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School of Language and Communication Studies Undergraduate Brochure (PDF)
BA Japanese with International Development Studies
UCAS Course Code
R9L9
Attendance
Full Time
School of Study
Typical A-Level Offer
ABB
Course Organiser
Ms. Hazel Marsh
Students starting this programme will be learning Japanese from scratch or from GCSE level and will have more intensive language study than students starting French or Spanish from A-level prior to the year abroad in year three. This more intensive study reduces slightly the number of optional modules available in year 1.
This four-year programme enables you to devote approximately one third of your time to the study of Japanese Honours language, one third to International Development Studies and one third either to language/translation issues or to International Development Studies-related subjects. The programme includes a year abroad in year three for all students.
Degree Structure
The programme is designed to provide coherence and focus around core elements in relation to your main interests. Progression over four years is ensured by the careful sequencing of modules, from a range of introductory modules in the first year, to greater specialisation, and sophistication of approach in subsequent years. The programme is flexible, and a free choice module is available for the pursuit of individual interests. Japanese language and Development Studies are studied throughout the course. The modules in Development Studies offer you in-depth study of topical and regional modules to complement your language skills. The topical modules will build on the cultural element studied through the language, providing a broader and more politicised perspective on your language studies.
In Year One, core study of the Japanese language may be combined with modules entitled Language, Culture and Interpersonal Communication or Discourse and Power. You also choose one area of specialist study in Development Studies - Social Analysis for Development (sociology, anthropology and politics) OR Economics for Development OR Natural Resources for Development. As most students are new to Development Studies, the first semester provides you with a background to the subject through the module Introduction to Development Studies, following historical and contemporary themes linked to global change: environmental, political, social and economic. In Year Two, continued study of Japanese language is combined with Development Studies, following the same area of specialist study started in Year 1. In Years 2 and 3 you also choose up to about one third of the programme from a range of language and/or development related modules. You also have the option of taking a Subsidiary language in year 2. Our range of Subsidiary languages is currently as follows: British Sign Language, Mandarin Chinese, German, Modern Greek, Italian, Russian, and Spanish. Many of these can be studied for a second year (to intermediate level, i.e. A level equivalent); there are also one-year and two-year post-A level subsidiary courses in some languages. In the area of Development Studies the options usually include, for example, Human Rights, Gender and Development, Public Policy and Welfare, Health, Education and Development, Globalisation and Economic Development – Resource Development and Conservation, Regional Courses on Development in Latin America, Sub-Saharan Africa or South Asia. In the area of language and translation issues, the options usually include, for example, Language and Politics, Language and Society, Language and Gender, Language in Action, Translation Issues in the Media, Subtitling and Dubbing, Translation Work Experience, Translation and Adaptation, Interpreting, and Intercultural Communication in Practice.
Language Work
A typical semester will include four hours per week of Japanese language study, but you are also expected to spend a significant proportion of your time working independently on the language. The seminars are varied, involving grammar, translation or interpreting into and out of Japanese, reading and listening comprehension, précis and paraphrase work, the study of different styles and registers, comparison between texts in different languages, and oral work, including formal individual and group presentations. The material for study includes such items as subject-oriented dossiers, DVDs, on-line resources, as well as a wide range of selected texts covering topics from current affairs and cultural issues. The four hours per week of language work in years one and two at post-A level are followed by the year abroad, after which the Final Year consolidates and builds on improved competence acquired on the year abroad. Language work for beginners/post-GCSE entry students is more intensive and will cover all major grammatical areas as well as provide students with a level of speaking and understanding which will enable the year abroad to be taken with confidence.
Language Resources
The James Platt Language Centre houses a digital language laboratory, a viewing and editing room, a digitised interpreting suite for advanced language training, live satellite television broadcasts, a large, multi-media self-access resources room with a wide range of DVDs and reference books, up-to-date computers linked to the internet, and translation software.
Year Abroad
All students study at university in Japan in year three. For further information, click on the Study Abroad tab above.
Assessment
A variety of assessment methods are used in different modules, ranging from 100% coursework to 100% examination. Coursework assessment includes written essays and translations, oral production and aural comprehension, lexical and comprehension exercises, oral presentations (individual and in groups), translations, annotated translations, summaries and paraphrases. Examinations test the same range of skills, including oral proficiency. Assessment in the international development courses is through essays, seminar presentations, teamwork and examination
School of Language and Communication Studies Undergraduate Brochure (PDF)
The School of Language and Communication Studies is a small, lively School where we offer flexible undergraduate degree programmes with an emphasis on language competence and on issues relating to contemporary language and translation. Our graduates are highly employable and enter an extremely wide range of professions using their well-developed language and communication skills, and intercultural sensitivity.
Our MA graduates are equally successful professionally. Courses at this level enable flexible planning in the combination of core and optional modules and in the range of possible dissertation topics, while the Faculty of Arts and Humanities provides a rich interdisciplinary environment designed to encourage dialogue and the cross-fertilisation of ideas.
New for 2012-13
We’re always working to build on our strengths here in LCS, improving your student experience – and your prospects. Here are some new Key Features for 2012-13 that you won’t yet find in our brochure:
- Smaller groups in language classes – as few as 10 – mean even better quality learning.
- New high-spec professional interpreter training facilities – helping to keep you ahead of the game.
- Employability boost – extra timetabled sessions to develop your skills and employability profile for a range of professions using language skills right from the start of your degree course.
Find out what our undergraduate students say or check out our Facebook page for 2013 applicants where you can ask our current students questions about studying and living here:
www.facebook.com/groups/UEALCSapps2013
UniStats Information
Compulsory Study (40 credits)
Students must study the following modules for 40 credits:
| Name | Code | Credits |
|---|---|---|
| EMPLOYABILITY WORKSHOPS The employability workshops have been created to improve students' self-awareness as potential language and communication studies graduates and employees, and to help them better understand and define what career areas they might be both interested in and suited to. These workshops will help students discover the range of careers available with a languages degree and inform them about entry routes; equip students to research a potential employer and present themselves to them in a professional way; give students the confidence to go out there and organise some work experience/apply for Graduate level jobs; improve students' approach to applications, including application forms, CVs and covering letters; improve students' approach to interview preparation and performance; help students develop a plan of action that will turn dreams and aspirations into reality. This module is for LCS students only. | LCSW4046B | 0 |
| INTRODUCTION TO DEVELOPMENT STUDIES This module provides an introduction to International Development Studies. Themes of poverty, inequality, economic growth and sustainability are explored from the perspectives of development economics, social development,human geography and environment and natural resource management. A number of contemporary development issues are examined including globalisation, environmental degradation, gender, the state, aid, property rights, knowledge and progress. | DEV-4001A | 40 |
| LANGUAGE AND CULTURE WORKSHOPS Language and Culture Workshops are aimed at developing transferable skills in the domains of enterprise and engagement. Students are encouraged to work on their own projects in groups and they get involved in all aspects of project realisation, such as planning, organisation, presentation, leadership, team work, and decision-making. The workshops are particularly envisaged as a platform for enhancing employability prospects of students. They are not assessed in terms of grades but each student is awarded a participation certificate showcasing the specific skills acquired as well as personal achievements, responsibilities and individual contribution to the project as a whole, which provides the student with both practical examples and evidence in writing that can be used to demonstrate qualifications in job applications. This module is for LCS students only. | LCSW4045A | 0 |
Option A Study (60 credits)
Students will select 60 credits from the following modules:
Students taking Ab Initio Japanese will take the 60 credit LCSJ4008Y; students taking post GCSE Japanese will take the 40 credit LCSJ4009Y plus one other (20 credit) module from the list; students taking post A Level Japanese will take the both LCSJ4027A and LCSJ4028B plus one other (20 credit) module from the list. Students will select 60 credits from the following modules:
| Name | Code | Credits |
|---|---|---|
| DISCOURSE AND POWER This module focuses on the role of discourse in the structuring of social relations. Its aim is to show that the linguistic features that make up our texts and verbal exchanges reflect the purpose language is put to in a specific context. Particular consideration is given to the discourse of the media, advertising and politics and how it affects and is affected by ideology and socio-cultural assumptions and by the relationship between individuals and social groups. Students are introduced to the main concepts and essential analytical tools and are encouraged to select their own material for analysis (class practice and formative exercises) on the basis of relevance to their studies and interests. This module equips students with the necessary skills to undertake their own critical analysis of any texts encountered in the course of their studies and beyond and is, therefore, suited to students majoring in political and social sciences, media and cultural studies, literature, philosophy and languages. | LCSL4011B | 20 |
| JAPANESE AB-INITIO HONOURS I This is a module for students taking their Japanese Honours language degree from an ab initio starting point. The need for significant progress in reading, writing, listening and speaking is met with the intensive teaching that this module provides. The aim is to equip students with the linguistic understanding of a number of real-life situations, as well as the ability to communicate effectively in those situations. Particular emphasis is also placed on acquiring a sound knowledge of grammar. This module caters for beginners' level entrants and is only available to students in LCS. | LCSJ4008Y | 60 |
| JAPANESE POST-GCSE I This is a module for students taking their Japanese Honours language degree from a post-GCSE starting point. The need for significant progress in reading, writing, listening and speaking is met with the intensive teaching that this module provides. The aim is to equip students with the linguistic understanding of a number of real-life situations, as well as the ability to communicate effectively in those situations. Particular emphasis is also placed on acquiring a sound knowledge of grammar. It is only available to students taking a degree in Japanese from post-GCSE level. | LCSJ4009Y | 40 |
| LANGUAGE, CULTURE AND INTERPERSONAL COMMUNICATION There is far more to linguistic communication than just knowing the vocabulary and grammar of a language since interpersonal communication is inseparable from culture. That is, because language is used not only to represent but also create and sustain a speaker's expectations, beliefs, attitudes, practices and moral values about the world, verbal communication always involves a high degree of "cultural business". This becomes especially apparent when communicating with native speakers of a foreign language where different sets of cultural assumptions may lead to misunderstanding. This module aims to equip you with ways of thinking about cultural and intercultural issues which will aid you in becoming more communicatively competent in your foreign languages(s). Initially the content will be aimed at exploring the knowledge and assumptions we have about the socially constructed world exhibited in our own communicative practices before extending these notions to other language cultures. The intention is that this module will enable you to become more effective learners in the particular language culture you will encounter on your Year Abroad. | LCSL4012B | 20 |
| POST A-LEVEL JAPANESE LANGUAGE 1/I A course in Japanese for students with Japanese A-level, having passed Japanese Language Proficiency Test N4, or holding any other equivalent qualification. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. It is designed to build up linguistic proficiency, cultural knowledge and language learning skills in preparation for the year abroad. A key component is the exploration of themes that develop understanding of the diversity in Japanese society. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar and vocabulary in meaningful contexts, whilst also developing knowledge of contemporary life and society that focuses on culture and current affairs. This module can be taken in any year. This module is not available to native speaker or those with equivalent competence. | LCSJ4027A | 20 |
| POST A-LEVEL JAPANESE LANGUAGE 1/II A continuation of module LCSU1J21. This module is not available to native speakers or those with equivalent competence. | LCSJ4028B | 20 |
Option B Study (20 credits)
Students will select 20 credits from the following modules:
Students will normally follow their chosen theme in each year of the course.
