Bachelor's seminar
General data
Course ID: | 4100-6SSEMDYP |
Erasmus code / ISCED: |
09.002
|
Course title: | Bachelor's seminar |
Name in Polish: | Seminarium dyplomowe |
Organizational unit: | Centre for Foreign Language Teacher Training and European Education UW |
Course groups: |
Obligatory subjects in semester IV in CKNJOIEE UW - first cycle studies |
ECTS credit allocation (and other scores): |
6.00
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Language: | English |
Type of course: | B.Sc. seminars |
Prerequisites (description): | The seminar is intended for students who have completed the Practical English courses and English language teaching courses during the 1st and 2nd year program at CKNJOiEE. Seminar attendees are required to to be able to use English at the C1 CEFR level including English for Academic Purposed and English for school communication. |
Mode: | Blended learning |
Short description: |
The diploma/bachelor's seminar prepares the student to independently write and edit a diploma thesis consisting of a theoretical and practical part. The theoretical part is a review of the literature related to the thematic scope of the work. The practical part contains a documented description of the original didactic project planned and carried out by the author of the work. The diploma/bachelor's seminar is conducted as a block of seminar classes consisting of two subjects/courses: (1) diploma/bachelor's seminar (15 hours, form of classes: seminar, full-time mode, course conducted by the thesis supervisor in one of three languages: English, French or German), (2) classes preparing for the seminar (15 hours, form of classes: lecture, remote, synchronous mode, course conducted in Polish and optionally in the language of the seminar. |
Full description: |
The aim of the diploma/bachelor's seminar is for the student to independently prepare a complete diploma thesis in consultation and cooperation with the supervisor and under his/her supervision. During the diploma/bachelor's seminar, the student plans and writes individual components of the thesis under the supervision of the thesis supervisor (thesis topic, abstract of the thesis with a preliminary bibliography, work plan, plan of the theoretical part, plan of the practical part, theoretical chapter of the thesis with bibliography, practical chapter of the thesis, documentation of the didactic project , attachments) and submits them in accordance with the seminar schedule. The student receives feedback from the thesis supervisor, who reads, analyses and assesses the texts submitted by seminar students. The texts are either accepted or returned for revisions based on supervisor feedback. The diploma/bachelor's thesis is planned and written during the course, not after its completion. The diploma/bachelor's seminar is conducted in one of three languages - English, French or German. Students prepare bachelor's theses in the language in which the seminar they attend is conducted. The aim of the seminar lecture is to equip the student with the knowledge and skills needed to plan and write the individual components of the work (thesis topic, abstract of the work with a preliminary bibliography, thesis plan, plan of the theoretical part, plan of the practical part, theoretical chapter of the work with bibliography, practical chapter of the work , documentation of the didactic project, attachments). During the lecture, the student becomes familiar with the structure of the diploma thesis and its components. The students also learn about the formal requirements for a diploma/bachelor's thesis and the techniques of writing an academic thesis, i.e.: gathering and analysing academic sources/ literature, documenting and citing sources in the text, preparing a bibliography, editorial techniques and citing conventions, principles of editing an academic text in a foreign language, issues of plagiarism, principles of description and documentation of the teaching process. The seminar lecture is conducted in Polish. Students can also optionally prepare assignments in the language of the diploma/bachelor's seminar they are attending. The thematic scope of the bachelor's seminar is determined by the supervisor in the seminar description. The topics of bachelor's theses are determined by the seminar students in consultation and cooperation with the supervisor and accepted by the supervisor within a designated deadline. |
