Module description (Modulhandbuch)€¦ · 8.1 Course Achievement Written exam 8.2 Module Exam Cumulative a) and b) 9. 1 Prerequisites for Receiving the ECTS Credits: Regular, active

INTERNATIONAL MASTER IN SOCIOLINGUISTICS AND MULTILINGUALISM MODULE DESCRIPTION

1. Semester ..................................................................................................................................................................2

Module 1: Multilingual Baltic-Sea Europe I: Language-Sociological Perspectives (Kaunas) .........................................2

Module 2: Language and Communication Skills I (Kaunas) .........................................................................................3

Module 3: Methods of Sociolinguistics I (Kaunas) .......................................................................................................5

2. Semester ..................................................................................................................................................................6

Module 4: Multilingual Baltic-Sea Europe II: Sociolinguistic Perspectives (Mainz) ......................................................6

Module 5: Language and Communication Skills II (Mainz) ..........................................................................................9

Module 6: Usage-Based Oriented Linguistics II (Mainz) ............................................................................................ 10

3. Semester ................................................................................................................................................................ 12

Module 7a: Multilingual Baltic-Sea Europe III.a: Language Contacts (Tartu) ............................................................. 12

Module 8a: Language and Communication Skills III.a (Tartu) .................................................................................... 13

Module 9a: Historical and Cultural Background III.a (Tartu) ...................................................................................... 15

Module 7b: Multilingual Baltic-Sea Europe III.b: Language Contacts (Stockholm) ..................................................... 16

Module 8b: Language and Communication Skills III.b (Stockholm) ........................................................................... 18

Module 9b: Historical and Cultural Background III.b (Stockholm) ............................................................................. 19

4. Semester ................................................................................................................................................................ 20

Module 10: Master’s Thesis (Kaunas, Mainz, Stockholm) .......................................................................................... 20

1. Semester

Module 1: Multilingual Baltic-Sea Europe I: Language-Sociological Perspectives (Kaunas)

Module Number Work Load ECTS Credits Designated

Semester

Duration

6 weekly contact

hours / 320 (incl.

self-organised study)

12 1. semester 1 semester

1. Courses Weekly

Contact

Hours

Compulsory or

Compulsory

Optional Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC: Minorities and civil society in the Baltic

region

3 compulsory 92 6

b) SEM: Multilingualism in Europe 3 compulsory 92 6

2. Forms of Teaching

Lectures, seminars, group work, self-study, including independent study, project-and problem-based learning, case

analysis

3. Number of Participants

4. Qualification Aims

a) The aim of the course is to present the role of the state in dealing with the problems of various national

minorities and in creating civil society in the Baltic region; to analyse ethnicity and reasons for ethnic

discrimination in the modern society; to give sufficient competence to explain the development of ethnic

compositions in the Baltic region.

b) Students will get knowledge of how language works in social environment. Theoretical and methodological trends of sociolinguistics will be discussed and analysed.

5. Contents

a) Ethnic and racial identity. Ethnicity, ethnic group and minority. Causes of ethnic discrimination in the modern

society. Development of ethnic composition in the Baltic countries. Ethnic regional characteristics and local self-

government. Construction of national identity. Minorities and migrants. Xenophobia and populism in the post-socialist society. Educational systems in the regions of ethnic minorities. Sociolinguistic state of affairs of ethnic

minorities; state policy of the languages of ethnic minorities. Teaching/learning of minority languages: current

situation and problems. State priorities in the policy of integrating minorities. National programme directed

against intolerance, racism and homophobia. Mass media of minorities.

b) Language education planning and policy. Multilingualism for business and European institutions. International

perspectives on language policy and teaching. Globalization and lingua franca (English). Language maintenance

and shift. Foundations of language minority education. Nature of multilingualism/bilingualism and second

language acquisition. Multilingual/bilingual education models. Heritage and community languages. Immigrant

and refugee [language] communities. Multilingualism, multiculturalism and identities. Linguistic landscapes.

6. Use of Module

International M.A. in Sociolinguistics and Multilingualism

7. Participation Requirements

Acceptance in the current study programme

8. Forms of Examination 8.1 Course Achievement

Written exam (project-based research paper)

8.2 Module Exam

Cumulative a) and b)

9. 1 Prerequisites for Receiving the ECTS Credits:

Regular, active participation and successful completion of required study tasks and the module examination

10. Value in the Final Score

12 ECTS Credits from 120 ECTS Credits = 10%

11. Course Offered for the Programme

Annually in the winter semester

12. Responsible Staff Member

Prof. Dr. Ineta Dabasinskiene

13. Further Information

Druviete. I. Sociolinguistic situation in the Baltic Region. 2002.

Runblom H. Majority-Minority Relations. An Overview. The Baltic Republics/The Multicultural Baltic Region. 3/1. 1993. S. Spiliopoulou (eds.). International Obligations and National Debates: Minorities Around the Baltic Sea. 2003.

Baldauf, R.Jr. and Kaplan, R., (eds.). 2006. Language Planning and Policy in Europe, Vol.2. The Czeck Respublic, The

European Union and Northern Ireland. Multilingual Matters.

Baumann. G. 1999. Multicultural Riddle. Rethinking National, Ethnic, and Religious Identities.Routledge.

Fasold, R. 2001. The Sociolinguistics of Society. Blackwell.

Extra, G. and Gorter, D. (eds.). 2001. The Other Languages of Europe. Multilingual Matters.

Extra, G. and Yagmur, K. (eds.). 2004. Urban Multilingualism in Europe. Multilingual Matters.

Kaplan, R. and Baldauf R. Jr., (eds.). 2008. Language Planning and Policy in Europe, Vol. 3. The Baltic States, Ireland

and Italy. Clevedon: Multilingual Matters.

Kaplan, R. and Baldauf R. Jr., (eds.). 2008. Language Planning and Policy in Europe. Clevedon: Multilingual Matters.

Myers-Scotton, C. 2008. Multiple Voices. Blackwell.

Schieffelin, B.B. et al.(eds.). 1998. Language Ideology. Practice and Theory. Oxford: Oxford University Press. Verschueren, J. 1987. Pragmatics as a theory of linguistic adaptation. IPrA Working Document 1

Module 2: Language and Communication Skills I (Kaunas)


Semester

Duration

6 weekly contact hours /

320 (incl. self-organised

study)


1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a.1) TUT: English academic writing 3 compulsory

optional

92 6

a.2) LEC/SEM: Cross-cultural communication 3 compulsory optional

92 6

b.1) LC: For non-native Lithuanian speaker: Lithuanian

Language course

3 compulsory

optional

92 6

b.2) LC: For native Lithuanian speakers: Language Course

in a Nordic or one of the offered Baltic-region languages

(to be chosen from language courses taught in the

semester by the Institute of Foreign Languages)

3 compulsory

optional

92 6


Lectures, seminars, group work, individual work, joint projects, simulations, case analysis, presentations



a.1) The purpose of these courses is to refine students‘ knowledge and skills in academic writing with a special

focus on the requirements set for research in the area of regional studies. Students are offered a guided

process-writing course in the most common academic text types in their subject field. A major focus of the

course is on the major constituents of an academic paper and the language used to express the main communicative functions used at all levels of academic discourse. A related focus is the adequate use of

certain obligatory discourse features of academic papers. The course includes discussion of different types

of text and the language used in them.

a.2) This is a course, which provides students with a sound theoretical and methodological background in

recognizing and assessing the specificity of cross-cultural and intercultural communication. Students apply

the acquired knowledge analysing and evaluating specific communicative situations, types of cultures and

cultural dimensions manifesting themselves in cross-cultural incidents and communication barriers. Special

emphasis is placed on identity, hierarchy, time, space, and gender dimensions of cultures. Students analyze

case studies, engage in simulation practices and do joint research projects focussed on dimensions of

cultures in their verbal and nonverbal aspects.

b) The Lithuanian language course, as well as the other offered language courses, is taught to enable students

to acquire sufficient linguistic knowledge and translating skills to be able to read texts in their area of studies

in the original language. At the end of the course the students will have attained the necessary skills in

Lithuanian in order to conduct and understand an everyday conversation in Lithuanian, and to use original language sources competently with the help of a dictionary so that they can undertake more advanced

research programmes or employment in the field of multicultural studies and multilingualism.

