- Department of International Relations and Diplomacy
- Department of Political Science
- Department of Security Studies
- Study programs
- Master programme - International Relations
- Master programme - Security Studies
- Master programme - European Studies
- Master programme - Political Science
- Double degree study programmes
- Joint study programmes
- Doctoral study - International Relations
- Doctoral study - Political Science
- Electronic application form
- International Relations
The Faculty of Political Science and International Relations places a great emphasis on foreign-language instruction and the final product is the student who has a good knowledge of foreign languages in this special area.
Foreign languages instruction at the Department of Foreign Languages and International Communication reflexes new instructional approaches and focuses on the cognitive model of learning. It means that students are seen as active constructors of knowledge and gain greater autonomy as a learner. The cognitive model of learning indicates that learning is an active, dynamic process including three components and instructional objectives:
- topics from the major content subjects (through the introduction of content students experience success through teaching in dept rather than in breath using higher-order thinking skills).
- the development of academic language skills (includes four language skills – listening, speaking, reading, and writing. Language is used as a functional tool for learning academic subject mater. Students learn the language functions that are important for performing effectively in the content area, such as analyzing, evaluating, justifying, and persuading)
- instructions in learning strategies for both content and language acquisition (three major types of strategies – metacognitive, cognitive and social/affective) – by using learning strategies students will comprehend spoken and written language more effectively.
This approach is based on the belief that language should not be separated into components skills, but rather experienced as a whole system of communication in order to achieve communicative competence - the ability to use grammatical, sociolinguistic, discourse, and strategic skills. Academic tasks within a communicative context are based on basic premises that content should be the primary focus of instruction and academic language skills can be developed as the need for them emerges from the content in order to accomplish academic tasks to communicate subject matter concepts and processes.