Lingua Teddi 24-25

HOW ARE LANGUAGE AND

FOCUS ON... EXPRESSION

EXPRESSION LINKED?

2024-2025

ISSUE 1

MFL EVENTS OF THE PAST

YEAR

MFL DISPLAYS

Lingua Teddi

Teddies MFL Magazine

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HOW DO POLYGLOTS FEEL ABOUT LANGUAGES?

TABLE OF CONTENTS

By Syysha Sinha (N)

HOW CAN AN INDIVIDUAL OR GROUP EXPRESS THEMSELVES THROUGH MUSIC IN SPANISH CULTURE, IN PARTICULAR RAP?

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By Nadim Attou (F)

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HOW DID SPANISH SPREAD AROUND THE WORLD?

By Thomas Poole (A)

FRENCH FASHION: CREATING A BRAND By Elisabeth Duroc-Danner (D)

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EXPRESSING IDENTITY THROUGH LANGUAGE: HOW HINDI SHAPED MY IDENTITY

By Syysha Sinha (N)

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LINGUISTIC EXPRESSIONISM By Olivia Dawkes (D) HAUSSMANIAN ARCHITECTURE By John Xu (C) ETYMOLOGY : THE STUDY OF WHERE WORDS COME FROM By Syysha Sinha (N)

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MFL EVENTS THIS YEAR

Featuring articles by: Antonia Badircea (C) Orla Lane-Nott (N) Avie Badham (D) Eva Scates (J) Angus Johnstone (G) Hiro Hasebe (A) John Xu (C) Cleodie Sherriff (M) Evie Cullum (M) Harry Cantwell (L) Olga Valigurska (K) Mimi Howard (B) Larissa Rahmel (C) William Grounds (A) Ana Galvani-Silva (N) Jeremy Berkin (E)

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MFL DISPLAYS

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INTRODUCTION - WHAT IS EXPRESSION?

Language is a complex cultural, social, and psychological concept - reducing it to simply a tool for communication takes away from its intricacies, significance, and implications. Language shapes how we see the world, form connections, and express ourselves. Language reflects our identity and expression. This issue of the MFL magazine explores the theme of Expression, taking a deep dive into how the languages we speak shape not just what we say, but who we become. In this issue, we celebrate the beautiful complexity of multilingual expression. As the world becomes increasingly interconnected, the merits of language acquisition become ever so clearer. Whether you’re just beginning your language learning journey or you’ve been navigating multiple linguistic worlds for years, we invite you to reflect on this question: How has language shaped your ability to express who you truly are?

BY SYYSHA SINHA (N), LOWER SIXTH PHOTOGRAPHY FROM DIFFERENT MFL EVENTS

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We are lucky to be part of a vibrant community with many polyglots and linguists around us. We asked them questions about how they feel about languages.

HOW DO POLYGLOTS FEEL ABOUT LANGUAGES?

BY SYYSHA SINHA (N), LOWER SIXTH PHOTOGRAPHY FROM DIFFERENT MFL EVENTS

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We interviewed pupils from our community to get insights into how they feel about languages. Many thanks to everyone who took the time to answer our questions!

Why do you choose to study the language you’re studying?

1. I was born in Spain, so I was fluent in the language, but over time have lost my complete fluency and I really want to get it back.

2. To be able to travel to other countries and speak fluently.

3. It is very useful in the real world and it allows me to communicate with more people.

4. I enjoy the subject!

5. My mum speaks French.

1. It has been very rewarding and I really enjoy learning them, especially in class. I do, however, find Duolingo less useful nowadays. How would you describe your language learning journey so far? Have there been any significant changes in your approach to or perspective on language acquisition?

2. Great, challenging, I have developed an enjoyment around learning languages.

3. I have massively improved since the start of the year.

4. Learning a language is more than knowing words: it’s about forming a bond with the culture and people.

5. It has been slightly difficult because of the different ways used to express things, but overall I think it has been a great experience.

6. Lots of ups and downs.

7. Good but it’s hard.

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Do you have any significant takeaways from your language acquisition journey that you would like to share? 1. That many languages are interconnected and similar, so it is beneficial when you already know another language when learning a new one.