5. Contents

a.1) Introduction to academic writing. Functions, types and structures of academic text. Maintaining

coherence. Planning and organizing a research paper. Integration of critical material: academic

conventions related to paraphrasing and summarizing. 6. Reviewing previous research and literature on the subject. Balancing author and information prominent citations. Diction and syntax in academic writing.

How to write with style; clichés and unnecessary wordiness. Using language for effective argumentation,

expression of caution and hedging. Improving accuracy. Search of references. Adequate documentation of

materials. Publishing research papers. Discussion of individual writing tasks.

a.2) Cultural diversity, cross-cultural and intercultural communication. Culture, communication and types of

communication. Culture, national awareness, stereotypes, and ethnocentrism. Cultural identity of different

communities and the multifarious nature of cross-cultural communication. Types of cultures and cultural

dimensions, cross-cultural incidents and communication barriers. Identity, hierarchy, time, space, and

gender as cultural dimensions. Case studies of cultural incidents, simulation of cross/intercultural

communication barriers. Dimensions of cultures in their verbal and nonverbal aspects. New debates regarding the role and place of the Baltic countries in Europe, the processes of general social and cultural

transformation in the Baltic countries, and the dynamics of national, regional and co-European identity.

b.1) Introduction to the Lithuanian language (or other chosen language). Introductions, greetings, getting to

know people, place names, languages. Verb “to be”, present tense; nouns: nominative case, locative case,

genitive case; verbs: present tense (-A type); personal pronouns. Getting around the city, old town;

references to people, professions; describing people. Prepositions of location and direction; nouns:

accusative case; accusative case with prepositions; genitive in place names. Seasons; days of the week; time

adverbs; personal arrangements and daily routines; invitations and responses. Ordinal numbers; noun: accusative for time references; genitive and nominative in negative sentences. Family and relatives;

describing people. Noun: singular and plural; irregular plurals; genitive case to express possession; noun and

adjective agreement (feminine and masculine gender); possessive adjectives; verb: modal verbs, -I type

verbs; numbers from 1 to 9, their agreement with nouns. Food and eating habits; expressing preferences. -O

type verbs; noun and adjective agreement; noun: dative case; genitive with prepositions; dative and genitive

case of pronouns. Healthy lifestyle; giving simple directions. Verb: imperative form; noun: instrumental

case; prepositions with instrumental case; instrumental case of pronouns; Hobbies. Past tense; likes and

dislikes.

b.2) The language courses in Nordic and Baltic languages introduce students to basic phonetic, morphological,

syntactic, and lexical systems of the language at issue. Special attention is paid at acquiring oral and written

communication skills which will allow students express themselves orally and in writing in everyday situations. The form of studies includes lectures, self-study tasks, and individual work in SANAKO lab and

in virtual MOODLE environment.

6. Use of Module


7. Participation Requirements Acceptance in the current study programme

8. Forms of Examination

8.1 Course Achievement

Written exam

8.2 Module Exam








12. Responsible Staff

Assoc. Prof. Dr. Audrone Raskauskiene, Assoc. Prof. Dr. Irena Ragaisiene


a.1) Bailey, S. (2011) Academic Writing: A Handbook for International Students (3rd edition). London: Routledge.

Morley, J., P. Doyle and I. Pope. (2007) University Writing Course. Newbury, Berkshire: Express Publishing.

Gillett A, A. Hammond and M. Martala. (2009) Inside Track to Successful Academic Writing. Harlow: Pearson

Education.

Oshima, A. and A. Hogue. (2006) Writing Academic English. Harlow: Pearson Longman.

Porter D. (2001) Check your Vocabulary for Academic English: A workbook for students 2nd ed. London: Peter Collin.

Ravelli, L.J. and R. A. Ellis. Eds. (2005). Analyzing Academic Writing. London: Continuum.

Swales, J. and C. Feak. (2004) Academic Writing for Graduate Students. Ann Arbor: University of Michigan Press.

a.2) Gudykunst, William B. (ed.). (2003) Cross-Cultural and Intercultural Communication. Sage Publications, Inc.

Hofstede, Gert Jan, Paul B. Pedersen and Geert Hofstede. (2002) Exploring Culture: Exercises, Stories and Synthetic

Cultures. Boston, London: Intercultural Press.

Inglehart, R. (1997) Modernization and Postmodernization: Cultural, Economic and Political Change in 43 Societies.

Princeton University Press.

Lewis, R. D. (2006) When Cultures Collide: Leading across Cultures. Brealey.

Risager, K. (2006) Language and Culture: Global Flows and Local Complexity. Multilingual Matters.

Samovar, L. A., Potter, R. E., and E. R. McDaniel. (eds). (2005) Intercultural Communication: A Reader.

Thomson/Wadsworth.

Gannon, M.J., Pillai, R.K. (2010) Understanding Global Cultures: Metaphorical Journeys Through 29 Nations, Clusters

of Nations, Continents, and Diversity. Sage Publications, Inc. Frierdman, T. (2007) The World is Flat: A Brief History of the 21st century. New York: Picado.

Kramsch, C. (1998) Language and Culture. Oxford University Press.

Craith, M.N. (2012) Narratives of Place, Belonging and Language: An Intercultural Perspective. Palgrave Macmillan.

Holliday, A. Hyde, M. and J. Kulman.( 2004) Intercultural Communication: An Advanced Resource Book. Routledge.

b.1) Stumbrienė V., Kaškelevičienė A. (2001) Nė dienos be lietuvių kalbos/ Not a Single Day without Lithuanian.

Vilnius: Gimtasis žodis.

Ramonienė M., Vilkienė L. (2008) Po truputį. Lithuanian for Beginners: Workbook. Vilnius.

Ramonienė M., Vilkienė L. (2008) Po truputį. Lithuanian for Beginners: Student’s book (+CD). Vilnius.

Išlyginamųjų klasių ir išlyginamųjų mobiliųjų grupių lietuvių kalbos mokytojams. (2006) Vilnius: Švietimo aprūpinimo

centras. Ramonienė M., Press J. (1996) Colloquial Lithuanian. London and New York: Routledge.

Ramonienė M., Stumbrienė V. (2006) Teach Yourself Lithuanian. London: Hodder Education.

Ramonienė M., Pribušauskaitė J. (2004) Praktinė lietuvių kalbos gramatika. Vilnius: Baltos lankos

Stumbrienė V., Vilkienė L., Roebuck W. (2008) 365 lietuvių kalbos veiksmažodžiai/ 365 Lithuanian verbs. Vilnius: Tyto

Alba.

