Chinese and English Language BA (Hons)

This module is designed for students with little or no previous knowledge of Chinese languages to obtain comprehensive foundation in Mandarin language, including speaking, listening, reading, and writing as well as computer character input. A more advanced set will be formed for any students entering with A level or equivalent. Students will learn to master pronunciation and tones. Characters are learned throughout the course. Knowledge is consolidated and placed within context through reading, listening and speaking. Essential grammar will be introduced in correspondence with the learning stages and themes.  At the end of the module students will be able to understand daily conversation and make appropriate responses according to the situation. Students will be able to read stories, newspapers, and other related materials; to be able to write creatively using characters learned. At the successful completion of this module, students will progress to CH5111 Mandarin Chinese Intermediate. 

• To develop essential skills in speaking, listening, reading and writing in a range of everyday situations;
• To develop knowledge and understanding of Chinese grammar, which is fundamental to the understanding and application of the language;
• To be able to assess a given situation, making relevant expression;
• To be able to understand conversation and make appropriate responses;
• To be able to read appropriate materials and be able to write by using vocabulary learned;
• To be able to input characters using computer and multi-media equipment for searching and typing in Chinese

This module is designed for level 4 students who have completed Chinese A level or equivalent HSK test level. It runs parallel to CH4000 which is targeted at absolute beginners, thus separating those students with significant prior learning. The module aims to significantly expand vocabulary and oral and written fluency, and extend student capacity in all four language areas (speaking, listening, writing and reading) of contemporary Chinese. In addition, students will also gain the skills of typing Chinese on computer.  It broadens Chinese language and cultural knowledge and is intended to nurture an interest in Chinese culture and society through work with target language materials.

• To further develop linguistic proficiency, both written and oral, in order to function in a wider range of everyday situations in a Chinese-speaking country;
• To further develop knowledge, understanding and application of grammatical structures, sentence patterns and syntax;
• To develop independent language learning skills to improve performance;
• To continue to offer, in the context of language learning, more insights into everyday life and culture in China.
• To develop ICT skills in Chinese

Following a chronological approach, this module is designed to give students a general introduction to the overall understanding of Chinese area studies, including society, politics, economics, business and culture. Key topics to be explored consist of philosophy and religion, ethnicity and migration, family and education, national identity, political economy, and cultural modernity. By the end of the course students will have acquired an overall knowledge of Chinese history, philosophy, culture, politics, and society, which will provide students with a solid foundation in Chinese area studies.

• Acquire an understanding of key events from the pre-historical era to new millennium China;
• Develop a knowledge of the key geographical features, languages, philosophy, ethnic groups, political economy and culture of China;
• Understand the formation of Modern Chinese culture through the major political, economic and social events of the twentieth century;
• Appreciate the dynamics and dilemmas that contemporary China faces in politics, economics and society and how these affect Chinese culture;

Preparation for the year abroad placement will take place in Chester in the second part of level 5. Subsequently, students will undertake a study placement at one of our partner universities in China, or undertake a suitable work placement in China, subject to approval by the Programme Leader. If the planned mobility is not possible or is interrupted, students will engage with the virtual year abroad devised by the University Council for Modern Languages.

The study or work programme the student undertakes in a Chinese institution must be agreed with the Modern Languages Department. Students are required to produce two research projects to topics of their own choice, subject to approval, on which they can readily find information whist studying or working abroad. The projects must contain evidence of research, a recorded interview conducted by the student and written or recorded documents. The subjects of the two projects should relate to social, historical, cultural, sustainability or economic issues in China, and should be discussed in an analytical essay based on the student’s research and experience. Student at partner universities will obtain academic credits for modules successfully completed which those on a work placement will be normally be assessed in part by means of an employer evaluation. Credits from partner universities or employer evaluations will be replaced by a 30-minute oral presentation if necessary.  All students will also submit a reflective evaluation of their social, cultural and academic experience in China, in the form of an online learning blog.

1. To provide an opportunity for students to practise the language skills and apply the knowledge already acquired, in authentic situations.
2. To present students with an opportunity to immerse themselves in another culture thus increasing cultural awareness and global understanding;
3. To develop language skills to a high degree of proficiency.
4. To engage with the experience of study at a partner university or in a work placement/virtual placement and gain extensive first-hand knowledge and understanding of the society from the perspective of the resident.
5. To offer students personal enrichment and to enhance their employability, and academic development.

