Presentation on theme: "Critical comparison of the partner universities' and EU models of foreign language studies University of Tirana, 20-22 January 2011 SEEPALS 2010-2013."— Presentation transcript:
Critical comparison of the partner universities' and EU models of foreign language studies University of Tirana, January 2011 SEEPALS
Critical Overview of the Degree Programmes Offered by the Department of Foreign Languages, University of Vlora Ismail Qemali
This discussion consists of three parts: The first part aims at giving a general overview of the diplomas offered by the Department of Foreign Languages. The second part discusses the nature of these programmes and other related issues by focusing on their two main directions: teaching and translation. The last part discusses the importance of certain courses for the qualification of new teachers and translators.
PART I The Department of Foreign Languages at UV offers the following degrees: BA in English (studies last three years and the degree is awarded with 180 credits) BA in Italian (studies last three years and the degree is awarded with 180 credits) MA in English Teaching (studies last one year and a half and the degree is awarded with 90 credits) MA in Italian Teaching (studies last one year and a half and the degree is awarded with 90 credits)
PART I Moreover, the department offers elementary and pre-intermediate language courses for the other departments at UV in the following languages: English, Italian, French, German, Latin and Greek. The elementary and pre-intermediate courses in English and Italian are also open to our department students who need preparatory language courses.
PART II All the subjects offered at UV have 8 credits each, last one semester and have a load of 3 lectures per weeks. All the curricula offered by the department are divided into three parts: 1. General subjects, which aim at offering general knowledge to students and which are related to English and Italian degrees. These subjects are divided into obligatory (core), for example ALB 125, HUM 180, HUM 181 and so on and optional (elective), for example HUM 250, FRE 131 / 132, GER 131 / 132 and so on. Both types of subject are mainly interdisciplinary at UV. General subject make up 31 % of each curriculum.
PART II 2. Core subjects, which aim at offering basic and essential knowledge to our department students in the language degree concerned. These subjects are divided into obligatory (core), for example ENG / ITA 144 / 145 / 146 or ENG / ITA 151 and optional (elective), for example ENG 262 / 263 / 260 etc. Core subjects make up 27 % of each curriculum. 3. Special or scientific subjects, which aim at offering scientific knowledge are considered to be more professional in nature. These subjects are divided into obligatory (core), for example ENG / ITA 255 / 356 / 193 / 241 / 381 etc and optional (elective), for example ENG 276 / 376 / 356 / 341 etc. Scientific subjects make up 42 % of each curriculum.
Strongest points in the BA department curricula The subjects offered by our department: have prerequisites, which means that students are clearly oriented to the subjects that they need to register in the respective semester scale students progressive knowledge assimilation from one semester to another and from the general level to the scientific one are oriented towards the nature of humanities studies, that is, linguistics, literature, language (teaching), culture, and translation.
Weakest points in the BA department curricula The BA department curricula: have a limited number of subjects (23 to be awarded the degree, 180 credits) while lay the foundation for MA Teaching, they do not offer some of the most important subjects needed for MA in Translation
PART III The importance of certain subjects for promoting MA in Translation. Students perspective in advancing in their future career is on two directions 1) as schools teachers, which seems to have more preferences 2) as translators, which appears to have gained some ground in the last two decades.
PART III Certain subjects are more related to one direction than to the other and for this students: should be made aware of the relevance of these subjects should be offered subjects related to translation studies by either revising the existing curricula in English and Italian or offering a new BA in Translation Studies.
Conclusions The curricula either in BA or in MA studies offered by us are: rich in terms of what they offer, either in quantity or in quality effectively managed by our online system comparable to many other contemporary programmes appropriate for students advancement in their MA in Teaching studies but they do not fully meet the demands for MA in Translation studies.
Conclusions A reconsideration of the entire structure of the BA programmes would facilitate the preparatory ground for future translators. Following the most appropriate translation curricula model would enable not only the efficiency of the MA curricula but also accreditation and reputation.