2. Being afraid doesn't help; that’s why children learn so much faster than adults.

3. People never laugh at you for trying to speak their language; it’s always joy and pride. So don't be afraid of trying to learn.

4. I am learning a more real representation of French culture through the language.

5. Lock in and do it from a young age so it sticks with you, as I forgot Kazakh (my native language) and had to re-learn it again; now I can’t speak it like I did as a toddler.

Why would you recommend learning languages to other students?

1. Languages are always useful in any circumstances. It helps with getting jobs, general day to day, travelling or living in a new country: basically, it opens new options in life. I love languages!

2. It's cool to speak another language.

3. I would certainly recommend putting time and effort into learning a language, it’s such an employable skill and opens up many doors around the world where you can connect and contribute to other cultures.

4. It's a good life skill to have and it opens up opportunities down the road.

5. It's a fun A-level to do; very helpful for universities and for the future.

6. Sometimes it might feel more difficult to express yourself using your first language as it feels too familiar or personal.

7. Languages are useful to communicate with more people in other countries and appreciate their culture.

8. You instantly become part of a community, which is a great feeling.

9. It helps to connect with more people and understand our world better.

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If you are bilingual/multilingual, would you like to share some thoughts about your identity as a multilingual individual?

1. I never quite feel that I fit into one culture but I get the best of both sides.

2. I feel like I have multiple identities and am part of multiple cultures.

3. It creates a good community in the school as I am a boarder and having other people who speak my native language creates a better feeling about not being alone.

4. I think it is very useful in life as not all people would speak your language.

5. It is good to understand something that other people don't; it is a nice feeling.

6. Being bilingual is cool.

Would you like to share an idiom in your target/native language?

1. Que sera, sera

2. Avoir la patate !

3.“ 原 谅 我 一 直 在 疼 爱 你 原 来 不 必 ， 想 我 有更 好 的 未 来 是 你 的 伏 笔 ， 哪 怕 已 消 散 了 的 爱 也 要 被 你 处 决 ， 现 在 我 要 放 走 我 养 了 很 好 的 蝴蝶 。 ”— 那 奇 沃 夫 4. Helaas pindakaas . It means "unfortunately, peanut butter" in Dutch. I like this idiom because it silly and the sound is memorable. When life goes wrong, this lighthearted saying cheers me up.

5. Bine faci, bine g ă se ș ti

6. Schadenfreude

7. " Бәрі жақсы болады ", means "Everything is/will be fine (or great)" in Kazakh. I also like " Қанағаттандырылмағандықтарыңыздан " which means "from your dissatisfactions" and is the longest word in Kazakh!

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HOW CAN AN INDIVIDUAL OR GROUP EXPRESS THEMSELVES THROUGH MUSIC IN SPANISH CULTURE, IN PARTICULAR RAP? Since the early 1980s, hip-hop and rap have seen a massive upward trajectory in popularity and have gained significant recognition. Originating from the USA, these genres have had a great influence on a global scale and have led to changes in culture and traditions. Rap (and music in general) is a great tool to express personal narratives and share ongoing opinions. Spanish hip-hop has experienced massive changes in trends over the past 5 to 10 years, and it is often linked to other European countries, such as the francophone world. The global web of influence on Spanish hip-hop is undeniable. Emerging artists and stars within the Spanish industry tend to come from South America and Morocco. A clear stand-out artist over the past 5 years has been Morad, who comes from Morocco. His influence and unique style have engaged with so many young people. Morad tends to express his desires and verdicts not only through music but on his social media platforms as well, being a big advocate for the state recognition of Palestine; it is crucial that he spreads awareness and expresses what is right. Beny Jr, a good friend of his, tends to collaborate and feature on each other’s songs frequently; talking and allowing others to understand the struggles and difficulties they face in everyday life, coming from a less privileged background. The Moroccan influence on Spain has been clear, and it inspires those who come from different backgrounds to succeed and follow in their footsteps by becoming successful artists. On the other hand, South American artists also have a massive influence on Spanish hip-hop, as some of the most successful artists in the world come from countries such as Puerto Rico. A well-known hip-hop artist, Bad Bunny, has been one of the leading hip-hop figures in the world since 2018. His lyricism is of great interest as he acknowledges his influence and large audience. Tending to write about self-love and break-up, this normalises the expression of feelings.

