https://hdl.handle.net/10481/49101 Fri, 17 Apr 2026 15:58:55 GMT 2026-04-17T15:58:55Z https://hdl.handle.net/10481/100846 Paisajes de una tierra llamada lengua y de un sueño llamado España. Cruce de miradas entre Michel del Castillo y Adelaida Blázquez Montes Villar, María Luisa Los escritores de la Generación del 98 fueron desposeídos de la idea de una España poderosa y saneada basada en las conquistas imperiales. Algunos de ellos, como Miguel de Unamuno, fueron desterrados, otros tuvieron que exiliarse, buena parte, padeció el exilio interior. Algo más de 40 años más tarde, la destitución por la fuerza del Gobierno democráticamente elegido que proclamase la II República española el 14 de abril de 1931 y el desencadenamiento en 1936 de la Guerra civil, produjo otro éxodo. Algunos de los hijos de los exiliados republicanos de la guerra civil, se convirtieron en escritores en lengua francesa. Al evocar su patria y tratar de entender su identidad hispánica, aflora en sus textos un sentimiento de dolor y frustración que ya hubiesen experimentado los noventayochistas. El paisaje castellano se convierte, tanto para unos como para los otros, en el reflejo de las contradicciones provocadas por el sentimiento de privación de patria.; The writers of the Generation of '98 were stripped of the idea of a powerful and prosperous Spain built on imperial conquests. Some, like Miguel de Unamuno, were exiled, others were forced into exile abroad, and many endured an inner exile. A little over 40 years later, the violent overthrow of the democratically elected government that had proclaimed the Second Spanish Republic on April 14, 1931, and the outbreak of the Civil War in 1936, triggered another exodus. Some of the children of Republican exiles from the Civil War went on to become writers in the French language. In their texts, as they evoke their homeland and seek to understand their Hispanic identity, a sense of pain and frustration emerges—echoing the emotions experienced by the Generation of '98. The Castilian landscape becomes, for both groups, a reflection of the contradictions provoked by the feeling of being deprived of a homeland. https://hdl.handle.net/10481/100846 https://hdl.handle.net/10481/100841 Adelaida Blázquez, une écriture de l’entre-deux Montes Villar, María Luisa En este artículo se traza un recorrido tanto vital como literario de la escritora de origen español exiliada en Francia, Adélaïde Blasquez (1931-2020). El análisis se centra en el exilio no solo como una experiencia fundacional e iniciática, sino también como un elemento transformador que marcó profundamente su trayectoria personal y creativa. A través del estudio de sus textos y su contexto biográfico, se examina cómo el desplazamiento forzado influyó en su producción literaria, configurando una voz que explora las tensiones entre memoria, identidad y pertenencia.; This article traces both the personal and literary journey of the Spanish-born writer exiled in France, Adélaïde Blasquez (1931-2020). The analysis focuses on exile not only as a foundational and initiatory experience but also as a transformative element that profoundly shaped her personal and creative trajectory. Through the study of her texts and biographical context, it examines how forced displacement influenced her literary production, shaping a voice that explores the tensions between memory, identity, and belonging. https://hdl.handle.net/10481/100841 https://hdl.handle.net/10481/100691 L’écriture inclusive ou comment `dans la jungle de la solitude, un beau geste d’éventail peut faire croire à un paradis Montes Villar, María Luisa En 2014, Éliane Viennot publia un essai intitulé Non, le masculin ne l’emporte pas sur le féminin ! Petite histoire des résistances de la langue française (Éditions Ixe), où l’historienne de la langue française démontrait que l’ établissement de plusieurs règles gramaticales en vigueur visant la masculinisation n’ obéissait pas à des mobiles linguistiques ou scientifiques mais plutôt politiques. La question linguistique, nous rappelle-t-elle, fait écho à la question politique. Au-delà d’un beau geste d’ éventail au milieu de la jungle, l’ écriture inclusive a rouvert un débat fondamental qui interpelle directement les Études françaises : celui de l’ égalité entre les genres, de leur représentativité et de leur visibilité dans la langue. À l’occasion des derniers évènements survenus en France et des nombreuses publications portant sur l’écriture inclusive, cette communication parcourt certains des dispositifs linguistiques qui ont entravé l’ existence des femmes dans la langue française et interroge les conséquences que ces défis sociolinguistiques peuvent entraîner sur notre positionnement universitaire et notre activité académique.; In 2014, Éliane Viennot published an essay entitled Non, le masculin ne l’emporte pas sur le féminin ! Petite histoire des résistances de la langue française (Éditions Ixe). In this work, the historian of the French language argues that many established grammatical rules favoring masculinization were not driven by linguistic or scientific considerations but rather by political motives. Her research highlights the deep connection between linguistic and political issues. Far from being a mere symbolic gesture, inclusive writing has reignited a fundamental debate that directly concerns French Studies: the question of gender equality, representation, and visibility in language. In light of recent events in France and the growing body of literature on inclusive writing, this paper examines some of the linguistic mechanisms that have historically