General information

Course type AMUPIE
Module title Multilingualism and multiingual education for teachers and other professionals working in multilingual environments (elective course)
Language English
Module lecturer prof. UAM dr hab. Anna Szczepaniak-Kozak, prof. UAM dr hab. Emilia Wąskikiewicz-Firlej
Lecturer's email
Lecturer position associate professors
Faculty Faculty of Modern Languages and Literatures
Semester 2024/2025 (summer)
Duration 30
USOS code 09-MAME-ILS-11


1. Introduction to the course followed by personal language biography

2. Second language acquisitition and multilingualism

3. Minority and majoritity languages in school and workplace context

4. Language-sensitive teaching/training and its application in teaching and work-place context

5. Psychological, emotional and cultural aspects of migrant experience and their impact on learning/working, including trauma

6. Mini projects based on the course content

7. Course wrap-up and feedback session

Module aim (aims)

C1: familiarisation with basic concepts in the area of multilingualism and multilingual education which can be useful for different groups of professionals, including future teachers

C2: familiarisation with principles of language-sensitive teaching/training as a broad educational concept that can be applied to different classroom and training contexts

C3: sensitization to linguistic and cultural challenges in different teaching/training contexts

C4: familiarisation and reflection on emotions and sense of security in the context of migration

C5: understsanding how emotions and trauma affect human performance in school- and workplace context

C6: acquiring skills and strategies which teachers/trainers can apply in different multilingual classroom/training contexts to foster better learning/work-place performance 


Pre-requisites in terms of knowledge, skills and social competences (where relevant)

at least B1 proficiency in English


1. Second language acquisition and multilingualism

2. Minority and majority languages in school- and workplace context

3. Language-sensitive teaching/training and its application in professional practice

4. Psychological, emotional and cultural aspects of migration experience,  including trauma, and their impact on learning/working

Reading list

Blommaert, J. (2006) Language policy and national identity. In: Ricento, T. (ed.), An introduction to language policy: Theory and method (pp. 239–254). London: Blackwell.[1]Blommaert/publication/265850467_Language_Policy_and_National_Identity/li nks/541eff2e0cf203f155c24a7e/Language-Policy-and-National-Identity.pdf

Blommaert, J. & Verschueren, J. (1992). The role of language in European nationalist ideologies. Pragmatics (2)3, 355– 85/385-678-1-PB.pdf

Dayán-Fernández A. & O’Rourke B. (2020). Galician-Portuguese and the politics of language in contemporary Galicia. In: Strani K. (ed.), Multilingualism and politics (pp. 231–260). London: Palgrave Macmillan

Gautam, B.L. (2021a). Language politics in Nepal: A socio-historical overview. Journal of World Languages, 7(2), 355–

Hill, E. (2020) Multilingual citizens, multicultural citizenship? Somali people’s experiences of language, race and belonging in contemporary Scotland. In: Strani K. (ed.), Multilingualism and politics (pp. 157–179). London: Palgrave Macmillan.

Is Serbo-Croatian a language? The Economist, 2017

Jaffe, A. (2012). Multilingual citizenship and minority languages. In: M. Martin[1]Jones, A. Blackledge, & A. Creese (eds.), The Routledge handbook of multilingualism (pp. 83-99). London: Routledge.

Joppke, C. (2001). Multicultural citizenship: A critique. European Journal of Sociology, 42(2), 431– doi:10.1017/S0003975601001047

Lewis K., Skelin Horvat A. & Škiljan F. (2020). For whom the school bell tolls: Minority language politics in the Croatian educational system. In: Strani K. (ed.), Multilingualism and politics (pp. 285–308). Cham: Palgrave Macmillan,

Modood, T. (2017). Multicultural citizenship and new migrations. In: A. Triandafyllidou (ed.), Multicultural governance in a mobile world (pp. 183-202). Edinburgh: Edinburgh University Press. https://research[1] dou_2017_Chapter_8.pdf

Nowicka, M. (2012). Deskilling in migration in transnational perspective: The case of recent Polish migration to the UK. COMCAD Working Papers, 112.

Romaine, S. (2000). Multilingualism, conflict, and the politics of indigenous language movements. Sociolinguistic Studies, 1(1), 13–25.

Strani, K. (2020). Multilingualism and politics revisited: The state of the art. In: Strani, K. (ed.), Multilingualism and politics: Revisiting multilingual citizenship. London: Palgrave Macmillan. 8_2

Szczepaniak-Kozak, A., Farrell, A., Ballweg, S., Daase, A. & Wąsikiewicz-Firlej, E., Masterson, M. (2023). Promoting multilingual practices in school and home environments. Perspectives from Germany, Greece, Ireland and Poland. Göttingen: Brill/Vandenhoeck & Ruprecht.

Tapio, E. & Takkinen, R. (2012). When one of your languages is not recognised as a language at all. In: J. Blommaert, S. Leppänen, P. Pahta, T. Virkkula, & T. Räisänen (eds.), Dangerous multilingualism (pp. 284–308). London: Palgrave Macmillan.

Wąsikiewicz-Firlej, E., & Daly, M. (2023). Family language policy in the context of return migration: A case study. Glottodidactica50(1), 213–241.

Wąsikiewicz-Firlej, E. & Lankiewicz, H. (2019). The dynamics of family language policy in a trilingual family: A longitudinal case study. Applied Linguistics Papers, 26(1), 169–

Wąsikiewicz-Firlej, E., Szczepaniak-Kozak, A. & Lankiewicz, H. (2022). Living in Poland in narrative accounts of international students. Warszawa: FRSE.;