Elective Courses 2018/19

Year 2 and 3 B.A. ELECTIVE COURSES (3 ECTS) / 2 DSL i 3 DSL (razem) ZAJĘCIA FAKULTATYWNE, lista A (realizują tylko studenci, którzy wybrali program studiów ze “ścieżką filologiczną”):

1. Dorota Klimek-Jankowska - Language and mind

The goal of the Language and mindcourse is to acquaint students with the mysteries of the human brain in a friendly way. The focus will be on the following topics: the seeing brain, the attending brain, the acting brain, the remembering brain, the hearing brain, the speaking brain, the literate brain, the numerate brain, the executive brain, the social and emotional brain. Each of these topics will be accompanied with related intriguing questions such as for example the cognitive advantages of bilingualism, the relation between language and music, the role of memory in second language acquisition. All the topics will be discussed on the basis of multiple resources, which will considerably improve the class dynamics. Students will learn how to design and program a simple reaction time experiment using a specialized software. Students will also learn how to use augmented reality in preparing a presentation. Students will be engaged in joint projects and tasks.

2. Katarzyna Sówka-Pietraszewska

The language we speak every day is in a state of constant flux, e.g., Pol. To jest przepycha (N). ‘It is extremely delicious’ or Eng. I spent a fab time here. from fabulous. A big question is why we change the way we speak. In this course, by examining various types of changes, i.e., phonological, morphological, semantic, and syntactic, we will develop an understanding of the nature of language change and next talk about the ways in which changes spread through speech communities. This course provides an understanding of Sociolinguistics – the study of the relationship between language and society and Historical Linguistics – the study of how language changes over time. During the process of introducing the theories and methods used in these two interrelated areas of studying language change, the students will be engaged in hands-on analysis of data.

3. Mariusz Marszalski


Year 3 B.A. ELECTIVE COURSES (4 ECTS) / 3 DSL ZAJĘCIA FAKULTATYWNE, lista B (realizują wszyscy studenci):

1. Anna Klimas - Optional course: Classroom research

This course will provide participants with an opportunity to establish or advance their understanding of classroom research. For this purpose, the scope of and current trends in classroom research will be reviewed so that participants will have a working knowledge of how to design and evaluate their own research projects. Focus will be on basic principles and methodologies used in classroom research. Moreover, participants will be acquainted with the ways of designing their own data collection instruments, such as questionnaires and observation sheets. The ways of analysing and presenting data will be also discussed. Participants will be involved in a group project during which they will learn how to plan and conduct classroom research as well as analyse and present its findings.


The focus of this course is on cognitive linguistics, as understood by researchers like R. W. Langacker, L. Talmy, and G. Lakoff, for whom language is a cognitive instrument which serves to organize, process, and transmit information. The aim of this course is to provide undergraduate students with a basic overview of the psychological foundations of cognitive linguistics and the most prominent approaches making up this modern school of linguistic thought.

3. Dorota Kołodziejczyk

4. Anna Pilińska

5. Anna Czura - Approaches to language assessment in the primary school context

This course aims to familiarise students with current concepts, procedures and issues in language assessment. Main attention will be paid to formative and alternative approaches to assessment in primary school (e.g. portfolio, observation, self- and peer-assessment). Students will also gain experience in analysing the quality of standardized tests and in constructing their own testing instruments. The course is addressed to students with at least B2 level of English.

6. Elżbieta Klimek-Dominiak

7. Tadeusz Piotrowski

Global English can mean either native English as the first language used globally, or English used as the second, foreign, etc., used as a global system of communication (an international lingua franca). In this course we shall look into both types. English as a global system of communication leads also to the question: what the likely future of English could be, and whether the hypothetical future can have an influence on prospects of students.



1. Tadeusz Piotrowski

2. Anna Czura - Common European Framework of Reference (CEFR) in course design

The course offers an overview of the main tenets of the Common European Framework of Reference (CEFR) and their application in instructional planning. By the end of the course, the students will acquire skills and knowledge necessary to design a course/programme syllabus. Additionally, a number of other important European tools supporting language learning and teaching will be discussed.

3. Zofia Kolbuszewska

4. Elżbieta Litwin

5. Leszek Berezowski - English around the World

The class offers an overview of the varieties of English spoken in the UK, Ireland, the USA, Canada, the Caribbean, Australia, New Zealand, South Africa, India, Singapore and a selection of exotic islands (e.g. St. Helena, Pitcairn Island, etc.). The discussion focuses on key grammatical and pronunciation features of particular varieties and their historical background. Every student is provided with a course pack including all class materials with sound samples and selected readings.

6. Elżbieta Klimek-Dominiak

7. Małgorzata Jedynak - Brain friendly teaching: How can neuroscience improve language education?

Brain-based learning/and teaching or neurodidactics is a relatively new interdisciplinary science constituting an interface between neuroscience, pedagogy and psychology. How does the brain learn? How does it cope with digital technology and multitasking of Google generation? Why are mirror neurons so important for learning? How do modern schools kill curiosity, creativity and passion for learning? Why do they boost suicide rates? Based on the latest findings of brain research, the course will provide answers to the above thought-provoking questions.  It will elaborate not only on neurobiological foundations of learning but also on various brain-based teaching ideas and approaches for FL classroom.


1. Tadeusz Piotrowski

2. Lech Zabor

3. Dominika Ferens - Between Literature and Ethnography

Ethnography - a practice of observing other cultures and a mode of writing about them - can be traced back to Herodotus. It is both an everyday activity (for instance, something we do as tourists), and a highly specialized academic practice. Because we associate ethnography with academia, we forget that as late as the 19th century ethnographic writings were part of literature.  We will learn to recognize the characteristic features of ethnography in fiction, as well as elements of novelistic narration in ethnography. We will analyze hybrid and experimental types of cultural description, including autoethnography and mock-ethnography used by members of groups that had traditionally been the objects of ethnography and then claimed the right to represent themselves. Underlying this course is a curiosity about what happens when literature acts like ethnography, or is mistaken for ethnography, or when ethnography acts like literature. Final projects will require students to write autoethnographic essays and present them in class.

4. Maciej Litwin

5. Elżbieta Klimek-Dominiak

6. Jacek Woźny



1. Leszek Berezowski - English grammar for translators

The lecture covers a range of grammatical topics that are usually bypassed in regular grammar classes but frequently surface in a variety of English texts, which makes them vital for translators. The topics include: unusual uses of the present continuous (e.g. I’m lovin’ it!), the middle voice (e.g. English translates easily), double negation (e.g. We don’t need no education), atypical conditionals (e.g. If it will amuse you, I will tell you a joke), peculiar passives (e.g. The final conclusion was arrived at) or unexpected uses of well-known verbs (e.g. Thank you for having me).

2. Mariusz Marszalski