Oferta zajęć do wyboru w 2021/2022

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”):


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

Diversity in Comics, Films, and Short Fiction- Elective, List B for 3 DSL (4 ECTS p.)

Dr Elżbieta Klimek-Dominiak

Multicultural comics, films, and short fiction provide a fascinating opportunity to explore diverse points of view by engaging with multiple characters, settings, themes, and the ways in which they are creatively evoked in various media. In this course we will approach both disparate and mixed identities by viewing them through lenses of social class, race, ethnicity, age, dis/ability, sexuality etc. We will reflect on how prejudices against individuals or groups and discrimination of various minorities have been depicted by various cartoonists, film directors, and authors. We will also examine the ethical complexities of intercultural dialogue and benefits as well as challenges of inclusive cultures.

In our class discussions we will consider several critical categories of comics, life writing, and intersectional identity studies which will be useful for our analysis of how multiple identities and social issues are conveyed in a variety of genres and media (e.g., web comics, graphic memoir, visual storytelling, double consciousness, internalized prejudice, queer, commodification). Many of these theoretical concepts are indispensable not only for writing about American and English life writing, but also for understanding the significance of social inclusion, cultural sensitivity, and for working in the globalizing world. Students will also acquire a combination of visual and verbal literacy, which is an important skill in many professions dealing with international communication dominated by multimedia.

The class will be based on discussion of excerpts of American and English auto/biographical comics, translations of trans/national graphic narratives, independent films, multicultural fiction and two short assignments (one response paragraph and one short individual project; please see details below).  In addition, the course will include a guest lecture on comics, an interview with a cartoonist, sightseeing tour of a comics mural, and an optional opportunity to create a short, hand-drawn or digital comics narrative (e.g., 5 frames).

Students of BA Seminar on “Contemporary Lives in Comics, Films, and Memoirs” are strongly encouraged to participate in this course as it introduces key concepts and skills useful for studying comics, graphic narratives, non/fiction, and film in an interdisciplinary perspective. Other students are also welcome to join!

Methods of Evaluation

  • class discussion of the selected excerpts
  • one critical response paragraph about one comics, film, or short fiction selected from our reading list but different than the topic of the student’s project (appr. 300 words). Criteria: Thesis/topic sentence, supported by evidence from the core text (quotation, summary or paraphrase of comics, film, short fiction, or theoretical, critical text), integrated with a concluding statement.

(OR: a short interview with a person exploring their different cultural/social background in a chosen medium-1 standard page, 12-point font with 1,5 line spacing OR: 15 min. recording; specific guidelines will be provided).

  • one short individual project presented in class

(OR: an optional opportunity to create and present one’s own short hand-drawn or digital graphic life narrative in the suggested comics software consisting of min. 5 frames


dr hab. Michał Szawerna

Elective seminar 3DSL winter 2021/22: Elements of multimodality studies
This is primarily a companion course to my diploma seminar for 3DSL. While the seminar focuses on the theory and practice of interlingual, intersemiotic, and multimodal translation, this elective course is a tutorial in concepts, theories, and research methodologies that come from different traditions within the humanities, but have been demonstrated to facilitate research in the continually expanding area of translation studies. This course may also be of interest to anyone who wishes to learn about fields of research that have variously contributed to what has come to be known as multimodality studies: semiotics, linguistics, narratology, media studies, art theory, communication studies, psychology, film theory, comics studies, etc.

Dr. habil. Dorota Kołodziejczyk

Course title:

Literary translation and world literature: the case of Olga Tokarczuk’s fiction

Description:

When Olga Tokarczuk and her translator, Jennifer Croft, got the Booker Prize International in 2018 for Flights, the international media praised her writing for the unique ability to construct evocative patterns of a nomadic world premised on the human drive to keep moving, journeying, changing places, rooting themselves to fly again. The Nobel Prize in Literature for 2018 (received by the Author in 2019) was awarded "for a narrative imagination that with encyclopedic passion represents the crossing of boundaries as a form of life" (from the Nobel Committe

The sometimes delicate and barely palpable, yet always existing, link between the local (place, identity, language, story) and the larger, cosmopolitan (movement, network, imagination) constitutes the basis of Olga Tokarczuk’s imaginary of the world in her fiction. This connection made up by the crossing of boundaries as the human condition is put to work by feeling and imagining, the two basic conditions of storytelling.