BY NADIM ATTOU (F), LOWER SIXTH PHOTOGRAPHY FROM DIFFERENT MFL EVENTS

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HOW DID SPANISH SPREAD AROUND THE WORLD?

Spanish began as a dialect of Vulgar Latin, introduced by the Romans to the Iberian Peninsula around 200 BC. Over centuries, it absorbed influences from the Visigoths and Moors, evolving into a language known as Castilian. By the 13th century, Castilian Spanish became standardised, after the conquering of Toledo by Castille, which became a hub of translation. The Kingdom of Castile’s growing power helped to spread Castilian Spanish around this area of Medieval Spain. During the Reconquista (a series of campaigns by Christian states to recapture territory from Muslims), Christian kingdoms pushed southward, spreading Castilian Spanish. After this period, Spanish was established as the national language. Following Christopher Columbus’s voyages to the west, Spain created a vast colonial system. Spanish soldiers, missionaries, and settlers brought the language to the Americas, the Caribbean, parts of Africa, and the Philippines. Spanish became the language of these areas due to colonisation. During these periods, Spanish combined with some elements of indigenous languages, to adopt words such as “chocolate” and “tomate”. When the Spanish colonies in the Americas became independent countries in the 1800s, they kept Spanish as their main language. People continued speaking Spanish in schools, government, and daily life: it kept the language going. As of 2024, there are more than 600 million Spanish speakers worldwide. Spanish speakers represent 7.5% of the global population. It is the official language of 19 countries worldwide, spanning huge areas of the globe, including continents such as Europe and South America.

BY THOMAS POOLE (A) FOURTH FORM

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FRENCH FASHION: CREATING A BRAND

Since the early 17th century, France has been the trendsetter of the fashion world, and although standards for what is considered “fashion” fluctuate, French designers have influenced every era and every look you can possibly think of. But what makes it so special? What truly differentiates French fashion from the rest of the world is simple - rejection of conformity - unlike other countries, its style celebrates authenticity and self-expression, centering on developing a personal aesthetic rather than just blindly following the crowd. It is thanks to this mentality that famous French stylists Chanel and Yves Saint Laurent managed to break gender norms and reform society’s view on style altogether. However, this philosophy goes beyond just clothes. For the French, style equals identity, and each outfit becomes a deliberate choice in crafting one’s personal narrative and story.

BY ELISABETH DUROC-DANNER (D), LOWER SIXTH PHOTOGRAPHY FROM DIFFERENT MFL EVENTS

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The languages we speak intrinsically mould our identity. Language is a reflection of one’s culture, community, and self. Language is how we make sense of the world, and for most, there exists an intimate connection to a native or first language that quietly yet tangibly influences one’s approach to others and oneself. For me, that language is Hindi. I am from India, where cultures vary from city to city, and as do languages from one place to another. While there are 22 official languages recognized by the Indian Constitution, there are over 120 other major languages, with what may well be over 1,500 dialects. I am native to the northern part of India, where Hindi is the most prominently spoken language. Growing up, Hindi was the language I associated with home. It persisted in being a familiar comfort from when I first started to learn English in kindergarten, to now, and, I imagine, will continue to be so beyond. As I grew older and drifted away from my native tongue, Hindi became something I came to start valuing more; not because I felt disconnected from it, but because I realized how deeply intertwined it was with my sense of identity. It’s omnipresent in my life; in how I feel and express emotion, the comfort I feel switching back to it mid sentence with family, the inside jokes I have with my friends from my hometown, in moments when I reminisce my childhood, and even in how my brother and I at times blend it with English into an undignified Hinglish. Even if I express myself in English most of the time, I feel most myself when I slip into Hindi without meaning to. Hindi holds my memories, my culture, my humour, and most importantly, my identity. How we express ourselves and form our identities often starts with the first ever words we learned. Keeping your language close means holding onto a part of yourself. Whatever your tongue may be, it’s worth holding onto. EXPRESSING IDENTITY THROUGH LANGUAGE: HOW HINDI SHAPED MY IDENTITY

