French

This French language course is for students at the intermediate level who have completed level A2. Learning objectives and methodology include linguistic support; methodological support; and cultural input through the documents studied in class. The communication objectives include talking about simple cultural differences; explaining the main points of an idea or event with sufficient accuracy; giving a simple presentation on a familiar topic and answer questions related to the chosen topic; identifying the main ideas in various types of everyday documents; understanding the important points of an exchange in clear, standard language on familiar topics encountered in your environment; and writing simple, coherent texts on a range of varied topics. It utilizes language tools such as the present tense (to describe, express a fact or an opinion); past tenses;  expressing the future; questions; expressing cause, effect, and purpose; and prepositions of place and time.

This course provides a better understanding of language‑related activities associated with the languages studied, through several approaches in psychology (psycholinguistics, cognitive and learning psychology, and neuropsychology). In the first part, different writing systems (logographic, syllabic, and alphabetic) are presented, followed by an examination of the processing and learning of written language. The second part of the course focuses on bilingualism (inter‑individual differences, language organization) and its effects on cognition.

This course introduces the other side of the Middle Ages, which is still too often overlooked in university curricula. Yet between the 6th and 11th centuries, the Near East—dominated by two rival empires, Byzantium and Islam—constituted the center of the Old World, while the Latin West was merely a periphery. The course studies the evolution of this region beginning in the 6th century, marked by the separation between the Byzantine East and the Latin West following the failure of Justinian’s reconquest, and by the emergence of the Islamic Empire in the 7th century, born of the Arab conquests. It concludes with the turn of the 11th century, when the Near East was completely reshaped by the arrival of the Turks, who, emerging from the steppes of Central Asia and recently converted to Islam, seized power in the Islamic world at the expense of the Arabs and began the conquest of Byzantine Anatolia. The end of the 11th century also marks, with the start of the Crusades, the moment of a problematic reunion between East and West, following five centuries of gradual estrangement and differentiation. Far from limiting itself to political and military aspects, the course addresses social, cultural, and religious dimensions, which are essential to our understanding of the past. In contrast to essentialist approaches, it pays particular attention to political factors in analyzing the religious crises that punctuated the history of this region.

The intellectual challenge and historiographical innovation of this course lie in its subtitle: a transatlantic history. The focus is not so much on describing and understanding the establishment of the plantation slave system and its subsequent dismantling before and after 1848, but rather on observing how the Caribbean world constantly interacted with the French metropolis—and, more broadly, with Europe— in the perception of the Black Other, during the French Revolution and in the abolitionist struggle for freedom, in the development of French capitalism. The course therefore presents an economic, social, political, and cultural history of the back-and-forth across the Atlantic Ocean and over more than two centuries of mutual shaping.

This course explores key currents in classical and contemporary anthropology through three complementary approaches. First, it examines the multiple relationships between anthropology and history, focusing not only on historical disciplines but also on how anthropologists engage with historical processes, practices, and modes of thought. Particular attention is given to ethnohistory, historical social anthropology, and reflexive approaches to the history of anthropology, as well as to dialogue with major traditions in French and international historiography. Second, the course introduces the anthropology of contemporary worlds. Rather than attempting an exhaustive account of modern society, it focuses on selected themes that characterize the present era, including globalization, (post)colonialism, multiculturalism, and their impacts on identity formation, cultural transmission, and everyday life. Topics may include cultural production (mass media, cinema, music), digital and virtual social worlds, sport, food, and other key domains of contemporary anthropological research. Finally, tutorial sessions are devoted to the close reading and discussion of classical and contemporary anthropological texts, reinforcing concepts introduced in lectures and developing students’ analytical and interpretive skills.

Developmental psychology describes and explains the changes that occur at different stages of life across various domains (social, cognitive, emotional, etc.). Beyond the average trends of human development that can be identified, this course introduces the issue of developmental diversity and variations in individual functioning in interaction with their living environments. The different levels of variability in the study of development are introduced and illustrated throughout the course with concrete examples of typical and atypical developmental trajectories in children and adolescents.

This course is intended for students who have never taken a French course before. It introduces the French language and familiarize students with the basic skills required for level A1.1. Using a variety of materials, students practice different skills, such as oral and written comprehension and production, as well as interaction. Particular emphasis is placed on oral practice in order to promote the development of communication strategies.

This course is the section tutorial to complement the LING 119 GENERAL LINGUISTICS lecture course. The tutorial covers methods of morphological and syntactic analysis and puts into practice the concepts learned in the lecture course. To do this, students work on small linguistic data corpora to learn about simple linguistic analysis and how to formulate hypotheses, as well as decode annotated linguistic data from various languages to understand the structural specificities of a language.

The course is aimed at students of French with an interest in language learning and language instruction who want to learn more about teaching of French in Swedish schools. The course takes research about second language learning and the joint European language policy that influences how we teach French in Swedish schools today. Within the scope of the course, the syllabi for the modern languages and different factors that influence the learning and the teaching of French in the classroom are discussed both from a pupil and a teacher perspective. The course is completed with an independent advanced assignment in a chosen field that relates to the focus of the course on the learning and teaching of French.

This course focuses on the sociological issues (socialization, social control, regulation, medicalization) that characterize the contemporary world of mental health institutions, practices, and discourse. It covers both the theories and the concrete social processes related to the definition, intervention, and transformations of what used to be called “madness” and is now called “mental disorder.” By questioning the field and modes of intervention of the psychological disciplines, the course also examines the role of mental health in the production and maintenance of social relations. The course thus revolves around three aspects of the concept of mental health: as a field of social practices, as a social norm, and as an object of knowledge produced by the psychological disciplines (psychiatry, psychology, psychoanalysis).