Professional English and Portfolio WorkLaajuus (5 ECTS)

Objective

The student is able to document and analyze his/her professional growth in writing, visually and verbally. The student is able to assess his/her own competence in relation to labor market conditions. The student knows different manners of approach for the portfolio work and is able to evaluate the requirements and demands of the portfolios used for different purposes. The student is able to produce a high-quality and appropriate learning-/professional portfolio as a written and visual product. The student understands the importance of the self-assessment as a part of the portfolio process and a professional identity. The student is able to use his/her portfolio actively as a professional skills- and identity development tool.
ENGLANNIN OSUUS PUUTTUU

Content

- Producer’s field of action, models and professional profile
- Competence analysis of individual- and production group level
- E-portfolio tools
- Reflection and documentation of the own competences
- Portfolio as a tool for recognizing own competences
- Different portfolios (learning portfolio / professional portfolio)
- Structuring and compilation of the portfolio
The course focuses on the themes improving oral and written communication skills in one’s professional field.
-Key professional communication situations: individual and group communication
-Key concepts and terminology
-Key textual conventions and documents
-Acquiring, processing, applying and conveying information
-Organizations, work environments, assignments, processes and tools in the professional field
-Planning education and career in arts management
-Self-assessing linguistic and communication skills and developing learning strategies

Qualifications

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.

Assessment criteria, satisfactory (1)

The student sees him/herself as an actor turning to the cultural producing’s professional field and is able to document his/her professional growth written, orally and visually. The student is able to describe his/her strengths and weaknesses. The student is familiar with the principles of portfolio work.
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)

The student is able to see his/her own expertise and role in the field of cultural production as a professional actor. He/she is able to analyze his/her own skills and know-how with a wide range by using written-, visually- and oral communication. The student is able to evaluate the portfolio making process as well as his/her own portfolio.
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)

The student recognizes the multiple levels of his/her own expertise and role in the field of cultural production as a professional actor. He/she is able to analyze his/her own skills and reflect it to the field’s needs and demands. The student is able to describe his/her own competences with a wide range by using written-, visual- and oral communication. The student is able to reflect on a deep level as well as to report his/her thinking as a part of the portfolio process.
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

The student sees him/herself as an actor turning to the cultural producing’s professional field and is able to document his/her professional growth written, orally and visually. The student is able to describe his/her strengths and weaknesses. The student is familiar with the principles of portfolio work.
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