BY SYYSHA SINHA (N), LOWER SIXTH PHOTOGRAPHY FROM DIFFERENT MFL EVENTS

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LINGUISTIC EXPRESSIONISM

Language is more than just a tool for communication: it is a window into culture. Each language has its own flare, emotion, and ways of perceiving words or sayings. Some words in different languages do not have a direct translation or an English equivalent. This is especially true in romance languages – French, Spanish, Italian, and Portuguese – as the art of expression stems from the cultures using these languages. For instance, the Spanish word Sobremesa captures the essence of lingering at the table after a meal and engaging in relaxed conversation. This term represents the togetherness and companionship, the joy of shared moments, all of which go beyond a simple after-dinner conversation. Meanwhile, the Italian language provides us with the term Menefreghismo , which resembles the English word ‘nonchalant’. The Italian term, however, reflects that attitude but turns it into an art form. Saudade in Portuguese offers a word that involves a deep, melancholic feeling of longing for something or someone that is not present. With bittersweet connotations, it’s a cross between nostalgia and hope that is heartfelt by humans. All of these words above are unique to their own languages and give us an insight into the diverse and clever ways these cultures allow individuals to express themselves. These specificities reflect the identity of people and place and play a key role in shaping how languages have colour, nuance, and a greater sense of belonging to everyday questions. Registers also allow individuals to express themselves in different ways and play a big part in keeping alive the ever-evolving, dynamic nature of communication. Formal elements of a language are not always able to capture attitudes and social contexts, which does not always allow speakers to express themselves with more authenticity. The well-known and commonly used English term hang out suggests a relaxed, informal gathering among friends whereas the formal term reunion would give a solemn air to the same event. As a whole, expressionism is crucial to a language, and it definitely goes far beyond the definition of ‘expression’.

BY OLIVIA DAWKES (D), LOWER SIXTH

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HOW DID HAUSSMANNIAN EXPRESS THE EXPRESS THE WORLD VIEWS AT THE TIME

The Haussmanian architecture we see today on the streets of Paris began under the reign of Napoleon III. He appointed Baron Georges-Eugène Haussmann in 1853 to be in charge of the urban renewal of Paris to make the city bigger, cleaner, and more beautiful. At the time, a cholera epidemic spread in Paris, caused by narrow, overcrowded streets with the lack of a proper sewerage system. To tackle this public health crisis, the Emperor ordered that a large part of the medieval city be destroyed and replaced with buildings designed by Haussmann, which would benefit everyone, including the working class, as there would be less segregation. Haussmann’s design was rows of identical buildings made of cream-coloured limestone, giving the city a uniform look. The ground floor facing the street often had high ceilings that could is occupied by shops convenient for the people living in the buildings. The first floor was named the ‘Noble Floor’, and often the most lavish as heavier items such as marble could only be placed at the bottom, it is also the most desirable floor because it was easily accessible where most of the richest families lived. On the next few floors were residential floors featuring less decoration and no balcony. The highest floor was designed for low-income household and servants of the first-floor families. The narrow medieval streets were destroyed and replaced with open boulevards and avenues for increased space and hygiene.

The changes in architecture at the time demonstrate not only a moment in time during French History but also a cultural desire to offer better living conditions within the city.

BY JOHN XU (C), LOWER SIXTH

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Did you know where these words came from?

ETYMOLOGY : THE STUDY OF WHERE WORDS COME FROM

Which ones did you find surprising?

We advise reusing these facts during dinner parties!

SHAMPOO comes from Hindi champo meaning “to massage” - brought to English

by British colonizers who experienced Indian head massages

KETCHUP derives from Chinese kê-tsiap , a fermented fish sauce that had originally

nothing to do with tomatoes

SALARY comes from Latin salarium - Roman soldiers were literally paid in salt!

MUSCLE comes from Latin musculus meaning “little mouse” - Romans thought

flexing muscles looked like mice moving under skin!