The course will combine the key notions in contemporary comparative literature theory: the task of the translator (e.g. based on Walter Benjamin’s legacy), the untranslatables as the condition of literature transfer across borders, the foreign in translation, language and identity and translational transfer; gender and language; gender and perception; the local as difference (the untranslatable); resistance to translation; the world as transnational and transhistorical narrative and, last but not least, feeling and how it bears on the verbal and imaginative activity.

On a more practical basis, we will also analyse translation strategies of Olga Tokarczuk’s texts. The knowledge of Polish to be able to see the language crossing of borders is welcome in the class, but not mandatory, since the class will be founded on comparative literature tools to explore Tokarczuk’s fiction in translation. Non-Polish speakers will be encouraged to compare, at times, their native language translations of Tokarczuk with the English ones.

The class will be based on reading the assigned literature, discussions, group projects and individual work (short written assignments, credit paper).


LINGUISTIC AND CULTURAL ASPECTS OF TRANSLATION
(Językowe i kulturowe aspekty przekładu)
Instructor: Jacek Woźny

Course description: We will study and discuss the linguistic and cultural aspects of the selected key topics of translation studies, such as translation equivalence, translation strategy, translation techniques, translation of proper names and nonstandard language, untranslatability, literal translation, translation of idioms, translation errors and more.

Grading policy: class quizzes, end-of-semester test, class participation

Teaching methods: lecture / tutorial, discussion,  textbook-based exercises; text, sound, video files, Office 365 tools, class quizzes

Selected literature:

Steiner, G. After Babel. Aspects of Language and Translation. Oxford: Oxford University Press;

Jakobson, R. On linguistic aspects of translation. In: L. Venuti, The Translation Studies Reader, chapter 8;

Newmark, P. Approaches to Translation. New York Phoenix ELT;

Hejwowski, K. Kognitywno-komunikacyjna teoria przekładu. Warszawa: PWN;

Venuti, L. The Translator’s Invisibility. London: Routledge;

Berezowski, L. Dialect in Translation. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego;

Garcarz, M. Przekład slangu w filmie. Kraków: Wydawnictwo Tertium;

Lewicki, R. Obcość w odbiorze przekładu. Lublin: Wydawnictwo Uniwersytetu M. Curie – Skłodowskiej.

Childhood and Children’s Culture in the Anthropocene - dr hab. Justyna Deszcz-Tryhubczak, prof. UWr.

Although children and young people are the generation that has contributed little to the climate crisis, they are the most vulnerable to its health, social, and economic impacts. It is also they who will have to seek further remedies. The climate crisis itself and the many other phenomena we are witnessing (e.g. acidification of waters and the expansion of dead zones in the seas and oceans, plastic pollution, the loss of biodiversity) are merely symptoms of the irreversible changes to natural processes and environmental conditions caused by human activity since the onset of industrialization. The severity of these changes is such that we can say that we are living in the Anthropocene or the Age of Man. Yet the concept of the Anthropocene has become both widely used and heavily contested: while it requires a paradigm shift in understanding what it means to be human and a radical reconsideration of the relationship between the social and natural worlds, it may also normalize human dominance and obfuscate human responsibilities and impacts in various parts of the world. Therefore, it is worth undertaking an interdisciplinary reflection both on how the young generation experiences the Anthropocene and on the possibilities and ways of developing intergenerational actions to mitigate past problems and prevent the current situation from exacerbating. The course aims to initiate a multi-faceted discussion on these topics in the context of selected cultural texts addressed to young audiences. We will reflect together on literary and film representations of the Anthropocene and the experiences of the young generation, on pro-climate activism, and on the role of children's culture in education for the protection of the planet. The course will culminate with a collaborative creative project – our joint making of cartonera books (https://www.youtube.com/watch?v=17wZw8ZmNqI).

