Department of Modern Languages and Cultures, University of Exeter

Department of Modern Languages and Cultures, University of Exeter One of the UK’s leading centres for research and teaching in French, German, Hispanic Studies, Italian, Russian, Portuguese, and Mandarin Chinese.

What a fantastic day it was - warmest congratulations and thanks to all involved!
13/12/2025

What a fantastic day it was - warmest congratulations and thanks to all involved!

University of Exeter is working with state schools in Devon and Cornwall.

04/12/2025

Very very proud of all the work that has gone into this:

University of Exeter to lead national modern languages campaign in the region
A new campaign tackling the decline in the number of young people learning modern languages at A-level is being launched in the South West.
Languages For All establishes a network of state schools in Cornwall and Devon working together to make advanced modern language study valued, possible and normalised in the region.
Schools will collaborate to deliver joint A-level classes, either after-hours or online, ensuring that every 16-year-old can access the course if they wish to, even if their school cannot afford to deliver the class alone.
A partner university supports the network by providing access to campus events and alumni engagements. In addition, the programme includes a range of activities such as visits to major employers to explore the role of languages in top careers, trips to cultural and political institutions, and an affordable residential experience in Europe.
Developed nationally by The Reach Foundation charity, the University of Exeter will spearhead the South West region’s network, following a successful pilot in Hounslow. The University is currently the only higher education institution offering undergraduate courses in modern languages in the South West peninsula.
More than 20 schools across Cornwall and Devon have already signed up, and to mark the launch of Languages For All in the region, more than 250 Year 11 (GCSE) students and teachers will travel to Exeter’s Streatham campus for a ‘taster day’ (Wednesday 10 December), with various activities including tours and the opportunity to talk to students, alumni and employers. A-level lessons will commence in September 2026.
“We are thrilled to be leading Languages For All here in the South West,” said Professor Liz Jones, Vice-President and Deputy Vice-Chancellor for Education and Student Experience at the University. “We know that the national picture for learning modern languages is a challenging one, but through our long-established links to partner schools, and by working closely with the team at Reach Foundation, we hope we can make an inspiring and compelling case for young people to consider them as they progress to their A-levels and university.”
Over the past 20 years, the number of A-level students taking modern languages has fallen by around 20%, with the decline recorded most sharply in French and those modern languages outside of the three most popular (Spanish, French and German). Among the contributing factors has been reduced provision beyond GCSE-level, with fewer colleges teaching it, and therefore fewer students progressing to university.
Languages for All is working to improve this through its collaborative model, whereby a lead school hosts weekly A-level classes, with partner schools either sending pupils or arranging for online access. A programme of activities is also offered, with support from the University, including excursions to major employers to learn how languages are required for top jobs, trips to cultural and political institutions, and an affordable residential in Europe.
The pilot project in Hounslow, last year, succeeded in doubling the number of A-level language students, and it's hoped this success can be repeated through new regional hubs around the country, with the South West the first to launch.
“Languages For All is a locally rooted, nationally connected approach to opening up modern languages to schools and schoolchildren,” says Michael Slavinsky, Managing Director, Languages For All. “It makes languages more relevant to students, reduces the cost challenges for schools, and draws upon the expertise of our university partners in showcasing the exciting opportunities that lie in wait once they leave school.
“Currently, our homegrown linguists are being disproportionately cultivated from selective schools and we’re missing out on the diversity of talent in our state schools. We believe every child in the UK should have the opportunity to study languages to a high level.”
Pupils in Year 11 with an interest and aptitude in languages will be invited to join the programme by the University, and brought onto campus for taster sessions.
Languages For All is being orchestrated by the University’s Department of Languages, Cultures and Visual Studies and the Institute of Arab and Islamic Studies.
“Learning modern languages opens doors to opportunities both here in the UK and around the world, enhancing intercultural understanding and global engagement,” adds Professor Fiona Cox, Head of LCVS. “As such, they are a key driver of social mobility. They are also the gateway to new vistas and opportunities for any and every area of interest. This campaign is also closely aligned with our Strategy 2030 and our commitment to creating a fairer future for all.”

A short film about the AHRC IAA-funded project, the "Lower Otter Restoration Project in Translation."AHRC IAA-funded Pro...
09/05/2025

A short film about the AHRC IAA-funded project, the "Lower Otter Restoration Project in Translation."

