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.
Until very recently Dr. Gómez Soliño was the ULL
Rector. He has now resumed teaching and research, while trying to
cope with the many books, documents and notes that have
accumulated over the time he was in office. He directed this
complex university with a charming simplicity, and now he is
ready to embrace his academic life again with the same passionate
feeling and responsiveness of his early years at ULL.
ENGLISH STUDIES: How long did you spend working in different ULL administrative positions over the last few years?
DR. GÓMEZ SOLIÑO: Throughout my university career so far I have devoted a considerable part of my time and energy to administrative and institutional matters. Among other responsibilities, I have been Head of the Department of Modern Languages, Dean of the Philology School, Vicerrector in charge of general services--libraries, publications, computer network, etc-- and Rector.
ENGLISH STUDIES: Based on your experience, what kinds of changes in attitude will be required from teachers with the forthcoming reform of English Studies programs at Spanish universities?
DR. GÓMEZ SOLIÑO: Our university system has been traditionally based on the transmission of information rather than on the generation of knowledge. Changing the emphasis from teaching to learning will require a new type of university teacher, one who is less concerned with providing ready-made lessons and gets more involved in acting as a guide or leader in the pursuit of knowledge within a particular field of specialization. Tutorial methodologies and time will acquire a crucial role in this process. I also think that university teachers will have to be more attentive to the needs of their students as well as to the demands of society at large.
ENGLISH STUDIES: And what about the European dimension of this higher education reform?
DR. GÓMEZ SOLIÑO: The European dimension of this reform must not of course be overlooked, since the driving motivation for the changes derives from the converging efforts to build a common space for research and higher education in the Old Continent. Competence in more than one European language and their respective cultural traditions, comparative and intercultural approaches, mobility and partnership within teaching and research networks are also part of the new package.
ENGLISH STUDIES: Will all this be a problem for students?
DR. GÓMEZ SOLIÑO: It is more of an opportunity than an obstacle. Our students will obviously have to adopt a more active and autonomous role in their education. As class time will be reduced, they will gain more time for independent work. They will also have to pay more attention to the development of skills that for many have so far been secondary in their priorities. Team work, critical thinking and argumentation, problem solving and project development, learning and enterprise capacities will have to be more assiduously cultivated since they will greatly facilitate the graduate's future professional career in a European context.
ENGLISH STUDIES: Did you decide right from the beginning that you would have History of English Language as a definitive part of your academic career?
DR. GÓMEZ SOLIÑO: My interest in the History of the English Language is the result of having studied at the Universidad de Oviedo according to a curriculum that emphasized historical linguistics and medieval studies. So, yes, in a sense I can say I was attracted to the historical development of the English language right from the beginning. But I have later taken an interest in other linguistic disciplines such as typological and contrastive linguistics, functional grammatical theory, and, more recently, African linguistics.
ENGLISH STUDIES: Why African linguistics?
DR. GÓMEZ SOLIÑO: Because I am convinced that the traditional and intensive Eurocentric approach to linguistics doesn't do justice to the complexity and variety of human languages. African languages offer a fascinating array of phenomena that are alien to (Indo)European languages but are very interesting for linguistic theory. I also think that our University should contribute to the increasing interest that is currently being developed in the Canaries towards Africa.
ENGLISH STUDIES: What sort of advice would you give the students in terms of what they should do?
DR. GÓMEZ SOLIÑO: I always try to remind our students that there is a difference between instruction and educacion, between knowledge and wisdom, and that they should aspire to the latter rather than restricting their efforts to the former. I frequently mention in this respect Chaucer's dictum that "the gretest clerkes be not the wisest men." I also encourage them to look beyond our ivory tower and be attentive and responsive to social needs and problems. In addition, I insist that learning is a continuous and lifelong process since as Seneca's aphorism prescribes, "one must learn as long as ignorance persists."
