Language teaching in higher education 4100-IIIMKJPSW

Course learning outcomes (P) aligned with programme learning outcomes (K):
Knowledge – the student knows and understands
P_W01. The student knows and explains the principles of designing foreign language classes and subject-specific courses taught in a foreign language, taking into account learning objectives, class formats and student engagement. (K_W09)
P_W02. The student understands the importance of linguistic and communicative competence and the linguistic, pragmatic and functional aspects of communicating knowledge in a multilingual academic environment. (K_W09)

Skills – the student is able to
P_U01. The student is able to design university classes taught in a foreign language, selecting content, methods and forms of work appropriate to the learning objectives and students’ needs. (K_U07)
P_U02. The student is able to teach a class or a selected part of it in a foreign language, adapting the way in which content is communicated to the academic context and the participants’ level of linguistic competence. (K_U07)
P_U03. The student is able to use an e-learning platform and appropriate digital technologies to prepare and deliver face-to-face or online classes and to foster student interaction and active participation. (K_U07)

Social competences – the student is ready to
P_K01. The student is ready to critically evaluate their own preparation and teaching practice and to make use of feedback and expert advice when encountering teaching-related, linguistic or technological difficulties. (K_K02)
P_K02. The student is ready to responsibly perform the role of a university teacher, comply with the principles of professional ethics and teach with respect for the dignity and needs of every participant in the educational process. (K_K06)

1. Conditions for passing the course
The conditions for being admitted to the final course assessment are:
– attendance at classes (1 absence is permitted; unexcused absences exceeding this limit result in an NK grade and the requirement to retake the course),
– timely completion of all compulsory written and/or oral assignments carried out during classes and on the e-learning platform.
The final grade is determined on the basis of the assessment methods and criteria described below in sections 2, 3 and 4, in accordance with the assigned weightings.

The use of AI tools and technologies supporting language processing is permitted only insofar as it does not interfere with the achievement of the intended learning outcomes, with the instructor’s consent, after agreeing on the scope of their use and subject to the submission of a written declaration. The use of AI tools without the instructor’s consent is treated as a breach of the principles of independent work and results in a failing grade.

2. Assessment methods
An average of the grades obtained for written assignments – mid-semester quizzes checking knowledge of concepts, classifications, objectives, techniques and instructional solutions,
- learning outcomes assessed: K_W09, K_K07, K_K02, K_K06.

3. Assessment criteria
Assessment criteria for the quizzes:
- accuracy of the answers,
- completeness of the answers.
The assessment criteria for each quiz are applied jointly. All criteria must be met to at least a satisfactory degree. Each quiz is graded in accordance with the applicable scoring system and grading scale.

4. Grading scale
The threshold for obtaining a passing grade and passing the course is a minimum score of 60% on each quiz.
90–100% → very good (5,0)
85–89% → good plus (4,5)
75–84% → good (4,0)
70–74% → satisfactory plus (3,5)
60–69% → satisfactory (3,0)
0–59% → fail (2,0)

The course is complemented by teaching practice at a higher education institution.

Compulsory literature (selected chapters and excerpts from the items below):
Petty, G. (2009). Teaching today. A practical guide (4th ed). Nelson Thornes.
Murphy, J.T., & Levinson, M. 2023. Instructional moves for powerful teaching in higher education. Harvard Education Press.
Ulrich, I. 2020. Good teaching in higher education. Springer.

Students are required to read/familiarise themselves with the didactic materials posted on the e-learning platform or provided for classes by the lecturer. These are articles, chapters, studies, and electronic materials (e.g., presentations, videos).

Optional literature:
Leberecht, V. (2019). Teaching in English in higher education: strategies, tips, and support. Narr Francke Attempto Verlag.
Parrish, B. (2019). Teaching adult English language learners: A practical introduction. Cambridge University Press.
McKay, H., & Abigail, T. (2013). Teaching adult second language learners. Cambridge University Press.
Campbell, A., & Norton, L. (Eds.). (2007). Learning, teaching and assessing in higher education. Developing reflective practice. Learning Matters.
Kozimor-King, M. L., & Chin, J. (2018). Learning from each other: Refining the practice of teaching in higher education. University of California Press.
Talbert, R., & Sterling, V. (2017). Flipped learning: A guide for higher education faculty. Stylus Publishing.
Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press.
Tobin, T.J., & Behling, K.T. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.