Ambrazas V. (ed.) (1997) Lithuanian grammar. Vilnius: Baltos lankos.

Module 3: Methods of Sociolinguistics I (Kaunas)


Semester

Duration

3 weekly contact

hours / 160 (incl.

self-organised study)


1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/SEM: Quantitative and Qualitative Research Methods in Sociolinguistics

3 compulsory 92 6


Lectures, seminars, team-work, independent study, project-and problem-based learning, case analysis, presentations



a) The main aim of the course is to introduce students to the research methods and tools used in the studies of

sociolinguistics and multilingualism; to develop practical skills in conducting original sociolinguistic research—

from research design, data collection and analysis to academic paper which focuses on empirically-based

research findings.

5. Contents

a) Research methods in sociolinguistics and multilingualism: key concepts and paradigms. Links between research

design, method, and data collection. Study design: cross-sectional, longitudinal, case, group, experimental,

quasi-experimental. Quantitative vs. qualitative research: concepts and definitions. Types of data: diachronic vs.

synchronic research. Data collection: selection process (informants, researcher’s identity, observer’s paradox).

Reliability and validity of data. Ethical issues. Identifying sociolinguistic variable. Interviews and

questionnaires. Surveys. Observations and recordings (audio vs. video). Transcription. Statistical tools and

quantification. Corpora. Linguistic ethnography. Social network analysis. Conversation and interactional

analysis. Critical discourse, narrative, and media analysis. Writing the empirically-based research paper:

formulating a research question, constructing hypothesis, designing the research, situating the research in a broader context (literature overview), presenting and discussing the findings.

6. Use of Module



Acceptance in the current study programme



Written exam (project-based research paper, presentation of case analysis)

8.2 Module Exam

Written exam in a)








Dr. Aurelija Tamosiunaite

13. Further Information.

a) Wei, L. and M. F. Moyer (eds). The Blackwell Guide to Research Methods in Bilingualism and Multilingualism.

Blackwell Publishing. 2008.

Litosseliti, L. (ed.). Research Methods in Linguistics. London: Continuum. 2010. Johnstone, B. Qualitative Methods in Sociolinguistics. Oxford University Press. 1999.

Rasinger, S. M. Quantitative Research in Linguistics: An Introduction. London: Continuum. 2008.

Milroy, L. and M. Gordon. Sociolinguistics: Method and Interpretation. Blackwell Publishing. 2003.

Tagliamonte, S. A. Analyzing Sociolinguistic Variation. Cambridge University Press. 2006.

Coupland, N. and A. Jaworski. Sociolinguistics: A Reader and Coursebook. Palgrave. 1997.

Rubin, H. J. and I. S. Rubin. Qualitative Interviewing: The Art of Hearing Data. 2nd Edition. Sage Publications. 2005.

Labov, W. Sociolinguistic Patterns. Philadelphia: University of Pennsylvania Press, 1972.

Labov, W. Principles of Linguistic Change, Internal Factors (vol. 1) and Social Factors (vol. 2). Blackwell Publishing. 1994, 2001.

Belcher, W. L. Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. Sage

Publications. 2009.

2. Semester

Module 4: Multilingual Baltic-Sea Europe II: Sociolinguistic Perspectives (Mainz)


Semester

Duration

4 weekly contact

hours / 300 h (incl. 10 2. semester 1 semester

self-organised

study)

1. Courses Weekly

Contact Hours

Compulsory or

Compulsory Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) SEM: Current trends in Nordic and Baltic socio-

and discourse linguistics

2 compulsory 159 6

b) LEC: Areal- and contact-linguistic perspectives on

Baltic-Sea European languages

2 compulsory 99 4


a) Seminar (group work, reflecting discussions, joint projects, case analysis)

b) Lecture (with Readings) (problem solving, case studies, discussions)



a) The seminar aims at involving the students in the contemporary linguistic discourses in general and in the Nordic

and the Baltic countries in particular; striving for supporting the students in developing their research skills,

subsuming their own research interests and placing those in the field of modern (Scandinavian and/or Baltic)

linguistics.

b) The aim of the lecture course is to provide the students with modern linguistic theories of and methods for

analysing and explaining the multifarious dimensions of structural variation and cross-linguistic parallels across

the involved language families and individual languages in wider areal-linguistic, contact- linguistic and

typological perspectives.

5. Contents

b) The seminar acquaints the students with the current Nordic and Baltic sociolinguistic literature in the widest

sense of the term. The thematic focus of the seminar varies from semester to semester.

b) The course provides an insight into the theoretical and methodological challenges involved in trying to

understand, explain and model the linguistic processes underlying the observable convergence of varying groups

and pairs of languages spoken in the area. It introduces the students to the central theoretical and methodological approaches to the linguistic mosaic around the Baltic Sea. Special attention is paid to highlighting the

complexity of the constantly changing socio-historical conditions that have given rise to multifarious forms of

cross-linguistic interference between the Circum-Baltic languages.

6. Use of Module



Successfully completed Modules 1, 2 and 3



Seminar Paper in a)

8.2 Module Exam

Seminar in a)




10 ECTS Credits from 120 ECTS Credits = 8,33%

11. Course Offered for Programme

Annually in the summer semester


Univ.-Prof. Anneli Sarhimaa


a) and b) Adrey, Jean-Bernard (2005): Minority Language Rights Before and After the 2004 EU Enlargement: The

Copenhagen Criteria in the Baltic States. In: Journal of Multilingual and Multicultural Development, Jg. 26, H. 5, S. 453–

468.

Andersson, Roger &. Thelander Mats (1994): Internal Migration, Biography Formation and Linguistic Change. In:

Nordberg, Bengt (Hg.): The sociolinguistics of urbanization. The case of the nordic countries. Berlin, New York: de

Gruyter (Soziolinguistik und Sprachkontakt, Bd. 7), S. 51–86.

Balode, Laimute & Holvoet Axel (2001): The Latvian language and its dialects. In: Dahl, Östen; Koptjevskaja-Tamm,

Maria (Hg.): Grammar and typology. Amsterdam: Benjamins (Studies in language companion series, 55), S. 3–40.

Balode, Laimute &. Holvoet Axel (2001): The Lithuanian language and its dialects'. In: Dahl, Östen; Koptjevskaja-

Tamm, Maria (Hg.): Grammar and typology. Amsterdam: Benjamins (Studies in language companion series, 55), S. 41–

79. Bjørnflaten, Jan Ivar (2006): Chronologies of the Slavicization of Northern Russia Mirrored by Slavic Loanwords in Finnic

and Baltic. In: Slavica Helsingiensia, Jg. 27, H. Helsinki, S. 50–77.

Boyd, Sally (2001): Immigrant languages in Sweden. In: Extra, Guus (Hg.): The other languages of Europe. Demographic,

sociolinguistic and educational perspectives. Clevedon: Multilingual Matters (Multilingual matters, 118), S. 177–192.

Braunmüller, Kurt (1996). Forms of Language Contact in the Area of the Hanseatic League: Dialect Contact Phenomena

and Semicommunication. NJL 19/2, 141-154.

Braunmüller, Kurt (2002): Semicommunication and accommodation: observations from the linguistic situations in

Scandinavia. In: International Journal of Applied Linguistics, Jg. 12, H. 1, S. 1–23.

Broermann, Marianne (2007): Language attitudes among minority youth in Finland and Germany. In: International Journal

of the Sociology of Language, H. 187-188, S. 129–160.