Lucía García offers glimpses of her intellectual approach to English studies through words that resonate with an unusual command of concepts. Her ideas are articulations of hard working and creativity. This mastery of words and ideas may be pivotal in her decision to focus on this discipline.
ENGLISH STUDIES: Let's talk about your experience in English studies. How long did it take you to establish a good approach to both syllabi and teachers?
LUCÍA: I have been very fortunate to come across some very interesting subjects, but coming to terms with this fully took me a lot time. We cannot forget we are talking about a degree that deals with we human beings and the way we think and express ourselves, so in many ways, and depending very much on what you want to get from the subject on how the professor focuses the issue, approach to a subject can derive in changes in your way of regarding reality and in your personal life. And that is why I say fortunate, because those changes are enriching and positive. Personally, I give much importance not only to the contents, but also very specifically to the teaching work. It is very motivating and gratifying when you realize that what that professor is teaching comes from a personal questioning and it is reflected her/his willingness to listen attentively and respect and respect others' views and not only in her/his domain of the curriculum. I can say that I keep on studying thanks to certain professors that with their personal attitude towards life and work help you not to give up.
ENGLISH STUDIES: Do you have a favourite syllabus or do you go through stages?
LUCÍA: I am very curious and I am interested in many subjects. For instance, I like theory and linguistics, the idea of language as a system that can be studied from a scientific point of view, but my preferences lie with American literature, especially women writers, and history. I am now fascinated with the different theories on feminism and queer thought, in which I would like to get more and more involved.
ENGLISH STUDIES: Have you been influenced by any linguistic or literary tradition in particular?
LUCÍA: My influences are at the level of thought, considering the study of linguistics and literature as part of a more complex system. The way reality is interpreted from the twentieth century on is appealing, and contemporary historical and cultural theories--postmodernism, deconstruction and all these recent approaches re-telling and re-visioning--are quite motivating, in their aim to question what so far has been regarded as beyond question. Experimentation with the possibilities of language and the study of mental processes in the literary field, and as part of this whole, has also made an impact on me.
ENGLISH STUDIES: This is a special time for English studies, considering the forthcoming reform of this discipline. How do you see its significance?
LUCÍA: If we take it from the point of view of a change that levels our degree to other equivalent European systems, it sounds really interesting. I like the idea of lectures and seminars, which combine the professor's knowledge of the matter with the acquisition of research tools. But I would be very disappointed if the result of the reform means the disappearance of English studies as such. Whatever the decision will be, no doubt it will have major implications.
ENGLISH STUDIES: Among your generation, what are the most important considerations and issues that inform your situation as individuals?
LUCÍA: I find it really a hard task to define my generation. Leaving aside the difficulties of our time, access to a satisfactory job according to our qualification and the socially created need for personal property such as houses, cars and so on, among others, I would say that my generation has a sense of commitment with the issues that are of more general concern, such as, for instance, environmental problems and the issue of multiculturalism, which are very topical and important.
ENGLISH STUDIES: What is the most challenging achievement for you in the next future?
LUCÍA: Without hesitation I could say study itself is a strong achievement for me. It would be a totally satisfactory fulfillment to combine the material requirements of every day life with the improvement of my curiosity. I would like to keep on studying music and I would even contemplate embarking on the study of mathematics and physics, which for a student of Humanities is indeed a tremendous challenge!
Though originally from Norwich, Hannah is a student at the Manchester Metropolitan University. She landed in La Laguna with other exchange students last February She likes to chat with other people, walking through the ULL Guajara campus and seeing a friend, and knowing everybody. She seems very good at meeting the right people.
ENGLISH STUDIES: How are things in your city these days?
HANNAH: Very cold from what they tell me when I speak to people back home, so I am enjoying studying in the sunshine! But as usual it is still a busy and lively place.
ENGLISH STUDIES: What brought you to ULL?
HANNAH: I heard about the Erasmus Scheme through my tutors at university in Manchester and thought it would be a great opportunity for me to study in a foreign institution. I had spoken to many people that had already been on Erasmus and who had really recommended it. I am very interested in different cultures and their traditions as well as trying to pick up the language.
