teacher

Boundaries

/ Benjamin Barnabas / Leave a comment

Gatwick Airport South Terminal, England. 11.19.

I’m on my way to Athens to celebrate with an old friend who is tying the knot with his long-time partner in a beautiful ceremony in a chapel that looks out over the Aegean Sea. I should be ecstatic but I’m feeling downhearted at the moment on account of the GCSE results. They weren’t shoddy, by any stretch, but they were way off what we hoped they’d be – and it all comes down to the grade boundaries.

It’s got me thinking a lot about how we treat languages in the UK.

Back in 2006, an article by the BBC reported that the study of foreign languages had reached the “point of no return”. Only two years prior, Tony Blair’s Labour government had taken the decision to make MFL non-compulsory post-14, after which thousands of students elected to ditch French, Spanish and German from their curricula. While Spanish has seen a decent recovery from the initial “freefall” recorded – bouncing back from 62.413 in 2006 to 132.680 in 2026 – German has been less fortunate, continuing to decline in popularity nationwide: the relatively healthy 90.311 studying German in 2006 have been whittled down to 32.525 this summer. Some schools are now considering whether it is economically viable to continue to offer languages, which command smaller and smaller classes by the year. Northern Ireland is thinking of scrapping the study of German altogether.

As a language teacher, I naturally don’t like where this is going. What makes things worse, however, are the barriers within the surviving MFL syllabi. There are a number of factors blighting the study of languages that aren’t helping us to promote them in lieu of the flashier, brash-ier and cash–ier subjects like Economics and Business Studies.

The MFL GCSEs are a mixed bag. Sometimes they feel formulaic and predictable. At others they can be surprisingly progressive, asking candidates to describe a photograph about sports where half the players on a basketball court are in wheelchairs, or a family scene showing a same-sex couple and an adopted child of a totally different ethnicity. This year’s Listening dictation task in the Pearson Edexcel features the infamous “Ma petite sœur est bisexuelle”, read by a childlike voice that really threw my students, who might well have spent the two repeats wondering how and why a little girl would have already decided to self-identify as bisexual – and in the middle of their GCSE exam, no less. I’m glad we’re on the frontier of pushing positive representation, but I can imagine the response in the nation’s more conservative Muslim students and their families.

Recruiting for A Level is an uphill task with or without the competition from maths and the three sciences – especially with Further Maths elbowing a fourth subject out of the picture so often – since MFL A Levels can be fiendishly hard, relying more on the candidate’s ability to retain a vast breadth of knowledge both historical, political and literary in both spoken and written formats. Add to that the sky-high grade boundaries driven at least in part by the large number of native speakers who take the subject for an easy A and you have a whole host of reasons why students think twice about studying languages. They’re definitely a hard A Level, I’m not about to deny that, but if we don’t get the numbers, we run the risk of leading our country and its children into even more of a monolingual and inward-facing nightmare than the one we’re already weaving, spurred on by the global ill-sentiment toward the ongoing refugee crisis and the perceived erosion of our national identity.

I’m not sure what to suggest. I do what I can to make learning languages as fun and inclusive as possible. I’m sure I’m not the best at what I do – especially since I’ve always seen languages as a pathway to meeting people and telling stories, rather than finding any particular joy in their acquisition for its own sake – but I work hard together with my colleagues year on year to try and convince our students that speaking a second language competently (that is, post-GCSE) is an increasingly rare gift among the English which will take them so far.

I might use this trip of mine as an example. For the first time in a long time, I’m going to be completely at sea. I might be able to speak seven languages with varying degrees of fluency, but I don’t speak a word of Greek. I’m so used to being able to muscle in and go native in Spanish, French and Italian that suddenly finding myself in a situation where I can’t manage much more than thank you and goodbye is extremely disorienting. Sure, I could speak English at them and expect to be understood – but that just strikes me as rude at best and colonial at worst.

I’m tuning in, slowly, but it’s hard from zero. Alex is my host, but he’s the one getting married, so I can’t expect him to spend his weekend translating for me. There’s so much I’d love to do. I’d love to know what Petros from Naxos is recounting, since he seems to have a raft of stories with proper Greek gusto. I’m dying to know what Alex’s brother is saying when he’s clearly running through some of the steps for the dances. I’d like to ask Alex who the girl is with the smile of an angel in the corner of the room. But I can’t do any of these things, because I can’t speak Greek.

