module description (modulhandbuch) · 1. semester module 1: multilingual baltic-sea europe i:...

APPENDIX 6: INTERNATIONAL MASTER IN SOCIOLINGUISTICS AND MULTILINGUALISM MODULE

DESCRIPTION

1. Semester ........................................................................................................................................................................ 2

Module 1: Multilingual Baltic-Sea Europe I: Language-Sociological Perspectives (Kaunas) .......................................... 2

Module 2: Language and Communication Skills I (Kaunas) ............................................................................................. 3

Module 3: Methods of Sociolinguistics I (Kaunas) ........................................................................................................... 5

2. Semester ........................................................................................................................................................................ 7

Module 4: Multilingual Baltic-Sea Europe II: Sociolinguistic Perspectives (Mainz) ........................................................ 7

Module 5: Language and Communication Skills II (Mainz) ............................................................................................. 8

Module 6: Usage-Based Oriented Linguistics II (Mainz) .................................................................................................. 9

3. Semester ...................................................................................................................................................................... 11

Module 7a: Multilingual Baltic-Sea Europe III.a: Language Contacts (Tartu) ............................................................... 11

Module 8a: Language and Communication Skills III.a (Tartu) ....................................................................................... 12

Module 9a: Historical and Cultural Background III.a (Tartu) ......................................................................................... 13

Module 7b: Multilingual Baltic-Sea Europe III.b: Language Contacts (Stockholm) ...................................................... 15

Module 8b: Language and Communication Skills III.b (Stockholm) .............................................................................. 16

Module 9b: Historical and Cultural Background III.b (Stockholm) ................................................................................ 17

4. Semester ...................................................................................................................................................................... 19

Module 10: Master’s Thesis (Kaunas, Mainz, Stockholm).............................................................................................. 19

1. Semester

Module 1: Multilingual Baltic-Sea Europe I: Language-Sociological Perspectives (Kaunas)

Module Number Work Load ECTS Credits Designated

Semester

Duration

6 weekly contact

hours / 320 (incl.

self-organised study)

12 1. semester 1 semester

1. Courses Weekly

Contact

Hours

Compulsory or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC: Mediatization of language, culture and

everyday life

3 compulsory 92 6

b) SEM: Multilingualism in Europe 3 compulsory 92 6

2. Forms of Teaching

Lectures, seminars, group work, self-study, including independent study, project-and problem-based learning, case

analysis

3. Number of Participants

4. Qualification Aims

a) Though this course employs a wide-ranging perspective of societal change, it gradually narrows it down to the

analysis of, predominantly, media-inspired societal transformations which are reviewed here within the

perspective of ‘mediatization’.

b) Students will get knowledge of how language works in social environment. Theoretical and methodological

trends of sociolinguistics will be discussed and analysed.

5. Contents

a) Core concepts in media and communication. ‘Mediatization’ as an analytical paradigm: From mediation to

mediatization. Media and society: Media as ‘arena’ and ‘window’ to culture and everyday life. Media as an

institution, language, text and cultural reproduction: Insights from the media (local and global novels, films, TV

and social networks). Media logic, technological hybridization and cultural convergence. Media influence on

language change: Language and the mediatized reality. Mediatization of (a) politics and government

communication; (b) sports and popular culture: fashion, beauty; (c) disaster: conflict, war, migration, crisis; (d)

the otherness: segregated groups in society; (e) childhood and family life: schooling, education; (f) falsehood:

fake news, disinformation, propagation. Media literacy and reflexive media education.

b) Language education planning and policy. Multilingualism for business and European institutions. International

perspectives on language policy and teaching. Globalization and lingua franca (English). Language maintenance

and shift. Foundations of language minority education. Nature of multilingualism/bilingualism and second

language acquisition. Multilingual/bilingual education models. Heritage and community languages. Immigrant

and refugee [language] communities. Multilingualism, multiculturalism and identities. Linguistic landscapes.

6. Use of Module

International M.A. in Sociolinguistics and Multilingualism

7. Participation Requirements

Acceptance in the current study programme

8. Forms of Examination

8.1 Course Achievement

Written exam (project-based research paper)

8.2 Module Exam

Cumulative a) and b)

9. 1 Prerequisites for Receiving the ECTS Credits:

Regular, active participation and successful completion of required study tasks and the module examination

10. Value in the Final Score

12 ECTS Credits from 120 ECTS Credits = 10%

11. Course Offered for the Programme

Annually in the winter semester

12. Responsible Staff Member

Prof. Dr. Auksė Balčytienė, Prof. Dr. Nemira Mačianskienė, Prof. Dr. Violeta Kalėdaitė

13. Further Information

Druviete. I. Sociolinguistic situation in the Baltic Region. 2002.

Runblom H. Majority-Minority Relations. An Overview. The Baltic Republics/The Multicultural Baltic Region. 3/1.

1993.

S. Spiliopoulou (eds.). International Obligations and National Debates: Minorities Around the Baltic Sea. 2003.

Baldauf, R.Jr. and Kaplan, R., (eds.). 2006. Language Planning and Policy in Europe, Vol.2. The Czeck Respublic, The

European Union and Northern Ireland. Multilingual Matters.

Baumann. G. 1999. Multicultural Riddle. Rethinking National, Ethnic, and Religious Identities.Routledge.

Fasold, R. 2001. The Sociolinguistics of Society. Blackwell.

Extra, G. and Gorter, D. (eds.). 2001. The Other Languages of Europe. Multilingual Matters.

Extra, G. and Yagmur, K. (eds.). 2004. Urban Multilingualism in Europe. Multilingual Matters.

Kaplan, R. and Baldauf R. Jr., (eds.). 2008. Language Planning and Policy in Europe, Vol. 3. The Baltic States, Ireland

and Italy. Clevedon: Multilingual Matters.

Kaplan, R. and Baldauf R. Jr., (eds.). 2008. Language Planning and Policy in Europe. Clevedon: Multilingual Matters.

Myers-Scotton, C. 2008. Multiple Voices. Blackwell.