ENGLISH STUDIES: Are your teachers at Manchester Metropolitan University in touch with you while living here?
HANNAH: The teachers both here and back in Manchester have been really great and very helpful. I have been in constant contact with my coordinator back in England which is reassuring as he keeps me up to date with anything I need to be doing here. I have learnt a lot here that will be very useful for my studies when I return.
ENGLISH STUDIES: I ask myself what happens to an Erasmus student who is experiencing another way of life, what other doors have been opened?
HANNAH: This has been an opportunity of a lifetime and an amazing experience. I was the only English Erasmus this year so it was a real challenge for me to come alone to an unknown place, but I have become a much stronger and more independent person. The people I have met here have been really brilliant and interesting. I have learnt so many different styles of living and really hope to continue learning my Spanish when I return to England.
ENGLISH STUDIES: Would you give some personal examples of how you communicate, how you share your knowledge?
HANNAH: When I first arrived it was very difficult to communicate as I did not speak a word of Spanish other than "¡Hola!," but I was thankful that my classmates spoke such good English and could help translate. Everyone has been really helpful here and kind by helping me learn the language so I can communicate enough with the locals to get by, but I still have a lot more to learn! Something important that I have learnt is that everyone really appreciates it even if you just try to speak the language, and it is important to keep trying until you get it right, however embarrassing it may feel at the time!
ENGLISH STUDIES: Do you take part in any other activities in Tenerife?
HANNAH: Yes, I have been to the University gymnasium and have been to a few of the classes that they hold which has been a new and interesting experience! The friends I have made here have been really great and shown me a lot of the island too away from the typical "tourity" places, and I hope to continue to stay in touch with them even after I have left. The style of living here is very relaxing. Thank you to everyone who has made me feel so welcome!
Nicolás Arriaga's skill and talent reveal the odd balance of people involved in serious research, along with a comprehensive view of the world due to his itinerary in various universities in Europe and Asia. He is an example of an adventurous ULL graduate student and his words provide a suggestive perspective of the impact of higher education in diverse geography: La Laguna, Greece, China, Hong Kong...
ENGLISH STUDIES: You have moved in and out of a number of academic fields, and your academic career is quite diverse: graduated from ULL, participant in EU projects, you have been a student abroad, and you have taught at the ULL and in Universities in Beijing and Hong Kong. Isn't this a dream for many ULL students?
NICOLÁS: In this respect I feel I have been very lucky: As an undergraduate student I participated in the Erasmus Program at the University of Athens in 1996, a brilliant experience. Back in La Laguna we developed the Erasmus Student Network, which was a mirror image of the Erasmus experience, from the host perspective. I really think I made the most of the Erasmus-Socrates program, and within the EU I also collaborated in two Leonardo da Vinci Projects in the field of Language Education. After I had finished the "Cursos de Doctorado" I thought I was ready for a full-time teaching job and I accepted a position in the College of Foreign Languages of the Capital Normal University in China, which at that time I preferred to other offers that were not so exotic. I lectured there for three years and that was probably the most influential decision in my life. But, to tell the truth, up to that moment everything looked to me quite natural and it was not until I came back to Spain in 2002 that I thought I was to fulfill my old dream, which was teaching at the ULL, and returning to my University something of what I obtained as a student.
ENGLISH STUDIES: Then, is it a necessary procedure for improvement, a fairy tale or a sort of an urban myth?
