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  • About the Course: General Information

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    Welcome to...

    the course room of the EC2U-Online Course "Research Methodology in European Modern Languages and Literatures" (summer term 2026).
    Here you will find general and current information about the course as well as accompanying material and documentation.


    Timetable:

    ▪        Monday, 11-13 CET (France, Germany, Italy, Spain), 10-12 WET (Portugal), 12-14 EET (Finland, Romania), cum tempore

    ▪        Thursday, 15-17 CET (France, Germany, Italy, Spain),  14-16 WET (Portugal), 16-18 EET (Finland, Romania), cum tempore

    Please note that the course follows the academic quarter (cum tempore) practice, meaning that a session will not start punctually on the hour but 15 minutes later.


    Access Information:

    You will find the access information directly in the respective "session" and they will be sent to you via e-mail in advance. 

    For this reason, please consult this course room and information in the respective sessions here on Glocal Campus regularly. In case of doubt, please contact the main coordinator or the contact person of the respective university:

    Language:

    • English
    • Presentation of work/evaluation in English, Spanish, Portuguese, French, Italian, German, Romanian

    Character:

    • Compulsory

    ECTS:

    • 10

    Contact Person at Each University:


    Content:

    This internationally oriented online course will take a closer look at multidisciplinary approaches to various research methodologies in modern European languages and literatures. Drawing especially on linguistic, literary, but on cultural studies approaches as well, we will obtain an overview of different perspectives on research methodologies in European modern languages and literatures with the aim of developing a holistic understanding of the topic. Different sessions will also include different methods of analysis that allow the interpretation of linguistic and literary texts. Eventually, the course covers theoretical and practical knowledge for the contrastive and comparative research into European languages, literatures, cultures and societies.


    Learning Objectives:

    Students will...

    • acquire advanced knowledge of research methodology in contact linguistics and in the study of European literatures.
    • acquire the ability to locate and manage specialised bibliographic sources on contact linguistics, comparative literatures,  interculturality, intertextuality and intercultural communication, knowing how to locate and manage on- and offline documentary collections and applying information and communication technologies to the field of specialised philological research.
    • develop the ability to apply the appropriate scientific methodology to cover the different types of linguistic,  literary and cultural studies.
    • acquire advanced theoretical and practical knowledge of the different situations of contact between European languages, literatures and cultures, also using information technology mechanisms for this purpose.
    • acquire advanced theoretical and practical knowledge of the different contact situations between European societies, also using information technology mechanisms for this purpose.
    • be provided with an in-depth knowledge of the cultural elements of European nations and develop their capacity for intercultural analysis, enabling them to acquire the intercultural competences necessary to work in international and multilingual environments and self-analysis in professional situations in order to improve their practice. 
    • acquire the necessary skills to carry out original research work in one of the philological fields covered by the Master's degree

    Completion Requirements:

    • Attendance required in at least 20 sessions
    • Active participation
    • Final paper of 10 pages

    How to Use This Course Room...

    • This course room accompanies the online course "Research Methodology in Modern European Languages and Literatures". It is divided in 27 sections. Each section corresponds to a session. Each section provides you with all the relevant information for each session such as the description of the content, literature or learning material.
    • Every lecturer/university will manage their own sessions. The content will only be visible when the respective lecturer/university opens the session. This might differ from session to session.
    • In the general Forum which we invite you to consult on a regular bases, you will find the latest news or updates about the course. 
    • For general information regarding the course, please contact the local contact person of your home university. 
    • For any questions regarding a specific session, please consult the local contact person (see above) of the respective university or the respective lecturer.
    • For questions regarding grading or examination, please contact the local contact person and the contact person of your home university.

  • Session 1 (Thursday, 22.01.2026): Introduction: Course Overview, Presentation, Assessment Guidelines, etc. (Thomas Schmidtgall, Jena)

    This first introductory session provides an overview of the course. Organisational aspects (schedule, examination/assessment procedures, attendance, etc.) are explained and an overview of the topics is provided. Finally, participants are given time and space for questions.