Monolingualism is an enormous handicap. Even a capable linguist should remind themselves of the gift they have earned by putting themselves in a position where they are truly lost every so often, if only as a reminder of how precious the ability to move from one language to another really is.

I’ll paraphrase the above for my students when I get back. Whatever it takes to buck the national trend and fight the death of MFL, I’ll do it. I just wish we’d been given a fair idea of the new spec grade boundaries a year ago, so our students knew just how much harder they had to work to get what they deserved.

My body clock is all over the place. Three hours ago I was in the UK, two hours behind Greece – but five hours ahead of Chile, and seven hours ahead of the Galápagos Islands, where I was until Saturday. Little wonder I’m having trouble sleeping.

I’ll report on tonight’s events together with tomorrow’s in one big fat Greek wedding post. I just thought I’d sandwich my thoughts on languages into my funk over the grades.

It’s gone two in the morning, which is approaching my usual bedtime in the UK, but probably only halfway through tomorrow night’s festivities which are due to go on until the dawn. I’d better try to get some sleep tonight at least. BB x

Hasta la Vista, Mister

/ Benjamin Barnabas / Leave a comment

Aeropuerto Arturo Merino Benítez, Santiago de Chile. 23.23.

Three weeks at Craighouse School have come and gone in the blink of an eye. In that time I have seen and done all sorts of career-boosting things. I have observed Maths, English, Spanish and French classes, as well as a number of department meetings: sometimes in English, sometimes in Spanish. I have taught the basics of French conjugation with -ER verbs, folktales from England, the Basque Country and the Middle East for a middle school kamishibai project and Augustinian theology within an exploration of good and evil in Othello. I have moderated an extended essay, taken part in an MUN debate on the two state solution, discovered that what I have only dreamed of doing for years – teaching English Literature – is well within my capabilities… and I have made some friends for life out here.

I think one of the reasons I avoided anything and everything to do with Latin America at university was because I wasn’t ready yet. I should have known that, having lost my heart to an American once already, I would be drawn back across the Atlantic like a moth to a flame. It’s not the light – it’s the warmth. The warmth of the people here. I have barely begun to scratch the surface of this country.

First things first – my Othello lesson was a triumph. After dropping in on a couple of Y12 classes and offering my take on Carol Ann Duffy and the religious context behind Shakespeare’s work, I was told that the senior deputy head and former head of English wanted to see me teach. Teaching a forty-five minute French lesson that I’ve taught for years is one thing. Teaching a ninety minute class on hardcore morality ethics, Protestant ideology and social context within one of Shakespeare’s weightier plays is another matter entirely.

Lucky for me, I had a bloody good teacher back in my schooldays, and a quick refresher last week was enough to remind me that I had forgotten very little of what I was taught, even across a distance of fourteen years. I’ve also been gearing up to teach Othello myself as part of the Spanish Language A course, so I was not unprepared. Still. No pressure.

I’ve got to hand it to the kids. They might have only been a standard level class, but they handled the higher level material extremely well. When I circulated as they were practising a Paper 2-style comparative task, I had some really enlightening conversations. So many great questions, so many bright ideas. I was really proud of them. Ninety minutes seemed like a tall order when I turned in around eleven o’clock last night, but it was over far too soon.

I spent the afternoon wrapping up. Signing out of all my accounts on the school laptop. Handing back the IB Language books I’d borrowed. Switching out my teaching boots for hiking shoes. I dropped in on the middle school Lenguaje department to say goodbye and had it corrected to a see you soon. Hispanics don’t do goodbyes. Much too final.

One final and unexpected resident of the English department hung around to see me off: the mockingbird that has been hanging around the office for the last couple of weeks. Somebody had left the door open so it had popped inside to see if there was anything edible. After a small circuit I managed to guide it back outside. They’re extremely characterful creatures, mockingbirds. I hope to see more of them where I’m going next. It’s a place where they made history. Natural history, that is.

To close out my time here, Alfredo (the head of English) took me and a couple of colleagues out to dinner at Baco, a swish restaurant in upmarket Providencia. It felt like I’d been part of the team for a year, rather than a week. Chileans may have more in common with the Basques than the Andalusians, but they’re an incredibly warm and honest people.