Schieffelin, B.B. et al.(eds.). 1998. Language Ideology. Practice and Theory. Oxford: Oxford University Press.

Verschueren, J. 1987. Pragmatics as a theory of linguistic adaptation. IPrA Working Document 1

Module 2: Language and Communication Skills I (Kaunas)


Semester

Duration

6 weekly contact hours /

320 (incl. self-organised

study)


1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a.1) TUT: English academic writing 3 compulsory

optional

92 6

a.2) LEC/SEM: Cross-cultural communication 3 compulsory

optional

92 6

b.1) LC: For non-native Lithuanian speaker: Lithuanian

Language course

3 compulsory

optional

92 6

b.2) LC: For native Lithuanian speakers: Language

Course in a Nordic or one of the offered Baltic-region

languages (to be chosen from language courses taught in

the semester by the Institute of Foreign Languages)

3 compulsory

optional

92 6


Lectures, seminars, group work, individual work, joint projects, simulations, case analysis, presentations



a.1) The purpose of these courses is to refine students’ knowledge and skills in academic writing with a special

focus on the requirements set for research in the area of regional studies. Students are offered a guided

process-writing course in the most common academic text types in their subject field. A major focus of the

course is on the major constituents of an academic paper and the language used to express the main

communicative functions used at all levels of academic discourse. A related focus is the adequate use of

certain obligatory discourse features of academic papers. The course includes discussion of different types

of text and the language used in them.

a.2) This is a course, which provides students with a sound theoretical and methodological background in

recognizing and assessing the specificity of cross-cultural and intercultural communication. Students apply

the acquired knowledge analysing and evaluating specific communicative situations, types of cultures and

cultural dimensions manifesting themselves in cross-cultural incidents and communication barriers. Special

emphasis is placed on identity, hierarchy, time, space, and gender dimensions of cultures. Students analyze

case studies, engage in simulation practices and do joint research projects focussed on dimensions of

cultures in their verbal and nonverbal aspects.

b) The Lithuanian language course, as well as the other offered language courses, is taught to enable students

to acquire sufficient linguistic knowledge and translating skills to be able to read texts in their area of studies

in the original language. At the end of the course the students will have attained the necessary skills in

Lithuanian in order to conduct and understand an everyday conversation in Lithuanian, and to use original

language sources competently with the help of a dictionary so that they can undertake more advanced

research programmes or employment in the field of multicultural studies and multilingualism.

5. Contents

a.1) Introduction to academic writing. Functions, types and structures of academic text. Maintaining

coherence. Planning and organizing a research paper. Integration of critical material: academic

conventions related to paraphrasing and summarizing. 6. Reviewing previous research and literature on

the subject. Balancing author and information prominent citations. Diction and syntax in academic writing.

How to write with style; clichés and unnecessary wordiness. Using language for effective argumentation,

expression of caution and hedging. Improving accuracy. Search of references. Adequate documentation of

materials. Publishing research papers. Discussion of individual writing tasks.

a.2) Cultural diversity, cross-cultural and intercultural communication. Culture, communication and types

of communication. Culture, national awareness, stereotypes, and ethnocentrism. Cultural identity of

different communities and the multifarious nature of cross-cultural communication. Types of cultures and

cultural dimensions, cross-cultural incidents and communication barriers. Identity, hierarchy, time, space,

and gender as cultural dimensions. Case studies of cultural incidents, simulation of cross/intercultural

communication barriers. Dimensions of cultures in their verbal and nonverbal aspects. New debates

regarding the role and place of the Baltic countries in Europe, the processes of general social and cultural

transformation in the Baltic countries, and the dynamics of national, regional and co-European identity.

b.1) Introduction to the Lithuanian language (or other chosen language). Introductions, greetings, getting

to know people, place names, languages. Verb “to be”, present tense; nouns: nominative case, locative case,

genitive case; verbs: present tense (-A type); personal pronouns. Getting around the city, old town;

references to people, professions; describing people. Prepositions of location and direction; nouns:

accusative case; accusative case with prepositions; genitive in place names. Seasons; days of the week; time

adverbs; personal arrangements and daily routines; invitations and responses. Ordinal numbers; noun:

accusative for time references; genitive and nominative in negative sentences. Family and relatives;

describing people. Noun: singular and plural; irregular plurals; genitive case to express possession; noun

and adjective agreement (feminine and masculine gender); possessive adjectives; verb: modal verbs, -I type

verbs; numbers from 1 to 9, their agreement with nouns. Food and eating habits; expressing preferences. -

O type verbs; noun and adjective agreement; noun: dative case; genitive with prepositions; dative and

genitive case of pronouns. Healthy lifestyle; giving simple directions. Verb: imperative form; noun:

instrumental case; prepositions with instrumental case; instrumental case of pronouns; Hobbies. Past tense;

likes and dislikes.

b.2) The language courses in Nordic and Baltic languages introduce students to basic phonetic, morphological,

syntactic, and lexical systems of the language at issue. Special attention is paid at acquiring oral and written

communication skills which will allow students express themselves orally and in writing in everyday

situations. The form of studies includes lectures, self-study tasks, and individual work in SANAKO lab and

in virtual MOODLE environment.

6. Use of Module






Written exam

8.2 Module Exam








12. Responsible Staff

Dr. Jurgita Vaičenonienė


a.1) Bailey, S. (2011) Academic Writing: A Handbook for International Students (3rd edition). London: Routledge.

Morley, J., P. Doyle and I. Pope. (2007) University Writing Course. Newbury, Berkshire: Express Publishing.

Gillett A, A. Hammond and M. Martala. (2009) Inside Track to Successful Academic Writing. Harlow: Pearson

Education.

Oshima, A. and A. Hogue. (2006) Writing Academic English. Harlow: Pearson Longman.

Porter D. (2001) Check your Vocabulary for Academic English: A workbook for students 2nd ed. London: Peter Collin.

Ravelli, L.J. and R. A. Ellis. Eds. (2005). Analyzing Academic Writing. London: Continuum.

