Géraldine Enjelvin

Career

Career

• 1992 - 2014: full time Senior Lecturer in French; Admissions Tutor, Course Leader & Dissertation supervisor (Joint Honours Programme), the University of Northampton
• 2011 - 2014: Admissions Tutor & Course Team Leader (Diploma in Public Service Interpreting- DPSI),the University of Northampton
• 2010 - 2012: PGCE tutor (training PGCE students how to teach KS2 French & KS1 Spanish),the University of Northampton
• 1991 - 1992: part-time tutor in French (University-Wide Language Scheme), Nottingham Trent University
• 1989 - 1990: full time secondary school teacher in French, Haybridge High School, Hagley, Worcestershire

Education

Education

• 2014: TEFL Certificate
• 1997: MPhil in European Studies, Loughborough University;

Title of thesis:Identity Card and Identities ‘à la carte’ in France- the Case of the Harkis’ Integration

• 1992: MA in French Studies, Nottingham University;

Title of thesis:The Harkis

• 1989: PGCE (French as a foreign language), Keele University
• 1988: M ès L in English & Literature Studies,Université Lyon 2, France

Title of thesis:Gilbert Pinfold: from Ordeal to Order

• 1987: L ès L in English & Literature Studies,Université Lyon 2, France

Research and external activity

Publications, conference papers and workshops

• 2023: Our own special Ks: kamishibai and its joyful ‘kyoiku’ (educational) power in Languages For All programmes and community projects, University of York FORUM Magazine, Issue 51, 25-34.
• 2022. “Think language teaching outside the box? Think Japanese storytelling box!” - online talk and workshop with Megumi Bailey, Yumi Nixon, Natsuko Perera and Ulrike Wray-  World Kamishibai Forum, 16 July 2022.
• 2022. “A successful community project: storytelling with Kamishibai” - poster presentation with Yumi Nixon & Ulrike Wray- University of York: Learning and Teaching Conference, 18 March 2022.
• 2022. Article Let’s open a Japanese Story-Box: Kamishibai- part 2 (pp.9-14) published (with Yumi Nixon, Holly Williams and Ulrike Wray) in Indian News Magazine Puthalika-Patrika (January 2022)
• 2021. Article Let’s open a Japanese Story-Box: Kamishibai (pp.28-34) published (with Yumi Nixon, Holly Williams and Ulrike Wray) in Indian News Magazine Puthalika-Patrika (December 2021)
• 2021. Open lecture Let’s open a Japanese Story-Box: Kamishibai, delivered with Yumi Nixon, Holly Williams and Ulrike Wray (4 December 2021)
• 2021. Origami: A single piece of paper opens infinite horizons. Online workshop organised as part of the York Festival of Ideas.
• 2020. “Our own Special Ks: Kamishibai  紙芝居 and its “kyoiku” (educational) power” - conference paper with Megumi bailey and Holly Williams - University of York: Learning and Teaching Conference (Inclusive and Engaged Learning), 13 March 2020.
• 2019. Very special Ks: kamishibais, from “kokusaku” to “kyokan”, ie from war propaganda to sharing the same feelings, The World Financial Review
• 2019. UK Higher Education Institutions and students’ mental health: are personal tutors the weakest link in the inclusion chain?, in Transformative Higher Education – Access, Inclusion and Lifelong Learning, FACE (Forum for Access and Continuing Education), 231-249.
• 2019. An illustrated storybook and contemporary artwork as tools to celebrate the 50th anniversary of the arrival of Harkis in Dreux and to facilitate the emergence of a reconciliatory memory, Society for the Study of French History conference on "Legacies", the University of Leeds, 8th July 2019