I’d say that’s that, but I’ve got to come back to Santiago to pick up my suitcase and catch my flight home in nine days’ time, so I’m not quite done with Santiago yet. But now I’m sitting in the departures lounge of Santiago’s Arturo Merino Benítez airport, absolutely buzzing about the last great adventure on my South American odyssey. It’s been an amazing month so far, full of unforgettable wildlife encounters and exceptionally warm people. This will just put a seal on the whole thing.

Or maybe even a sea lion… BB x

Anagnorisis

/ Benjamin Barnabas / Leave a comment

Las Condes, Santiago de Chile. 19.22.

How do I describe what I’m feeling right now? I’m not sure. So I’ll do my best to reason my thoughts as I write. That’s what this whole blog exercise is for, after all, right? To throw down all the scattered puzzle pieces in my head so that they make a lot more sense on paper. That’s the idea behind it, anyway.

It’s like this. I’ve spent the last ten years of my life teaching foreign languages: English, Spanish, French, Arabic and even Italian. I do it because it’s what my degree was all about, primarily, but also because I have a pretty good ear and, frankly, I’m pretty good at it. In the last five years – after I’d earned my stripes – I’ve started teaching more and more literature, first through the Spanish Language B section of the International Baccalaureate Diploma, then as a fundamental part of the A Level course for both French and Spanish. The further I get into my teaching career, the more I hunger for the literary side of the course, genuinely revelling in the exploration of theme, character, identity and authorial philosophy. I love teaching the little ones, too – it’s immensely entertaining to go from discussing the corruption of the soul in French to learning Spanish phonics with various animals within the space of an hour – but every year I feel myself drawn ever closer into the literature.

Here in Chile, for the first time since my schooldays, I’ve had the freedom to teach English Literature as though it were my alma mater. It feels as natural as breathing. It helps that I have being using the same skills for years now to deliver the literature aspects of the French and Spanish courses, but… there is something more to it. This feels… right, somehow. Like this is what I was meant to be doing all along. And I’m feeling very conflicted about this.

I shouldn’t. This was always the plan – to move back to Spain and teach English Literature, if I could. But it is never going to happen in the UK. Never. I wouldn’t be allowed to cross over because of a lack of subject expertise and experience, no matter how much I point to my long years teaching literary analysis in another language. Similarly, it’s tremendously unlikely I’d be hired as a Spanish Language and Literature teacher in Spain, for which I am arguably more qualified, because why on earth would you hire a foreigner who has acquired your language from scratch to teach it to children when there are so many native speakers who are far better equipped to do so?

In short, my qualifications and my intentions simply do not add up. I did Spanish at university because I wanted to move back to Spain, but because my profession is teaching – a career path from which I will not stray on principle – I find myself stuck, unable to break into the Spanish education system as easily as mother did with music. I know what I want to do, but the barriers are all around me.

It’s frustrating – and yet the impression I get out here, in a school built upon the IB core philosophy of the universality of thought, is that none of that matters. Where I came from, what credentials I hold, what language I use from day to day. The only thing that matters is a passion for literature and for inquiry, wherever that takes me.

We could learn a lot from this system. Rather, I could learn a lot from it. The only question is, does Spain have anywhere that follows the same philosophy? That really would be the dream, if I could only track it down.

The sun has been out all day. Only now, in the last moments of the evening, has a thin carpet of cloud been pulled up as though to tuck it into bed. This would be only the third day of sunshine I have had since arriving in Chile, now four weeks ago to the day. So I have come up to the top of Observatory Hill to watch the sunset lay its Midas touch upon the Andes, perhaps for the last time, and think about the future.

Tomorrow, one last class of Othello – a proper hour and a half’s marathon on morality and ethics, Augustinian philosophy and Paper 2 preparation – and then it’s over. This strange exchange with Chile that was never on the cards until suddenly it was. I hope I leave a good impression.

And after that… somewhere completely different. Somewhere I have wanted to go since I was six years old. Somewhere… enchanted, even. BB x

AI Agencies Ltd.

/ Benjamin Barnabas / Leave a comment

Lo Barnechea, Santiago de Chile. 15.00.