| Name | Code | Credits |
|---|---|---|
| INTRODUCTION TO ECONOMICS OF DEVELOPMENT The module introduces students to the main macro- and micro-economic issues of development. It lays the foundations for the modules Microeconomics of Development and Macroeconomics of Development. The main theories of development will be reviewed. Central issues related to poverty, human capital development, the environment, globalisation, balance of payments and financial systems will also be covered. | DEV-4003B | 20 |
| INTRODUCTION TO NATURAL RESOURCES AND DEVELOPMENT: PRINCIPLES AND CONCEPTS This module explores the biological and physical basis for primary production within the main natural resource systems providing food, fuel and fibre to human populations. The course has an integrated biophysical core and also deals with resource demand, supply and exploitation issues. There will be a particular emphasis on the important processes in production and a number of key issues in natural resource systems will be introduced here e.g. global resource cycles, diversity, productivity and stability of natural resource systems. There is an important field-based, practical element throughout this course. | DEV-4004B | 20 |
| PRINCIPLES OF HUMAN GEOGRAPHY This introduction to the study of human geography aims to provide a strong feel for the nature of geographical enquiry whilst at the same time providing a context and preparation for further learning. Firstly, it will cover the historical development of geography as a discipline and profession. This will focus on the rise of geography during the age of imperialism, and the birth of the profession in the context of colonial organisation of space. At the same time the relationship between geography and development will be made apparent, with the emergence of 'development geography' as a recognised sub-discipline. Secondly, two core intellectual approaches to the contemporary study of geography will be introduced and explored: more quantitative and descriptive approaches that use techniques such as GIS to analyse spatial patterns and relationships, and more critical approaches that draw more on sociological and political economy traditions to understand the social processes that produce these patterns. These two traditions of geography will be drawn upon for learning about some of the major challenges of global inequality, including the distribution of food security, power and vulnerability to hazards in the world today. | DEV-4007B | 20 |
| SOCIAL ANTHROPOLOGY AND INTERNATIONAL DEVELOPMENT 1 This is the first part of a two-year integrated course that covers basic principles from the social sciences, and uses them to think critically about processes of social change in developing countries. SAID1 provides an introduction to social analysis and is framed by the study of social anthropology. Concepts and methods are explained through the use of indepth case studies which from a range of developing country contexts. Issues covered in the course include: kinship, religion, violence, labour, politics and resistance. As well as introducing students to classical anthropological texts the course engages with the work of anthropologists looking at issues of contemporary development and change. | DEV-4005B | 20 |
Students taking Ab Initio Language will take LCSJ5013Y; students taking Post GCSE Language will take LCSJ5014Y; students taking Post A-Level Language will take LCSJ5055A and LCSJ5056B.
Compulsory Study
| Name | Code | Credits |
|---|---|---|
| EMPLOYABILITY WORKSHOPS The employability workshops have been created to improve students' self-awareness as potential language and communication studies graduates and employees, and to help them better understand and define what career areas they might be both interested in and suited to. These workshops will help students discover the range of careers available with a languages degree and inform them about entry routes; equip students to research a potential employer and present themselves to them in a professional way; give students the confidence to go out there and organise some work experience/apply for Graduate level jobs; improve students' approach to applications, including application forms, CVs and covering letters; improve students' approach to interview preparation and performance; help students develop a plan of action that will turn dreams and aspirations into reality. This module is for LCS students only. | LCSW5042A | 0 |
| LANGUAGE AND CULTURE WORKSHOPS Language and Culture Workshops are aimed at developing transferable skills in the domains of enterprise and engagement. Students are encouraged to work on their own projects in groups and they get involved in all aspects of project realisation, such as planning, organisation, presentation, leadership, team work, and decision-making. The workshops are particularly envisaged as a platform for enhancing employability prospects of students. They are not assessed in terms of grades but each student is awarded a participation certificate showcasing the specific skills acquired as well as personal achievements, responsibilities and individual contribution to the project as a whole, which provides the student with both practical examples and evidence in writing that can be used to demonstrate qualifications in job applications. This module is for LCS students only. | LCSW5041B | 0 |
Option A Study (40 credits)
Students will select 40 credits from the following modules:
Students taking Ab Initio Language will take LCSJ5013Y; students taking Post GCSE Language will take LCSJ5014Y; students taking Post A-Level Language will take LCSJ5055A and LCSJ5056B.
| Name | Code | Credits |
|---|---|---|
| JAPANESE AB INITIO HONOURS II This year-long module is for year two Ab Initio students and is the continuation of LCS-1J5Y Ab Initio Honours I. This module aims to enable students to build on and further enhance existing reading, writing, speaking and listening skills. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful context, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. | LCSJ5013Y | 40 |
| JAPANESE POST GCSE II This year long module is for Year 2 post-GCSE entry students and is the continuation of LCS-1J7Y Post-GCSE I. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. | LCSJ5014Y | 40 |
| MODERN JAPANESE LANGUAGE HONOURS 2/I This semester-long Japanese language module is compulsory for all second-year Single Honours Japanese students. Its aim is to build up language proficiency and cultural awareness of Japan. | LCSJ5055A | 20 |
| MODERN JAPANESE LANGUAGE HONOURS 2/II This semester-long module is compulsory for all second-year Japanese Honours students. Its aim is to build up language proficiency and cultural awareness of Japan. | LCSJ5056B | 20 |
Option B Study (40 credits)
Students will select 40 credits from the following modules:
If students take a LCSS4* or LCSS5* module in Semester 1, this must be followed by the continuation LCSS4* or LCSS5* module in Semester 2.