Swales, J. and C. Feak. (2004) Academic Writing for Graduate Students. Ann Arbor: University of Michigan Press.

a.2) Gudykunst, William B. (ed.). (2003) Cross-Cultural and Intercultural Communication. Sage Publications, Inc.

Hofstede, Gert Jan, Paul B. Pedersen and Geert Hofstede. (2002) Exploring Culture: Exercises, Stories and Synthetic

Cultures. Boston, London: Intercultural Press.

Inglehart, R. (1997) Modernization and Postmodernization: Cultural, Economic and Political Change in 43 Societies.

Princeton University Press.

Lewis, R. D. (2006) When Cultures Collide: Leading across Cultures. Brealey.

Risager, K. (2006) Language and Culture: Global Flows and Local Complexity. Multilingual Matters.

Samovar, L. A., Potter, R. E., and E. R. McDaniel. (eds). (2005) Intercultural Communication: A Reader.

Thomson/Wadsworth.

Gannon, M.J., Pillai, R.K. (2010) Understanding Global Cultures: Metaphorical Journeys Through 29 Nations, Clusters

of Nations, Continents, and Diversity. Sage Publications, Inc.

Frierdman, T. (2007) The World is Flat: A Brief History of the 21st century. New York: Picado.

Kramsch, C. (1998) Language and Culture. Oxford University Press.

Craith, M.N. (2012) Narratives of Place, Belonging and Language: An Intercultural Perspective. Palgrave Macmillan.

Holliday, A. Hyde, M. and J. Kulman.( 2004) Intercultural Communication: An Advanced Resource Book. Routledge.

b.1) Stumbrienė V., Kaškelevičienė A. (2001) Nė dienos be lietuvių kalbos/ Not a Single Day without Lithuanian.

Vilnius: Gimtasis žodis.

Ramonienė M., Vilkienė L. (2008) Po truputį. Lithuanian for Beginners: Workbook. Vilnius.

Ramonienė M., Vilkienė L. (2008) Po truputį. Lithuanian for Beginners: Student’s book (+CD). Vilnius.

Išlyginamųjų klasių ir išlyginamųjų mobiliųjų grupių lietuvių kalbos mokytojams. (2006) Vilnius: Švietimo aprūpinimo

centras.

Ramonienė M., Press J. (1996) Colloquial Lithuanian. London and New York: Routledge.

Ramonienė M., Stumbrienė V. (2006) Teach Yourself Lithuanian. London: Hodder Education.

Ramonienė M., Pribušauskaitė J. (2004) Praktinė lietuvių kalbos gramatika. Vilnius: Baltos lankos

Stumbrienė V., Vilkienė L., Roebuck W. (2008) 365 lietuvių kalbos veiksmažodžiai/ 365 Lithuanian verbs. Vilnius: Tyto

Alba.

Ambrazas V. (ed.) (1997) Lithuanian grammar. Vilnius: Baltos lankos.

Module 3: Methods of Sociolinguistics I (Kaunas)


Semester

Duration

3 weekly contact

hours / 160 (incl.

self-organised study)


1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/SEM: Quantitative and Qualitative Research

Methods in Sociolinguistics

3 compulsory 92 6


Lectures, seminars, team-work, independent study, project-and problem-based learning, case analysis, presentations



a) The main aim of the course is to introduce students to the research methods and tools used in the studies of

sociolinguistics and multilingualism; to develop practical skills in conducting original sociolinguistic

research—from research design, data collection and analysis to academic paper which focuses on empirically-

based research findings.

5. Contents

a) Research methods in sociolinguistics and multilingualism: key concepts and paradigms. Links between research

design, method, and data collection. Study design: cross-sectional, longitudinal, case, group, experimental,

quasi-experimental. Quantitative vs. qualitative research: concepts and definitions. Types of data: diachronic

vs. synchronic research. Data collection: selection process (informants, researcher’s identity, observer’s

paradox). Reliability and validity of data. Ethical issues. Identifying sociolinguistic variable. Interviews and

questionnaires. Surveys. Observations and recordings (audio vs. video). Transcription. Statistical tools and

quantification. Corpora. Linguistic ethnography. Social network analysis. Conversation and interactional

analysis. Critical discourse, narrative, and media analysis. Writing the empirically-based research paper:

formulating a research question, constructing hypothesis, designing the research, situating the research in a

broader context (literature overview), presenting and discussing the findings.

6. Use of Module






Written exam (project-based research paper, presentation of case analysis)

8.2 Module Exam

Written exam in a)








Prof. Dr. Jūratė Ruzaitė

13. Further Information.

a) Wei, L. and M. F. Moyer (eds). The Blackwell Guide to Research Methods in Bilingualism and Multilingualism.

Blackwell Publishing. 2008.

Litosseliti, L. (ed.). Research Methods in Linguistics. London: Continuum. 2010. Johnstone, B. Qualitative Methods in Sociolinguistics. Oxford University Press. 1999.

Rasinger, S. M. Quantitative Research in Linguistics: An Introduction. London: Continuum. 2008.

Milroy, L. and M. Gordon. Sociolinguistics: Method and Interpretation. Blackwell Publishing. 2003.

Tagliamonte, S. A. Analyzing Sociolinguistic Variation. Cambridge University Press. 2006.

Coupland, N. and A. Jaworski. Sociolinguistics: A Reader and Coursebook. Palgrave. 1997.

Rubin, H. J. and I. S. Rubin. Qualitative Interviewing: The Art of Hearing Data. 2nd Edition. Sage Publications. 2005.

Labov, W. Sociolinguistic Patterns. Philadelphia: University of Pennsylvania Press, 1972.

Labov, W. Principles of Linguistic Change, Internal Factors (vol. 1) and Social Factors (vol. 2). Blackwell Publishing.

1994, 2001.

Belcher, W. L. Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. Sage

Publications. 2009.

