(in Polish) Języki i kultury w Europie 4100-1SJiKwE

Knowledge
• Knows the main documents and legal regulations concerning language policy and education in Europe (K_W08).
• Knows European and national institutions that support multilingualism and cultural diversity (K_W08).
• Understands educational and social conditions related to the presence of national, regional, and minority languages in the education systems of selected countries (K_W08).
• Knows examples of European programmes and initiatives promoting language learning and intercultural education (K_W08).
Skills
• Can analyse and compare language policies of selected European countries, indicating their implications for school practice (K_U04).
• Can identify challenges connected with the presence of migrant, bilingual, and minority students in schools and propose didactic solutions (K_U04).
• Can prepare a group presentation or project on linguistic and cultural diversity in a chosen country or region (K_U12).
• Can reflect on their own linguistic and cultural experiences and their significance for future teaching practice (K_U04, K_U12).
Social competences
• Is ready to critically evaluate content relating to language policies and educational programmes, relating them to their own professional practice (K_K01).
• Demonstrates openness and readiness to accept students with diverse linguistic and cultural profiles (K_K01).
• Is prepared to work collaboratively in a team to analyse and solve problems related to education in multilingual settings (K_U12, K_K01).

Methods and Assessment Criteria
Basis for passing the course
• attendance,
• preparation for classes: knowledge of recommended readings (brochures, articles, websites), preparation of required presentations, submission of class documentation,
• active participation (engagement in discussions and reflection),
• presentations related to course topics.
Course completion requirements
Attendance at all classes is mandatory. One absence is permitted in the cycle of seven meetings per semester. Any further absences must be made up either by attending classes with another group (with the lecturer’s consent) or by completing additional work.
To pass the course, students must obtain a passing grade in all assessed assignments.
Assessment methods
1. Group presentation – project on linguistic and cultural diversity in Europe (weight: 60%).
o Format: groups of 3–4 students.
o Verified learning outcomes: K_U12, K_U04, K_K01.
2. Individual paper – self-assessment and analysis of selected aspects of language and education policy in the presented countries (weight: 40%).
o Length: 2000–2500 words.
o Verified learning outcomes: K_W08, K_U04, K_K01.
Assessment criteria
Group part – presentation (max. 30 pts = 60%)
• Timely submission – 2 pts
• Compliance with instructions and formal requirements – 3 pts
• Quality of the in-class presentation – 5 pts
• Academic quality – 5 pts
• Selection of sources – 5 pts
• Quality of slides – 5 pts
• Quality of the summary (quiz for the audience) – 5 pts
Individual part – written paper (max. 20 pts = 40%)
• Timely submission on the platform – 2 pts
• Compliance with instructions – 1 pt
• Quality of project description and individual contribution – 2 pts
• Quality of self-assessment – 3 pts
• Analysis of selected aspects of language and education policy – 8 pts
• Selection and description of sources – 2 pts

Grading scale
Total score: 50 pts
Passing threshold: 30 pts (60%)
• 30–32 pts = satisfactory (3.0)
• 33–35 pts = satisfactory plus (3.5)
• 36–39 pts = good (4.0)
• 40–43 pts = good plus (4.5)
• 44–47 pts = very good (5.0)
• 48–50 pts = excellent (5.5)
Final note
If a student fails to submit the assignment on time or receives a failing grade, they have the right to resubmit the task within an agreed deadline or during the resit session.
Rules on the use of Artificial Intelligence (AI)
The use of AI tools is permitted only with the lecturer’s consent and after prior approval of the scope of their application.
Permissible uses include:
• language correction of texts (grammar, style, spelling),
• generating illustrations for presentations, provided that the main part of the material consists of student’s own work and authentic photographs.
Using AI tools without the lecturer’s consent and prior approval will be considered a violation of academic integrity, resulting in the work being deemed non-independent and graded as a fail.

Part I. General
1. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Strasbourg: Council of Europe.
2. Eurydice. (2023). Kluczowe dane dotyczące nauczania języków w szkołach w Europie 2023/2024. Luksemburg: Urząd Publikacji Unii Europejskiej.
3. Instytut Badań Edukacyjnych. (2015). Polityka językowa w Europie. Raport IBE. Warszawa: IBE.
4. Komisja Europejska. (2021). Przewodnik po programie Erasmus+. Luksemburg: Urząd Publikacji Unii Europejskiej.
5. Rada Europy. (1992). Europejska karta języków regionalnych lub mniejszościowych. Strasburg: Rada Europy.
6. Rada Europy. (1995). Konwencja ramowa o ochronie mniejszości narodowych. Strasburg: Rada Europy.
7. Rada Europy. (2003). Europejski system opisu kształcenia językowego: uczenie się, nauczanie, ocenianie (ESOKJ). Warszawa: CODN (wyd. polskie).

Part II. Countries
Swiss Confederation
• Federal Department of Home Affairs. (2021). Languages and culture in Switzerland. Bern: FDHA.
• Grin, F. (1999). Language policy in multilingual Switzerland: Overview and recent developments. Language Problems and Language Planning, 23(2), 95–117.
French Republic
• Judge, A. (2007). Linguistic policies and the survival of regional languages in France and Britain. London: Palgrave Macmillan.
• Ministère de l’Éducation nationale et de la Jeunesse. (2022). Repères et références statistiques sur les enseignements, la formation et la recherche. Paris: MENJ.
Federal Republic of Germany
• Extra, G., & Yağmur, K. (2004). Urban multilingualism in Europe: Immigrant minority languages at home and school. Clevedon: Multilingual Matters.
• Federal Ministry of Education and Research (BMBF). (2022). Education and Research in Figures. Berlin: BMBF.
Republic of Poland
• Główny Urząd Statystyczny. (2022). Polska w liczbach 2022. Warszawa: GUS.
• Kublik, A. (2018). Polityka językowa i edukacyjna w Polsce po 1989 roku. Kwartalnik Pedagogiczny, 63(2), 45–60.
Grand Duchy of Luxembourg
• Horner, K., & Weber, J. J. (2008). The language situation in Luxembourg. Current Issues in Language Planning, 9(1), 69–128.
• Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT). (2020). L’éducation au Luxembourg: chiffres clés. Luxembourg: Ministère de l’Éducation nationale.
United Kingdom of Great Britain and Northern Ireland
• Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1–14.
• Department for Education. (2022). Education statistics in the UK. London: DfE.

Note for the syllabus
Bibliographic entries referring to individual countries are indicative and should be complemented by the student groups preparing presentations in class.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 4100-1SJiKwE in USOSweb