| Name | Code | Credits |
|---|---|---|
| BEGINNERS' ARABIC I This is the first part of a beginners' course in Arabic assuming no prior knowledge of the language. The module aims to develop the ability to use Arabic effectively in everyday practical situations with speakers of Arabic both in the UK and overseas. Alternative and additional slots may be available, depending on enrolment. | LCSS4029A | 20 |
| BEGINNERS' ARABIC II/IMPROVERS This is the second part of a beginners' course in Arabic following on from Beginners' Arabic I (LCSS4029A). Students with a GCSE grade C or below (or equivalent experience) may join this module. Alternative slots may be available, depending on student numbers. | LCSS4030B | 20 |
| BEGINNERS' CHINESE I This module is for students at beginnersâ level who have little or no prior experience of Chinese. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Chinese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4034A | 20 |
| BEGINNERS' CHINESE II A continuation of the beginnersâ course in Chinese (LCSU1OC1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4035B | 20 |
| BEGINNERS' FRENCH I This module is for students at beginnersâ level who have little or no prior experience of French. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4013A | 20 |
| BEGINNERS' FRENCH I (SPRING START) This module is for students at beginners' level who have little or no prior experience of French. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4015B | 20 |
| BEGINNERS' FRENCH II A continuation of the beginners' course in French (LCSU1F11 or LCSU1F14). Can be taken in any year, but not by final-year LCS students. Students with a GCSE grade C or below (or equivalent experience) may join this module. (Alternative slots may be available depending on student numbers). This module has three contact hours per week. | LCSS4014B | 20 |
| BEGINNERS' GERMAN I This module is for students at beginnersâ level who have little or no prior experience of German. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where German is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4018A | 20 |
| BEGINNERS' GERMAN II A continuation of the beginnersâ course in German (LCSU1G11). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module cannot be taken by final-year LCS students. This module has two or three contact hours per week (dependent on enrolments) | LCSS4019B | 20 |
| BEGINNERS' GREEK I This module is for students at beginnersâ level who have little or no prior experience of Greek. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Greek is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4036A | 20 |
| BEGINNERS' GREEK II A continuation of Beginners' Greek I. Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4037B | 20 |
| BEGINNERS' ITALIAN I This module is for students at beginnersâ level who have little or no prior experience of Italian. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Italian is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4038A | 20 |
| BEGINNERS' ITALIAN II A continuation of the beginnersâ course in Italian (LCSU1OI1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4039B | 20 |
| BEGINNERS' JAPANESE I This module is for students at beginnersâ level who have little or no prior experience of Japanese. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Japanese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4040A | 20 |
| BEGINNERS' JAPANESE I (SPRING START) This module is for students at beginners' level who have little or no prior experience of Japanese. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Japanese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4042B | 20 |
| BEGINNERS' JAPANESE II A continuation of the beginnersâ course in Japanese (LCSU1OJ1 or LCSU1OJ4). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4041B | 20 |
| BEGINNERS' RUSSIAN I This module is for students at beginnersâ level who have little or no prior experience of Russian. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Russian is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4043A | 20 |
| BEGINNERS' RUSSIAN II A continuation of the beginnersâ course in Russian (LCSU1OR1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4044B | 20 |
| BEGINNERS' SPANISH I This module is for students at beginnersâ level who have little or no prior experience of Spanish. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Spanish is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4022A | 20 |
| BEGINNERS' SPANISH I (SPRING START) This module is for students at beginnersâ level who have little or no prior experience of Spanish. The module will develop studentsâ reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Spanish is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This is a repeat of module LCSU1H11 for those who wish to start their course in the Spring. This module is not available to LCS students. This module has three contact hours per week. | LCSS4024B | 20 |
| BEGINNERS' SPANISH II A continuation of the beginnersâ course in Spanish (LCSU1H11 or LCSU1H14). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4023B | 20 |
| CONTEMPORARY JAPANESE CULTURE AND SOCIETY FROM NORTH TO SOUTH Japan is often seen as a homogenous society, and Japanese themselves sometimes think like this. In reality, however, there are several ethnic minorities and migrant populations living in Japan. Besides, Japanese communities from north to south have developed their own particular cultures and identities. Japan is a multicultural society with different and sometimes conflicting value systems. This module offers a diversity of perspectives on Japan by focusing in on the local cultures of different cities and regions. Its aim is to equip students with good knowledge and understanding of contemporary Japanese identity, culture and society. | LCSJ5012A | 20 |
| DISCOURSE AND SOCIETY (LEVEL 2) Discourse analysis is concerned with how sequences of sentences can be understood as both coherent and meaningful. Language occurs in specific social situations, among specific social actors and for a variety of purposes. Discourse analysis is concerned with the ways in which language in use is tied to its context. This approach is thus at the heart of the analysis of human interaction in society. This module provides the students with analytical tools that can be fruitfully applied to the study of a variety of texts (e.g. media, advertising, politics, education, business, creative writing) and for a variety of purposes (e.g. developing critical understanding, uncovering ideological bias, reproducing texts successfully in translation and achieving the desired impact through one's own writing). Presentations of the main concepts and examples are followed by practice sessions in which students have the opportunity to analyze a variety of texts both for class discussion and for their final project. This module will be taught by a two hour lecture/seminar. | LCSL5020A | 20 |
| HIGHER ADVANCED ENGLISH I This course is suitable for people who already have an advanced knowledge of English (grade 6 IELTS or above/Strong B2 CEF (Common European Framework)) but would like to improve or consolidate their skills to reach a more competent level equivalent to grade 7.5/8.0 IELTS/C1/C2 CEF. The course will allow you to understand with ease virtually everything heard or read. You will practise summarising information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. You will learn how to express yourself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. This module will also look at cultural aspects of English and the dynamic nature of English as a global language. You MAY NOT enrol on this module if you already have a knowledge of English equivalent to 7.5/8.0 IELTS/C1/C2 CEF or above. | LCSS5043A | 20 |
| HIGHER ADVANCED ENGLISH II This course is a continuation of higher advanced 1, suitable for people who already have an advanced knowledge of English (grade 6 IELTS or above/Strong B2 CEF (Common European Framework)) but would like to improve or consolidate their skills to reach a more competent level equivalent to grade 7.5/8.0 IELTS/C1/C2 CEF. The course will allow you to understand with ease virtually everything heard or read. You will practise summarising information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. You will learn how to express yourself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. This module will also look at cultural aspects of English and the dynamic nature of English as a global language. You MAY NOT enrol on this module if you already have a knowledge of English equivalent to 7.5/8.0 IELTS/C1/C2 CEF or above. | LCSS5044B | 20 |
| INTERCULTURAL BUSINESS COMMUNICATION (LEVEL 2) This module prepares students to become effective communicators in intercultural settings, especially focusing on multilingual business management, multinational companies and work within multicultural teams. The aim is that the student will develop intercultural competence, a crucial skill in our globalised world. In order to acquire this, different strategies should be fostered, such as seeking commonalities with others, overcoming stereotyping and prejudice, and developing flexibility and openness. Practical activities in small groups will be held in classroom sessions, with a special focus on intercultural communication problems in business. Theoretical approaches to intercultural communication will be provided in order to understand how to be successful in communication across cultures and to solve intercultural conflicts in Business contexts. Some of the benefits of being aware of intercultural communication are the ability to build intercultural understanding, the promotion of international business exchanges, and the facilitation of cross-cultural adaptation. Assessment will be commensurate with level. | LCSC5045A | 20 |
| INTERCULTURAL COMMUNICATION IN PRACTICE (LEVEL 2) This 20 credit level 2 module explores how students can become more effective communicators in international or multicultural settings by developing their intercultural competence. It introduces them to theoretical approaches to intercultural communication and provides them with opportunities to analyse and understand the basics of effective communication across cultures. Students will be also encouraged to make links between module content and their own experiences and responses by keeping an intercultural journal. Classroom sessions will include small group work, practical activities to explore how theories can be applied in real-life contexts, analysis of case studies, and public lectures. During the public lectures, invited practitioners will introduce students to how intercultural communication operates in specific organisations. Assessment, which includes a critical report on an authentic intercultural interaction and an essay, is commensurate with a 20 credit level 2 module. | LCSC5001B | 20 |
| INTERMEDIATE ARABIC I An intermediate course in Arabic for those students who have taken Beginners' Arabic I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. This module has three contact hours per week. | LCSS5035A | 20 |
| INTERMEDIATE ARABIC II A continuation of the intermediate course in Arabic (LCSU2OA1). This module has three contact hours per week. Alternative slots may be available depending on enrolment. | LCSS5036B | 20 |
| INTERMEDIATE FRENCH I This is an intermediate course in French and is intended for students who have enough pre-A-Level experience of French and wish to develop their knowledge to a standard comparable to A-Level. The module is made up of three elements, each taught for one hour per week: Reading Comprehension, Listening Comprehension, and Grammar. While the emphasis is on comprehension, the speaking and writing of French are also included. The module is not available to students with AS or A-Level French. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) | LCSS5050A | 20 |
