As a fifth year student I have been able to get a little insight into our university's and also the English Dept.'s life. This period is enough for every student to get to know the /black-/ rules and get along very well. Now I would like to tell about some of my experiences. I might be a bit ironical.
English major = a language major? This is one of the main questions that has been formulated in me during the past five years. In my opinion a language becomes a language only if it is used for communication. At the Dept. of English we slowly forget this fact. Our set idea about a language is being slowly replaced by an obscure something which is nicknamed language. English becomes rather a set of grammatical laws and structures than a means of communication.
As we get to the end of our education at the department we slowly forget English. At the entrance exam we were expected to use advanced level English. Our natural expectations when coming to the university were to be able to further improve our language knowledge. When you are majoring in history you learn history, when in biology you learn biology, when in English you learn something that you cannot outline. Instead of learning the language you are learning about language. It is something like just learning the philosophy of history at the Dept. of History. As I have told /and also have been told/ language becomes a language only if it is used. That is why if it is not used then it is forgotten. We are hardly ever able to speak in English. After five years I came to the point that I become embarrassed if I have to say something in English. There are a lot of lectures and not enough seminars. Moreover the seminars are usually like mini-lectures where the teacher talks and the students passively sit /maybe listen/. Some teachers are trying to involve students. This effort is, however, not successful in most cases. It has a double reason: everybody knows that if he doesn't say anything it cannot be wrong, and if he is not any more able to speak about general topics then how could he be expected to talk about, for example, abstract literary ideas that are hard to express even in Hungarian. I was very much surprised when I found out that we only have two language practices a week. In high school we had eight. /There we had a chance to speak and learn./ Later I had to find out that there are no language practices after second year at all. This means that there are no classes where we could speak.
Most of us had never been to any English speaking countries for longer periods. We only learn the pronunciation from our teachers /maybe also from TV or radio/. However, many of the teachers at the department are rather speaking Hunglish than English so we are acquiring a perfect Hunglish pronunciation.
The English department is also good for finding out about the laws of physics. Students, following the laws of nature, always move towards the smallest resistance. As we are able to decide what classes to take we usually choose those where we can get a five without doing anything. Passivity is the best way to survive. The most important rule is to escape work and find shortcuts. The university prepares us for life, after all. It is of course not always easy to get into the most popular classes. That's why everybody learns how to push oneself, step on others and be as impudent as possible. Some of us are also busily practicing our friends' signatures to be able to sign the sacred sheet of paper instead of each other. I'm sure we won't have any problems with success in life further on.
As we are used to not doing anything during the year /university life is not for studying/ we are usually in panic during the exam period and shocked by the finals. Of course one week is not enough to learn everything we missed during a four semester period so we have to draw up various ways of cheating.
Whoever has seen the list of compulsory readings for the literary final and even started to read some of it is sure to get to hate literature or even reading itself. It is impossible to read 6000 pages even in Hungarian. Especially when you are told what to read. Before the literary final we are busily looking for short editions /possibly written for children/ and Hungarian translations. As these books are fast disappearing from the faculty library we have to discover other libraries in Pécs, in our hometowns in Budapest and all around in the country.
The English department teaches us to rewrite chapters of books into essays. Plagiarism is, of course, not allowed, that's why the best way to avoid thinking is to find Hungarian books, articles of the given topic and translate them. Our rewriting and translating skills are highly developed.
As we have to hand in word processed essays we need to get familiar with computers.
Everybody knows that if he pushes F10 then the computer asks a question about saving the document. The other golden rule is to push reset if you are in trouble. In connection to handing in printed essays the department is also forming our personality. We patiently have to sit in lines and wait for computers for long hours.
The English department carefully watches out for our health and fitness. The elevator is often out of order, anyway it is very slow. So we have to climb five stories to get to the classes. /Of course this is one of the reasons for missing them./
Finally the main use of the department that is worth all sufferings is to get a paper, a diploma at last. Fortunately, in our country it is still the paper that counts and nobody cares about what is behind it. Of course a teachers' diploma is not the most spectacular in our days, still it is a diploma.
