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The English Studies Department Comparatively Considers the Case of the Translatable Cat
The first Personal and Professional Development Seminar of the Spring semester that was organised on Tuesday, 3rd March by the English Studies Department, began on a whimsical note by considering the translation of certain animal figures and their names in literature. Drawing on the areas of comparative literature, children’s literature, and literary animal studies our guest speaker, Dr. Panagiotis Xouplidis, in his seminar titled: "The comparative cat and how to translate it - A case of Literary Animal Studies" focused specifically on the case of the cat and how to translate it. Dr Xouplidis initially provided an overview of what constitutes comparative literature and how it is seen today. Drawing on concepts and dichotomies such as national/international, local/global, colonial/post-colonial/imperialistic, today comparative literature can be seen and understood as political ideologies but also literary systems that act as parts of universal systems thus indicating that these systems are not in isolation but part of a polysystem and to see them as such is integral when it comes to matters of translation. The matter of similarities and differences in literary systems may appear easy to identify and examine when it comes to children’s literature which has a tendency to rely on stereotypes or archetypes and what some may view as simplistic representations and stories. Nevertheless, these stories enrich national, and international, identities and can have a great impact on how cultures perceive themselves and others. One common feature across children’s literature is that of the animal – or non-human animal – figure and it is this figure that has led some scholars to consult the area of Animal Studies for theoretical and scientific support in their research examinations. Animal Studies is an area that requires an interdisciplinary approach and can extend from elements of biology to sociocultural and anthropological aspects of animals in and across cultures. What is certain is that in literature animals are inventions/constructs whose representation speaks miles of a country’s culture. When considering the figure of the cat, for example, Dr Xouplidis makes the case for a Greek Cat and a Spanish Cat. While in both cases we have a cat, they are not in fact cats – but literary inventions – and where they are created, how they are conceived and what they are meant to represent and reflect ought to be considered when the need for translation arises. To indicate this significance, Dr Xouplidis draws on the example of Eugene Trivizas’ The Last Black Cat (2001) and its Spanish translation. Providing a list of cat character names, Dr Xouplidis invited the audience to contemplate the aspects that should be considered when the respective names are to be translated and how the anthropomorphic dimensions of these characters can even play a role in the name assigned. Yet another well-known example that was introduced was that of Puss in Boots in comparison with the figure of Zorro. This was further extended to consider the meaning of Zorro in Spanish (which means fox) and how the translation and consideration of certain animal figures may be dealt with through other concepts, such as that of the trickster in this particular case, thus alluding to mythologies and fables. What we need to remember is that animals are as old as literature. Characters such as Puss in Boots and the Cheshire Cat are literary animals created by words in different languages. Following Dr Xouplidis seminar, it becomes apparent that the examination of such characters either with an eye towards translation or with a focus on literary systems can certainly benefit from an intersection of comparative literature and animal studies when contemplating the cat’s literary representation and how translating cat names could play a fundamental role in a cat characters’ reception.
04/03/2020
Personal & Professional Development Seminars 2020 by our English Studies Dept.
