VoiceBox v1

The International Foundation Programme

Introducing CEWL’s Business Foundation Course

Insight into World Languages Modules

Academic Module Corner

VoiceBox Vol 1 No 1 2011

The international magazine from the Centre for English and World Languages

Welcome Welcome to the first issue of VoiceBox, the official newsletter of the Centre for English and World Languages (CEWL). This edition contains contributions from students and staff associated with the various programme modules, courses and services offered by CEWL. We hope you enjoy the newsletter and extend our thanks to all the contributors who have created this publication.

Cover picture: IFP Photo competition winner by K Alaali

Centre for English and World Languages

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Spotlight on the International Foundation Programme (IFP) The International Foundation Programme is a course specifically designed to prepare international students for academic study on a wide range of our undergraduate degree programmes.

Students from this year’s IFP have contributed a variety of articles, points of view and photographs to VoiceBox for your enjoyment. You

will find a selection of them below and throughout the newsletter.

IFP students were invited to submit photos for this year’s photo competition.

The winning photo, ‘CEWL’, is by Khadija Alaali (front cover) Khadija’s photo ‘Four’ also tied for 1st place.

Runners-up shown on this page are as follows: P Mistikoglu, ‘Instinctive Maternity’ K Alaali, ‘Canterbury Skies’

2 ‘Instinctive Maternity’ by P Mistikoglu 2nd prize

1 ‘Four’ by K Alaali Joint 1st prize

3 ‘Canterbury Skies’ by K Alaali 3rd prize

IFP student Theologis Strikos reviews the movie ‘Black Swan’ Recently I went to Canterbury’s Odeon cinema and watched Darren Aronofsky’s new film, “Black Swan”. The film is a great piece of work, captured by the pure and internal magic that only the cinematic medium can provide.

First of all, by choosing a simple psychological subject, which is not based on traditional extreme plot tricks, Aronofsky reminds his audience that the psychological difficulties of human nature can be the most complex and gripping scenarios of all. Furthermore, the film’s atmosphere plays a major role in its plot development while it works as the perfect bridge between the audience and the main heroine’s world. As Aronofsky puts it, “ballet can be dark, tragic and gothic” and he proves this very well. With a very intelligent contradiction between the classic ballet soundtrack and the gloomy, gothic scenes, “Black Swan” seems like an intense, midnight nightmare which everyone is terrified of it, but at the same time, no one

really wants to wake up from it. From another point of view, the film can be seen as a criticism of the competitive nature of performance art.

Also, the central performances of the movie are remarkable; Natalie Portman plays the sexually repressed ballet dancer whose life is subjected to the misery of smothering domesticity. Vincent Cassel’s Zen-like, Mediterranean moodiness works as the ideal counterpoint between the two female protagonists.

In conclusion, Black Swan is a remarkable artistic work that retains the originality of cinematic magic in a period when the film industry is not really concerned if such a sense of originality lives or dies.

By Theologis Strikos IFP, Group 4 Theologis is an IFP student working towards a degree in film studies.

University of Kent 3

Pre-sessional courses in English for academic purposes

Although the Pre-sessional course is demanding academically, it is important for our students to relax and enjoy their free time. Social activities also encourage cross-cultural relations among the students, which they all thoroughly enjoy. This becomes especially evident on the international food evenings when the students contribute dishes typical of their national cuisine. Ruhsen Sevketoglu, Pre-sessional Social Activities Coordinator, shares her experience of managing events for the 2010 pre-sessional students: ‘I believe it is really important for students to have an active social life when studying on the presessional course as it is really hard work.

However, socialising is also an opportunity for students to practice classroom work whilst having fun. Both the pre-sessional and summer activities

coupled together aid and equip students to get used to university life and their new surroundings.

It also gives them a chance to socialise with fellow students and meet new people from all over the world. Activities vary from introducing British culture as well as students sharing their own. My experience of the summer activities has been positive and stimulating. It has also allowed me to meet interesting people and become familiar with new cultures. I really enjoyed organising the events last year as students are so friendly and represent such a wide variety of fascinating cultures. Last year’s positive response from students has made me even more determined to make this year’s social activities even better’.