Showing posts with label English department. Show all posts
Showing posts with label English department. Show all posts
Friday, May 11, 2007
L 192 F
Having invited a new American friend of mine to our English language practice class, I was excited to hear her impressions. She was quite positive about the class itself, about our level of English, but had quite a poor opinion on the esthetics and design of the department and the classroom. She was surprised to see old, uncomfortable desks and chairs, empty classrooms, no decorations. Her remark startled me, it came unexpected, and I had no abrupt ideas to contradict her. The following essay is to evaluate her statement. My non-concealed purpose is to find the advantages of our department image and convince her how great it feels to be member of this faculty.
On our way to the department we can't stop praising the idea that our department has such a beautiful scenery onto the city. It is a lot of fun to run up the hill towards the building while running out of breath as well. With a well-chosen cursory glance we might discover a beautiful white satellite dish on top of our department. More intelligent people would start wondering about its practical value, but the final realization must be that it is for decoration - if not for the exclusive property of the leader of the department. While meditating on its efficacy we arrive at the entrance of building "D". The next happy moment is to realize that the elevator has just left, which offers us some more pleasant minutes up to the fifth floor. That explains the nicest and strongest legs of girls attending the English department The logical argument for the placement of our department into top position is probably its popularity, since our is the most numerous department of all the faculties. To enhance the joy of arriving at our destination we might be lucky enough to notice our teacher walking towards the classroom. At this point we still have a good chance of being the winners with a last effort in running and thus preceding the comfortably walking tutor.
Those students who happened to miss this excitement and are on time or are too late to risk going in can find another type of compensation: the walls offer a wonderful spare-time with a wide range of topics. The variety of information must satisfy all students with interest in up-to-date or expired deadlines, canceled classes and events.
The deep Puritanism of the furniture placed in the corridor reveals the freedom of choice. Everybody is allowed to identify with it or bring any pieces that would break the unity of this style. The total number of chairs adds up to 3, while we are owners of one table too. Of course those rebels who delay to acknowledge the conformity offered by these three chairs should think about the mess more chairs- and so- more talking students would impose on the classroom work. At times some extremists even try to reduce this number because of the big disturbance those chatting people cause in the teaching process.
Other simple pieces of decoration are the two carpets laid on the floor. Only two, since more carpets, especially if from a third style, would be non-esthetic. In addition, further obstacles are not needed for the rushing students who always stumble over those two crumpled carpets.
The large window at the end of the corridor might be tempting so it is optimal for overtasked students to make a decision whether to choose the easier way of escaping to the revealing garden that offers complete relaxation instead of the stressful classroom situation. The open window gives a chance for a quicker way of leaving the department as a parachute, while for some more balanced people provides fresh mountain air.
All those who can resist all that temptation will enter one of the uniform classrooms. The range of colors will tranquilize anxious participants, as the only variety, white, is said to have a relaxing effect. Even our board is white instead of the mourning-type black color. There is no need to bother with the jarring sound of the chalk given usually by left-handers and some evil-minded students and with the dry touch of chalky hands any more. The department uses ultra-modern and well-designed whiteboards. There is a little box attached to the board which most of us can't really honor yet due to the lack of instructions. Some tricky teachers even utilized the box for cleaning the board with it. The distinct parts in the box suggest that there might have been some writing instruments inside. The most creative ones in the teaching staff would remember to take their own pens the other time. Unfortunately noone seems to consider the fact, that hardly any pens beyond the age of a week can elicit visible characters. Disappointed people should keep in mind that the same system works in the Western countries too.
Everything else also looks modern. All recent teaching methodologies expect semi-circular arrangement of chairs. This expectation is almost fulfilled, although the curve seems to be a little straight. We can't trace any remains from the teacher's platform either. It might seem hard at times to get sight of some teachers though, especially of those who enjoy the hiding aspect of the large table right in front of them. Still, most of us get a nice view on the teacher and vice versa, except for those students who happen to read or write some homework for their next class. The tolerance we get from the teacher by ignoring the corners of the semi-circular placement is appreciated a lot.
Another clue for the modernity of the classroom is a complete set of bathroom appliances in the back part of the room. For some too demanding students it might not be easy in all cases, as they would start searching for such auxiliary and so less important parts as the towel or in some special cases the head of the tap. We shall be proud to present all these facilities to our guests showing how modern our classrooms look.