2. Semester

Module 4: Multilingual Baltic-Sea Europe II: Sociolinguistic Perspectives (Mainz)


Semester

Duration

4 weekly contact

hours / 300 h (incl.

self-organised

study)


1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) VL/Ü Regional and minority languages (P) 2 compulsory 159 6

b) SEM Current trends in sociolinguistics (P) 2 compulsory 99 4


a) Seminar (group work, reflecting discussions, joint projects, case analysis)

b) Lecture (with Readings) (problem solving, case studies, discussions)


a) 30

b) 30


a) This course introduces students to the state-of-the-art research concerning the issues related to regional and

minority/heritage languages in Europe, with a special focus on minority/heritage language policies in the Nordic and

Baltic countries. Upon successful completion of the course, the students will be able to:

1) to link the Anglo-American research approaches on heritage languages with the European research tradition on

minority and regional languages;

2) to identify, define and compare main theoretical approaches and research directions concerning minority and heritage

languages;

3) to identify and evaluate the role of historical, sociopolitical, and economic factors in minority and heritage language

planning

4) to describe and evaluate the role and symbolic values or regional/minorities in different speech communities, primarily,

their role for the speech communities around the Circum-Baltic area;

5) to critically assess and propose research-based solutions when coping with social issues in regional/minority language

contexts, e. g. when building new (minority/heritage) language programs and/or developing language policies, etc.

b) Upon a successful completion of the seminar, students have deepened and widened their sociolinguistic knowledge by

getting acquainted with a selection of lately published, high-quality sociolinguistic studies. They have developed their skills

in critical reading and in the reflection of sociolinguistic literature. They also have learned to write a critical, academic book

review which they can, if they want, try to get published in a sociolinguistic journal.

5. Contents

a) The course overviews main theoretical approaches and research directions concerning minority and heritage languages

(theories of bi-/multi-/plurilingualism, language ecology, language maintenance, loss and revival, etc.), historical,

sociopolitical and economic implications for language policies and practices concerning minority and heritage languages,

their role and symbolic values in different speech communities. The topics of the course include (but are not limited to)

linguistic, sociolinguistic and psycholinguistic perspectives in the study of bilingualism/multilingualism, linguistic and

language ideologies/attitudes toward minorities, minority language policy and planning, language loss, death and

endangerment, language shift and maintenance, regional and minority language issues in the Circum-Baltic area (Nordic

and Baltic countries).

b) During the seminar each student will critically read, analyze and evaluate one recently published sociolinguistic

monography. The seminar sessions consist of lectures and assignments. The lectures are concerned with various techniques

of (i) critical and reflective reading, (ii) taking notes, (iii) analyzing linguistic literature, (iii) memorizing the read and making

the new information a part of one’s own knowledge repository, and (iv) with the requirements and conventions of writing

an academic book review. The homework assignments are connected to writing the different parts of one’s own book review,

and the texts written by the course participants are discussed structured in-class feedback sessions.

6. Use of Module



Successfully completed Modules 1, 2 and 3

8. Forms of Examination Active participation and oral presentation in a)

Critical book review in b)




10 ECTS Credits from 120 ECTS Credits = 8,33%

11. Course Offered for Programme

Annually in the summer semester

12. Responsible Staff Member A. Sarhimaa, A. Tamosiunaite


-

Module 5: Language and Communication Skills II (Mainz)

Module Number

(JOGU-StINe)

Work Load ECTS Credits Designated

Semester

Duration


300 h (incl. self-

organised study)

10 2. semester 1

semester

1. Courses Weekly Contact Hours

Compulsory

or

Compulsory

Optional

Subject

Self-

Organized

Study/h

ECTS

Credits

a.1) SK: For non-native German speakers: German language course (Basic or

Advanced) (WP)

4 compulsory

optional 78

4

a.2) SK: For native German speakers: Language Course in a Nordic or Baltic

language (to be chosen from language courses taught by SNEB) (WP)

4 compulsory

optional 78 4

b) SEM Research reporting (P) 2 compulsory 159 6

2. Forms of instruction

a.1) Language course (self-study, team work, role play, simulation)

a.2) Language course (self-study, team work, role play, simulation)

b) Seminar (discussions, group work, independent study, joint projects, presentations)


a) 30

b) 30


a.1) The German language course seeks to provide the students with a basic knowledge of German, with the aim

that they will be able to be able to understand and to conduct an everyday conversation in German and to use, with

the help of dictionaries, research literature written in German.

a.2) Students will have the possibility to choose one of the offered language courses in Baltic, Finnish or

Scandinavian languages. The purpose of the languages courses is to provide basic knowledge in structure,

grammar, lexis and specific features of a chosen language. At the end of the course students should obtain

knowledge about language structure of a chosen language and analyze written texts.

b) This course focuses on the organizational patterns, strategies, and skills that graduate students need in order to

write research papers and MA theses. Upon successful completion of the course students should be able to:

1) identify, describe and compare different academic and non-academic research dissemination forms;

2) plan research writing process effectively;

3) synthesize material from written sources;

4) develop and organize their own arguments in a coherent and logical way;

5) structure information effectively;

6) make appropriate grammatical and lexical choices in their text;

7) respond to reviewers’ comments and make informed decisions when editing academic text;

8) write an academic research text.

5. Contents

a.1) The contents of the German language course for foreigners taught at the Language Centre of the JGU have

been designed to provide the learning outcomes desired at the different levels of foreign language skills as defined

in the Common European Framework of Reference for Languages. In elementary courses students are instructed in

basic knowledge of grammar, vocabulary, phonemes and pronunciation as well as composition of narrative and

describing texts. The contents of the more advanced courses for those who will start with some prior knowledge of

German build upon the basic knowledge, and the course contents are designed to provide students with abilities

corresponding to the aims as set in the CEFR.

a.2) The language courses in Nordic and Baltic languages concentrate on mediating the pronunciation rules as

well as the central parts of the morphological and syntactic systems of the language at issue; special attention is

paid to acquiring everyday vocabulary which will allow students express themselves orally and in writing in

everyday situations and forms a solid basis for starting to develop their skills in reading linguistic literature in the

language at issue with the help of a dictionary.

b) The course will cover all main aspects of writing process (formulating research questions, reviewing the literature,

presenting the evidence, structuring the article, writing style, referencing, editing, peer-reviewing and responding

to comments, and other). This is a practice-oriented course, and students will be required to write short assignments,

each focusing on one key element of an academic research paper (e. g. introduction, literature review, data analyses

and commentaries, and conclusions). In addition, the course will also introduce students to various forms of research

dissemination (research/course paper, journal article, conference abstract, academic and non-academic presentation,

overview article, scientific and non-scientific essay, policy recommendations, dissemination forms to non-

specialists, etc.)

