always more knowledge than I can impart in any subject in a semester, a year or a lifetime. Better they learn how to question, how to acquire information and how to reflect on this information. As Emilio Lledó said in a recent interview, "Note taking is the degeneration of learning (el apunte es la degeneración del aprendizaje). I can use the metaphor of riding a bicycle. To learn to ride a bike, you have got to get on the bike and try. Having someone explain to you how to ride a bike does not help much, having someone draw you pictures of a bike explaining the names of its parts does not help much either. Watching someone else ride a bike does help some although you will not learn to ride that way. Having someone help you to balance while you are first riding the bike does help a great deal. We do not just give someone a bike and tell them to ride it. That leads to a lot of skinned knees, or even broken noses.
ENGLISH STUDIES: What research are you doing in that field now?
DR. BOBB-WOLFF: Until recently, most of my research has been focused on finding ways to apply pedagogy for autonomy in various classroom levels, with students of different ages and different levels of foreign language. At present, I'm investigating students' attitudes towards different aspects of LA.
ENGLISH STUDIES: In the past years you have been teaching at the Universidad de La Laguna. What's your opinion of our department here?
DR. BOBB-WOLFF: I feel I'm very lucky to be teaching here. It's very stimulating to work with colleagues who are enthusiastic about their teaching and their research. I think we have an excellent department. In recent years I've been teaching Comparative Studies with my colleague Pablo Domínguez and enjoy working with him and this subject very much. I'm also teaching the Methodology elective offered to juniors and seniors, as well as a doctoral module on learner autonomy with José Luis Vera. In my "spare time," I edit the TESOL International EFL IS newsletter, among other things.
We don't know much about Héctor except that he is a good student. While he carefully answers our questions, he walks down a serpentine staircase. He is watching how students are dancing like feathers through the hall of the classroom building; it made an impressive sight.
ENGLISH STUDIES: We think you tested high in literature courses. Intuition and normative approaches are part of understanding this discipline. Was it a nice experience?
HÉCTOR: In general terms, it has been a fruitful experience. Most of our teachers try to encourage our critical attitude with respect to the text. In most of my courses the students' opinions are highly valued. I think that this point is quite remarkable, since in my opinion literature should be open to different interpretations. In fact, just a few teachers have tried to impose their own ideas on us.
ENGLISH STUDIES: At that time you were interested in literary matters, what was the motivation behind?
HÉCTOR: It comes from the fact that literature, as I see it, is a powerful means of representing reality. We've to take into account that literature is not isolated from the world. If we look at it carefully we can discern the real motivation that is behind a concrete piece of literature.
ENGLISH STUDIES: What we notice in our classes is the strength and dedication of the ULL students. They seem to be open and able to understand, how do you see this?
HÉCTOR: You're right; most of my classmates are highly interested in the different courses, and they show a great disposition to learn. The second part of your question is more problematic. The issue of understanding is quite controversial; in my opinion there's a tendency to expect that everything should come from the teacher, without having to make your mind work. But the blame should be put on our educational system.
ENGLISH STUDIES: Are you also interested in other related projects, possibly history or writing?
HÉCTOR: Of course. In order to be able to understand things properly, you have to rely on your knowledge of different disciplines, not only History, but also Philosophy or Art. With respect to writing, in some of the courses I've had the opportunity to work with texts of authors that I didn't know and that could be quite influential for me.
ENGLISH STUDIES: Have you gained the skills to be able to interact out in the world and get something going?
HÉCTOR: Yes, I think so. But, in my opinion, your personal attitude is what really matters when you are confronted with the real world. Valuable as my experience here has been, I don't see it as fundamental in my life.
ENGLISH STUDIES: One of the main concerns in the ULL English studies is expanding students' horizons. Do you feel encouraged to find new contexts and possibilities?
HÉCTOR: Certainly. Particularly in these two last years some teachers have tried to introduce us to different trends of thought and thinkers that, although they are not compulsory in order to pass the subject, could help us to have a more complete view about the issues discussed in class.
On her way to class, Eva takes time out for a conversation with us. We think she feels attracted by people interested in creative issues. Her ongoing projects include teaching and researching. But why not let her tell you all about it.
ENGLISH STUDIES: Did you strongly study English in high school and if so was it any good?
