Department of Modern Languages – English Philology

summer semester:

Methodology Module

Alternative approaches to TEFL

20

Aliens Visiting Earth – a course on how to engage in meaningful intercultural

encounters

ICT Competences of Language Teacher

Teaching English as a foreign language to students with dyslexia

Literature Module

Introduction to Literature

20 William Golding, Lord of the Flies

Gothic and Grotesque in American and Canadian

Utopia and dystopia in English Literature

Linguistics Module

Lexical Semantics

20 Introduction to English Morphology

Varieties of Contemporary English

Remedial Pronunciation Practice for Erasmus Students

Culture and History Module

The American Civil War

20 The Great Irish Famine and the Anglosphere

Current British Issues

The Early History of British and American Comic Books

Course card

Course title Alternative approaches to TEFL

Semester

(winter/summer) summer ECTS 5

Lecturer(s) Dominika Dzik

Department Instytut Neofilologii

Course objectives (learning outcomes)

The aim of the course is to provide students with theoretical and practical knowledge concerning techniques

and characteristics of teaching language skills: writing, listening, speaking and reading.

Special attention is paid to such aspects as overcoming problems that occur during the process of teaching

and applying the knowledge students’ learnt into the classroom context.

The course intends to familiarize students with task-based and content-based instruction and roles of teacher

and learners in TEFL. It also focuses on aspects connected with current trends in teaching such as project

work, the use of technology in the classroom and introducing elements of culture into the lesson.

Prerequisites

Knowledge English at B2 level or above

Skills Communicative competence skills at B2 level or above

Courses completed

Course organization

Form of classes W (Lecture)

Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours 30

Teaching methods:

Oral presentations, classroom simulations using techniques learnt in the course, pair work and group work.

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

schools

Field

classes

Lab

orato

ry

tasks

Indiv

idual

pro

ject

Gro

up p

roject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

x

x

x

x

Assessment criteria

Preparing portfolio

Students’ presentation

Individual project

Comments

Credit for the course will be given on the basis of:

regular attendance (1 unexcused absence is allowed) and active class

participation

completion of the assigned tasks and preparing portfolio

Course content (topic list)

1. Teaching teenagers and adults (motivational strategies, developing learner independence).

2. Content and language integrated learning (CLIL).

3. Task-based teaching and learning.

4. Creativity and critical thinking in language teaching.

5. Culture and language learning.

6. The use of technology in the classroom.

7. Project work.

8. Course summary. Preparation for the exam.

Compulsory reading

Brown, D. (2008). Principles of language learning and teaching. Pearson/Longman: NY.

Harmer, J. (2001). The practice of English language teaching. Harlow, England: Pearson Longman.

Petty, G. (2009). Teaching Today: A practical Guide. Nelson Thornes: Cheltenham.

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge, England: Cambridge

University Press.

Watkins, P. (2008). Learning to teach English. England: Delta Publishing.

Recommended reading

Coyle, D., Hood, P. &D. Mash. (2010). CLIL. Cambridge University Press.

Ellis, R.(2004). Task-based learning and teaching. OUP: Oxford.

Goodwin, M. & S. Sommervold. (2012). Creativity, critical thinking, and communication : strategies to increase

students' skills. Lanham, Maryland: Rowman & Littlefield Education.

Gower, R., Phillips, D. & S. Walters. (2005). Teaching Practice – A Handbook for Teachers in Training.

Oxford: United Kingdom.

Haigh, A. (2008). The Art of Teaching: Big Ideas, Simple Rules. Pearson/ Longman: Harlow.

Morrison, B. & D. Navarro. (2018). The Autonomy Approach. Delta Publishing: UK.

Phillips, S. (2004). Young learners. OUP: Oxford.

Course card

Course title Aliens Visiting Earth – a course on how to engage in meaningful intercultural

encounters

Semester

(winter/summer) summer ECTS 5

Lecturer(s) dr Agata Wolanin

Department Instytut Neofilologii

Katedra Dydaktyki Języka Angielskiego

Course objectives (learning outcomes)

The main aim of the course is to explore international students' cultural identities, to discuss the complexity

of the notion of culture and cultural belonging and to equip students with some useful skills that would help

them become more effective intercultural mediators. A variety of topics will be discussed in class and on an

e-learning platform. Each student will also keep his/her own intercultural portfolio in which they will

explore their cultural identity, values, attitudes and behaviours. Students will be also asked to do a project in

groups that would encourage them to explore Cracow and its intricate historical and cultural heritage.

Hopefully, the course will also become a chance to meet people with different cultural backgrounds and

languages.

