After course completion the student should demonstrate extensive academic knowledge of
- the complex nature of human languages, especially English and Ukrainian;
- the contemporary trends in the development of the Ethnolinguistic research.
- the essential Ethnolinguistic terminology;
- the relation between the inner form of a word and English (British and American) and Ukrainian culture and mentality.
Their skills should focus on the ability to
- explain and apply the essential Ethnolinguistic terminology;
- identify lexical connotations established in the transitive sense of a word;
- recognize ethno specific elements of a given language
- point out and explain the relation between the inner form of a word and the culture and mentality it occurs in.

Introduction to Linguistics
Basics of Applied Linguistics
Basics of Computational Lingual Technologies

The aim of the course is a) to introduce students to a range of issues concerning interrelations between language, culture, and ethnicity, such as, between the formal language structure users and the rest of community that uses a given language; b) to familiarize the students with modern approaches to studying Ethnolinguistics as a marginal field of linguistics which borders with ethnology, culture studies, psycholinguistics directed to comprehending the reflection of speech patterns as well as spiritual cultural code, both encoded in language. Special attention is given to the object and the subject of Ethnolinguistics, the basics and origin of the discipline, key notions of Ethnolinguistics in its relation to other philological disciplines. After course completion the students are expected to understand and differentiate principal approaches to studying Ethnolinguistics as a scholarly field, they are supposed to know and make use of basic skills while working with bilingual ethnotexts. In this regard, many language samples are presented with the stress on English and Ukrainian to illustrate theoretical issues. The primary objective of the course lies in the gradual integration of Ethnolinguistic principles and categories – first and foremost, theoretical – into the students’ knowledge schemata. Consequently, students are facilitated to develop their understanding of the given subject matter; they master their metalanguage, and eventually apply its rudiments into their scholarly discourse. Prioritized is the necessity to teach the student to see language as an important element of the culture of a given community and, thus, to clearly understand that a language does not only consist of grammatical rules that govern the words but, first and foremost, it is the way of receiving and describing the reality. The student is taught to accept diverse cultures and to be able to identify the ethnocentric attitude in the intercultural communication and, before everything else, to analyze its impact on the ethnotext translations. The competences to be advanced began with comparing students' knowledge and skills in the adjacent philological areas of Contrastive Linguistics, Applied Linguistics, Lexicology and Lexicography, Stylistics, Area and Culture Studies, Pragmatics. The assessment of student performance in selected discipline took place with the understanding, though, that students' success in study depends on a much wider range of competencies. Thus, prioritized competences provide a framework that can guide the longer-term extension of assessments into new competency domains. Common competencies - the attraction of innovative “literacy” concept concerned with the students’ capacity to analyze, reason and communicate effectively as they pose, solve and interpret problems in a variety of subject matter areas; - the awareness of its relevance to long-term integral learning, which does not limit to one area of study but also prompts students to report on their own motivation to learn, beliefs about themselves and learning strategies within cross-curricular competencies; - the persistence and regularity of learning process, which will enable students to monitor their progress in meeting key learning objectives. Professional competencies: - Ability to incorporate basic knowledge in the field of Ethnolinguistics for the study of semiotic codes and project them onto the analysis of ethno texts from the point of view of intercultural and interethnic communication. - Ability to understand and skillfully employ concepts and terms of Ethnolinguistic domain. - Ability to solve a wide range of problems and tasks by understanding their fundamental principles and the use of theoretical and practical methods learned from the discipline of Ethnolinguistics. - Ability to use relevant theoretical and critical literature for conducting ethnicity-oriented philological analysis. -Ability to learn new areas through self-study using acquired philological knowledge. - Relevant skill demonstrating the level of the English language knowledge, with particular attention to metalanguage. - Ability to evaluate the achievements, losses and prospects of the scholarly discipline in relation to other disciplines, in particular to highlight the elaborations of the discipline with a view to their further application in applied linguistics. - Ability to communicate in a scholarly environment with regard to modern research in a given field, both at the general and professional levels.

Bauinan, Richard, and Joel Sherzer, eds. 1989. Explorations in the ethnography of speaking. 2d ed. Cambridge and New York: Cambridge University Press.
Duranti, Alessandro, and Charles Goodwin, eds. 1992. Rethink¬ing context: Language as an interactive process. Cambridge: Cambridge University Press.
Gumperz, John J. 1982. Discourse strategies. Cambridge and New York: Cambridge University Press.
Gumperz. John J., and Dell Hymes, eds. 1964. The ethnography of communication. (American Anthropologist 66.6. part 2.) Menasha. Wis.: American Anthropological Association.
Gumperz. John J., and Dell Hymes. eds. 1972. Directions in sociolinguistics: The ethnography of communication. New York: Holt. Rinehart, and Winston.
Gumperz. John J,, and Stephen Levinson, eds. 1996. Rethinking linguistic relativity. Cambridge: Cambridge University Press.
Hill, Jane, and Judilh Irvine, eds. 1993. Responsibility and evidence in oral discourse. Cambridge: Cambridge Univer¬sity Press.
Hymes, Dell. 1974. Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.
Hymes, Dell. 1981. "In vain I tried to tell you": Essays in Native American ethnopoetics. Philadelphia: University of Pennsylvania Press.
Keating, Elizabeth. 1998. Power sharing: Language, rank, gender, and social space in Pohnpei. New York: Oxford University Press.
Kroskrily, Paul. ed. 2000. Regimes of language: Ideologies, polities, and identities. Santa Fe: School of American Re¬search Press.
Schieffelin, Bambi B., and Elinor Ochs, eds. 1986. Language socialization across cultures. Cambridge and New York: Cambridge University Press.
Schieffelin, Bambi, Kalhryn Woolard, and Paul Kroskrily, eds. 1998. Language ideologies: Practice and theory. New York: Oxford University Press.

Assessment: total 100 points.
Seminar class activity: 5 points per each class.
Students’ individual research project: 10 points.
Exam/credit written test: 50 points.