March - April - May 2020 EVENTS CANCELLATION Please be informed that the event on 17 March will be cancelled. FREE ADMISSION Join and share! Online Participation Form
24/02/2020
The English Studies Department Subverts Genres
The final Personal and Professional Development seminar of the Autumn semester that took place on Tuesday, 10th December combined the areas of literature, translation and adaptation under the umbrella area of genres and their subversion. Joining forces, Dr. Cathy Marazi and Dr. Kelly Pasmatzi, delivered the seminar titled: ‘Subvert me if you can’: literary genres and going against expectations. We are all familiar with genres in one way or another. We may rely on genres – types or kinds – of literature, film, TV series, videogames to choose what we will read, watch or play. The main reason for this is because genres contain certain formulae or motifs that have been developed and refined over the years that enable us to expect certain things from certain genres. When reading a fairy tale, we expect there to be a happy ending; when watching a horror movie, we expect to be shocked and scared. Genres, however, are not as clear-cut as they may appear. There are numerous instances of hybrid genres, such as that of the superhero, as well as sub-genres such as the black comedy, that blend, alter and change certain expectations. What is more, one must be aware that a romance novel and a romantic film are not exactly the same genre due to change in medium. Furthermore, one ought not overlook how genres are used and employed so as to distinguish and in some cases dictate the formulation of canons as well as situate literary and cultural products into the high-literature or low (pop) literature categories thus determining what is taught in schools and universities. As pointed out, it is also important to see what is missing from genre categories. The focus of the seminar in question was to raise awareness towards instances where writers choose to go against and challenge genre expectations and conventions. This may be due to the purpose of the writer when catering to larger mainstream audiences such as in the case of film adaptations, or due to changes in society such as the case with feminist movements and gender representation. The examples drawn upon were numerous including: Thelma and Louise (1991), The Dark Knight (2008), Reservoir Dogs (1995), Scream (1996), La La Land (2016), Brokeback Mountain (2005), Clockwork Orange (1971), Joker (2019), Bridget Jones’ Diary (2001) and Pride and Prejudice (1813), Breakfast at Tiffany’s (book 1958 and film 1961), Captain Corelli’s Mandolin (book 1994 and film 2001), reference to the Brothers Grimm fairy tales, as well as other versions of these fairy tales (British versions). Subverting genre calls into question stereotypes, dominant ideologies and perspectives that may be promoted as the status quo. To that effect, Dr Pasmatzi and Dr Marazi called on the attendees of the seminar to consider and subvert one of the earliest types of literature we are all exposed to that of the fairy tale. Taking one of the most familiar fairy tales, that of Cinderella, the members of the audience were asked to work in groups and subvert any aspect they chose. The results were highly creative, humourous but also demonstrated serious sociological and ideological issues that we ought not take at face value but approach critically and reconsider from other perspective especially as all literature can and does promote ideological meanings and can greatly influence how we view the world around us and the people living in it.
16/12/2019
Christmas Party by our English Studies Department
Keeping its tradition, the English Studies Department spread the Christmas spirit with a joyous Christmas Party that took place 3, December 2019 at our main campus in Thessaloniki with students and staff exchanging wishes and having fun over Christmas homemade delicacies. Enjoy reading a reappropriation of the poem "Twas the Night Before Christmas" that Dr Cathy Marazi put together, inspired by the festive day! Enjoy Season Delight ‘Twas the English Studies Department annual party before X-mas, when all through the premises, not a student was stirring, not even in the entrances; Two stockings to hang but on what chimney oh where, Yet all in hopes that St. Nick soon would be there; Suddenly, pupils appear going to class, after a long break, so well fed, While visions of candy-cane coffee breaks continue to fill their head; And lecturers on alert for anything asap, Proceeded to their lesson recap; When from the Multi-purpose room arose such a clatter, Some sprang from their seats to see what was the matter; ESD students darting back n’ forth in a flash, Commencing their X-mas festivities with joy and panache; Eyes and twinkle lights were lit aglow The only thing missing uh mistletoe, When, what to their wondering minds should appear, But tree-trimmings, emoji carols, games, gifts and pictures, dear; With enthralled youth, so lively and quick, ESD staff must stay on their toes with more than a party trick. And though there was not time for a spelling-bee game, We all had fun just the same. Now students and staff this poem may be influenced by fiction, But at this time of the year that kind of holiday spirit kicks in. From students to teachers, lest we need a roll-call, We all crave joy and cheer on the holidays y’all. As dry leaves in the fierce wind fly, So too we await the holiday break with a sigh, So buckle up, only a few weeks before we bid you adieu, Yes, we know students you’ll miss us, we will too. But these parties are proof, That sometimes we can make time to be a little aloof. So while obligations and deadlines may be comin’ round, Do not despair, soon you will feel content and sound. Dressed in your party clothes from head to foot, With no reason to stay put, The New Year is approaching so why look back, Unless it’s to set resolutions for a new track. Now is the time to be thankful, jolly and merry, With Jack-Frost nipped cheeks rosy like a cherry. As you wrap up the presents tightening the bow, And maybe secretly singing Let it snow? Caroling or shopping in this cold, can we avoid clenching our teeth, But it is necessary to get provisions like tinsel and don’t forget the wreath; Come that holiday family dinner that fills the belly, We’ll all laugh, sigh, and drift asleep in front of the telly. But now is also the time when one does not just think of oneself, Now is also the time to bring happiness to others, kinda like a Santa elf. So help the joy spread, Yes, there are still those who have no food, clothes, even a bed. And if some of you may not be carefree but still have to work, Do not fret, do not pout, please do not go berserk. You will have time to rest your weary toes, And have fun whilst taking memorable photos. But before school’s out at the sound of the whistle, And you all commence your festivities (fo’shizzle). We exclaim that you Enjoy Season Delight, Merry X-mas, Happy Hanukkah, Joyous Kwanza from all of the ESD, We now bid you goodnight!