Bibliography: |
Allwright, D. (1993). Integrating “research” and “pedagogy”: Appropriate criteria and practical possibilities. In J. Edge, & K. Richards (Eds.), Teachers develop teachers research (pp. 125–135). London: Heinemann. Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. Modern Language Journal, 89(3), 353–366. Allwright, D, Hanks J (2009). The developing language learner: An introduction to exploratory practice. Basingstoke: Palgrave Macmillan. Bailey, K. (2001). Action research, teacher research, and classroom research in language teaching. In , M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 489–498). Boston: Heinle & Heinle. Burns, A. (2019). Action research: developments, characteristics and future directions. In A. Benati &, J. W. Schwieter (Eds.), The Cambridge handbook of language learning (pp. 166–185). Cambridge: Cambridge University Press. Burns, A. (2011). Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, vol II. (pp. 237–253). New York: Routledge. USOSweb: Szczegóły przedmiotu: 4100-5SSEMDYP, w cyklu: <brak>, jednostka dawcy: <brak>, grupa przedm.: <brak> Strona 1 z 5 29.11.2021 17:57 Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge. Burns, A .(2007). Action research: contributions and future directions in ELT. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching (pp. 987–1002). New York: Springer. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Free- man, & J. Richards (Eds.), Teacher learning in language teaching (pp. 154–177). Cambridge: Cambridge University Press. Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press. Cirocki, A., & Farrell, T. S. C. (2017a). Reflective practice in the ELT classroom [special issue]. The European Journal of Applied Linguistics and TEFL, 6(2). Cirocki, A., & Farrell, T. S. C. (2017b). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5– 23. Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2). Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. Freeman, D. & Richards, J. C. Richards (1996). Teacher learning in language teaching (Eds.). New York: Cambridge University Press. Hinkel, E. (2005). Handbook of research in second language teaching and learning. New York: Routledge. Hinkel, E. (2011). Handbook of research in second language teaching and learning. New York: Routledge. Hinkel, E. (2016). Handbook of research in second language teaching and learning. New York: Routledge. McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates. Wallace, M. J. (1998). Action research for language teachers. Cambridge. Cambridge University Press. Pozostałe pozycje wiążą się ściśle z tematami seminariów i są proponowane przez poszczególnych promotorów. |
Learning outcomes: |
(in Polish) Wiedza: absolwent zna i rozumie K_W01 w zaawansowanym stopniu wybrane fakty, teorie, instytucje, procesy, zjawiska z zakresu dziedzin nauki i dyscyplin naukowych: językoznawstwo, pedagogika, psychologia, właściwych dla kierunku nauczanie języków obcych zorientowane na zastosowania praktyczne w sferze nauczania języków obcych w przedszkolu, na pierwszym i/lub drugim etapie edukacyjnym K_W02 niezbędną terminologię z zakresu dziedzin nauki i dyscyplin naukowych: językoznawstwo, pedagogika, psychologia, właściwą dla nauczania języków obcych właściwą dla nauczania przedmiotu wiedza o społeczeństwie K_W13 podstawowe pojęcia i zasady z zakresu ochrony prawa autorskiego Umiejętności: absolwent potrafi K_U01 wyszukiwać, analizować, oceniać, selekcjonować i użytkować informacje z wykorzystaniem różnych źródeł i sposobów angielskim K_U11 argumentować merytorycznie w języku obcym z wykorzystaniem poglądów innych autorów oraz formułować wnioski K_U13 przygotować prace pisemne w języku obcym, właściwe dla studiowanego kierunku studiów, dotyczące zagadnień szczegółowych, z wykorzystaniem podstawowych ujęć teoretycznych, a także różnych źródeł K_U15 w sposób precyzyjny i spójny wypowiadać się w mowie i w piśmie w języku obcym na tematy dotyczące wybranych zagadnień nauczycielskich z wykorzystaniem różnych ujęć teoretycznych, korzystając z dorobku dyscyplin właściwych dla kierunku studiów K_U16 prezentować własne pomysły, wątpliwości i sugestie w języku obcym popierając je argumentacją w kontekście wybranych perspektyw teoretycznych i poglądów różnych autorów K_U17 posługiwać się językiem angielskim na poziomie C1 ESOKJ, z uwzględnieniem specyfiki języka akademickiego i języka komunikacji szkolne Kompetencje społeczne: absolwent jest gotów do K_K06 odpowiedniego określenia priorytetów służących realizacji określonego przez siebie lub innych zadania |
