The program caters to the increasing need for highly skilled English Language specialists (researchers, teachers, editors, etc.) and professional translators and interpreters across a wide range of industries and settings. Although interpretation and translation have much in common, the practice of each profession requires different skill sets. Interpreters are trained to be good public speakers who are proficient at grasping meaning and solving multifaceted linguistic problems swiftly. Translators are trained to conduct thorough research and produce camera-ready documents on tight deadlines. The program curriculum offers balanced courses in theory and practice guarantying preparation of experts able to apply the gained knowledge and practical experience in a real world. Besides, the curriculum foresees teaching computer-assisted translation tools so that students are able to take advantage of technological advances in the translation field. The program aims at: – preparing English specialist equipped with the knowledge of the most advanced methodologies of English research – providing the opportunity for students to learn and develop core translation and interpreting skills; – deepening linguistic awareness and understanding of the nature of language in general and of translation (both process and product); – further enhance competence in both source language and mother tongue, including developing an ability to identify and operate in a variety of language styles and registers; and – equipping with the necessary skills for professional employment in the field of translation and interpreting (including familiarity with both technical and specialized registers, editing skills and work experience).
Upon the successful completion of this graduate program, students will – Develop practical and academic techniques for further research in the fields of literature and linguistics. – Analyze and apply the current research findings in English language learning and teaching – Recognize a range of authors and their literature for their unique style and range of topics and apply this knowledge in their work as literary critics, writers, editors, etc. – Efficiently research and familiarize with specialized terminology of new subject areas for the purpose of translation and interpreting; – Undertake the independent translation of a range of institutional or technical texts to a professional standard; – Possess all the necessary knowledge and skills to continue further study and research at PhD level.
Master of Arts (MA) in the English Language
1 year- 120 ECTS credits in total and 60 ECTS credits per year.
The course provides a general introduction to the study of the English language from a historical and philosophical perspective, as well as provides an overview of the study of the English that populate our globe. It focuses on the language changes, language contact, and the development into a modern international language in particular. The course is designed to proceed chronologically, beginning with general questions of the language study before moving onto the earliest known forms of English and continuing on to the present day, including a look at the ways that technology affects language while providing students with the ability to identify and explain how language changes through historical periods, and while requiring them to demonstrate this, the course will also examine language as a social and political phenomenon.
Lexicology & Etymology is one of the basic courses of theoretical linguistics. This course addresses fundamental issues of general lexicology and Etymology or Origin of Words. It will focus on students’ understanding of the lexis as a systemic unity, its development, latest theories about the processes. The course also focuses on the basic unit of the language word (lexeme), its structure, meaning, etymology and variants. The word is viewed in three aspects: structural, semantic and functional. There is thorough treatment of word-formation, its historical development, semantic and morphological aspects. Much attention is paid to origin of words and borrowings. Lexicographical issues cover entries, dictionary types and size, explanations, translation, computer dictionaries, databases.
This course provides a general introduction to the scientific study of language. It focuses on the major core subfields of linguistics: morphology, phonetics, phonology, syntax, semantics, pragmatics, typology, universals and language variation. It will equip students with the knowledge of both the diversity of language systems and their fundamental similarities. Additionally, it will introduce students to the methodology of modern linguistics and equip them with some tools, techniques, and skills for linguistic analysis so that they can apply those to novel cases. Lastly, it will improve students’ analytical skills by solving linguistic problems.Practice writing and research skills.
This course will explore major learning theories with an accent to cognitive learning theory. It will also look at how each of these theories will address the new research in the area of brain structure, memory and learning, motivation and instruction. Cognitive learning theories will be related to current instructional practices in education today. Cognitive Learning Theories course will cover the major issues in language learning from a linguistic perspective. The aims of the course are to produce graduates who will have a good knowledge of the main models in the field of second language acquisition and who will be able to use this knowledge to critically assess professional practice in language teaching.
The main objective of the course is to introduce students with the basic concepts of CA (Contrastive Linguistics) as well as text categories on the contrastive level. The course aims at explaining contrastive linguistics as a general approach to language research, with special focus on some areas of applied linguistics, such as translation and teaching a foreign language. Structural differences between the two languages will be defined (English and Albanian and vice-versa) and fields that represent difficulty in teaching and translating from a foreign language will be studied closer. The topics are related to defining Contrastive linguistics, its psychological grounds, its linguistic components as well as its pedagogical impact. Additionally, the course introduces students to the discipline that views the structure of the language integrated in a text, either written or oral. The course will emphasise Text Grammar categories and text basic notions, important for contrastive text analysis.