By Ruhsen Sevketoglu

The University of Kent offers specially designed programmes to prepare international students, who do not have English as a first language, for academic study. These courses focus on developing the students’ English language and study skills so that they can meet the level of proficiency required for their chosen course of study.

CEWL’s pre-sessional courses last for 19 weeks, 12 weeks or six weeks – depending on the needs of the individual student. The courses are a key way for International students to prepare for Undergraduate and Postgraduate study. We asked pre-sessional students from the 2010 session, who are currently completing their Masters’ degrees, what they thought of the course. Some of their views can be read on this page.

Anthony Page – 6 week pre-sessional “Stimulating and dedicated teachers efficiently help you to improve your English..”

Osamah Al Jabri – 19 week pre-sessional “I studied at UKC on the pre-sessional 2010 course for 19 weeks and it was an amazing experience… To sum up my 19 weeks in a few words… I would say that it was about: learning useful English in context, being immersed in the British culture…and making unforgettable friends from all over the world.

And all this in such a beautiful city like Canterbury. I just don’t want to leave!”

Lulu Guo – 19 week pre-sessional “We chose CEWL because it helped us to get used to life in the UK…We made many new friends because of CEWL and also improved our English in the process. That is a wonderful thing for us! I highly recommend courses at CEWL to anyone who wants to improve their language skills and learn about life in the UK….”

Pharkphoom Dhirapatranon – 19 week pre-sessional “The pre-sessional course helps students prepare for a masters degree. It was a great experience for me. We learned many things …However, the best thing we learnt was how to live with new friends who come from different cultures…”

This year, Ruhsen is joined by Aristadis Vilkaitis to assist in the organisation of the students’ fun activities. Welcome Aris!

Ruhsen Sevketoglu

Aristadis Vilkaitis

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Kent travels the world

CEWL’s Business Foundation Course delivered by Capital Knowledge, Bahrain Capital Knowledge, Bahrain provides training opportunities in the fields of banking, finance, investment, accounting and management. In 2010, the Centre for English and World Languages established a collaborative venture with Capital Knowledge who now also deliver a Business Foundation course, designed and quality assured by CEWL.

Anthony Manning, Director of CEWL says, “the University has been delighted to work in collaboration with Capital Knowledge. Together our two insitutes are working to deliver a high quality course in Bahrain”.

Mayse Al Dallal is currently attending the Business Foundation course and talks about her experience so far:

‘Studying at Capital Knowledge has been a pleasant experience. With the distinguished staff, we were able to develop our business skills and broaden our knowledge. Capital Knowledge offers a great atmosphere and provides us with excellent facilities; a great studying environment, and a sizeable library that includes an extensive variety of books for our future business study.

Attending lectures and seminars for the Business Foundation course for the University Of Kent in Capital Knowledge has been by far the best learning experience for us’.

By Mayse Al Dallal

IFP Student reactions to the Japanese earthquake and tsunami Some of our IFP students wanted to express their empathy for the Japanese earthquake and tsunami victims, which occurred early in 2011. Their sentiments are expressed here and on the following page in the form of Japanese traditional haiku and a news report.

Unfair destiny Made this unexpected pain Unforgettable

By Andrea Ioannou, IFP Group 6

The sharp pain of loss The worst of all the feelings All over the land Black of destruction Is fading away from the Light of faith and hope

By Charilaos Gasteratos

University of Kent 5

The killer wave On the 3rd of March, a huge earthquake of magnitude 8.9 hit the Northeastern coast of Japan, followed by a massive tsunami.

IFP Group 7 summarise the facts and describe the events which occurred in March 2011.

Buildings, cars and ships were swept away by the massive force of the water. The disaster has spread tragedy all over the world as approximately 4,000 people have been killed and a further six thousand are still missing.