Assessment methods and assessment criteria: |
Assessment methods and criteria are the same for all seminar groups. The condition for passing the seminar is passing both courses/subjects: diploma/bachelor's seminar and seminar lecture with a positive grade. The final grade is issued and entered into USOSweb by the thesis supervisor in consultation with the teacher in charge ov the seminar lecture according to the following conversion rate: 1) diploma/bachelor's seminar constitutes 65% of the final grade, 2) classes preparing for the seminar constitutes 35% of the final grade*, The student receives credit in each semester based on: - attendance at classes (absence limit is indicated in the course description for a given seminar group by thesis supervisors), - preparation and active participation in offline and online classes, - completing tasks not online and offline on time and in accordance with the instructions, within the deadlines designated in the seminar schedule, - obtaining positive grades for individual tasks, and in particular for the preparation of individual thesis components assessed in a given semester. Criteria for assessing students' tasks and works (may vary depending on the nature of the task): - timely completion of the task, - compliance with the instructions (also in terms of formatting), - completeness, - clarity and logic of the argument, - thoroughness and quality of argumentation, - organization of content and compliance of the content with the topic of the work, - number, selection and documentation of sources (APA, MLA style, respectively), - correctness of the description of the didactic project and conclusions as well as completeness of the documentation of the research and conclusions report, linguistic correctness (style, grammar, vocabulary, spelling), including the correct use of the academic register. A detailed description of the diploma thesis along with the formal requirements can be found in the resolution of the Centre's Didactic Board. |
Practical placement: |
not applicable |
Classes in period "Summer semester 2023/24" (in progress)
Time span: | 2024-02-19 - 2024-06-16 |
Navigate to timetable
MO WYK
SEM-DYP
SEM-DYP
SEM-DYP
SEM-DYP
SEM-DYP
TU W SEM-DYP
TH FR |
Type of class: |
Diploma seminar, 30 hours
Lecture, 15 hours
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Coordinators: | Ewa Guz | |
Group instructors: | Marlena Deckert, Andrzej Diniejko, Monika Galbarczyk, Emilia Królak, Anna Walewska | |
Students list: | (inaccessible to you) | |
Examination: |
Course -
Pass/fail
Diploma seminar - Pass/fail Lecture - Pass/fail |
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Short description: |
The diploma/bachelor's seminar prepares the student to independently write and edit a diploma thesis consisting of a theoretical and practical part. The theoretical part is a review of the literature related to the thematic scope of the work. The practical part contains a documented description of the original didactic project planned and carried out by the author of the work. The diploma/bachelor's seminar is conducted as a block of seminar classes consisting of two subjects/courses: (1) diploma/bachelor's seminar (15 hours, form of classes: seminar, full-time mode, course conducted by the thesis supervisor in one of three languages: English, French or German), (2) classes preparing for the seminar (15 hours, form of classes: lecture, remote, synchronous mode, course conducted in Polish and optionally in the language of the seminar. |
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Full description: |
Celem seminarium dyplomowego/licencjackiego jest samodzielne opracowanie przez studenta kompletnej pracy dyplomowej w porozumieniu i we współpracy z promotorem oraz pod jego/jej nadzorem. Podczas seminarium dyplomowego/licencjackiego student opracowuje poszczególne komponenty pracy pod nadzorem kierującego pracą (temat pracy, abstrakt pracy wraz z wstępną bibliografią, plan pracy, plan części teoretycznej, plan części praktycznej, rozdział teoretyczny pracy wraz z bibliografią, rozdział praktyczny pracy, dokumentacja projektu dydaktycznego, załączniki) i składa je zgodnie z grafikiem seminarium ustalonym przez niego. Składane prace są analizowane, oceniane i akceptowane lub