Fall in love Roman-style by playing boardgames

Source: The Conversation – UK – By Tim Penn, Lecturer in Roman and Late Antique Material Culture, University of Reading

For ancient Romans, many of the gestures now associated with Valentine’s Day would be unfamiliar, if not completely puzzling. Love and desire were not confined to a single day, nor expressed through standardised tokens of romance. There were no cards written (or forgotten), flowers purchased (at inflated prices) or eateries teaming with lovers. Instead, intimacy was negotiated through daily social encounters, leisure activities and moments of shared experience.

Ancient evidence – texts, art, and material remains – show that games were everywhere in the Roman world. We’ve been studying ancient boardgames together since 2018 and our work has found that games brought ancient people together in many different situations, including ones that encouraged closeness, flirtatious competition and prolonged interaction. Often these games, played with simple equipment, could be deeply meaningful and memorable for those who played together.

Roman games included games of strategy played without dice, such as ludus latrunculorum (“the game of the little soldiers”). They also played games which mixed skill and chance by using dice (even though playing dice games was often prohibited by law, like ludus duodecim scriptorum (“the game of 12 lines”), an ancestor of modern backgammon.

There are lessons to be learnt from ancient approaches to these love games. Today, people who are dating report dissatisfying or even dangerous gaps between romantic expectations and reality, as apps and screens compress intimacy into emojis or fleeting swipes.

The 1st-century Roman poet, Ovid, explains the importance of play for attracting and keeping a lover in his poetic manual, The Art of Love. One of his top tips is to play boardgames, and, importantly, to play to lose.

Ovid tells men: “If she is gaming and throwing the ivory dice with her hand, throw amiss and move your throws amiss”. In other words, try and play badly, so that the girl you are trying to charm wins.

Ovid also suggests that a woman in search of a lover should learn how to play, and “should know the throws of the dice, and your powers, O flung counter”, as knowledge of gaming with dice and counters was a key skill for hopeful lovers.

Playing for love, according to Ovid, is never purely about winning: it is about connection, attention, and spending time together.

You can see the ways that people in the ancient world used games to flirt in images too. A bronze mirror from Praenestine (modern Palestrina), an Italian town outside Rome and probably dating to the 2nd or 3rd century BC, shows a young couple sitting close together and wearing rather limited clothing while playing a boardgame. This game is possibly a larger variant of a dice-based one known as pente grammai (five lines), in which players compete to position their pieces on the centre-most line.

To help us understand how much the game is bringing them together, there is a useful dialogue above their heads. She’s saying something like, “I shall beat you,” to which he replies flirtatiously, “I expect you will.” So, the game is less about winning than about what happens around it: the proximity, the banter, and the shared moment of play that brings the couple together.

Returning to the present day, boardgames offer a striking counterpoint to many of today’s expressions of intimacy. Unlike digital forms of interaction, boardgames require presence: players gather around a shared surface, negotiate rules, take turns, and respond to one another spontaneously.

Boardgames structure attention and time, encouraging sustained engagement rather than fleeting exchange, and create opportunities for conversation, competition, and collaboration. In doing so, they bring people together in a shared social experience – one that foregrounds presence, interaction, and mutual awareness.

As is often the case, experience brings the theory to life. For eight years we have been researching ancient boardgames, so in a different way boardgames brought us together. Somewhere along the line, we got married. Perhaps the Romans were on to something, after all.


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The Conversation

Tim Penn received funding for some of the underlying research in this article from the Society of Antiquaries of London.

He is the co-leader of Working Group 2 ‘Cultural Heritage of Games’ for COST ACTION CA2214: Computational Techniques for Tabletop Games Heritage.

Summer Courts is the Science Communications Coordinator for COST ACTION CA2214: Computational Techniques for Tabletop Games Heritage.

ref. Fall in love Roman-style by playing boardgames – https://theconversation.com/fall-in-love-roman-style-by-playing-boardgames-275506

Using books as discussion prompts can help children with language delay

Source: The Conversation – UK – By Judith Mary Hutchings, Professor of Clinical Psychology, Director Centre for Evidence Based Early Intervention, Bangor University

PeopleImages/Shutterstock

Since the pandemic, more children have been starting school without being “school-ready”.

In 2022-23, 33% of all children starting reception in England did not have the skills needed for success in school, rising to 45% of children receiving free school meals.

Language deficits are a significant part of a lack of school readiness. These include the failure both to understand and produce language, driven by a lack of vocabulary. These skills are important for regulating attention and behaviour. The inability to understand or express themselves makes engagement in school challenging for children.

Early childhood language difficulties have a long term impact. Children with identified vocabulary difficulties at age five are three times more likely to have mental health problems in adulthood, and are twice as likely to be unemployed.

What’s more, 81% of children with behavioural problems have language difficulties, and 60% of young offenders have low language skills. Language skill deficits are a major public health concern.

One evidence-based way to improve young children’s language development is through dialogic book sharing. This means that while looking at a book with an adult, children are prompted to speak by being asked questions.

These could be about, for example, what they can see, what they think might happen, how they think people in the pictures are feeling and whether they have had that experience themselves. Adults provide enthusiastic feedback to the child, praising them, as well as repeating what they say and expanding on it.

Using dialogic book sharing, adults become active listeners and encourage children to assume a progressively more active role in storytelling. Adults follow the child’s lead, encouraging them to actively participate in conversations and increasing both the number and complexity of questions asked.

Dialogic book sharing programmes for parents of younger children have shown that giving them the skills to support their children can increase children’s language skills.

Looking at books with adults can give children more frequent exposure to a wider vocabulary of words. Child-directed speech quality – the amount and quality of speech directed at children by their parents or carers – is a strong predictor of children’s vocabulary and language development.

Father and daughter looking at book
Sharing books helps build vocabulary.
PeopleImages/Shutterstock

My research with colleagues adds to this evidence. In one study, parents took part in dialogic book sharing sessions in small groups with their children at school.

It resulted in significant increases in observed positive parenting, such as using praise and encouragement, and child expressive language skills. Parents also reported significantly higher rates of child prosocial behaviour (behaviour that enables children to get on with others) and social and emotional ability – their ability to regulate their emotions and get on with others.

Another study trained school-based teaching assistants to deliver the programme to targeted children in school. The teaching assistants reported positively on the training, and results showed an improvement in the children’s reading skills.

Starting conversations

Most recently, my colleagues and I assessed the effectiveness of a dialogic reading programme, “Books Together”, that we developed based on existing research and pre-existing dialogic book sharing resources, as well as our own research.

The programme is intended to promote children’s school readiness by enhancing their language competence. The programme was delivered online across North Wales to 44 parents of three- to five-year-olds. The parents were identified by schools as having children who would benefit from some support for their language skills.

The underpinning principle is that parents use books to promote conversations with children in which they follow children’s interests. They start with asking children what they see in the pictures and then moving to questions such as: “how do you think that character might be feeling?” “Have you ever felt like that? “What do you think might happen next?”