EVA: As a high school student I had to study English for four years. Usually all my classes were focused on developing notions of grammar and vocabulary. It was only when I decided to participate in a foreign-exchange student program that I really came in touch with the English-speaking community. That experience gave me the opportunity not only to speak real English for the first time but also to learn from a different culture.
ENGLISH STUDIES: How did you become interested in English studies? And tell us something about your earliest memories of this university.
Actually I must confess I was a science-student all my life. in fact, I was just about to study Biology until I came from the States and that was when I realized that I could not give up on the English Language. During my trip I had discovered there were lots of people besides those in my home country and I was so fortunate to be able to manage their language and communicate with them. When you speak another language which is not your own, you also discover another side of yourself and anything from your own culture that draws you back is lost and you feel free. Anyway, I can remember very well my first day at ULL. It was a big class, lots of students... What surprised me most was the presence of students from different places. Though I didn't know anyone I felt so comfortable. It did not take so long for somebody to ask me if he could sit beside me. A few days after that I already knew lots of people.
ENGLISH STUDIES: Why don't you tell us about what makes up a typical class at ULL?
EVA: It is difficult to say how a ULL class runs precisely because each teacher has his/her own way of approaching the subject. There are still some teachers that see the advantages of a rather lecture-like class. However, there are others who prefer to focus on the students' direct participation and self-autonomous learning.
ENGLISH STUDIES: Workshops and discussions are part of any ULL student's experience, is there something special about working together in this instance?
EVA: Sure. When I get to work with my classmates I really see how much we all can gather together. Seminars are especially open to that and it is great to see how everyone jumps into discussion and we all, teachers and students can learn from each other.
ENGLISH STUDIES: We suspect many ULL students have the feeling that English studies are changing in the Spanish context, what do you think about this?
EVA: Obviously education changes with time and place. It is our responsibility as students to be able to see the advantages and disadvantages of those changes. There are some students who prefer to go abroad for their graduate studies but it is also true that we welcome many students from other places who see some new advantages in coming to complete their studies here. I think all depends on what type of goals you have set up for your education.
ENGLISH STUDIES: Everybody is important here. Give us an overview of the habits of a typical ULL student.
EVA: We start early in the morning, at 8,20 and during our break at 10,00 it is a very typical habit to go down to the cafeteria and have a very hot barraquito. While waiting for the next class, students like to gather at the long wide halls of the class building and talk. Our wonderful library holds lots of interesting new and old books and it is very usual to see people reading or working on the next project.
Within the Residence Hall, the room of these two students is extremely neat and clean. The meeting of various cultural elements is also startling. Objects from both Cypriot and Spanish culture intermingle. The following interview was conducted by exchanging emails in the spring of this year.
ENGLISH STUDIES: Tell us about your education in Cyprus. When did this start?
YIOTA/MARIA: We entered the University of Cyprus after passing the university entrance exams in September 1999. We are now junior students. Studying in the UCY demands true and hard work, and we are challenged with difficult research topics, which require many-hours-studying work.
ENGLISH STUDIES: Was there a time of deciding you wanted to study English?
YIOTA: I really hated the thought of being a Professor of English but as soon as I began to probe more deeply into the field of linguistics, I saw the subject of English with a more positive eye. That was about after the first semester of the first year of my studies.
MARIA: I have decided that I wanted to study English literature in the UCY ever since I was fifteen, when we had to decide in high-school about our electives. Ever since, I gave more gravity to the subject of English, and I admit that the course at the UCY was even better and more interesting than I expected.
ENGLISH STUDIES: Did you come here with a particular idea of what you wanted to achieve? How were you going to make it happen here?
YIOTA/MARIA: The first idea was to get in contact with the Spanish people, to learn the language, which is indeed very exotic and easy to learn, and of course the Spanish culture. Now, after spending almost three months in Tenerife, we have the opportunity to get in contact with a variety of cultures, which seem poles apart from the Cypriot culture. In this way, we have the chance to practice English and Spanish as well, and also give and take information about each other's countries.
ENGLISH STUDIES: Both of you know how to work hard and play hard as well. What is a normal day at the ULL like for you?
YIOTA/MARIA: We may say that a common day at the ULL is more or less like an experience that we as exchange students have to take advantage of. And that is due to the fact that we are exposed to an unfamiliar cultural and educational system, to which we have to fit in. That seems to us more like a challenge we have to take, in order to enrich our cultural background. We more or less spend half of our day at the university in the classes, at the computers, or the library.