This module builds on competences and knowledge acquired at Level 4 to enable students to continue developing their linguistic proficiency in terms of comprehension, accuracy and fluency, whilst increasing their knowledge of Chinese cultures and contemporary issues. Learning and teaching activities will focus on understanding of more complex grammar and sentence patterns, communicating on a wide range of current topics with an improved oral fluency and accuracy as well as reading and writing. Students will be trained to seek general and detailed information from audio materials of clear and standard pronunciation and summarise key information; they will also be trained to translate and produce longer paragraphs in characters on familiar topics and of personal interests.  Language work will be based on textbooks, which will be supplemented with a wider range of sources, including authentic texts and multimedia resources. 

• To further develop linguistic proficiency, both written and oral, in order to function in a wider range of everyday situations in a Chinese-speaking country;
• To further develop knowledge, understanding and application of grammatical structures, sentence patterns and syntax;
• To develop independent language learning skills to improve performance;
• To continue to offer, in the context of language learning, more insights into everyday life and culture in China.
• To develop ICT skills in Chinese

At the end of CH5100, students will learn an additional 500 Chinese words, phrases and relevant grammar points. Students will reach equivalent HSK (Chinese proficiency test) Level 4 and above (subject to the student’s previous level of Chinese): “can converse in Chinese on a wide range of topics and are able to communicate fluently with native Chinese speakers.”

This module develops students’ critical analytical skills with a particular focus on Chinese culture and society. A broad range of topics will be selected for this module to present and explore unique situations and issues existing in the Chinese context to facilitate a deep understanding of contemporary Chinese cultural, social, political and economic topics.

1. To acquire theoretical knowledge and analytical skills in the field of Chinese culture and society;
2. To gain in-depth knowledge and understanding of Chinese culture and society in five principal areas: literature, aesthetics, sexuality, politics, arts and economy;
3. To prepare students to carry out research during their year abroad, gathering material for final year dissertation writing.

This module builds on competences and knowledge acquired at Level 4 to enable students to further develop their linguistic proficiency in terms of comprehension, accuracy and fluency, whilst increasing their knowledge of Chinese cultures and contemporary issues. Learning and teaching activities will focus on understanding of more complex grammar and sentence patterns, communicating on a wide range of current topics with an improved oral fluency and accuracy as well as reading and writing. A more advanced set will be formed for any students entering with A level or equivalent at Level 4. Students will be trained to seek general and detailed information from audio materials of clear and standard pronunciation and summarise key information; they will also be trained to translate and produce longer paragraphs in characters on familiar topics and of personal interests.  Language work will be based on textbooks, which will be supplemented with a wider range of sources, including authentic texts and multimedia resources.  

• To further develop linguistic proficiency, both written and oral, to cope in a wider range of everyday situations in a Chinese-speaking country;
• To further develop knowledge, understanding and application of grammatical structures, sentence patterns and syntax;
• To develop independent language learning skills to improve performance;
• To continue to offer, in the context of language learning, more insights into everyday life and culture in China.

The short-term placement will include preparation for the module in Chester and subsequently study at a partner university with which we have a bilateral agreement or an approved work placement. If the planned mobility is not possible or is interrupted, students will engage with a virtual version of the module which will include intensive language tuition. Students are required to produce a report related to a topic of their own choice, subject to approval, on which they can readily find information during their short-term study or work placement. The work placement will take place in a working environment in the UK that Chinese language is used, for example: University of Chester China Centre. The report analyses and synthesises written documents, and may contain a recorded interview in Chinese conducted by the student and draw on other recorded documents. The subject of the report should relate to a social, historical, cultural, sustainability or economic issue of China which is of interest locally or nationally. All students will also submit a reflective evaluation of their placement experience, in the form of an online learning blog.

1. To practise the language skills and apply the knowledge already acquired
2. To enhance cultural and intercultural awareness and further develop language skills.
3. To engage with the experience of study or work at a partner institution.
4. To further develop independent learning techniques.
5. To get a realistic and practical ‘taste’ of the language and culture students are studying to build up experience for the subsequent year-long study placement.

This Level 5 optional experiential module will give students an opportunity to revisit module content explored in the first two years of their degree programme and experiment with creating new texts fashioned for broader audiences within and beyond the academic environment. Students will be encouraged to choose subject matter from any of their modules so far and consider how they might craft new texts tailored to specific audiences using a range of appropriate formats.