Prerequisites

Knowledge Basic knowledge of the current socio-political affairs

Skills Ability to communicate fluently in English (preferable B2/C1 level)

Courses completed -

Course organization

Form of classes W (Lecture)

Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours - - 15 - - 15 -

Teaching methods:

- Discussion

- Project and group work

- Individual intercultural portfolio

- Essay

- Task-based approach

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry

tasks

Ind

ivid

ual

pro

ject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀

Assessment criteria

In order to get credit for the course the student has to complete the following tasks:

- make regular entries in his/her individual intercultural portfolio;

- present and discuss the results of the group project in class;

- write an essay on a chosen topic (ca. 300 words);

- actively participate in the in-class discussions;

The mean of the points collected during the course will be the basis for the final grade.

100%-93% → 5.0

92%-85% → 4.5

84%-77% → 4.0

76%-69% → 3.5

68%-60% → 3.0

59% - 0% → 2.0 (Fail)

Course content (topic list)

Course organisation; my individual intercultural portfolio

Culture and its complexity (ice-berg theory; chaos/complexity theory) & Cultural identity – who am I?

Stereotypes and prejudice – how to handle it?

What does it mean to be interculturally competent?

Meta-awareness and the importance of critical reflection

The role of attitudes

Erasmus identity – the benefits and challenges of being an exchange student in Poland

Presentation of the projects + Course evaluation

Compulsory reading

Bennett, Milton J. 2004. Becoming interculturally competent. In Jaime S. Wurzel (ed.), Toward

multiculturalism: A reader in multicultural education. Newton, MA: Intercultural Research

Corporation.

Byram, Michael, Bella Gribkova & Hugh Starkey. 2002. Developing the intercultural dimension in

language teaching. A practical introduction for teachers. Strasbourg: Council of Europe. (fragments)

Shaules, Joseph. 2007. Deep culture. The hidden challenges of global living. Clevedon: Multilingual

Matters. (fragments)

Sharifan, Farzad. 2013. Globalisation and developing metacultural competence in learning English as

an international language. Multilingual Education 3(7). 1-11.

Recommended reading

Canagarajah, Suresh. 2013. Translingual practice. Global Englishes and cosmopolitan relations. New York:

Routledge.

Cooper, Jewell E., Ye He & Barbara B. Levin (eds.). 2011. Developing critical cultural competence: A guide

for 21st-century educators. Thousand Oaks, CA: Corwin. (fragments)

Hofstede, Geert, Gert J. Hofstede & Michael Minkov. 2010. Cultures and organizations: Software of

the mind, 2nd edn. New York: McGraw-Hill.

Kramsch, Claire. 2004. The language teacher as go-between. Utbilding & Demokrati 13(3). 37–60.

Course card

Course title Teaching English as a foreign language to students with dyslexia

Semester

(winter/summer) summer ECTS 4

Lecturer(s) Dr Monika Łodej

Department Department of English Language Education

Course objectives (learning outcomes)

On successful completion of this course you will be able to:

LO1: Identify signs of dyslexia in the English classroom.

LO2: Recognize different reading models in transparent languages (e.g. Spanish, Italian or

Turkish) and non-transparent languages (e.g. English).

LO3: Write an Individual Educational Plans (IEPs).

LO4: Apply differentiation in the EFL classroom.

LO4: Accommodate and modify teaching resources to the needs of students with dyslexia.

LO5: Test students with dyslexia.

Prerequisites

Knowledge Basic concepts of teaching and language learning.

Skills The minimum required level of English proficiency is B2 as described in CEFR

(Common European Framework of Reference).

Courses completed Fundamentals of teaching and learning or other related courses.

Course organization

Form of classes W (Lecture)

Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours 15 5 10

Teaching methods:

Inquiry-based learning, Task-based learning, CLIL, Flipped classroom, Collegial Sparring (reflective

practice)

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry

tasks

Indiv

idual

pro

ject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

X

X

X

X

X

Assessment criteria

Grading Guidelines:

45% Individual project 1 - written assignment

40% Group project 1 - PP presentation/oral presentation

15% Discussion participation

Project Description:

Individual project 1 Ss required to do an inquiry-based project on the

practices of teaching foreign languages to dyslexic

students in their home country.

Group project no. 1 Ss required to design a list of teaching and testing

accommodations for EFL dyslexic students.

Comments

Attendance: You are expected and required to attend all classes. Since this course is a seminar

course that revolves about group projects, discussions and peer-teaching, it is

particularly important for you to be in class to benefit from all that your fellow

students and instructors have to offer. No more than one unauthorized absence is

permitted.

Course content (topic list)

Course introduction

SEN survey

Transparent and non-transparent orthographies

Overview of reading models

Dyslexia sub-types

Dyslexia in first and foreign language learning

Teaching English to students with dyslexia

Accommodations vs. modifications of teaching resources

Testing students with dyslexia

Project presentation

Course wrap up

Compulsory reading

Reid, G. (2016). Dyslexia: A Practitioner's Handbook, 5th Edition. Chichester: John Wiley & Sons.

Broomfield, H. & Combley, M. (2005). Overcoming Dyslexia: A Practical Handbook for the Classroom,

2nd Edition. London: Whurr Publishers.

