Core Module Courses
Languages & Intercultural Competencies
- face-to-face: students attend on campus
- hybrid: T4EU students attend online, home students attend on campus
- blended: the course is largely online (for all students), but there may be face-to-face elements, for instance for project work, at the mobility week or a final exam
- basic course (BC): knowledge in area of expertise
- application course (AC): students apply knowledge to gain experience and generate societal transformative impact in limited scope
The aim of this course is to enable students to communicate in Danish in everyday situations and to provide them with the basic knowledge of the Danish grammar (main morphological and syntactic rules) corresponding to level A1. Students learn to read uncomplicated texts with the aid of dictionary, to produce their own written texts using basic everyday language and to understand simple audio texts. The students learn to communicate correctly both in spoken and written forms in everyday situations and get prepared to study Danish in level A2.
Farsi Language A1
The course provides students with the communicative competence of basic Farsi (Persian) through the linguistic activities of reception (listening and reading), production and interaction (speaking and writing) and mediation (translation). Students will learn the script and phonology of the Persian alphabet, everyday interactions by focusing on phonetics, basic vocabulary and simple grammar. After completing this course, students will be able to greet people, request and give information about their immediate surroundings, express simple likes and dislikes and describe the places where they live and the people that they know. They will also obtain some knowledge about Farsi heritage and Central Asian and Indian history. No prior knowledge of Farsi is needed to take this course.
German Language B1.1
The goal of the course is to introduce students to the noun, the adjective, the numeral, the preposition, and complex sentence structure rules of morphology, also to develop their receptive and productive general and special skills and help them acquire socio-cultural communicative competence at an intermediate (B1.1.) level. The form of studies includes seminars, self-study tasks and work in virtual MOODLE environment (on-line work, synchronous and asynchronous conversations and discussion forums, interactive tests, and exercises). After completing the level, the students will be able to express themselves in a variety of topics listed in the course plan, form and answer questions, establish social contacts, maintain conversations on the discussed topics, listen to and under-stand the interlocutor, describe themselves and their family members in the written form, make a comparison between the two cultures orally and in writ-ing, read adapted texts, understand the main idea of the text, retell the story of the text using simple language.
Czech Language A1
During the Czech level A1 subject, students acquire general oral and written production and reception (listening and reading) competencies required in simple social and everyday situations. The content of the subject consists of the following main topics: Czech word order in a sentence; formation of statements, questions and negative sentences; introduction to the main parts of speech; lexical units and structures used to communicate on everyday topics; features of Czech sounds, pronunciation and intonation. A mixed study form is used: classroom lectures, seminars, self-study tasks, work in the virtual MOODLE environment (tasks on the Internet, synchronous and asynchronous conversations and discussions, interactive tests and exercises).
Lithuanian as a Foreign Language A1
The aim of the course is to teach the students to understand and participate in a simple communicative situation. The students get acquainted with the most important grammar and pronunciation rules; their practical language usage skills are developed and applied on the topics relevant for beginners: introducing oneself and others, describing objects and places in the city, purchasing or ordering food and talking about family. The students learn how to ask and provide essential information on the topics covered in the course and read simple short texts.
Lithuanian as a Foreign Language A2
This course is aimed at the students who previously had some exposure to Lithuanian or completed Beginner (A1) Lithuanian course. The course aims at helping the students to achieve a greater command of the grammatical concepts acquired previously as well as introducing new grammatical material. Most attention is paid to the tasks that help the students develop active language usage and enrich vocabulary.
Modern Hebrew, Level A1.1
The course is aimed at students with minimal knowledge of Modern Hebrew (level A1.1). The program consists of a grammar part (syntax: statements, negations, questions, “prefixed” conjunctions (ה, ו, ש, מ, ל, ב), the past tense of verbs, parts of speech agreement, numbers to 1000 and a lexical part (professions, work, free time, body parts, visit to a doctor, everyday activities, likes and dislikes).
Modern Hebrew, Level A1.2
This course is for students aiming to acquire basic minimal abilities in speaking, reading, writing and listening in Modern Hebrew and to get acquainted with the culture of the State of Israel. The program is divided into the grammatical aspects of the course (the alphabet, phonetics, orthography), the niqqud, present tense, combining nouns, verbs and adjectives, pronouns, prepositions, numerals and lexical part, i.e., introduction, acquaintances, family life, food and drinks, home life, climate and learning.
Portuguese Language A1
During the course, the general knowledge of the Portuguese language is acquired, the structure of the language, the grammatical constructions, the vocabulary, and the correct pronunciation are familiarized. All language skills are developed: reading, writing, listening and speaking, with a particular focus on expanding active and passive vocabulary. The learning process involves relevant daily subjects related to personal information and the world around us. Learning the language goes hand in hand with learning Portuguese culture.