Most people were at their work at the time of the earthquake and children at their schools. Thousands of survivors are homeless and an added concern is the nuclear power plant at Fukushima, where two explosions have occurred. People are in fear of the power plant because one of its reactors contains plutonium and this can cause serious illness if absorbed in the blood stream. The local population has been warned to avoid going out.

The devastation to the environment has caused many victims and unharmed citizens to change their lifestyle. One of the main causes of suffering and change is the loss of energy, resulting in a large number of people who live in skyscrapers having to adapt to using staircases to reach their flats instead of elevators; there are about 100 steps every seven floors. Citizens in-land have been touched by the difficulties being experienced by those affected and have responded resiliently and

selflessly towards their fellow compatriots. They have done this by saving energy and by dimming a national icon, the Tokyo Tower.

Another major issue that has shown up after the strong earthquake is the communication problems, which are extremely serious. The closure of roads has closed off several necessities. Evacuation is now only possible through air travel, thus trapping people within the ruins of their own homes.

Furthermore, public transportation has been closed down temporarily to preserve energy. The mobile phone networks and Internet connections have crashed, as millions of people tried to use them in order to ask for help or to communicate with their families. After the tsunami, the Japanese high-tech industry was “destroyed” and is now struggling to return to its previous situation.

On the other hand, there are different communications infrastructures that have survived; after the earthquake, the news was spread immediately because of the huge power of the media. An example is Google, which is the most popular search engine online, that notified each visitor about the situation in Japan by having all the news and live reports of what is going on.

It is predicted that this disaster will have a long term impact on Japan’s environment and economy which, in turn, will affect other countries in the world.

By IFP Group 7 Students: Saud Al Subaie, Tanya Theochari, Martin Eguren, Azra Mohamed-Ibrahim, Mohammad Awartani and Cemre Candar

Hope for Japan People united With hope against fear and pray To heal the nation A bright new day will Rise up after Asia’s loss And emerge from pain

World united by Good news to hear from Asia Hoping Japan lives

By Ovgu Nizam IFP, Group 6

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CEWL helps World War II veteran with a translation CEWL has recently launched a new portfolio of language services which are designed to cater for the needs of members of the local community and University departments. One of the first approaches the Centre received for its translation services was War Veteran, Mr Reg Curtis from World War II veteran and author of ‘Tafelberg’, Mr Reg Curtis.

exercise which also involved a parachute drop into Sicily. On taking refreshment in a local cafe, Mr Curtis noticed an interesting poster on the wall, made up of colourful images and Arabic text.

CEWL was delighted to help Mr Curtis, who is now in his nineties, to understand a document which he picked up while serving in the Second World War. One afternoon in 1943 Mr Curtis was passing thorough the border of Morocco and Algeria. He had recently completed a training

Readers who are interested in reading more about Reg’s experiences in World War II can do so by visiting his own website at: www.regcurtistafelberg.co.uk. More details about CEWL’s language services are also available at: http://www.kent.ac.uk/cewl/LanguageServices/

Reg asked if he could take the poster and has kept it as a souvenir of his time for the last 68 years. Having the poster translated by CEWL has finally revealed the full story depicted in the poster. Reg says, ‘I knew it was something to do with the French Army but I didn’t know it was all about the achievements of General Giraud.

Getting the translation from CEWL has finally opened up the story.’

Blended learning CEWL’s English Language Development Programme develops online English learning facility for international students The English Language Development Programme (ELDP) provides English language support for international students at all stages across the three Faculties. Two years ago, the ELDP embarked on a project, assisted by funding from the Challenge Fund, to develop an online facility for international students to enhance their learning capabilities. In this brief extract, Jane Short, Director of In-sessional English Language Programmes, explains the project: The Blended Learning project, which links classroom and online academic English language materials, started in 2009. The aim of the project is to give international students the choice of attending English Language Development classes and using the online materials to follow up later, or of studying academic English online in their own time.