  • Session 2 (Monday, 26.01.2026): "Elementary ideas for new researchers. Gramsci and the concept of hegemony" (Mattia Bianchi, Salamanca)

    Link for the session:

    meet.google.com/rqk-ybkk-oyu


  • Session 3 (Thursday, 29.01.2026): "Truth, science and ideology: the “illusion” of objectivity in research. Gadamer’s hermeneutics: intersubjectivity as a method." (Mattia Bianchi, Salamanca)

    Link for the session:

    https://meet.google.com/vnu-hheq-uzv


  • Session 4 (Monday, 02.02.2026): "Mixed methods research in Applied Linguistics and its pragmatic foundation" (Miley Guimarães, Salamanca)

    • 网页地址 图标
      Session 4: Google Meet [link] 网页地址

    • This session frames research as a systematic search for answers and briefly outlines quantitative, qualitative, and mixed methods approaches in applied linguistics. It introduces experimental, ethnographic, and case‑study traditions while stressing that qualitative and quantitative methods are not strict opposites but points on a continuum. Mixed methods research is presented here as a pragmatic, purpose‑driven integration of both traditions to achieve a more comprehensive understanding of complex linguistic and educational phenomena. Through varied combination designs, the session shows how QUAL and QUAN can inform, complement, and enrich each other, always guided by the research question.

      REFERENCES

      Angouri, J. (2018). Quantitative, Qualitative, Mixed or Holistic Research? Combining Methods in Linguistic Research. In L. Litosseliti (Ed), Research methods in linguistics. 2nd ed. (pp. 35–55). Bloomsbury Academic.

      Casanave, C. P. (2010). Case Studies. In B. Paltridge, & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 66–79). Continuum.

      Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford University Press.

      Duff, P. A. (2018). Case Study Research in Applied Linguistics. In L. Litosseliti (Ed), Research methods in linguistics. 2nd ed.  (pp. 305–330). Bloomsbury Academic.

      Gass, S. (2010). Experimental Research. In B. Paltridge, & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 7–21). Continuum.

      Starfield, S. (2010). Ethnographies. In B. Paltridge, & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 50–65). Continuum.

      Sunderland, J. (2018). Research Questions in Linguistics. In L. Litosseliti (Ed), Research methods in linguistics. 2nd ed. (pp. 13–34). Bloomsbury Academic.


    • 文件 图标
      PPT Session 4 文件
    • 文件 图标
      Some useful links 文件

  • Session 5 (Thursday, 05.02.2026): "(Critical) Applied Linguistics and the intersection between language research and social justice" (Miley Guimarães, Salamanca)

    • 网页地址 图标
      Session 5: Google Meet [link] 网页地址

    • Critical perspectives in applied linguistics encourage new researchers to view language as deeply connected to power, ideology and social inequality.  This approach encourages students to question taken‑for‑granted assumptions, recognize that research is never neutral, besides making them reflect on their own positionality. It examines how institutions shape language use and how research reporting itself constructs particular narratives. Here we discuss its attempt to promote socially responsible inquiry aimed at understanding and potentially transforming conditions of social inequality.

      REFERENCES

      Canagarajah, A. S. (2016). From Critical Research Practice to Critical Research Reporting. Counterpoints (New York, N.Y.), 433, 214-220.

      Pennycook, A. (2001). Critical Applied Linguistics: A critical introduction (1st ed.). Routledge. 10.4324/9781410600790

      Pennycook, A. (2021). Critical applied linguistics: A critical re-introduction (Second edition ed.). Routledge Taylor & Francis Group. 10.4324/9781003090571

      Rajagopalan, K. (2003). Por uma linguística crítica: linguagem, identidade e a questão ética. Parábola Editorial.