ENGLISH STUDIES: Do other ULL students approach you with collaborative ideas?
YIOTA/MARIA: We have to admit that we mostly get in touch with other Erasmus students rather than our Spanish classmates in our free time. However, some ULL students are more than friendly with us, and are eager to know more about where we come from and how things are in the UCY. We have also received help several times from our classmates helping us to adjust to the ULL system.
ENGLISH STUDIES: What is your vision of the future of English studies? You've made it through three years, what would you like to accomplish in the coming years?
YIOTA: I aspire to have my Masters degree in a university in England (I have not yet decided in which one), and then probably go to the U.S. for my Ph.D. I would really like to focus on linguistics, specifically on the field of syntax and morphology. But who knows? I may follow literature because I begin to think more like Lacan sometimes. So, whether I am becoming a professor of languages or literature is a matter of time. For now, I am thinking of spending another year at the UCY, so that I can get a minor degree on psychology.
MARIA: In Cyprus, English studies are turning to be one of the most important fields of studies since English has nowadays a significant role in our lives. So, the English language can get you into various kinds of occupations. I have not yet decided what exactly my occupation will be, but most probably I will be involved with the teaching of English as a foreign language. For the time being, I am a third year student, so I have one more year to decide the exact course of my studies in the English language.
This Polish student has found a new community in Tenerife and got involved with activities here. In Poland she qualified for the Erasmus exchange program and got it. We think the desire to learn is important in her and we anticipated an easy answer from her: it keeps you going.
ENGLISH STUDIES: Poland is a nation of great history and intellect. Where did you grow up and how would define your alma mater university?
KATARZYNA: I live and study in Łódź, the second biggest Polish city, one of interesting and unique past. Although founded in 1423 it only started to thrive at the turn of the nineteenth and twentieth century. It was then when three great cultures: Polish, Jewish and German built a big industrial city, later known as "Manchester of the East" for its textile industry. Now Łódź is mainly famous for the marvelous mansions of former textile magnates, the longest main street in Europe -- Piotrkowska -- with the Hollywood-like Walk of Fame, and for its high schools -- Academy of Arts, Medical School and the High School of Theatre and Film Arts, in which many world-wide known filmmakers started their careers. Also the University of Łódź, where I study, brought up several generations of students. But what I especially appreciate about it is that my University as a whole, and in particular my Department of International and Political Studies takes an active part in the international exchange of students, thanks to which I could come and study here.
ENGLISH STUDIES: To be at the university situation is a great experience. Why did you choose the ULL?
KATARZYNA: In general I wanted to come to Spain to pick up the language and know the history and culture, as well as everyday lives of the Spanish. So when I was offered a place here I did not hesitate, especially that all the Polish students that had stayed here before found ULL really friendly. I guess I don't have to mention that the famous Canary's climate was an important factor in making my choice.
ENGLISH STUDIES: How is it living with other students in a foreign country?
KATARZYNA: It's a wonderful experience to find us so similar and so different at the same time. On the one hand we have common interests, listen to the same music and watch the same movies, but on the other -students and all the people here- live and behave in a much different way to what I'm used to: here, in the Canaries, no-one is in hurry, people feel more at ease, and life is much calmer. But anyway I find everyone here friendly, hospitable and helpful and I must say I'm having a great time.
ENGLISH STUDIES: Many teachers and writers visit the ULL throughout the entire academic year. They talk about language, culture, and tradition... What about the other side of their influence?
KATARZYNA: I think they always give us a new, fresh view on the matter, instead of the academic and sometimes a bit schematic one that we have. It's much easier to understand the subject when it's explained not only by a professional, but also by a person that really loves it and can transmit their passion to the students.
ENGLISH STUDIES: Do you have some specific projects coming up?
KATARZYNA: With the students from my department we founded two years ago the Student's Center for European and Civic Initiatives with the aim of raising a dispute over the future membership of Poland in the European Union. So far we have organized many meetings with the ambassadors and diplomats from member and candidate countries, several seminars on European issues, and -last October- European Student's Days, a conference that gathered more than three hundred students from Central and Eastern Europe. I'm sure in the coming time we'll take up a similar project, as well as continue with the meetings and seminars, maybe in cooperation with ULL? As for my own plans, I'd love to get a place as a trainee in the Polish Embassy in Madrid in the next academic year, mainly to improve my Spanish and gather the materials for my thesis, probably on some European Union's issues.