NICOLÁS: Probably a little bit of everything... When you are young and need to persuade your parents that it is a good idea to go study abroad, we all believe that is the best way for improvement and personal achievement. To be honest, I was the homesick kind of boy, so I took the Erasmus as the challenge that could make me stronger and wiser, and it did, so that there was improvement. Nevertheless, it is interesting that you also mention the "fairy-tale" as, in fact, most Erasmus participants wouldn't mind getting an extension of their adventures in Wonderland, rather than just assume what is bound to be the happy-ending, and go back home. Where is the myth? Ulysses and The Odyssey... The Wanderer or The Seafarer... comes to my mind. The German language has an enchanting word, "Fernweh", that literally means "farsickness" (in opposition to "homesickness" or "saudade"), a romantic feeling related to an irresistible impulse to go to distant places. In this wanderlust, eventually, there seems to be a point, I believe, when you realize that you no longer belong to the places you thought you did. It happened to me, when I thought I was settling in Tenerife, that I started to feel quite uncomfortable. I missed China so much that I soon decided to leave everything, go back, in any way possible. I was lucky again, as I got a scholarship to study the Chinese language and culture at Beijing Foreign Studies University, therefore becoming a full-time student again. Almost two years later I am at the City University of Hong Kong and the funny thing is that I don't have a clue where I will be in two years time: this is the best and the worst part of it all. Dream, fairy tale, myth or just a way of life?
ENGLISH STUDIES: Why is this link to China that strong and what has the Chinese experience added to your academic profile as a Philologist?
NICOLÁS: I have been connected to China for more than six years now, and my relationship with the Chinese language and culture had definitely opened a whole new path in my approach to Philology. I feel now sentimentally closer to General Linguistics and its links with Anthropology, but I have gained interest in many other fields, from Graphology to Pragmatics, where the Chinese language and culture serves me as an extremely valuable reference. In fact, I wish there was more time to explore more and more but I need to keep my mind on my postgraduate research as well, and that is why I am still quite centred on Second (or Third) Language Acquisition, and more intensively, in the development of the Hispanic studies in this part of the world.
ENGLISH STUDIES: You have moved in and out of a number of academic fields, what has been the most effective resource for you?
NICOLÁS: There is an old Chinese saying that goes literally like this "read ten thousands books, walk ten thousand miles", that actually means that you can learn a lot by reading, no doubt, but nothing compares to what you learn from your own experience, just by walking. And from Mongolia to the Philippines, from Japan to Thailand, I always had the feeling that you learn a lot from the contact with people. Some people are teachers or will be. Some people even write books... Socrates never did! But he had this way of teaching while walking around.
ENGLISH STUDIES: What is the role of the language in all this?
NICOLÁS: Above all, language is the key to enter many learning processes and to access most resources. For me, knowing languages has been like holding a diplomatic passport, and that is why I am very happy to have chosen English studies as my major.
ENGLISH STUDIES: It all sounds very simple and natural, what about computers?
NICOLÁS: Computers are the technical resource per excellence, especially when time and space become so important. I don't mean just Internet, but many programs that, as linguists, make our lives easier, such as dictionaries, voice recorders and editors, even sound spectrographs. That was particularly practical when learning Chinese. All in a laptop!
ENGLISH STUDIES: How do you measure the intellectual life at ULL?
NICOLÁS: The intellectual life of any university, in my view, should be measured mainly in terms of the people you share your time with. The relationships you create, the movies and theater plays you watch together in the Paraninfo, the discussions you have about them later in a bar, the music you discover and the readings your share... even the study time and especially the group-work... I have very happy memories of my student life in La Laguna. But I answered the question too literally, perhaps not to say too directly that the corporative image of our University, and of our School and Department in particular, has a lot of room for improvement. The BA student life is much longer than in other countries and that is related to the impression that both teachers and students could work much harder. We also lack the "masters culture", that also contributes to putting our students comparatively worse situated when competing abroad. In this respect, Hong Kong universities represent, in my modest opinion, a modern view of how intellectual life could be managed in the Universities, only that I think we work way too much here. On the other hand, I am personally quite upset to see that, against the current global tendencies, there is almost no trace of Asia, or Chinese, in our University.
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.
Gentle, almost overly conscientious about my
comfort when we settle down to talk, María de la Cruz Expósito is
willing to let me lead her wherever I care to go in conversation
--and worried about the demands of my schedule. She seems to be
someone who approaches things with extra care for everyone
involved. Here is what she said about ULL, her syllabus, and
her own research.