As part of the project, new materials have been written and adapted so they can be used in the classroom as well as for selfstudy online. The materials include PowerPoint slides, recordings, quizzes and printable unit handbooks.

A typical unit of study on Moodle about Essay Writing includes: • a preview quiz • information about analysing essay titles • a crossword • practice exercises and feedback • a unit handbook • web links to English language websites • an exit quiz The Blended Learning project is still under construction, but you can keep up with the latest developments by logging onto Moodle at: https://moodle.kent.ac.uk/moodle/course/vie w.php?id=13185

by Jane Short

A section from the poster picked up by Mr Curtis in 1943

University of Kent 7

A taste of short courses at CEWL CEWL offers a range of short courses to international students wishing to study at the University of Kent during the summer months. English with Volunteering and English for Visiting Academic Groups are just two of the existing courses currently on offer. However, we regularly create special courses according to the needs of particular partner institutions or groups of students.

English with Volunteering Since the summer of 2007 the Centre for English and World Languages at the University of Kent has given a short summer programme in English with Volunteering. In 2010, thirty students from Hong Kong City University and one from Germany spent six weeks studying English, staying with local host families and volunteering for local charities. The students compile journals outlining their personal experiences while in England. These journal entries and photos are testimony to the students’ tremendous contribution to these charities, and to their own personal growth. We are very proud to be able to encourage this mutually enriching exchange and look forward to sending another group of enthusiastic young people from abroad to volunteer in our local charities in 2011.

Jane Short, Programme Director

Healthy Homes and Healthy Minds – an English with Volunteering (EWV) Gardening Project with Ted Dunne Wayne Lo was one of the volunteers who worked on the Gardening Project in the summer of 2010. The following is an extract from his journal: 4 July, 2010 I was assigned to work for Riverside Youth Centre as a volunteer yesterday. That is my first day of volunteering in the UK. At the time I chose which type of volunteering work I wanted to do, I asked which was the most challenging. I was told the gardening work would be my best choice. I found this was true.

In the morning of the day, I got up at half past seven. After I had had my breakfast, I went to the meeting point by bus. After we introduced ourselves, Ted, Jake (who is one of the volunteers) Gary and I went to a place far away from Canterbury. Actually, the destination was a house an old couple was living there. My job was to assemble a plastic store house, about two metres in height, in the garden. We had a tough starting point as the weather was not good, it was raining. We were working to assemble the house in the rain and I was wearing only a vest.

During the work, we faced a lot of problems, like which parts should be joined together, how one joint didn’t fit another joint. What did the instructions say!

By Wayne Lo

English for visiting Academics A visit from Vladimir State University The Centre for English and World Languages has been providing short, intensive courses in English Language and Culture for groups of University students for more than ten years. The courses provided are designed to activate students’ English, especially communicative skills such as speaking and listening. In February 2011, a party from Vladimir State University came for two weeks. The following is a short description of their experience.

It was two amazing and unforgettable weeks!

During the course we were completely “immersed” in an English language environment.

Theoretical knowledge obtained in the lessons was immediately given practise – in buses, shops, cafes, on excursions, etc. The study at the Centre of English and World Languages assists improvement in ones level of spoken English through revising Grammar and introducing idioms and common expressions.

A warm, free and easy atmosphere was encouraged in the lessons, which helped to breakdown the language barrier and made it possible to participate in conversation with teachers. We are grateful to them for their patience, attentiveness and professionalism.

The Course was successfully balanced and consisted of two types of lesson – classroom based and excursions. We had a lot of interesting meetings with colleagues from the University of Kent, which were organized during the second type of lesson, who told us about features of educational and research activity at their departments. The discussion of professional topics and agreement for possible cooperation was developed during such meetings.

Several days were assigned for visiting London and Dover, where we visited monuments and historical places including buildings maintained

by English Heritage. Such excursions allowed a better understanding of the culture and history of Britain and real communication with local people and numerous tourists. Two weeks undoubtedly is a very short time for complete study and mastering the English language, but it was a first step in that direction. During this short period we have met new friends and developed firm connections between the University of Kent and Vladimir State University.