Łodej, M. (2014). Teaching dyslexic students. MyEnglishLab and Teacher's eText (digital

version), (pp. 1-9). Harlow: Pearson Education.

Łodej, M. (2019). Testing EFL students with dyslexia: classroom approaches to inclusion with special

reference to the Polish educational context. Studia Filologiczne Uniwersytetu Jana Kochanowskiego,32 (pp.

323-342). Available at:

https://www.researchgate.net/publication/338686258_Testing_EFL_students_with_dyslexia_classroom_app

roaches_to_inclusion_with_special_reference_to_the_Polish_educational_context

Recommended reading

Łodej, M. (2018). Dyslexia screening and diagnostic procedures and their implications for the

EFL context in Poland. In M. Łodej, & A. Strzałka (Eds.). Studia Anglica. Special Issue on

English language education: synergy between theory and practice (pp. 113-125). Cracow:

Pedagogical University of Cracow Press. Available at:

https://www.researchgate.net/publication/326489703_Dyslexia_screening_and_diagnostic_procedures_and_t

heir_implications_for_the_EFL_context_in_Poland

Course card

Course title ICT Competences of Language Teacher

Coordinator Prof. dr hab. Joanna Rokita-

Jaśkow

Lecturer(s)

Sabina Nowak, Ph.D. summer

ECTS* 5

Course objectives (learning outcomes)

COURSE OBJECTIVES

The main objective of the course is that the student knows about basic concepts of digital media and the

impact of ICT on learning and knowledge achievement.

The students can use ICT tools for knowledge retrieval and will be able to:

1. use ICT tools to organize learning environments

2. use ICT in mobile learning scenarios

3. access a learning management system

4. apply ICT tools in the classroom.

Prerequisites

Knowledge Basic knowledge of computer literacy

Skills Ability to communicate fluently in English (preferable B2/C1 level)

Courses completed -

Learning outcomes

Knowledge

Course learning outcomes

Reference number

Student has the basic knowledge of ICT in language

education

K1_W04

Skills

Course learning outcomes

Reference number

Student can search, analyse, evaluate and utilize different

kinds of information using various sources and tools

Student can cooperate and collaborate in a group taking

different roles

Student can choose adequate tools to create advanced

digital resources

K1_U01

K1_U09

K1_U11

Competences Course learning outcomes

Reference number

Student can identify and solve various problems

connected with the application of ICT tools in education

K1_K01

Course organization

Form of classes W

(Lecture)

Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar

)

P

(Project)

E

(Exam)

Contact hours - - 15 - - - -

Teaching methods

Lecture, Multi-media Presentation, Educational Discussion, Application of ICT tools, Project work

Assessment methods

E –

learnin

g

Did

actic gam

es

Classes in

schools

Field

classes

Lab

orato

ry

tasks

Indiv

idual

pro

ject

Gro

up p

roject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

K1_W04 x x

K1_U01 x

K1_U09 x x

K1_U11 x

K1_K01 x x

Assessment criteria

The students will be evaluated on the basis of their attendance, the frequency of taking

part in discussions and the quality of ICT tasks assigned by the teacher

The mean of the points collected during the course will be the basis for the final grade.

100%-93% → 5.0

92%-85% → 4.5

84%-77% → 4.0

76%-69% → 3.5

68%-60% → 3.0

59% - 0% → 2.0 (Fail)

Course content (topic list)

COURSE SYLLABUS 1. 21st century skills

2. Cloud computing.

3. New ICT tools in language T&L.

4. ICT applications in language T&L

5. International ICT projects and initiatives.

6. Online/Internet safety.

7. Key ICT teacher competences.

Compulsory reading

1. Kolaś, I. (2012) ICT in Primary Education. UNESCO. Vol 1.

https://iite.unesco.org/publications/3214707/

2. Kolaś, I. (2014) ICT in Primary Education. UNESCO. Vol 2.

https://iite.unesco.org/pics/publications/en/files/3214735.pdf

3. Dudeney, G. & Hockly, N. (2007) How to Teach English with Technology. Pearson.

4. Hardisty, D. & Windeatt, S. (1989) CALL. Resource Book for Teachers. Oxford University

Press.

5. UNESCO: ICT Competency Framework for Teachers

http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-

framework-for-teachers/

Recommended reading

1. Beatty, K. (2010) Teaching and Researching Computer-Assisted Language Learning. Pearson

Education Limited.

2. Fabre, E.M. & Esteras, S. R. (2007) Professional English in Use. ICT for Computers and the

Internet. CUP.

3. UNESCO: ICT in Education http://www.unesco.org/new/en/unesco/themes/icts/

Course card

Course title Introduction to literature in English

Lecturer(s): Dr Monika Mazurek

Department: Institute of Modern Languages, Department of English

Semester: winter / summer

ECTS: 5

Course objectives (learning outcomes)

The aim of the course is to provide the students who are unable to participate in our regular literature classes

due to their lower language skills with a chance to become acquainted with the key works of English and

American literature ranging from 18th c. to contemporary literature. Students will learn about the key ideas

and currents in the history of literature written in English.