6. Use of the module






Written exam in a.1) or a.2)

8.2 Module Exam

Seminar paper in b)

9. Prerequisites for Receiving the ECTS Credits

Regular, active participation and successful completion of required study tasks and the module exam

10. Value in the final degree score




12. Person(s) responsible for the module A. Sarhimaa, A. Tamosiunaite

13. Further information Course b) taught in English

Module 6: Methods in Sociolinguistics II (Mainz)

Module Number (JOGU-StINe)

Work Load ECTS Credits Designated

Semester

Duration


300 h (incl. self-

organised study)

10 2. semester 1

semester

1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) SEM Qualitative data analysis (P) 2 compulsory 99 4

b) SEM Professional project planning (P) 2 compulsory 159 6

2. Forms of instruction

a) Seminar (discussions, presentations, explanation, group work)

b) Colloquium (project-based learning, case study, presentations, discussions)



a) Upon successfully completing this course, students have learned to effectively manage qualitative empirical data. They

will have gained a general understanding of the basic functions of computer-aided qualitative data analysis software.

They will be able to (i) design a professional sociolinguistic data analysis plan, (ii) code and classify qualitative empirical

data appropriately and with a due attention to the societal context in which the data have been gathered and in which the

results of the study will be used, (iv) keep an analytical data-analysis diary to aid a throughout systematic analysis and

interpretation of their data, and to (v) present the procedures and the results of their qualitative data analyses in a written

form as is required in a research report.

b) The seminar will prepare students for the job market. They learn to (i) identify sociolinguistic challenges in present-day

societies, (ii) prepare a research proposal for facing the challenges and for developing solutions to current sociolinguistic

problems, and (iii) to sell the project idea to potential research funders in a professionally prepared poster presentation.

Upon successful completion of the seminar, students also have (iv) developed their professional co-operations skills by

having worked intensively in a heterogeneous research team, which has been put together on the basis of the complementary

skills of the team members, and they have learned to (v) participate actively in official academic meetings held in English,

including taking notes during the meeting as a participant, keeping the minutes, participating in academic discussions at

meetings and chairing a meeting in an academic context..

5. Contents

a) This course introduces students to various forms of ethnographic analysis of qualitative sociolinguistic

data. The classroom sessions include a series of lectures on discourse analysis, critical discourse analysis,

conversation analysis, narrative analysis and multimodal data analysis. The accompanying individual

homework assignments and group tasks to be fulfilled in a classroom session encourage students to explore

the use of the various analytical approaches in practice. The tasks provide them with practical experiences in

applying different qualitative analysis methods to different forms of empirical data ranging from journal

articles to self-conducted interviews and multimodal online-available data.

b) The seminar involves students in a task that a trained sociolinguist may face in her work within or outside

the academia, viz. in the preparation of a large-scale sociolinguistic research project as a member of a research

team based on complementary qualifications of the team members. The theme of the seminar varies from year

to year, but the seminar always tackles with one of the current major sociolinguistic challenges in Europe (e.g.

migration, refugee integration, supporting regional and minority languages, etc.). The seminar is based on the

ground-gaining agenda of phenomenon-based learning: students are guided through all stages of project

proposal preparation but they work very independently, starting with identifying research gaps and developing

innovative research questions and approaches, up to preparing a realistic project implementation schedule and

calculating a realistic project budget. Additionally to lectures and team assignments, the seminar sessions

include a series of formal academic meetings, during which the project plans under construction are presented

and discussed, and to which external experts in e.g. budget planning and project management are invited to

give talks as guests.

6. Use of the module





8.1 Course Achievement Active participation in a) and b) 8.2 Module Exam

Poster presentation in b)

9. Prerequisites for Receiving the ECTS Credits

Regular, active participation and successful completion of required study tasks and the module exam

10. Value in the final degree score




12. Person(s) Responsible for the Module A. Sarhimaa, A. Tamosiunaite

13. Further information

-

3. Semester

Module 7a: Multilingual Baltic-Sea Europe III.a: Language Contacts (Tartu)

Code designation: Work Load ECTS Credits Designated

Semester

Duration

4 weekly

contact hours

/ 156 h (incl.

self-organised

study)


1. Courses Weekly

Contact

Hours

Compulsory or

Compulsory

Optional Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/SEM: Estonian in Europe 4 compulsory 92 6


Lectures, seminars, independent study, group work, discussions, presentations



a) The purpose of the course is to provide an overview of the development of Estonian language in relation to

linguistic contacts.

5. Contents

a) Series of lectures and independent research provide an overview of the theoretical viewpoints relating to the

linguistic area and contacts of the Baltic Sea region, sociological periods in Estonia and common characteristics

in the vocabulary and grammatical structure of the contact languages.

6. Use of Module



Successfully completed Modules 1-6



Exam in a)

8.2 Module Exam

Written exam in a)








Prof. Birute Klaas-Lang


Module 8a: Language and Communication Skills III.a (Tartu)


Semester

Duration

8 weekly

contact hours /

184 h (incl.

self-organised

study)


1. Courses Weekly

Contact Hours

Compulsory

or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LC: Estonian language courses (or other

relevant language)

8 compulsory

optional

184 12


Practical work, group work, individual work, presentations, role play, simulations



• 0→A2: The aim of the course is to provide basic knowledge of Estonian, focusing on Estonian grammar and

structure.

• A2→B1: The aim of this course is to enhance students’ Estonian language skills from Waystage level to the

Threshold level.

• B1→B2: The aim of the course is to consolidate and extend students’ knowledge of Estonian with the emphasis

on oral and written expression. The course has been designed to meet the language requirements of students

wishing to take up studies at the University of Tartu.