The results showed increases in children’s school readiness, as well as improvements in their prosocial behaviour and their social and emotional abilities, We also found that the programme had benefits for parents. We found an increase in parents’ wellbeing and in their ability to to understand and predict their children’s needs and respond sensitively. All reported continuing to share books with their children.

It is possible to use any books for dialogic book sharing with young children, but they must not be treated as a story to be read, rather as a prompt to create discussion.

Evidence from these three trials showed benefits to children from supporting both parents and school based support staff to engage in book sharing with children. It’s a proven way to help the growing number of children arriving at school without essential language skills – and who are at risk of exclusion and poor long term outcomes.

The Conversation

Judith Mary Hutchings does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. Using books as discussion prompts can help children with language delay – https://theconversation.com/using-books-as-discussion-prompts-can-help-children-with-language-delay-255999

Broken legs, skier’s thumb and ‘sled head’: just some of the injuries risked by Winter Olympians

Source: The Conversation – UK – By Adam Taylor, Professor of Anatomy, Lancaster University

The sports featured at the Winter Olympics defy gravity and physics. Many competitors move at breakneck speeds down steep, snowy inclines or careen across icy surfaces in a bid to set world records and earn their place on the podium.

But as exciting as these events are for spectators, they also place competitors at serious risk of injury. This is something we have been reminded of after US alpine ski racer Lindsey Vonn fractured her leg during a horror crash just seconds into her downhill run in the Milan Cortina games.

Of course, this isn’t the first time a Winter Olympian has suffered injury at the Games. Four athletes have died during Winter Olympic events or in preparation for them – most recently, Georgian luge athlete Nodar Kumaritashvili, who died after colliding with a wall during a training run at the 2010 Winter Olympics in Vancouver, Canada.

But of the 15 sports disciplines featured at this year’s Winter Olympics, a few stand out in terms of their riskiness to competitors:

Skiing and snowboarding

Of the snow-based events, skiing and snowboarding appear to be the most risky.

In alpine (downhill) skiing, there’s a 75% risk of professional athletes suffering at least one injury per season. And the majority of these are trauma injuries from a fall or collision. Male alpine skiers are at greater risk of overall injury and upper-body injuries, while women are a greater risk of knee injuries.

Video analysis of alpine skiing injuries shows that almost all occur when the skier is turning or landing from a jump. When you consider Olympic athletes are on the edge of doing what is possible, this is hardly surprising.

Turning and landing also put the knees into a particularly vulnerable position. The forces placed on them can be the equivalent of bearing up to three times a skier’s bodyweight.

This is one of the reasons why knee ligament injuries are common in skiing. Male skiers are at greater risk of medial collateral ligament injuries – a ligament that plays a key role in stabilising the knee. The same study showed that female skiers are almost three times more likely to suffer an anterior cruciate ligament (ACL) injury. This ligament plays a key role in standing and bending the knee.

If you were to look at 100 skiers in a single season, around eight female skiers will experience a severe ACL injury. Vonn had ruptured her ACL just days before competing in these Winter Olympics, illustrating just how harsh the sport can be.

Finger, hand and wrist injuries are common too. These typically happen during falls – either from crashing into an object or while trying to break a fall. Falling with a ski-pole in hand can cause a specific injury known as “skier’s thumb”. This causes damage to the ligament that helps stabilise the thumb.

While finger injuries are an inconvenience, they certainly don’t mean that athletes can’t continue to compete. The Italian skier Sofia Goggia proved this in 2022 when she broke multiple fingers during an event, had surgery overnight, then returned to the slopes the next day.




Read more:
Three common injuries skiers should watch out for this season


Snowboarding also accounts for a large number of injuries – including from falling on outstretched arms, as well as spinal and head injuries. As snowboarding events become more extreme, with athletes performing death-defying tricks and pushing the boundaries of what is possible, this could result in even more injuries per season.

Sledding

Of all the risky winter events performed on ice, bobsleigh, luge and skeleton all rank near the top in terms of injury risk.

“Sled head” is the aptly named condition used to describe the catalogue of symptoms affecting athletes competing in these sports. These include headaches, dizziness and brain fog arising from the multiple small impacts the head receives as athletes rattle down a track.

Approximately 13–15% of athletes in sledding sports also report experiencing concussion at a high-level competition such as the Olympics.

Due to the explosive start needed in sled events, particularly bobsleigh, muscle and tendon tears and ruptures can be common. This creates a problem for bobsledders because the event requires an explosive start, placing the legs’ large hamstring and quadriceps muscles under a lot of pressure. Similar injuries are also seen in sprinters.

Cross-country skiing

Cross-country skiing is far less extreme that its downhill counterparts, but still results in plenty of injuries.

The most common are repetitive strain and overuse injuries, such as shin splints, damaged knee ligaments and stress fractures in the feet. It’s estimated that for every 1,000 hours of cross-country skiing an athlete does, they will sustain an average of around four injuries.

Then there’s also the risk of frostbite, even on the most intimate parts of an athlete’s anatomy – as the Finn Remi Lindholm found out in Beijing in 2022.

Curling

When we think of extreme winter sports, we certainly don’t think of curling. Predictably, curlers suffer far fewer serious injuries than most other winter sport competitors.

But injuries from overuse are common. These are particularly caused by being in the “tuck” position used to deliver the curling stone, since the knee has to flex beyond 90 degrees.

Similar issues arise in the spine and the shoulder from the frantic sweeping of the ice – with team sweepers typically covering over 1km per match. Interestingly, men are more likely to get injured in curling than women, although the reason isn’t clear.

Physical injuries aren’t the only risk to athletes. Over 42% of athletes competing at the Winter Olympics report suffering from a respiratory illness. This can affect their balance, which may increase the risk of falls and sustaining injury.

So, as you watch the athletes doing their thing, it’s worth remembering they may be hiding all sorts of aches and pains – and may be one slip or fall from a season- or career-halting injury.

The Conversation

Adam Taylor does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. Broken legs, skier’s thumb and ‘sled head’: just some of the injuries risked by Winter Olympians – https://theconversation.com/broken-legs-skiers-thumb-and-sled-head-just-some-of-the-injuries-risked-by-winter-olympians-275166

The science behind the trend for showering in the dark before bed

Source: The Conversation – UK – By Timothy Hearn, Lecturer, University of Cambridge; Anglia Ruskin University

MAYA LAB/Shutterstock

The latest wellness trend and “sleep hack” involves switching off the bathroom light before stepping into the shower. In the dimness, the water feels louder, the day’s visual clutter fades and the hope is that sleep will come more easily. This practice, often called “dark showering”, has spread on social media, with people claiming that washing before bed in near darkness leads to deeper and faster sleep.

There is little research on dark showering as a standalone sleep technique. However, sleep science is clear about two key factors this ritual changes: light and heat. Both can nudge the body toward sleep or keep it alert.

Light is not only for seeing. Bright light in the evening signals to the brain’s internal body clock that it is still daytime. This delays the release of melatonin, a hormone that helps regulate sleep and is often described as the body’s “darkness signal”.

