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Title variants
Romance philology bachelors professional training at the universities of Spain and Ukraine: common and different features
Languages of publication
Abstracts
The present article is dedicated to the peculiarities of the Romance philology bachelors professional training according to the common and different features of the contents and means of its organization in the educational system in Spain and Ukraine. To carry out the comparative analysis there have been used the plausible data that show the characteristic features of the Romance philology bachelors professional training, particularly the course “The Spanish language and literature”, in the University of Barcelona and Taras Shevchenko National University of Kyiv. There have been compared the contents of educational and professional training programs of the Romance philology bachelors, list of their professional subjects, means of involvement into educational and research activities, and practical work. It is established that the higher foreign languages education in Spain, and particularly the Romance philology bachelors professional training at Spanish universities, is characterized by a combination of centuries-old academic traditions and animated educational and professional programs that are quick to adjust to the requirements of modern integral Europe by means of following the principles of straightforwardness, contextual education, arts culture and cultural accordance. Moreover, the Spanish universities provide the Hispanism bachelors with a lot of special opportunities of personal, professional and career development, namely: participation in such programs as Erasmus Mundus, Erasmus Prácticas, SICUE (Sistema de Intercambio entre Centros Universitarios Españoles) etc.; attendance of the linguistic policy course (learning of the Spanish, Valencian and English languages); attendance and participation in various social and cultural events (university sport competitions, charity fairs); attendance of the international scientific forums, conferences, workshops, exhibitions. The Spanish positive experience will not be irrelevant to be taken into consideration by the native universities that provide the Romance philology bachelors with professional training by giving priority to profession-oriented subjects that ensure their linguistic and culturological training. In contrast to the Spanish university where obligatory profession-oriented subjects are given priority to, at the national capital university the subjects are just in the list of the Romance philology bachelors options. The prospective problems concern the Romance philology bachelors’ formation of professional and culturological competences
Year
Issue
Pages
286-296
Physical description
Dates
published
2017-01-23
Contributors
author
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-5d67e68a-4b3b-46b7-a6c2-2c78e6c239a5
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