(in Polish) Języki i kultury w Europie 4100-2SJiKwE

Learning Outcomes
Knowledge
• Deepens knowledge of documents and regulations related to European and national language policy, particularly regarding their impact on the experiences of migrants and the interpretation of linguistic diversity from both the host-community and country-of-origin perspectives (K_W08).
• Knows and understands the relationships between institutions supporting multilingualism and the real experiences of foreigners living in Poland, analysing these experiences based on the interviews conducted (K_W08).
• Understands the diverse, subjective perspectives of foreigners on Polish culture, language, and social practices, and can situate these perspectives within a broader educational and social context (K_W08).
• Is familiar with examples of intercultural initiatives and programmes that link theoretical knowledge with the analysis of real qualitative data such as interviewees’ narratives and experiences (K_W08).
Skills
• Can analyse, interpret, and compare the narratives of foreigners concerning language and educational policies, taking into account both their country-of-origin perspective and their experiences in Poland (K_U04).
• Can identify problems and challenges faced by individuals with diverse linguistic and cultural profiles in Poland and formulate didactic solutions based on empirical data gathered within the project (K_U04).
• Can plan, conduct, and develop an intercultural project, including preparing interview tools, carrying out interviews, organising teamwork, and presenting results in the form of a presentation or report (K_U12).
• Can conduct in-depth self-reflection on personal cultural and linguistic assumptions, confronting them with the perspectives of interviewees from various countries, and relate these reflections to future professional practice (K_U04, K_U12).
Social Competences
• Is ready to critically analyse language policies and educational practices, relating them both to theoretical knowledge and to narratives collected during the project (K_K01).
• Demonstrates openness and intercultural sensitivity, understanding that interpretations of culture, language, and traditions vary depending on the interviewee’s perspective and migratory experience (K_K01).
• Is prepared to collaborate effectively at all stages of the intercultural project—from planning to conducting the interviews and finally presenting the results—and can support others in addressing challenges related to education in multilingual environments (K_U12, K_K01).

Methods and Assessment Criteria
Successful completion of the course is based on:
• attendance,
• preparation for classes (knowledge of assigned readings: brochures, articles, websites; preparation of required presentations; submission of class documentation),
• active participation (engagement in discussions and reflection),
• presentations related to course topics.
Attendance Policy:
Attendance at all classes is mandatory. One absence per seven-class cycle is permitted. Additional absences must be made up by attending another group’s class (with instructor approval) or completing an additional assignment.
To pass the course, students must obtain a passing grade for all assessed tasks.

Assessment Methods
Total number of points: 50
Minimum number of points to pass the course: 30 (60%)

TASK 1 (40%)
Analysis of interview reports from previous years and interview simulation
Format: group work (3–4 students) + individual components
Maximum number of points: 20
Minimum number of points to pass: 12 (60%)
Learning outcomes assessed: K_W08, K_U04, K_U12, K_K01

Assessment Criteria – Task 1
A. Written component (15 points)
Negative points for late submission apply to the total score for the task:
• Delay up to 1 week: –1 point
• Delay over 1 week: –2 points
Content criteria:
• Compliance with technical requirements – 1 pt
• Completeness of analysis – 2 pts
• Stylistic and grammatical correctness – 1 pt
• Quality of key findings description – 3 pts
• Quality of individual reflection/summary – 3 pts
• Quality of materials prepared for the simulation – 3 pts
• Selection and description of sources – 2 pts
B. Oral component – Interview simulation (5 points)
• Coherence and appropriateness of presented roles – 2 pts
• Quality of questions and interaction flow – 2 pts
• Presentation style, communication, and teamwork – 1 pt
0 points – in case of lack of preparation or absence.

TASK 2 (60%)
Intercultural project: interview with a foreigner / a Pole with migration experience / a member of a national or ethnic minority
Format: group work (3–4 students) + individual component
Maximum number of points: 30
Minimum number of points to pass: 18 (60%)
Learning outcomes assessed: K_W08, K_U04, K_U12, K_K01

A. Group component (20 points)
Late submission of the interview documentation (by the group coordinator):
• Delay up to 1 week: –1 point
• Delay over 1 week: –2 points
Content criteria:
• Quality of preparation materials for conducting the interview – 5 pts
• Quality of slides – 5 pts
• Quality of the recording (content and audio) – 5 pts
• Quality of the oral presentation and discussion of findings – 5 pts

B. Individual component (10 points)
Late submission of the self-assessment form:
• –2 points
Late submission of the individual written work:
• Delay up to 1 week: –1 point
• Delay over 1 week: –2 points
Content criteria:
• Compliance with instructions – 1 pt
• Quality of overall interview description – 2 pts
• Quality of description of personal contribution – 2 pts
• Quality of self-assessment – 3 pts
• Selection and description of sources – 2 pts

Final Grading Scale
PointsGrade30–32satisfactory (3.0)33–35satisfactory plus (3.5)36–39good (4.0)40–43good plus (4.5)44–47very good (5.0)48–50excellent (5.5)

Final Note
If an assignment is not submitted on time or receives a failing grade, the student has the right to resubmit or retake it at an agreed time or during the resit session.