In a laboratory study of 116 adults, typical room lighting between dusk and bedtime reduced early night melatonin levels by about 70% compared with very dim light. Exposure to room light before bed also shortened the total duration of melatonin release by about 90 minutes. Participants reported feeling more alert.




Read more:
Light at night can disrupt circadian rhythms in children – are there long-term risks?


Bathrooms are often the brightest rooms in a home. Overhead lighting and illuminated mirrors are designed for precision tasks that are useful in the morning but less helpful late at night. Turning these lights off, or dimming them, removes a strong signal that it is still daytime.

One experiment exposed volunteers to standard bathroom lighting for just 30 minutes at bedtime. Melatonin levels dropped and self reported alertness increased, even though participants remained in the bathroom.

More recent research supports this. A 2025 crossover trial compared exposure before bed to cool white LED lighting with softer fluorescent lighting at the same brightness. The LED lighting delayed the time it took participants to fall asleep by about ten minutes and left them feeling less sleepy.

Another study of adolescents found that a burst of bright light in the early evening reduced melatonin levels three hours later and delayed the normal rise in sleepiness.

The same pattern appears in studies of screens. A controlled experiment comparing reading on a light emitting e-reader with reading a printed book found that the glowing device delayed the body clock, reduced melatonin and made it take longer to fall asleep.

A 2023 laboratory study that adjusted the “blue weighted” impact of screens, meaning the part of light most likely to affect the body clock, found that reducing this blue component lessened melatonin suppression and shortened the time needed to fall asleep.

If dark showering replaces time spent under bright bathroom lights or scrolling on a phone, it may help simply by reducing evening light exposure. The benefit will be smaller if the shower is followed by time under full lighting to dry hair, choose clothes for the next day and tidy up.

Darkness also works gradually. Melatonin does not switch on instantly when the lights go out, and a brief shower will not reset a body clock that has been running late for weeks.

Shower water may provide a second benefit. Research on passive body heating, which means warming the body without exercise, has shown that a warm shower or bath taken at the right time can help people fall asleep more quickly.

A 2019 meta analysis of 13 trials concluded that about ten minutes in warm water one to two hours before bedtime shortened the time it took to fall asleep by roughly nine minutes and improved sleep efficiency, the proportion of time in bed actually spent asleep. Warm water widens blood vessels in the hands and feet, helping core body temperature drop afterwards, a key signal for drowsiness.




Read more:
Want better sleep? Try a warm bath or shower 1-2 hours before bedtime, study suggests


Dark showering may also help prepare the nervous system for sleep. Low light reduces the brain’s alerting signals and makes it easier to shift from a state of vigilance, often called the “fight or flight” response, into a calmer “rest and digest” state.

One lab study asked volunteers to lie in a bath while sensors monitored their heartbeat. When the water was close to normal body temperature, about 37 to 38 degrees Celsius, the parasympathetic nervous system became more active. This is the part of the nervous system that slows the heart and supports relaxation. Heart rate slowed slightly and heart rate variability increased, a sign the body is adapting and settling.

A simpler experiment found a similar effect using only warm foot baths. Young women who soaked their feet in warm water for ten minutes showed an increase in vagal tone within 15 minutes.

Vagal tone refers to signals carried by the vagus nerve, which helps regulate heart rate, breathing and relaxation. Higher vagal tone is linked to steadier breathing, lower stress hormone levels and an easier transition into sleep.

Darkness supports the same process from another angle. Bright, blue rich LED lighting can raise heart rate and reduce vagal tone within minutes. A 2025 systematic review found that dimmer, warmer lighting allows heart rate variability to increase, signalling a calmer nervous system.




Read more:
LED face masks are popular on social media for glowing skin – but they could disrupt your sleep


Another factor is the sound of running water. A 2024 analysis found that natural sounds such as rainfall or flowing rivers can lower cortisol, a stress hormone, and stabilise heart rate more effectively than silence. Heat, darkness and soft background noise may therefore combine to signal that it is safe to relax.

There are important caveats. No large trial has directly compared dark showers with brightly lit showers while measuring objective sleep outcomes, so the idea is based on combining related findings rather than direct evidence.

People with mobility difficulties may need some light to reduce the risk of slips, and those who experience night-time anxiety may feel uneasy in complete darkness. As with most sleep advice, no single habit is a cure for chronic insomnia. Daytime light exposure, caffeine timing and stress management all play an important role.

The Conversation

Timothy Hearn does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. The science behind the trend for showering in the dark before bed – https://theconversation.com/the-science-behind-the-trend-for-showering-in-the-dark-before-bed-275592

Five reasons Trump’s plan for Ukrainian elections and a peace referendum will only prolong the war

Source: The Conversation – UK – By Stefan Wolff, Professor of International Security, University of Birmingham

In a surprise announcement on February 10, Ukraine’s president, Volodymyr Zelensky, said that his administration was preparing to hold presidential elections before the middle of May. Alongside these elections, he is reported to be planning to hold a referendum on a peace deal with Russia.

This is a dramatic shift in Zelensky’s stance: the president has long resisted elections under conditions of war, despite the fact his mandate ran out in 2024. One possible explanation for the turnaround is that US pressure on Ukraine is having some real effects. A few days ago, Zelensky indicated as much, saying that his US counterpart, Donald Trump, was pushing for a negotiated end to the war by June.

Trump’s timeline – probably with an eye towards the US mid-term elections, when the White House would like to present a Ukraine deal as another major foreign policy success – is one thing. The feasibility of elections and, even more so, a peace deal between Russia and Ukraine is quite another.

1. Organising a free and fair vote in wartime

The first problem is logistics. Who will be eligible to vote? Where and who could monitor the elections to ensure they are free and fair? Apart from the hundreds of thousands serving in the trenches defending Ukraine against Russia’s aggression, there are also 3.7 million internally displaced Ukrainians and almost 6 million refugees abroad – plus approximately 5 million Ukrainians currently living under Russian occupation.

There is also the uncertainty of a Russian ceasefire – needed to facilitate not only the conduct of the elections but the preceding election campaign – and the near certainty of large-scale Russian election interference.

We can expect something similar to what Moldova experienced during its presidential elections, European integration referendum in 2024 and parliamentary elections in 2025, when voters were flooded with disinformation. Moscow even recruited Orthodox priests to try to sway the electorate. Russia’s attempts to influence the outcomes of these votes were shown to have clear limitations. But this will not deter it from trying again, and harder, in Ukraine.

Given all this, the prospects of organising any vote – let alone one of such consequence for the country and its people – look worse than daunting.

2. There’s no realistic peace deal yet

A second problem is the feasibility of any peace deal between Russia and Ukraine. At present, it is hard to imagine the gaps between Russia and Ukraine can be bridged in a meaningful way that does not cross either side’s red lines – especially on territory and security guarantees.

Even if it were possible to find a form of words to which the Russian and Ukrainian presidents could both sign up, the approval of any such deal in a referendum in Ukraine looks remote. Likely to be held on the same day as the presidential elections, a referendum would face all the same logistical and eligibility pressures.

