Nordic Cooperation and Professional Swedish (5 cr)

Objective

On completion of the course the student
- is able to communicate orally and in writing in their own work environment and as a member of a multidisciplinary work community, with ethical consideration to the various actors when working in Swedish in Finland and in the Nordic countries
- can obtain information on their profession from a variety of sources and communicate it in writing and orally, using technology and the opportunities offered by digitalisation in their field of work
- is motivated to take responsibility for the development of their own language and communication skills
- knows the major networks for Nordic cooperation and is able to follow the activities of joint Nordic cultural and art programs in the field

Content

- The field's key international and internationalization at home interaction situations: individual and group communication
- Key concepts and terms used in the field
- Professional organisations, work environments, duties, processes and tools
- Self-assessment of language and communication skills, and development of learning strategies
- Networks and cultural funding programs for professional Nordic cooperation

Location and time

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Materials

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Teaching methods

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Employer connections

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Exam schedules

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International connections

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Completion alternatives

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Student workload

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Content scheduling

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Further information

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Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student can communicate in their most typical general and field-specific professional situations in the industry. The student can write simple texts with a reasonable amount of consistency. There may be errors, but the message comes across nevertheless. The student takes part in simple interaction, but often needs help from other speakers. The student is comfortable with everyday vocabulary and the vocabulary of their own field, but inaccuracies and the influence of other languages may make it difficult to get the message across. The student uses the most common basic structures in a one-sided way and sometimes incorrectly. The student can pronounce coherently but not like a native, and the slowness makes it difficult to assess how well the message may get across. The student can identify networks for Nordic cooperation and knows Nordic cultural funding programs.

Assessment criteria, good (3)

The student can communicate reasonably well in their daily general and field-specific professional situations in the industry. The student is able to write a text with coherent content, getting the message across, and is proactive when interacting in common situations in the field. The student is reasonably fluent in basic vocabulary of their field and general language. Word choices may sometimes be inaccurate and the sentence structures imperfect, but these do not interfere with the communication. The student pronounces coherently, and pauses in the flow of speech do not prevent the message from getting across. The student can find Nordic networks and funding programs related to their profession. The student can network with Nordic colleagues and be involved in collaborative projects.

Assessment criteria, excellent (5)

The student can communicate in versatile and demanding general and field-specific professional situations in the industry. The student can write clear and detailed text in a way that is suitable and accurate for the situation. The student takes an active part in interaction in a way that is appropriate in professional situations. The student speaks fluently and effortlessly and takes into account the other speakers. The student uses general vocabulary and the vocabulary of their own field in a versatile way, making very few grammatical errors. The student pronounces clearly and the speech sounds natural. The student can network with his Nordic colleagues and be proactive in developing cooperation projects.

Assessment criteria, approved/failed

The student can communicate in their most typical general and field-specific professional situations in the industry. The student can write simple texts with a reasonable amount of consistency. There may be errors, but the message comes across nevertheless. The student takes part in simple interaction, but often needs help from other speakers. The student is comfortable with everyday vocabulary and the vocabulary of their own field, but inaccuracies and the influence of other languages may make it difficult to get the message across. The student uses the most common basic structures in a one-sided way and sometimes incorrectly. The student can pronounce coherently but not like a native, and the slowness makes it difficult to assess how well the message may get across. The student can identify networks for Nordic cooperation and knows Nordic cultural funding programs.

Assessment methods and criteria

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Qualifications

The acquisition of professional Swedish language and communication competence requires the starting level B1 as defined by the Common European Framework of Reference for Languages.