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Get on board Language Express Language Express is a new programme of World Language learning opportunities delivered through the Centre for English and World Languages. Nine foreign languages are currently being offered and courses usually run between October – May. Many of the courses also provide classes appropriate to different levels of ability.

Languages offered are: French, German, Italian, Japanese, Mandarin, Russian, Spanish and Arabic.

The following are contributions from Hassan Osman, our teacher of Arabic, Danielle Shalet, who attended our Japanese for Beginners course, and Moritz Pieper, a student on our Russian course:

Interview: Hassan Osman, Moritz Pieper talks about teacher of Arabic, the Russian Language Language Express Express Course What have you enjoyed most about teaching Arabic for us?

I have enjoyed teaching Arabic in a multicultural environment with students of different levels and ages. Also, the support which I’ve received from the Language Express team has been of great value to me.

I am a postgraduate student following a double award’s programme in International Relations between the University of Kent in Canterbury and the Higher School of Economics in Moscow. As I will spend the next academic year in Moscow, I chose to follow the Russian language class offered by CEWL while still at Canterbury.

What are the challenges associated with teaching both staff and students on Language Express?

I haven’t had any real challenge. However, what I have noticed, is that staff do prefer to go deep into grammatical rules, whereas students don’t.

I had already learned some Russian before coming to the UK, but Language Express is a convenient and affordable way to brush up one’s already existing knowledge and practise speaking in an unconstrained atmosphere with relaxed but still committed teachers.

What has been the most challenging aspect of your teaching Arabic?

The most challenging aspect of teaching Arabic has been to make students perceive the difference in pronunciation of similar-sounding letters of the alphabet.

Why do you think so many students and staff are interested in learning Arabic?

I believe that students are fascinated by the sound of this very melodic language and its beautiful calligraphy. Also, they are interested in learning more about the Arabic culture.

Japanese Language Express Course こんにちは私の名前はダニです. (Hello my name is Danielle) and I am presently in the process of completing my PhD. I am also learning beginners Japanese at the Centre for English and World Languages at the University of Kent (CEWL). It has always been my belief that in order to truly understand a culture one must understand the language of that culture. As a Martial Arts enthusiast and practitioner of Japanese Martial Arts primarily Kendo, Laido and Shotokan karate, and also a lover of Japanese culture, I thought learning Japanese would be the ideal opportunity for me to put this belief to the test.

Thus far my experiences on the course and with CEWL have been incredibly positive. CEWL has done an exceptional job in offering its language teachers and students the resources they need to fully immerse themselves in their chosen language. They are concerned about the wellbeing of their students and the quality of their teaching, and this is reflected in their language teachers. Not only is our language teacher exceptionally gifted, but she is also a native speaker, bringing a cultural element to learning Japanese that would not be there otherwise. It gives us as students a personal insight into the world of Japanese language, culture, and traditions. An insight that is extremely important when learning a language that reflects a rich culture that is steeped in traditions and customs.

Danni Shalet

University of Kent 9

Putting language skills into practice – World languages modules and courses for business CEWL is also the provider of credit-bearing modules in world languages. At present the credit-bearing modules that we offer are in Japanese and Mandarin Chinese.

From Kent to Japan Testimonial from Jennifer O’Donnell Jennifer O’Donnell attended two of the Japanese modules and is currently spending a year in Japan putting her language skills to good use: When I first signed up for the University of Kent I had Japan in mind as one of my goals. Why? Because it looked fun and interesting and meant I could stay at university longer. As time went on I think I became a lot more nervous about it; the costs, the language. Taking Japanese as an extra class was definitely worthwhile. It was hard work but it was a subject I could do really well in, meet loads of interesting people, and get a good grasp on the language before coming out to Japan.