SILLY originally meant “blessed” or “innocent” in Old English, gradually shifted to

“simple” then “foolish”

AWFUL once meant “inspiring awe” (awe-full), but negative contexts shifted it to

“terrible”

NICE originally meant “ignorant” from Latin nescius (not knowing), evolved through

“precise” to “pleasant”

NAUGHTY just meant “having nothing” before it meant “badly behaved”

KNIGHT was actually pronounced with the ‘k’ sound in Middle English - “k-night”

ISLAND got its ‘s’ added by scholars who wrongly thought it came from Latin

“insula” (it’s actually from Old English “igland”)

DEBT and DOUBT got their ‘b’ letters artificially inserted by scribes trying to show

Latin origins

GOSSIP originally meant “godparent” (god-sib = god-sibling), became associated

with the chatter at baptisms

COMPANION is the one with whom you share your bread, from the Latin cum

(with) and panis (bread)

BY SYYSHA SINHA (N), LOWER SIXTH

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MODLANGSOC EVENTS

AUTUMN TERM

NOVEMBER - DEBATING COMPETITION AT CHELTENHAM COLLEGE

In November last year, four Sixth Formers, including myself, took part in the Cheltenham College MFL Debating Competition for German, and to our delight, we brought home the win! This was a huge achievement for the German department, which is often seen as the underdog within MFL. The experience was thrilling from start to finish. We debated challenging and thought-provoking motions, including „In unserer Gesellschaft müssen sich Männer emanzipieren“ ("In our society, men must emancipate themselves"). Preparing arguments in German was definitely a challenge, but once the debates began, something just clicked. Suddenly, we were speaking fluently, thinking on our feet, and genuinely enjoying ourselves. The competition was fierce, with strong and worthy opponents from schools across the region, but both of our St Edward’s teams made it to the final, a testament to our teamwork, preparation, and passion for the language.

It was a moment of real pride for us all, and a reminder that German at Teddies is very much alive and thriving.

BY ANTONIA BADIRCEA (C), UPPER SIXTH

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SPRING TERM

JANUARY - GIFTED AND TALENTED MEETING

PHOTOGRAPY BY MISS DURIEU

JANUARY TO MARCH - OXFORD FLASH FICTION COMPETITION

I enjoyed the Oxford French Flash Fiction competition because it meant I could write a story in French while practising French. I had limited words so I couldn’t write too much. I think it’s a great opportunity. My piece was: Le mercredi, j’ai traversé le cimetière à pied pour aller au cinéma avec mes amis. Soudain, la foudre m’a frappé et il s’est mis à pleuvoir abondamment, alors j’ai marché rapidement. Après avoir traversé l’étrange cimetière, je suis arrivé au cinéma et j’ai regardé Children of Paradise, mais je suis retourné à travers le cimetière. J’ai senti un fantôme toucher mon dos. J’ai marché et je suis finalement rentré chez moi.

BY ORLA LANE-NOTT (N), FOURTH FORM

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JANUARY - JOUTES ORATOIRES AT MARLBOROUGH COLLEGE

The Joutes Oratoires were a fantastic opportunity to work on our linguistic skills in a fun and friendly competition. It was especially challenging to be thinking on the spot, but we came away very proud of our score.

BY AVIE BADHAM (D), UPPER SIXTH PHOTOGRAPHY BY MISS GUEST

JANUARY - WORKSHOP WITH THE ALLIANCE FRANCAISE FOR THE U6

Last Friday the A level French class walked down to the Alliance Française, where we participated in a workshop about the political life in France. It was really interesting to be able to improve our French skills in the context of real life political movements and issues. For example, we listened to the heated debate between Mélenchon (far left) and Zemmour (far right) and included this in our writing and listening work. We all really enjoyed ourselves.

BY EVA SCATES (J), UPPER SIXTH PHOTOGRAPHY BY MISS MANGO

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MARCH - KCL GERMAN LITERATURE WORKSHOP

My German class and I attended an online workshop about the book we are studying in class: Der Besuch der alten Dame . The workshop was given by three professors of King’s College London, each contributing their own ideas and interpretations of the book. It was a great experience for us and really helped us develop a good understanding of the book. The book’s plot and characters were explained as the life of the Author, which was especially useful as we hadn’t started reading the book at this point, and this was therefore a great introduction before we started. The experience as a whole was incredibly valuable for us, especially for when we eventually start writing essays about the book.