Knowledge

Knowledge of English at an intermediate level (B1), basic knowledge of literature.

Skills

The ability to read literary texts in English with the help of a dictionary and language footnotes

Courses completed

no previous courses required

Course organization

Form of classes

K (small group) Contact hours 15

Project Contact hours 15

Teaching methods:

The teaching methods are based on individually guided coursework, including students’ presentations,

writing tasks and discussions.

Assessment methods:

Individual project, Student’s presentation

Assessment criteria

Assessed elements of the course include active participation in the classes, additional readings,

comprehensive progress in the fields of the course, performance of the students in group discussions,

individual presentations, and accomplishments in individual projects

Comments

Course content (topic list)

The development of the novel (Defoe, Fielding, Sterne); Jane Austen; William Blake; The Lake Poets

(Wordsworth, Co-leridge); The second generation of Romantics (Byron, Shelley, Keats); American 19th

century literature (Hawthorne, Whitman, Dickinson); The Victorian novel (Dickens, Eliot); The late Victorian

period (Conrad, James, Twain); War (Crane, Rosenberg, Owen, Brooke); Modernism (Joyce, Woolf,

Lawrence, Eliot, Pound); American 20th c. novel (Fitzgerald, Hemingway, Steinbeck); Dystopia (Orwell,

Huxley); America and its search for itself in the 20th century (Beatniks, Black literature); Modern English

drama (Stoppard, Pinter, Osborne); Modern English poetry (Auden, Larkin, Hughes)

Compulsory reading

Roger Gower, Past into Present, Longman: Harlow, 1990

Derek Allen and Paul Smith, English and American Literature, Milan: La Spiga Languages, 1995

Course card

Course title Utopia and Dystopia in English Literature

Semester

summer ECTS 5

(winter/summer)

Lecturer(s) Dr hab. Przemysław Michalski

Department Institute of Modern Languages

Course objectives (learning outcomes)

To acquaint students with a vast array of both utopian and dystopian works of English literature, starting

from Thomas More’s Utopia, through numerous texts of Victorian (H. G. Wells, W. Morris), Modernist

(A. Huxley, G. Orwell), and Postmodern periods (M. Atwood, L. Lowry). After finishing the course,

students will be able to recognize as well as analyse utopian and dystopian themes and motifs.

Prerequisites

Knowledge Familiarity with key literary concepts of literary theory

Skills High level of proficiency in both spoken and written English

Courses completed Introduction to literature

Course organization

Group type

Form of classes W (Lecture)

A (large

K (small

L (Lab)

S

P

E

group)

group)

(Seminar)

(Project)

(Exam)

Contact hours 15 13 2

Teaching methods:

Mini-lectures, discussion of set texts, close reading of selected passages.

Assessment methods:

learnin

g–

E

gam

esDid

actic

scho

ols

inC

lasses

classesField

tasks

Lab

orato

ry

pro

ject

Ind

ivid

ual

pro

jectGro

up

particip

ation

Discu

ssion

presen

tation

Stu

den

t’s

(essay)

assignm

ent

Written

exam

Oral

exam

Written

Oth

er

X X X X

Assessment criteria Participation in class, written project, written exam

Comments

Course content (topic list)

1. Beginnings of utopian ideas in antiquity (Plato’s Republic).

2. First English utopia (or dystopia)? – Thomas More and his Utopia.

3. Victorian utopias / dystopias – H. G. Wells, W. Morris, E. Bellamy.

4. Modernist utopias and dystopias.

5. Differences between dystopias and anti-utopias.

6. Finding commons themes of dystopian texts.

7. Dystopias - sobering diagnoses of the present or bleak visions of the future?

Compulsory reading

1. Plato – Republic; Thomas More – Utopia (excerpts)

2. H. G. Wells – Time Machine, W. Morris – News from Nowhere (excerpts)

3. A. Huxley – Brave New World, Brave New World Revisited (excerpts)

4. G. Orwell – 1984, R. Bradbury – Fahrenheit 451

5. M. Atwood – The Handmaid’s Tale

6. L. Lowry – The Giver

7. K. Ishiguro – Never Let Me Go

Recommended reading

1. M. Keith Booker, Dystopian Literature: A Theory and Research Guide (Greenwood Press 1994).

2. Tom Moylan, Scraps of the Untainted Sky, Science Fiction, Utopia, Dystopia (Westview Press

2000).

3. Chris Ferns, Narrating Utopia: Ideology, Gender, Form in Utopian Literature (Liverpool University

Press 1999).

4. Eric Rabkin, No Place Else: Explorations in Utopian and Dystopian Fiction (Southern Illinois

University Press 1983).

5. Philip Wegner, Imaginary Communities: Utopia, the Nation, and the Spatial Histories of Modernity

(Univeristy of California Press 2002).