erased women’s presence in the French language. Finally, it reflects on the broader sociolinguistic challenges these issues pose and their potential impact on academic positioning and scholarly activity. https://hdl.handle.net/10481/100691 https://hdl.handle.net/10481/89971 Experiences to keep university students engaged and avoid student drop-out: some best practice examples for French studies. Ruyffelaert, Ariane The final report of 2016 for the renewal of the accreditation [1] of the “Bachelor’s Degree in French Studies” of the University of Granada (UGR), prepared by the Direction of Evaluation and Accreditation of the Andalusian Knowledge Agency (DEVA-AAC) mentioned a number of problems that afflict the Degree. In this context, the graduation rate, the initial drop-out rate and the cumulative drop-out rate were highlighted. The teaching team of the Department of French Philology is very aware that such rates are unacceptable, since the first rate is below the average of all studies at the UGR, even below similar studies (Art and Humanities). Since several academic years, this team has been working on improvement actions aimed at remedying this situation, analyzing the causes of this abandonment, and proposing a series of specific actions. We understand, however, that there is no magic wand, that such a problem is due to a multitude of factors, and that in some cases the scope for action is limited as it affects variables that are beyond direct control (orientation in secondary education, organization of teaching, absence of level tests in accessing university, number of students,...). On the other hand, we understand that we have a real responsibility in one of the parameters that decisively influence the success, drop-out, efficiency and performance rates of our students, such as the impact on the learning culture with which they approach their studies at university, their attitudes and their involvement in learning. It is clear that intervention in these factors involves slow work, as is any change in cultural patterns and behaviors. And it cannot therefore be pretended that the actions we have undertaken provide an immediate solution, but rather mark a path that will lead, with the efforts of all the sectors involved (teachers, students, university administration, quality unit), towards a progressive reduction of such drop-out rates, and the improvement of the rest of the indicators to which we have alluded (success, efficiency, performance). The Quality Improvement Plan, approved in 2016, and put into action since the academic year 2016- 2017, includes a series of sections and several actions in order to avoid abandonment and improving student engagement. Finally, we would like to point out that the implementation of these actions has led to an improvement in some of the rates indicated above, which encourages us to maintain them, strengthen them and personalize them. We can indeed see that, in the last years, the rate of initial abandonment and accumulated abandonment have improved significantly, although the graduation rate (completion of studies in the planned years) needs a follow-up. https://hdl.handle.net/10481/89971 https://hdl.handle.net/10481/89970 French foreign language skills’ assessment in Spanish pre-service teachers. Ruyffelaert, Ariane The acquisition of foreign language (FL) skills by European citizens is essential, and the adequate training of FL teachers (FLT) emerges as a key factor for this objective. In this regard, having an excellent command of the target language is indeed one of the most important characteristics of outstanding FLT teachers, and teachers’ language proficiency has a direct impact on what takes place in the classroom. However, despite the recommendations described in the “European profile for language teacher education: a frame of reference”, explicit attention to language improvement is still lacking in most teacher training programs. Recent studies have demonstrated the importance of assessing the language skills of FLT. Some studies reported their concerns about the writing proficiency, in the target language, of pre-service FLT (P-FLT) and concluded that the acquisition of a near-native level in the target language by non-native P-FLT is a real challenge and it plays a key role in their professional development. This study aimed at assessing the language proficiency of French as a FL (FFL) of Spanish P-FLT enrolled in a Postgraduate Teacher Education Program. FFL level was assessed with a self-assessment test and ©DIALANG. Furthermore, their writing skills were quantitatively evaluated. Self-assessment of the FFL level (according to the CEFR) performed by each student ranged from B1 to C2. The analyses of ©DIALANG showed that 11.1% acquired a C1 level and 68.9% a B2 level. Moreover, writing skills analysis revealed a high occurrence of different kind of errors, mostly spelling errors (37%). These results demonstrated that the participants still encounter problems with the acquisition of a proficient user level (C1-C2), and specifically with writing skills. These findings should be of concern since these FFL skills gaps can affect the quality of their professional performance. More importantly, these results suggest that quality controls, to assess the progressive acquisition of FL level during university studies, are needed to ensure that FL professionals were able to acquire the aimed FL competences at the end of their studies. Finally, more research is still needed to determine these important aspects in other FL university programs. https://hdl.handle.net/10481/89970