Esdahl, Trine (2003): Language Choice as Power Resource in Bilingual Adolescents' Conversations in the Danish

Folkeskole. In: Journal of Multilingual and Multicultural Development, Jg. 24, H. 1&2. FinnForum VIII (2009): Transboarder contacts and the maintenance of Finnishness in the diaspora. An Interdisciplinary

Conference in Finnish, Finnish-North and Sweden Finnish Studoes. Eskilstuna.

Gregersen, Frans (2003): Factors influencing the linguistic development in the Øresund region. In: International Journal of

the Sociology of Language, Jg. 159, S. 139–152.

Gunnarsson, Britt-Louise (2000): Swedish Tomorrow – A Product of the Linguistic Dominance of English? In: Current

Issues in Language and Society, Jg. 7, H. 1, S. 51–69.

Henning-Lindblom, Anna; Liebkind, Karmela (2007): Objective ethnolinguistic vitality and identity among Swedish-

speaking youth. In: International Journal of the Sociology of Language, H. 187-188, S. 161–183.

Hennoste, T.; Keevallik, L.; Pajusalu, K. (1999): Introduction. Estonian sociolinguistics. In: International Journal of the

Sociology of Language, Jg. 139, S. 1–16.

Hogan-Brun, G. &. Ramoniene M. (2004): Changing Levels of Bilingualism across the Baltic. In: Bilingual Education and Bilingualism, Jg. 7, H. 1, S. 62–77.

Hogan-Brun, Gabrielle; Ozolins, Uldis; Ramoniene, Meilute; Rannut, Mart (2007): Language Politics and Practices in the

Baltic States. In: Current Issues in Language Planning, Jg. 8, H. 4, S. 469–631.

Hovdhaugen, Even (2000): The History of Linguistics in the Nordic countries. Jyväskylä: Societas Scientiarum Fennica.

Huss, Leena &. Lindgren Anna-Riita (1999): Scandinavia. The languages of the Nordic Countries. In: Fishman, Joshua A

(Hg.): Handbook of language and ethnic identity. New York: Oxford Univ. Press, S. 300–318.

Jacobsen, Birgitte (2003): Colonial Danish. In: International Journal of the Sociology of Language, Jg. 159, S. 153–164.

Koptjevskaja-Tamm, Maria &. Wälchli Bernhard (2001): The Circum Baltic languages. An areal-typological approach. In:

Dahl, Östen; Koptjevskaja-Tamm, Maria (Hg.): Grammar and typology. Amsterdam: Benjamins (Studies in language

companion series, 55), S. 615–750.

Kristensen, Kjeld. 2003. Standard Danish, Copenhagen sociolects, and regional varieties in the 1900s. In: International Journal of the Sociology of Language, Jg. 2003, S. 29–43.

Kristiansen, Tore (2003): Language attitudes and language politics in Denmark. In: International Journal of the Sociology

of Language, Jg. 159, S. 55–71.

Lane, Lisa Ann (2000): Trajectories of linguistic variation: Emergence of a dialect. In: Language Variation and Change, Jg.

12, S. 267–294.

Magga, Tuomas (2002): North Saami and majority languages. In: Nordiska Ministerradet (Hg.): Samisk I ett nytt

artusende, S. 117–134.

Marten, Heiko F.; Suplinska, Ilga; Lazdina, Sanita (2009): Latgalian. The Latgalian language in education in Latvia.

Herausgegeben von Mercator European Research Centre on Multilingualism. Niederlande (1), S. 1–68.

Moring, Tom; Husband, Charles (2007): The contribution of Swedish-language media in Finland to linguistic vitality. In:

International Journal of the Sociology of Language, H. 187-188, S. 75–101.

Sarhimaa, Anneli (2002): Socio-historical settings, linguistic processes and types of contact situations - can they be combined? In: Blokland, Rogier; Hasselblatt, Cornelius (Hg.): Finno-Ugrians and Indo-Europeans. Linguistic and literary

contacts ; proceedings of the Symposium at the University of Groningen, November 22-24, 2001. Maastricht: Shaker Publ.

(Studia Fenno-Ugrica Groningana, 2).

Savickiene I. & Kaledaite V. (2005): Cultural and Linguistic Diversity of the Baltic States in a New Europe. In: Journal of

Multilingual and Multicultural Development, Jg. 26, H. 5, S. 442–452.

Module 5: Language and Communication Skills II (Mainz)


Semester

Duration

6 weekly contact hours / 300

h (incl. self-organised study)


1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory

Optional

Subject

Self-

Organized

Study/h

ECTS

Credits

a.1) LC: For non-native German-speakers: German Language

Course (Basic or Advanced)

4 compulsory

optional 78

4

a.2) LC: For native German-speakers: Language Course in a

Nordic or a Baltic language (to be chosen from language

courses taught for BA Linguistics by SNEB)

4 compulsory

optional 78 4

b) SEM: Socio- and Discourse Linguistics 2 compulsory 159 6

2. Forms of instruction

a.1) Language course (self-study, team work, role play, simulation)

a.2) Language course (self-study, team work, role play, simulation)

b) Seminar (discussions, group work, independent study, joint projects, presentations)



a.1) The German language course seeks to provide the students with a basic knowledge of German, with the aim that they will be able to be able to understand and to conduct an everyday conversation in German and to

use ─ with the help of dictionaries ─ research literature written in German.

a.2) Students will have the possibility to choose one of the offered language courses in Baltic, Finnish or

Scandinavian languages. The purpose of the languages courses is to provide basic knowledge in structure,

grammar, lexis and specific features of a chosen language. At the end of the course students should obtain

knowledge about language structure of a chosen language and analyse written texts.

b) The students get instruction on and exercise in academic communication and presentation skills and start

developing a research project, which allows them to gain a deeper insight into theoretical and

methodological approaches of sociolinguistic and multilingualism research.

5. Contents

a.1) The Fremdsprachenzentrum at the JGU teaches different levels of language classes according to the Common

European Framework of Reference for Languages (CEFR). The basic classes teach elementary knowledge of

grammar, vocabulary, intonation and structural elements of texts and descriptions. The advanced classes are

designed to build on the basic classes. Students shall achieve enough knowledge to meet he necessary guidelines of the CEFR.

a.2) The Nordic and Baltic language courses contain the following topics: Intonation, central aspects of morphology

and syntax; learning of every-day vocabulary to express oneself orally and in writing, solid basis for the

development of further language skills, in order to be able to understand research literature with the help of

dictionaries

b) The students carry out an empirical study from the beginning (starting with developing a research plan) to the

end (writing a research report). They work independently but under intensive supervision and with the support

by the course leader and their peer students.

6. Use of the module






Written exam in a.1) or a.2)

8.2 Module Exam

Seminar paper in b)

9. Prerequisites for Receiving the ECTS Credits Regular, active participation and successful completion of required study tasks and the module exam

10. Value in the final degree score


11. Course Offered for Programme Annually in the summer semester

12. Person(s) responsible for the module

Dr. Sarmite Trupa, Dr. Evelyn Müller-Küppers

13. Further information b) Auer, Peter (2008): Mobility, contact and accommodation. In: Llamas, Carmen (Hg.): The Routledge companion to

sociolinguistics. Transferred to digital printing. London: Routledge.

Blackledge, Adrian (2006): The Magical Frontier between the Dominant and the Dominated: Sociolinguistics and Social

Justice in a Multilingual World. In: Journal of Multilingual and Multicultural Development, Jg. 27, H. 1, S. 22–41.