      Talmy, S. (2010). Critical Research in Applied Linguistics. In B. Paltridge, & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 127–142). Continuum.


    • 文件 图标
      PPT Session 5 文件

  • Session 6 (Monday, 09.02.2026): "Variation and use of English in multilingual/multicultural societies I" (Silvia Monti, Pavia)

    • Video Conference Access information:

      Enter Zoom Meeting
      https://unipv-it.zoom.us/j/89284082239?pwd=eG1RUWFYTm5OeEYyR3dNWGxtMlBhQT09

      Meeting ID: 892 8408 2239
      Access Code: 648179

      The  course  aims at illustrating the main dimensions of variation, i.e. social, geographical, situational, in the use of contemporary English in everyday speech patterns in multicultural/multilingual contexts of interaction (increasingly represented also in multilingual/multicultural audiovisual products belonging to different film genres) where:

      ◦       such language alternation phenomena as code-switching and code-mixing stand out both as key conversational practices in marking the speakers’ ethnolinguistic identity and as crucial vehicles of intercultural/interlinguistic mediation;

      ◦       new hybrid varieties of English, often resulting from language contact, emerge, and

      ◦   linguistic identities are constantly open to renegotiation, reconstruction and reinterpretation through language use.

       

      Bibliography

      Culpeper J., Kerswill P., Wodak R., McEnery T., Katamba F. (eds.) (2018) English Language. Description, Variation and Context (2nd Ed.), London: Palgrave  (Chapters 11, 17, 19, 20, 21).

      The course handouts will be uploaded to the website at the end of the lectures.


  • Session 7 (Thursday, 12.02.2026): "Variation and use of English in multilingual/multicultural societies (II)" (Silvia Monti, Pavia)

    • Enter Zoom Meeting
      https://unipv-it.zoom.us/j/89284082239?pwd=eG1RUWFYTm5OeEYyR3dNWGxtMlBhQT09

      Meeting ID: 892 8408 2239
      Access Code: 648179

      The  course  aims at illustrating the main dimensions of variation, i.e. social, geographical, situational, in the use of contemporary English in everyday speech patterns in multicultural/multilingual contexts of interaction (increasingly represented also in multilingual/multicultural audiovisual products belonging to different film genres) where:

      ◦       such language alternation phenomena as code-switching and code-mixing stand out both as key conversational practices in marking the speakers’ ethnolinguistic identity and as crucial vehicles of intercultural/interlinguistic mediation;

      ◦       new hybrid varieties of English, often resulting from language contact, emerge, and

      ◦   linguistic identities are constantly open to renegotiation, reconstruction and reinterpretation through language use.

       

      Bibliography

      Culpeper J., Kerswill P., Wodak R., McEnery T., Katamba F. (eds.) (2018) English Language. Description, Variation and Context (2nd Ed.), London: Palgrave  (Chapters 11, 17, 19, 20, 21).


  • Session 8(Monday, 16.02.2026): "Variation and use of English in multilingual/multicultural societies (III) " (Silvia Monti, Pavia)

    • Video Conference Access information:


      Enter Zoom Meeting
      https://unipv-it.zoom.us/j/89284082239?pwd=eG1RUWFYTm5OeEYyR3dNWGxtMlBhQT09

      Meeting ID: 892 8408 2239
      Access Code: 648179

      The  course  aims at illustrating the main dimensions of variation, i.e. social, geographical, situational, in the use of contemporary English in everyday speech patterns in multicultural/multilingual contexts of interaction (increasingly represented also in multilingual/multicultural audiovisual products belonging to different film genres) where:

      ◦       such language alternation phenomena as code-switching and code-mixing stand out both as key conversational practices in marking the speakers’ ethnolinguistic identity and as crucial vehicles of intercultural/interlinguistic mediation;

      ◦       new hybrid varieties of English, often resulting from language contact, emerge, and

      ◦   linguistic identities are constantly open to renegotiation, reconstruction and reinterpretation through language use.