06/12/2019
Christmas Party at the English Studies Department
27/11/2019
The English Studies Department Experiences Theatre Monologue Creative Writing
The English Studies Department’s third Personal and Professional Development Seminar held on Tuesday, 19th November marks an exciting exposition into the area of creative writing. Our guest speaker, Ms Despoina Kalaitzidou, drama facilitator, playwright and director, delivered an interactive and insightful seminar/workshop titled: “Are you talking to me?: An Introduction to theatre monologue writing. And while the title of the seminar may prompt some of us cinephiles to think of Martin Scorsese’s Taxi Driver (1976), theatre monologues – or soliloquies – as well as poetry, can be a good starting point for creative writing. As Ms Kalaitzidou informs, being a theatrical genre and play unto itself, a monologue can include one or multiple actors who do not directly talk to each other but could tell a story from different perspectives; it may or may not contain conventional dialogue, there is no fourth wall – usually the actor addresses the audience directly or talks to an invisible character/auditor. Finally, it could be a solo performance, even autobiographical. Questions to begin with are usually: who is my character, where is my character, how is the setting, what are the main points in my monologue, to whom am I or the character talking, is the monologue realistic/absurdist/a mixture/something different? And even if we think of these before writing, they may change as we are writing. Ms Kalaitzidou shared some of her personal experience and insights stating that events in our life may inspire us, other works of art and literature, current events, even more collective elements such as mythology. The important thing to remember when writing – in addition to actually writing – is to be truthful, real and authentic, to have a reason to write and to have a purpose. Some find workshops such as the seminar in question to be helpful in those first creative steps. Some require a bit of prompting – such as a well-known myth, possible characters and even phrases which they can then complete and go back and edit. Ms Kalaitzidou in the context of this workshop urged all members of the audience to write and those willing shared their monologues which Ms Kalaitzidou then performed. Reflection of the experience followed as well as key concerns about how to get into creative writing, how to get one’s writing out there, and the value of feedback. As with any venture, Ms Kalaitzidou emphasizes that it requires us to be bold, take risks and be persistent if it is something we truly desire.
21/11/2019
The English Studies Department Acknowledges Alternative Assessment Forms
The English Studies Department of CITY College is highly aware that assessment is a great and important part of education at all levels. The second Personal and Professional Development Seminar delivered on Tuesday, 5 November, 2019 touches upon this issue. Our guest speaker, Dr Ifigenia Kofou, through her seminar titled: “Alternative Language Assessment Forms” raises our awareness towards the importance of assessment and the alternative forms it can take. When we hear assessment our minds immediately go to items like tests, exams, grades. Alternative assessment as Dr. Kofou highlights also incorporates reflection: how do we assess, why do we assess and what do we assess? Alternative types of assessment include: portfolios, journals/diaries, think-aloud protocols, project-based learning and rubrics. Given the learner-centered context that is becoming ever more prevalent in teaching/learning practices, both teachers and learners need to learn or become more aware of reflecting on practices as well as assessment in comparison to their prior or past knowledge, skills and abilities. Alternative forms of assessment can certainly assist as a continuous informal procedure that enhances cooperative learning, engages and motivates students towards active participation, teaches them life-skills and enables them to become more autonomous. Dr. Kofou in the area of portfolios placed added focus on the European Language Portfolio that consists of a Language Biography (where learners can exhibit any/all languages they know and/or are learning), a Dossier (containing student work thus demonstrating competences/achievements) and their Language Passport. In addition, journals or diaries – as they draw on actual everyday practices and are thus considered the most common type of alternative and reflective assessment – come in various types such as dialogue journals, learning journals, diaries of attitudes/feelings and can be used by both students and teachers. The Think-Aloud protocols as Dr. Kofou informs can assist students in understanding and becoming more aware of what they are learning, where they have difficulties and what these difficulties are as well as how they can solve these problems. Students essentially become more aware of how they are learning. Projects can pose as a more dynamic approach and contribute towards collaborative teaching across disciplines. As with all types of assessment so too all the aforementioned need to align with goals, Learning Outcomes, clear instructions and criteria of assessment as well as reflection for future adjustments and improvement. In other words as Dr Kofou stresses, alternative assessment does not exclude testing but actually requires the implementation of testing so as to validate alternative assessment forms and by extension prove that they are reliable. Hence, Rubrics are also a valuable component not only in informing students of what they are being assessed on and how but also to enable teachers to provide descriptive assessment and productive feedback as well as help students and themselves to engage more in reflective learning/teaching practices. By extension there are different types of rubrics such as: critical thinking, analytical, general, task-specific, etc. Overall, Dr Kofou points out that alternative assessment by being sensitive towards students’ backgrounds, skills, strengths and weaknesses allows through personalized profiles and diverse tools and practices for a richer and more varied way to assess our students but also ourselves, our strategies and our materials. Assessment reform should be, in other words, an ongoing, continuous effort.