Blommaert, Jan (2003): Commentary: A sociolinguistics of globalization. In: Journal of Sociolinguistics, Jg. 7, H. 4, S.

607–623.

Brandist, Craig (2003): The origins of Soviet sociolinguistics. In: Journal of Sociolinguistics, Jg. 7, H. 2, S. 213–231.

Bucholtz, Mary (2003): Sociolinguistic nostalgia and the authentication of identity. In: Journal of Sociolinguistics, Jg. 7, H.

3, S. 398–416.

Cacoullos, Rena Torres (2001): From lexical to grammatical to social meaning. In: Language in Society, Jg. 30, S. 443–

478.

Coulmas, Florian (2005). Sociolinguistics. The study of speakers’ choices. New York: CUP. Coupland, Nikolas (2003): Introduction: Sociolinguistics and globalisation. In: Journal of Sociolinguistics, Jg. 7, H. 4, S.

465–472.

Edwards, John (2006): Players and Power in Minority-group Settings. In: Journal of Multilingual and Multicultural

Development, Jg. 27, H. 1, S. 4–21.

Extra, Guus (Hg.) (2001): The other languages of Europe. Demographic, sociolinguistic and educational perspectives.

Clevedon: Multilingual Matters (Multilingual matters, 118).

Fina, Anna de (2003): Identity in narrative. A study of immigrant discourse. Amsterdam: Benjamins (Chapter 3 & 4).

Fishman, Joshua A (Hg.) (1999): Handbook of language and ethnic identity. New York: Oxford Univ. Press.

Nordberg, Bengt (Hg.) (1994): The sociolinguistics of urbanization. The case of the Nordic countries. Berlin, New York:

de Gruyter.

Pietikäinen, Sari (2003): Indigenous identity in print: representations of the Sami in news discourse. In: Discourse & Society, Jg. 14, H. 5, S. 581–609.

Sarhimaa, Anneli (2009). Social Network Theory as a framework for studying minor Finnic languages with special

reference to Karelian. ─ The Quasquicentennial of the Finno-Ugrian Society. Memoires de la Societe Finno-Ougrienne

258. Helsinki. 161–190.

Schilling-Estes, Natalie (2004): Constructing ethnicity in interaction. In: Journal of Sociolinguistics, Jg. 8, H. 2, S. 163–

195.

Module 6: Usage-Based Oriented Linguistics II (Mainz)


Semester

Duration


300 h (incl. self-

organised study)

10 2. semester 1

semester

1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory

Optional

Self-Organized

Study/h

ECTS

Credits

Subject

a) SEM: Theoretical approaches in Nordic and Baltic

linguistics

2 compulsory 99 4

b) COLLOQ: Research colloquium 2 compulsory 159 6

2. Forms of instruction

a) Seminar (discussions, presentations, explanation, group work)

b) Colloquium (project-based learning, case study, presentations, discussions)



a) The main aim is to acquaint the students with a range of various constructivist-linguistic research

approaches and to support the development of their practical skills in analysing empirical discourse data

b) The research project and topics as developed in Module 5 will be placed in to a greater scientific context.

The key qualification acquired during this colloquium is to prepare and give an academic presentation and

bring the presentation into a publishable form.

5. Contents

a) The course introduces the basic concepts and methods of applied linguistic theories (e.g., dialogic linguistics, Systemic Functional Linguistics, discourse and media linguistics, Literary Linguistics).

b) The students independently prepare a scientific presentation, which they will develop further into a

publishable paper. The topic may but does not necessarily have to be the topic of the MA thesis. This task

involves a written elaboration of a theoretically and methodologically sound research question, which also

sketches the further research plan and thus serves as preparation for the MA thesis. An oral presentation of

the research question and the theoretical and methodological framework is mandatory. The students prepare

the gathering of their data for the MA thesis and may carry it out already at this stage.

6. Use of the module






Oral presentation in a)

8.2 Module Exam

Poster presentation in b)

9. Prerequisites for Receiving the ECTS Credits

Regular, active participation and successful completion of required study tasks and the module exam

10. Value in the final degree score



Annually in the summer semester

12. Person(s) Responsible for the Module

Univ.-Prof. Anneli Sarhimaa, Dr. Sarmite Trupa

13. Further information

a) and b) Barni, Monica & Guus Extra. 2008. Mapping linguistic diversity in multicultural contexts: Cross-national and

cross-linguistic perspectives. In: Monica Barni & Guus Extra (eds.). 2008, 3-41.

Barni, Monica & Guus Extra (eds.). 2008. Mapping Linguistic Diversity in Multicultural Contexts. Berlin / New York:

Mouton de Gruyter.

Campion, M.A., Campion, J.E., & Hudson, J.P., Jr. “Structured Interviewing: A Note on Incremental Validity and

Alternative Question Types”,Journal of Applied Psychology, 79, 998-1002, 1994.

Cashmann, Holly R. (2006): Who Wins in Research on Bilingualism in an Anti-bilingual State? In: Journal of Multilingual

and Multicultural Development, Jg. 27, H. 1, S. 42–60. Codó, Eva. 2008. Interviews and Questionnaires. – The Blackwell Guide to Research Methods in Bilingualism and

Multilingualism. Ed. Li Wei, Melissa G. Moyer. Blackwell Publishing, 158–177.

Cotter, Colleen (2006): Discourse and Media. In: Schiffrin, Deborah; Tannen, Deborah; Hamilton, Heidi Ehernberger

(Hg.): The handbook of discourse analysis. Reprinted. Malden, Mass.: Blackwell (Blackwell handbooks in linguistics).

Dick, Bob. 2002. Convergent Interviewing. Sessions 8 of Areol-Action Research and Evaluation, Southern Cross

University,

Extra, Guus & Kutlay Yagmur (eds.). 2004. Urban Multilingualism in Europe. Immigrant Minority Languages at Home

and School. Multilingual Matters 130. Clevedon / Buffalo / Toronto: Multilingual matters Ltd.

Extra, Guus & Kutlay Yagmur. 2008. Mapping immigrant minority languages in multicultural cities. In: In: Monica

Barni & Guus Extra (eds.). 2008, 139-162. Extra, Guus, Kutlay Yagmur & Tim van der Avoird. 2004. Methodological considerations. In: Extra, Guus & Kutlay

Yagmur (eds.)

Foddy, William. 1993. Constructing Questions for Interviews, Cambridge University Press.

Folkestad, Bjarne. 2008. Analysing Interview Data: Possibilities and Challenges. Eurosphere Working Papers 13.

Fowler, Floyd J. 2009. Survey Research Methods. Thousand Oaks: Sage Publications.

General Accounting Office 1991. Using Structured Interviewing Techniques. Program Evaluation and Methodology

Division, Washington D.C.

Hollowitz, J. & Wilson, C.E. “Structured Interviewing in Volunteer Selection”. Journal of Applied Communication

Research, 21, 41-52, 1993

Ikeda, Keiko (2007). A Critical Examination of the Interview as the Research Method for Qualitative Language-Based

Studies. -言語文化論集. v.29, n.1, 2007, p.63-73.

Kvale, D. 1996. Interviews: An Introduction to Qualitative Research Interviewing. London/ Thousand Oaks California:

SAGE Publications. Steinar Kvale, Sage Publications, Thousand Oaks California. Kvale, Steinar.1996. Interviews An Introduction to Qualitative Research Interviewing, Sage Publications.

Labov, W. 1972. Language in the Inner City. Philadelphia: U. of Pennsylvania Press.