• B2→C1: The aim of the course is to prepare the students for the National Advanced Estonian Language Test

(C1). Students will extend their vocabulary, develop their reasoning skills, writing skills and comprehension of

written and spoken texts.

5. Contents

• 0→A2: All the most important issues of the orthography and the main grammar items will be covered: the

declension, the conjugation, the gradation, the syntax, etc. Special attention is paid to differences between

Estonian and English, to the contrastive grammar.

• A2→B1: During the course the students will develop their oral communication skills, learn relevant

vocabulary, practice informal conversation and carry out procedures/information exchange needed for

getting services. This will be done through a variety of tasks, mainly developing the following two language

skills: Speaking: asking for information and explanation, expressing one’s opinion (agreeing/disagreeing),

making suggestions, describing events and phenomena, comparing and carrying out simple analysis.

Listening: practicing understanding of what is heard on everyday topics, finding information in recorded

texts on familiar subjects, following simple news on the radio and on TV, practicing everyday telephone

conversations.

• B1→B2: This course focuses on developing reading, writing and argumentation skills and building up

vocabulary of subject specific Estonian through a variety of activities and exercises. Students are expected

to read and discuss various texts, write essays and summaries and to participate in group work and

discussions.

• B2→C1: During the course the students will develop their conversation and reasoning skills, extend their

vocabulary, practice choosing a proper register of speech, study the structure of the written test and practice

writing tasks (paying attention to the spelling), listen to different text types and do multiple choice listening

tasks, develop general reading skills and reading for a purpose. Study book: M. Kitsnik, L. Kingisepp

"Avatud uksed" study book and workbook.

6. Use of Module






Written exam in a) or b)

8.2 Module Exam









Prof. Birute Klaas-Lang


Rammo, S.; Teral, M.; Klaas-Lang, B.; Allik, M. (2012). Keel selgeks! Eesti keele õpik täiskasvanutele. Tallinn: Avita

(set of learning material based on English)

Rammo, S.; Teral, M.; Klaas-Lang, B.; Allik, M. (2012). Keel selgeks! Eesti keele õpik täiskavsanutele. Lisad.

Appendices. Avita (set of learning material based on English)

Rammo, S.; Teral, M.; Klaas-Lang, B.; Allk, M. (2012). Keel selgeks! Eesti keele õpik täiskasvanutele. Estonian

grammar. Eesti keele grammatika. Avita (set of learning material based on English)

M. Kitsnik, L. Kingisepp "Avatud uksed"

H. Metslang jt. "Keelehärm. Eesti keele probleemseid piirkondi"

R. Pool "Eesti keele verbirektsioone"

S. Hirsjärvi jt. "Uuri ja kirjuta"

R. Kasik, M. Erelt jt "Eesti keele väljendusõpetus"

Module 9a: Historical and Cultural Background III.a (Tartu)


Semester

Duration

4 weekly

contact hours / 12 3. semester 1 semester

312 h (incl.

self-organised

study)

1. Courses Weekly

Contact Hours

Compulsory

or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/SEM: History of Estonia 2 compulsory 124 6

b) LEC/SEM: Estonian culture 2 compulsory 124 6


Lectures, seminars, reflective discussions, self-study, joint projects, presentations



a) The aim of this course is to provide basic knowledge about the history, cultural history and geography of Estonia

(main events and dates of Estonian history since the first human settlements until the end of the 20th century).

Students are able to associate different historical events and understand logically the course of Estonian history

in its specifics and have basic knowledge about the human and physical geography of Estonia.

b) The aim of this course is to create and maintain knowledge about traditional and modern Estonian culture in its

different facets (mental and material representations of Estonian traditional culture, development and persons

related to the different spheres of modern Estonian culture). Visits to three Estonian museums.

5. Contents

a) The nature of Estonia and its formation. The administrative order of Estonia in different times. The settlement

in Estonia after the Glacial Epoch. The Flint Age and the archaic world view. The Bronze Age and contacts

with neighbour tribes. The Iron Age and the formation of the settlement in Estonia. The Estonian ancient

independence and its end. Old Livonia until the Livonian War, traditional world view. The Livonian War. The

Polish and Swedish era until the Great Northern War. The Great Northern War. The 18th century, the Baltic

Private Law Code and the beginning of modernization. The 19th century and the emancipation of Estonians.

The Independent War and the Estonian Republic. The Second World War. The life in Estonia after the Second

World War. The re-independence process in the 1990-ies.

b) Some attempts to reflect Estonian national character. Traditional worldview and its reflections in folklore.

Popular system of chronology. Folk belief and high religion. Material folk culture. Formation and development

of Estonian literature. Formation and development of Estonian journalism. Formation and development of

Estonian educational system. Estonian art and architecture. Visit to the Estonian National Museum. Visit to the

Estonian Folklore Archive. Visit to the Tartu Art Museum.

6. Use of Module






Exam

8.2 Module Exam









Assoc. Prof. Madis Arukask


a) Branch, Michael (Ed.) 1999: National History and Identity: Approaches to the Writing of National History in the

North-East Baltic Region Nineteenth and Twentieth Centuries. Studia Fennica. Ethnologica, 6. Helsinki: Finnish

Literature Society.

Estonica.org. Encyclopedia about Estonia. http://www.estonica.org/en/

Kasekamp, Andres 2010: A History of the Baltic States. Palgrave Macmillan.

Mäesalu, Ain; Lukas, Tõnis; Laur, Mati; Tannberg, Tõnu; Pajur, Ago 2004: History of Estonia. Tallinn, Estonia: Avita.

Raun, Toivo U. 1991: Estonia and the Estonians. Stanford: Hoover Institution Press, Stanford University.

Subrenat, Jean-Jacques (Ed.) 2004: Estonia: Identity and Independence. Rodopi.