| INTERMEDIATE FRENCH II A continuation of LCSU2F95. (Alternative slots may be available depending on student numbers.) | LCSS5032B | 20 |
| INTERMEDIATE GERMAN I An intermediate course in German for those students who have taken Beginners' German I and II or who have a GCSE or an AS level grade D (or below) in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. This module consists of three contact hours per week. | LCSS5051A | 20 |
| INTERMEDIATE GERMAN II A continuation of LLTU2G97. Open for students with AS-Level (below grade C). | LCSS5033B | 20 |
| INTERMEDIATE GREEK I An intermediate course in Greek for those students who have taken Beginners' Greek I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. | LCSS5057A | 20 |
| INTERMEDIATE GREEK II A continuation of the Intermediate Greek I. This module has three contact hours per week. | LCSS5037B | 20 |
| INTERMEDIATE ITALIAN I An intermediate course in Italian for those students who have taken Beginners' Italian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. This module has three contact hours per week. | LCSS5039A | 20 |
| INTERMEDIATE ITALIAN II An intermediate course in Italian for those with no more than GCSE, O-Level or Beginners' Italian. A continuation of LLTU2OI1. Can be taken in any year. NB: orals are arranged separately. | LCSS5040B | 20 |
| INTERMEDIATE RUSSIAN I An intermediate course in Russian for those students who have taken Beginners' Russian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. This module has three contact hours per week. | LCSS5058A | 20 |
| INTERMEDIATE RUSSIAN II A continuation of the intermediate course in Russian (LCSU2OR1). This module has three contact hours per week. | LCSS5038B | 20 |
| INTERMEDIATE SPANISH I An intermediate course in Spanish for those students who have taken Beginners' Spanish I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. Students will attend a seminar and a one hour oral. | LCSS5052A | 20 |
| INTERMEDIATE SPANISH II A continuation of LLTU2H11. Alternative slots available depending on student numbers. | LCSS5034B | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE I A beginners' course in British Sign Language assuming no prior or minimal knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life and culture in the deaf world. Teaching and learning strategies include the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4031A | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START) A beginners' course in British Sign Language assuming no prior or minimal knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life and culture in the deaf world. Teaching and learning strategies include the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4033B | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE II A continuation of Introduction to British Sign Language I and Introduction to British Sign Language I (Spring Start). Teaching and learning strategies continue with the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. It is designed to provide students with a follow-on in their understanding awareness of life, culture and use of equipment in the Deaf World. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4032B | 20 |
| INTRODUCTION TO JAPANESE POPULAR CULTURE (LEVEL 2) Japanese popular culture is becoming increasingly influential around the world. Important current manifestations are J-Pop (Japanese popular music), manga, anime, cospre (costume-play), computer games, and ketai-shosetsu (short novels for mobile phones). For understanding young Japanese and their relation to society, knowledge of Japanese popular culture is key. The aim of this module is to make students familiar with contemporary Japanese mass culture through consumption experiences, case studies and their analysis from socio-anthropological and historical perspectives. | LCSJ5046B | 20 |
| JAPAN THROUGH THE EYE OF A LENS This module examines Japanese society and politics through Japanese film and TV programmes. It will enable you to further your knowledge of Japanese language and cultural products. How, for example, did Japanese TV respond to the catastrophic Tohoku earthquake in 2011? How did new programmes report this tragic fact, and how did Japanese politicians react to emerging issues? What attitudes about gender and family do popular Japanese dramas reflect? In this module we aim to understand Japanese modern life, identity and policy. Each theme will be supported by relevant written texts. | LCSJ5011B | 20 |
| LANGUAGE AND GENDER (LEVEL 2) This module explores a variety of matters relating to language and its relationship to questions of gender and sexuality. Do men and women use language differently? Are the genders represented differentially in language and what might this show about socio-cultural ideologies and power structures? Is linguistic behaviour used to create and construct gender and sexual identities? Consideration will include such issues as stereotypical ideas of gendered language, sexist language, how same-sex conversations differ from mixed-sex conversations, how children are linguistically socialised into their gender categories, whether men are from Mars and women from Venus, and so on. Discussion and reading will be informed by a wide variety of ideas from fields such as anthropology, psychology, biology, sociology, and politics (especially feminism). | LCSL5018B | 20 |
| LANGUAGE AND POLITICS (LEVEL 2) This module provides an opportunity for students to investigate a particular aspect of language - the use and control of a language in relation to power, both within formal political institutions and in the broader public sphere. The module looks at the linkage between language and nation, at censorship, propaganda, patriotism and xenophobia. It places particular emphasis on the acquisition of linguistic tools that will enhance students' ability to analyse varieties of political discourse in action, including parliamentary discourse, political speeches and the numerous forms of media involvement in political processes. | LCSL5015B | 20 |
| LANGUAGE AND SOCIETY (LEVEL 2) Different social groups and different speech situations give rise to a remarkable range of linguistic variety. In this module we will explore the kind of factors that govern such variety, the social meanings and ideologies with which it is associated, and some techniques of research. Issues covered include: language and social class, language and gender, language and education, code-switching, pidgins and creoles. Examples given are drawn from socio-linguistic practices in Britain and a variety of other cultural contexts. You are introduced to the main concepts and studies and given opportunities for class discussion. You are expected to make your own contribution by researching a particular area of interest. This module will be taught by a two hour lecture/seminar. | LCSL5017B | 20 |
| LANGUAGE CONTRASTS AND TRANSLATION (LEVEL 2) This module will provide a comprehensive overview of the key language contrasts relevant in the process of translation. It will focus on those aspects of various languages that are similar to English as well as those that are different in order to reveal the points of language-driven facilitation in translation as well as language-induced obstacles together with strategies how to surmount them. An introduction to the basic linguistic terminology relevant for applied translation will be the starting point. Diverse language typologies based on different linguistic level (morphology, syntax and semantics) will be presented and exemplified, using illustrative examples for the languages relevant to the students in the class. The topics covered would include the central grammatical categories (articles, modifiers, word-order, etc.) in the languages that the students are working on (e.g. French, Spanish, Italian, German, Russian, Chinese and others, depending on the intake). Students will be encouraged to make their own inference and check-list of points where the languages they work on differ based on the different typologies. We shall establish the use of a typological classification as a predictive tool in approaches to translation in a variety of applied contexts. The students will be introduced to essential research techniques that are of consequence for translation choices (eg, the use of corpora frequencies to detect the specifics of use for words, constructions and sentences in different languages). They will be taught to write argumentative essays and incited to develop their research skills and critical acumen. They will be encouraged to produce their own examples from original texts they choose to work on. The aim of this module is to equip students with the necessary knowledge of how different languages work in terms of their basic features at all levels of analysis (morphology, syntax, semantics and pragmatics) in order to enable more efficient and justified translation choices in different multilingual scenarios (commercial, legal, scientific, and others). Overall, this module is a study platform that would offer a solid theoretical background for select aspects of linguistic knowledge that is relevant to applied translation, including discussion of translation choices, errors in translation stemming from language contrasts or methodology in research and professional work. There will be opportunity for hands-on practical work in class, which would exemplify the application of theory to practice in a direct and straight-forward way. This module is also a springboard for potential MA cohort (MAATS and MAFLANT in particular). | LCST5047B | 20 |
| LANGUAGE IN ACTION (LEVEL 2) This module deals with the ways in which people use language to communicate in real life and it addresses some of the questions you may have wondered about if you are curious about the way language works in practice. It is concerned, for example, with the way in which simply speaking certain words ('I do') actually changes the state of social play. Questions addressed include: what are people doing when they engage in 'conversation'? Why is communication still problematic even when I am fluent in a foreign language? How does a word like 'this' refer to different things? How do we create implied meanings without actually saying what we mean? The main theoretical concepts are introduced and illustrated and ample opportunity is then given to the students to contribute and discuss their own examples to show how the concepts apply in different situations and in different cultural/linguistic environments. This module is relevant not only to language students but also to those students who are generally interested in communication. This module will be taught by a two hour lecture/seminar. | LCSL5019A | 20 |
| POST A-LEVEL GERMAN LANGUAGE 1/I A basic module in post A-Level German (also open for students with AS-Level grade A) consisting of revision and extension of selected areas of advanced grammar and reading and discussion of newspaper articles. Its aim is to develop competence in all areas of spoken and written German. (The module may contain a component of 'Business German': "International trade fairs in Germany", depending on student interest and enrolment.) This module is not available to native speakers or those with equivalent competence. | LCSS4020A | 20 |
| POST A-LEVEL GERMAN LANGUAGE 1/II A continuation of post A-Level German I consisting of revision and extension of selected areas of advanced grammar and reading of texts and discussion of relevant topics. Its aim is to develop competence in all areas of spoken and written German. (The module may contain a component of 'Business German', depending on student interest and enrolment.) Not available to native speakers or those with equivalent competence. | LCSS4021B | 20 |