BY ANGUS JOHNSTONE (G), LOWER SIXTH PHOTOGRAPHY BY MISS ING

MARCH - ANTHEA BELL

Throughout the year, schools worldwide participated in the Anthea Bell Prize to emphasise the broad culture and the influence of French on the world. And this year, I had the privilege of attempting this challenge. This included a translation of a passage from French into English, testing my creativity and knowledge of French literature and culture. What I enjoyed about this translation competition was that I was able to delve deeper into the world of French, discovering a new culture and different formats of French writing. As well as this, I was also able to analyse advanced vocabulary and complex sentence structures, which allowed me to grasp a deeper understanding of the language.

BY HIRO HASEBE (A), FOURTH FORM

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MARCH - WORKSHOP WITH THE ALLIANCE FRANCAISE FOR THE L6

During the Spring Term, we had a great opportunity to complete a workshop with the Alliance Française where we were able to learn to improve our pronunciation of some quite hard sounds in French. I greatly appreciated and enjoyed the process of learning how to shape my mouth in order to pronounce certain sounds and each of the subtle differences between the words. Overall, it was a great experience for all of us in Lower Sixth as it certainly helped me become more fluent and confident in my French-speaking abilities.

BY JOHN XU (C), LOWER SIXTH PHOTOGRAPHY BY MISS MANGO

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SUMMER TERM

MAY - CREPE PARTY AND POETRY EVENING

Last month, a handful of MFL mentors gathered to prepare some delicious crêpes and homemade toppings for the imminent poetry evening! Despite a considerable lack of kitchen appliances, our capable mentors, consisting of Fourth Formers, Fifth-Formers, and Sixth Formers, managed to produce many excellent crêpes. After several moments of anticipation, the poetry event was finally upon us! Tilda Henderson, a Lower Sixth MFL mentor, successfully led the evening and even recited some Jacques Prévert poetry herself! We hosted a range of students, from fluent French A-level pupils to those who had simply chosen the language in their Shell year. Each attendee departed the evening with a fresh knowledge of surrealist poetry and a full stomach of tasty crêpes!

BY CLEODIE SHERRIFF (M), LOWER SIXTH PHOTOGRAPHY BY MISS DURIEU

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MAY - VERTICAL MENTORING

As part of the vertical mentoring programme, in a class centered on classics and languages, we have developed our understanding of linguistics, epistemology, and the art of translation. From learning about the origins of most languages derived from Proto-Indo-European to experimenting with translations in different modern languages like French, German, and Spanish in a wide range of literary styles like poems or songs, these sessions have done much to help us deepen our knowledge of the languages that we overlook in everyday life. This not only was helpful for those who were hoping to apply for languages at university, but also helped the Lower School to find a new perspective on the subjects they may continue studying further on within the school.

BY EVIE CULLUM (M), LOWER SIXTH

MAY - STEPHEN SPENDER PRIZE

Over the course of this term, in our joint MFL and Classics Vertical Mentoring classes, pupils of all ages have been working on a vibrant range of entries for the Stephen Spender Prize for poetry in translation. Pupils can submit translations of poetry from any language, and we have seen pupils working on some very challenging texts such as Sayeth the Voter by Matsuo Takahashi in Japanese, the death of Argos the dog in Odyssey Book 17 in Homeric Greek, and a letter from Ariadne to Theseus in Ovid’s Heroides 10 in Latin. It has been a greatly rewarding challenge for us all to get stuck into some very challenging language and to try to produce our own translations that do the writing justice.

BY HARRY CANTWELL (L), LOWER SIXTH

MAY - GERMAN FILM NIGHT

On the evening of May 6th at 8pm, our Department organised this year’s first German movie night. The movie of the night was Das Wunder von Bern , which told us about a family in post-war Germany and their struggles as well as the importance of football in those days. It was wonderful to see that not only students who study German attended. The atmosphere was very welcoming and positive, and everyone enjoyed the late night snacks that were kindly provided. We want to say thank you to everyone who came to join us, and we hope to see you next time!