Students will gauge the viability of source materials, collate the necessary information and synthesise it for a specific purpose. Target audiences could include the academic community within the university and also the wider public arena so that students can present themselves as experts and educators on subject matter of their choosing. The emphasis would be on considering how text consumers can engage actively with the subject matter and therefore much of the focus will be on web-based digital formats such as blogs, podcasts, and video presentations - platforms which facilitate written dialogue (e.g. in comment boxes), between text producer and consumer. Other formats might include task-orientated information sheets aimed at younger students studying on similar programmes and may be used e.g. on outreach activities.

Students will develop their skills in clarity and creativity of exposition, cohesion and adopting the appropriate written and /or spoken voices for the audience. They will also be tutored in basic design and technological skills such as page layout for information sheets and presentation software (e.g. PowerPoint) including the recording of audio and conversion to video files for uploading onto streaming websites.

1. To encourage students to revisit programme content and select subject matter with a view to crafting it for a wider audience.
2. To develop students’ skills in synthesising academic subject material in order to recast it for a specified audience.
3. To enable students to craft coherent and cohesive texts in conjunction with developing their own voice(s) in order to maximise audience engagement.
4. To train students to use basic design techniques and choose the appropriate formats for the delivery of subject matter.

Preparation for the year abroad placement will take place in Chester in the core module of level 5. Subsequently, students will undertake two placements in two countries with a combination of one of the following options: study at one of our partner universities, including Chinese partner universities; work as a language assistant in a French, German or Spanish-speaking country; or an approved work placement. If the planned mobility is not possible, or is interrupted, students will engage with the virtual year abroad devised by the University Council for Modern Languages. Students are required to produce two projects, each including work related to a topic of their own choice, subject to approval, on which they can readily find information whilst studying or working abroad. Each project must contain evidence of research, a recorded interview conducted by the student, and written or recorded documents. The subject of each project should relate to social, historical, cultural, sustainability, diversity, or economic issues in the target language country, and should be discussed in an analytical essay based on the student’s research and experience. Students at partner universities will obtain academic credits for modules successfully completed, while those working as language assistants or on a work placement will be assessed in part by means of an employer evaluation. Credits from partner universities or employer evaluations will be replaced by a 30-minute oral presentation if necessary.  All students will also submit a reflective evaluation of their own social-cultural and academic experience in the country, in the form of a Personal Development Portfolio.

1. To practise the language skills and apply the knowledge already acquired in authentic situations.
2. To examine and evaluate chosen aspects of the society of the country in which the placement takes place.
3. To enhance cultural and intercultural awareness and develop language skills to a high degree of proficiency.
4. To engage with the experience of study at a partner university or in a work placement/virtual placement and gain extensive first-hand knowledge and understanding of the society from the perspective of the resident.
5. To further develop independent learning and digital capabilities.
6. To foster critical evaluation.

Preparation for the year abroad placement will take place in Chester in the core module of level 5 (CH5100, CH5111, FR5000, FR5001, GR5000, PT5201, SP5000 or SP5001). Subsequently, students will agree a programme of learning which may include a number of the following: attendance at a high-level evening class through the Languages for All programme, participation in an online or in person intensive summer school, a virtual internship, volunteering in the UK in a target language focussed environment. Each student will have a virtual year abroad tutor who will provide tutorial guidance throughout the year.

A portfolio of transfer credits, employer evaluations or an oral presentation will assess each student’s agreed programme of learning. All students will also devise their own SMART targets covering a range of aspects of their self-directed learning during the academic year and will submit a reflective evaluation of their own social-cultural and academic experience, in the form of a Personal Development Portfolio.

The Virtual Year Abroad module is designed to be flexible so that students who are able to undertake a one semester placement abroad may do so, adjusting their SMART targets as appropriate in the course of the year.

In the first semester, students are required to produce a research project including work related to a topic of their own choice, subject to approval, on which they can readily find information. The subject of each project should relate to social, historical, cultural, sustainability or economic issues in the target language country, and should be discussed in an analytical essay based on the student’s research and experience. In the second semester, guided by their virtual year abroad tutor, each student will produce a report engaging with a professional context related to their future aspirations. Sources may include interviews, websites, articles
etc. and the report should demonstrate awareness of current developments in the chosen profession and the skills required for success.