Labov, W. 1984. Fieldmethods of the Project on Linguistic Change and Variation. In: J. Baugh & J. Sherzer (eds.),

Language in Use. Englewood Cliffs: Prentice Hall. 28-53.

Labov, W. 1994. Principles of Linguistic Change. Volume 1: Internal Factors. Oxford: Basil Blackwell,

Labov, W. 2001. Principles of Linguistic change. Volume II: Social Factors. Oxford: Blackwell.

Labov, W. 2006. The Social Stratification of English in New York City. Washington, D.C.: Center for Applied Linguistics.

Second edition: Cambridge/Cambridge U. Press.

Martin, James Robert; Rose, David (2007): Working with discourse. Meaning beyond the clause. 2. ed. London:

Continuum (Open linguistics series).

Mayring, Ph. (2000). Qualitative Inhaltsanalyse. – FQS: Forum Qualitative Sozialforschung. Volume 1, No. 2, Art. 20. http://www.qualitative-research.net/fqs

Rabiee, F. 2004. Focus group interview and data analysis. Proceedings of the Nutrition Society 63, 655–660.

Sealey, Alison; Carter, Bob. 2001. Social categories and sociolinguistics: applying a realist approach. In: International

Journal of the Sociology of Language, Jg. 152, S. 1–19.

Simon-Vandenbergen, Anne-Marie; Taverniers, Miriam; Ravelli, Louise (Hg.) (2003): Grammatical metaphor. Views

from systemic functional linguistics. Amsterdam: Benjamins (Amsterdam studies in the theory and history of linguistic

scienceSeries 4, Current issues in linguistic theory, 236).

Spencer-Oatey, Helen (2007): Theories of identity and the analysis of face. In: Journal of Pragmatics, Jg. 39, S. 639–656.

Starks ,D., Z. McRobbie-Utasi (2001). Collecting sociolinguistic data: Some typical and some not so typical approaches. -

New Zealand Journal of Sociology 16, 79-92. PDF

Stroud, Christopher (2004): Rinkeby Swedish and semilingualism in language ideological debates: A Bourdieuean

perspective. In: Journal of Sociolinguistics, Jg. 8, H. 2, S. 196–214. Talmy, Steven and Keith Richards. 2010. Theorizing Qualitative Research Interviews in Applied Linguistics. Applied

Linguistics.

Train, Robert (2003): Sociolinguistics and language as cultural practice. Review Article. In: Journal of Sociolinguistics,

Jg. 7, H. 3, S. 432–442.

Trochim, William, M.K. 2002. Types of Surveys, Research Methods Knowledge Base.

Tsitsipis, Lukas D. 2004. A sociolinguistic application of Bakhtin’s authoritative and internally persuasive discourse. In:

Journal of Sociolinguistics, Jg. 8, H. 4, S. 569–594.

3. Semester

Module 7a: Multilingual Baltic-Sea Europe III.a: Language Contacts (Tartu)

Code designation: Work Load ECTS Credits Designated

Semester

Duration


156 h (incl.

self-organised

study)


1. Courses Weekly

Contact

Hours

Compulsory or

Compulsory

Optional Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/SEM: Estonian in Europe 4 compulsory 92 6


Lectures, seminars, independent study, group work, discussions, presentations



a) The purpose of the course is to provide an overview of the development of Estonian language in relation to linguistic contacts.

5. Contents

a) Series of lectures and independent research provide an overview of the theoretical viewpoints relating to the

linguistic area and contacts of the Baltic Sea region, sociological periods in Estonia and common characteristics

in the vocabulary and grammatical structure of the contact languages.

6. Use of Module



Successfully completed Modules 1-6


8.1 Course Achievement Exam in a)

8.2 Module Exam

Written exam in a)



10. Value in the Final Score 6 ECTS Credits from 120 ECTS Credits = 5%




Prof. Birute Klaas-Lang


Ariste, P. 1981. Keelekontaktid. Eesti keele kontakte teiste keeltega. Tallinn: Valgus.

Heine, B. & T. Kuteva 2005. Language Contact and Grammatical Change. Cambridge: Cambridge University Press.

Hennoste, T. 1997. Eesti keele sotsioperioodid: üldpilt. In: M. Erelt, M. Sedrik & E. Uuspõld (eds.), Pühendusteos Huno

Rätsepale 28.12.1997. Tartu: University of Tartu. Pp. 45-66.

Metslang, Helle 2001. On the developments of the Estonian aspect: The verbal particle ära. In: Dahl, Ö. & M.

Koptjevskaja-Tamm (eds.), Circum- Baltic Languages. Typology and contact 2: Grammar and Typology. Amsterdam:

John Benjamins. Pp. 443–479.

Pajusalu, K. 2000b. Eesti keele kujunemisjärgud ja sotsioperioodid. Keel ja Kirjandus 43:153-160. Klaas, B. (2005). Case marking in Estonian and the Baltic languages: a comparative view. M.M. Jocelyne Frenandez-

Vest (Eds.). Les langues ouraliennes aujourd'hui. Approche linguistique

Module 8a: Language and Communication Skills III.a (Tartu)


Semester

Duration

8 weekly

contact hours /

184 h (incl. self-

organised study)


1. Courses Weekly Contact Hours

Compulsory or Compulsory

Optional

Subject

Self-Organized Study/h

ECTS Credits

a) LC: Estonian language courses (or other

relevant language)

8 compulsory

optional

184 12


Practical work, group work, individual work, presentations, role play, simulations



0→A2: The aim of the course is to provide basic knowledge of Estonian, focusing on Estonian grammar and

structure.

A2→B1: The aim of this course is to enhance students’ Estonian language skills from Waystage level to the

Threshold level.

B1→B2: The aim of the course is to consolidate and extend students’ knowledge of Estonian with the emphasis on oral and written expression. The course has been designed to meet the language requirements of students

wishing to take up studies at the University of Tartu.

B2→C1: The aim of the course is to prepare the students for the National Advanced Estonian Language Test

(C1). Students will extend their vocabulary, develop their reasoning skills, writing skills and comprehension of

written and spoken texts.

5. Contents

0→A2: All the most important issues of the orthography and the main grammar items will be covered: the declension, the conjugation, the gradation, the syntax, etc. Special attention is paid to differences between

Estonian and English, to the contrastive grammar.

A2→B1: During the course the students will develop their oral communication skills, learn relevant

vocabulary, practice informal conversation and carry out procedures/information exchange needed for getting

services. This will be done through a variety of tasks, mainly developing the following two language skills:

Speaking: asking for information and explanation, expressing one’s opinion (agreeing/disagreeing), making

suggestions, describing events and phenomena, comparing and carrying out simple analysis. Listening:

practicing understanding of what is heard on everyday topics, finding information in recorded texts on

familiar subjects, following simple news on the radio and on TV, practicing everyday telephone

conversations.

B1→B2: This course focuses on developing reading, writing and argumentation skills and building up

vocabulary of subject specific Estonian through a variety of activities and exercises. Students are expected to

read and discuss various texts, write essays and summaries and to participate in group work and discussions.

B2→C1: During the course the students will develop their conversation and reasoning skills, extend their

vocabulary, practice choosing a proper register of speech, study the structure of the written test and practice

writing tasks (paying attention to the spelling), listen to different text types and do multiple choice listening

tasks, develop general reading skills and reading for a purpose. Study book: M. Kitsnik, L. Kingisepp

"Avatud uksed" study book and workbook.