Frances Bartkowski, Feminist Utopias (Utopias (University of Nebraska Press 1991)

Course card

Course title Lexical Semantics

Semester summer ECTS* 5

Lecturer(s) dr hab. prof. UP Alicja Witalisz

Department Institute of Modern Languages

Course objectives (learning outcomes)

The students are familiarised with the basic issues in lexicology with special emphasis on English

lexicology. During the course the students develop the ability to analyse semantically and define English

lexemes using methods proposed by various linguistic schools, as well as identify lexical sources of

potential ambiguities in texts and sense relations that hold among lexemes. The course will to a certain

degree employ the students’ competence in their native language.

Prerequisites

Knowledge Non-specialized knowledge of a language grammar; understanding simple terms and

contrasts; Understanding basic linguistic terms and processes

Skills Communicativeness in English

Courses completed None specific

Course organization

Form of classes W

(Lecture)

Group type

A

(large

group)

K

(small

group)

L

(Lab)

S

(Semin

ar)

P

(Proje

ct)

E

(Exa

m)

Contact hours 30

Teaching methods:

1. the teacher’s instruction and presentation of individual issues

2. problem solving in pairs and groups

3. students' presentations in class

4. individual short tutorial sessions

5. project work

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry

tasks

Ind

ivid

ual

pro

ject

Gro

up p

roject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

x x x x x

Assessment criteria

Students will be assessed mainly on the basis of their class participation as well as

completion of designated tasks and assignments. The student is expected to complete

the assigned project work as part of the requirements.

Comments

Course content (topic list)

1 Lexical meaning - an introduction.

2. Models of linguistic sign.

3. Fuzziness of meaning.

4. Kinds of meaning. Sense, Denotation, Reference.

5. Semantic structure of words: Componential analysis (semantic features), Semantic prototypes.

6&7. Structure of the lexicon: syntagmatic vs. paradygmatic relations: Sense relations, Semantic fields,

Collocations.

8. Polysemy vs. Homonymy.

9. Types of semantic change.

10. Rudiments of Pragmatics.

Compulsory Reading

R. Palmer, Semantics. Second edition. Cambridge University Press.

G. Leech, Semantics. The Study of Meaning. Baltimore: Penguin Books, 1974.

Recommended reading (the specific choice will depend on the student’s first language):

1. J.Lyons, Linguistic Semantics. An Introduction. Cambridge: CUP, 1995.

2. L. Lipka, English Lexicology. Tubingen: Gunter Narr Verlag, 2002.

Course card

Course title Introduction to English morphology

Semester

(winter/summer) summer ECTS 5

Lecturer(s) Joanna Paszenda

Department Institute of Neophilology

Course objectives (learning outcomes)

The aim of the course is to acquaint students with the basic assumptions of morphological analysis,

including word structure and morphological processes, and to enable them to analyze words into

morphemes, as well as identify the types of processes leading to the creation of complex words.

Prerequisites

Knowledge Competence in English at B2 level

Skills

The ability to read linguistic textbooks and articles; the ability to use basic linguistic

terminology

Courses completed none

Course organization

Form of classes W (Lecture)

Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours 15

Teaching methods

Elements of lecture (PowerPoint presentations), discussion, problem solving, students’ presentations, group

work, project work

Assessment methods

E –

learnin

g

Did

actic

gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry

tasks

Ind

ivid

ual

pro

ject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

X

X

X

X

Assessment criteria Active participation in classes, delivering a presentation on a topic assigned by the

teacher, presenting to the group the results of project work

Comments

Course content (topic list)

1) Introduction to morphological analysis:

the notion of morpheme, morph and allomorph

types of morphemes (free and bound)

the notions of root, base and stem

derivation vs. inflection, derivational vs. inflectional affixes

2) Selected puzzles in word structure (bound roots, ‘empty’ morphemes, ‘portmanteau’ morphemes)

3) An overview of morphological processes: affixation, cliticization, conversion, suppletion,

compounding, reduplication, blending, clipping, backformation, stress shift, internal change,

acronymization – with examples from English and other languages

4) English compounds in close-up

the semantic types of compounds (endocentric, exocentric, appositional and ‘dvandva’)

5) English blends in close-up; types of blends (total and partial, overlapping and non-overlapping,

intercalative, graphic)

6) Proper names (first names, surnames and place names) as bases in derivation; from proper names to

category names (guillotine, braille, diesel, etc.)

7) Students’ projects – selected morphological processes and phenomena in their native languages

Compulsory reading

1. Bauer, Laurie 1983. English Word-formation. Cambridge: Cambridge University Press.

2. O’Grady W., M. Dobrovolsky & F. Katamba. 1997. Contemporary Linguistics. An Introduction.

Longman (Chp. 4: “Morphology: the analysis of word structure”, pp.132-180).