1. To practise the language skills and apply the knowledge already acquired in authentic situations.
2. To examine and evaluate chosen aspects of the society of the target language country or countries.
3. To enhance cultural and intercultural awareness and develop language skills to a high degree of proficiency.
4. To engage with the experience of study at a partner university or in a work placement/virtual placement and gain extensive first-hand knowledge and understanding of the society from the perspective of the resident.
5. To develop understanding of professional situations involving target language
6. To further develop independent learning and digital capabilities.
7. To foster critical evaluation.

• The multiple facets of global citizenship
• Ethical engagement and practice
• The United Nations Sustainable Development Goals
• Cross-cultural issues and sensitivity
• Intercultural communication
• Culture shock
• Cultural adjustment
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
• Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
• Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
• Devising strategies to improve one’s own prospects of working abroad in the future.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

1. Examine and evaluate a chosen aspect of the society of a target country
2. Enhance cultural and intercultural awareness and further develop related skills.
3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
4. Take responsibility for their own learning and acquisition of identified employability skills,
5. Articulate, orally and in writing, their findings and their employability skills.

This module is designed for Level 5 Modern Language or English Language students intending to spend a year abroad and/or considering teaching English as Foreign Language. It is also suitable for students of all disciplines interested in a career in TEFL. Students will develop their knowledge of English grammar and structure and acquire a basic understanding of the communicative approach to teaching English as a Foreign Language.  Students will also be introduced to a range of methods of teaching, learning and assessment. This knowledge will be applied practically in the planning of motivating learning activities and lesson structures, utilising the loop input approach. Students will also be acquainted with a variety of language learning resources. To complement their theoretical knowledge students will also be provided with practical teaching experience, ideally with authentic foreign learners of English, where they will have to opportunity to experiment with various learning and assessment techniques. Some teaching practice will also be in the form of micro-teaching sessions with peers on the module.

1. To develop students' awareness of English language grammar and structure.
2. To raise students’ awareness of phonology and the appropriate methods and materials to teach English pronunciation successfully.
3. To introduce students to some basic contemporary pedagogical theory related to the teaching of English as a Foreign Language.
4. To introduce students to a range of teaching and learning materials
5. To provide students with practical skills for the English language classroom.
6. To establish sound approaches to critical reflection with regard to observation, practice and professional development.
7. To enable students to enhance their transferable and interpersonal skills such as self-presentation, time management, communication and problem solving.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

This module builds on the knowledge and competences acquired in the course of study placement abroad or equivalent to enable students to continue to develop language skills and cultural competence to a higher level. Building on the specifications of modules CH4000 Mandarin Chinese Beginners and CH5111 Mandarin Chinese Intermediate, this module adds depth and complexity to the language assimilated and offers more insights into China’s culture and society as well as everyday life in China today. It employs real-life, practical situations to immerse students in an authentic Chinese language environment. Vocabulary and grammatical structures are reviewed and explored further, and students’ listening, reading, speaking and writing skills are expanded across a greater range of subject matter. The aim is to equip students with linguistic abilities and cultural knowledge necessary to be able to communicate more confidently and easily with Chinese native speakers in real life situations. 

1. To further extend linguistic proficiency, both written and oral, in order to present ideas and arguments in real life situations.
2. To further develop lexis and structures and improve their accuracy in using more complex vocabulary and grammatical structures.
3. To refine and extend productive and receptive skills in Chinese in contexts requiring discussion, persuasion, argument and summary.
4. To increase students’ self-confidence and self-awareness when using Chinese in more complex language tasks.
5. To develop a deeper knowledge and better understanding of Chinese history, geography and culture.
6. To further develop transferable skills including time management skills.

The module will centre on the study and practice of translation from Chinese into English for intercultural communication purpose. Building on the linguistic skills and basic knowledge about translation acquired over three years of study, this module provides an opportunity for students to have a better understanding of Chinese translation and improve on translation techniques and strategies for dealing with mismatches between source and target language and cultures. Texts will be based on authentic materials from Chinese-speaking countries. The materials examined will provide further consolidation of Chinese linguistic elements; they also offer more insights into British and Chinese culture and social practice. The topics covered will include economics, finance, health care, and international business. Students will also study the theories and principles of translation in order to develop techniques suitable to the material they will translate.

1. To further develop translation skills and basic strategies from Chinese into English.
2. To develop sensitivity to language structure, language function and the intricacies of intercultural communication.
3. To further improve overall comprehension and understanding of the functions of language and extend knowledge of vocabulary.
4. To further develop transferable skills with particular reference to problem-solving and expression in written English.