3. Ukrainians might say no to peace

It is not clear what would happen if a majority of Ukrainians rejected the settlement put to them in the referendum. Would this mean a return to negotiations, or to war? The latter is the more likely scenario.

A third option would be the continuation of a shaky ceasefire and the implementation of parts of any settlement beneficial to both sides, such as prisoner exchanges.

But as was the case with the ill-fated Minsk agreements of 2014 and 2015, a return to all-out war would remain firmly on the cards.

4. Europe must play a part

So far, Ukraine’s European partners have mostly been on the sidelines of the peace negotiations. They may not be a direct party to the war, but they clearly have a stake in the peace terms that might now be hammered out between Moscow, Kyiv and Washington. The mostly European coalition of the willing is expected to play a key role in the implementation of US-backed security guarantees, and to do the heavy lifting on Ukraine’s post-war reconstruction.

But after more than 12 months of hostility from Washington towards Brussels, there is little trust left in the dependability of US backing for Ukraine. The fourth problem, therefore, is that European acquiescence with a US-imposed peace deal cannot anymore be taken for granted either.

This does not necessarily mean a peace deal is impossible – but it will almost certainly be unless Europe has played a part in its negotiation.

The French president, Emmanuel Macron, recently dispatched his most senior diplomat, Emmanuel Bonne, to Moscow for talks in the Kremlin. And the country’s former permanent representative on the UN security council, Nicolas de Rivière, has been appointed as the new French ambassador to Moscow, signalling the importance that Paris assigns to direct contacts with Russia.

The EU, according to its foreign policy chief, Kaja Kallas, might also appoint a special representative for contacts with Moscow – after the bloc has agreed on the messages it wants to send.

However, despite the fact that Brussels holds some powerful cards – including frozen Russian assets and a wide range of sanctions – there is no indication for now that either Washington or Moscow are willing to grant Brussels a seat at the negotiating table.

5. Russia can’t be trusted

The final problem is whether Russia will accept even the best possible terms in a peace agreement, and then stick to it. The US push to seal a deal in the coming months suggests there is some confidence in the White House that a deal acceptable to the Kremlin can be forged, and that Ukraine and its allies can be coerced to go along with it.

There is a lot in what has transpired in recent days that will be to Russia’s liking: presidential elections in Ukraine; the US using its support for security guarantees as leverage to push Kyiv towards accepting more and more compromises; and the parallel US-Russia negotiations on an economic deal.

Russia’s president, Vladimir Putin, has got to this situation without making any concessions. He has played the US president perfectly so far, and there is no indication that he is done playing him. Trump is almost certain to continue to do Putin’s bidding – and to walk away as and when his grandiose plan unravels.

Is there a backup plan?

It is not clear what the backup plan is for Zelensky and his European allies. Given there is little to suggest the current US plan and timeline for a deal will lead to a happy ending, they need to come up with credible contingencies very quickly.

Offering logistically almost-impossible elections and a referendum with a highly uncertain outcome would be a smart way for the Ukrainian president and his European allies to buy themselves the time they need for a new strategy.

Putin may think he has successfully tricked Trump into doing his bidding. But on this occasion, Zelensky may have outsmarted them both – albeit at the price of the war against his country continuing.

The Conversation

Stefan Wolff is a past recipient of grant funding from the Natural Environment Research Council of the UK, the United States Institute of Peace, the Economic and Social Research Council of the UK, the British Academy, the NATO Science for Peace Programme, the EU Framework Programmes 6 and 7 and Horizon 2020, as well as the EU’s Jean Monnet Programme. He is a Trustee and Honorary Treasurer of the Political Studies Association of the UK and a Senior Research Fellow at the Foreign Policy Centre in London.

Tetyana Malyarenko receives funding from the Research Council of Norway (project WARPUT, 361835, implemented by Norwegian Institute of International Affairs).

ref. Five reasons Trump’s plan for Ukrainian elections and a peace referendum will only prolong the war – https://theconversation.com/five-reasons-trumps-plan-for-ukrainian-elections-and-a-peace-referendum-will-only-prolong-the-war-275698

I wrote a BBC drama about hope in a ‘left-behind’ town – but Britain changed faster than I could script it

Source: The Conversation – UK – By Steve Waters, Professor of scriptwriting and playwright, University of East Anglia

Graffiti seen by the author in Great Yarmouth. Steve Waters, CC BY-NC

The aspiration to write a “state-of-the-nation” drama is the great white whale of political writing. Take the work of legendary German playwright Bertolt Brecht. Exiled by Hitler to Scandinavia in 1933, he attempted to capture life in his homeland from anecdotes and verbatim accounts. The result, his state-of-the-nation play Fear and Misery of the Third Reich (1938) distilled a whole society into the pattern of gestures in a dictatorship.

I won’t place myself in Brecht’s company, but writing my six-part radio drama Good People for the BBC over the last year has felt like the headlong pursuit of a moving target.

My drama tells the tale of four young idealists who fall under the spell of a visionary thinker, Faith Abbott. They create a think-tank, Project Hope, to transform the fortunes of a left-behind town. I track my conflicted characters from the dog-days of the pandemic to an undisclosed near future where mainstream politics has collapsed and a populist revolt is unleashed.

Be careful what you pitch for. I devised the project during the brief honeymoon of Keir Starmer’s new government in summer 2024, as Democrat Kamala Harris seemed to reset the hopes of progressives world-wide and Trump reeled from assassination bids. By the time I got the greenlight, Trump was in, Kamala was history and Starmer’s government was floundering.

In a sense I had a head start, given populism was my theme and the east of England my setting. Even as Labour celebrated its “loveless landslide” in the east, Reform planted their few flags in sea-side towns like the one I took as my focus, Great Yarmouth – reinvented in the series as the fictive Branwich.

Yet even here, events outpaced my imagination. In July 2024 Yarmouth elected Rupert Lowe, a millionaire who’s since trolled the town from afar while picking fights with his former party leader Nigel Farage.

View of the sea with a ship in the distance
Looking out to sea at Great Yarmouth.
Steve Waters, CC BY-NC

Yet beyond the mayhem of the news cycle, Good People maps much slower moving currents of life in the towns lining up behind Reform more out of despair than conviction.

Here I took inspiration from George Eliot’s great novel of provincial life Middlemarch (1871), which mercilessly dissects the ideals of would-be reformer Will Ladislaw as he enters the muddy realm of politics. Eliot’s focus is the era of the Great Reform Act of 1832, decades earlier, and that time lapse enables her to parse the complex weave of power in a locality.

The poverty in places like Yarmouth is not veiled or shy, it is blatant. You simply have to wander from its end-of-the-line station towards the sea to witness desolate social housing and multi-occupancy dwellings – wards where deprivation is baked in.

But equally startling is the hope: the artists making work, the councillors fighting to secure the town’s future, the generous tenor of a community with little to lose. As graffiti I spotted on a sea-wall proclaims: “Tough times never last, but tough people do.”

An audit of power

So yes, the state of the nation here seems critical. Yet following the Brechtian model it’s not sufficient to show and tell, it’s also necessary to analyse. With over five hours to play with, I could offer listeners an audit of how power works in the nation formerly known as the United Kingdom.