3. Szymanek, Bogdan. 1989. Introduction to Morphological Analysis. Warszawa: PWN.

Recommended reading

1. Bierwiaczonek, Bogusław. 2013. Metonymy in Language, Thought and Brain. Equinox.

2. Booij, Geer. 2005. The Grammar of Words: An Introduction to Linguistic Morphology. Oxford:

Oxford University Press.

3. Mattiello, Elisa. 2013. Extra-grammatical Morphology in English: Abbreviations, Blends,

Reduplicatives, and Related Phenomena. Berlin/ Boston: de Gruyter.

4. Szymanek, Bogdan. 2005. The latest trends in English word-formation. In Štekauer, Pavol & Rochelle

Lieber (eds.), Handbook of Word-Formation. 428-448. Dordrecht: Springer.

Course card

Course title Varieties of Contemporary English

semester summer ECTS* 5

Lecturer(s) dr Anita Buczek-Zawiła

Department Institute of Modern Languages

Course objectives (learning outcomes)

After the completion of the course, students will be familiar with the most important dialectal contrasts

occurring in English. Mastering the basic distinctions will allow students to achieve a better understanding

of the accents as well as practical competence at the receptive level. Acquainting the student with existing

divisions within and among dialects,should constitute an interesting contribution to the understanding of

linguistic phenomena in general.

The course will largely employ students’ competence in English as well as in their native language and

relate it to the corresponding phenomena in English .

The student should develop the ability to analytically look at a group of languages, find similarities and

differences between languages, understand language phenomena in general.

Prerequisites

Knowledge Non-specialized knowledge of a language grammar; understanding simple terms and

contrasts

Skills Communicativeness in English

Courses completed None specific

Course organization

Form of classes W

(Lecture)

Group type

A

(large

group)

K

(small

group)

L

(Lab)

S

(Semin

ar)

P

(Proje

ct)

E

(Exa

m)

Contact hours 30

Teaching methods:

1. the teacher’s instruction and presentation of the individual phenomena

2. listening

3. Individual and group web-based projects and presentations

4. individual short tutorial sessions

5. Homework assignments

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry

tasks

Ind

ivid

ual

pro

ject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

x x x x x x

Assessment criteria

Students will be assessed mainly on the basis of their class participation as well as

completion of designated tasks and assignments.The student is expected to work

towards achieving the accuracy on the B2/C1 competence level mainly receptively

but also to a certain extent productively.

Comments

The final essay(essays) is to constitute an integral part of the course. It is in principle

impossible to get a passing grade without the contribution of the written task(s),

drafted, evaluated and corrected.

Specific essay topics are to be specified as tasks/assignments defined on the e-

learning moodle platform, during regular meetings with the group. They will centre

around the areas practised in class and assigned for home study.

Course content (topic list)

1. Approaches to classifying languages (ethnological, geographic, typological)

2. Basic notions: standard, variety, dialect, accent

3. Languages in the British Isles: status quo, minority languages

4. Geographic varieties and divisions; case study - Scouse

5. Celtic Englishes - an overview

6. London Englishes

7. English outside the British Isles,

8. English as an International Language (EIL)

Compulsory Reading

1. Gary Robson “Social Change and the Challenge to RP: Approaching the British Cultural

Revolution through accents and dialects”, in: New Trends in English teacher education, I.R.Gay et

al. (eds.). Ediciones de la Universidad Castilla-LaMancha, Cuenca, 2008

2. Peter Trudgill The dialects of England, Blackwell, Oxford, 1999

3. Arthur Hughes, Peter Trudgill, Dominic Watt English Accents and Dialects: and introduction to

social and regional varieties of English in the British Isles, Hodder Arnold, London, 2005

Recommended reading (the specific choice will depend on the student’s first language):

1. J. Wells Accents of English (vols 1-3).

2. Celtic Englishes III & IV - relevant chapters

Course card

Course title Remedial Pronunciation Practice for Erasmus Students

semester summer ECTS* 5

Lecturer(s) dr Anita Buczek-Zawiła

Piotr Okas

Department Institute of Modern Languages

Course objectives (learning outcomes)

Upon completion of the course, the students will be familiar with the most important contrasts in the realm

of English vowels and consonants. Mastering the basic contrasts will allow the students to achieve

adequacy on the phonemic level. The course will largely employ students’ competence in their native

language and relate it to the corresponding phenomena in English to eradicate possible areas of

interference.

Prerequisites

Knowledge Non-specialized knowledge of a language grammar; understanding simple terms and

contrasts

Skills Communicativeness in English

Courses completed None specific

Course organization

Form of classes W

(Lecture)

Group type

A

(large

group)

K

(small

group)

L

(Lab)

S

(Semin

ar)

P

(Proje

ct)

E

(Exa

m)

Contact hours 30

Teaching methods:

1. the teacher’s instruction and presentation of the individual phonetic phenomena

2. listening

3. chorus repetition

4. individual repetition

5. ear-training

6. transcription

7. individual short tutorial sessions

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry

tasks

Ind

ivid

ual

pro

ject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

x x x x x

Assessment criteria

The students’ awareness of the differences between the sound system of English and

that of their native language will be checked by a written test, based on the material

discussed in class.

