The Jagiellonian Language Centre (JCJ) is an interfaculty unit of the Jagiellonian University. It started its work on the 1st of October 2005, arising as a result of the fusion of two previous university language teaching units. Each of these units at the moment of fusion had more than forty years of experience in the teaching of foreign languages and the conducting of international language examinations. The Centre's present-day teaching programmes draw on this very tradition and experience in offering students, academic staff and members of the public a modern language profile.
- Providing a high level of educational services in a convivial atmosphere of equal opportunities, of support and openness,
- Supporting the personal development of those studying,
- Supporting the professional development of the teaching and administrative staff,
- The creation and implementation of teaching programmes in accordance with the principles of the latest didactic approaches.
JCJ conducts language instruction in modern languages as well as in Latin and Ancient Greek. Around 10,000 students attend our classes, being students of undergraduate, postgraduate and PhD programmes of study. We cooperate with twelve faculties of the Jagiallonian University. JCJ offers general commercial language courses in over ten foreign languages. These are geared towards students, teaching and administrative staff of the university as well as adults from beyond the university environment itself. The teaching staff of JCJ also conduct foreign language examinations as part of the PhD examination requirements, sitting on faculty examination commissions. JCJ publishes? In Zeszyty Glottodydaktyczne, in which academic teachers can share their experience in foreign language teaching.
We believe that the best method to achieve the goals we have set ourselves is through an eclectic approach, in which dominate task approach elements. For we wish for our students to be able to communicate in foreign languages i.e., to undertake language activities in their private lives, as part of their degrees and at work. It is also important that students are able to make use of source texts (also in the languages of the Classics) – a skill often essential in both the process of educating oneself as in professional and academic careers. The teaching approach is based on the awareness that people learn foreign languages in various ways and for an array of different reasons. Consequently, in planning the teaching process we strive to ensure that:
- the content of courses reflects the needs and interests of those learning,
- the methods and techniques used match the language competency level of the students,
- the courses develop communicative skills in the broadest meaning of the term. We wish to help the le arner develop not only language competency (grammar, semantics, and pronunciation) but also pragmatic and intercultural competencies (the creation and comprehension of both written and spoken texts) as well as strategies which may be utilised in professional, academic and private contexts independent of the language itself (e.g., learning strategies or techniques employed in work on source texts),
- the courses enable contact with authentic and originally written and spoken materials, ones reflecting the competencies and specialist knowledge of the learners themselves,
- the course offer both a general as well as academic and specialist components.
- promote an approach whereby the learner is at the very centre of the teaching process,
- inform the learners about the aims of the course and classes and the anticipated results of the teaching,
- adapt as far as this is possible one’s ?teaching techniques to the individual needs of students and groups,
- ensure a variety of activities during class and take care to provide an appropriate dynamic to classes,
- create an atmosphere conducive to learning,
- take care that those learning are actively involved in the learning process through the use of communicative tasks,
- provide learners with feedback during the course of classes as well as on homework done, including the appropriate correction of errors,
- ensure that there is time during classes to reflect on what has been done (e,g., in relation to the anticipated lesson goals),
- present, exercise (practice) and evaluate the use of language within context,
- provide clear instructions.
Teaching activities at JCJ are based on the premise that in order to optimise the desired effects of teaching those learning should:
- make themselves aware of their own language requirements,
- be aware of their strong and weak points as language learners,
- develop appropriate learning strategies including those for learning languages,
- have an awareness of the social and cultural context of the languages used by them (including that of their own mother tongue),
- be able to evaluate their own progress and define appropriate language goals,
- in order to achieve the goals set for themselves be able to take responsibility for the development of their own abilities and hone these through both group work is systematic individual work which is the basic element of a teaching programme,
- utilising one's own teaching materials, including materials of a specialist nature, which may be helpful in the autonomic development of various abilities, and also verified Internet sites containing material for independent work on grammatical and lexical aspects,
- as far as possible active participation in the planning of courses,
- active participation in the realisation of individual classes utilising as far as possible original teacher-selected texts.
We cooperate with the Office for Persons with Disabilities. Following training our lecturers conduct classes for people with disabilities as well as participating in designing of teaching and evaluation programmes adapted, in as far as this is possible, to the requirements of those learning.
The regulations of the Polish Ministry of Science and Higher Education of the 2nd of November 2011 made it compulsory to complete education in a foreign language in relation to the CEFR at the level: B2 – for graduates of BA/BSc programmes of study, B2+ – for graduates of MA/MSc programmes of study, the level C1 is recommended by the Jagiellonian University authorities for those completing PhD studies.
- Uchwała nr 22/VI/2005 Senatu Uniwersytetu Jagiellońskiego z dnia 29 czerwca 2005 roku w sprawie utworzenia Jagiellońskiego Centrum Językowego Uniwersytetu Jagiellońskiego
- Uchwała nr 109/VI/2014 Senatu Uniwersytetu Jagiellońskiego z dnia 25 czerwca 2014 roku w sprawie przyjęcia regulaminu Jagiellońskiego Centrum Językowego Uniwersytetu Jagiellońskiego
- Załącznik do Uchwały nr 109/VI/2014 Senatu Uniwersytetu Jagiellońskiego z dnia 25 czerwca 2014 roku w sprawie przyjęcia regulaminu Jagiellońskiego Centrum Językowego Uniwersytetu Jagiellońskiego - Regulamin Jagiellońskiego Centrum Językowego Uniwersytetu Jagiellońskiego
- Zarządzenie nr 94 Rektora Uniwersytetu Jagiellońskiego z 24 września 2014 roku w sprawie określenia struktury wewnętrznej Jagiellońskiego Centrum Językowego Uniwersytetu Jagiellońskiego