Today has been a bit more of an admin day. One of my activities for next week fell through, so I spent a fair part of this morning re-arranging my plans with a couple of other agencies to keep my itinerary as close to the original as possible. It hasn’t been easy. I’ve been leaning heavily on AI, not as a lesson planner, but as a travel agent, and I have to be honest, I fear for the travel industry. ChatGPT and Copilot may need gentle nudging and correcting as they work, but they do a phenomenal job at trawling the net for deals, dates and travellers’ tales from TripAdvisor, Reddit and beyond.

I’m not the biggest fan of AI, but as an impartial entity to bounce ideas off, it’s an absolute doozy. It has really helped me to streamline my plans, keeping them within a very reasonable budget – especially important as my choice of location is not exactly famous for being a budget destination. I do often have to correct its mistakes, which is why I would caution any students of mine from meddling with it unless it’s on terms they understand – good advice for just about anything unknown – but as a rule it does a pretty good job at doing the heavy lifting.

I genuinely can’t wait – I’m practically chomping at the bit here – but I promised to keep it a secret, so I will leave just the smallest of clues in this post in case you want to hazard a guess at my intentions.

I’m currently sitting in the English office, listening in on the weekly department meeting on debating strategies and what constitutes a suitable number of poems within the Language A anthology. On my left, the windows open out onto the hill country around Manquehue, where I saw no fewer than sixteen condors circling shortly before lunch. That makes three days out of three this week where I’ve seen the titans of the Andean skies from my office. Normally it’s just the diucas and mockingbirds that pop in for a lookaround once the kids have gone back inside for the third hour of the day. On my right, the windows open out onto the enormity of the Andes to the north, still wearing a wintry mantle of snow. Further down the hill – just out of sight beyond the classroom blocks – are the school’s sports pitches. Our kids play rugby against the backdrop of a nineteenth-century clock tower and the Southwestern Railway. These kids have the towering heights of the Andes all around them. These are just the foothills: somewhere beyond stands the fearsome Cerro Plomo, reaching some 17,861 feet into the sky.

Upon reflection, by journey’s end, I will have spent an astonishing two months south of the equator this year. The last time I was this far south I was tracking mountain gorillas in the impenetrable cloud forests of Bwindi on the Congolese border.

I remember being of the opinion that Chile was a destination I was only prepared to visit thanks to some generous financial assistance with the flights, considering it otherwise a prohibitively expensive destination. I see now just how wrong I was. Not about the money – Chile is easily one of the more expensive South American countries – but about how much there is to see and to do.

I’m now genuinely considering coming back someday to pick up the things that I missed: Chiloé, Conguilio, Punta Arenas, San Pedro de Atacama and so much more besides. There’s simply too much to see here, even when you have five weeks to play around with, and for a naturalist like me, the fact that it pales in comparison to its megadiverse neighbour, Peru, means very little when a casual glance out gives you one of the most spectacular birds of prey on the planet.

Two weeks from now, I will be back home, a brief pit stop on the island before duty calls me to Athens for one last dance. I had a brief moment of nostalgia for it today when I popped in to help a colleague set up a game of Just a Minute to give her students a boost with their listening skills in debating. I love that game to bits – and the BBC Radio show from which I have poached it.

Two days remain. Let’s do this! BB x

Upgraded

/ Benjamin Barnabas / Leave a comment

Lo Barnechea, Santiago de Chile. 15.35.

After a relatively quiet week left largely to my own devices, my third and final week here in Santiago has got off to a thundering start. Not only did I get to observe an English Language A lesson on Othello – easily my favourite Shakespeare and one of my chosen texts for next year – I actually got to teach a large chunk of it, steering the lesson firmly into the context-heavy waters of racial and religious subtext.

It could hardly have felt more natural. Granted, it was only half of a double lesson that was in my hands, but it was everything I wanted my experience of teaching literature to be. I remain very much attached to the idea that one day, God willing, I might get the chance to teach the literature of my own language, too. It’s a tremendously uphill journey, as my degree is in Modern Languages and Cultures and my training is entirely in French and Spanish, though I did skew almost all of my modules into the realm of literary analysis during my university studies. It’s also worth noting that my grades in English Literature – and my passion for the classes – were simply streets ahead of my interest in languages at school, which, I admit, were something that came naturally to me rather than a particular passion of mine. No, I haven’t read nearly widely enough in English as one might have done reading English Literature at degree level, but then, I’ve read a great deal less in French, and here I am teaching Albert Camus and Gael Faye for the third year in a row. Go figure.

