This talk (delivered by Andreas G., U6) was not only a window into the typical work ethic of an academic-minded U6th student of French but also an opportunity to learn how much reading an Oxbridge candidate is willing to undertake on the subject of his choice.
Andreas’ talk “Devrait-on réformer la langue française?” centered around the reforms of the French language in 1740 and 1990 and what they essentially aimed to achieve: a simplification of the French language.
Andreas started by talking about the evolution of the French language as we know it today, going back to Roman times. Andreas illustrated the actual change with the example of a single sentence, showing how it changed from Latin to Ancient French, and then from Classic French to Modern French. To visualize how Ancient French looked, it would be best to compare it with the complexity of Beowulf – you really need to consult grammar tables to convert it into modern English in order to understand it.
Andreas then focused on three aspects of the language: spelling, grammar and inclusive writing. It was equally fascinating to see how one word, for example, goutière – gutter – has undergone thirteen changes since the 12th century, and two or three versions of it were in parallel circulation between the 16th and 19th centuries. Andreas then illustrated the difference between the language of Molière and Modern French. Reading Molière in his original language would pose as many problems to the general public as reading Shakespeare! Andreas then went on to say that, given it derives from Latin, French grammar still carries its vestiges. Essentially, French grammar rules are complicated, and agreement with past participles leads to errors students wish they did not make.
Andreas then discussed the déjà vu inclusive writing, like the feminine form for certain jobs. He felt that more work remained to be done: to refer to a group of men and women, the masculine form ils is used, even if the majority in the group are women. Andreas observed that the Académie Française is reluctant to make swift changes for fear of losing sight of the language. For sheer amusement, Andreas then listed the jobs its academics used to have and argued that no one had any connection to linguistics.
His final point of discussion concerned those who have the right to reform the French language. It was interesting to know that besides the Académie Française, the delegation representing the French language and other languages in France as well as francophones also have a voice in this matter.
Andreas spoke in French for a total of 40 minutes, including a Q&A session. He shared insights into his Cambridge interview and talked about his reading of two tragedies by Racine and a comedy by Molière – all in French – to better prepare himself for the interview. The talk attracted almost every Sixth Form French linguist who appreciated the depth of discourse.
Ms V Kotsuba