| SUBTITLING AND DUBBING (LEVEL 2) This module is an introduction to aspects of subtitling and dubbing in different media and multimedia contexts (television, radio, cinema, world wide web), and to issues associated with these activities in the age of globalisation. A range of materials and processes will be considered (e.g. film subtitling, subtitling for the deaf and hard-of-hearing, subtitling and dubbing in news reports or documentaries, subtitling and dubbing in the context of multimedia localisation) to investigate key features and concerns involved in transposing text across communication channels, media, forms and codes. Assessment commensurate with level. Taught with LCS-3T17. | LCST5022A | 20 |
| TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 2) This module provides first-hand experience of subtitling and dubbing. There will be an opportunity to become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level while undertaking practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and conforming to conventions of good practice. The different types of technological tools used for audiovisual translation at professional and amateur levels will be explored, analysed and assessed. Selected film/TV series/documentary extracts in several languages will be used. Practical activities will present participants with the challenges posed by the interplay of audio, image and text. | LCST5026B | 20 |
| THE CONSTRUCTION OF NEWS (LEVEL 2) The module seeks to provide an understanding of how the special cultural product we call 'news' is created. It examines the changing economic, political, legal and cultural contexts of newspaper production in a variety of media (print, web, broadcast). It presents and assesses different theories about how these contexts (or 'structures') impact on the day to day practice of journalism and the nature of the news message. An important part of the module involves tracing the reflections and refractions of these wider processes in actual news media discourse. We will use frequent practical analysis exercises to test and challenge the theories of new production and the practices of new production in today's fast-changing news environment. The module encourages students to develop, practice and test a range of skills, including: being able to consider, analyse and challenge critically the ideas and practices of themselves and others; taking part in teamwork; presenting ideas and analytical outcomes. By the end of the module, you should be able to 'read' news media in a very different way to before. | LCSL5016B | 20 |
| TRANSLATION AND ADAPTATION (LEVEL 2) This module will consider translation and adaptation (understood as the transferral of a cultural product from one medium to another) in a range of media (for example, film, television, theatre, literature, and computer games) and the issues associated with these processes in these media. The module is taught in English and inter and intra-lingual work will be examined. The module is open to students who do not have a foreign language. Assessment commensurate with level. Taught with LCS-3T22. | LCST5024B | 20 |
| TRANSLATION ISSUES ACROSS MEDIA (LEVEL 2) This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. It considers a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres, literary and non-literary. Taught in English. Receptive knowledge of one other main European language required. Taught with LCS-3T25. Assessment commensurate with level. | LCST5031A | 20 |
| TRANSLATION WORK EXPERIENCE (LEVEL 2) The module builds on partnership with public services locally and abroad to give home and visiting/exchange students the opportunity to work jointly on professional translation briefs (e.g. translation from, and into English, of information for local museums or museums in France or Spain). Work involves translating to specifications, background research and product delivery/presentation. Assessment is by a variety of means including diary notes and critical report. Module open subject to availability of briefs - a back-up module choice is essential. One hour per week timetabled, other commitments to be arranged. Taught with LCS-3T15. This module is only available to Post A-level language students. | LCST5023A | 20 |
Option C Study (40 credits)
Students will select 40 credits from the following modules:
Students will normally follow their chosen theme in each year of the course.
| Name | Code | Credits |
|---|---|---|
| ECONOMICS OF DEVELOPMENT This module builds on the key issues and themes introduced in EC1. It provides a solid grounding in intermediate principles of microeconomics and macroeconomics, and their application to developing countries. | DEV-5012Y | 40 |
| EDUCATION AND INTERNATIONAL DEVELOPMENT This module provides students with an understanding of key theories and current debates linking education to development and relating these to international and national education strategies, policies and educational practices. The module will have an introductory session followed by four blocks. The first block introduces students to three key theories and how they are played out in the context of education - human capital, rights and capabilities/social justice. This is followed by three lectures examining how these are articulated in and through different forms of education - formal/schooling, non-formal/adult education and informal/learning in family or community environments and through labour. The third block will explore issues of difference and inclusion in relation to current and interrelated educational priorities such as economic poverty and child labour; gender inequalities and gender violence; and minoritised groups (on the basis of ethnicity, class, language etc.). The fourth block investigates theories of learning and their provenance and both classroom practices and pedagogies and elarning in 'informal' out of school contexts. | DEV-5003A | 20 |
| GENDER AND DEVELOPMENT This module builds on the introduction to gender issues in the DEV 1 Introduction to Development Studies, and sits alongside the SAND 2 anthropology modulewhere disciplinary approaches to gender are covered. This however is an interdisciplinary module which is open to students following any principles combination. The course will begin by exploring the various approaches to theorising gender and development, then introduces and explains a range of key concepts as the foundations of gender analyses. The second part of the course applies these concepts in examining a selection of important relevant debates: land and property rights, work and employment policies, education and health policies, voice and empowerment, violence, religion and the gendered nature of social and cultural institutions. | DEV-5001A | 20 |
| GEOGRAPHIES OF DEVELOPMENT This module begins by considering how discourses of development have changed over time, from the modernisation paradigm and dependency theory through to contemporary post development alternatives. This leads into a wider consideration of the social construction of the 'Third World' and discourses of race and place. This module concludes by discussing geographies of globalisation (and the global economy in particular) including patterns of inequality and issues of trade, aid and debt. | DEV-5010A | 20 |
| NATURAL RESOURCES AND DEVELOPMENT This module builds on the key issues and themes introduced in NR1, i.e. diversity, productivity, sustainability, stability, change and degradation, etc. It broadly addresses the major challenges encountered when trying to achieve sustainable management in NR systems. | DEV-5013Y | 40 |
| PEOPLE AND PLACE This module examines the relationship between population and development with a particular focus on health and migration. The course begins with an overview of the worldâs current demographic situation, at global and regional levels, before addressing demographic and health transition theories and focussing on various aspects of the link between health problems and processes of development. There is a particular focus on new demographic and health challenges for developing countries, including HIV, ageing, reversals of mortality decline and migration. The theme of migration and development is then explored in more detail, drawing on the contrasting theoretical and philosophical approaches covered in previous modules (class and gender analysis, power, globalisation) to focus on issues such as human trafficking, conflict and disaster related migration, development and environment related displacement and the study of asylum seekers and Diaspora communities | DEV-5011B | 20 |
| RESEARCH METHODS FOR SOCIAL ANTHROPOLOGY In RMSA we examine how social anthropological methods have developed and how they have changed in response to global factors. We specifically focus on contemporary anthropological methods and how they might be applied to better understand critical development issues such as poverty, inequality and social disintegration. A key aim is to question our most basic assumptions about what anthropologists do and how they do it. By the end of the course, you will have a basic awareness of key anthropological methods and practical experience in how to apply them. Topics we address include: Anthropologies and Anthropological Methods, Methodologies and Methods, Sampling and Selection, Fieldwork and Ethics, Collecting Data, Visual Anthropology, Genealogies and life histories, Ethnographic Film-making, Interpreting Speech/Findings. Situating your analysis within the literature and Ethnographic Writing. The module is taught primarily through practical and workshop exercises in small groups to develop practical skills in gathering and analysing data and preparing presentations. | DEV-5009B | 20 |
| SOCIAL ANTHROPOLOGY AND INTERNATIONAL DEVELOPMENT 2 This module teaches concepts, theories and methods that are fundamental to social anthropology and its relationship with development and change. The teaching methods include formal lectures, guided discussions of key readings, small-group seminars, and ethnographic films. The topics include: fieldwork and ethnography, kinship and marriage, personhood, identity and gender, cultural rights, economic anthropology ecological anthropology, and the anthropology of development. | DEV-5004A | 20 |
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
| Name | Code | Credits |
|---|---|---|
| YEAR ABROAD A compulsory year abroad for students taking one or more honours language(s). Satisfactory completion of the year abroad, as defined by the School Board, is necessary for registration in the following year. | LCSX5027Y | 120 |
Compulsory Study (40 credits)
Students must study the following modules for 40 credits:
| Name | Code | Credits |
|---|---|---|
| JAPANESE HONOURS LANGUAGE 3/1 - READINGS ON MODERN JAPAN In this module the students develop deep skills in the reading and understanding of the Japanese language. Students will read Japanese modern literature, newspapers, historical documents, and philosophy. While understanding and discussing such literature in Japanese, students will develop a deeper understanding of the language and learn how to use it for debate. They will become ready to use Japanese at academic level. | LCSJ6010A | 20 |
| JAPANESE HONOURS LANGUAGE 3/11 This module, which is compulsory for all final year Japanese Honours students, aims to enhance translation skills and will involve both Japanese to English and English into Japanese translation, including sight-translation based on a variety of text types. | LCSJ6011B | 20 |
Option A Study (40 credits)
Students will select 40 credits from the following modules:
| Name | Code | Credits |
|---|---|---|
