The Jagiellonian University Medical College Language Centre is an interdepartmental unit of the Jagiellonian University in Kraków. We provide language education for students and academic staff across the three faculties of the Medical College: Faculty of Medicine, Faculty of Pharmacy, and Faculty of Health Sciences. Our courses are tailored to future healthcare professionals, with a strong focus on specialised language relevant to each field of study. Our courses also encompass general and academic components. To meet the diverse needs of our learners, we design original teaching materials and programmes. 

Tradition

Our origins date back to 1950, when the Centre for the Practical Study of Foreign Languages was established at the Medical University – formed after the Faculty of Medicine separated from the Jagiellonian University. Initially educating students of the Faculties of Medicine and Pharmacy, the Centre later expanded to include the Faculty of Health Sciences. In 1993, when the Medical University rejoined the Jagiellonian University as the Medical College, the Centre became part of the Jagiellonian University Language Centre. This arrangement lasted until 2014, when the Jagiellonian University Medical College Language Centre was created as an independent entity. 

Teaching

We offer courses in four modern languages: English, German, French, and Spanish. Each year, around 2,000 students in first- and second-degree programmes attend our classes. Course levels and content comply with the requirements of the Ministry of Science and Higher Education and align with the Common European Framework of Reference for Languages (CEFR). Depending on students’ proficiency, some groups work at levels higher than the standard recommendations. Our teaching staff also conducts foreign language examinations for doctoral programmes and specialist medical qualifications.

Projects

Beyond classroom teaching, our lecturers actively contribute to a variety of projects, including international ones, on medical language education and assessment: 

• sTANDEM (Standardised Language Certificate for Medical Purposes)  

As part of the project, international examination standards were developed to test competence in specialised medical language.  

• ESP-T (English for Specific Purposes in Science – Therapeutic Professions)

The project has developed an e-learning course in Medical English with a special focus on terminology related to the professional work of physiotherapists, speech therapists and occupational therapists.  

• TESPIS (Testing English for Specific Purposes in Science)  

The project has developed examination standards to test knowledge of specialist language in selected scientific fields.  

• IMETS (International Medical English Testing System) 

The aim of the project was to develop a computer-based language assessment system testing English for medical purposes in accordance with the new CEFR descriptors. The project continued the research in the field initiated by the sTANDEM project and investigated the new models of EMP test development, delivery and assessment with the use of ICT tools. 

• MET C1 (Medical English Test C1) 

The MET C1 exam certifies proficiency in Medical English at the C1 level and is intended for students and employees of the Jagiellonian University as well as other interested individuals from outside the academic community. 

We also host “Languages in Medicine” – an international conference dedicated to exploring the intricacies of teaching Medical English and providing a platform for educators to enhance their teaching methodologies. 

Mission

As part of the Jagiellonian University, we share its commitment to educating students “according to ideas of humanism and tolerance, spirit of respect for truth and hard work” and we are obliged to prepare students to “solve everyday problems, which the modern life brings up” (§1 of the Statute of the Jagiellonian University). 

Our mission is to facilitate foreign language learning and equip students with skills essential for personal and professional growth. We achieve this by: 

• delivering high-quality education in an atmosphere of openness and equal opportunity, 

• supporting learners’ individual development, 

• promoting professional growth among teaching and administrative staff, 

• designing curricula based on modern pedagogical principles. 

We believe foreign language proficiency should empower students to become competent healthcare professionals – capable of teamwork, effective communication, and empathy towards patients and families. It should also enable access to academic literature, participation in conferences, and presentation of research results. Moreover, language learning fosters social connections and personal development, which we value highly.

Methodology and Approach

Our approach is eclectic, combining elements of action-oriented learning to ensure practical language use. We emphasise communication skills for real-life contexts – academic, professional, and personal – while maintaining accuracy in grammar, pronunciation, and vocabulary. 

We recognise that learners have diverse goals and learning styles. Therefore, our courses are designed to: 

• reflect students’ needs and interests,

• match teaching methods to learners’ proficiency levels,

• develop comprehensive communication skills (including linguistic, pragmatic, and intercultural competence),

• incorporate authentic written and spoken materials,

• balance specialised language with general and academic components. 

We believe language learning should be a rewarding challenge. Our courses engage students with authentic materials and stimulating tasks that inspire confidence and curiosity. 

Teaching Staff

The Jagiellonian University Medical College Language Centre employs over 30 dedicated professionals who form a highly qualified team specialising in medical language education. Our lecturers continuously enhance their expertise through self-study, advanced degrees, and active participation in conferences and training programmes. 

Guided by the belief that effective education requires a learner-centred approach, our teaching team strives to: 

• place the learner at the heart of the teaching process, 

• clearly communicate course objectives and expected learning outcomes, 

• adapt teaching techniques to meet the needs of individual students and groups, 

• offer varied classroom activities and maintain a dynamic pace, 

• foster a supportive and positive learning environment, 

• engage learners through communicative tasks and active participation, 

• provide constructive feedback and appropriate error correction during lessons and on assignments, 

• allocate time for reflection on lesson objectives and progress, 

• present, practise, and assess language in meaningful contexts, 

• deliver clear and precise instructions.

Students

We believe in nurturing student autonomy. Learners should be encouraged to monitor their progress and, where necessary, undertake additional work. Our approach is based on the principle that to achieve optimal learning outcomes students should: 

• recognise their own language needs, 

• understand their strengths and weaknesses as language learners, 

• develop personalised learning strategies, 

• appreciate the social and cultural context of the languages they use, 

• evaluate their progress and set realistic language goals, 

• take responsibility for skill development through both collaborative and independent work, 

• use recommended resources, including specialised materials and reliable online platforms for grammar and vocabulary practice, 

• contribute to course planning whenever possible, 

• actively participate in lessons, incorporating authentic texts and materials of their own choice.