6. Use of Module






Written exam in a) or b)

8.2 Module Exam









Prof. Birute Klaas-Lang


Rammo, S.; Teral, M.; Klaas-Lang, B.; Allik, M. (2012). Keel selgeks! Eesti keele õpik täiskasvanutele. Tallinn: Avita

(set of learning material based on English)

Rammo, S.; Teral, M.; Klaas-Lang, B.; Allik, M. (2012). Keel selgeks! Eesti keele õpik täiskavsanutele. Lisad.

Appendices. Avita (set of learning material based on English)

Rammo, S.; Teral, M.; Klaas-Lang, B.; Allk, M. (2012). Keel selgeks! Eesti keele õpik täiskasvanutele. Estonian

grammar. Eesti keele grammatika. Avita (set of learning material based on English)

M. Kitsnik, L. Kingisepp "Avatud uksed"

H. Metslang jt. "Keelehärm. Eesti keele probleemseid piirkondi"

R. Pool "Eesti keele verbirektsioone" S. Hirsjärvi jt. "Uuri ja kirjuta"

R. Kasik, M. Erelt jt "Eesti keele väljendusõpetus"

Module 9a: Historical and Cultural Background III.a (Tartu)


Semester

Duration

4 weekly

contact hours /

312 h (incl. self-

organised study)


1. Courses Weekly Contact Hours

Compulsory or Compulsory

Optional

Subject

Self-Organized Study/h

ECTS Credits

a) LEC/SEM: History of Estonia 2 compulsory 124 6

b) LEC/SEM: Estonian culture 2 compulsory 124 6


Lectures, seminars, reflective discussions, self-study, joint projects, presentations



a) The aim of this course is to provide basic knowledge about the history, cultural history and geography of Estonia

(main events and dates of Estonian history since the first human settlements until the end of the 20th century).

Students are able to associate different historical events and understand logically the course of Estonian history

in its specifics and have basic knowledge about the human and physical geography of Estonia.

b) The aim of this course is to create and maintain knowledge about traditional and modern Estonian culture in its

different facets (mental and material representations of Estonian traditional culture, development and persons

related to the different spheres of modern Estonian culture). Visits to three Estonian museums.

5. Contents

a) The nature of Estonia and its formation. The administrative order of Estonia in different times. The settlement in

Estonia after the Glacial Epoch. The Flint Age and the archaic world view. The Bronze Age and contacts with

neighbour tribes. The Iron Age and the formation of the settlement in Estonia. The Estonian ancient

independence and its end. Old Livonia until the Livonian War, traditional world view. The Livonian War. The

Polish and Swedish era until the Great Northern War. The Great Northern War. The 18th century, the Baltic

Private Law Code and the beginning of modernization. The 19th century and the emancipation of Estonians. The

Independent War and the Estonian Republic. The Second World War. The life in Estonia after the Second World War. The re-independence process in the 1990-ies.

b) Some attempts to reflect Estonian national character. Traditional worldview and its reflections in folklore.

Popular system of chronology. Folk belief and high religion. Material folk culture. Formation and development

of Estonian literature. Formation and development of Estonian journalism. Formation and development of

Estonian educational system. Estonian art and architecture. Visit to the Estonian National Museum. Visit to the

Estonian Folklore Archive. Visit to the Tartu Art Museum.

6. Use of Module






Exam 8.2 Module Exam









Assoc. Prof. Madis Arukask


a) Branch, Michael (Ed.) 1999: National History and Identity: Approaches to the Writing of National History in the

North-East Baltic Region Nineteenth and Twentieth Centuries. Studia Fennica. Ethnologica, 6. Helsinki: Finnish

Literature Society.

Estonica.org. Encyclopedia about Estonia. http://www.estonica.org/en/

Kasekamp, Andres 2010: A History of the Baltic States. Palgrave Macmillan.

Mäesalu, Ain; Lukas, Tõnis; Laur, Mati; Tannberg, Tõnu; Pajur, Ago 2004: History of Estonia. Tallinn, Estonia: Avita.

Raun, Toivo U. 1991: Estonia and the Estonians. Stanford: Hoover Institution Press, Stanford University.

Subrenat, Jean-Jacques (Ed.) 2004: Estonia: Identity and Independence. Rodopi.

Taagepera, Rein 1993: Estonia: Return to Independence. Westview Press. b) Estonica.org. Encyclopedia about Estonia. http://www.estonica.org/en/

Kirss, Tiina; Kõressaar, Ene; Lauristin, Marju (Eds.) 2004: She who Remembers Survives: Interpreting Estonian Women's

Post-Soviet Life Stories. Tartu: Tartu University Press.

Kuutma, Kristin; Jaago, Tiiu (Eds.) 2005: Studies in Estonian Folkloristics and Ethnology: A Reader and Reflexive

History. Tartu: Tartu University Press.

Rohtmets, Indrek 2006: A Cultural Guide to Estonia. Varrak.

Viires, Ants 2004: Old Estonian Folk Life. Ilo.

Module 7b: Multilingual Baltic-Sea Europe III.b: Language Contacts (Stockholm)


Semester

Duration

4 weekly contact

hours / 200 h (incl. self-

organised study)

7,5 3. semester 1 semester

1. Courses Weekly

Contact

Hours

Compulsory or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/TUT: Language contacts in the Baltic area: Baltic-Finnic, Baltic-Slavic, Baltic-German

2 compulsory 30 1,5

b) SEM: Research and argumentation skills 2 compulsory 150 6


Lecture, seminar, tutoring, discussions, joint projects, presentations, problem solving, case analysis



a. The aim of this lecture is to offer an overview of language contacts in the Baltic Sea area. It will start with the

prehistoric period leading up to the present. The students will learn about the constantly changing circumstances

in the multilingual Baltic Sea region.

b. The seminar deals with the improvement of students’ abilities to conduct and communicate research and field

work. It shall, furthermore, develop competences concerning the search for data and information.

5. Contents

a. The aim of the course is to provide an overview of the language contacts in the Baltic area starting with the

prehistoric period and up to now. The main focus will be given to three contact situations: Baltic-Finnic, Baltic-

Slavic and Baltic-German. The course will give not only empirical, but also theoretical knowledge about

different language contact situations and phenomena.

b. The student will participate in a master’s thesis seminar and write a thesis (15–20 pages) on a chosen topic. Data

and information searching skills will be practiced during the seminar as well as setting up of an individual

working plan. The seminar thesis can be written in English or another language that is intelligible for the audience.

6. Use of Module






Exam in a) seminar paper in b)

8.2 Module Exam


9. 1 Prerequisites for Receiving the ECTS Credits: Regular, active participation and successful completion of required study tasks and the module examination


7,5 ECTS Credits from 120 ECTS Credits = 6,25%




Pēteris Vanags


Hickey, R.: The handbook of language contact; Chicester:Wiley-Blackwell, 2010

Heine, B., Kuteva, T.: Language contact and grammatical change; New York; Cambridge; Cambridge University Press,

2005

Winford, D.: An introduction to contact linguistics; Oxford: Blackwell, 2003

Dahl, Ö. and Koptjevskaja-Tamm, M. (eds): The Circum-Baltic languages: typology and contact. Vol 1, [Past and

present]; Amsterdam; Philadelphia: John Benjamins Pub. Co., 2001

Dahl, Ö. and Koptjevskaja-Tamm, M. (eds): The Circum-Baltis languages: typolicy and contact. Vol. 2, Grammar and typology; Amsterdam; Philadelphia: John Benjamins Pub. Co., 2001

de Smit, M.: Language contact and structural change: a case study of 17th century Finnish; Stockholms universitet, 2005

Goebl, H., et al (eds): Kontaktlinguistik - ein internationales Handbuch zeitgenössischer Forschung; Berlin; New York:

Walter de Gruyter, 1996.

