Exploring Foreign Literatures: A Personal Journey

During my high school years, the study of foreign literatures was a captivating and diverse experience. Secondary school offers the study of classics from various countries, such as American, Russian, French, and Spanish. While in high school, we delved deep into works like Merchant of Venice, The Canterbury Tales, The Legend of Sleepy Hollow, and Antigone. The books we used were authored by American Carolyn Fosdick and Filipino writer Trinidad Tarrosa Subido, published by McMillan Publishing Company in New York in 1954. These works not only enriched our understanding of the cultural and historical context but also honed our critical thinking and analytical skills.

As I progressed to college, the academic demands became more rigorous. College required a thorough paper on an author and their works, along with a detailed background of the country, the time period, cultural context, and even criticism. For instance, if you were to write a paper on playwright Henrik Ibsen, you would need to discuss his life, the societal issues he addressed in his plays, and how they reflect the cultural and political climate of 19th-century Norway. The same applied to other notable authors such as Miguel de Cervantes, Alexander Pushkin, Victor Hugo, and Leo Tolstoy. Studying these authors not only deepened our understanding of their works but also enhanced our appreciation for the rich tapestry of world literature.

Now, as I reflect on my educational journey, the joy of learning foreign literatures persistently resonates. The classics from different countries not only offered a window into different cultures but also challenged me to think critically about universal themes such as love, justice, freedom, and human nature. Each literature class was like an adventure into a different world, bringing to life the struggles, triumphs, and deep-seated values of people from diverse backgrounds.

Post-school life, I have had the opportunity to explore foreign literatures in a different context. While studying German in high school, I faced significant challenges; my grades were mediocre, and I felt that despite spending a year in the language, I had not made significant progress. This experience was echoed in my personal journey with Danish, where I spent two and a half years in Denmark. Contrary to my expectations, I found that living in the country and being immersed in the language provided a much more effective way to learn. Within just three months of living there, I was speaking basic Danish, and by the five-month mark, I was functioning well in the language. Within seven months, I was fluent, and this was without any formal schooling or language classes.

My experience in Denmark transformed my approach to language learning. One of the most significant outcomes was my ability to translate Danish literature into English. This translation work not only validated my language skills but also provided me with the opportunity to work with academic texts. Two college-level books on Scandinavian literature, which I used during my translation work, are still in use today, more than three decades later. This testimony speaks to the lasting impact of language immersion on my academic and professional life.

In conclusion, the study of foreign literatures, whether in high school or college, has been formative in my life. It has not only broadened my horizons but also equipped me with skills that are invaluable in today's globalized world. Whether it was reading classic works or translating Danish literature, my journey with foreign literatures has been a rewarding and transformative experience. Living in Denmark further reinforced the idea that language acquisition is most effective when immersed in a real-world context, something that traditional classroom settings often struggle to replicate.