Selected sources

WALL-E. Dir. Andrew Stanton, 2008.

Tan, Shaun. The Lost Thing. 2000.

Thunberg, Greta. No One Is Too Small to Make a Difference. 2019.

Bertagna, Julie. Exodus. 2002.

Bacigalupi, Paolo. Ship Breaker, 2010.

Martinez, Xiuhtezcatl. We Rise: The Earth Guardians Guide to Building a Movement that Restores the Planet. 2017.

Espero? Dir. Simone Giampaolo, Henrik Linnes, Yifan Hu, 2017.

From Anne to Anya. Migration, Multiculturalism, and East-Central European Diaspora(s) in Canadian Children’s Literature

Dr. Mateusz Świetlicki

The course aims to familiarize students with Canadian literature for children and young adults focused on multiculturalism, migration, and cultural memory of East-Central European diasporas. Excerpts from novels and picturebooks by numerous authors (e.g., L. M. Montgomery, William Kurelek, Marsha Forchuk Skrypuch, Laura Langston, and Heather Kirk) will be discussed in class. The analysis of literary texts combined with the examination of critical works will help the students understand the specificity of Canadian culture and the role of children's literature in promoting the policy of multiculturalism.

By the end of this course students will be able to:

  • Demonstrate a further understanding of the specificity of Canadian children's literature and its role in promoting the policy of multiculturalism.
  • Analyze different types of Canadian texts (including multimodal genres) for children and adolescents and determine their role in implementing multiculturalism
  • Create short critical texts on Canadian children's and youth literature using various theoretical sources

 

GRADING PROCEDURES:

Final test 40%
Response paper 30%
Discussion questions 30%

Assignments:

  1. (to be done in groups): students prepare discussion questions about selected theoretical texts
  2. (to be done individually): final test checking the students’ knowledge (open questions requiring cross-sectional answers).
  3. (to be done individually): Each student is expected to submit a short response paper presenting their understanding of one of the topics from this course. Each student selects two texts (a children’s book and a theoretical/analytical work) and writes a short response papers about them. The papers are expected to stimulate student’s in-depth understanding of one of the course topics. The paper will be submitted to the lecturer in e-format at the following address: .pl The review you submit must be original and contain MLA documentation.

The paper structure is:

Student’s name, date and topic

Formulation of the problem

Formulation of author’s hypothesis

Arguments supporting your answer

Formulation of conclusion

Format of the paper is: up to 2 pages maximum typewritten, Times New Roman font, 2,0 spaced in a 12-point font.

  • All students are expected to attend class discussions.

 
prof. Tadeusz Piotrowski Global English
 

Global English canmeaneither native English as the firstlanguageusedglobally, or English used as the second, foreign, etc., used as a global system of communication (aninternational lingua franca). In thiscourse we shalllookintobothtypes. English as a global system of communicationleadsalso to the question: what the likelyfuture of English could be, and whether the hypotheticalfuturecanhavean influence on prospects of students. 

dr Małgorzata Jedynak

Brain friendly teaching:

How can neuroscience improve language education?

(Nauczanie przyjazne mózgowi: Jak neuronauka może wspomóc edukację językową?)

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.

After the course you will know what should be modified in the current language education policies and practices to make the system serve both pupils and teachers.


Year 1 M.A. ELECTIVE COURSES (5 ECTS)

INTRODUCTION TO THE THEORY AND PRACTICE OF INTERPRETING

(Wstęp do teorii i praktyki przekładu ustnego)

Instructor: Marcin Walczyński

Course description:

The course aims at familiarising the master’s programme students with the theoretical and practical aspects of interpreting – perhaps one of the most demanding types of translational activities.

In the first (theoretical) part of the course, the students will be introduced to interpreting as a complex multitasking activity of linguistic, interactional, cognitive and psycho-affective nature. Thus, this course component will involve reading and discussing various academic texts devoted to selected aspects of interpreting, which will help the students become prepared for the practical part of the course.