It must have gone down well, because I’ve been invited by the Director of the Senior section of the school to teach another Y12 class the same material, but in more depth, on Thursday morning. Realistically, this is what I expected what my placement to look like, albeit in Middle – but this is much more my sort of thing.

I also popped in on a Y11 French class, which was suggested as a possibility in my very first week, but has been held back due to the ongoing cycle of assessments. Students start French much later here (which seems logical, with France being seven thousand miles away), so they were only learning the basics of introductions and masculine/feminine adjectives, but it was good to get my eye in – because on Thursday I’ll be taking the entire class as they move into the realm of verb conjugation. Fortunately, it’s only the regular -ER verbs I need to concern myself with, and being native Spanish speakers, they should be able to grasp the concept of verb conjugation considerably more capably than my English students. They reminded me a lot of my Y11s back home: lively, bolshy, but keen to do well and to impress. Two thirds of them are carrying on with me to A Level, which I’m still raving about. I don’t imagine it’ll be a trend moving forward, but I’ll do my best to try and engineer that kind of success in the years to come. After all, with languages on the decline across the UK, my job does depend on it somewhat!

My final commitment for today, after a lovely lunch with the Senior English department, was to drop in on the school’s MUN/Debate Club, hosted by Sebastian, one of the English team. I’ve got to hand it to their ambition, tackling the two-state solution between Israel and Palestine for one of their first debates, but they handled it superbly, and some of them stuck around at the end for feedback, just like mine do at the end of a Burke or Interhouse Debate. After a couple of weeks where my attention and interaction has largely involved my colleagues and their respective schemes of work, it feels incredible to be working with the students directly at last. It reminds me just how much I love this job, which is surprisingly reassuring, even in the middle of my summer holidays.

Saying it makes it so. Today is the start of week five. Four weeks remain, which will be down to less than two by the time my responsibilities in Chile and Greece are concluded. Once again, I have contrived to whittle down the gargantuan private school holidays into a much more manageable break by keeping myself as busy as my sanity will allow, though with a full seven weeks of ever-changing plans, this summer really does take the biscuit. I might feel guilty about relinquishing time I could have spent refreshing my memory behind the wheel of a car if I weren’t so busy… but you know as well as I do that that would be an out-and-out lie. Between the mountain lions, albatrosses, hummingbirds and Shakespeare, I couldn’t be happier with how this summer has gone.

Tomorrow calls for Carol Ann Duffy (…!). We haven’t crossed paths since she and her stolen snowman were unceremoniously shunted to one side in favour of Seamus Heaney and his litany of potato poems during my GCSE years. I’ll hit the books tonight and come armed and ready to muck in with a Y11 class, who are presenting their analysis tomorrow. The fun never stops! BB x

Reading Ahead

/ Benjamin Barnabas / Leave a comment

Lo Barnechea, Santiago de Chile. 10.50.

The sun has returned. It feels like quite a long time since I last saw it. It has been so cloudy with the constant threat of rain here in Santiago that I haven’t really seen the sun since the day I arrived, now some three weeks ago – with the exception of that glorious afternoon down in Patagonia when the snowclouds cleared. I have missed it: Chile looks so very different in the sunlight. The lingering snow in the high mountains is a special shade of blue, though it looks about as soft and cold as marble. The students spent their breaktime playing one of their quarterfinal intercolour football games, with a mixed team of boys and girls. A meadowlark is singing somewhere above the classroom block, and every time I turn around, I can see a harris hawk or two gliding high up in the wintry blue sky. This is a very special place.