My characters’ fates track that; jumping on the AI bandwagon, moving into politics, withdrawing into prepping. They travel through the guts of parliamentary democracy, to the ruins of local government, to find a welfare state severed from its compassionate origins. Taking inspiration from the writings and practice of social thinker Hilary Cottam, in her invaluable book Radical Help (2018), I found myself exploring just how broken our social contract is.

Aerial view of Great Yarmouth
In Good People, Great Yarmouth becomes the fictive Branwich.
Tetiana Zatsarynna/Unsplash

This results in some surprising conclusions for a self-described eco-playwright. If we set aside small boats and social media stoked paranoia, the fires burning under populism seem to be about a democratic deficit as anything else. The feeling of top-down governance as one imperative after another has become conflated with the potential sources of hope itself – the green transition towards a fossil-fuel free economy. It’s certainly hard to miss the phalanxes of offshore wind facing the seafront in Yarmouth, or to note inland the steady roll out of cabling snaking through farmland.

Yet as journalist and novelist James Meek has shown further north in Grimsby or Blyth, this net zero gold rush is experienced as expropriation rather than opportunity. The imported turbines are often installed by multinationals barely denting employment in the town; the ports in which they base their operations are no-go areas beyond the reach of democracy. The vehicles of rapid growth – data centres and freeports – claim land and resource but rarely touch the lives of locals.

My characters find themselves snarled up in these tragic juxtapositions. Yet for all this Good People is not bleak, it’s an attempt to locate hope in dark times. While each episode begins with the endgame, it spools back to explore what might have been.

I once shrank from the notion of state-of-the-nation drama, feeling the presumptuousness of the term: how can a single story speak to a country as complex as our own? Yet right now, it feels like looking this moment in the face is the only way to think our way out of it. Brecht’s play, written in exile, with little hope of realisation, offers one model; Eliot’s novel written in retrospect, another.


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The Conversation

Steve Waters has received funding from the AHRC

ref. I wrote a BBC drama about hope in a ‘left-behind’ town – but Britain changed faster than I could script it – https://theconversation.com/i-wrote-a-bbc-drama-about-hope-in-a-left-behind-town-but-britain-changed-faster-than-i-could-script-it-275747

How children’s play with everyday objects can encourage skills needed for STEM success

Source: The Conversation – Canada – By Ozlem Cankaya, Associate Professor, Early Childhood Curriculum Studies, MacEwan University

Parents looking to support their children’s learning in science, technology, engineering and mathematics (STEM) will find no shortage of branded STEM sets, subscription science boxes, private coding programs or educational toys for kids.

If the idea of STEM in early childhood is associated with these products and experiences — in conjunction with public discussion and media coverage around the need to amplify STEM learning — it could be easy to absorb a misleading message that children need these purchased items and paid programs to develop STEM competence.

Contrary to this assumption, our research has examined how some of the most foundational elements of STEM learning, related to behaviours like explaining how things are built or work and exploring mathematical ideas, may begin far more organically.

Such learning emerges, for example, when children stack cardboard tubes, balance objects, test what fits where or redesign a structure that collapses moments after it is built.

Why are children drawn to everyday objects

Researchers have found that certain toys or play materials (like LEGO, wooden blocks or sand) can support STEM learning and cognitive development. For instance, playing with blocks can increase mathematical knowledge and engineering behaviours.

However, some STEM-marketed toys are designed to function in specific ways. Instructions prescribe how to assemble the pieces step by step. While these toys can be enjoyable and engaging, they often limit how much children need to figure out for themselves. When a toy already demonstrates its purpose, there is less opportunity for problem-solving, experimentation or sustained exploration.

On the other hand, children constantly scan their environment to see what they can use in their play and how. Some objects they find in their environment may not have been designed as toys but can be repurposed during play.

Items like cardboard, buttons, fabric scraps, tubes, containers or pieces of wood do not dictate to children what to do with them — as some toys do. Instead, children must decide how to use them, what they might represent and how they can be combined. This versatility is important because it requires children to actively think, plan, test ideas, evaluate the results and revise their actions.

Time and space to explore

Our research team examined how children use everyday objects in their play when they are given time and space to explore independently. We focused on children’s free play with materials drawn from their immediate environment that could be used in multiple ways, such as string, rocks, fabric, spools and cork coasters.

We observed 60 pre-school-aged children engaged in solitary play in two sessions: one with everyday objects and another with toys designed for a single, specific use — toy percussion instruments, which we called limited-purpose toys. This approach allowed us to directly compare how the same child engaged with different types of play materials.

The differences were striking. Children played significantly longer with everyday objects. They also engaged in more STEM-related behaviours — frequently constructing structures, explaining how things were built or worked, exploring mathematical ideas and communicating their goals frequently — than when they played with limited-purpose toys.

Children in the study were more likely to engage in STEM thinking during play with everyday materials if their parents valued play and regularly engaged in playful activities. We asked parents of children who participated to fill out a detailed survey about their home learning environment, and to what extent they thought certain activities and their frequency was important, including play.

Ambiguity invites curiosity

When other researchers explored how children’s causal thinking is affected by toys they found that even very young children collect data by observing, and were more likely to explore toys that offered ambiguous causal relationships than the ones that provided expected results. They concluded that this ambiguity creates motivation in children for thoughtful and targeted exploration.

From a young age, children observe and interact with their surroundings that leads to testing ideas, learning from outcomes, and refining their understanding of how the world works through everyday experience.

When play is treated as meaningful rather than as a break from learning, children may be more comfortable exploring, persisting through challenges and taking ownership of their ideas.

These attitudes align closely with dispositions that support STEM learning, such as curiosity, persistence and willingness to revise one’s thinking.

How adults respond to children’s play

A key insight from our work is that children do not need explicit instruction to engage in meaningful STEM thinking and learning.

Preparing children for STEM success begins when children are trusted to explore, experiment and construct meaning from the materials around them. Encouraging STEM success does not require expensive materials or highly structured activities.

Providing children with time, space and access to everyday objects that can be used in many ways creates opportunities for rich experiences.

Equally important is how adults respond to children’s play. Children’s time spent playing with adults such as grandparents, parents and teachers, can be a time to learn new skills, practice existing abilities and build interests.




Read more:
How caregivers can help build children’s emerging language skills


Building blocks of STEM

Children who are better able to hold ideas in mind, plan steps and adjust strategies are more likely to engage deeply in activities. Asking children to explain what they are building, inviting them to think about why something worked or did not work, or simply allowing them time to explore without interruption can deepen the STEM learning embedded in play.

The building blocks of STEM are in recycling bins, kitchen drawers, backyards and classrooms, waiting to be noticed. When we shift our focus from buying the right materials to creating the right conditions for play, we move STEM learning out of the marketplace and back into children’s lives.

If we want children who are curious, resilient problem-solvers, the answer may be simpler than we think. Trust their play. Make room for it. And recognize that long before children ever write code or build robots, they are already doing STEM, one cardboard tube, loose part and bold idea at a time.

