This course explores key social and cultural aspects of English-speaking countries, with particular emphasis on the United States of America. It begins with an overview of US history, geography, economy, political institutions and society, alongside an examination of traditions, symbols and cultural representations. It then turns to Canada, Australia, New Zealand, Ireland, South Africa and other countries within the English-speaking world. A comparative approach highlights similarities, differences and diversity within these societies, examining how historical developments, colonialism and migration have shaped them. The course develops students’ critical understanding of the English-speaking world and their intercultural awareness, connecting this knowledge with translation and interpreting practice.

Τhe objectives of the course are for students to:

• become familiar with key aspects of the history, geography, economy, politics and society of the United States and other English-speaking countries;

• broaden their knowledge and cultural points of reference concerning the cultural life, traditions, symbols and everyday practices of these societies;

• recognise the cultural and linguistic diversity of the English-speaking world, including the presence of Indigenous peoples and migrant communities;

• understand how historical developments, colonialism and migration have shaped societies and identities;

• compare social and cultural characteristics across English-speaking countries, critically examining stereotypes and generalisations;

• apply their knowledge to the interpretation of culturally specific terms and references in translation and interpreting.

Week 1: Historical and geographical overview of the United States: key developments in the formation of the country and its society.

Week 2: The US political system and institutions: the Constitution, federalism, the presidency, Congress and the judiciary.

Week 3: Society and everyday life in the United States: traditions, customs, celebrations, social diversity and economic life.

Week 4: Symbols and cultural representations of the United States: national narratives, the American Dream, popular culture and stereotypes.

Week 5: Canada: society, cultural identities, official bilingualism, multiculturalism and Indigenous peoples.

Week 6: Australia and New Zealand: colonial history, contemporary societies, Indigenous peoples and cultural identities.

Week 7: Ireland: history, society, languages, cultural life and the diaspora.

Week 8: South Africa: the historical legacy of apartheid, social inequalities, multilingualism and cultural diversity.

Week 9: Other societies within the English-speaking world: selected examples from the Caribbean, Africa and Asia, and the role of the English language.

Week 10: Comparative study of English-speaking societies and cultures: identities, institutions, social values and communication practices.

Week 11: Student presentations of integrative assignments, followed by discussion.

Week 12: Student presentations of integrative assignments, followed by discussion.

Week 13: Synthesis and critical review of course content, feedback on student presentations and final reflection.

Throughout the course, examples of culturally specific terms and references connect course content with translation and interpreting practice.

• Witschi, Ν. (2002) Companion to the Literature and Culture of the American West. Oxford: Blackwell 
• Mauk, D. & Oakland, J. (2014). American Civilization: An Introduction. London: Routledge.
• Extra material in the form of articles etc is provide in open eclass

The course is taught through interactive lectures. It involves the active participation of students in class discussion and activities. Ample opportunity for reflection is also given through cooperative learning activities. Students have the opportunity to sit in lectures delivered by experts in the field (and Erasmus+ visiting professors) on topics related to the course.

PPT, short videos, interactive activities, polls, slido quizes, etc.

Two required assignments:

a) Individual written assignment (50% of the total course grade)

b) Oral group presentation (50% of the total course grade)

There are specifically-defined evaluation criteria given and are accessible to students on open e-class along with the rubrics of their assignment.

Use of Artificial Intelligence (AI) Tools in Academic Assignments

The use of Artificial Intelligence (AI) tools (e.g., ChatGPT, Gemini, Copilot) is permitted when preparing academic assignments, provided that such tools are used responsibly, critically, and transparently, in accordance with the principles of academic integrity.

AI tools may be used for purposes such as:

• Brainstorming and idea development, including the initial exploration of a topic and the formulation of research questions.
• Planning and structuring assignments, such as developing an initial outline.
• Language support and proofreading, including improvements in grammar, syntax, clarity, and coherence.
• Supporting literature searches, provided that all suggested sources are independently verified for their existence, reliability, and relevance.

It is important to emphasise that AI tools must not replace students' independent work, critical thinking, academic analysis, or synthesis of information. Submitting AI-generated text in its entirety, or reproducing substantial portions without meaningful personal intellectual contribution, is not considered acceptable academic practice. Students should also be aware that AI tools may generate inaccurate information or even fabricate bibliographic references.

Declaration of AI Use

At the end of each assignment, following the reference list, students must include a separate section entitled "Declaration of AI Use", clearly stating whether AI tools were used, identifying the tools employed, and explaining the specific purposes for which they were used. This declaration is required even if no AI tools were used.

Example of an AI use declaration:

"ChatGPT was used during the preparation of this assignment to explore initial ideas, develop an outline, and proofread selected sections for language accuracy and clarity. The literature search and evaluation, critical analysis, and final synthesis of the content were carried out independently."

If no AI tools were used:

"No Artificial Intelligence tools were used in the preparation of this assignment."

Students remain fully responsible for the accuracy, originality, content, and academic integrity of their submitted work.