One of the most reassuring things about this Chilean exchange is the renewed confidence I have regarding my text choices for the Spanish Language A course I’m rolling out. After a chat with the English department yesterday, it turns out they are studying some of the texts that I planned on exploring with my students next year – so there is a precedent! As it stands, my reading list looks something like this:

  1. Rebelion en la granja (George Orwell, UK)
  2. Maus (US)
  3. Pedro Paramo (Juan Rulfo, MX)
  4. El tunel (Ernesto Sabato, AR)
  5. Romancero gitano (Federico Garcia Lorca, ES)
  6. El reino de este mundo (Alejandro Carpentier, CU)
  7. El burlador de Sevilla (Tirso de Molina, ES)
  8. La casa de los espiritus (Isabel Allende, CL)
  9. Cien años de soledad (Gabriel Garcia Marquez, CO)
  10. El maestro y Margarita (Mikhail Bulgakov, RU)
  11. Veinte poemas de amor y una cancion desesperada (Pablo Neruda, CL)
  12. Otelo (Shakespeare, UK)
  13. El extranjero (Albert Camus, FR)

To be honest, I’m surprised at myself with this list – primarily because of the tremendously heavy Latin American focus. Years ago, in my university days, I steered my Hispanic Studies degree firmly away from Latin American texts, focusing instead on all things Iberian: Castilian medieval epics, postmodern Spanish literature, and the Quijote module that never was. However, the parameters of the IB are clear: the texts studied should cover a broad range of geographic regions and time periods, so that students can discuss the similarities and differences between the overarching themes, and in so doing, ask insightful questions that push them closer to being truly global citizens. That, at least, is the idea.

It’s a big ask. My usual stomping ground is medieval epics like El Cantar del mio Cid (which, funnily enough, is one of the set texts for the Spanish Language and Literature course out here), but I really want my students to get to grips with the wider Hispanic world – just as I am getting to grips with it myself, after stubbornly ignoring the Hispanic World beyond the Atlantic for far too long.

I´ve tried to cover as many countries as I can while threading together a coherent corpus that lends itself well to comparative work, revolving around five primary themes: power, identity, memory, morality and the supernatural. It’s a tall order for my students, I know, and I hope they are up to the task. Hell, I hope I am up to the task! But I am seriously looking forward to being a full-on teacher of literature at last, even if I have had to come by the road of Spanish Literature in order to do so.

With that being said, I had better crack on and get some of these presentations whipped up. This curriculum won’t write itself! BB x

Halfway

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Las Condes, Santiago de Chile. 21.24.

Today marks the halfway stage, both of my three-week exchange post and of my five-week extended summer break in South America. Life goes on for the students at Craighouse, and I have to remind myself that while it’s cold and coat weather here, and everyone is hard at work, my summer holidays are ticking by. Not that I haven’t made the most of them, of course – I can scarcely remember a more action-packed summer than this one – but it is something I have to tell myself when it feels like I might spend another day observing lessons.

Today I finished my myths and legends compilation for the Middle Lenguaje department and popped over to the Senior English department to get to know the team. Turns out that’s where French is based too, so I guess I’ll be up there a fair bit for the rest of my placement. They seem like a really friendly bunch. Hell, everyone here is really friendly. It’s been a really neat choice, coming out here for the summer. I’ve also had a lot of time to speak Spanish and work on my novels, so that’s been pretty useful, too.

Bit by bit, my last week is steadily falling into place. It’s going to be something to look forward to, to really set a seal on what has been a phenomenal second outing to Latin America. I hope it’s the first of many. BB x

Intercambio

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Las Condes, Santiago de Chile. 21.28.

Four days into my teacher exchange and I’m still blissfully without a timetable as such. As a matter of fact, that’s actually quite a relief – because I keep running into new opportunities every day, and it’s helpful to be able to say yes to everyone for a change.

Today I spent the entire day in the Senior division of the school, with the equivalent year groups 10-13 (1°-4° Medio by Chilean standards). I also got my eye in on a PAES class, a preparatory class for students preparing to sit the national exams required to enter Chile’s university system, which functions much like the “seventh term” that was once offered by some British schools for Oxbridge hopefuls.

It was a bloody useful class to watch. I even had a go at the paper myself, and got only one question wrong over a 30-minute assault of two reading comprehensions. It’s not that the chosen literary texts were hard – though I’ll admit there were some words I’d never encountered – but the questions were tricky with frustratingly similar choices of answers, and often required really careful reading to decide between two of a possible four.

For the record, the texts were El barco de vapor (which I’m sure I’ve come across somewhere) and El leve Pedro – in case I decide to use them myself as part of my Language A course design. Which I very probably will.