BY OLGA VALIGURSKA (K), LOWER SIXTH ARTWORK BY OLGA VALIGURSKA (K)

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MAY - PIAF: THE MUSICAL

This May, the French A Level and Higher Level IB pupils took a trip to the Watermill Theatre in Newbury to watch Piaf, a musical based on the life of French musician Edith Piaf. We learnt all about Piaf’s rise to fame through her personal struggles and memorable singing. The acting was beyond anything I had expected! I was very impressed by the storyline which was fantastically displayed by the actors! I really appreciated the opportunity to spend time with the IB pupils, as well as my classmates in a different environment. It was a truly enjoyable afternoon and one of my favourite memories from French this year!

BY MIMI HOWARD (B), LOWER SIXTH PHOTOGRAPHY BY MISS GUEST

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MAY-JUNE - MANDARINSOC

This month three Lower Sixth students launched a Mandarin Society, aiming to bring together those who are Chinese themselves alongside those who are interested in learning more about the Chinese culture and language and those who just want to get to know more people. Through the Mandarin Society, we hope to be able to make it fun and welcoming for everyone and to change the activities every week so that there is something in store for everyone who comes to attend. We would also like to teach people some Chinese for those who are interested in learning but haven’t found the time or resources to start.

BY LARISSA RAHMEL (C), LOWER SIXTH PHOTOGRAPHY BY MISS DURIEU

JUNE - FRENCH TRANSLATION BEE

On the 9th of June, Charlie Waring and I went to the University of Bath in order to participate in the translation bee competition where we would have to translate as many sentences from English into French as quickly as possible. We ended up doing very well but were just edged out of the top 5 positions, which were needed in order to advance past the regional final to the national one. This event allowed St Edward’s to show off their MFL prowess and expanded the Shells’ abilities in French by allowing us to learn key vocab for our future.

BY WILLIAM GROUNDS (A), SHELL PHOTOGRAPHY BY MISS MANGO

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JUNE - MFL PUB QUIZ

Miss Mango hosted a pub quiz in June for Lower School pupils. The lucky attendants got to learn a lot about art and culture, politics, and general trivia from French-speaking, Spanish-speaking, and German-speaking cultures!

PHOTOGRAPHY BY MISS MANGO

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JUNE - MISS ARBUTHNOT CONFERENCE

During the Autumn Term of 2024, Miss Arbuthnot travelled throughout South America to meet different IB schools and charity projects. She shared her learning from this experience, guided by only one sentence she encountered in a tiny shop in Ushuaia, at the end of the world:

Que tu sueños sean más grandes que tus miedos May your dreams be bigger than your fears

PHOTOGRAPHY BY MISS DURIEU

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JUNE - BODA DE SANGRE THEATRE TRIP

On Thursday the 5th of June, the Spanish Higher level IB and A-level students went down to the Oxford Playhouse to watch a performance of ‘Blood Wedding’ by Federico García Lorca. The tragedy, set in Andalusia in the 1930s, paid homage to Spanish culture and traditions and had a chilling storyline based on a real-life event. As the title suggests, it revolves around a wedding, where a heated love triangle leads to some deadly consequences. The story explores fate, love, and family pressures - making the play as relevant today as it was in the 1930s. The performance featured a live band on the stage, playing music Lorca wrote himself, including pieces like the "Ballade of Moon" and "Forest Scenes”. The traditional Spanish dancing and singing made the performance even more enjoyable to watch and a definite highlight of the term! BY ANA GALVANI-SILVA (N), LOWER SIXTH PHOTOGRAPHY BY MISS DIAZ

The Lower Sixth were briefed by Miss Diaz before attending, and some of our keenest Fourth Formers joined them to learn more about Lorca!

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JUNE - SHELL POETRY DECLAMATION COMPETITION

On Friday 20th June, a group of people were selected for a poetry competition. We had around a day and a bit to learn and practice poem in our chosen language (Spanish, French and German). We were able to get an array of prizes including Best in our language, Honourable Mention, and Best Overall. What I personally really enjoyed about the experience was that you were also awarded points in the emotion and character you put into your poem, and not just the pronunciation, though that was an important factor. This allowed us to put real emotion and personality into our poems, which I absolutely loved! BY JEREMY BERKIN (E), SHELL PHOTOGRAPHY BY MISS MANGO

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MFL DISPLAYS

HAVE YOU SPOTTED THEM AROUND THE DEPARTMENT?

Miss Ing is very talented and loves making displays! Did you spot any of them around the Department?

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