07/11/2019
English Studies Department students go to the Thessaloniki International Film Festival
On Monday, November 4, Level 1 and Level 2 students of the English Studies Department had their session for the Introduction to Film Studies unit at the premises of the Thessaloniki International Film Festival. Following an initiative by their lecturer, Dr. Thomas Mantzaris, the students were introduced to the inner workings of the festival by the Head of the Agora department, Ms Yianna Sarri, who provided valuable insights into the industry. Students not only deepened their knowledge of the film industry by familiarizing themselves with the context and operations of the 60th Thessaloniki International Film Festival, but also managed to relate class discussions on film production, distribution, and exhibition to one of the most significant cultural events that takes place in Thessaloniki every November. Ms Yianna Sarri exposed students to the professional side of the festival, highlighting the challenges of filmmaking in the twenty-first century as well as underlining the festival’s commitment to encourage young filmmakers and bring them to the forefront. Students took advantage of this unique opportunity in order to address questions, and enhance their overall understanding of the film industry.
05/11/2019
The English Studies Department Considers the Value of Adapting
1st Personal and Professional Seminar for academic year 2019-20 The English Studies Department’s first Personal and Professional Development Seminar for the 2019-2020 academic year commenced Tuesday, 22 October, 2019 with an engaging thematic area significant to teachers and learners. Our guest speaker and staff member, Ms Maria Sachpazian delivered an engaging seminar titled: “Reasons and Rationale behind materials’ adaptation in the digital age” thus bringing forward the concept of adapting in the teaching/learning context. In nature and in life, to not adapt can result in becoming obsolete to say the least! Similarly, teaching and learning with regard to methods, material, types of assessment, aims, Learning Outcomes, use of technology and more, need to adapt as the components and aspects of teaching and learning change and develop. For teachers, especially novice teachers, the idea of adapting ready-made course books and similar material can appear overwhelming or even unnecessary. And this may be the case as Ms Sachpazian highlights, so one always needs to consider the context. Initially, a teacher needs to know the course book and the material; a SWOT analysis can further help to see what is weak or missing from such material. Next, Ms Sachpazian suggests personalizing the material to ourselves as teachers but more importantly to our students. Ms. Sachpazian with Dr Marazi, lead organiser of the PPD seminars Drawing on McGrath (2016), Ms Sachpazian informs that when adapting we need to consider the 3 Es: Extemporation (on the spot-thinking/spontaneous reaction), Extension (quantitative change), Exploration (qualitative change). Of course, this is not done randomly, without rationale, aim, purpose, or considering different parameters of learning such as materials, classroom, steps/stages, time availability, learner level, the teacher’s role and the overall purpose of a course. Teachers, amongst other professions, need to adapt so as to meet their learners’ needs, so as to consider the whole class as well as the individuals that comprise it, to increase learners’ emotional engagement and motivation, to balance certain imbalances, increase exposure and interaction and keep students on their toes. Teachers do this because as Ms Sachpazian confirms they care – or should care – about effective learning and engaged, motivated learners. More often, adaptation is unprincipled thus lacking in creativity, purpose, rationale, suiting the teacher’s preferences rather than the students. According to Ms Sachpazian, effective lesson planning, lesson preparation and our reflective teaching practices are and can be accompanied by adaptation but it needs to be the right type of adaptation where we: amend, add, supplement or reject BUT deliberate! When our goal is teaching meaningfully we need to adapt – ourselves as well as methods and materials – so as to be relevant, knowledgeable, aware, flexible, effective, creative and productive!