The aim of this course is to promote critical reading, writing, and discussion of selected modern novels, poems, and short stories. Students will examine the texts from multiple viewpoints. Apart from themes, narratives, and style, students will apply a variety of critical theories. The texts are multicultural and may contain mature themes and images. The texts, discussions, ideas, and format are different from those normally encountered in a BA study classroom.
The main objective of the course is to introduce students with the basic structural and semantic concepts of English Idiomatics as well as general phraseological concepts on the contrastive level. The course aims to explain English idiomatics as a general approach to English phraseology, with special focus on some areas, such as idiom typology is: metaphors in translation and teaching a foreign language, similes, binomials, proverbs, euphemisms, cliches and fixed statements. Structural and semantic differences between the two languages will be defined (English and Albanian and vice-versa) and fields that represent difficulty in teaching and translating idioms from English into Albanian will be studied closer.
This subject covers six English and American authors whose writing marks the advent of modernism, elements of high modernism, as well as mid-century and later twentieth century literature. Thomas Hardy is represented with his final novel (Jude the Obscure), as well as a poet in his early and late career manifestations. George Orwell’s two final and best works of fiction (Animal Far; 1984) will be discussed for their unique power in exposing the dangers of totalitarianism, even if not constituting great literature in their own right. Seamus Heaney, the third ‘English’ author, in fact Irish by self-definition, will be closely read through some of his best poems, including his “Digging”, a poetic manifesto, and “Station Island”. The American contingent of writers for this course consists of Mark Twain, T.S. Eliot and John Steinbeck. Twain’s Adventures of Huckleberry Finn will be discussed for its notions of race and identity in the antebellum South in the US, but also for its narrative techniques and style. T.S. Eliot, the most influential poet and a great critic of the twentieth century in English, will be studied through his major poems (“The Love Song of Alfred J. Prufrock”; “The Waster Land”) and “Tradition and the Individual Talent”, perhaps his literary manifesto. John Steinbeck will be closely read through his Of Mice and Men and The Grapes of Wrath, in which he explores themes of fate and justice affecting downtrodden people.
The course provides an overview of the history of translation theory and the development of theoretical thinking about translation. This course explores the concepts of translation theory, including equivalence, relevance and text register. It also helps to develop skills of source text analysis and to outline translation strategies appropriate to text type and commission context. It also investigates the methods, techniques, approaches and theories of translation. The course studies the major concepts and models of translation studies. It also investigates the key aspects of the modern theories in translating with a predominant, chronological approach in order to improve student’s understanding of the processes related to translation, and the criteria of assessing a good translation practice.
The Course of Albanian Language Stylistics observes the language within the relationship of communication, its real function, and practice, but not primarily according to its lingual organization. It studies the language according to the second lingual organization. Determination predominant style of this course is one of the basic notions of stylistics, as the depository of language choice in accordance with the purpose and nature of the lecturers. The Course of Albanian language Stylistics aims to introduce students to the studies on the recognition of initial notions of stylistic as recognition on style, derivations, stylistic connotations, rate of stylistic expressions and resources. The course continues with the stylistics of expressions that has to do with phonetic stylistic , morphological stylistic , syntaxes stylistic, lexicological stylistic and semantic stylistic, to continue with functional stylistics , which has to do with the use of secondary linguistic organization by fields and certain activities such as scientific and technical , social and political, administrative state and the language of literature.
The course focuses on the understanding key concepts of translation technologies and the most powerful applications used in translation process. Students will be acquainted with the key concepts of SDL Trados studio 2014 with a focus of a) Translation Memory – File Based Translation Memory, Server Based Translation Memory; b) Creating TermBases with SDL Multiterm; c) Using Termbase in SDL Trados Studio. Additionally, students will be offered key concepts of Wordfast professional software application: Translation Memory – File Based Translation Memory.
The overall objective of the course is that the student becomes familiar with the most applicable research methods and instruments in applied linguistics. Following this, the course has specific goals in order that the student would be able to choose the topic, focusing into the topic and demonstrate practical skills to reveal hypothesis or to make research questions, use appropriate research methods, interpret and analyze data and also student would be able to draw conclusions.