This module builds on competences and knowledge acquired in level 5 modules and potentially through time spent in a target-language-speaking country via residence abroad modules or through study of target-language at partner universities. Additionally, students who have taken CH5111, FR/SP5001 but who are unable to take the year abroad should take this module rather than CH6301, FR/SP6302 with the condition that the essay component is completed in target language. The first part of the module engages students in the study of a selection of key social, cultural, political or linguistic issues relating to target-language-speaking countries while at the same time providing the contexts for further study of and practice in the language. This will enable students to extend their linguistic proficiency and to develop knowledge and competences in language-based area studies. Written and recorded materials used to examine these areas will serve as a basis for the further development of linguistic skills. Students will further develop their oral and written communication, concentrating on oral fluency and on written accuracy and style, and will further extend their knowledge of vocabulary. They will also increase their awareness of formal register through analysis of source materials. In the second part of the module each student will identify an aspect of one of the issues studied in the first part of the module that s/he wishes to explore in further depth though a research-based essay drawing on available materials in both target language and English.

1. To further extend linguistic proficiency, both written and oral at a level corresponding to B1 B2 on the CEFR, particularly in relation to the specific topic areas; for Chinese at a level corresponding Level 3  Level 4 on the HSK Test (Chinese Proficiency Test);
2. To further develop independent language-learning skills to improve performance.
3. To further raise cultural and intercultural awareness, in the context of students’ language learning, of relevant aspects of life in contemporary target-language-speaking countries.
4. To further develop knowledge, understanding and application of elements of target-language grammar.
5. To further develop key skills such as digital competences.

The module will start with an overview of the target language’s business world and will then focus on the analysis and development of the specialised language and register used in a variety of business contexts relating, for instance, to marketing and advertising and relevant skills for the workplace. Comprehensive use will be made of authentic and simulated business documents which will be examined and critically analysed in the professional document, for example, as a report. All the materials will be made available on the VLE. Content may vary in different target languages. Guest speakers from the world of work will be invited to contribute to group sessions, these will be delivered in English.

1. To develop linguistic awareness of the specialised language and register as well as employability and transferable skills appropriate to a variety of business contexts.
2. To develop the ability to discuss, critically analyse and present business concepts and to engage in business simulations in target language.
3. To further develop formal business correspondence and writing skills in target language.
4. To introduce liaison interpreting in business contexts.

This module will offer students the opportunity to examine thematically some of the challenges of representing identity and giving voice to diversity in contemporary global societies. Students will be exposed to a range of literary, visual, audio and cinematic texts (all available in translation) from across the language cultures. These texts will be structured around four dominant themes drawn from, among others: decolonising the intellectual; oral traditions in the 21^st century; visual representations of difference; young voices in protest; identity politics in action. Students will, thereby, analyse and compare cultural representations of contemporary identities. 

1. To examine, through a range of diverse texts, cultural representations of identity
2. To analyse a number of significant written, visual, audio or cinematic texts and to interpret and comment on their style, content and context.
3. To further develop transferable skills such as critical analysis and oral presentation.
4. To enhance research and written skills. 

Students have a wide-ranging choice of research area. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of target language studies which the student wishes to examine in some depth. In all cases the subject needs to be approved by the tutor.

1. To provide the opportunity to conduct research and to engage in the in-depth study of a relevant topic.
2. To develop advanced knowledge of the subject of study and the ability to critically reflect on current theory and opinion.
3. To further develop writing skills and produce a dissertation which is accurate, coherent and structured, and of a suitable academic standard.
4. To further develop oral discussion and argument in target language and to present a coherent account of research including analysis of salient points and reflection on the process.
5. To extend independent learning techniques.

The module will have theoretical and practical inputs. Prior to their placements, students will be equipped to plan and deliver a language-learning unit; undertake reflective writing and underpin their practice with theoretical principles of foreign language teaching and learning.  School placements will include orientation, observation and delivery of practical learning and teaching activities.

• to attract students who are considering a career in teaching. 
• to provide students with theoretical support and an opportunity to engage practically in a classroom setting
• to provide students with required experience prior to undertaking training to teach.

