Professional Swedish and English GROUP A (5 ECTS)

Learning outcomes

Swedish:

The student will acquire language skills governed by national legislation (352/2003 8§) required for both written and oral communication in Swedish in their professional duties. The student is able to communicate in the professional environment both in Finland and in other Nordic countries. He/she is also able to take into account cultural and linguistic aspects in their communication.
The student is able to learn to seek for information from various sources and proficiently deliver both written and spoken information. During the studies, the student will acquire both a positive and a realistic idea of their linguistic and communicative competence as well as skills and motivation to develop it further.

The minimum level for the written and spoken communication skills is classified as “B1” in the Common European Framework of Reference for Languages.

English:

Content

Swedish:
- Swedish language and communication skill’s self-assessing and developing learning strategies
- Professional texts in Swedish and professional terminology
- Main professional communication situations in Swedish: individual and group communication

English:
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

Prerequisites

The second domestic language (Swedish) skills, level B1.1.
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.

Teaching methods

Swedish: interactive exercises

English: vocabulary exercises; interactive exercises in pairs and groups; presentations; written tasks.

Learning materials and recommended literature

Swedish: teachers own

English: the instructor's own material.

Alternative completion methods of implementation

-

Exam dates and retake possibilities

Swedish: the last lessons, possible to retake twice


The returned assignments replace the written exam.

Student workload

Swedish:attendence at lessons 80%, independent work, written tasks outside lesson time

English: attendance 80%; frequent oral and written tasks

Further information for students

Swedish: evaluation on a scale, 1 to 5, teaching language Swedish, material available before course start in e-format

English: Pass/ Fail, the material is available electronically before the course starts.

Assessment methods and criteria

Swedish: continous evaluation, oral presentation, written exam

English: continuous assessment; active participation, written and oral tasks

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

Swedish:
Related to his/her field’s communicational situations the student:
- Manages in the general situations
- Can write simple, partly incoherent text. Errors can make it difficult to understand, but they do not prevent the delivery of the message.
- Participates in simple interaction, but often needs help from the conversation partner.
- Uses normal and general vocabulary from his/her own field; inaccuracy and the influence of other languages may prevent the delivery of the message. He/she uses basic grammatical structures unilaterally and somewhat incorrectly.
- Pronounce mainly understandable, even if the pronunciation is different from the target language and the slowliness of the sentencerhytmn complicates the assessment of the functioning.

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:
Related to his/her field’s communicational situations the student:
- Manages fairly from the everyday general and field-specific communication situations.
- Can write a whole text, in which the message is communicated.
- Takes a part in the familiar situation of his/her field
- Is able to use fairly his/her own field’s general basic vocabulary. There can be incorrects in the structures and in the choice of words, but they do not disturb communication.
- Pronounces understandable. Sentence rhythm’s breaks do not disturb the understanding of the message.

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)

Swedish:
Related to his/her field’s communicational situations the student:
- Masters in varied and demanding general field-specific situations
- Can write good and detailed text appropriately
- Actively involves the professional communication situations. The speech is smooth and effortless. Takes into account the conversation partner.
- Uses his/her own field’s general terminology and structures with a wide range and almost error-freely.
- Pronunciation is clear, 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:
Related to his/her field’s communicational situations the student:
- Manages in the general situations
- Can write simple, partly incoherent text. Errors can make it difficult to understand, but they do not prevent the delivery of the message.
- Participates in simple interaction, but often needs help from the conversation partner.
- Uses normal and general vocabulary from his/her own field; inaccuracy and the influence of other languages may prevent the delivery of the message. He/she uses basic grammatical structures unilaterally and somewhat incorrectly.
- Pronounce mainly understandable, even if the pronunciation is different from the target language and the slowliness of the sentencerhytmn complicates the assessment of the functioning.

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.