       

      Bibliography

      Culpeper J., Kerswill P., Wodak R., McEnery T., Katamba F. (eds.) (2018) English Language. Description, Variation and Context (2nd Ed.), London: Palgrave  (Chapters 11, 17, 19, 20, 21).


  • Session 9 (Thursday, 19.02.2026): "Variation and use of English in multilingual/multicultural societies (IV) " (Silvia Monti, Pavia)

    • Video Conference Access information:


      Enter Zoom Meeting
      https://unipv-it.zoom.us/j/89284082239?pwd=eG1RUWFYTm5OeEYyR3dNWGxtMlBhQT09

      Meeting ID: 892 8408 2239
      Access Code: 648179

      The  course  aims at illustrating the main dimensions of variation, i.e. social, geographical, situational, in the use of contemporary English in everyday speech patterns in multicultural/multilingual contexts of interaction (increasingly represented also in multilingual/multicultural audiovisual products belonging to different film genres) where:

      ◦       such language alternation phenomena as code-switching and code-mixing stand out both as key conversational practices in marking the speakers’ ethnolinguistic identity and as crucial vehicles of intercultural/interlinguistic mediation;

      ◦       new hybrid varieties of English, often resulting from language contact, emerge, and

      ◦   linguistic identities are constantly open to renegotiation, reconstruction and reinterpretation through language use.

       

      Bibliography

      Culpeper J., Kerswill P., Wodak R., McEnery T., Katamba F. (eds.) (2018) English Language. Description, Variation and Context (2nd Ed.), London: Palgrave  (Chapters 11, 17, 19, 20, 21).


    • 文件 图标
      Monti Lectures 文件

  • Session 10 (Monday, 23.02.2026): "Multilingual writer awareness at the university level - combining pedagogical and research methods" (Maarit Mutta, Turku)

    Topic: EC2U: Research Methodology in European Modern Languages and Literatures
    Time: Feb 23, 2026 12:15 PM Helsinki
    Join Zoom Meeting
    https://utu.zoom.us/j/9757335690?omn=67368062677

    Meeting ID: 975 733 5690

    Content: 

    Language learners need a wide range of digital skills, and being aware of these will help their own learning and self-awareness. Writing is a key academic skill, and fluency in writing in different languages prepares students to enter tomorrow’s professional life. Fluency is defined as the ease with which the writing processes proceed without long pauses and repeated corrections.

    This two session course presents a mixed-method design to collect data combined with a pedagogical experiment familiarising the students with writing process methodologies. Processes were examined through keystroke logging and visualisation by using the GGXLog program. The aim of the study design and teaching experiment was to answer the following questions:

    1) How does familiarising the students with writing process methodologies increase their awareness as writers?

    2) How can a pedagogical experiment be used as a methodological tool and study design?

    During the sessions, participants will have theoretical basis for fluency studies in writing and they will work themselves on an authentic multilingual writer material. We will also discuss the role of writer agency in this new era of AI.

  • Session 11 (Thursday, 26.02.2026): "Multilingual writer awareness at the university level - combining pedagogical and research methods" (Maarit Mutta, Turku)

    EC2U: Research Methodology in European Modern Languages and Literatures
    Time: Feb 26, 2026 04:15 PM Helsinki
    Join Zoom Meeting
    https://utu.zoom.us/j/9757335690?omn=64321721869

    Meeting ID: 975 733 5690


    Before the second session, please download the GGXLog program. The instructions are in the folder below.