It’s raining again. My trips to South America seem to involve a lot of rain. Since I still have no timetable set in stone – and this is a very ad hoc exchange – I’m hoping to get away early tomorrow and make for the coast, as the weather is likely to be worse next weekend, and I will be off on my travels at the end of the last week – location TBC. For now, at least, the weekend looks like Valparaíso.

Provided the fog that is rolling in off the Pacific doesn’t come sooner than expected, Saturday will see me set out on a small ship into the Pacific Ocean in search of the only bird on the planet with a wingspan larger than a condor: the albatross. I expect the sea will be more than a little choppy, but I’ve always wanted to do a proper pelagic trip, and since the days of working one’s passage on ocean liners is well and truly dead and gone, this is the next best thing.

If the weather puts a stopper in my Pacific plans, there’s plenty to see and do in Valparaíso – including the city’s resident fur seals and its plethora of seafood options. It’ll also be good to get out of the capital for a bit. Host families are lovely and all that, but eight years of living on my own have made me into a very independent sort of creature.

Someday, somebody will shake me out of that. Maybe. For now, this social battery of mine needs the solace of the sea.

I’ll get back you once I get there. It’s a bit touch and go, but the best adventures always are. BB x

Time Warp

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Las Condes, Santiago de Chile. 19.13.

As I expected, when I arrived at school this morning, a plan for whatever it was I was supposed to do out here had yet to materialise. I think part of that is because they didn’t really know what they were working with: whether I was here to observe, to gain teaching experience, or perhaps even to help out in Maths (god forbid!). When they realised that I could not only speak Spanish but had been teaching for eight years already, that changed the game quite a bit… Really, you’d have thought this kind of thing would have been communicated ages ago! But, like I said, it was not altogether unexpected – I knew this exchange was going to be a bit ersatz until I found my feet, given how little information I had to work with before setting out.

Anyway…! What a school. What an incredible institution! I’ve been teaching the IB Diploma for the best part of five years now, but to see a school system where it is not just an additional pathway but the culmination of a five year programme… It almost seems ridiculous to offer the standalone diploma without the run-up of the MYP.

Craighouse sits at the very top of the extremely well-to-do suburb of Lo Barnechea, which is a step-up from the already smart Las Condes. It seems the higher up the mountainside you go, the higher up the societal ladder you climb, too. Mock Tudor houses with half-timbered facades. Americanesque mansions with illuminated porches and Spanish haciendas. The drive up to school from Las Condes felt like orienting one’s way through a bougie estate agent’s catalogue.

The school itself? An absolute dream of an establishment. Making rooms for scientific inquiry… Inquiry centres, which are glorified libraries with all the bells and whistles… Gyms and sports facilities that would make even my sportier students salivate… And when the clouds clear, the snowy peaks of the Andes all around them. How lucky these kids are!

The plan is coming together – slowly. For now, I’m going to be working with the Lenguaje department, helping to deliver Language and Comprehension classes. Ironically, in a school that teaches almost entirely in English, it’s the one department that is taught exclusively in Spanish. Bizarrely, they’ve hired in an English exchange teacher to help deliver the Spanish Language and Literature programme.

It is exactly what I wanted. It will be a challenge, I won’t deny that. But it is precisely what I was angling for. It is all part of the grand plan: teach Spanish, even to the Spaniards, until I am good enough to return to Spain and do the same over there. In Spain – at least in public schools – teachers of English are expected to be able to deliver Lengua Castellana as well. That’s like expecting our French teachers to be able to offer English Literature.

Of course, the British system doesn’t work like that at all – but then, why should it? Our entire curriculum fails to consider the importance of bilingualism, purely because of the cultural dominance of English on the world stage. If not English, which language would you choose? It would have to be one that your average teacher spoke well enough to capably deliver their subject, and that sole requirement kills the idea in one shot. Your average British teacher is simply not good enough at any foreign language to teach their core subject to the same standard as they would in their own, never mind finding one common foreign language at a national level. No – until another language reaches the same level of prestige as English, I don’t think it’s likely we’ll see that kind of programme over here.