Violetta is writing her doctoral disseration on African literature in English. She names the writers who influence her; each name leads to another. Perhaps out of modesty, perhaps genuine surprise, Violetta recognizes that to place herself as researcher within a single community is more complicated than it might first have seeemed.
ENGLISH STUDIES: You were born in Tenerife, then you moved to Ghana in Africa, and then to Lebanon, and finally you came to Spain. When you were living in different countries did you feel like an outsider?
VIOLETTA: In Africa I was a child that enjoyed all the pleasures that my parents and nature could offer me, my school was in the outdoors. In Lebanon, the weather was different, the classes were within closed rooms. Discipline and respect to a different culture were the guiding lines that my mother transmitted to us. In Spain I learned about the joys and the sufferings of growing up in a space that was not exactly the space of all my aspirations and dreams at that time. In each of these places I was considered to be the outsider. In Ghana, I was white, in Lebanon I was half Spanish and in Spain I am an Arab. I got used to being an outsider. Whenever I am asked where I am from, I usually answer: from "La tierra", meaning from the planet Earth. In the map of my heart there are no boundaries and there is enough space for these regions and their people and cultures to co-exist!
ENGLISH STUDIES: How did you come to English Studies?
VIOLETTA: Due to the civil war in the Lebanon, I had to leave without bringing along any conveniently validated certification of my official studies. So I had to wait many years before I could make one of my dreams come true. The dream was to go to University. In the first place I wanted to become a cartoonist. I wanted to make cartoons from the Lebanon for the Arab children about the Arab world. But the civil war shattered the lives and dreams of so many young people at that time. Well, for sometime I gave up any ideas related to going to University. Then I preferred to choose English studies because I thought that I could do well. As the years passed by I did well and it turned out to be my path in life.
ENGLISH STUDIES: What factors play a significant role in a university education?
VIOLETTA: I think that it is very important to have a fruitful Planning of studies, where whatever elections of credits can always be of interest for the different aims depending on the careers. It is also crucial to have an acceptable timetable, so that everyone can be at least partly satisfied. And finally the human factors. I mean that there should be a bridge between students, professors and the administration. There should always be a thin hair that connects all parts, as Muawiya said: "When my people tense the hair I let go, and when they let the hair loose I tense it, but what is most important is not to cause the cutting or tearing of the hair". I should say that I had been a student delegate for years and the staff at the English Department has always been open to whatever type of dialogue that could help things work better for the different sides. But I personally think that one of the most important and invisible factors is motivation. Our teachers are young and full of enthusiasm, which they transmit to their students; and this encourages those who have come in search of knowledge about different subjects of the career and about life.
ENGLISH STUDIES: To be a researcher you have to have a fairly strong dedication and it takes a pretty strong backbone to do that. How do you feel working on your Ph.D. thesis?
VIOLETTA: My Ph.D. thesis is on African Literature in English. As I said above, I lived in Ghana for ten years, and my parents lived and worked there for a long time too. So I felt that I could study the Nigeria and Ghana literatures, thanks to that space of my heart that I talked about earlier. I think that one needs to be "in love" with what he/she is doing to dedicate all the time that is necessary to overcome the hardships of researching and to fulfil the goals that lead to the reading of the Ph.D. thesis. I have a grant from the Spanish Government, so I am absolutely engaged with my work.
ENGLISH STUDIES: Do you have contacts with other researchers worldwide?
VIOLETTA: Well yes, I have met many researchers working in similar fields thanks to a congress where I participated. We keep in touch through e-mail, and I believe that it is very enriching especially when we exchange valuable information for both sides. I say this because to some researchers their work is "top secret" and they never want to talk about it!
ENGLISH STUDIES: What are your main aims for the future?
VIOLETTA: Well, I would like to read my Ph.D., and then continue reading more. I would also like very much to introduce Middle East literature written in English to our university students! I really wish someday I could teach Ghanaian, Nigerian or Middle East literatures in English.
Manuel Augusto Hernández Hernández
María de la Cruz Expósito González
Panayiota Christou and Maria Hadjigeorgiou