24/10/2019
Personal & Professional Development Seminars 2019 by our English Studies Dept.
October - November - December 2019 FREE ADMISSION Join and share! Online Participation Form
16/10/2019
English Studies Department students volunteer for Alzheimer Hellas
ESD students translate BrainBright, an application developed by Computer Science students Students of the English Studies Department have once more shown their sensitivity towards social issues as well as their professional attitude and excellent work ethic, firmly establishing the Department’s social profile and commitment to professionalism. Congratulations are in order for our 1st and 2nd level Bachelor’s students as well as alumni of the English Studies Department for volunteering their time, effort and expertise towards the completion of a project in collaboration with the Computer Science Department at CITY College and the Greek Association of Alzheimer's Disease and Related Disorders "Alzheimer Hellas." Our warmest gratitude goes to Dr Dimitris Dranidis from the Computer Science Department who reached out to ESD and encouraged our students’ involvement in the project. More specifically, we would like to congratulate our students Anna Dalakoura, Ioanna Friki, Christina Giannakou, Pelagia Massarou, Sarra Mavridou, Elpiniki Pantanela-Connell and Styliani Papachristou who under the supervision of Dr Kelly Pasmatzi and Dr Zoi Tatsioka translated the BrainBright application and its dictionaries. BrainBright is an application developed and maintained for the last 6 years by Computer Science Department 3rd level students within the Industrial Project (INVENT). The BrainBright application is used every year by hundreds of visitors of Alzheimer Hellas centres for the prevention of Alzheimer’s disease. The English Studies Department is committed to providing students with various opportunities aimed at cultivating their professional skills, making them socially responsible citizens and, crucially, allowing them to gain prior experience in order to explore future paths.
14/10/2019
All 10 students of the Public Engagement Scheme organised by the English Studies Department succeed in the B2 English language exam
Congratulations to all students who succeeded in the B2 exams! Three years ago the English Studies Department of CITY College, The International Faculty of the University of Sheffield, in collaboration with the Municipality of Thessaloniki decided to launch the Public Engagement Scheme called "English Language Lessons for Teenagers". Its goals were to offer free English classes to students who come from financially vulnerable families, help them improve their language level so as to take B2 exams, but also raise awareness about social issues and have the chance to give back to the community. Alongside the above goals, the specific project provided the framework for final-year undergraduate students of the English Studies Department to conduct their teaching practice, under the supervision and guidance of our lecturers, Dr Cathy Marazi during the first year followed by Dr Vicky Papachristou the other two. Malala Yousafzai, education advocate and Nobel Prize laureate, said that "One child, one teacher, one book, one pen can change the world". In our Public Engagement Scheme, after 3 years of more than 30 teachers, more than 10 books and countless pens, we believe that our students have managed to change their world and have become more knowledgeable in order to pursue their dreams. We are delighted to announce that all ten students who took the LRN B2 exam in June 2019 were successful and achieved their goal. It is important to note that 7 of them were awarded the certificate with distinction. Our Public Engagement Scheme students with Dr Vicky Papachristou We would like to warmly thank the Municipality of Thessaloniki, the Deputy Mayor's Office for Social Policy and Solidarity and the Municipality’s Public School (‘Koinoniko Frontistirio’) for the cooperation and support in the frame of the Public Engagement Scheme. Of course this success would not have been possible without the voluntary contribution of staff members, Master's students and alumni of the English Studies Department as well as of Bachelor's students undertaking their teaching practice, who have devoted several hours teaching, preparing and helping students of the Public Engagement Scheme attain their goal. Last but not least, special thanks are owed to Express Publishing for donating all the materials both for students and teachers throughout these 3 years. Following this successful recipe, we will all continue offering back to society by helping new students realise their goals and dreams for another 3 years. Our warmest congratulations to all students and teachers! We are extremely proud of you!
05/09/2019
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