| DISCOURSE AND SOCIETY (LEVEL 3) Language occurs in specific social situations, among specific social actors and for a variety of purposes. Meaning is, at least partially, socially constructed through the mediation of language and is constantly being (re) negotiated between language users. Discourse analysis is concerned with the ways in which language in use is tied to its socio-cultural context. This approach is thus at the heart of the analysis of human interaction in society. This module provides the students with the analytical tools that can be fruitfully applied to the study of a variety of texts and verbal exchanges (e.g. media, advertising, politics, education, business, literature) and for a variety of purposes (e.g. developing critical understanding, uncovering ideological bias, reproducing texts successfully in translation and achieving the desired impact through one's own writing). The role of non verbal expressive means (images, sound) is also taken into account. Presentations of the main concepts and examples are followed by practice sessions in which students have the opportunity to analyse a variety of texts both for class discussion and for their final project. Teaching is by a two hour lecture/seminar. Assessment commensurate with level. In addition to the timetabled seminar, a further contact hour will be arranged for level 3 students. | LCSL6014A | 20 |
| DISSERTATION IN LANGUAGE AND CULTURE (AUTUMN) This module gives students the opportunity to undertake research on a project of their own choosing under the supervision of a member of faculty. The goal is to produce an extended essay (written in English) of 5,000 - 6,000 words which relates in-depth research on a specialist topic relating to wider issues in language and communication studies. The dissertation topic must be agreed by the module organiser by the end of the previous semester. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student. This module will be useful preparation for those interested in pursuing post-graduate studies. | LCSC6002A | 20 |
| DISSERTATION IN LANGUAGE AND CULTURE (SPRING) This module gives students the opportunity to undertake research on a project of their own choosing under the supervision of a member of faculty. The goal is to produce an extended essay (written in English) of 5,000 - 6,000 words which relates in-depth research on a specialist topic relating to wider issues in language and communication studies. The dissertation topic must be agreed by the module organiser by the end of the previous semester. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student. This module will be useful preparation for those interested in pursuing post-graduate studies. | LCSC6003B | 20 |
| INTERCULTURAL BUSINESS COMMUNICATION (LEVEL 3) This module prepares students to become effective communicators in intercultural settings, especially focusing on multilingual business management, multinational companies and work within multicultural teams. The aim is that the student will develop intercultural competence, a crucial skill in our globalised world. In order to acquire this, different strategies should be fostered, such as seeking commonalities with others, overcoming stereotyping and prejudice, and developing flexibility and openness. Practical activities in small groups will be held in classroom sessions, with a special focus on intercultural communication problems in business. Theoretical approaches to intercultural communication will be provided in order to understand how to be successful in communication across cultures and to solve intercultural conflicts in Business contexts. Some of the benefits of being aware of intercultural communication are the ability to build intercultural understanding, the promotion of international business exchanges, and the facilitation of cross-cultural adaptation. Assessment will be commensurate with level. | LCSC6029A | 20 |
| INTERCULTURAL COMMUNICATION IN PRACTICE (LEVEL 3) This 20 credit level 3 module explores how students can become more effective communicators in international or multicultural settings by developing their intercultural competence. It introduces them to theoretical approaches to intercultural communication and provides them with opportunities to analyse and understand the basics of effective communication across cultures. Students will be also encouraged to make links between module content and their own experiences and responses by keeping an intercultural journal. Classroom sessions will include small group work, practical activities to explore how theories can be applied in real-life contexts, analysis of case studies, and public lectures. During the public lectures, invited practitioners will introduce students to how intercultural communication operates in specific organisations. Assessment which includes a critical report on an authentic intercultural interaction, a class presentation and an essay is commensurate with a 20 credit level 3 module. | LCSC6001B | 20 |
| INTRODUCTION TO CONFERENCE INTERPRETING This module is offered to final year undergraduates with no prior formal interpreting training. Its aim is to equip students with conference interpreting skills as well as to enhance linguistic and cultural knowledge in order to improve their ability to reflect on the process of interpreting in a multicultural world. The course is taught in a Sanako digital language laboratory and consists of 4 hours of contact time per week. The module covers on-sight, consecutive and simultaneous interpreting skills as well as the non-verbal elements of importance to communication such as pitch, intonation, body language etc. The content of the module is EU oriented and includes topics such as human rights, peace processes and racism and xenophobia. The skills based approach of this course provides effective academic learning and has high employability credentials as it develops transferable skills in demand in the professional world such as good concentration, active listening, flexibility, confidence and self-presentation. Although students will practice interpreting from Spanish or French into English and from English into Spanish or French, they will be assessed on interpreting into their mother tongue. | LCST6024A | 20 |
| INTRODUCTION TO PUBLIC SERVICE INTERPRETING This module is offered to final year undergraduates with no prior formal interpreting training. Its aim is to equip students with public service interpreting skills as well as to enhance linguistic and cultural knowledge in order to improve their ability to reflect on the process of interpreting as a multicultural world. For students also enrolled on the Autumn semester Introduction to Conference Interpreting module, it will provide the opportunity to hone their skills whilst introducing new topics in different settings, such as liaison interpreting during a police interview. This course in a Sanko digital language laboratory and consists of 4 hours of contact time per week. The module covers on-sight, consecutive and simultaneous interpreting skills as well as the non-verbal elements of importance to communication such as pitch, intonation, body language, etc. The content of the module focuses on medical and legal settings. The skills based approach of this course provides effective academic training and has high employability credentials as it develops transferable skills in demand in the professional world such as good concentration, active listening, flexibility, confidence and self-presentation. Students will be assessed on interpreting both into and out of their mother tongue. It is essential that students are at native speaker level in at least one of the following languages: English; Spanish or French. | LCST6028B | 20 |
| LANGUAGE AND GENDER (LEVEL 3) This module explores a variety of matters relating to language and its relationship to questions of gender and sexuality. Do men and women use language differently? Are the genders represented differentially in language and what might this show about socio-cultural ideologies and power structures? Is linguistic behaviour used to create and construct gender and sexual identities? Consideration will include such issues as stereotypical ideas of gendered language, sexist language, how same-sex conversations differ from mixed-sex conversations, how children are linguistically socialised into their gender categories, whether men are from Mars and women from Venus, and so on. Discussion and reading will be informed by a wide variety of ideas from fields such as anthropology, psychology, biology, sociology, and politics (especially feminism). Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. | LCSL6017B | 20 |
| LANGUAGE AND POLITICS (LEVEL 3) This module seeks to provide an understanding of, and an opportunity to investigate, a particular aspect of language - the use and control of language in relation to power, within formal political institutions, in the broader public sphere and indeed in the private sphere. The module looks at the linkage between language and nation, at propaganda and the (mis)representation of the world. It places particular emphasis on the acquisition of linguistic tools that will enhance your ability to analyse varieties of political discourse in action, including speeches and the numerous forms of media involvement in political processes. Presentations of the main concepts and examples are linked with practice sessions in which students have the opportunity to analyse a variety of texts. We will use frequent practical analysis exercises to test and challenge the theories of language use and the practices of politics focusing on both historical and contemporary situations and data. The module encourages students to develop, practice and test a range of skills, including: being able to consider, analyse and challenge critically the ideas and practices of themselves and others; taking part in teamwork; presenting ideas and analytical outcomes. By the end of the module, you should be able to understand and engage with politics (and language itself) in a new way. Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. | LCSL6015B | 20 |
| LANGUAGE AND SOCIETY (LEVEL 3) Different social groups and different speech situations give rise to a remarkable range of linguistic variety. In this module we will explore the kind of factors that govern such variety, the social meanings and ideologies with which it is associated, and some approaches to research. Issues covered include: language and social class, language and gender, language and education, code-switching, multilingualism and politeness. Examples given are drawn from socio-linguistic practices in Britain and a variety of other cultural contexts. You are introduced to the main concepts and studies and given opportunities for class discussion. You are expected to make your own contribution by researching a particular area of interest for a class presentation and the project. The module does not assume knowledge of a second language and is relevant to students majoring in political, socio-cultural and media studies as well as to language students. In addition to the two hour lecture/seminar a further hour will be timetabled and dedicated particularly to the exploration of language and identity, leading to the development of the project. | LCSL6013B | 20 |