The comfort level is overall perfect. The soft touch of the wooden chairs helps us to forget about daydreaming and to concentrate on the much more interesting and useful lesson. Tiny little splinters coming out of the chairs enable us to throw our old stockings away and get a nicer pair instead. Also splinters in bleeding fingers give a chance to excuse ourselves and leave the class. The mobility of desks is an extremely important factor, and owing to the large available space, people with less attraction towards each other or those who can't bear the intimacy can pull their desks away up to 3 centimeters.
The limited number of decoration on the walls do not let us get distracted from the lesson, and it unintentionally draws our attention to the teacher. It also forces us to memorize all data that are important and that is never learnt by those students in other universities who can spy the information from the walls.
I can't question the intentionality of having some dirt and rubbish on the floor and in the desks. It is part of the training. Teachers should get used to the environment that is found in schools. Also the small windows were designed this way in order to prepare us to similar conditions in our teaching practice. Whoever is too sensitive to smells should despair of choosing this profession in time or train himself gradually to the intensity of human sweat. The degree of smells can be manipulated by the teacher though and should be considered in creating too much tension and excitement.
Our teachers' solidarity with their future colleagues is to be appreciated as well. Their staff-rooms reflect the same Puritan principles strengthening the unified spirit of the whole department. They can't be labeled to be over-demanding, their small desks and broken chairs correspond to the high quality of students' furniture. It is a nice gesture from them to steer clear of competition. This is how it should be anywhere else. Even the director's office agrees to the principle of unity, so every guest or sponsor would probably understand the needs of the department and popularize its contemplation in other universities as well.
The lavatories are not co-educated any more, the two sexes may take their time separately. The use of the toilets demands some creativity from future teachers to train them for unexpected events. E.g. we are capable of developing new ways for locking the door or finding the non-existing pull of the toilet.
The computer-room has a great design for at least 15 people. According to the department policy no students are allowed in without any official permission. This is quite logical, since the two teachers who regularly use the computers need some space for working freely. Also, they take care of our morals by keeping us away from the secret files on the Internet.
As a fourth year student of the English department I proudly declare the high niveau of the design of the whole department, including the outside and inside arrangement and all the equipment. I can't wait to see my American friend to convince her of the priorities we enjoy by studying in this environment and I welcome all her objections. Without question she will have to envy us. How great it is to be an English major!
On our way to the department we can't stop praising the idea that our department has such a beautiful scenery onto the city. It is a lot of fun to run up the hill towards the building while running out of breath as well. With a well-chosen cursory glance we might discover a beautiful white satellite dish on top of our department. More intelligent people would start wondering about its practical value, but the final realization must be that it is for decoration - if not for the exclusive property of the leader of the department. While meditating on its efficacy we arrive at the entrance of building "D". The next happy moment is to realize that the elevator has just left, which offers us some more pleasant minutes up to the fifth floor. That explains the nicest and strongest legs of girls attending the English department The logical argument for the placement of our department into top position is probably its popularity, since our is the most numerous department of all the faculties. To enhance the joy of arriving at our destination we might be lucky enough to notice our teacher walking towards the classroom. At this point we still have a good chance of being the winners with a last effort in running and thus preceding the comfortably walking tutor.
Those students who happened to miss this excitement and are on time or are too late to risk going in can find another type of compensation: the walls offer a wonderful spare-time with a wide range of topics. The variety of information must satisfy all students with interest in up-to-date or expired deadlines, canceled classes and events.
The deep Puritanism of the furniture placed in the corridor reveals the freedom of choice. Everybody is allowed to identify with it or bring any pieces that would break the unity of this style. The total number of chairs adds up to 3, while we are owners of one table too. Of course those rebels who delay to acknowledge the conformity offered by these three chairs should think about the mess more chairs- and so- more talking students would impose on the classroom work. At times some extremists even try to reduce this number because of the big disturbance those chatting people cause in the teaching process.
Other simple pieces of decoration are the two carpets laid on the floor. Only two, since more carpets, especially if from a third style, would be non-esthetic. In addition, further obstacles are not needed for the rushing students who always stumble over those two crumpled carpets.