Module 8b: Language and Communication Skills III.b (Stockholm)


Semester

Duration

8 weekly contact hours

/ 400 h (incl. self-

organised study)


1. Courses Weekly Contact

Hours

Compulsory or

Compulsory

Optional Subject

Self-Organized

Study/h

ECTS

Credits

a.1) LC: For non-native Swedish-speakers:

Swedish Language course (different levels)

4 compulsory

optional 180 7,5

a.2) LC: For native Swedish-speakers: Language course in another Nordic

language

4 compulsory optional

180 7,5

b) LC: For all students: Language course in

one of the Baltic languages

4 compulsory 180 7,5

2. Forms of Teaching Tutorials, individual practice in the Language Learning Resource Centre, role play, simulation, presentations



a.1)+a.2)+b) The aim of the language courses is to provide students with the required skills to understand and

conduct research in the different languages. According to the students abilities, there are different course levels,

which help them acquire elementary or advanced knowledge about morphology and syntax, develop a basic

vocabulary, express oneself in standard language, both orally and in writing.

5. Contents a.1)+a.2)+b) The courses comprise teaching and exercising practical skills in the required language as a foreign

language. The students will acquire a basic knowledge of grammar, vocabulary, phonemes and pronunciation as

well as composition of narrative and describing texts. After completion course level I, students will be able to

pronounce phonemes and frequent words and phrases, and will subsequently be able to express themselves

orally and in writing in everyday situations. At the end of the level II course the student will acquire intermediate

knowledge about the structure of the language and gain knowledge about the main principles in word formation,

develop an intermediate vocabulary, express oneself in standard language, both orally and in writing.

6. Use of Module International M.A. in Sociolinguistics and Multilingualism





Exam in a.1) in a.2)

8.2 Module Exam









Lilita Zalkalns


One of the language courses can be replaced by the module 9b.

Latvian:

Naua, N. och Klevere-Velhli, I. "Latviesu valoda studentiem", Riga 2012 Mathiassen, Terje. A Short Grammar of Latvian. Columbus: Slavica Publishers, 1996

Priedite, A. "Lettiska för universitetsbruk I", Didactica Slavo-Baltica, Stockolm 1992

Priedite, A. "Övningsbok till Lettiska för universitetsbruk I", Didactica Slavo-Baltica, Stockholm 1992

Latviesu valodas pareizrakstibas un pareizrunas vardnica. Avots, Riga, 1995

Latviesu-zviedru, zviedru-latviesu vardnica/Lettisk-svensk, svensk-lettisk ordbok. Norden AB, Riga, 2004 or any

appropriate Latvian dictionary

Lithuanian:

Ramonienė M., Vilkienė L. (2008) Po truputį. Lithuanian for Beginners: Workbook. Vilnius.

Ramonienė M., Vilkienė L. (2008) Po truputį. Lithuanian for Beginners: Student’s book (+CD). Vilnius.

Ramonienė, Meilutė; Ian Press. Colloquial Lithuanian. The Complete Course for Beginners. London, New York:

Routledge, 2010 Mathiassen, Terje. A Short Grammar of Lithuanian. Columbus: Slavica Publishers, 1996

Any appropriate Lithuanian dictionary

Swedish:

Announced by the Department of Nordic Languages at start of term.

Module 9b: Historical and Cultural Background III.b (Stockholm)


Semester

Duration

2 weekly

contact hours /

200 h (incl.

self-organised

study)

7,5 3. semester 1 semester

1. Courses Weekly

Contact Hours

Compulsory or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/TUT: Baltic History of Literature and

Cultural History

2 compulsory 190 7,5


Lecture, seminar, discussions, case analysis, team work, joint projects, presentations


4. Qualification Aims a) The lecture is supposed to provide and deepen the knowledge about the historical context of the multilingual

Baltic Sea region. Special attention will be paid to the sociological and linguistic dimensions of multilingualism.

Furthermore students are required to look at the status of local, national and international languages spoken in

the three Baltic States.

5. Contents

a) The aim of the course is to provide an overview and comparison of the history and basic culture of the Baltic

States. Course consists of an obligatory, general part and an elective part, which depends upon which language

the students are studying. Students of Latvian or Lithuanian choose within their respective area. Having

completed the course the student has demonstrated an ability to use bibliographical aids concerning Baltic

history, culture and society; acquire basic knowledge about the culture and history of the Baltic countries:

politics, forms of governance, transformation processes, acquire basic knowledge about the literature of the

Baltic countries.

6. Use of Module






Exam in a)

8.2 Module Exam

Exam in a)




7,5 ECTS Credits from 120 ECTS Credits = 6,25%




Assoc. Prof. Jenny Larsson


Kasekamp, Andres: A History of the Baltic States. 2010

Sabaliauskas, Algirdas: We the Balts. Vilnius, 2005

Gimbutas, Marija: The Balts, London, 1963 Bojtar, Endre: Foreword to the Past. A Cultural History of the Baltic People. 1999 [Electronic Resource] Forgotten Pages in Baltic History : Diversity and Inclusion. : On the Boundary of Two Worlds:

Identity, Freedom, & Moral Imagination in the Baltics. Editions Rodopi 2011

Purs, A., Baltic facades: Estonia, Latvia and Lithuania since 1945, Reaktion, London, 2012

Pettai, E., (ed): Memory and pluralism in the Baltic States. Oxon: Routledge 2011

Misiunas, R.J. & Taagepera, R. The Baltic states: years of dependence, 1940-1990. (Expanded and updated ed.) London:

Hurst. 1993

4. Semester

Module 10: Master’s Thesis (Kaunas, Mainz, Stockholm)

Code Designation: Work Load

900 h

ECTS Credits Designated

Semester

Duration


1. Courses Weekly Contact

Hours

Compulsory or

Compulsory

Optional

Subject

Self-Organized

Study/h /h

ECTS

Credits

a) M.A. – Thesis 0 750 25

b) M.A. – Oral Exam 0 150 5

2. Forms of Teaching Individual supervision (with the possibility but no obligation of attending research seminar(s) offered at the host

university.



a)+b) The aim of the module is to confirm that students have required the program goals and are able to

appropriately apply theoretical tenets to analyses of various forms of multilingualism data within the framework

of case studies and small-scale surveys.

5. Contents a)+b) The module supports to and guides the student through the different phases of planning and conducting

a professional academic study in the field of multilingualism research (in a broad sense of the term) and

reporting upon her/his research.

6. Use of Module

International Master in Sociolinguistics and Multilingualism

7. Participation Requirements Successfully completed Modules 1–9


M.A. Thesis with an oral defence (85%+15%)


Successful completion of required Thesis and module examination




Annually in summer semester

12. Responsible Staff members

Prof. Ineta Dabašinskienė, Univ.-Prof. Anneli Sarhimaa, Prof. Peteris Vanags


Documents

Module description (Modulhandbuch)€¦ · 8.1 Course Achievement Written exam 8.2 Module Exam Cumulative a) and b) 9. 1 Prerequisites for Receiving the ECTS Credits: Regular, active