| LANGUAGE CONTRASTS AND TRANSLATION (LEVEL 3) This module will provide a comprehensive overview of the key language contrasts relevant in the process of translation. It will focus on those aspects of various languages that are similar to English as well as those that are different in order to reveal the points of language-driven facilitation in translation as well as language-induced obstacles together with strategies how to surmount them. An introduction to the basic linguistic terminology relevant for applied translation will be the starting point. Diverse language typologies based on different linguistic level (morphology, syntax and semantics) will be presented and exemplified, using illustrative examples for the languages relevant to the students in the class. The topics covered would include the central grammatical categories (articles, modifiers, word-order, etc.) in the languages that the students are working on (eg, French, Spanish, Italian, German, Russian, Chinese and others, depending on the intake). Students will be encouraged to make their own inference and check-list of points where the languages they work on differ based on the different typologies. We shall establish the use of a typological classification as a predictive tool in approaches to translation in a variety of applied contexts. The students will be introduced to essential research techniques that are of consequence for translation choices (e.g. the use of corpora frequencies to detect the specifics of use for words, constructions and sentences in different languages). They will be taught to write argumentative essays and incited to develop their research skills and critical acumen. They will be encouraged to produce their own examples from original texts they choose to work on. The aim of this module is to equip students with the necessary knowledge of how different languages work in terms of their basic features at all levels of analysis (morphology, syntax, semantics and pragmatics) in order to enable more efficient and justified translation choices in different multilingual scenarios (commercial, legal, scientific, and others). Overall, this module is a study platform that would offer a solid theoretical background for select aspects of linguistic knowledge that is relevant to applied translation, including discussion of translation choices, errors in translation stemming from language contrasts or methodology in research and professional work. There will be opportunity for hands-on practical work in class, which would exemplify the application of theory to practice in a direct and straight-forward way. This module is also a springboard for potential MA cohort (MAATS and MAFLANT in particular). | LCST6030B | 20 |
| LANGUAGE IN ACTION (LEVEL 3) This module addresses some of the questions you may have wondered about if you are curious about the way language works in practice. It is concerned, for example, with the way in which simply speaking certain words ('I do') actually changes the state of social play. Questions addressed include: what are people doing when they engage in 'conversation'? Why is communication still problematic even when I am fluent in a foreign language? How does a word like 'this' refer to different things? How do we create implied meanings without actually saying what we mean? The main theoretical concepts are introduced and illustrated and ample opportunity is then given to the students to contribute and discuss their own examples to show how the concepts apply in different situations and in different cultural/linguistic environments. This module is relevant not only to language students but also to those students who are generally interested in communication. Assessment commensurate with level. In addition to the timetabled seminar, a further contact hour will be arranged for level 3 students. | LCSL6012A | 20 |
| SUBTITLING AND DUBBING (LEVEL 3) This module is an introduction to aspects of subtitling and dubbing in different media and multimedia contexts (television, radio, cinema, world wide web), and to issues associated with these activities in the age of globalisation. A range of materials and processes will be considered (e.g. film subtitling, subtitling for the deaf and hard-of-hearing, subtitling and dubbing in news reports or documentaries, subtitling and dubbing in the context of multimedia localisation) to investigate key features and concerns involved in transposing text across communication channels, media, forms and codes. Assessment commensurate with level. Taught with LCS-2T11. | LCST6020A | 20 |
| TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 3) This module provides first-hand experience of subtitling and dubbing. There will be an opportunity to become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level while undertaking practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and conforming to conventions of good practice. The different types of technological tools used for audiovisual translation at professional and amateur levels will be explored, analysed and assessed. Selected film/TV series/documentary extracts in several languages will be used. Practical activities will present participants with the challenges posed by the interplay of audio, image and text. | LCST6027B | 20 |
| THE CONSTRUCTION OF NEWS (LEVEL 3) The module seeks to provide an understanding of how the special cultural product we call 'news' is created. It examines the changing economic, political, legal and cultural contexts of newspaper production in a variety of media (print, web, broadcast). It presents and assesses different theories about how these contexts (or 'structures') impact on the day to day practice of journalism and the nature of the news message. An important part of the module involves tracing the reflections and refractions of these wider processes in actual news media discourse. We will use frequent practical analysis exercises to test and challenge the theories of new production and the practices of new production in today's fast-changing news environment. The module encourages students to develop, practice and test a range of skills, including: being able to consider, analyse and challenge critically the ideas and practices of themselves and others; taking part in teamwork; presenting ideas and analytical outcomes. By the end of the module, you should be able to 'read' news media in a very different way to before. Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. | LCSL6016B | 20 |
| THE ENGLISH LANGUAGE: AN INTERNATIONAL AND INTERDISCIPLINARY APPROACH The primary goal of this module is to provide a novel on-site experience in England at UEA for University of California undergraduates who major or minor in English, in linguistics, in various foreign languages, and in other related disciplines. The module gives a broadly based and modern perspective on the English language suitable for a wide range of students. No background is required in either English or linguistics, but the module will be taught in such a way as to be appealing to specialists and non-specialists alike. It will include some traditional elements that exemplify the history of English and its consequences for the modern English word stock, for sound-spelling inconsistencies, and so on, exploiting the proximity to local sites of interest for Anglo-Saxon, Early Norman and Shakespeare's England. In particular, it will have a strong international focus, examining English as a global language, the learning of English as a second language, and English as a language type compared with other languages. The practical consequences of global English, for translation, for the internet, and for learning will be explored. A further modern aspect of this module is its interdisciplinarity. It combines insights and methods from historical linguistics, language typology, grammatical analysis, language use and processing, and language learning, all of which will be presented in an accessible way appropriate for a broad audience. The module will include applications of English and of comparative linguistics, especially to problems of language learning and translation, and to English language issues that arise in forensic linguistics, ie, in language and the law. | LCSE6031A | 20 |
| TRANSLATION AND ADAPTATION (LEVEL 3) This module will consider translation and adaptation (understood as the transferral of a cultural product from one medium to another) in a range of media (for example, film, television, theatre, literature, and computer games) and the issues associated with these processes in these media. The module is taught in English and inter and intra-lingual work will be examined. This module is open to students who do not have a foreign language. An additional workshop hour is scheduled at this level. Assessment commensurate with level. Taught with LCS-2T20. | LCST6021B | 20 |
| TRANSLATION ISSUES ACROSS MEDIA (LEVEL 3) This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. It considers a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres, literary and non-literary. Taught in English. Receptive knowledge of one other main European language required. Taught with LCS-2T25. Assessment commensurate with level. | LCST6032A | 20 |
| TRANSLATION STUDIES IN JAPAN Translation is an integral part of Japanese culture. However, related research in Japan is in an early stage and has largely remained uninfluenced by theoretical and conceptual developments in Europe. Translation practices and norms in Japan developed on the background of the country's peculiar history of self-isolation and abrupt opening. This module offers views on the history of Japanese translation, and on current Translation Studies in Japan. One goal is to learn about the differences in thinking concerning methods and practices in translation studies in the west and translation studies in Japan. The module will also involve exercises in practical translation by the students. The module is conducted in Japanese. | LCSJ6009B | 20 |
| TRANSLATION THEORY AND PRACTICE The primary aim of this module is to develop the skills and critical thinking required for the production, by the individual student, of an extended annotated translation and commentary. The commentary consists of a theoretical discussion of the translation process and product, together with specific annotations illustrating the translation strategy adopted. This module is open to second-year LCS students with (near) native competence in French or Spanish and/or visiting/exchange students. Assessment commensurate with credit value. | LCST6018A | 20 |
| TRANSLATION WORK EXPERIENCE (LEVEL 3) The module builds on partnership with public services locally and abroad to give home and visiting/exchange students the opportunity to work jointly on professional translation briefs (e.g. translation from, and into English, of information for local museums or museums in France or Spain). Work involves translating to specifications, background research and product delivery/presentation. Assessment is by a variety of means including diary notes and critical report. Module open subject to availability of briefs - a back-up module choice is essential. One hour per week timetabled. Other commitments including Level 3 tutorials to be arranged. Taught with LCS-2T13. | LCST6019A | 20 |
Option B Study (40 credits)
Students will select 40 credits from the following modules:
| Name | Code | Credits |
|---|---|---|
| CONTEMPORARY ISSUES IN RESOURCE DEVELOPMENT and CONSERVATION RDC aims to use recent research and practical experience in the multi- and inter-disciplinary analysis of critical challenges in resource development and conservation in the developing world. Specifically, themes such as the relation between science and policy, and the implications of increased participation and local control are examined through discussions of theory and the use of case studies, in order to develop an understanding of their natural and social science, and policy dimensions. Each year these themes will be explored within two selected contexts such as - African pastoralism, water resources and irrigated agriculture, forestry, biodiversity, fisheries and aquatic resources, environment and conservation, etc. | DEV-6005B | 20 |
| DEVELOPMENT IN PRACTICE This module aims to provide practical training and learning opportunities to support students to develop capabilities and skills to be effective development practitioners in the field and workplace, whether in the UK or abroad. Students will draw on and apply conceptual and subject-related knowledge gained through their degree to specific development challenges, thereby enhancing understanding of the relationship between theory and practice in international development and in particular in project planning and evaluation. The course will be delivered through lectures, discussions and skills based workshops. Students will be required to work individually and in teams towards course objectives and assessments. | DEV-6009B | 20 |