AI Use Policy
Use of AI tools is permitted only with the instructor’s approval and after prior clarification of the scope of acceptable assistance.
Permitted uses include:
• language editing (grammar, style, spelling),
• generating illustrations for presentations, provided that the core content is entirely student-produced and includes authentic images when required.
Use of AI tools without prior consent will be treated as a violation of academic integrity, resulting in the assignment being marked as non-original and graded as insufficient.

Literature and Course Materials
1. Books and Articles (to read or discussed in class)
Required – no duplication
• Kubin, K. (ed.) (2015). (Nie)widzialne granice. O tym, co dzieli i łączy w wielokulturowości. Fundacja na rzecz Różnorodności Społecznej (FRS).
• Kubin, K. (ed.) (2015). (In)Visible Borders. On What Divides and Binds in Social Diversity. Fundacja na rzecz Różnorodności Społecznej (FRS).
• Olszewska, A., Zawadzka, A. (2009). Przespaceruj się w moich butach. O spotkaniach międzykulturowych. Instytut Spraw Publicznych.
– electronic version: https://docplayer.pl/11239830-Agnieszka-olszewska-agnieszka-zawadzka-o-spotkaniach-miedzykulturowych.html
Additional recommendations (particularly useful for interview preparation):
• Ting-Toomey, S. Communicating Across Cultures.
• Holliday, A., Hyde, M., Kullman, J. Intercultural Communication. An Advanced Resource Book.
• Rubin, H. J., Rubin, I. S. Qualitative Interviewing. The Art of Hearing Data.
• Kvale, S., Brinkmann, S. InterViews. Learning the Craft of Qualitative Research Interviewing.
(the last two titles help students prepare interview questions, conduct conversations, and process qualitative input.)

2. Websites – preparation for interviews on culture, communication, and stereotypes
Culture in Poland
• Culture.pl – portal on Polish culture by the Adam Mickiewicz Institute:
– Polish version: https://culture.pl/pl
– English version: https://culture.pl/en
Gestures and Nonverbal Communication
• “Pułapki gestów” – gestures to be aware of:
https://kielban.pl/2022/07/gesty-tarapaty/
• Gesture in intercultural communication (YouTube):
https://www.youtube.com/watch?v=5xiY2i7vRNU
• Gesture in intercultural communication – psycholinguistic research (DRK 2018) (YouTube):
https://www.youtube.com/watch?v=x222c5rRg8M
(Useful for analysing communication differences between interlocutors.)
Stereotypes and National Perceptions
• “Is it true what they say about us?” (stereotypes about Poles):
http://www.fakt.pl/wydarzenia/7-krzywdzacych-mitow-na-temat-polakow-stereotypy-na-temat-polakow,artykuly,483077.html
• European stereotypes – The Guardian overview:
http://www.guardian.co.uk/world/interactive/2012/jan/26/european-stereotypes-europa
• Cultural Etiquette Around the World – cultural norms in many countries:
http://www.ediplomat.com/np/cultural_etiquette/cultural_etiquette.htm
(Helpful for interpreting interviewees’ comments.)
Number Symbolism and Beliefs (cultural and cognitive background)
• Numerical superstitions:
http://www.matematyka.wroc.pl/ciekawieomatematyce/liczbowe-zabobony
• Ethnography of the Lublin Region – beliefs about numbers:
http://teatrnn.pl/leksykon/artykuly/etnografia-lubelszczyzny-ludowe-wierzenia-o-liczbach/
Global Conflicts – biographical context for interviewees
(Useful when the interviewee comes from a conflict-affected region.)
• Contemporary international conflicts:
https://zalicz.net/16220/konflikty-mi%C4%99dzynarodowe-wsp%C3%B3%C5%82czesnego-%C5%9Bwiata
• Map of wars and conflicts around the world:
https://wszystkoconajwazniejsze.pl/mateusz-m-krawczyk-mapa-wojen-i-konfliktow-na-swiecie/
• List of conflicts worldwide:
https://opracowania.pl/opracowania/geografia/konflikty-na-swiecie,oid,1704

3. Basic Communication in Ukrainian
(for students interviewing Ukrainian speakers)
• 50 Languages – Ukrainian:
https://www.goethe-verlag.com/book2/PL/PLUK/PLUK002.HTM
• Short Ukrainian phrasebook – Lernissimo:
https://www.loecsen.com/fr/cours-ukrainien

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

• Description of 4100-2SJiKwE in USOSweb