English Across Academic Domains

obligatory courses

The form of the course described below opens the way for students to become pluriliterate language users, in keeping with Council of Europe’s recommendations for a comprehensive approach to the teaching and learning of languages. While the selection of academic domains for the course may change on a yearly basis, it is not random and reflects the STEAM paradigm (science - technology - engineering - arts - mathematics). Focusing on three domains per semester, instead of a prolonged single focus, allows for a broad coverage of a whole range of academic topics, with opportunities for students to explore further, in accordance with their own interests and preferences. The modular content promotes the needs of individual learners and reflects the cross-disciplinary character of academic discourse. The resulting focus on learner autonomy encourages thinking “outside the box,” helps to increase student motivation and willingness to engage in course projects, tasks and activities. The final semester grade is the average of all three modules and is based on: in-class participation and collaboration, completion of Moodle assignments, and contribution to the final debate or group project.

Classroom and field classes

ENDO 1 / ENDO 2 is a Practical English course based on a succession of content modules, with each module representing a different academic domain, accessible to non-specialists, and controlled for morphological and lexico-grammatical complexity. It integrates the major discourse skills (reading, writing, listening, speaking) and promotes awareness of the language system (grammar, lexis, lexico-grammar), while maintaining a triple focus on content/cognition, culture/communication and learning skills. Content and language both carry equal weight for teaching and assessment purposes; content does not serve as an excuse for practising grammar patterns, it is a major factor contributing to the overall success rate of course participants. Three distinct academic modules will be offered each semester (e.g. architecture, musicology, ornithology), providing students with an opportunity to learn a variety of discourse modes.

- There are six modules (A-F) in the course (three modules per semester), each module is taught by a different teacher, the modules may be taught in any order.

- PE topics (e.g. unreal tenses / hypothesizing etc.) are – as far as possible – logically combined within a given module (A-F). The division of topics among modules ensures that all key PE topics (Problem Areas in English Grammar, Academic Vocabulary, and Grammar & Text) are targeted in the course.

- The division of PE topics between modules is as follows: Module A: sequencing, ordering, analyzing, structuring an argument, relative clauses; Module B: inferring, predicting hypothesizing, cause & effect, making connections, proposing, unreal tenses, subjunctive; Module C: synthesizing, summarizing, informing, concluding, being concise, using nouns and adverbs, articles; Module D: classifying, comparing & contrasting, reporting, reported speech; Module E: evaluating, justifying, persuading, emphasising, speculating, conditionals; Module F: explaining and describing problems, presenting solutions, seeking information, indirectness, making requests , verb patterns.

- Each module should target the PE topics assigned to it, however, teachers are encouraged to focus on any of the remaining PE topics if the need/opportunity arises. The PE topics should, ideally, be introduced/practiced in the context of the academic domain of a given Module (e.g. architecture / nature conservation/ musicology).

The course integrates the major discourse skills (reading, writing, listening, speaking) and promotes awareness of the language system (grammar, lexis, lexico-grammar), while maintaining a triple focus on content/cognition, culture/communication and learning skills. Content and language both carry equal weight for teaching and assessment purposes; content does not serve as an excuse for practising grammar patterns, it is a major factor contributing to the overall success rate of course participants. The modular content promotes the needs of individual learners and reflects the cross-disciplinary character of academic discourse. The resulting focus on learner autonomy encourages thinking “outside the box,” helps to increase student motivation and willingness to engage in course projects, tasks and activities.

Problem Areas in English Grammar handouts compiled by A. Wojtyś

Kinsella, K. (2010). Academic Language Function Toolkit. Sweetwater Union High School District.

McCarthy, M. & O’Dell, F. (2016) Academic Vocabulary in Use. 2nd ed. Cambridge: CUP.

Lynch, T. & Anderson, K. (2013) Grammar for Academic Writing. University of Edinburgh.

Knowledge

Students will be able to:

- use in practical tasks the knowledge of English grammar, syntax, phonetics, morphology and pragmatics on an advanced level (K_W05)

- identify on an advanced level the multiplicity of cultures and their complexity, cultural codes, as well as structural and institutional background of culture, with special focus on English-speaking countries, as reflected in various academic domains (K_W09)

Abilities

Students will be able to:

- collect information from various sources, critically assess a source and usefulness of information; analyse and draw generalizations on the basis of information so obtained in relation to the relevant academic domain (K_U05)

- plan and organise working alone and in a team to attain goals set by class/Moodle assignments, and for the final debate or project (K_U08)

- present knowledge on a relevant academic discipline and communicate it in a cohesive, precise and linguistically correct manner in the English language at level C1 as defined by the Common European Framework of Reference for Languages (K_U09)

Social competences

Students will be ready to:

- value responsibility for one’s own work and respect the work of others, adhering to the professional and ethical norms in doing the projects, fieldwork and other activities specified for each module (K_K03)

- function effectively in social and cultural interactions, through various forms and media, thanks to the ability to express oneself in a cohesive and lucid manner on issues concerning relevant academic domains (K_K05)

Education at language level B2+.

The final semester grade is the average of all three modules and is based on (with reference to learning outcomes): in-class participation and collaboration (K_W09, K_U08, K_U09), completion of Moodle assignments (K_W05, K_K03), contribution to the final debate or group project (K_W05, K_U05, K_U08, K_K05).

3 absences a semester are allowed. Ways of making up for missed classes are to be negotiated with the class instructor.

For each module the final grade is calculated on the basis of:

o active participation in class and (optionally) completion of open-ended Moodle assignments (30%)

o completion of closed-ended Moodle assignments (30%)

o contribution to the final debate or group project (minimum 3 students per group) (40%)