Planning and completing communication and language courses

Instructions on for example participating communication and language courses at Movi, exams, course evaluation, recognition of prior learning, and writing your maturity exam.

Movi's teaching philosophy

The main purpose of our teaching is to enable many, individually relevant, pathways of language learning for students. In addition, we aim to develop students’ skills in independent, life-long language learning and in making use of new technologies for language learning purposes. A particular focus of the Centre for Multilingual Academic Communication is supporting internationalization at the University and promoting the development of students’ plurilingualism.

Our integrative pedagogical approach combines

language and transferable (learning) skills and study skills
language and promotion of self-direction
language and research skills
various language skills
discipline-specific language
language and discourse conventions
language and culture
language and intercultural skills
language and working life
language and profession
language and ICT skills
self-assessment and peer and teacher assessment

We consider students as being at university in order to build and share their knowledge and expertise. To achieve this, they are responsible actors in their studies, independent in their thinking, curious in their exploration, and unprejudiced in facing new challenges. Students also develop learning skills and interactive skills in order to be able to continue learning and communicate and share their expertise with others. It is our job as teachers and tutors to facilitate this journey by offering versatile and challenging learning environments and opportunities, but it is your job as a learner to learn.

If you choose to study independently - outside class, but not necessarily on your own or without a tutor - you will find it easier to direct your studies if you first think about what it means to be an independent language learner.

Your role as an independent learner who is involved in self-directed and life-long learning is to take an active approach in the following:

Analysing the way in which you learn - learning style; learning strategies; level of self-direction; learning environment preferences.
Being aware of possible obstacles- affective; cognitive; experiential; practical.
Reflecting upon your motivation and attitudes - previous experiences of language learning: why are you learning now?
Surveying your learning needs- nature of language and communication mastery; present strengths and weaknesses; present vs. target proficiency; academic/work requirements.
Getting involved in selecting content and materials - assess teaching style; review goals and objectives; select content and materials and analyse their value; orientate yourself to learning and take each situation of language use as a potential learning situation.
Assessing the effort you're willing to make- time available; work load required; motivation needed.
Taking responsibility, being active and using interactive teams - remember that becoming fluent requires active use of the language.
Monitoring progress, redirecting your learning- engage in continuous self-assessment; raise your awareness about future needs.

Success in independent language study - and all language study, in fact - depends on the skills that you as a learner have for directing and monitoring your language learning. You can use the checklist above to survey your situation and prepare your personal study plans.

What should I study at Movi as an exchange or Master's student?

Courses for international students

Course evaluation

Examinations, as well as Centre for Multilingual Academic Communication courses, use either the pass-fail scale or the 1-5 scale in evaluation. Exemption exams follow the same evaluation criteria as the equivalent courses. Course grades are based on student performance during contact lessons and on the quality of their assignments, as well as on the test results, if the course includes tests. Students have the right to know at the beginning of the course which evaluation system will be followed.

Should the student not be satisfied with the grade that he/she has got for speech communication skills, a separate exam may be arranged. This exam is evaluated by two teachers of the language in question. Complaints about grading must be presented to the teacher in question or to the Director of Movi within one month of the date of the exam results.

If the student continues to be dissatisfied with the grade, he/she may appeal to the examination board of Movi. The instructions and regulations for this procedure are presented in the Ģ��ֱ�� Examination statutes.

Below you can find the General Proficiency Level Guidelines for all languages taught at the academic level (including mother tongue) at Movi. The course levels and evaluation are based on these guidelines. The table is based on the Common European Framework of Reference for languages and departmental core skills analyses.

General proficiency level guidelines

The use of AI-based applications in studies at Movi - Guidelines

Movi's guidelines for the use of AI-based applications in studies apply to Movi courses and supplement the JYU guidelines. In the case of integrated teaching, if there are differences between Movi and faculty guidelines, the responsible teachers should agree in advance about which guidelines to follow. Movi courses focus on language and communication skills, so Movi's guidelines are intended to address the use of AI tools in relation to the teaching, learning and assessment of language and communication skills.