• 2019. The wonderful world of kamishibai. Workshop organised as part of the York Festival of Ideas.
• 2018. Academics as personal tutors: the weakest links in the UK HEIs’ inclusion chain?- Face Conference: Transformative Higher Education- Access, Inclusion & Lifelong Learning (Worcester University, 5 July)
• 2018. Kamishibai: how the magical art of Japanese storytelling is being revived and promoting bilingualism (https://theconversation.com/kamishibai-how-the-magical-art-of-japanese-storytelling-is-being-revived-and-promoting-bilingualism-97041)
• 2018. Our journey from AA to LInC- InnoConf18: New Trends in Language Teaching and Learning at University (Liverpool University, 22 June)
• 2018. Un « outil Freinet » transversal venu du Japon : la tradition du kamishibaï a du bon, même en 2018 ! (https://theconversation.com/un-outil-freinet-transversal-venu-du-japon-la-tradition-du-kamishiba-a-du-bon-meme-en-2018-90287)
• 2018. Non pas « L’Art de perdre », mais l’art pour ne pas perdre la mémoire harkie (https://theconversation.com/non-pas-lart-de-perdre-mais-lart-pour-ne-pas-perdre-la-memoire-harkie-89602)
• 2017. Œuvres d’artsurles campus universitaires : des choix… suicidaires ? (https://theconversation.com/uvres-dart-sur-les-campus-universitaires-des-choix-suicidaires-76441)
• 2017. Quand l’écriture mémorielle seheurte à un mur (https://theconversation.com/quand-lecriture-memorielle-se-heurte-a-un-mur-75885)
• 2016. Le choix de l'ogre et Harki-ikraH : actes et outils de filiation ascendante et descendante ? The French Studies Bulletin (Oxford University Press) 37 (141); 83-88. http://fsb.oxfordjournals.org/content/37/141/83.full.pdf
  This paper focuses on the works of a Harki’s son, Michel Talata: his children’s illustrated storybook, somewhat akin to a philosophical tale, and his contemporary artwork exhibition entitled Harki-ikraH. It explores how, due to the father's silence, the absence of inter-generational communication prompts the production of a textual and pictorial narrative of filiation.
• 2016. France and the Harkis’ memory: the “harkaeology” of a culture of victimhood? - 57th conference of the Society of French Studies- 27-29th June 2016. Glasgow.
• 2014. Harki Daughters’ ‘Righting’ Narratives: Resistance Identity and Littérature Naturelle? in A Practical Guide to French Harki Literature, Keith Moser (Ed), Lexington Books- Rowman & Littlefield, 83-99. https://rowman.com/ISBN/9780739190098
• 2012. France and the Memories of ‘Others’: The Case of the Harkis. History & Memory, 24(1), 152-177.
• 2008. A Harki's Daughter's Offline and Online ‘parole cicatrisante’ (Healing Narrative). Australian Journal of French Studies, XLV(2), 136-149.
• 2006. The Harki Identity: a Product of Marginalisation and Resistance to Symbolic Violence? National Identities, 8(2), 113-127.
• 2004. Entrée des Harkis dans l'Histoire de France ? (Is the Harkis’ History Included in the History of France?), French Cultural Studies,15(1), 61-75.
• 2004, Harkis, in USA's Encyclopedia of Genocide and Crimes Against Humanity, Dinah L. Shelton (Ed), MacMillan Reference, 432
• 2003. Carte d'identité française mais identité harkie à la carte? (Holding a French Identity Card but Selecting their Harki Identity ‘à la carte’?), Modern and Contemporary France, 11(2), 161-173.
• 2002. The Harkis, a Dissenting Voice from Below: from Ordeal to Order? The French Studies Bulletin, 23(82), 16-19.
• 2000. Les Harkis: à jamaisperdantsdans la bataille de la mémoire? (The Harkis: Forever Losing the Battle of Memory?) International Journal of Francophone Studies, 3(1), 25-32.