But that’s ok. I plan to move abroad anyway. The more I see of this whole school IB approach, I have to admit, the more I like it. If I can only find a school in Spain where I can sink my teeth into a system like this one… Boy. That would be the dream. BB x

F*ck U(sted)

/ Benjamin Barnabas / Leave a comment

“Con el arroz con leche… Seventeen pounds. Cash or card?”

“Bueno, con tarjeta, si se puede.”

“Uy, perdón. No sabía. Vi tu cara y…”

“Bueno si, es verdad que tengo la cara guiri, y que soy inglis, pero hay que esforzarse un poco al viajar, no?”

“Bien dicho. Pues, la tarjeta aquí… gracias.”

“A usted.”

“Otra vez, perdón. Y por favor, no me vuelvas a llamar ese usted.”

Exchange at the Air Food One, Santiago Airport

When I teach the verb forms in class, I sometimes get asked by my students about usted. Etymologically, I’ve always found it something of a doozy. While I’ve always been rather fond the Arabic origin theory via the phonetically similar “ustaadh” (meaning doctor or teacher), the general consensus (backed up by the RAE) is that it comes from an abbreviation of ‘vuestra merced’, an old honorific meaning “your mercy” or “your worship”. The old way of writing the letter U as V, paired with the increasingly shorter abbreviation to “Vd”, gradually distilled the honorific into a single world, usted, which is now used around the Spanish-speaking world as a polite term of address.

Except in Spain, in my experience, where it’s usually regarded as an affront.

Until this week, I’ve used usted just once in my life, and it was wrong. I’ll admit, I avoided it for years purely out of laziness. Like the French vous, usted requires a different person when addressing somebody: where vous takes the second person plural, usted takes the third person singular. Think of it like a waiter in a very fancy restaurant (“would sir like a bottle of the house wine?”). When you’re learning a language, it’s hard enough to get the tenses right, never mind the societal conditions dictating whether one should use formal or informal speech.

The one time I did experiment with usted, I got laughed out of court. After spending years trying to locate my Spanish family and finally tracking them down to a pueblo de La Mancha (you can read that saga here), I spent a long evening being introduced to my kin. One of my uncles, the venerable Don Augusto, worked in the local bank and seemed to command some sway as one of the family patriarchs. Here, I thought, was a textbook case for usted: a term reserved “for older people and those to whom you want to show more respect”, to quote the oft-used student resource, BBC Bitesize.

Augusto’s response? “Usted? Pero, ¿por qué usted? Somos familia.” Augusto isn’t a blood relation, but that means little in Spain where family is still everything. We had a little laugh about it and I never used usted again.

Until this week, where for whatever reason I’ve been using it daily in my interactions in shops, restaurants and pensiones. I can only assume it’s the subtle influence of my increased use of French, where the polite form is not only more common, but mandatory in certain contexts. The French even have two verbs to distinguish the point when you must use formal speech (vouvoyer) and relax into informal speech (tutoyer).

Latin Americans love their formality. They held onto the deferential vos (a close relation of the French vous) in lieu of tú long after the Spanish gave it up as a lower class symbol, and usted is used all over. Using tú outside of close-knit circles of family and friends is actually considered overly familiar to the point of being vulgar.

But in speech, as in other ways, Latin Americans and Spaniards must not be conflated. The Spaniard’s innate love of familiarity and hostility toward authority make for infertile soil for formal speech. It may have been more common in the last century under the dictatorship, but like much that was once sacred, it is sliding steadily into the void. And is that such a bad thing? Why hold someone at arm’s length when there is a potential friend to be made? Warmer climes make for warmer people, and the Spanish are no exception to that rule whatsoever.

My brief exchange with the tiller at the airport café is a classic example: Spaniards may consider the uninvited use of usted to be an affront, a way of saying “you and I are doing business only, nothing more”. A short soujourn in Morocco, Spain’s southern neighbour and the ancestral home of many of its people, will show you the paramount importance attached to friendly, familiar interactions in even the briefest of dealings: no item can be bought or sold without engaging in witty banter over family and friends over a glass of mint tea. It’s a habit the Spanish have never quite been able to shake, and one that would have been a worthy addition to my EPQ on Spain’s Islamic heritage, had I known about it at the time.

Well, I’ve had my slice of humble pie (or tortilla). It’s back to the books for now. I’ll bow out gracefully, and informally. They seem to prefer things that way here! BB x