Media studies, digital communication and journalism

The course aims to develop advanced competence in spoken and written English in academic and professional contexts relevant to media, social planning for inclusion, and gender studies. The course content is based on the analysis of authentic English-language materials (press articles, essays, podcasts, videos, academic texts) relating to current affairs of interest to the students, such as affordable housing, liveable cities, gender relations, sustainability, and inclusivity. These are complemented by broader issues introduced by the tutor, such as what it means to be human in the age of artificial intelligence or global societies, global problems. As the course progresses, students will be encouraged to propose topics and materials connected to their own research interests, with the aim of co-constructing the learning pathway. The theoretical and methodological framework of the course is grounded in an integrated approach that combines linguistic development (grammar, syntax, and vocabulary) with critical reflection, text analysis, and practice in the four language skills (listening, reading, writing, and speaking). Each session includes both the consolidation of linguistic structures and the purposeful use of English in complex communicative contexts, fostering analytical skills, critical awareness, and effective communication. Teaching methods include interactive lectures, guided analysis of authentic materials, class discussions and debates, writing exercises, and oral presentations. The objective is to engage students actively in the learning process, strengthening not only their linguistic competence but also their ability to use English as a tool for research, interdisciplinary communication, and critical reflection.

To do well in the course, students are required to have attained at least a B2 level of English proficiency according to the Common European Framework of Reference (CEFR). This level provides the essential foundation for engaging with complex tasks of comprehension and production, enabling students to interact with fluency in academic and professional contexts, to understand texts dealing with both concrete and abstract topics, and to produce clear, well-structured written and spoken output. In addition, students are expected to carry forward the competences acquired during their previous higher education studies, including research and critical-analytical skills, reflective abilities, and subject-specific knowledge. These competences constitute the basis upon which the course will build the advanced linguistic and communicative skills in English, applied to academic and professional contexts in the fields of media, social planning for inclusion, and gender studies.

Bailey, S. (2017), Academic writing: a handbook for international students, 5th Edition, Abingdon: Routledge. Murphy, R. (2012), English Grammar in Use, 4th Edition, Cambridge: CUP. A selection of authentic materials recommended by the tutor and by the class.

attendance recommended

The exam is organised around the analysis and presentation of a project chosen by the student within their own field of study. Students may choose either a language-based project or a research-based project, and may decide to work individually or in groups (maximum 4 members). Language-Based Project For the language-based project, students analyse a selection of articles—taken from newspapers, academic publications, or multimedia sources—on a topic related to their discipline. The analysis should focus on linguistic aspects such as style, register, tone, rhetorical strategies, and visual features, evaluating how language choices influence readers’ perception of the subject. Research-Based Project For the research-based project, students select a topic, formulate a research question, and present their findings during the oral exam. Exam Components The exam consists of two main components: Written Component Students must submit an abstract summarising the key ideas of their project, together with a methodology section explaining the approach taken to the presentation. The methodology should outline the criteria used to select sources, the initial hypothesis, and the process followed in preparing and analysing the data. As a guideline, the methodology should cover about half a page of A4, while the abstract should be about 6–7 lines long. All written materials must be uploaded to the course Classroom area no later than 12 noon on the day before the oral exam. THIS COMPONENT TESTS LEARNING OUTCOME 3. Oral Component The oral presentation focuses on the sharing of the project’s results. It usually lasts around 20 minutes and includes a question-and-answer session. In the case of group projects, the oral exam will be longer, and all members are expected to contribute equally to the presentation. Students must bring their own laptop to the exam. Presentations may be given using PowerPoint, Canva, or any other suitable software. THIS COMPONENT SPECIFICALLY TESTS LEARNING OUTCOMES 1, 2 and 4. YOU WILL BE GIVEN SUPPORT AND GUIDANCE THROUGHOUT, AS WELL AS EXAMPLES ON HOW TO DESIGN A PROJECT AND PRESENT IT IN PUBLIC. STUDENTS WHO ATTEND >= 70% OF THE LESSONS CAN DO THEIR PRESENTATION IN COURSE TOWARDS THE END OF THE SEMESTER.

We will follow an active learning method and follow the principles the flipped classroom, which requires you to do specific set work in advance of the class. Class time will be used to expand on concepts, address questions, practise, practise and then practise. We will use authentic materials as much as possible – newspaper articles, reports, academic articles, videoclips, films etc. You are warmly invited to make suggestions for materials – co-constructing the course invites participation and engagement.