The Conversation

Ozlem Cankaya receives funding from MacEwan University (grant number RES0000756) and the Social Sciences and Humanities Research Council (grant number 430-2023-00267). She is affiliated with the Council for Early Learning and Care, Terra Centre, and the International Toy Research Association.

Natalia Rohatyn-Martin receives funding from the Social Sciences and Humanities Research Council (grant numbers 430-2023-00267 and 435-2025-1131).

ref. How children’s play with everyday objects can encourage skills needed for STEM success – https://theconversation.com/how-childrens-play-with-everyday-objects-can-encourage-skills-needed-for-stem-success-274274

The war after the war: How violence is passed down through generations

Source: The Conversation – Canada – By Myriam Denov, Professor and Canada Research Chair in Children, Families and Armed Conflict, McGill University

Editor’s note: This story is the first in a series of articles from Canada’s top social sciences and humanities academics. Click here to register for In Conversation with Myriam Denov, Feb. 25 at 1 p.m. ET. This is a virtual event co-hosted by The Conversation Canada and the Social Sciences and Humanities Research Council of Canada.

From Gaza to Ukraine and from Sudan to Myanmar, war rages across the globe, exacting its gravest toll on those least implicated in the violence: children. Today, an estimated 520 million children worldwide — or one in six — live in conflict zones. Yet even when fighting subsides and peace agreements are signed, violence doesn’t always end. War’s impact endures.

Northern Uganda provides a case in point. During the decades-long conflict from 1987 to 2006, the Lord’s Resistance Army (LRA), led by Joseph Kony, was formed to overthrow the Ugandan government and became well-known for the atrocities and war crimes it committed against civilians. The LRA abducted an estimated 80,000 children into armed conflict — a tactic meant to terrorize communities and swell the LRA’s ranks.

“Rose,” for example, was just 14 years old when the LRA abducted her from school in the mid-1990s. For eight years, she was held captive, forced to fight, coerced into a so-called “marriage” with an LRA commander and subjected to relentless abuse, including sexual violence. Her daughter, Grace, was born of that violence. Grace spent her early childhood in LRA captivity amid brutality, hunger, bombardment and displacement.

When Rose courageously escaped the LRA with Grace after eight years in captivity, they returned not to support but to rejection. Their community viewed them with fear and suspicion. Grace was stigmatized at school, within her extended family and in the wider community, branded “Kony’s child” after the rebel leader. Without stable housing and repeatedly displaced, Grace was forced to leave school and sell goods in the marketplace to support her family.

One day on her long rural walk to the market, the unimaginable happened. Grace was raped, later learning that she was pregnant as the result of the rape. In 2018, and still a teenager, Grace gave birth to Alice, a third-generation child whose life has already been shaped by a war that officially ended years earlier.

War does not end with ceasefires, but is transmitted across generations through stigma, violence, poverty and social exclusion. And despite their inherent connection to conflict, children born of war remain largely invisible in post-conflict discussion and justice efforts.

The war after the war

Sexual violence has long been used as a weapon of war. In recent years, the world has begun to acknowledge its devastating consequences for survivors, including physical injury, psychological trauma, economic marginalization and social exclusion. What remains far less visible are the intergenerational legacies of these crimes, particularly for children born of wartime sexual violence.

My ongoing research with children and youth like Grace shows they often face challenges strikingly similar to those of their mothers.

Many struggle to feel they belong, either within their families or their communities. They are frequently subjected to stigma and rejection. This stigma takes the form of being labelled “violent,” “dangerous” or “rebel children,” who are said to be cursed with “bad spirits” within their families, communities, schools and peer groups. This makes it difficult to develop a secure belonging and identity.

These children are also more likely to experience family and community violence and to encounter barriers to education, health care, land, inheritance, employment and legal rights.

Grace described the hostility she continues to face — and how the violence does not necessarily stop with the second generation — in stark terms:

“Life is hard here because people stigmatize us … they have turned their hate against us. In my family, they hate those of us who were born in captivity. My uncle beats us and said he would kill us. He doesn’t want rebel children, Kony children, at home … I know my child will face stigma. As long as my family is not willing to accept me, I believe they will reject my child as well.”

Rose also fears that Alice will one day inherit the same stigma, echoing Grace’s concerns:

“I feel it is possible my grandchild may be stigmatized because of my daughter’s past. They will say, ‘You see this beautiful child? Her mother was born in the bush.’”

For these families, war has not ended, it has simply changed shape. As one young man in my research who was born of sexual violence during wartime put it: “The war that we are now faced with is stigma.”

How resilience is passed down

And yet violence and devastation are not the whole story. Recognizing intergenerational harm does not mean reducing these families and their lineage to trauma alone.

Across generations and alongside profound loss, there is also resilience, resolve and an unyielding determination to build a different life.

Children born of war in northern Uganda are acutely aware of the sacrifices their mothers made to keep them alive. One young man recalled his mother’s escape from the LRA, carrying him through the bush while evading armed fighters, surviving on stolen cassava and refusing to leave his side even when confronted by death. “She held my hand,” he said. “She never left me.”

These memories of protection and survival are not just recollections of pain, they are sources of strength. Many children draw on them to imagine a future not defined solely by violence. Despite poverty, ostracism and ongoing marginalization, Grace spoke with clarity about what she wants for Alice:

“I want my child to be a doctor. I will support my child in every way possible to achieve this dream.”

This capacity to endure, adapt and hope is not accidental. It reflects what I have described as intergenerational resilience — the ways families transmit strength, meaning and survival strategies across generations, even in the aftermath of extreme violence.

Like a family heirloom, this resilience is forged through collective experience and memory. It equips young people with tools to confront adversity and reframes resilience not as an individual trait, but as a relational and intergenerational process rooted in family bonds and care.

What recognition makes possible

Too often, children born of war are reduced to dehumanizing labels in the countries where the war/genocide has occurred, often referring to them as “children of hate” or “bastards.” Such portrayals obscure both the violence that produced their marginalization and the extraordinary capacities they demonstrate to survive it.

If we continue to treat war as something that ends when peace agreements are signed, we will fail generations of children like Grace and Alice. Post-conflict recovery efforts, transitional justice processes and humanitarian responses must reckon with the fact that war’s harms are cumulative and intergenerational. This requires the meaningful inclusion of children born of war in reconciliation processes, reparations, community sensitization efforts and formal recognition in inheritance and citizenship law.




Read more:
Why Canada must step up to protect children in a period of global turmoil


This also means addressing stigma as a form of ongoing violence, ensuring access to education, employment and legal rights for children born of war and recognizing them not as symbols of past atrocities, but as rights-bearing individuals with futures worth investing in.

As one young participant who is part of my ongoing research in northern Uganda declared, reclaiming a narrative so often denied to them: “We are the light that came out of darkness.”

Intergenerational harms are not unique to northern Uganda, they are unfolding wherever war engulfs children today. And if we are serious about ending war’s toll on children, we must listen — and act accordingly.

