Siirry suoraan sisältöön

Työelämän ruotsi ja englanti (5 cr)

Code: KQ00BO32-3016

General information


Enrollment

01.11.2019 - 31.01.2020

Timing

01.01.2020 - 31.05.2020

Number of ECTS credits allocated

5 op

Mode of delivery

Contact teaching

Unit

Media, muotoilu ja konservointi

Campus

Hämeentie 135

Teaching languages

  • Finnish

Degree programmes

  • Muotoilun tutkinto-ohjelma

Teachers

  • Nina Wallden
  • Anu Luoma

Teacher in charge

Merja Kosonen

Groups

  • KXE19S1TM
    Teollinen muotoilu

Objective

Swedish:
The students acquire the written and oral language skills in the second domestic language that are necessary in their professional field, as stipulated by national legislation (352/2003 8§).
The students are able to communicate in Swedish in professional contexts both in Finland and in the other Nordic countries, taking into account the cultural and linguistic backgrounds of the communication partners.
The students acquire oral and written language and communication skills reaching the minimum of B1 level as defined in the Common European Framework of Reference for Languages. They learn to seek information related to their own professional fields in various sources and convey information both orally and in writing.
During their studies, the students form a positive and realistic view of their language use and communicative competence as well as skills and motivation to develop them further.
English:
The students communicate fluently and effectively in English in their studies and in the professional discourse in their own field. They can also apply their English skills to the development of their professional competence. They communicate naturally in multicultural contexts, taking into account the special demands of different communication situations and the cultural and linguistic backgrounds of the participants.
The students can acquire, process, and convey information necessary in their own field both orally and in writing, using different sources.
The students form a realistic view of their linguistic and communicative competence and a positive attitude towards developing this competence as a part of their professional expertise. Their oral and written communication skills correspond to the skill level B2 of the Common European Framework of Reference for Languages.

Content

Swedish:
The course content will be tailored according to each degree programme or specialisation option.
The contents of the course focus on field-specific oral and written exercises related to the following themes:
- Self-assessing one’s language and communication skills and developing learning strategies
- Education and career planning
- Organisations, work environments, tasks, processes and tools
- field-related texts; increasing and activating the knowledge of technical terminology
- Key interactive communication situations: individual and group communication.
The description of the detailed course contents can be found in the course implementation plan.

English:
The contents of the course focus on the following themes with field-specific emphasis:
• Key interactive communication situations: individual and group communication
• Key concepts and terminology
• Textual conventions and documents
• Acquiring, processing, applying and conveying information
• Organisations, working environments, tasks, processes and tools
• Education and career planning
• Self-assessing one’s language and communication skills and developing learning strategies
The course content will be tailored according to each Degree Programme or specialization option.
The description of the detailed course contents can be found in the course implementation plan.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

Swedish:
In communication situations related to his/her field the student
• Manages in the most common general and specialised professional communication situations
• Composes simple, partly incoherent texts. Language errors may impair understanding but do not prevent the delivery of the message
• Participates in simple spoken interaction but often needs help from the conversation partner
• Uses basic general and technical terminology of his/her own field; inaccuracy and the influence of other languages may interfere with the delivery of the message. Uses basic grammatical structures in a repetitious and partly incorrect manner
• Pronounces in a mainly comprehensible manner, although the pronunciation deviates from the target language. The slow sentence rhythm makes it difficult to estimate if the message is delivered
English:
In communication situations related to their field the students
• trust their communication skills to manage professional communication events using inquiries and relatively short speech acts
• understand the communication partner enough to be able to act and verbalize in accordance with the task in question
• express their thoughts simply, mainly coherently, and relatively understandably, even if there may be deficiencies in professional terminology and structural inaccuracies, which may interfere with full understanding
• draw up simple, formatted texts independently and extensive texts using linguistic aids

Assessment criteria, good (3)

Swedish:
In communication situations related to his/her field the student
• Manages relatively well in daily general and specialised professional discourse
• Composes coherent texts that successfully communicate the intended meaning
• Takes initiative in familiar professional communication situations
• Uses general and basic technical terminology of his/her own field relatively well. Lapses may occur in the choice of words or grammatical structures, but these do not cause misunderstanding
• Pronounces in a comprehensible manner. Pauses in the sentence rhythm do not cause misunderstanding.
English:
In communication situations related to their field the students
• trust their communication skills to manage in the professional context in line with the objectives set for the task
• exchange ideas as equal partners with independent language users
• take the initiative in professional discourse and can, to some degree, take into account participants’ cultural and language backgrounds and the demands of the context
• express themselves promptly in a clear and detailed manner
• use professional terminology to the point
• pronounce English clearly with matching stress and intonation
• produce texts for different purposes, where linguistic inaccuracy does not interfere with understanding

Assessment criteria, excellent (5)

In communication situations related to his/her field the student
Swedish:
• Masters varied and demanding general and specialised professional communication situations
• Produces clear and detailed texts appropriate for the situation
• Is an active participant in professional communication situations and allows for the requirements of the situation. Speaks fluently and effortlessly and takes the conversation partner in account
• Uses technical and general terminology as well as grammatical structures diversely and almost without errors
• Pronounces clearly, with a natural sentence rhythm.
English:
In communication situations related to their field the students
• trust their communications skills to allow them to take initiative in communication events following the discourse practice of the field
• interact clearly and fluently as equal partners with a proficient speaker
• take initiative also in demanding professional communications where participants’ cultural and language backgrounds need to be taken into account
• express themselves effectively and accurately
• use professional terminology to the point
• pronounce English clearly, with stress and rhythm matching the total message
• have the ability to produce several genres, which are clear, well structured, and effective

Assessment criteria, approved/failed

Swedish:
In communication situations related to his/her field the student
• Manages in the most common general and specialised professional communication situations
• Composes simple, partly incoherent texts. Language errors may impair understanding but do not prevent the delivery of the message
• Participates in simple spoken interaction but often needs help from the conversation partner
• Uses basic general and technical terminology of his/her own field; inaccuracy and the influence of other languages may interfere with the delivery of the message. Uses basic grammatical structures in a repetitious and partly incorrect manner
• Pronounces in a mainly comprehensible manner, although the pronunciation deviates from the target language. The slow sentence rhythm makes it difficult to estimate if the message is delivered
English:
In communication situations related to their field the students
• trust their communication skills to manage professional communication events using inquiries and relatively short speech acts
• understand the communication partner enough to be able to act and verbalize in accordance with the task in question
• express their thoughts simply, mainly coherently, and relatively understandably, even if there may be deficiencies in professional terminology and structural inaccuracies, which may interfere with full understanding
• draw up simple, formatted texts independently and extensive texts using linguistic aids

Qualifications

Swedish:
The acquisition of professional language and communication competence in the second domestic language (Swedish) requires the starting level B1.1 as defined by the Common European Framework of Reference for Languages.
English:
The acquisition of professional English language and communication competence requires the starting level B2 as defined by the Common European Framework of Reference for Languages.