| EDUCATION AND INTERNATIONAL DEVELOPMENT This module provides students with an understanding of key theories and current debates linking education to development and relating these to international and national education strategies, policies and educational practices. The module will have an introductory session followed by four blocks. The first block introduces students to three key theories and how they are played out in the context of education - human capital, rights and capabilities/social justice. This is followed by three lectures examining how these are articulated in and through different forms of education - formal/schooling, non-formal/adult education and informal/learning in family or community environments and through labour. The third block will explore issues of difference and inclusion in relation to current and interrelated educational priorities such as economic poverty and child labour; gender inequalities and gender violence; and minoritised groups (on the basis of ethnicity, class, language etc.). The fourth block investigates theories of learning and their provenance and both classroom practices and pedagogies and elarning in 'informal' out of school contexts. | DEV-5003A | 20 |
| GENDER AND DEVELOPMENT This module builds on the introduction to gender issues in the DEV 1 Introduction to Development Studies, and sits alongside the SAND 2 anthropology modulewhere disciplinary approaches to gender are covered. This however is an interdisciplinary module which is open to students following any principles combination. The course will begin by exploring the various approaches to theorising gender and development, then introduces and explains a range of key concepts as the foundations of gender analyses. The second part of the course applies these concepts in examining a selection of important relevant debates: land and property rights, work and employment policies, education and health policies, voice and empowerment, violence, religion and the gendered nature of social and cultural institutions. | DEV-5001A | 20 |
| GLOBALISATION AND ECONOMIC DEVELOPMENT The causes and consequences of globalisation are controversial and the module will present alternative theoretical perspectives that lie behind these debates. It extends the analysis of trade and international finance in Macroeconomics of Development (DEV-2D52). Specific areas that are examined include global production and transnational corporations, global trade and liberalisation, global finance and debt crises, global labour issues and migration, as well as several cross-cutting issues such as the impacts of globalisation on the environment and on poverty and inequality. | DEV-6006B | 20 |
| PUBLIC POLICY AND WELFARE This module explores relations between public policies (defined broadly) and processes of social and political change. The course has both theoretical and more practical components. Reflecting on the politics of public policy and the unevenness of the state in the developing world the course provides a framework for thinking about social change and public welfare. As well as the role of state institutions, there is also a discussion of the role played by NGOs and other civil society actors in sub-Saharan Africa, South Asia and Latin America. Issues covered include HIVAids and public policy in Africa, and state poverty reduction programmes in South Asia. | DEV-6008B | 20 |
| WARS, HUMANITARIAN CRISES AND AID This module will provide an overview of complex emergencies across the globe (conflicts, natural disasters), their causes, their impacts on human security and the multiple challenges they pose to the aid community. It will combine approaches 'from below' (drivers of political violence and state failures) with global perspectives on security, the politicisation of aid and the ethical debates surrounding humanitarian intervention. | DEV-6003A | 20 |
Disclaimer
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
Year Abroad
You spend a year abroad in your third year on all our four-year language degrees or alternatively a semester abroad in the second year on our three-year fast-track degrees. The year/semester abroad is a fantastic chance for a student to explore one or more countries where your Honours language(s) are spoken and the opportunities they offer, while at the same time having the support of the School’s staff.
You either take up a teaching assistantship, a work placement, voluntary work or attend a foreign university, usually on an Erasmus/Socrates exchange in France or Spain. Students on the Erasmus scheme receive a small grant from the EU which funds the scheme, and students teaching or working also receive the Erasmus grant in addition to their salary. Students going to Japan will attend university.
If you are taking two languages from A level, you will normally split the year between two countries where those languages are spoken.
The main option available to you is attending a university, normally as part of an exchange programme, one semester in each country. Students of French can, for instance, attend the prestigious Ecole de Traduction et d'Interprétation in Geneva. We have Erasmus exchange schemes and well-established links with a range of universities in France and Spain: (France) Clermont Ferrand, Corsica, Montpellier III, Nancy II, Nice, Paris, and Tours; (Spain) Alicante, Alcalá de Henares, Castilla La Mancha, Madrid (Antonio de Nebrija, Autónoma and Complutense), Granada, Salamanca, Toledo and Zaragoza, as well as the Universidad de Guadalajara and the Universidad de las Américas in Mexico. We are currently establishing our year abroad university partners for the first cohort of students who will go to Japan in 2013-14.
If you are taking two languages from A level it is also possible to take up a work placement in France or Spain in combination with a university place if a short enough work placement can be found. The final option of working as a language assistant is not open to you because you will need to split your year abroad and contracts for assistants are for more than six months.
If you are taking one of French, Spanish or Japanese from below A level, you will normally spend your year in a country where the weaker language is spoken and the summer in a country where your stronger language is spoken. If you are taking French, Spanish or Japanese from below A level in combination with another Honours language, you will spend the year abroad in the country of the weaker language and, for France and Spain, follow courses in the stronger language. It is recommended that such students spend the summer before the final year in the country of their stronger language.
If you are a highly proficient native or near-native speaker of French or Spanish, then you are normally exempted from the compulsory year abroad for that language and spend your first year studying a completely different language from our wide range of subsidiary languages. In your following two years your compulsory language strand consists of final year level modules in your native language. If you are studying two languages to Honours level and one of these is your native language, then you will spend a year abroad in a country where your non-native language is spoken.
Entry Requirements
- Qualification:
- BA (Hons)
- A Level:
- ABB
- International Baccalaureate:
- 32
- Scottish Advanced Highers:
- ABB
- Irish Leaving Certificate:
- AABBBB
- Access Course:
- Please contact the University for further information.
- HND:
- Please contact the University for further information.
- European Baccalaureate:
- 75%
Entry Requirement
2014
Typical A-level offer: ABB
Typical International Baccalaureate offer: 32
All equivalent qualifications considered, please contact the university for further information
Students should also have 5 GCSEs including English (grade C) and Mathematics (grade C), and at least GCSE standard in a Modern Language.
Students for whom English is a Foreign language
We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading). Recognised English Language qualifications include:
- IELTS: 6.5 overall (minimum 6.0 in all components)
- TOEFL: Internet-based score of 88 overall (minimum 18 in the Listening and Writing components; 19 in the Reading component; and 21 in the Speaking component)
- PTE: 62 overall with minimum 55 in all components
If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the high level of academic and English skills necessary for successful undergraduate study.
Interviews
The School does not currently interview all applicants for undergraduate entry as standard, however we do offer the opportunity to meet with an academic individually on a Visit Day in order to gain a deeper insight into the course(s) you have applied for. Some candidates with non-standard qualifications, or who have been out of full-time education for some time, may be invited to attend for interview.
Gap Year
We welcome applications from students who have already taken or intend to take a gap year.
Deferred Entry
We also welcome applications for deferred entry, believing that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and may wish to contact the appropriate Admissions Office directly to discuss this further.
Special Entry Requirements
It is generally expected that you should have at least a Grade B at A Level, or its equivalent, in the language or languages that you intend to take at honours level.
In the case of Spanish or Japanese studied from Beginners' or Spanish, French or Japanese from post-GCSE level, we require evidence of foreign language learning ability, such as a good grade in a foreign language at GCSE.
Intakes
The School's annual intake is in September of each year.
Alternative Qualifications
If you have alternative qualifications that have not been mentioned above then please contact the University directly for further information.
GCSE Offer
Students are required to have Mathematics and English at Grade C or above at GCSE level.
Fees and Funding
Undergraduate University Fees
We are committed to ensuring that Tuition Fees do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. Full time UK/EU students starting an undergraduate degree course in 2013 will be charged a tuition fee of £9,000. The level of fee may be subject to yearly increases.
Year Abroad Fees
For Home/EU students opting for a Year Abroad the tuition fee is currently £1,350. The Year Abroad tuition fee will be subject to an annual increase. International Students are required to pay 25% of their annual tuition fee to UEA during their year Abroad and will be calculated based on the current tuition fee for that year.
Scholarships and Bursaries
Home/EU - The University of East Anglia offers a range of Bursaries and Scholarships. To check if you are eligible please visit out University Financial Support pages.
International Students
Full time International students starting an undergraduate degree course in 2013 will be charged a tuition fee of £12,300. The level of fee may be subject to yearly increases.
The University offers around £1 million of Scholarships each year to support International students in their studies. Scholarships are normally awarded to students on the basis of academic merit and are usually for the duration of the period of study. Our University International pages give you more details about preparation for studying with us, including Fees and Funding.
Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.
UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.
The UCAS code name and number for the University of East Anglia is EANGL E14.
Further Information
If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:
Undergraduate Admissions Office (Language and Communication Studies)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk
Please click here to register your details online via our Online Enquiry Form.
International candidates are also actively encouraged to access the University's International section of our website.