In the practice-oriented part, the students will have a chance to develop and further practice sight translation and consecutive interpreting (both without and with note-taking). Overall, the general objective of the course is to provide the students with the basic theoretical knowledge of selected aspects of interpreting and its various forms as well as to develop the students’ basic interpreting skills.

Grading policy: (1) a written assignment on a selected topic related to interpreting (50%); (2) sight translation test (25%); (2) consecutive interpreting test (25%)

Note: Due to the nature of interpreting as bilingual activity and the fact that the course will be taught in both English and Polish, the command of Polish is necessary.

Instructor’s bio note: Marcin Walczyński, Ph.D., D.Litt. [dr hab.], assistant professor in the Department of Translation Studies (Institute of English Studies, University of Wrocław, Poland), certified translator and interpreter of English, translation and interpreting trainer, translation agency owner; his scholarly interests include: interpreting studies (interpreter psychology, especially psycho-affective factors, interpreting training, certified interpreting), translation studies (certified translation, translator’s roles and functions, translation training, business and legal translation) and languages for special purposes (business and legal English). Contact:

International Children’s Film - dr hab. Justyna Deszcz-Tryhubczak

This course on children's cinema--including family film, short films, and documentaries--offers insights into film as a global medium in children's culture that both reflects dominant cultural assumptions about childhood and caters to and shapes children's cognitive, emotional and aesthetic needs. The course encourages students to explore research approaches to film and the influence of digital culture on children’s emotional and cognitive experience of film. The course also introduces students to children’s film translation, film education, and creative processes in the making of animated films. Students will be asked to write reviews and lesson plans that will later be published on edukacjafilmowa.pl. The course is offered as part of Erasmus Mundus International Master: Children’s Literature, Media & Culture (https://www.gla.ac.uk/postgraduate/erasmusmundus/clmc/).

Selected films

Real Women Have Curves (2002), dir. Patricia Cardoso

Udaan (2010), dir. Vikramaditya Motwane

Peter and the Wolf (2006), dir. Suzie Templeton, UK and Poland)

Crow: The Legend (201)7, dir. Eric Darnell)

Chinese New Year – Nian (2021), dir. Lulu Wang.

Camaquen (2021), dir. Maria Jose Campos.

Kubo and the Two Strings (2016), dir. Travis Knight

dr Agata Zarzycka - Childhood and Participatory Culture

By considering parallels between the ways Western culture has been conceptualizing children and media audiences, this course aims to analyze the relevance of childhood as a construct in not always obvious contexts of popular culture. It also aims to reflect on the potential consequences of that relevance for the actual child audiences and cultural consumers. We will look at the incorporation and reframings of the maturity-childishness axis in the realm of media fandom and geek culture; analyze moral and political expectations projected on children (as both characters and audiences); track down grown ups' perception of texts for children and children's inclusion in grown ups' cultural practices; and reflect on the significance of child-inspired aesthetics in various textual contexts. Apart from analyzing constructs such as innocent passivity, youthful rebelliousness, responsibility for the future, nostalgia, or intentional immaturity, students will have an opportunity to get acquainted with several theoretical approaches to childhood and participatory culture, as well as hone their research skills by carrying out an individual project, and practice academic discussion. 

Understanding Poetry  Dr hab. Mariusz Marszalski, prof. UWr

As Encyclopaedia Britannica puts it, poetry is “literature that evokes a concentrated imaginative awareness of experience or a specific emotional response through language chosen and arranged for its meaning, sound, and rhythm.” To many people nowadays, even these few words of technical definition sound forbidding. Why read poetry, they tend to ask, as they find it old, dead, boring, elitist, hard and unnecessarily cryptic. We can read a book of fiction and enjoy it because we understand it, and understanding makes a difference. It is not always so with poetry that all too often frustrates us, making us feel we have been promised a thing of beauty and then left in the lurch. But is our sense of frustration reason enough to give up on poetry? Would it not be like throwing the baby out with the bathwater? Asked to judge which of the two – walking or dancing – is more enjoyable, most of us would probably readily name the latter. And meaningfully, the French poet Paul Valery once said that prose is walking while poetry dancing. It seems a shame we should shy away from dancing because we do not know the steps and moves. The same with poetry. It is perhaps not the most accessible form of literature, but its rewards might surprise you. What you need to make it work for you is a key of understanding that this course intends to offer.

