This autum we’ll offer you both onsite courses for those willing to come back to normality and online courses for those who prefer learning from home in a friendly and supportive environement. Check our Autumn 2021 Classroom & Online Courses now!
Join our 25h Spanish course for beginners with trainee teachers monitored by our native academic staff.
Cost: £25, to be refunded if the student attends 80% of the sessions.
12 to 23 July, Monday to Friday, 10am to 12:30pm.
Enroll now: email@example.com or calling 020 7201 0750
For more information about our courses, please visit our website.
The end of April was a very exciting time for Spanish-language literature, with Granta naming their ‘best of young Spanish-language novelists’, each published in English translation in their latest issue: Granta 155: Best of Young Spanish-Language Novelists 2. This issue – the second of its kind – brings together twenty-five of the best young voices from thirteen different Spanish speaking countries. I’m keen to get my hands on a copy and see whether Granta has discovered any new literary gems! This announcement got me thinking: who would be on my current ‘best-of’ list? Who are the contemporary Spanish writers that I’m reading and enjoying at the moment?
Read more at the European Literature Network’s website
El Bulletin of Advanced Spanish pasa revista a la situación de la lengua española en Reino Unido con Ignacio Peyró, director del Instituto Cervantes en Londres.
El pasado mes de junio el estudio anual sobre las lenguas extranjeras que publica Language Trends –con el apoyo del British Council – mostraba que, por primera vez en la historia, el español había superado al francés en el número de alumnos que habían realizado los exámenes de A-level. Un aumento de más del 5% frente al año anterior. Ese mismo informe apuntaba que si la tendencia seguía siendo la misma, en 2030 el español se convertiría en la lengua extranjera más popular en el Reino Unido. Unos meses más tarde, la Joint Council for Qualifications confirmaba la misma tendencia al mostrar que en el verano de 2020, el número de candidatos al examen de español fue de 8707 alumnos, frente a los 8263 de francés o los 2849 de alemán.
Leer más en la web de Bulletin of Advanced Spanish
El Instituto Cervantes de Londres ofrece a los profesores de español de todos los niveles la a posibilidad de seguir formándose con regularidad. En estos cursos de formación se actualizan conocimientos didácticos, metodológicos y lingüísticos. Asimismo, los futuros profesores de español pueden realizar estos cursos como preparación para su futura carrera profesional. Consulta todos los cursos disponibles en nuestra web.
Due to the ongoing Covid-19 situation all our 2021 Winter Courses will be taught online in a friendly and supportive environment using video conferencing and distance learning tools. Check all our courses here.
Vuelve el Festival de Cine Español de Edimburgo e incluye un Programa Escolar dirigido a estudiantes de “Spanish Learning”.
Debido al COVID-19, el formato será en línea y la película estará disponible durante 48 horas, a través de un enlace enviado a los profesores, que les permitiría acceder a ver las películas en clase dentro de un tiempo establecido.
En esta edición, las películas del Programa Escolar son:
Este programa para estudiantes de español les brinda la oportunidad de mejorar sus habilidades lingüísticas y su conciencia cultural. El ESFF también ha preparado un conjunto de actividades posteriores al visionado, disponibles para que los estudiantes profundicen en las películas y practiquen el vocabulario.
Más información, programa completo y entradas: www.edinburghspanishfilmfestival.com
El español ocupa la primera posición en los exámenes del fin de bachillerato de Inglaterra, los llamados A-levels, con un aumento del 5% en 2019 respecto al año 2018, según los datos publicados hoy por el British Council en su informe anual Language Trends 2020.
Entre el año 2018 y el 2019, los estudiantes de español, tanto en los exámenes de A-levels (fin de bachillerato) como en los exámenes de GCSE, que se realizan al acabar el Key Stage 4 (la secundaria británica), aumentaron un 7,5 por ciento, frente al 4% de los que se decantaron por francés. El total de alumnos que se examinaron de español en GCSE en 2019 fue de 96.811 y de A-levels 7.932.
Además, el informe predice que el español “superará al francés como la lengua más popular en 2030, o antes, si las tendencias actuales continúan”, citando datos del Joint Council for Qualifications (JCQ, por sus siglas en inglés).
“Las cifras de estudio de lenguas extranjeras siguen siendo pequeñas, pero que el español ocupe la primera posición por primera vez en la historia es indicativo de cambios profundos. Cambios que nos hablan del peso creciente del mundo hispanohablante y su correlato en un país acostumbrado a pensar globalmente, como es Gran Bretaña”, aseguró el director del Instituto Cervantes de Londres, Ignacio Peyró.
El Language Trends es el estudio anual sobre tendencias de la docencia de lenguas extranjeras en Inglaterra, encargado por el British Council, y que proporciona datos sobre qué lenguas se enseñan en los centros de secundaria –tanto en los financiados con fondos públicos como en los centros privados– en las diferentes etapas educativas.
El Instituto Cervantes y el British Council firmaron en noviembre de 2019 su primer convenio de colaboración a escala global.
Today we chat with one of our students, Joseph McGowan, who just passed DELE C2 exam and previously achieved DELE C1. Joseph has studied Spanish at Instituto Cervantes in London for a long time and he prepared himself for this exam with our teachers. He enjoys learning Spanish every week and travelling to the beautiful Catalonian town of Sitges.
¿Why did you decide to take DELE exam?