It is aimed at learners familiar with the phonetics, orthography, morphology and syntax of the Spanish language, and provides opportunities to develop communicative competence in Spanish in public and private life, to acquire the necessary linguistic and socio-cultural knowledge and skills, and to develop the capacity for independent language learning. This course provides opportunities to expand vocabulary, to understand complex, unadopted texts and to be able to communicate fluently in all areas of communicative activity. Study formats: lectures, seminars, self-study, work in the MOODLE virtual environment.
The course is designed to gain minimal communicative competence (survival Ukrainian): understand spoken Ukrainian on subjects related to everyday life, talk about and read simple texts on daily life, write simple messages and fill in a form. Contents: basic structures of the Ukrainian grammar, basic vocabulary (family, work, home, food, city, shopping, services, weather, entertainment, health), basic skills of listening, speaking, reading and writing. Methods: communicative teaching method is used, which focuses on teaching all language skills.
The course is designed to develop students’ competence of speaking, writing, listening, reading and using grammar correctly at A2 level. Students complete studying grammar tenses of direct mood, getting acquainted with the topics of work, sports, professional and personal life, trips and leisure as well as acquiring communicational skills and usage of grammatical rules. The form of studies includes lectures, seminars, self-study tasks and work in virtual MOODLE environment (online work, synchronous and asynchronous conversations and discussion forums, interactive tests and exercises).
Intercultural Pragmatics in English
Introduction to the study of intercultural pragmatics, with special reference to communicative aspects stemming from cultural and linguistic transferences, taking place at the discursive-pragmatic level in intercultural communication, as well as communication barriers caused by the use of English as a Lingua Franca in professional contexts.
General Reverse Translation A-B: Spanish-English
During the four years of the Translation and Interpreting degree, general translation is conceived as the prelude to professional translation. Translation classes intend to be a theoretical and didactic environment and, especially, a practical setting where the student should gradually grasp the basic principles underlying the translation activity, by assuming a professional working method allowing to later face the various specialisation fields of the translator.
The main purpose of this third subject – which is part of a three-subject block conceived as a whole – is that students face texts that were or may have been real translation assignments into their foreign language. This subject does not intend to teach English, but translation into English.
Interpreting B-A/A-B (III): English-Spanish/Spanish-English
Required course designed to provide students a practical understanding of simultaneous interpretation. Practical SI exercises will be carried out in the university’s simultaneous interpreting lab with additional practice to be done by students outside of class. These exercises are meant to provide students with the skills that they need to carry out an effective and correct interpretation using the simultaneous mode at a high-intermediate to low-advanced level. Exercises will be done both from Spanish into English and from English into Spanish.
Interpreting B-A/A-B (I): English-Spanish/Spanish-English
Core-curricular module which aims at presenting the theoretical basis of interpreting and introducing its main practical and professional aspects. Against this backdrop, the main interpreting techniques (sight translation, dialogic and monologic consecutive interpreting, and simultaneous interpreting) and genres where those techniques could be applied (conference and public service interpreting) will be presented. Given the predominantly practical and applied approach followed, attendance is compulsory).
Incoming mobility students: this module requires a high command of both Spanish and English. Those international students who want to take this module should have a high level of oral competence in Spanish (C1) and a similar level in English. International students who are not native speakers of English or coming from institutions where English is not the language of instruction, are recommended to take the parallel module offered for French/German as B language, as appropriate. Please refer to the course leaders in any case. The mail goal of the module is to train interpreters, not to teach Spanish. It is not possible to accommodate all international students in the module and preference will be given to those students who, on return to their home institutions, will be taking interpreting courses. Those students who have already received initial interpreter training should consider the possibility of taking higher level modules (Interpreting II and Interpreting III).
The course acquaints students with the theoretical foundations of intercultural communication as well as to acquire skills and attitudes facilitating successful intercultural communication. Notions of multiple identities, self and other, stereotypes and prejudice will be discussed. The aim is also to acquire knowledge and skills in analysing of different discourses in the context of intercultural interactions.
The training is based on the application of various interactive methods; during the lectures students get acquainted with basic concepts related to the issues, and during the seminars through working with key documents, creating versions of their own texts and media products, presentations on the studied issues, solving cases students apply in practice what they have learned.
The course ends with the development of a course project and a written assignment on a chosen topic from the themes discussed on the course (3000–5000 words).
Introduction to EU Multilingualism
The course presents an overview on the topic of language policies in the context of the EU. It is divided into two parts. The first dealing with issues related to the issue of language policies in general covering the themes of language origins, language families, languages of wider communication (lingua franca) and languages in Europe. Language policy is considered from the perspective of planning of language status, language corpus, language education as well as discourses about language, language ideologies and attitudes towards language. The specific national and European context constitutes the second part of the course. It covers topics concerning language and nation building, language and culture, respect for linguistic diversity, language rights, EU institutional multilingualism and plurilingualism of individuals. The Council of Europe and the EU policy of multilingualism are presented through policy documents, academic papers, language and language competence survey (Eurobarometer, Special surveys) sand EU programmes and projects in the area of languages and culture.
Upon completion of the course the students will demonstrate understanding on mult lingualism and language policy and will be able to conduct their own small scale survey on the issues of language policy in European context.