  • Session 12 (Monday, 02.03.2026): "Literature, Fantastic, Otherness in Europe. Obsessive Themes, Representative Authors, New Reading Methods" (Emanuela Ilie, Iaşi)

  • Session 13 (Thursday, 05.03.2026): "Corpus Linguistics: Epistemological and Methodological Issues in Language Studies." (Cristina Petras, Iaşi)

  • Session 18 (Monday, 23.03.2026): "Digital Humanities Module DH1: Communities of practice in Digital Humanities" (Manuel Portela, Coimbra)

    • Video Conference Access information: 

      https://ucmeetings.uc.pt/live/manuelportela
      ----------------------------------

      Over the last two decades, a growing body of books, journals and articles have used the phrase “Digital Humanities” in their titles or as a descriptive keyword (Schreibman et al. 2004; McCarty 2005; Siemens and Schreibman 2008; Fiormonte et al. 2010; Berry 2012; Burdick et al. 2012; Gold 2012; Warwick et al. 2012; Terras et al. 2013; Gold and Klein 2016; Schreibman et al. 2016; Simanowski 2016; Fiormonte 2018; Flanders and Jannidis 2019; Dobson 2019; Eve 2022; Portela 2022). The emergence of this notion is symptomatic of the awareness of the transversality of the changes underway, which are no longer contained within the boundaries of specific humanities disciplines and can now be represented as an open field of methodological intersections. This transformation involves the reconceptualization not only of methods internal to each disciplinary area (linguistics, literary studies, philology, history, archaeology or information science, for example), but also of the boundaries between disciplines. One of the possibilities for narrating the emergence of this field of intersections would be through a retrospective understanding of the ways in which digitization has affected the various humanities disciplines since the 1950s and the conditions that led to a transdisciplinary reconfiguration of these processes at the end of the 20th century. 

      In this session, we will (1) look briefly at the history of Digital Humanities, (2) offer a working definition, and (3) focus on selected projects that enable us to understand the field as a series of distinct communities of practice. As a follow-up assignment students will be asked to select one project from those listed in the website of the European Association for Digital Humanities (EADH - Projects: https://eadh.org/projects) and prepare a 5-minute oral presentation of the selected project for the following session. Presentations should address the three dimensions of the digitization of the humanities (1. digitization of cultural artifacts; 2. digitization of humanistic methods of analysis; 3. digitization of the rhetoric of communication) and how each of them can be identified in the selected project.

      Recommended reading 

      Martin Paul Eve, "Introduction", The Digital Humanities and Literary Studies. Oxford University Press, 2022. pp. 1-27 [PDF available below].

    • 文件 图标
      DH1_text 1 文件

      Martin Paul Eve, "Introduction", The Digital Humanities and Literary Studies. Oxford University Press, 2022. pp. 1-27 

    • 文件 图标
      DH Module - Session 1 文件

      This file contains the slides for DH Module - Session 1 .

  • Session 19 (Thursday, 26.03.2026): "DH2: Project-based scholarship" (Manuel Portela, Coimbra)"

    • Video Conference Access information:

      https://ucmeetings.uc.pt/live/manuelportela


      ----------------------------------

      The identification of communities of practice, in diverse cultural spaces, is another way of describing the field – not through theoretical or programmatic definitions, but through the emergence of topics and problems, on the one hand, and methods to address those topics and problems, on the other. This type of description focuses on the history of specific projects, for instance, projects to digitize, transcribe and annotate literary corpora. This includes pioneering projects such as the Women Writers Project (1988–), Rossetti Archive (1993–2008), The William Blake Archive (1996–), The Walt Whitman Archive (1995–), DEA2 - Dickinson Electronic Archives(1995-2000; 2012–) or HyperNietzsche (1999–), with almost three decades of development and multiple technological migrations; or, during the last ten years or so, Samuel Beckett Digital Manuscript Project(2011–), Virtual St. Paul's Cathedral Project (2012–), The Shelley-Godwin Archive (2013–), Letters 1916-1923 (2015–) or LdoD Archive ( 2017–). We can observe, in each of them, different ways of intersection between the digital philology models adopted and the interaction and usability components as they have been conceived and designed on their respective platforms. We can clearly see a transition between a model focused on representational problems, which corresponds to the migration of print and manuscript texts to the digital medium, characteristic of older projects, and a model that explores the simulation, interactive and collaborative capabilities of the digital medium, which features more prominently in more recent projects, some of which work with digital-born materials.