The students’ progress in the pronunciation skills will be evaluated by an oral test.

Both tests must be passed in order to complete the course successfully. The pass

mark of each test is 60% of the total score for the test.

Comments

The written test will focus on the areas of possible language interference. It will be

worth 30% of the total score for the course.

The oral test will check the pronunciation of individual words (practised in class),

sentences and longer texts. It will be worth 70% of the total score for the course.

The student is expected to achieve the pronunciation accuracy on the B2/C1

competence level.

Course content (topic list)

1. The system of English vowels in relation to the vowel system of the student’s native language:

vowel length vs. quality, contextual variants, spelling inconsistencies causing pronunciation

problems.

2. The system of English consonants in relation to the consonant system of the student’s native

language: differences in the place of articulation, voiced vs. voiceless, voice assimilations,

differences in contextual variants; problematic consonant clusters.

3. Principles of transcription.

Should the group comprise students of the same L1 background the course content will be modified

accordingly, e.g. specific tackling of word initial consonant clusters.

Compulsory reading

Recommended reading

1. Rogerson-Revell, Pamela (2011) English Phonology and Pronunciation Teaching, London: Continuum

(relevant subchapters)

2. Buczek-Zawiła, Anita (2015) “Extending foreign students’ presence in English phonetic classes”, in

Bloch-Rozmej, Anna & Karolina Drabikowska (eds.) Within Language, Beyond Theories 2.

3. Mott, Brian (2005) English Phonetics and Phonology for Spanish Speakers, Barcelona: Publicacions i

Edicions Universitat de Barcelona

4. Roach, P. English Phonetics and Phonology

Course card

Course title The American Civil War

Semester

(winter/summer) summer ECTS 4

Lecturer(s) Paweł Hamera, Ph.D.

Department English Department

Course objectives (learning outcomes)

The American Civil War was one of the most important events in American History. It changed American

society forever. The aim of this course is to familiarize students with the American Civil War, its causes,

and repercussions.

By the end of this course, students should:

-be more familiar with the American Civil War and its significance

-have a better understanding of US history

Prerequisites

Knowledge basic knowledge of American culture and history

Skills English (B2)

Courses completed

Course organization

Form of classes W

(Lecture)

Group type

A

(large

group)

K

(small

group)

L

(Lab)

S

(Semina

r)

P

(Projec

t)

E

(Exam

)

Contact hours 14 1

Teaching methods:

- audio-visual methods

- discussion

- projects/presentations

- written assignments

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry task

s

Ind

ivid

ual p

roject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent (essay

)

Oral ex

am

Written

exam

Oth

er

X X X

Assessment criteria In order to pass this course students will have to take active part in the classes and

pass an exam.

Comments

Course content (topic list)

1. Sectionalism in America

2. The political scene in nineteenth-century America

3. The North and the South

4. Abraham Lincoln and the Republican Party

5. The Civil War and its Turning Points

6. The First Modern War

7. The End of the War

Compulsory reading

- R. Humble, The Illustrated history of the Civil War (Philadelphia, Pa.: Courage Books, 1991)

- R. Mitchell, The American Civil War, 1861-1865 (Harlow: Longman, 2001)

- E. Foner, Give me Liberty!: An American History, vol. 1 (New York: W.W. Norton and Company,

2006)

Recommended reading

- J. M. McPherson, Battle Cry of Freedom: the Civil War Era (Oxford: Oxford University Press, 1988)

- A. Grant, The American Civil War and the British Press (London: McFarland & Company, 2000)

Course card

Course title The Great Irish Famine and the Anglosphere

Semester

(winter/summer) summer ECTS 4

Lecturer(s) Paweł Hamera, Ph.D.

Department English Department

Course objectives (learning outcomes)

The Great Irish Famine was one of the most significant events in Irish History. It changed Irish society

forever. In addition, because one of the outcomes of the Famine was mass emigration it had an enormous

impact on other parts of the Anglosphere (especially the United States). The aim of this course is to

familiarize students with the Irish Famine and its repercussions.

By the end of this course, students should:

-be more familiar with the Irish Famine and its significance

-have a better understanding of Anglo-Irish relations

-be more knowledgeable about the history and culture of English-speaking countries

Prerequisites

Knowledge basic knowledge of British and American culture

Skills English (B2)

Courses completed

Course organization

Form of classes W

(Lecture)

Group type

A

(large

group)

K

(small

group)

L

(Lab)

S

(Semina

r)

P

(Projec

t)

E

(Exam

)

Contact hours 14 1

Teaching methods:

- audio-visual methods

- discussion

- projects/presentations

- written assignments

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry task

s

Ind

ivid

ual p

roject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent (essay

)

Oral ex

am

Written

exam

Oth

er

X X X X

Assessment criteria In order to pass this course students will have to take active part in the classes and

pass an exam.

