English linguistics

Contact hours with teacher:

- participation in tutorials - 15 hrs.

Self-study hours (35 hrs.):

-preparation of projects/presentations - 25 hrs.

- preparation for classes - 10 hrs.

Altogether: 50 hrs. (2 ECTS)

W1 - The student has in-depth knowledge of empirical research in atypical interaction and its selected aspects (K_W03, K_W08)

U1 - The student is able to search for, analyze, evaluate, select, and apply information using various sources and to formulate critical opinions based on special aspects of linguistic analysis and creative skills in English. (K_U01)

U2 - The student is able to gain and deepen their knowledge and develop their research and analytical skills on their own. (K_U11)

K1 - The student is able to evaluate their knowledge and skills critically and understands the need for constant learning. (K_K01)

- brainstorming

- classic problem-solving

- practical analytical

- project work

- seminar

Mini lectures, discussions, analytical tasks, peer-teaching and team-work, brainstorming sessions

- pokaz

- pogadanka

- ćwiczeniowa
- projektu
- seminaryjna

- metody oparte na współpracy
- metody rozwijające refleksyjne myślenie

The aim of the course (A)typical Interaction is to provide an overview of empirical research that uses conversation analysis (CA) to explore how communicative impairments impact on naturally-occurring conversation and other forms of social interaction. The focus will be on communication challenges faced by atypical communicators (i.e. individuals with conditions, such as autism spectrum disorder or aphasia) and their interlocutors in everyday life, but also on the novel forms of communication.

Language is quintessentially social and is shaped by and for social interaction. Talking is central to many areas of daily living. In interaction between typical speakers, there is an assumption that actions produced by a participant are “the product of procedures or methods which are socially shared and used” and that will inform the design, production, and interpretation of action (Heritage, 1987, 266). However, this assumption is challenged in interactions involving atypical populations, for example, people with various communicative impairments as the impairment may impact in consequential ways the shape of interaction (Wilkinson, 2019). These impairments are linked to specific conditions or disabilities, such as autism spectrum disorder, schizophrenia, dementia, aphasia, or hearing impairment.

The aim of the course (A)typical Interaction is to provide an overview of empirical research that uses conversation analysis (CA) to explore how communicative impairments impact on naturally-occurring conversation and other forms of social interaction. The focus will be on communication challenges faced by atypical communicators (i.e. individuals with conditions, such as autism spectrum disorder or aphasia) and their interlocutors in everyday life, but also on the novel forms of communication.

Content distribution:

- Introduction: course aims and content, learning outcomes, assessment criteria, code of conduct;

- Defining and describing “typical” social interaction. Fundamental features of the use of language interaction. The method of Conversation Analysis.

-Atypical language, speech or hearing. Examples of atypical speech and interaction based on selected empirical studies, demonstrating, for example, augmentative alternative communication (AAC), telegraphic speech, haptic communication, echolalia, or signing.

- Presentation of student projects

Antaki, C., and Wilkinson, R. 2012. “Conversation analysis and the study of atypical populations.” In J. Sidnell and T. Stivers (Eds.).

Canagarajah, S. 2022. “A decolonial crip linguistics.” Applied Linguistics XX/XX, 1–22.

Heritage, J. 1987. “Ethnomethodology.” In A. Giddens and J. Turner (Eds.), Social theory today (pp.224–272). Stanford: Stanford University Press.

Jefferson, G. 2004. “Glossary of Transcript Symbols with an Introduction.” In G.H. Lerner (Ed.), Conversation Analysis: Studies from the First Generation (pp.13–31). Philadelphia: John Benjamins.

Levinson, S.C. 2006. “On the human ‘interaction engine.’” In N. J. Enfield and S.C. Levinson (Eds.), Roots of human sociality: culture, cognition and interaction (pp. 39–69). Oxford, UK: Berg.

Local, J., and Wootton, T. 1995. “Interactional and phonetic aspects of immediate echolalia in autism: A case study.” Clinical Linguistics & Phonetics 9(2), 155–184.

Sidnell, J., and Stivers, T. 2012. The Handbook of Conversation Analysis. Malden: Wiley-Blackwell.

Wilkinson, R. 2013. “Conversation analysis and communication disorders.” In C.A. Chapelle, (Ed.), The Encyclopedia of Applied Linguistics (pp. 962–967). Malden: Wiley-Blackwell.

Wilkinson, R. 2019. “Atypical Interaction: Conversation Analysis and Communicative Impairments.” Research on Language and Social Interaction, 52(3), 281–299

Wilkinson, R., Rae, J. and G. Rassmusen (eds.).2020. Atypical interaction. The Impact of Communicative Impairments within Everyday Talk. London: Palgrave.

Graded credit based on:

End-of-semester project (W1, U1, U2, K1): 80%

Final quiz (W1): 20% of the final grade

Class participation and preparation are mandatory. The final grade will be reduced by 10% for every unexcused absence.

Very good – 91-100% (5.0)

Good plus – 86-90% (4+)

Good – 76-85% (4.0)

Satisfactory plus – 70-75% (3+)

Satisfactory – 60-69% (3.0)

Fail – 0-59% (2)

N/A