The Conversation

Myriam Denov receives funding from the Social Science and Humanities Research Council of Canada, and the Canada Research Chair Program.

ref. The war after the war: How violence is passed down through generations – https://theconversation.com/the-war-after-the-war-how-violence-is-passed-down-through-generations-273669

McDonald’s : vers un retour des jouets en plastique dans le Happy Meal

Source: The Conversation – France (in French) – By Sophie Renault, Professeur des Universités en Sciences de Gestion et du Management, Université d’Orléans

Dans sa nouvelle campagne (photo), McDonald’s s’est associé à la célèbre marque de figurines Playmobil pour ses fameux Happy Meal. ©McDonald’s – visuel promotionnel de la campagne En avant Playmobil® , Fourni par l’auteur

Bannis des menus enfants depuis 2022, les jouets en plastique font leur retour chez McDonald’s par l’intermédiaire d’une collaboration avec Playmobil. Derrière l’argument du plastique végétal, que dit vraiment ce retour ? Et qu’omet-il de rappeler ?


Novembre 2025 marque, en France, un tournant symbolique chez le géant du fast-food McDonald’s. Après plusieurs années de « diète plastique » dans le menu enfant où il a fallu se contenter de cartes à collectionner, de coloriages ou d’autres livrets d’activité, les jouets en plastique ont fait leur grand retour dans le Happy Meal.

Grâce à une collaboration avec Playmobil, McDonald’s tourne la page du « tout-papier ». L’enseigne semble entonner le refrain d’Elmer Food Beat : « Le plastique, c’est fantastique. » Ce revirement s’appuie sur une mécanique redoutable mêlant nostalgie et vernis écologique.




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La nostalgie, un puissant levier du marketing


Du jouet jetable à l’objet patrimonial : la requalification morale du plastique

En France, depuis le 1er janvier 2022, la loi Agec (anti-gaspillage pour une économie circulaire) interdit, dans son article 81, la distribution de jouets en plastique dans les menus destinés aux enfants. Il s’agit, d’une part, de réduire les déchets à usage unique et, d’autre part, de limiter l’exposition des enfants à des objets à faible durée de vie. En filigrane, cette mesure interroge le rôle des jouets comme leviers d’attractivité des offres de restauration rapide auprès des plus jeunes, dans un contexte de préoccupations croissantes liées à la prévention de l’obésité infantile et à la promotion de pratiques alimentaires plus équilibrées. Pour les enseignes de restauration rapide à l’instar du géant McDonald’s, cette mesure a signé la fin d’un pilier historique du menu enfant, longtemps structuré autour de la promesse d’un jouet en plastique à collectionner.

Durant cette parenthèse, où le jouet enfant était principalement réduit à du papier ou carton, le plastique n’avait pas quitté l’écosystème de McDonald’s. Il s’était simplement déplacé vers la cible adulte. C’est là toute l’habileté de la stratégie du géant du fast-food. Alors que l’enfant apprenait la sobriété écologique, les opérations pour adultes remettaient l’objet en plastique au centre du désir. En France, ce déplacement s’est matérialisé en 2025 autour de deux opérations emblématiques.

Tout a commencé avec les collaborations menées avec des univers culturels fortement chargés en capital affectif à l’occasion d’une part de la sortie du film Minecraft en avril, puis de la nouvelle saison de Mercredi en juillet  2025. Des figurines en plastique à vocation de collection ont été intégrées à des menus et dispositifs promotionnels tournés vers une clientèle adulte.

Du jouet pour enfants à l’artefact pour « kidults »

L’objet change ainsi de statut : de jouet jetable pour enfant, il devient artefact culturel pour kidults. La contrainte environnementale n’a pas fait disparaître le plastique. Elle l’a requalifié, en l’inscrivant dans une économie de la nostalgie et de la collection, socialement plus acceptable.

La subtilité réside dans le changement de statut du jouet en plastique : dans le menu enfant, le plastique était devenu un déchet polluant à bannir ; dans le menu adulte, il est célébré comme un objet de collection. En réhabilitant le plastique auprès des parents, McDonald’s a préparé les esprits. Une fois que le plastique a été « relégitimé » par la culture pop, il devenait plus simple de le réintroduire dans le menu enfant. Encore fallait-il lui trouver une vertu morale.

Pour acter ce retour en arrière, le choix du partenaire était crucial. Il semble, dans ce contexte, que l’association avec Playmobil ait pu agir comme un bouclier. Contrairement aux jouets sous licence de films, séries ou autres dessins animés susceptibles d’être jetés une fois la mode passée, les figurines Playmobil bénéficient d’une aura de respectabilité.

Il s’agit de jouets robustes qui se transmettent de génération en génération. L’argument implicite est fort, il ne s’agit pas d’un déchet plastique mais d’un patrimoine ludique. En outre, la collection de dix figurines d’animaux sauvages s’inscrit dans un imaginaire largement associé à la préservation de la nature et à la protection du vivant, ce qui renforce la portée affective et symbolique de l’opération.

Le « plastique végétal » : fantastique ou cynique ?

Face à l’urgence climatique, pour que ce retour soit socialement acceptable, il fallait un argument technique imparable : le plastique végétal. C’est ici que l’analyse doit se faire critique, car le terme flirte avec le malentendu.

D’une part, dire qu’un plastique est végétal signifie qu’il est fabriqué à partir de biomasse (fibres de canne à sucre, amidon de maïs, etc.) et non de pétrole. S’il s’agit d’un progrès en termes d’empreinte carbone, un polymère végétal a toutefois des similitudes avec son cousin pétrolier. S’il est perdu dans la nature, il mettra des décennies à se désagréger.

D’autre part, fabriquer des millions de figurines en plastique végétal implique d’utiliser des ressources agricoles. La systématisation de cette production pour des objets considérés comme « gratuits » pose la question de l’allocation des terres arables dans un monde aux ressources contraintes.

Enfin, et c’est peut-être la critique fondamentale, le plastique végétal est une solution technologique qui permet de tout changer pour que rien ne change. Il valide la poursuite d’un modèle basé sur la distribution massive de petits objets manufacturés avec un repas, plutôt que de questionner la nécessité même de ce « cadeau » systématique. De là à parler d’habillage éthique, il n’y a qu’un pas…

Archives INA.

Du Happy Meal au Happy Doggy : déplacer l’affect pour légitimer le plastique

Chez McDonald’s, les enjeux environnementaux n’ont pas fait disparaître le plastique. Ils l’ont rendu plus rare, plus scénarisé et de facto plus désirable. Dans le Happy Meal, les jouets en papier et carton demeurent ainsi la norme. Lorsque le jouet en plastique réapparaît, il est présenté comme un collector, pensé pour durer. La circulation de ces objets sur les plates-formes de vente en ligne, comme Vinted ou leboncoin, en témoigne. Le plastique se voit attribuer une seconde vie, socialement valorisée, qui le distingue du jetable.