Taagepera, Rein 1993: Estonia: Return to Independence. Westview Press.

b) Estonica.org. Encyclopedia about Estonia. http://www.estonica.org/en/

Kirss, Tiina; Kõressaar, Ene; Lauristin, Marju (Eds.) 2004: She who Remembers Survives: Interpreting Estonian

Women's Post-Soviet Life Stories. Tartu: Tartu University Press.

Kuutma, Kristin; Jaago, Tiiu (Eds.) 2005: Studies in Estonian Folkloristics and Ethnology: A Reader and Reflexive

History. Tartu: Tartu University Press.

Rohtmets, Indrek 2006: A Cultural Guide to Estonia. Varrak.

Viires, Ants 2004: Old Estonian Folk Life. Ilo.

Module 7b: Multilingual Baltic-Sea Europe III.b: Language Contacts (Stockholm)


Semester

Duration

4 weekly contact

hours / 200 h

(incl. self-

organised study)

7,5 3. semester 1 semester

1. Courses Weekly

Contact

Hours

Compulsory

or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/TUT: Language contacts in the Baltic

area: Baltic-Finnic, Baltic-Slavic, Baltic-German

2 compulsory 30 1,5

b) SEM: Research and argumentation skills 2 compulsory 150 6


Lecture, seminar, tutoring, discussions, joint projects, presentations, problem solving, case analysis



a. The aim of this lecture is to offer an overview of language contacts in the Baltic Sea area. It will start with the

prehistoric period leading up to the present. The students will learn about the constantly changing circumstances

in the multilingual Baltic Sea region.

b. The seminar deals with the improvement of students’ abilities to conduct and communicate research and field

work. It shall, furthermore, develop competences concerning the search for data and information.

5. Contents

a. The aim of the course is to provide an overview of the language contacts in the Baltic area starting with the

prehistoric period and up to now. The main focus will be given to three contact situations: Baltic-Finnic, Baltic-

Slavic and Baltic-German. The course will give not only empirical, but also theoretical knowledge about

different language contact situations and phenomena.

b. The student will participate in a master’s thesis seminar and write a thesis (15–20 pages) on a chosen topic.

Data and information searching skills will be practiced during the seminar as well as setting up of an individual

working plan. The seminar thesis can be written in English or another language that is intelligible for the

audience.

6. Use of Module






Exam in a) seminar paper in b)

8.2 Module Exam





7,5 ECTS Credits from 120 ECTS Credits = 6,25%




Pēteris Vanags


Hickey, R.: The handbook of language contact; Chicester:Wiley-Blackwell, 2010

Heine, B., Kuteva, T.: Language contact and grammatical change; New York; Cambridge; Cambridge University Press,

2005

Winford, D.: An introduction to contact linguistics; Oxford: Blackwell, 2003

Dahl, Ö. and Koptjevskaja-Tamm, M. (eds): The Circum-Baltic languages: typology and contact. Vol 1, [Past and

present]; Amsterdam; Philadelphia: John Benjamins Pub. Co., 2001

Dahl, Ö. and Koptjevskaja-Tamm, M. (eds): The Circum-Baltis languages: typolicy and contact. Vol. 2, Grammar and

typology; Amsterdam; Philadelphia: John Benjamins Pub. Co., 2001

de Smit, M.: Language contact and structural change: a case study of 17th century Finnish; Stockholms universitet, 2005

Goebl, H., et al (eds): Kontaktlinguistik - ein internationales Handbuch zeitgenössischer Forschung; Berlin; New York:

Walter de Gruyter, 1996.

Module 8b: Language and Communication Skills III.b (Stockholm)


Semester

Duration

8 weekly contact hours

/ 400 h (incl. self-

organised study)


1. Courses Weekly Contact

Hours

Compulsory or

Compulsory

Optional Subject

Self-Organized

Study/h

ECTS

Credits

a.1) LC: For non-native Swedish-speakers:

Swedish Language course (different levels)

4 compulsory

optional 180 7,5

a.2) LC: For native Swedish-speakers:

Language course in another Nordic

language

4 compulsory

optional 180 7,5

b) LC: For all students: Language course in

one of the Baltic languages

4 compulsory 180 7,5


Tutorials, individual practice in the Language Learning Resource Centre, role play, simulation, presentations



a.1)+a.2)+b) The aim of the language courses is to provide students with the required skills to understand and

conduct research in the different languages. According to the students abilities, there are different course levels,

which help them acquire elementary or advanced knowledge about morphology and syntax, develop a basic

vocabulary, express oneself in standard language, both orally and in writing.

5. Contents

a.1)+a.2)+b) The courses comprise teaching and exercising practical skills in the required language as a foreign

language. The students will acquire a basic knowledge of grammar, vocabulary, phonemes and pronunciation

as well as composition of narrative and describing texts. After completion course level I, students will be able

to pronounce phonemes and frequent words and phrases, and will subsequently be able to express themselves

orally and in writing in everyday situations. At the end of the level II course the student will acquire intermediate

knowledge about the structure of the language and gain knowledge about the main principles in word formation,

develop an intermediate vocabulary, express oneself in standard language, both orally and in writing.

6. Use of Module






Exam in a.1) in a.2)

8.2 Module Exam









Lilita Zalkalns


One of the language courses can be replaced by the module 9b.

Latvian:

Naua, N. och Klevere-Velhli, I. "Latviesu valoda studentiem", Riga 2012

Mathiassen, Terje. A Short Grammar of Latvian. Columbus: Slavica Publishers, 1996

Priedite, A. "Lettiska för universitetsbruk I", Didactica Slavo-Baltica, Stockolm 1992

Priedite, A. "Övningsbok till Lettiska för universitetsbruk I", Didactica Slavo-Baltica, Stockholm 1992

Latviesu valodas pareizrakstibas un pareizrunas vardnica. Avots, Riga, 1995

Latviesu-zviedru, zviedru-latviesu vardnica/Lettisk-svensk, svensk-lettisk ordbok. Norden AB, Riga, 2004 or any

appropriate Latvian dictionary

Lithuanian:

Ramonienė M., Vilkienė L. (2008) Po truputį. Lithuanian for Beginners: Workbook. Vilnius.