kierowane do poprawy przez promotora. Praca dyplomowa/licencjacka powstaje podczas trwania zajęć dydaktycznych, nie po ich zakończeniu. Seminarium dyplomowe/licencjackie prowadzone jest w jednym z trzech języków - angielskim, francuskim lub niemieckim. Studenci przygotowują prace licencjackie w języku, w którym prowadzone jest seminarium, na które uczęszczają. Celem wykładu przygotowującego do seminarium jest wyposażenie studenta w wiedzę i umiejętności potrzebne do opracowania poszczególnych komponentów pracy (temat pracy, abstrakt pracy wraz z wstępną bibliografią, plan pracy, plan części teoretycznej, plan części praktycznej, rozdział teoretyczny pracy wraz z bibliografią, rozdział praktyczny pracy, dokumentacja projektu dydaktycznego, załączniki). Podczas wykładu przygotowującego do seminarium student zapoznaje się ze strukturą pracy i kolejno z jej komponentami. Poznaje wymogi formalne stawiane pracy dyplomowej/licencjackiej i technikę pisania pracy, tj: zbieranie literatury przedmiotowej, dokumentowanie i cytowanie źródeł w tekście, przygotowanie bibliografii, techniki redakcyjne, zasady redagowania tekstu naukowego w języku obcym, problematyka plagiatu, zasady opisu i dokumentacji procesu dydaktycznego. Wykład przygotowujący do seminarium prowadzony jest w języku polskim. Studenci mogą również opcjonalnie opracowywać zadania w języku, w którym prowadzone jest seminarium dyplomowe/licencjackie, na które uczęszczają. Zakres tematyczny seminarium licencjackiego określa promotor w opisie seminarium. Tematy prac licencjackich są ustalane przez seminarzystów w porozumieniu i we współpracy z promotorem i akceptowane przez promotora we wskazanym przez niego terminie. |
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Bibliography: |
Allwright, D. (1993). Integrating “research” and “pedagogy”: Appropriate criteria and practical possibilities. In J. Edge, & K. Richards (Eds.), Teachers develop teachers research (pp. 125–135). London: Heinemann. Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. Modern Language Journal, 89(3), 353–366. Allwright, D, Hanks J (2009). The developing language learner: An introduction to exploratory practice. Basingstoke: Palgrave Macmillan. Bailey, K. (2001). Action research, teacher research, and classroom research in language teaching. In , M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 489–498). Boston: Heinle & Heinle. Burns, A. (2019). Action research: developments, characteristics and future directions. In A. Benati &, J. W. Schwieter (Eds.), The Cambridge handbook of language learning (pp. 166–185). Cambridge: Cambridge University Press. Burns, A. (2011). Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, vol II. (pp. 237–253). New York: Routledge. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge. Burns, A .(2007). Action research: contributions and future directions in ELT. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching (pp. 987–1002). New York: Springer. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Free- man, & J. Richards (Eds.), Teacher learning in language teaching (pp. 154–177). Cambridge: Cambridge University Press. Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press. Cirocki, A., & Farrell, T. S. C. (2017a). Reflective practice in the ELT classroom [special issue]. The European Journal of Applied Linguistics and TEFL, 6(2). Cirocki, A., & Farrell, T. S. C. (2017b). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5– 23. Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2). Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. Freeman, D. & Richards, J. C. Richards (1996). Teacher learning in language teaching (Eds.). New York: Cambridge University Press. Hinkel, E. (2005). Handbook of research in second language teaching and learning. New York: Routledge. Hinkel, E. (2011). Handbook of research in second language teaching and learning. New York: Routledge. Hinkel, E. (2016). Handbook of research in second language teaching and learning. New York: Routledge. McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates. Wallace, M. J. (1998). Action research for language teachers. Cambridge. Cambridge University Press. Pozostałe pozycje wiążą się ściśle z tematami seminariów i są proponowane przez poszczególnych promotorów. |
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Notes: |
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Copyright by University of Warsaw.