Year 2 M.A. ELECTIVE COURSES (5 ECTS)

REPRESENTATIONS OF CHILDREN AND CHILDHOOD IN FILM

Dr. Mateusz Świetlicki

The course on past and contemporary representations of childhood in international film explores the significance of the child and childhood experience as appropriated in films addressed to adult audiences. Close readings of films (e.g., “Jojo Rabbit,” dir. T. Waititi, “Mommy” dir. X. Dolan,  “Gifted” dir. Marc Webb) encourage a critical understanding of the power of the film medium to endorse, question, or problematize perceptions of children, adults and child-adult relations. Analyses of films' composition and their role in popular culture fosters film literacy as a crucial element of general media literacy.

By the end of this course students will be able to:

  • Demonstrate a further understanding of representations of childhood in media, specifically in relation to film.
  • Apply further knowledge on the interaction between concepts of childhood and representations of childhood in films.
  • Demonstrate knowledge of film literacy as a part of general media literacy.

GRADING PROCEDURES:

55% Review

35% Discussion questions

10% Quizzes and participation in class discussion            

Assignments:

  1. (to be done in pairs or groups): students prepare discussion questions about selected films and lead the class discussion.
  2. (to be done individually): in-class quizzes:  some classes will begin with a short quiz (or kahoot) on the film read at home or discussed in the previous class.  Please arrive to class on time to take the quiz.
  3. (to be done individually): Each student is expected to submit a review presenting his/her understanding of one of the topics from this course. Each student selects two films (one listed in the course and one not listed in the course) and writes an analytical review, using the knowledge acquired during the course. The reviews are expected to stimulate student’s in-depth understanding of one of the course topics. The reviews will be submitted to the lecturer in e-format at the following address: .pl The review you submit must be original and contain footnotes/endnotes and a bibliography.

The review structure is:

Student’s name, date and topic

Formulation of the problem

Formulation of author’s hypothesis

Arguments supporting your answer

Formulation of conclusion

Format of the paper is: up to 4 pages maximum typewritten, Times New Roman font, 2,0 spaced in a 12-point font.

  • All students are expected to attend class discussions.


Dr. habil. Dorota Kołodziejczyk

Postcolonial Into World Literature in English

Description:

Literature written in English comprises today a truly global phenomenon covering  the former British empire. Some of the crucial works of literature in English in modern times have been authored by writers from the former colonial territories, from such countries as India, Kenya, Nigeria, the Caribbean, former settler colonies such as Australia, New Zealand, Canada, the Republic of South Africa, and many other countries in Asia, Africa and the Americas. This notwithstanding, a large body of contemporary literature in English has been written by migrants from the postcolonial countries. This writing has revolutionized the concept of national literature and the canon. These works of literature bring in new formats and idioms of English, new concepts of identity, and new avenues for transcultural dialogue.

Postcolonial studies has been one of the most vibrant disciplines in literary and cultural studies in Britain and Commonwealth Countries since the early 80s. It has produced its own theory and a global field of studies, transferring itself into Francophone, Hispanic, Lusophone studies, and other areas of post-imperial reflection, including even the former Soviet bloc countries. Postcolonial studies has been a crucial field of research contributing to the development of globalization studies and an important factor changing our thinking about world literature. Postcolonial studies, stemming out of the theories of poststructuralism in the 80s, joins in many other fields of knowledge and cultural critique: ethnic studies, feminism and gender studies, cultural studies, cultural anthropology, ecocriticism, posthumanism, post-secularism, digital humanities and many more. Translation studies perspective is also important for studying the comparative potential of postcolonial thought.

The class will be based on reading the assigned literature, discussions, group projects and individual work (short written assignments, credit paper).