ENGLISH STUDIES: I'm curious about how you see the various influences of your experience coming together when teaching linguistics.
DR. EXPÓSITO GONZÁLEZ: Historical linguistics, history of the language or medieval philology are not just linguistics. Obviously, they are the study of language in evolution, of the change or preservation of certain patterns within or without theoretical frameworks, and these may include contextual or situational factors, as well as attitudes. Those usually influence any act of human communication. I have been interested in many linguistic theories: Halliday's Functional Grammar, Langacker's Cognitive Grammar, Generative Grammar, various other functional perspectives, in the early Bloomfield, Nida, Coseriu and so on. All of them great theories about language, but they all consider language as a grammatical structure that at least from the synchronic point of view is coherent, but rigidly set. Something is correct or incorrect and only that which is grammatically correct is accepted as part of the linguistic system or as objects of study for the linguist. However, all those other linguistic elements may provide insights as to the linguistic interaction of a period and the linguistic system as a whole and not only one that is coherent and homogeneous, but that is evolutionary, that accounts for a relationship between language and its social or historical context that is bi-directional. Linguistic heterogeneity has an important bearing on language change.
ENGLISH STUDIES: Can you speak in terms of what it is about History of English Language appeals to you?
DR. EXPÓSITO GONZÁLEZ: I might be insisting too much on the same concepts, but my interest in history of the language is mostly due to the fact that it is a discipline that allows me to observe language from many different perspectives. I am very deeply concerned with historical evolution and the reasons that trigger linguistic change, those that, put together, give way to new historical periods in a language. The disciplines included in the study of history of the language are important for the interpretation, conceptualization and theoretical and practical approaches. It might not be easy to establish the relationships among these aspects, mostly as regards the cultural and textual ones and we might get lost in the information about facts rather than processes. The ideal would be to undertake the task with an approach that would allow a knowledge of the primary sources from the linguistic, cultural, contextual, and situational point of view and enter the processes that have an effect on the evolution of language. Obviously, this is not something that we can attain in an introductory course like the one I deal with, but it is just the beginning.
ENGLISH STUDIES: What sense do you have of your students here at ULL over the years
DR. EXPÓSITO GONZÁLEZ: They feel more interested, they enjoy what they learn, they want to know more about certain topics. Otherwise, the subject would only be a collection of pieces of information about historical changes to be studied for an exam and that's all. I have to say that at least five of my students have gone on to take postgraduate courses in history of the language and at least three of them research in this discipline in this and other universities, two of them are now associate professors in this subject. Apart from these, their response to the subject was very good from the beginning and they always responded positively when asked about it.
ENGLISH STUDIES: For this term, what are the first texts that students should read with you...
DR. EXPÓSITO GONZÁLEZ: There are several reference texts: Millward's A Biography of the English Language, Baugh and Cable's A History of the English Language, Barber's The English Language: A Historical Introduction, Milroy's Linguistic Variation and Change, The Cambridge History of the English Language, Smith's An Historical Study of English, Lass's The Shape of English, extracts of other works and others related to specific topics, as well as extracts from primary sources.
ENGLISH STUDIES: Are there particular works you'd like to study, do you want to go back and revisit an old methodology, work from another era...
DR. EXPÓSITO GONZÁLEZ: I think that studying grammars and opinions about grammar from the periods under study is very helpful in terms of gaining insights into linguistic behaviors. Most of them include discussions on the variants that were most widely accepted or rejected and may be used as evidence for the language of those periods. From another point of view, secondary sources about history of the language might be helpful when dealing with specific studies, since much of the research carried out on specific topics is sometimes not considered as something from which to build, due to new theoretical backgrounds, their conclusions might be useful for further research. It is often the case that research into specific topics ends up in isolated works on certain topics, and information bringing this together might give us the opportunity to attain a coherent point of view about historical and philological research. It is important to know that many of those studies could offer a way of continuing with the research that has already been done, rather than starting all over again from the beginning.