Comments

Course content (topic list)

1. Ireland and the United Kingdom

2. The Potato Blight and the Famine

3. The British Government and the Relief Efforts

4. The Famine and Charitable Actions

5. The Mass Emigration of the Irish

Compulsory reading

Atlas of the Great Irish Famine, ed. J. Crowley et al., Cork: Cork University Press 2012. (selected chapters)

Gray, Peter. The Irish Famine. Discoveries series. New York: Harry N. Abrams Inc., 1995.

Ó Murchadha, C., The Great Famine: Ireland’s Agony 1845-1852, London: Continuum 2011. (selected

chapters)

Recommended reading

Coogan, Tim Pat, The Famine Plot: England's Role in Ireland's Greatest Tragedy, New York: Palgrave 2012.

Gray, Peter. Famine, Land and Politics. Dublin: Irish Academic Press, 1999.

O Grada, Cormac. Black 47’. The Great Irish Famine in History, Economy, and Memory. New Jersey:

Princeton University Press, 1999.

Percival, John. The Great Famine. Ireland’s Potato Fam

Course card

Course title The Early History of British and American Comic Books

Semester

(winter/summer) summer ECTS 4

Lecturer(s) Paweł Hamera, Ph.D.

Department English Department

Course objectives (learning outcomes)

The main objective of the course is to familiarize students with the history of comic books in the United

States and Great Britain. Comic books reflected the times in which they were created and, as a result, are an

interesting historical source. By exploring the early history of comic books the students will achieve better

understanding of American and British culture.

By the end of this course, students should:

-be familiar with the history of comics in Britain and the USA

-expand their knowledge of British and American culture

-understand why comic books are an important part of American culture

Prerequisites

Knowledge basic knowledge of British and American history

Skills

English (B1)

Courses completed

Course organization

Form of classes W

(Lecture)

Group type

A

(large

group)

K

(small

group)

L

(Lab)

S

(Semina

r)

P

(Projec

t)

E

(Exam

)

Contact hours 14 1

Teaching methods:

- audio-visual methods - discussion - projects/presentations

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry task

s

Ind

ivid

ual p

roject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent (essay

)

Oral ex

am

Written

exam

Oth

er

X X X

Assessment criteria In order to pass the students will have to prepare a presentation and pass the final

exam.

Comments

Course content (topic list)

1. The Prehistory of Comics and the Definition of Comics

2. The British Press and the Birth of British Comics

3. The Beginnings of Comics in the United States

4. Superhero Comic Books and the Great Depression

5. Comic Books as a Propaganda Tool during WWII

Compulsory reading

Sabin, Roger. Comics, Comix & Graphic Novels: A History of Comic Art. New York: Phaidon 2001.

(selected chapters)

Wright, Bradford W. Comic Book Nation: The Transformation of Youth Culture in America.

Baltimore: the Johns Hopkins University Press, 2003 (selected chapters)

Couperie, Pierre. A History of the Comic Strip. New York: Crown Publishers 1968.

Recommended reading

Lopes, Paul. Demanding Respect. The Evolution of the American Comic Book. Philadelphia: Temple

University Press, 2009.

Rhoades, Shirrel. A Complete History of American Comic Books. New York: Peter Lang Publishing,

2008.

Gabilliet, Jean-Paul. Of Comics and Men: A Cultural History of American Comic Books. Jackson: the

University Press of Mississippi, 2010.

Course card

Course title William Golding Lord of the Flies

Semester

(winter/summer) summer ECTS 5

Lecturer(s) Małgorzata Kowalcze, PhD

Department Department of English Studies

Course objectives (learning outcomes)

The aim of the course is to analyse William Golding’s novel Lord of the Flies. By the end of the course

students are expected to have gained knowledge of the main themes of the novel as well as of selected

critics’ commentaries. Students are also supposed to enhance their skills of critical analysis of a literary text.

Prerequisites

Knowledge Students should have knowledge of basic literary concepts.

Skills Students should be able to carry out an analysis of a literary text.

Courses completed -

Course organization

Form of classes W (Lecture)

Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours 15

Teaching methods:

Introductory lecture (presentation), classroom discussions based on close reading of the novel, individual

project.

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry task

s

Ind

ivid

ual p

roject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

X

X

X

Assessment criteria

Students are required to prepare for classes according to the instructor’s guidelines

and take part in class discussions. One unexcused absence is allowed. Each student is

expected to present a paper on a topic previously consulted with the instructor. The

course ends with a written exam. The passing score for the exam is 60%.

Comments -

Course content (topic list)

1. The author – William Golding – background and inspirations

2. Civilisation vs. savagery

3. Culture vs. nature

4. Status of material objects

5. Presentation of human society

6. Depiction of nature

7. Status of animals

8. Intertextual references of the novel

Compulsory reading

1. William Golding, Lord of the Flies, Faber&Faber, London 2014.

2. A collection of academic articles provided by the instructor.

Recommended reading -