Ramonienė M., Vilkienė L. (2008) Po truputį. Lithuanian for Beginners: Student’s book (+CD). Vilnius.

Ramonienė, Meilutė; Ian Press. Colloquial Lithuanian. The Complete Course for Beginners. London, New York:

Routledge, 2010

Mathiassen, Terje. A Short Grammar of Lithuanian. Columbus: Slavica Publishers, 1996

Any appropriate Lithuanian dictionary

Swedish:

Announced by the Department of Nordic Languages at start of term.

Module 9b: Historical and Cultural Background III.b (Stockholm)


Semester

Duration

2 weekly

contact hours

/ 200 h (incl.

self-organised

study)

7,5 3. semester 1 semester

1. Courses Weekly

Contact Hours

Compulsory or

Compulsory

Optional

Subject

Self-Organized

Study/h

ECTS

Credits

a) LEC/TUT: Baltic History of Literature and

Cultural History

2 compulsory 190 7,5


Lecture, seminar, discussions, case analysis, team work, joint projects, presentations



a) The goal of the course is to provide for extended knowledge about the historical context of the multilingual Baltic Sea

region. Special attention will be paid to the sociological and linguistic dimensions of multilingualism. Furthermore, students

are required to look at the status of local, national and international languages spoken in the three Baltic States.

5. Contents

a) The aim of the course is to provide an overview of the language situation and the language policies in the Baltic countries.

The course illuminates language use and language policies from a general perspective, against a background of the historical

pre-conditions for multilingualism in the Baltic Sea area. The course investigates the situation and status of the local, national

and international languages that are spoken in the Baltic countries. Having completed the course the student has

demonstrated an ability to formulate a theoretical discussion on language situation, language policies and multilingualism

in the Baltic countries.

6. Use of Module






Exam in a)

8.2 Module Exam

Exam in a)




7,5 ECTS Credits from 120 ECTS Credits = 6,25%



12. Responsible Staff Member Prof. Peteris Vanags


1. Development Plan of the Estonian Language 2011-2017, Estonian Language Foundation, Tallinn 2011

2. Rannut, Mart: Language Policy in Estonia, 2004.

3. Skerret, Delaney Michael: The 2011 Estonian high school language reform in the context of critical language policy

and planning, in “Current Issues in Language Planning” Vol 15 No. 2, 174-200, 2014.

4. Frick, David: Ruthenians and their language in 17th Century Vilnius in “Muscovy, Ruthenia and the Lithuania in the

Late Middle Ages”, V.V: Ivanov (ed), 2005.

5. Zinkevicius, Z.: The Lithuanian State and the Lithuanian Language, in “The History of the Lithuanian Language”

(1998)

6. Millar, Robert McColl: Social History and the Sociology of Language – Historical Macrosociolinguistics, in “The

Handbook of Historical Sociolinguistics, 1” (2012)

7. Wright, Sue Language Policy and Language Planning. From Nationalism to Globalisation. (2004)

8. Lazdina, S, Heiko F. Marten and Solvita Poseiko: The Latgalian language as a regional language in Latvia, in “Via

Latgalica” (2010).

9. Lazdina, Sanita: “A transition … the process of revitalizing the regional language of Latgalian (Latvia)”, in Current

Issues in Language Planning, http://dx.doi.org/10.1080/14664208.2013.840949 (2013)

10. Latgalian. Mercator, 2009.

11. Druviete, Ina and Uldis Ozolins: “The Latvian Referendum…”, in Language Policy & Language Planning, (2014)

12. Druviete, Ina: “English in Latvia” in Sociolinguistica (2014)

13. Priedite, Aija: “Surveying Language Attitudes and Practices in Latvia” in Journal of Multilingual and Multicultural

Development, Vol 26, No 5 (2005).

14. Kalediene, Laima: National Identity and Multilingualism in Lithuanian Cities, in Identity Politics: Migration,

communities, and multilingualism, Studia Anthropoligica IV, (2010).

15. Mazuoliene, Zita and Ana Jankuniene: Bilingualism – Choices to be made, in Verbum Nr 4, 2015.

16. Ramoniene, Meilute: Multilingualism in Lithuanian cities, in Kalbotyra (2011)

17. Miliunaite, Rita: Language Planning Issues in Lithuania

18. Iva, Sulev: Diverse minorities with one language the case of South Estonian in Via Latgalica (2010)

19. Voro, Mercator, 2007

20. Raag, Raimo: Regionalism in Language Policy – the Case of Vöru in “Inheriting the 1990s”, Studia Uralica

Upsaliensia 37, 2010

21. Hogan Brun, G., Ozolins, U., Ramoniene, M., and Mart Rannut: Language Politics and Practices in the Baltic States,

8:4 DOI: 10.2167/cilp124.0 (2008)

4. Semester

Module 10: Master’s Thesis (Kaunas, Mainz, Stockholm)

Code Designation: Work Load

900 h

ECTS Credits Designated

Semester

Duration


1. Courses Weekly Contact

Hours

Compulsory or

Compulsory

Optional

Subject

Self-Organized

Study/h /h

ECTS

Credits

a) M.A. – Thesis 0 750 25

b) M.A. – Oral Exam 0 150 5


Individual supervision (with the possibility but no obligation of attending research seminar(s) offered at the host

university.



a)+b) The aim of the module is to confirm that students have required the program goals and are able to

appropriately apply theoretical tenets to analyses of various forms of multilingualism data within the framework

of case studies and small-scale surveys.

5. Contents

a)+b) The module supports to and guides the student through the different phases of planning and conducting

a professional academic study in the field of multilingualism research (in a broad sense of the term) and

reporting upon her/his research.

http://dx.doi.org/10.1080/14664208.2013.840949

6. Use of Module

International Master in Sociolinguistics and Multilingualism


Successfully completed Modules 1–9


M.A. Thesis with an oral defence (85%+15%)


Successful completion of required Thesis and module examination




Annually in summer semester

12. Responsible Staff members

Prof. Ineta Dabašinskienė, Univ.-Prof. Anneli Sarhimaa, Prof. Peteris Vanags


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