I decided to take the DELE exam, not out of any academic, professional or administrative necessity, but simply as a personal challenge. I wanted to learn Spanish, but I knew I had to have a deadline, otherwise I’d pootle along aimlessly. Procrastination is an art form I’ve mastered, so I needed some impetus to turn the desire to learn into a reality. Also, with years of unstructured learning of French under my belt, I knew that the vague target of «I want to speak a language» can be like trying to reach the end of the rainbow: you never quite get there; there’s always a bit further to go. The feeling you can speak a language successfully comes and goes like the weather, depending on mood, physical state, subject-matter, interlocutor, etc. So I wanted an objective and solid milestone by which to measure my progress.-
How was the preparation? What was the most difficult part for you?
Without doubt, the writing was the most difficult element. I was a terrible schoolboy, never did my homework, didn’t take any further exams after my GCSEs, so once again being faced with The Demon Blank Sheet of Paper waiting to be filled was not only an academic but also a psychological barrier to break through. Fortunately I had a fantastic teacher who was extremely patient and generous with her time and effort. She offered to be my sherpa to guide me up the mountain to the exam. And that mountain certainly did seem steep, and rocky. But once I got there, it was amazing to look back and see how far I’d come.
How did the DELE preparation classes at Instituto Cervantes London help you?
As you’ll have gathered, for me the classes were indispensable. Left to my own devices, I could never have passed the C1 and C2 exams. At an advanced level, even in their native tongue, I think someone would struggle to pass a CEFR language exam without preparation. You have to know the format of the exam; for the writing, there are models of text you may not be familiar with; and learning to manage the time in the exam is essential and, at least to me, did not come naturally. My teacher carefully planned each class so there was a progression, which stopped me spending too much time on one particular element at the expense of another. She was there to remind me that you only have to be good enough to pass the exam, there’s no point in trying to exceed the requirements. Of course, perfection is the enemy of good, but it’s sometimes hard to judge alone. In the moments when my determination wobbled and I thought, «Why am I putting myself through this?», I knew I couldn’t let her down and back out now, after we’d both invested so much time and effort.
Looking back, the fact I embarked upon this journey in my 40th year probably isn’t a coincidence. At a time of taking stock of one’s life, it’s not a bad way to live out a mid-life crisis! I am enormously grateful to all at Instituto Cervantes London who conspired to get me over the finish line (twice). The journey is not over, of course — I am now working on Spanish literature with my teacher — but I am very pleased, even proud, to have put those two important milestones behind me.
These are the upcoming exam sessions at Instituto Cervantes London:
The director of Instituto Cervantes, Luis García Montero, attended today the 50th anniversary celebrations of the Spanish and Portuguese Sub-Faculty at the University of Oxford. Tomorrow, he will sign a memorandum of understanding (MOU) with Magdalen College.
“The participation of Instituto Cervantes in this commemoration is due to the fact that our relationship is very valuable,” said Jonathan Thacker, Professor Alfonso XIII of Spanish studies at Oxford, who explained that although Spanish has been taught at this university for more 100 years, only now does he feel that «it is a really vibrant language».
Expert in the Spanish Golden Age, Professor Thacker said that García Montero’s assistance “is not only because he is the director of a very important cultural institution, but also an academic and a poet, producing a type of literature that we teach in Oxford. We wanted this celebration to be a combination of academic content and more vivid content.” Alongside the celebration, there were poetry readings by García Montero himself and Portuguese writer Ana Luísa Amaral to enliven and complement the anniversary.
Memorandum of Understanding with Magdalen College
“This agreement is a recognition of a trajectory that has been underway for a few years and the consolidation of a future collaboration that I wish to be very long. It is about putting in black and white what has been developing for a long time, especially in these last two years,” said the professor of Spanish Medieval Literature and Philology at the University of Oxford, Juan Carlos Conde.
For Conde, the signing of this memorandum is to give, «a naturalisation certificate and secure it for the future.” In fact, it is clear that the presence of Spanish in Oxford is strengthened with two initiatives mentioned in the MOU: the Madariaga Series and the Magdalen Iberian Medieval Studies Seminar (MIMSS).
The Madariaga Series is the result of an initiative by a group of postgraduate students at the end of year 2014. Among the first guests in 2015 were figures such as Miguel Ángel Moratinos and Javier Solana. One of the students behind the initiative, Diego Rubio, approached Conde to ask whether Magdalen College could give the series voice and visibility in Oxford. A few months later, they successfully gave the Madariaga Series a “home, roof and shelter, as well as a significant economic contribution.» In the case of the MIMSS cycle, it is the most important medieval studies seminar in the United Kingdom today.
“I want to believe that these activities, in parallel to teaching and training, will contribute to the experience of current and future Oxford students, providing them with a series of opportunities they don’t have in other places,” said Conde.
Spanish students in Oxford
“For undergraduate students who want to study here, they must have previously studied Spanish up to A-levels exams. We have an average of between 300 and 320 students who request to study here and we accept between 70 and 75, that is, one in four students. I think this is a sign of the good health of teaching Spanish in schools,” said Professor Thacker.
Twenty years ago, when this professor began working at Oxford, there was an average of approximately 150 applicants for 40 positions. «We have grown a lot, but the big difference is that there are more applications for Modern Languages, because when students apply to study here, they have to choose that route and then specify if they want Russian, Italian, Spanish or what language,» he pointed out.
While interest in French and German is going down, Spanish has broken that trend, and at the moment, there is still a good level of applicants: “I hope it is because they like the level of our course, but also because there are a lot of young people here interested in Hispanic culture and Spanish history, and want to travel and like to travel to countries where Spanish is spoken. ”
Future of the Spanish language
Thacker would like to continue seeing Spanish growing in the coming years and that the Sub-Faculty of Medieval and Modern Languages at the University of Oxford is able to accept all good applicants for Spanish studies, both undergraduate and graduate. Alongside this growth is also an impetus on always maintaining the current level of interdisciplinary interaction and with other Sub-Faculties in Oxford that there are today.