ENGLISH STUDIES: ULL seems to be a place where teachers and students are trying all kinds of possibilities, what else do you want to do?
DR. EXPÓSITO GONZÁLEZ: There is still a lot to be done both as regards teaching and new approaches to the subjects and in relation to research. We do not make much use of the software facilities available in the market when teaching history of the language, and these provide a good source for more autonomous learning. As research is concerned, we have been developing many aspects of research, from many different perspectives and theories, but there are still many possibilities for the future.
May 2004 I interview Fernando for this booklet of English Studies at ULL. I have the opportunity to spend some time with him. He takes time from his busy, creative day to answer questions about his days as a student.
ENGLISH STUDIES: When did you become interested in English Studies?
FERNANDO: I had never been a good English student but when I was 15, I went on a trip to England because I had no idea at all about. When I came back to Spain my English had improved enormously. From that moment on I developed a certain attitude to the learning of English which led me to study everything I could get my hands on. Since I was a child I have always wanted to be a journalist, but as in Tenerife, the lovers of that profession have had difficulties studying it formally, I had to take another degree before studying journalism in order to have a better cultural background which would make the study of journalism a little bit easier for me. This is when I decided to do English studies. Nowadays it is absolutely necessary to speak English wherever one happens to be in the world. An English speaker has many more opportunities to find a job than a non-English speaker.
ENGLISH STUDIES: How do you approach studying a particular syllabus?
FERNANDO: As we say in Spanish "cada maestrillo tiene su librillo." I do not think that my method of dealing with particular subject is very different from others. I just try to make a selection of the most important topics of the syllabus and then I summarize those topics I choose in very short sentences or ideas and later on when I remember those short sentences I can connect them with many other ideas which come to my mind in the exam. But as I have said, everybody has a different method and if with that method you learn what you need, then that's fine.
ENGLISH STUDIES: I understand that you also have a study group that you work with on a weekly basis and that some of its members have been with you for some years!
FERNANDO: Probably, that is going to be the best thing I have achieved in this university. I am very lucky because I have found a good group to work with but a better group of people. It is very important to have, not only a group to work with but a group of friends because things can start go badly when you least expect it. Also, one of the most important things about that group is that we are not competitive, we share our class notes because we know that it will be much better for us and so we can compare and decide what we consider more important to study. I am not going to name anybody but those 5 or 6 people know that I am still here because of them, because I need and love them.
ENGLISH STUDIES: Do you feel that studying at ULL has helped you grow as an individual?
FERNANDO: In my opinion, everything you do in your life, bad or good, teaches you one aspect of your life that you did not know before. That is the case of university. I will learn things that I will never be able to learn anywhere else. And those things I have learned will be basic for the things I will learn later. Definitely, university is a good place to learn about life, it is not essential or basic, but it is an extremely good place for knowledge.
ENGLISH STUDIES: Please tell me about your extra-curricular activities and how they relate to your work in class.
FERNANDO: Most of my hobbies are related with sport because I love sport and it is difficult to relate with studies but I also like reading and music, like most people.
ENGLISH STUDIES: What advice would you give a student who is beginning a degree in English Studies?
FERNANDO: University studies are always difficult to face because everything here is totally different from high school. But in this university we are very lucky because most of our professors are very friendly and pleasant to students. If a student from high school decides to choose this degree I guarantee that he or she will not be disappointed with the treatment they receive. Besides, I think that most of the teachers are highly qualified to teach all the subjects in the English studies program.
ENGLISH STUDIES: Where do you see yourself going with your qualifications you obtain at ULL?
FERNANDO: I cannot see myself going anywhere because it would not be true, but I have the feeling that I have gone a long way or at least most of the way but that I still need to be the man that I want to be. Here, I have learned lots of things, most of them will be useful for me and the others will teach me not to make the same mistakes again. Anyway, I have the intention to study journalism and I am sure that what I have studied here is going to be basic for the things I still have to achieve.