The course aims to develop advanced competence in spoken and written English in academic and professional contexts relevant to media, social planning for inclusion, and gender studies. The course content is based on the analysis of authentic English-language materials (press articles, essays, podcasts, videos, academic texts) relating to current affairs of interest to the students, such as affordable housing, liveable cities, gender relations, sustainability, and inclusivity. These are complemented by broader issues introduced by the tutor, such as what it means to be human in the age of artificial intelligence or global societies, global problems. As the course progresses, students will be encouraged to propose topics and materials connected to their own research interests, with the aim of co-constructing the learning pathway. The theoretical and methodological framework of the course is grounded in an integrated approach that combines linguistic development (grammar, syntax, and vocabulary) with critical reflection, text analysis, and practice in the four language skills (listening, reading, writing, and speaking). Each session includes both the consolidation of linguistic structures and the purposeful use of English in complex communicative contexts, fostering analytical skills, critical awareness, and effective communication. Teaching methods include interactive lectures, guided analysis of authentic materials, class discussions and debates, writing exercises, and oral presentations. The objective is to engage students actively in the learning process, strengthening not only their linguistic competence but also their ability to use English as a tool for research, interdisciplinary communication, and critical reflection.

To do well in the course, students are required to have attained at least a B2 level of English proficiency according to the Common European Framework of Reference (CEFR). This level provides the essential foundation for engaging with complex tasks of comprehension and production, enabling students to interact with fluency in academic and professional contexts, to understand texts dealing with both concrete and abstract topics, and to produce clear, well-structured written and spoken output. In addition, students are expected to carry forward the competences acquired during their previous higher education studies, including research and critical-analytical skills, reflective abilities, and subject-specific knowledge. These competences constitute the basis upon which the course will build the advanced linguistic and communicative skills in English, applied to academic and professional contexts in the fields of media, social planning for inclusion, and gender studies.

Bailey, S. (2017), Academic writing: a handbook for international students, 5th Edition, Abingdon: Routledge. Murphy, R. (2012), English Grammar in Use, 4th Edition, Cambridge: CUP. A selection of authentic materials recommended by the tutor and by the class.

attendance recommended

The exam is organised around the analysis and presentation of a project chosen by the student within their own field of study. Students may choose either a language-based project or a research-based project, and may decide to work individually or in groups (maximum 4 members). Language-Based Project For the language-based project, students analyse a selection of articles—taken from newspapers, academic publications, or multimedia sources—on a topic related to their discipline. The analysis should focus on linguistic aspects such as style, register, tone, rhetorical strategies, and visual features, evaluating how language choices influence readers’ perception of the subject. Research-Based Project For the research-based project, students select a topic, formulate a research question, and present their findings during the oral exam. Exam Components The exam consists of two main components: Written Component Students must submit an abstract summarising the key ideas of their project, together with a methodology section explaining the approach taken to the presentation. The methodology should outline the criteria used to select sources, the initial hypothesis, and the process followed in preparing and analysing the data. As a guideline, the methodology should cover about half a page of A4, while the abstract should be about 6–7 lines long. All written materials must be uploaded to the course Classroom area no later than 12 noon on the day before the oral exam. THIS COMPONENT TESTS LEARNING OUTCOME 3. Oral Component The oral presentation focuses on the sharing of the project’s results. It usually lasts around 20 minutes and includes a question-and-answer session. In the case of group projects, the oral exam will be longer, and all members are expected to contribute equally to the presentation. Students must bring their own laptop to the exam. Presentations may be given using PowerPoint, Canva, or any other suitable software. THIS COMPONENT SPECIFICALLY TESTS LEARNING OUTCOMES 1, 2 and 4. YOU WILL BE GIVEN SUPPORT AND GUIDANCE THROUGHOUT, AS WELL AS EXAMPLES ON HOW TO DESIGN A PROJECT AND PRESENT IT IN PUBLIC. STUDENTS WHO ATTEND >= 70% OF THE LESSONS CAN DO THEIR PRESENTATION IN COURSE TOWARDS THE END OF THE SEMESTER.

We will follow an active learning method and follow the principles the flipped classroom, which requires you to do specific set work in advance of the class. Class time will be used to expand on concepts, address questions, practise, practise and then practise. We will use authentic materials as much as possible – newspaper articles, reports, academic articles, videoclips, films etc. You are warmly invited to make suggestions for materials – co-constructing the course invites participation and engagement.