AHRC IAA-funded Project The Lower Otter Restoration Project in Translation considers how cultural production, and intercultural dialogue can communicate climate adaption projects to a wider audience. Dr Natália Pinazza, in partnership with the Environment Agency, mapped and collected creative responses to The Lower Otter Restoration Project (LORP), a pioneering climate adaptation project launched in March 2024 in Budleigh Salterton. Because LORP speaks to global concerns, in particular, flood prevention, The Lower Otter Restoration Project also explored the role of the intercultural dialogue between the UK and Brazil when transmitting knowledge and expertise acquired in climate adaptation projects.

A short film about the AHRC IAA-funded project, the "Lower Otter Restoration Project in Translation."AHRC IAA-funded Project The Lower Otter Restoration Proj...

It was a joy to host the first Languages, Cultures,and Visual Studies Departmental Research Showcase today in the Digita...
08/05/2025

It was a joy to host the first Languages, Cultures,and Visual Studies Departmental Research Showcase today in the Digital Humanities Lab. With talks and displays from researchers in Portuguese, French, German, Italian, Russian, Spanish, and Catalan, as well as a large display of books and other publications from many more LCVS colleagues across the entire breadth of our discipline, it was a lively and diverse event. Many thanks to all who came or contributed.

25/03/2025
21/03/2025

And Katie Brown shares with us 'Packing two gold necklaces', studied as part of the BA in Comparative Literatures and Cultures, where students think about issues such as migration and women's experiences:

21/03/2025

Ulrike Zitzlsperger is sharing a poem by Brecht:

21/03/2025

And here is Edward Mills and Villon!

21/03/2025

We're marking World Poetry Day in the Department by staff members talking about poetry which means a lot to them. This doesn't necessarily need to be in the form of a poem, as Simon Breus shows in his discussion of Le Petit Prince:

While this may not be considered a poem in a number of ways, this is a dedication which prefaces a book I have always considered to be a prose poem in long form: Le Petit Prince, by Antoine de Saint-Exupéry, which was first published in 1943.
This dedication is no exception. It reads almost as though it had been written by a child, albeit a very articulate one. It does not condescend to the reader, and takes them seriously while gently poking fun at adulthood. It mentions the difficult situation at the time in veiled terms (in France, the Vichy regime was actively collaborating with the n**i Germany government) , but without attempting to hide it either. This text expresses the feelings of Saint-Exupéry for Léon Werth in a way I found deeply moving as a child, as a teenager, and as a grown-up.
I have kept going back to this book and dedication over the years, and still struggle to put its charm into words even when I sit to think about it. As a grown-up, one understands Le Petit Prince differently, from that very first page. This to me is one of the traits of poetry – the fact that a text’s interpretation and appreciation do not only vary from reader to reader, but also as time passes.
I attach the original dedication, and its English translation. For more of this writing style I find so endearing, powerful yet difficult to define, I would recommend turning to René Goscinny’s writing, Le Petit Nicolas in particular, and Daniel Pennac (notably his writing on Ernest et Célestine, which I do not believe can fail to bring childlike joy to a grown-up heart).

A Léon Werth.
Je demande pardon aux enfants d'avoir dédié ce livre à une grande personne. J'ai une excuse sérieuse : cette grande personne est le meilleur ami que j'ai au monde. J'ai une autre excuse : cette grande personne peut tout comprendre, même les livres pour enfants. J'ai une troisième excuse : cette grande personne habite la France où elle a faim et froid. Elle a besoin d'être consolée. Si toutes ces excuses ne suffisent pas, je veux bien dédier ce livre à l'enfant qu'a été autrefois cette grande personne. Toutes les grandes personnes ont d'abord été des enfants. (Mais peu d'entre elles s'en souviennent.) Je corrige donc ma dédicace :
A Léon Werth quand il était petit garçon
(Antoine de Saint-Exupéry, 1943)

To Leon Werth
I ask children to forgive me for dedicating this book to a grown-up. I have a serious excuse; this grown-up is the best friend I have in the world. I have another excuse: this grown-up can understand everything, even books for children. I have a third excuse: he lives in France where he is hungry and cold. He needs to be comforted. If all these excuses are not enough, then I want to dedicate this book to the child whom this grown-up once was. All grown-ups were children first. (But few of them remember it.) So I correct my dedication:
To Leon Werth
When he was a little boy
(Original translation by Katherine Woods, 1943)

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