The large window at the end of the corridor might be tempting so it is optimal for overtasked students to make a decision whether to choose the easier way of escaping to the revealing garden that offers complete relaxation instead of the stressful classroom situation. The open window gives a chance for a quicker way of leaving the department as a parachute, while for some more balanced people provides fresh mountain air.
All those who can resist all that temptation will enter one of the uniform classrooms. The range of colors will tranquilize anxious participants, as the only variety, white, is said to have a relaxing effect. Even our board is white instead of the mourning-type black color. There is no need to bother with the jarring sound of the chalk given usually by left-handers and some evil-minded students and with the dry touch of chalky hands any more. The department uses ultra-modern and well-designed whiteboards. There is a little box attached to the board which most of us can't really honor yet due to the lack of instructions. Some tricky teachers even utilized the box for cleaning the board with it. The distinct parts in the box suggest that there might have been some writing instruments inside. The most creative ones in the teaching staff would remember to take their own pens the other time. Unfortunately noone seems to consider the fact, that hardly any pens beyond the age of a week can elicit visible characters. Disappointed people should keep in mind that the same system works in the Western countries too.
Everything else also looks modern. All recent teaching methodologies expect semi-circular arrangement of chairs. This expectation is almost fulfilled, although the curve seems to be a little straight. We can't trace any remains from the teacher's platform either. It might seem hard at times to get sight of some teachers though, especially of those who enjoy the hiding aspect of the large table right in front of them. Still, most of us get a nice view on the teacher and vice versa, except for those students who happen to read or write some homework for their next class. The tolerance we get from the teacher by ignoring the corners of the semi-circular placement is appreciated a lot.
Another clue for the modernity of the classroom is a complete set of bathroom appliances in the back part of the room. For some too demanding students it might not be easy in all cases, as they would start searching for such auxiliary and so less important parts as the towel or in some special cases the head of the tap. We shall be proud to present all these facilities to our guests showing how modern our classrooms look.
The comfort level is overall perfect. The soft touch of the wooden chairs helps us to forget about daydreaming and to concentrate on the much more interesting and useful lesson. Tiny little splinters coming out of the chairs enable us to throw our old stockings away and get a nicer pair instead. Also splinters in bleeding fingers give a chance to excuse ourselves and leave the class. The mobility of desks is an extremely important factor, and owing to the large available space, people with less attraction towards each other or those who can't bear the intimacy can pull their desks away up to 3 centimeters.
The limited number of decoration on the walls do not let us get distracted from the lesson, and it unintentionally draws our attention to the teacher. It also forces us to memorize all data that are important and that is never learnt by those students in other universities who can spy the information from the walls.
I can't question the intentionality of having some dirt and rubbish on the floor and in the desks. It is part of the training. Teachers should get used to the environment that is found in schools. Also the small windows were designed this way in order to prepare us to similar conditions in our teaching practice. Whoever is too sensitive to smells should despair of choosing this profession in time or train himself gradually to the intensity of human sweat. The degree of smells can be manipulated by the teacher though and should be considered in creating too much tension and excitement.
Our teachers' solidarity with their future colleagues is to be appreciated as well. Their staff-rooms reflect the same Puritan principles strengthening the unified spirit of the whole department. They can't be labeled to be over-demanding, their small desks and broken chairs correspond to the high quality of students' furniture. It is a nice gesture from them to steer clear of competition. This is how it should be anywhere else. Even the director's office agrees to the principle of unity, so every guest or sponsor would probably understand the needs of the department and popularize its contemplation in other universities as well.
The lavatories are not co-educated any more, the two sexes may take their time separately. The use of the toilets demands some creativity from future teachers to train them for unexpected events. E.g. we are capable of developing new ways for locking the door or finding the non-existing pull of the toilet.
The computer-room has a great design for at least 15 people. According to the department policy no students are allowed in without any official permission. This is quite logical, since the two teachers who regularly use the computers need some space for working freely. Also, they take care of our morals by keeping us away from the secret files on the Internet.
