12 The Linguist Vol/60 No/1 2021
thelinguist.uberflip.com
CIOL AWARDS
developing their French in this way. They have often
never come into contact with anyone from France, while
French TV channels are a luxury that few can afford.
To improve their outlook, I plan to implement a
spelling programme with spelling tests (not currently part
of the curriculum), carry out dictations, go through
grammar and vocabulary with French as a Foreign
Language activities, and mark pupils' written French
(something overstretched staff have been unable to do).
The smaller class sizes enabled by the new classrooms,
and additional teaching time from volunteers, will free
up teachers' time so they are also able to do this work.
The dream is to have enough books to give children
reading homework, like I had growing up in the UK.
However, the immediate priority is providing the bare
minimum. With a £200 crowdfunding donation, I put
together a school kit for the 55 pupils in my class,
including items such as a pencil case, protractor, set
square, ruler, rubber, pens and crayons. With the rest
of the money we bought textbooks for students who
didn't have them. Since pupils who do not have the
required school materials are often sent home, I hope
to do this every year so that all the local children can
access education.
With money collected through fundraising, support
from Assemblessan-Assemblessan and the CIOL Nick
Bowen Award, we are also converting one of the
storerooms into a library, giving children access to written
French for the first time. The goal is to create a space
where pupils can read and be introduced to languages,
books and DVDs. This will undoubtedly improve their
spelling and understanding of French, and support their
education in all subject areas, with access to fiction and
non-fiction books, encyclopaedias and dictionaries.
We hope to run a weekly 'open library' session
where pupils can come to read, ask questions and
practise their language. To support the children fully, I
am studying Ewe and I am committed to improving my
skills in the language. The teachers use Ewe to
communicate with parents and pupils when necessary,
and although I will continue to use French as the main
language of instruction, I will also use Ewe when
comprehension is impaired.
A school is at the centre of a community and the
involvement of parents is fundamental. It is important
that our work benefits the whole school community, and
when pandemic restrictions are lifted we hope to
organise regular film evenings using a donated laptop,
the charity's projector and the electricity supply installed
thanks to the generosity of others. This means the whole
village will soon to be able to come and watch films in
French, German and English for the first time.
I hope that once the pandemic is over more language
students and professionals will seize the life-changing
opportunity to use their language skills for the greater
good. I think this is the reason that a lot of us choose to
pursue languages. I will never be able to give sufficient
thanks to the incredible teachers, inspirational children,
and resilient and welcoming community. Although I find
teaching in the sweltering heat a lot more demanding
than translating in my air-conditioned home office, I
come home every week with a smile on my face and
renewed motivation. Akpe kaka! Merci beaucoup!
Thanks a lot!
If you are interested in working with local communities
in Togo, contact assemblessanassemblessan@gmail.com
or visit cutt.ly/Davie-Tekpo to donate to the project.
READY TO LEARN
Pupils pose for the
camera (main image);
and (above) Lucy with
her students before
class sizes at the
school were halved