In fine, le problème ne serait plus la matière, mais l’éphémère. Le jouet en soi n’est pas problématique, en revanche son absence de valeur affective l’est. Quid en ce sens des jouets en papier/carton ayant succédé à l’ère du plastique ? Ne sont-ils pas jetés bien plus rapidement que leurs homologues en plastique ? En requalifiant subtilement le plastique comme support de mémoire et de collection, McDonald’s transforme une pratique de consommation potentiellement dissonante en plaisir légitime.

L’introduction en novembre 2025 de jouets pour chiens (les Happy Doggy) dans le menu Best Of s’inscrit dans cette logique de déplacement symbolique. Le plastique trouve dans l’univers du pet marketing un nouvel espace de légitimation affective, moins exposé aux injonctions de sobriété adressées à la consommation enfantine.

The Conversation

Sophie Renault ne travaille pas, ne conseille pas, ne possède pas de parts, ne reçoit pas de fonds d’une organisation qui pourrait tirer profit de cet article, et n’a déclaré aucune autre affiliation que son organisme de recherche.

ref. McDonald’s : vers un retour des jouets en plastique dans le Happy Meal – https://theconversation.com/mcdonalds-vers-un-retour-des-jouets-en-plastique-dans-le-happy-meal-273711

Pourquoi les jeunes Suédois maîtrisent-ils si bien l’anglais ?

Source: The Conversation – in French – By Una Cunningham, Professor Emerita, Department of Teaching and Learning, Stockholm University

En Suède, l’apprentissage de l’anglais ne se limite pas à ce qui se passe à l’école. (LightField Studios/Shutterstock)

Le suédois est une langue vivante parlée par environ 10 millions de personnes, principalement en Suède et en Finlande. Mais les jeunes Suédois maîtrisent souvent aussi l’anglais.

La Suède se classe régulièrement parmi les premiers pays dans les classements de maîtrise de l’anglais. Les jeunes Suédois parlent en fait si bien l’anglais que d’autres pays les regardent avec envie.

Bien que l’anglais n’ait pas de statut officiel en Suède, la maîtrise de cette langue est une exigence formelle pour progresser dans les études, et souvent aussi pour l’emploi et les activités sociales. Le programme scolaire national suédois souligne que « la langue anglaise nous entoure dans notre vie quotidienne et est utilisée dans des domaines aussi divers que la politique, l’éducation et l’économie ».

Comme beaucoup de langues nationales en Europe, le suédois partage de plus en plus son espace avec l’anglais. Les espaces publics sont depuis longtemps tapissés d’enseignes et de publicités en anglais, ou en suédois et en anglais.

Les jeunes Suédois ne manifestent guère d’intérêt pour l’apprentissage d’autres langues étrangères : l’anglais est considéré comme suffisant.

L’anglais est la langue par défaut pour les locuteurs suédois dans toutes les situations où l’on pense que quelqu’un ne maîtrise pas parfaitement le suédois, tant lors de voyages internationaux qu’à la maison en Suède lorsqu’ils s’adressent à des touristes ou à des migrants. En fait, les migrants rapportent qu’ils ont du mal à amener les Suédois à parler suédois avec eux.

Les jeunes Suédois passent naturellement à l’anglais et parlent de plus en plus anglais entre eux. Beaucoup de jeunes envisagent une vie hors de Suède et considèrent l’anglais comme la langue de leur avenir.

L’anglais à l’école et au-delà

Dans les écoles secondaires suédoises, l’enseignement de l’anglais vise à aider les élèves à parler anglais avec assurance. Les compétences en communication en anglais (écoute, expression orale, lecture et écriture) sont enseignées et évaluées, avec des tests nationaux qui commencent en sixième année (à l’âge de 12 ans). L’accent est mis sur les connaissances linguistiques implicites (être capable d’utiliser la langue) plutôt que sur les connaissances linguistiques explicites (connaissance de la langue).

La précision linguistique précise n’est pas un objectif explicite du programme d’études. Par conséquent, les jeunes, bien que souvent compétents à l’oral grâce à une exposition généralisée à l’anglais, peuvent manquer de connaissances en grammaire et en conventions, ce qui leur permet de communiquer efficacement, mais pas toujours avec une précision totale.

Ce manque potentiel de précision n’empêche pas les jeunes Suédois de se tourner vers l’anglais. En dehors des salles de classe, les étudiants suédois utilisent davantage l’anglais que beaucoup de leurs pairs à l’étranger. L’anglais conserve un attrait important en raison de sa place prépondérante dans les médias et la publicité, de la popularité de la culture britannique et américaine, et de la prévalence des artistes suédois utilisant l’anglais dans leurs compositions musicales.




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De plus, de nombreux jeunes ont tendance à utiliser l’anglais sur les réseaux sociaux, notamment pour les jurons et les expressions argotiques. La langue que les jeunes Suédois rencontrent le plus en ligne est l’anglais. La consommation médiatique des jeunes en Suède – de Netflix à YouTube, de TikTok à Snapchat – se fait principalement en anglais.

Fille assise sur son lit regardant son téléphone
La plupart des contenus sur les réseaux sociaux avec lesquels les adolescents suédois interagissent sont en anglais.
Ground Picture/Shutterstock

De nombreux influenceurs suédois créent des contenus en anglais. Les jeux vidéo en Suède ont toujours été majoritairement en anglais.

Bien que les écoles exposent les élèves aux aspects formels de la langue et leur offrent la possibilité de recevoir des corrections, ceux-ci acquièrent généralement en parallèle l’anglais de manière informelle en dehors de la salle de classe.




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Déclin du français au Québec : le danger de « disparaître » n’est pas pour demain, selon cet expert


Cette utilisation de la langue anglaise repose sur les intérêts personnels des élèves, tels que les jeux vidéo, le sport, la musique pop et la lecture. Les élèves ne cherchent pas activement à développer leur anglais, mais acquièrent du vocabulaire, améliorent leur prononciation et approfondissent leurs connaissances des structures de la langue anglaise en s’adonnant à diverses activités.

La volonté d’utiliser l’anglais n’est pas la même chose qu’une solide connaissance de la langue. La plupart des élèves tirent profit de la combinaison de l’apprentissage en classe et de l’exposition à la langue en dehors de l’école pour développer pleinement leurs compétences en anglais.

Idéalement, les enseignants devraient reconnaître et intégrer cette utilisation de la langue dans leur enseignement. Le nouveau programme d’anglais du secondaire supérieur reflète cette approche en soulignant l’importance de sensibiliser les élèves à la manière dont la langue peut être apprise en dehors de l’école.

Ce qui se passe à l’école ne représente qu’une petite partie de la manière dont les jeunes apprennent l’anglais en Suède. L’enseignement formel et l’utilisation informelle de la langue offrent beaucoup plus ensemble que séparément.

La Conversation Canada

Les auteurs ne travaillent pas, ne conseillent pas, ne possèdent pas de parts, ne reçoivent pas de fonds d’une organisation qui pourrait tirer profit de cet article, et n’ont déclaré aucune autre affiliation que leur organisme de recherche.

ref. Pourquoi les jeunes Suédois maîtrisent-ils si bien l’anglais ? – https://theconversation.com/pourquoi-les-jeunes-suedois-maitrisent-ils-si-bien-langlais-275612