As a fourth year student of the English department I proudly declare the high niveau of the design of the whole department, including the outside and inside arrangement and all the equipment. I can't wait to see my American friend to convince her of the priorities we enjoy by studying in this environment and I welcome all her objections. Without question she will have to envy us. How great it is to be an English major!
L 189 F
If you are interested in the English and the American cultures, you should go to the target countries to learn or work. If you can not and/or you would like to stay in Hungary, just visit the English Department of one of our universities.
If you want to go to one of them, you have to take very serious exams (written and oral ones) in order to be admitted.
When you are already in you have to go through the whole process of signing up for courses, which is not the most enjoyable thing to do in the world. At the English Department of Janus Pannonius University you have to get up early in the morning (at about five) if you want to go to the interesting seminars of the most popular (and probably the best) teachers. You will probably find there a long queue of nervous students. If you are already there, the best thing to do is to try to relax and not to think of the other courses that you may miss. There is no such a problem if you choose a lecture. In this case you can be sure that you will not be sent away, and the teacher will sign your index-book.
In your first and second year you have to go to courses that help you enlarge your vocabulary, improve your listening, writing and reading skills, and study English grammar. These are called Language Practice classes.
Besides studying the American and English cultures (there are history, music, literature -fiction, drama, and poetry- courses), you can also get acquainted with different parts of linguistics: phonetics, phonology, generative syntax, cognitive semantics, comperative pragmatics.
Since this is a teacher training faculty, you can study things the aim of which is directly to help you with your later work as a teacher: Applied Linguistics, ELT Methology, Language Testing, Child SLA in the Classroom, Application of Childrens Literature. Educational Drama courses are for teaching and learning techniques that can be used in classroom. There are also courses that are called Classroom Techniques. If you are interested in special topics, e.g. eastern cultures, sometimes you can find courses that will probably satisfy you. This year you can study Indian Culture and Literature.
According to the system of the University, you have to get a grade for each of your courses. In order to get them you either have to write an essay on a given topic (which is not the easiest thing in the world...), or take an exam at the end of the term. You are expected to write your essays using a computer. But do not be desparate! There are also courses that help you learn how to use the computers. What is more you can also study Computer Assisted Language Learning.
There is a small library at the English Department where you can find books that can help you with your work, and satisfy your interests.
After graduating you can find a job as a teacher, an interpreter, or a translator.
If you want to go to one of them, you have to take very serious exams (written and oral ones) in order to be admitted.
When you are already in you have to go through the whole process of signing up for courses, which is not the most enjoyable thing to do in the world. At the English Department of Janus Pannonius University you have to get up early in the morning (at about five) if you want to go to the interesting seminars of the most popular (and probably the best) teachers. You will probably find there a long queue of nervous students. If you are already there, the best thing to do is to try to relax and not to think of the other courses that you may miss. There is no such a problem if you choose a lecture. In this case you can be sure that you will not be sent away, and the teacher will sign your index-book.
In your first and second year you have to go to courses that help you enlarge your vocabulary, improve your listening, writing and reading skills, and study English grammar. These are called Language Practice classes.
Besides studying the American and English cultures (there are history, music, literature -fiction, drama, and poetry- courses), you can also get acquainted with different parts of linguistics: phonetics, phonology, generative syntax, cognitive semantics, comperative pragmatics.
Since this is a teacher training faculty, you can study things the aim of which is directly to help you with your later work as a teacher: Applied Linguistics, ELT Methology, Language Testing, Child SLA in the Classroom, Application of Childrens Literature. Educational Drama courses are for teaching and learning techniques that can be used in classroom. There are also courses that are called Classroom Techniques. If you are interested in special topics, e.g. eastern cultures, sometimes you can find courses that will probably satisfy you. This year you can study Indian Culture and Literature.
According to the system of the University, you have to get a grade for each of your courses. In order to get them you either have to write an essay on a given topic (which is not the easiest thing in the world...), or take an exam at the end of the term. You are expected to write your essays using a computer. But do not be desparate! There are also courses that help you learn how to use the computers. What is more you can also study Computer Assisted Language Learning.
There is a small library at the English Department where you can find books that can help you with your work, and satisfy your interests.
After graduating you can find a job as a teacher, an interpreter, or a translator.
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