Instructor: dr hab. Anna Mystkowska-Wiertelak, prof. UWr

L2 motivation

With a premium put on communicative language teaching, language development involves more than just the accumulation of words, structures and rules.  It should be viewed as acquiring a set of skills and strategies based on sociolinguistic, pragmatic, textual and grammatical knowledge. The mastery over these skills requires extensive practice, opportunities for which language classrooms may fail to provide.  This makes the process of language development slow and frustrating. Negative experiences aggregate and initial enthusiasm turns into disaffection, boredom, and, eventually, reduced effort. How to prevent or counteract demotivation? The search for an answer to the question started decades ago and, over the years, research into L2 motivation has become a distinct field of study that has generated a large degree of scholarly attention resulting in numerous books, articles and research projects. In this class, we shall discuss the main stages of motivational L2 research as well as the latest developments in the field. In particular, the following topics will be addressed: the Socio-educational Model of Second Language Acquisition, the L2 Motivational Self System, Self-determination and Motivated Engagement, motivation and Complexity Theory, Directed Motivational Currents, emotions that motivate L2 learning, Willingness to Communicate, motivational teaching strategies, motivational group dynamics, Learning Mindsets, Flow, Positive Psychology and learning motivation, motivation and the Unconscious.

Mandatory reading:

Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.), (2020). The Palgrave handbook of motivation for language learning. Basingstoke: Palgrave.


Inclusive foreign language education: social, emotional and linguistic challenges in spoken L2 communication

Instructor: dr Anna Klimas

Course description: This course will provide the students with an opportunity to establish or advance their understanding of inclusive foreign language education with a special focus on social, emotional and linguistic challenges in spoken L2 communication. The primary aim of the course is to implement and evaluate one of the learning modules developed for the purpose of an Erasmus+ project V:InD:O:W (Virtual – Inclusive Diversity focused – Open educational – Work modules). Apart from that, the students will have a chance to participate in classes conducted by the international project partners.

The module aims to provide student teachers with sufficient knowledge and skills that allow them to address the topic of challenges that spoken communication is associated with in a sustainable, informed and responsible manner in their (future) profession as foreign language teachers. The module offers classroom-ready solutions that integrate multiple and international perspectives necessary to get a comprehensive understanding of the phenomenon in question which include the following aspects: theoretical knowledge, empirical results, practical classroom solutions, insights from national and EU education policy makers, solutions for diagnostic and evaluative tools, solutions that digital tools can offer to aid communication processes.

The course is based on interactive activities that the module includes as well as reflecting on the content, and the learning value of the tasks. The students will be assessed on the basis of their class participation, individual and group assignments.

dr hab. Katarzyna Nowak-McNeice

A Critical Posthumanism: An Introduction 

The starting point of this class is a recognition of the need for a new ethical way of reading literature, as well as for the creation of a posthuman literature for a sustainable future. We are facing an ecological catastrophe “because of how our ethical systems function” (Donald Worster 27) – hence the need for a new understanding of our ethical engagement with otherness, reflected in literature. Since many critics and philosophers believe that our human entanglement with nonhuman animals is the last frontier on which otherness must be faced (e.g., Jacques Derrida, Giorgio Agamben, Cary Wolfe), this class proposes to diagnose the problems with the Anthropocene focusing on the examples of critical (theoretical and philosophical) literature in which human / nonhuman relations are portrayed. Notwithstanding the advances of the critical schools aiming to overthrow the representational and epistemological biases, such as ecocriticism, feminism, queer studies, etc., the division between the human and nonhuman animals remains firmly embedded in literature and is reflected in the institutional and methodological bias against addressing the question of the other as nonhuman (cf. Kari Weil, Donna Haraway, Paola Cavalieri, Lisa Kemmerer). This class attempts to address the urgent need for a change in the understanding of the divide between the human and the nonhuman animal. Students will read a selection of current readings in the posthumanist theories, specifically relating to the categories of the human and the nonhuman animal, and will be encouraged to propose their own interpretations. 