After saving up for two years plus the loan I finally made it to Japan and I’ve been here for five months now. I love it! After a few months I was horribly homesick but that gets quickly forgotten when I’m out exploring shopping districts, shrines and temples. So much is different I don’t think I’ve ever been bored when I’ve been out and about. Not only is Japan amazing but my University is too. Kansai Gaidai in Osaka has such a great selection of fun and interesting topics on top of weekly Japanese language classes. The best part is definitely the people and I’ve just made so many friends from all sorts of countries, not only Japan.

I think doing a year abroad has really helped me with my degree, as well as personally. It’s taught me and shown me so much that I would have never known if I’d never done it. I just wish I could spend two years out here instead of one! 笑 Jennifer O’Donnell

Details of the modules Jennifer took are as follows: Module LA 504 This module is for students who have a command of Hiragana and Katakana and also know around 50 basic Kanji. The module aims to teach well-balanced language skills in all areas of Japanese. You will also gain knowledge of cultural and useful information on daily life, e.g. how to use bank cash point machines.

Module LA 505 This module is for those who have some ability in and wish to continue learning Japanese. The module aims to teach well-balanced language skills in all areas of Japanese.

Business Languages for the Transmanche Enterprise Network (TEN) – Dutch and French for Business In line with CEWL’s commitment to bring language tuition to the local community, the department now provides Dutch and French for Business classes to members of the Transmanche Enterprise Network (TEN). TEN is part financed by the cross border cooperation programme Interreg IVA 2 seas and Canterbury City Council. It is a three-year project with the aim of promoting and encouraging entrepreneurs and businesses to develop new cross-border commercial initiatives.

“Working with the University of Kent to deliver our French and Dutch Business Language courses has offered a productive and cost effective solution, with all administration and day to day management taken away and courses delivered in a professional and modern teaching environment. The feedback from businesses has been really positive building confidence in commercial scenarios.”

Natalia Shukram, TEN Officer

Testimonial from Roger Eaton, TEN Member ‘Whilst browsing a copy of the local newspaper, I came across an article concerning the TEN Project Business Course and their offering EU funded language learning for both Dutch and French. I got in touch with the contact provided and following a short exercise to ascertain my level of French, I was accepted into the advanced group of the course.

I am currently the Office & Projects Manager for The City Church Canterbury but I aspire to live and work in France in the near future. I see this

course as being a helpful stepping stone to achieve that aim by improving my business French, whilst making the most of the networking opportunities provided by being in a group of like-minded people, enthusiastic to develop trans-manche business links.

The weekly class has been excellent for the development of oral skills and listening comprehensions. The homework is suitably challenging and just the right amount, so as not to be a burden, rather a stimulating amusebouche for the following week.

I have been delighted to be part of this training and networking initiative and would wholeheartedly recommend it to anyone wishing to develop their Business French language skills’.

By Roger Eaton, Office and Projects Manager, The City Church, Canterbury

Annie McNamara, Director, Interactrice Ltd, shares her views on the TEN Courses I’ve been attending French and Dutch Business Language courses at CEWL and they are excellent – well-taught, full of relevant subjectmatter and really enjoyable. They are part of the support I’m getting, as a member of the TEN project, to develop trade initiatives with Northern France and Belgium.

The classes are opening up new possibilities for my communication and design agency, Interactrice; so far all my business in the UK has come from networking and referrals, and I wanted to continue that personal way of making contacts when looking for clients across the Channel.

I’m now much more confident in using languages, and I’m also getting invaluable insights into those crucial differences in culture and business practices that can help or hinder commercial relationships with new partners. So, next stop – the rest of Europe!

Annie McNamara, Director, Interactrice Ltd

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Staff Interview Language Express teacher, Gabriella Brigo-Cowling.

When did you first come to the UK and how long have you been associated with the University of Kent?

I arrived in the UK in 1964 to marry an Englishman whom I met in Milan.

I studied at University of Kent from 1978 to 1982 and after obtaining my degree, I was offered a job teaching Italian for the Italian Department starting in 1984. Before taking my degree I had gained various certificates: English for Foreign Students. A-Level English Literature. F.E. Teachers Certificate.