Book publication

• 2008 - Savoir Faire Plus - Le Français à l’Université, Routledge (French textbook with online exercises); http://www.routledge.com/books/details/9780415444750/

Teaching/Learning papers published in journals and/or presented at conferences

• 2018 - Un « outil Freinet » transversal venu du Japon : la tradition du kamishibaï a du bon, même en 2018 ! (https://theconversation.com/un-outil-freinet-transversal-venu-du-japon-la-tradition-du-kamishiba-a-du-bon-meme-en-2018-90287)

• 2016 - Atelier de révision GCSE : chantons et contons l’environnement- Uptown Funk et kamishibaïs -Francophonie- http://www.all-languages.org.uk/language-zones/atelier-de-revision-gcse-chantons-et-contons-lenvironnement-uptown-funk-et-kamishibais/

• 2009 - Teaching French to a non-sighted undergraduate: enhancing everyone’s learning, Enhancing the Learner Experience in Higher Education, 1(1), 56-69. http://journals.northampton.ac.uk/index.php/elehe/article/download/8/8

• 2009 - Teaching French to a non‐sighted undergraduate: adjusting practices to deliver inclusive education, Journal of Further and Higher Education, 33(3), 265-279. http://eric.ed.gov/?id=EJ857575

• 2009-  Teaching French to a Non-Sighted Undergraduate: a transition from VIP (Visually-Impaired Person) to… VIP (Very Independent Person), The University of Northampton - Learning and Teaching internal Conference

• 2008 - Reusable Learning Objects (RLOs) and contribution-oriented pedagogy: it's all about sharing!, The University of Northampton - Learning and Teaching internal Conference.

• 2007 - Eh bien, slamez maintenant !,  Le français dans le monde, 352, 92-93.

• 2006 - Homosexualité, mariages homosexuels et homoparentalité en France - Ressources en ligne comme supports pédagogiques en classe de FLE, ALSIC - Apprentissage des langues et systèmes d'information et de communication, 9, 277-284. http://alsic.revues.org/308

• 2005 - Investigating VAT (value‐adding technologies) and e‐ffectiveness in a French department, Journal of Further and Higher Education, 29(2), 155-167. http://eric.ed.gov/?id=EJ691288

• 2004 - Let's ask the students for a change. Investigating student learning approaches to, and perceived gains from VLE-novation, The University of Northampton Working Papers Series, 1(1).

• 2003 - Investigating VLE-ffectiveness in Languages, Computer Assisted Language Learning, 16(5), 469-490. http://www.tandfonline.com/doi/abs/10.1076/call.16.5.469.29487#.U72uuZRdWvk

• 2003 - Chansons et Internet comme supports pédagogiques en classe de FLE pour l'étude du thème de la population (d'origine) immigrée en France, Francophonie, Revue académique pour les professeurs de FLE, 28, 17-20.

• 2002 - An 'e-novative' approach to language learning and teaching at the University of Northampton, Manchester Conference Centre, CILT/LLAS conference- Setting the agenda: Languages, Linguistics, and Area Studies in Higher Education

• 2002 - VLEs and ICT: the answer to your questions or mine? Paris- Université de Technologie de Compiègne, From tool to content or from content to tool in foreign language teaching and learning: which pedagogical rationale to adopt?; UNTELE (Usages des Nouvelles Technologies dans l'Enseignement des Langues Etrangères) international conference.

• 2002 - Le sida en France : état des lieux- Chanson et Internet comme supports pédagogiques en classe de FLE, ALSIC- Apprentissage des langues et systèmes d'information et de communication, 5(1), 99-102. http://alsic.revues.org/2046

• 2002 - Si tu t'imagines, de Juliette Gréco : une activité en ligne qui vous chante ?, Francophonie, Revue académique pour les professeurs de FLE, 19-21.

• 2001 - Activités en ligne sur 'Pénélope' de Brassens : ça vous chante ?, Le français dans le monde, 313, 29.

• 2001 - Françaises d'alors et d'aujourd'hui : des femmes libérées ? , ALSIC - Apprentissage des langues et systèmes d'information et de communication, 4(1), 85-90. http://alsic.revues.org/1896

• 2001 - Invitation à dé-lire les délires langagiers des publicités, Francophonie, Revue académique pour les professeurs de FLE, 24, 18-23.

• 2001 - Dé-lire des publicités en français, Le français dans le monde, 317, 49-50.

• 2000 - Activités en ligne sur 'Le France' de Michel Sardou : une activité en ligne qui vous chante ?, ALSIC - Apprentissage des langues et systèmes d'information et de communication, 3(2), 283-288. http://alsic.revues.org/1882