The course aims to equip students with the skills of consecutive translation. Careful attention will be paid to a variety of topics; press conferences, training workshops and speeches in various fields such as political, social, economic, etc. Students are also expected to know the names of famous Kosovo and international organizations, titles, ranks, commonly used expressions, acronyms, etc. Students will be invited to simulate conferences to practice consecutive/simultaneous interpretation under the supervision of the instructor. The course aims at improving the students’ ability in consecutive interpretation from English into Albanian and vice versa.
The course of “Simultaneous Interpreting” aims to train students in the simultaneous mode of interpreting and equip them with the necessary skills and linguistic and cultural knowledge to become professional interpreters. Special emphasis will be placed on the process of simultaneous interpreting; techniques and peculiarities of conference interpreting; techniques and peculiarities of court interpreting, semantic transfer; the role of linguistic and extra-linguistic competences during the interpratation process; understading and analysing the semantic unit; decoding, restoring and encoding; reformulation; cultural and linguistic problem-solving; short term memory; interpretor’s deontology and code of ethics, accuracy, confidenciality etc.
The course of “Simultaneous Interpreting” aims to train students in the simultaneous mode of interpreting and equip them with the necessary skills and linguistic and cultural knowledge to become professional interpreters. Special emphasis will be placed on the process of simultaneous interpreting; techniques and peculiarities of conference interpreting; techniques and peculiarities of court interpreting, semantic transfer; the role of linguistic and extra-linguistic competences during the interpratation process; understading and analysing the semantic unit; decoding, restoring and encoding; reformulation; cultural and linguistic problem-solving; short term memory; interpretor’s deontology and code of ethics, accuracy, confidenciality etc.
The course is intended to provide students with a sound coverage of most of the topics dealt with in Sociolinguistics such as quantitative and qualitative approaches to the study of language and variationist sociolinguistics; ethnographic and anthropological approaches to the study of language; language contact: Creole studies, code-switching, language death and survival, language rights and language policy.The course also covers the basic areas of sociolinguistics that have a bearing on language teaching, including regional and social variations in dialects, language and gender, World English, and intercultural communication.
In this class we will explore Hyphenated American women writers and critics, looking at their theoretical priorities and cultural positions. This course is designed to provide students with both a specific and a general view of the status, achievements and experiences of Hyphenated American women in fiction. Using different genres (novels and plays) we will endeavor to understand how women’s literary expression has been shaped by history, culture, and their experiences, as well as see how they are addressing issues of gender in their respective societies. The framework for classroom discussion will revolve around two central issues 1) The way in which women authors represent gender as a crucial variable for social stratification. 2) The use of writing itself as a tool for social transformation and critique.
Professional internships allow English language students to apply the skills they have learned in their classes. Internships are critical. Field experience allows students to interact and work in the real work with professionals who can share their experiences.Internships also challenge students to perform under pressure on the job. Perfection is the goal. English language students learn to gather information, application of language in real world and research in real life situations critical to the development of all professionals.English language students must have at least 6 credits of professional field experience to graduate. Students are encouraged to do as many internships as possible to build resumes that will result in jobs upon graduation. Students may do internships and NOT receive credit. But if a student does want to receive one to required credits he must complete a practical activity in different situations and gain required credits.
Professional internships allow English language students to apply the skills they have learned in their classes. Internships are critical. Field experience allows students to interact and work in the real work with professionals who can share their experiences.Internships also challenge students to perform under pressure on the job. Perfection is the goal. English language students learn to gather information, application of language in real world and research in real life situations critical to the development of all professionals.English language students must have at least 6 credits of professional field experience to graduate. Students are encouraged to do as many internships as possible to build resumes that will result in jobs upon graduation. Students may do internships and NOT receive credit. But if a student does want to receive one to required credits he must complete a practical activity in different situations and gain required credits.
The purpose of this course is to guide the student in preparing an excellent and approved master thesis proposal in the standard format containing the specifications required for master research, under AAB College policies, and equivalent with other institutions of higher education worldwide. This course is intended to guide undergraduate students from the English department through the stages of writing their Master thesis. Topics include planning, research and documentation, writing style and editing, document design, ethics, abstracts, and oral presentations. Students will also become acquainted with research topics, ways of framing arguments, and making points outside their fields of study, which will help them develop a more interdisciplinary perspective.