What is the biggest difference between the UK and your home town Milan?

I certainly am very proud of Milan the city where I was born and I tell my students about its history, art treasures, modern and ancient achievements. Especially this month which celebrates the 150th anniversary of the Unification of Italy. On the other hand, having lived in the UK longer than in Milan, I must admit to having become very fond of the country. My close family and my life are here and I have achieved important things concerning my private life and my working career, possibly more than I could have done in Italy.

Nevertheless I return regularly to Milan and other Italian cities in order to keep up with the changes of the language, mentality and customs. All these are important for my activity as a lecturer in Italian language and customs.

How did you first become interested in teaching Italian?

I started teaching the Italian language at the Dover Adult Education Centre in 1973 after the encouragement I received from the Director of the school and also the Director of the course I attended at the Technical College in Canterbury for: “Further Education Teachers Certificate�.

My interest grew into a passion and a great desire to share my knowledge with as many students as possible. From adults to children in primary school, from teaching on the phone to professional people and company directors, to colleagues and to undergraduates. This passion is still very strong and enthusiasm is one of my qualities.

How do you think students and staff can benefit from studying languages?

The benefits students achieve from studying a foreign language are many and I believe them to be excellent. It is not simply being able to learn different words and sentences, but absorbing information about whole different cultures, customs, attitudes and, in such a way, becoming a more complete person in many ways. I have personal experience in this inasmuch as by learning the English language and its colloquialisms, I can understand British people better and so adapt and fit into the way of life of the country. Studying languages exercises the brain in such ways that it allows it to perform more actively and efficiently, even in old age.

How do you keep your students motivated?

It is very important when meeting new students, to understand and learn about their reasons for wanting to learn this particular language and how important the learning results are for them. I am an enthusiastic teacher and I encourage all my students all the time. Their efforts both in class and in their written homework are recognised and congratulated and, when necessary, corrected and explained properly with encouragement and faith. Different students require varying aspects of the language: grammar, reading skills or oral conversation so it is important to make it possible to cover all these fields as much as possible. Students are encouraged in their work, whatever format, to refer to their personal experience and daily activities in order to achieve the best vocabulary, understanding and results.

Do you have any hobbies?

Painting, sketching, drawing, and wall hanging.

Writing poetry.

Thank you Gabriella!

University of Kent 11

Academic Module Corner As well as developing key language skills, students on the IFP also study a series of academic modules. This section focuses on the work of our international students in this area. This issue highlights the IFP Design Module

The IFP design gallery As part of the academic pathway for Architecture, students on the IFP take a Design module. One of their briefs is to design and build a chair and a container in cardboard. Here are some of the spectacular results from our 2010/2011 IFP students:

This newsletter has been produced by:

The Centre for English and World Languages Keynes College University of Kent Canterbury Kent CT2 7NP United Kingdom Tel: 01227 824401

General enquiries E: cewl@kent.ac.uk

Four photos illustrating the work of Gabriella Brigo-Cowling

Pre-sessional enquiries E: presessional@kent.ac.uk

International Foundation Programme enquiries E: ifpinfo@kent.ac.iuk Language Express enquiries E: languageexpress@kent.ac.uk

Spotlight on…

For details of all the courses mentioned in this newsletter, please visit our website at: www.kent.ac.uk/cewl/index.html Thank you…

We would like to thank staff and students and all who contributed to the newsletter and especially to the Design and Print Centre for an excellent job.

Among our talented Language Express teachers is Italian tutor, Gabriella Brigo-Cowling. Gabriella is originally from Milan but has lived in the UK since the 1960s. She teaches Italian at the University of Kent and has been teaching the language extensively since the 1970s. However, Gabriella is also a talented artist; originally working in pen and wash and then oils, she now works with delicate silks and satins which she machine embroiders into beautiful pictures. Here are some examples of her work, although you can also visit her web site at: www.gabriellabrigo.com

Design & Print Centre 111301 06/11

Read Gabriella’s interview on page 10