      In this session, we will (1) discuss the DH projects selected and presented by students and (2) discuss the notion of project-based scholarship in DH. As a follow-up assignment students will be asked to organize into groups, and each group will prepare a presentation of one section from the following chapter for our next session.   

      Recommended reading 

      Anne Burdick, Johanna Drucker, Peter Lunenfeld, Todd Presner and Jeffrey Schnapp. "A Short Guide to the Digital Humanities", Digital_Humanities, Cambridge, MA: The MIT Press, 2012. pp. 121-135. [PDF available below]


    • 文件 图标
      DH2_text 2 文件

      Anne Burdick, Johanna Drucker, Peter Lunenfeld, Todd Presner and Jeffrey Schnapp. "A Short Guide to the Digital Humanities", Digital_Humanities, Cambridge, MA: The MIT Press 2012. pp. 121-135.

  • Session 20 (Monday, 30.03.2026): "DH3: Processes and methods" (Manuel Portela, Coimbra)"

    • Video Conference Access information: 

      https://ucmeetings.uc.pt/live/manuelportela

      ------------------------------

      This session will be entirely focused on discussing the sections from Burdick et al. (2012): 

      1. Digital Humanities Fundamentals
      2. The Project as Basic Unit
      3. Institutions and Pragmatics
      4. How to Evaluate Digital Scholarship
      5. Project-based Scholarship
      6. Core Competencies In Processes and Methods
      7. Learning Outcomes for the Digital Humanities
      8. Creating Advocacy


      As a follow-up assignment students will be asked (1) to find DH projects that work with visualizations and (2) to analyze those visualizations in terms of their techniques (a) for generating quantitative data and (b) for translating metrics into graphics.

      Recommended reading

      Lev Manovich, "What is visualisation?", Visual Studies, 2011, 26:1, 36-49.  https://doi.org/10.1080/1472586X.2011.548488 [PDF available below]


    • 文件 图标
      DH3_text 3 文件

      Lev Manovich, "What is visualisation?", Visual Studies, 26:1 (2011): 36-49. https://doi.org/10.1080/1472586X.2011.548488


    • 文件 图标
      DH_Module_Session 3 文件

      This file contains the slides for DH Module - Session 3 .

  • Session 21 (Thursday, 02.04.2026): "DH4: Cultural significance of humanities work" (Manuel Portela, Coimbra)"

    • Video Conference Access information:

      https://ucmeetings.uc.pt/live/manuelportela


      --------------------------------

      The digitization of the humanities requires a double epistemological awareness: the awareness that the humanities must participate, with their own epistemology, in the invention of the digital medium; and the awareness that participation in this invention changes its objects, methods and textual genres. The key issues for digital humanities are: (1) the ability to digitally model the objects we work with; (2) the ability to imagine sophisticated analyses of artifacts and practices in the digital environment; (3) the ability to translate this modeling and analysis into interactive textual genres, whose simulation capabilities provide new research, teaching, and creative practices. 

      This implies (a) the development of digital methods to model and analyze digital and non-digital practices and materialities, by developing tools that express specific practices of humanistic inquiry; (b) the study of current social, cultural and artistic practices that depend on digital materiality (“digital culture” as an object of study); (c) promoting the expressive use of digital media for scientific, literary and artistic production in all its forms (the “digital medium” as a creative material environment); (d) the development of a critical digital literacy that develops individual awareness of historical and political aspects of the information society (“digital data” as a set of discursive and social forms).

      In this session, students will present the visualizations they have selected. The rhetoric of digital visualization will be discussed in terms of the models of knowledge they embody and also in the light of the cultural significance of humanities work.