Andrea has come from Austria and is currently attending Karl-Franzens-Universität Graz. The Andrea's intense dynamism is only one component of her personality. She comments on her current-day activities at ULL and some incipient trends within the student community. Andrea meets with me at the Guajara campus and talks about the tone of her life in these last months during her stay on Tenerife
ENGLISH STUDIES: Do you think there is a particular type of ULL student?
ANDREA: Most of the students I met at Guajara were really friendly and open-minded. They tried to integrate exchange students in their daily routine. Especially at the beginning of the term when I felt a little lost on campus, there were loads of students trying to help me. They gave me all the necessary information about courses, teachers and university faculties, which made it a lot easier for me to settle in. However, this is not only a typical feature of the ULL student, but the people here in general.
ENGLISH STUDIES: As an Erasmus student are you hyper concerned with the way we Europeans relate to each other?
ANDREA: The Erasmus program is a unique opportunity to immerse yourself in a different culture and to broaden your horizons. It's also the best way to avoid stereotypes about other nationalities. That's why more students should have the advantage of studying abroad. I have the impression that despite the expansion of the European Union, which is supposed to unite Europe, the relations between individual countries are getting more tedious. This is mainly caused by the international political situation. There are many stereotypes about foreign cultures and particularly about other religions. This is quite sad because the question of colour, nationality or religion shouldn't be used to judge other people. I would like to think that we've learned something from our past.
ENGLISH STUDIES: I'm tempted to decodify the patterns followed by today's young people. How would you describe a student who is "in the know"?
ANDREA: This question is quite difficult to answer, because nowadays there exist so many different subcultures that it's almost impossible to identify one dominant youth trend. What most young people seem to have in common is the urge to find their own, individual style. There are hardly any restrictions and everything seems possible. A lot of young people are developing a certain self-awareness and they are questioning our society. I have the feeling that this critical attitude towards politics and the media is quite important. Once you realize how manipulated and culturally biased the news is, you will be more careful about what you believe to be the truth.
ENGLISH STUDIES: What is your hidden agenda that is operating at all times?
ANDREA: University plays an important role in my life. I have to prepare for my classes, study for exams and write academic papers. Since I live off a monthly grant from the Austrian government I have to get on with my studies. Usually I also have a part-time job as tutor for pupils who have difficulties with English or German. Apart from the money it is a good preparation for becoming a teacher. Of course my family and friends are extremely important for me as well and therefore I always try to find the right balance between university and my private life.
ENGLISH STUDIES: Your participation in class is appreciated by your teachers, how do you study at home?
ANDREA: In Austria you can notice a huge difference between lectures and seminars. In a lecture the teacher provides the students with all the necessary material and information. The students 'only' have to take notes and study for the exam at the end of the term. However, seminars work on a completely different basis. First of all, the number of participants is limited and you are not allowed to miss more than two sessions. Furthermore, the students have to do an in-class presentation. The presentations are used to generally spark off discussions between the students and the teacher. At the end of the course there is no exam but each student has to write a term paper between 20 and 30 pages. This is supposed to make us used to writing academic papers and to prepare us for our final thesis.
ENGLISH STUDIES: University sets students in motion, "motion toward" what in your case?
ANDREA: In my case it was definitely a 'motion towards' going abroad. Actually one of my teachers encouraged me to go to Tenerife. He told me that it's a unique experience and I shouldn't miss out on it. I'm really grateful for his advice because the last months have been special. I've made a lot of new friends and got an insight into their way of living. I was able to look at certain aspects of life from a different perspective. And last but not least, I've had the opportunity to acquire the basics of another foreign language. I've really had a great time and I've no hesitation in recommending the Erasmus exchange program to other students.
Manuel Augusto Hernández Hernández
María de la Cruz Expósito González
Panayiota Christou and Maria Hadjigeorgiou