dr hab. Michał Szawerna
Elective seminar 2DSM winter 2021/22: Multimodal translation of narrative texts
The topic of this course is situated at the intersection of translation studies, multimodality studies, and narratology. With the focus on narrative texts across media (such as books, comics, and films), we will attempt to theorize the process whereby a narrative text in one medium is transformed into a narrative text in another medium (a book into a film, a comic into a film, a book into a comic, etc.) as a kind of translation. This attempt will require that basic concepts of translation studies (translation, text, equivalence, etc.) be re-examined with relation to basic concepts of multimodality studies (mode, sign, medium, etc.) and narratology (story, narrative, character, etc.) and integrated with them in a theory of how multimodal translation of narrative texts is accomplished at interrelated levels of representation (the compositional level, the thematic level, the stylistic level, the axiological level, and the pragmatic level). Once we work out the basics of this theory, students will apply it in case studies they will discuss during individual in-class presentations.

Year 2 M.A. TOPICAL LECTURES (4 ECTS)

prof. Tadeusz Piotrowski -Global English 

Global English canmeaneither native English as the firstlanguageusedglobally, or English used as the second, foreign, etc., used as a global system of communication (aninternational lingua franca). In thiscourse we shalllookintobothtypes. English as a global system of communicationleadsalso to the question: what the likelyfuture of English could be, and whether the hypotheticalfuturecanhavean influence on prospects of students. 


Prof. dr hab. Ewa Kębłowska-Ławniczak

An introduction to representations of urbanity in literature, non-fiction, visual culture and media.

A considerable majority of literary texts and films locates its characters in urban environments. Literature, film and media make use of city images as well as create them in a clever way. Obviously, stereotypes proliferate and we hear about city girls and city boys. Many clichés concerning city life and life outside the city (or in the country) are very old and can be derived from the  stories told in Genesis. This dichotomy of city versus country functions comfortably in European culture till the end of the 19th century.However, today we can say with a great deal of confidence that our life in the Western societies is urban rather than rural. Perhaps therefore studies of urbanization, that is our habitat and way of life, develop in diverse areas including sociology, culture, literature, urban planning and communication.  The lecture will focus on various approaches to the ongoing discussion concerning our ways of imagining and experiencing urbanity, sometimes in opposition to life in the country - imagining it, among other ways, as inspiring, fascinating, evil, alienating, consumer-oriented or erotic. The interplay of representations and representational space altered by the practice of everyday life and the production of new places will furnish one of the central topics.

Is there such a thing as a distinctly urban way of life? What does this way of life encourage in terms of identity and social collectivity? Does it encourage or discourage social bonds? How does this way of life affect traditional notions of social difference and value systems? Trying to provide answers to some of these questions, the lecture will refer to a variety of literary, historical, sociological and visual sources.

The lecture will refer to literary fictional cities (Shakespeare’s Venice) and to non-literary real locations  from various epochs, to media and films including Metropolis by Fritz Lang and The Blade Runner by Ridley Scott.

Exam/Final assessment: take-home response to lecture-related texts and topics.

Anthologies recommended for those who are interested in the subject:

Bridge, Gary and Sophie Watson (ed.). A Companion to the City. Oxford: Blackwell Publishing. 2003.

Bridge, Gary and Sophie Watson (ed.). The Blackwell City Reader. Oxford: Wiley- Blackwell Publishing. 2010.Abington: Routledge. 2008.

Miles, Malcolm and Tim Hall, with Ian Borden (ed.). The City Cultures Reader.

Further reading:

Erdi-Lelandais, Gülçin (ed.). Understanding the City: Henri Lefebvre and Urban Studies. Camb. Scholars Publishing.2014.

Lefebvre, Henri. The Production of Space. Blackwell, Oxf. UK& Camb. USA. 1991 [1984].

Tuan, Yi Fu. Space and Place. The Perception of Experience. University of Minnesota Press, 2001.

Certeau, Michael de. The Practice of Everyday Life.  University of California Press 2011[1984]

dr Małgorzata Jedynak

3rd Year

Elective

 

Brain friendly teaching:

How can neuroscience improve language education?

 

(Nauczanie przyjazne mózgowi: Jak neuronauka może wspomóc edukację językową?)

Podobny obraz

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.

After the course you will know what should be modified in the current language education policies and practices to make the system serve both pupils and teachers.