      Recommended reading

      Johanna Drucker, "Information visualization", The Digital Humanities Coursebook: An Introduction to Digital Methods for Research and Scholarship. New York: Routledge, 2021. pp. 86-109. [PDF available below]

    • 文件 图标
      DH4_text 4 文件

      Johanna Drucker, "Information visualization", The Digital Humanities Coursebook: An Introduction to Digital Methods for Research and Scholarship. New York: Routledge, 2021. pp. 86-109. 

    • 文件 图标
      DH_Module_Session 4 文件

      This file contains the slides for DH Module - Session 4 .

  • EASTER BREAK (Monday, 06.04.2025): - NO LECTURE !!!

  • Session 22 (Thursday, 09.04.2026): "Introduction to Learner Language Analysis: Developmental Sequences in German as a Second Language (I)" (Christine Czinglar, Jena)

  • Session 23 (Monday, 13.04.2026): "Introduction to Learner Language Analysis: Developmental Sequences in German as a Second Language (II)" (Christine Czinglar, Jena)

  • Session 24 (Thursday, 16.04.2026): "The Kalevala and Finnish Language Policy: A Case Study in Constructing National Identity in 19th-Century Europe I and II.”" (Christian Niedling, Turku)

    Zoom: https://utu.zoom.us/j/5663965694

    Abstract: 
    The 19th century marked a pivotal era in the formation of Finnish national identity, with the Kalevala, Finland's national epic, playing a central role. Emerging from oral traditions documented by Elias Lönnrot, the Kalevala became a symbol of cultural unity and resistance during Finland's transition from Swedish to Russian governance. The lectures explore the intersection of folklore, language policy, and national identity through the lens of the Kalevala’s compilation. Drawing on parallels with other European epics (such as the Nibelungenlied), the analysis highlights the influence of Herder's theories on oral tradition and national spirit, as well as the impact of 19th-century romantic nationalism on language preservation and policy. The lectures also examine the strategic role of the Kalevala in legitimizing the Finnish language and culture in academic and political discourse, thus shaping a cohesive national consciousness amidst the geopolitical transformations of 19th-century Europe.

  • Session 25 (Monday, 20.04.2026): "The Kalevala and Finnish Language Policy: A Case Study in Constructing National Identity in 19th-Century Europe I and II.”" (Christian Niedling, Turku)

    Zoom: https://utu.zoom.us/j/5663965694

    Abstract: 
    The 19th century marked a pivotal era in the formation of Finnish national identity, with the Kalevala, Finland's national epic, playing a central role. Emerging from oral traditions documented by Elias Lönnrot, the Kalevala became a symbol of cultural unity and resistance during Finland's transition from Swedish to Russian governance. The lectures explore the intersection of folklore, language policy, and national identity through the lens of the Kalevala’s compilation. Drawing on parallels with other European epics (such as the Nibelungenlied), the analysis highlights the influence of Herder's theories on oral tradition and national spirit, as well as the impact of 19th-century romantic nationalism on language preservation and policy. The lectures also examine the strategic role of the Kalevala in legitimizing the Finnish language and culture in academic and political discourse, thus shaping a cohesive national consciousness amidst the geopolitical transformations of 19th-century Europe.

  • Session 26 (Thursday, 23.04.2026): "Explorations of TIME in Modernist Literature and the Arts Prompted by New Scientific Discoveries" (Ana-Maria Brustureanu, Iaşi)

  • Session 27 (Monday, 27.04.2026): "Conclusion, Summary and Feedback" (Thomas Schmidtgall, Jena)

    • Link Meeting (Monday, April 27, 11h00-13h00)

      https://uni-jena-de.zoom-x.de/j/64343585204

      Meeting-ID: 643 4358 5204
      Code: EC2U

      In this session, we will summarize and discuss the key points of the course. There will also be an opportunity to ask any questions you may have about organizational procedures and administrative processes.


    • 文件 图标
      PPT Session 27 文件