This module applies and builds on some of the descriptive tools studied in EN4305 Foundations of English, with a focus on analysing written and spoken English discourse. A variety of text types representing a range of purposes, audiences and genres will be studied. These may include ‘literary’ discourse (e.g. poetry, plays, literary prose) as well as news texts, adverts, speeches, letters, electronic media and informative (academic) discourse. Students will be taught key concepts within the area of Discourse / Text Analysis and Stylistics, including concepts such as discourse, genre, register, implied audience, cohesion and foregrounding. Students will also be introduced to some of the central principles of Conversation Analysis, including basic concepts from Pragmatics (such as presupposition, inference, speech acts, theories of politeness) to help interpret data. The module encourages students to develop their understanding of the relationship between linguistic form and textual function, as well as gain further experience in analysing real data, including contemporary examples of discourse.

1. To enable students to identify and analyse variations in spoken and written English discourse and identify linguistic bases for textual ambiguity.
2. To encourage awareness of the relationships between language form and function in a range of texts.
3. To consolidate an understanding of the application of key linguistic frameworks (phonology, syntax, semantics
   etc.) being learnt in concurrent modules.
4. To provide formative opportunities for students to collect their own written or spoken data for subsequent analysis.

This module considers both the structural and historical foundations of English with the aim of providing students with the key tools for analysing English as well as the knowledge of how English has developed over time to become a language with worldwide significance.

This module introduces students to some of the core descriptive frameworks in linguistic study – the sound system (phonetics/phonology), word structure (morphology), and sentence structure (syntax). Students will learn to transcribe natural speech using the International Phonetic Alphabet; to divide words into morphemes (bound and free; derivational and inflectional); and to break down sentences into their constituent parts (clauses, phrases, words).

In the teaching of the core descriptive frameworks, the main focus of the module will be Present-Day Standard English but English will also be considered in terms of its historical development and regional context. In studying the history of English, attention will turn to semantics and etymology and students will be introduced to the Oxford English Dictionary Online for investigating the origin, meaning and structure of words.

The skills developed in this module will provide a core foundation for other modules at Level 4 and beyond.

1. To acquaint students with the basic descriptive frameworks for describing English – phonetics/phonology, morphology and syntax.
2. To enable students to distinguish between form and function at all these levels.
3. To promote an awareness of the value of linguistic tools and terminology in describing and analysing language in a context.
4. To encourage students to analyse spoken and written data using the linguistic frameworks introduced in this module.

This module investigates the concept of creativity in English and considers the textual styles and techniques which constitute so-called ‘literary’ language. Students will be encouraged to investigate genres and discourses of English both as a conventional art form – e.g. poetry and literary prose – and as everyday English which draws from the techniques associated with the former, e.g. advertising, humour, song lyrics, personal narratives, blogs, reviews, greetings cards, news stories and diaries. The module explores to what extent there is a qualitative difference between the creative use of language in canonical literary texts and more ephemeral modes of discourse. This module will look in more detail at some of the stylistic techniques explored in ‘Language and Text’ including foregrounding, deviance, metaphor, point of view and narrative. One of the aims is to give students the linguistic tools to investigate their own data and to explore to what extent they would consider it as consisting of ‘creative’ and/or ‘literary’ language.

1. To explore the concept of ‘creativity’ in English discourse.
2. To extend awareness of stylistic techniques and concepts associated with literary language in fictional and non-fiction discourses.
3. To investigate the boundaries between creative and conventional discourse.
4. To encourage students to collect their own spoken and written data to share in seminar discussions and for description/analysis in assignments.

This module introduces students to some of the ways that language can be used to influence, manipulate, inspire and oppress individuals and groups on the micro and macro-levels. The module will explore a variety of spoken and written discourses such as: political speeches, leaflets and manifestos; advertising; ‘protest’ song lyrics; broadcast news interviews; and charity / pressure group appeals. The role of language in shaping identities, and in perpetuating / challenging dominant ideologies will be investigated. Students will be introduced to the concepts of rhetoric, stereotyping, ideology, and some of the analytical concepts used in Critical Discourse Analysis such as modality, transitivity and parallelism. The aim is to encourage a stronger awareness of the power of language in everyday contexts and so students will collect their own instances of language for discussion and analysis in seminars and in assignments for assessment. This module is designed as an introduction to more specialist modules at Level 6, such as EN6314 Discourse and Ideology in the News and EN6308 Corpus Linguistics.

1. To acquaint students with some of the analytical tools and frameworks used in critical discourse analysis.
2. To introduce students to some of the contexts in which power relations are instantiated in language.
3. To promote an awareness of the ways that individual and group identities can be shaped by language.
4. To encourage students to collect their own spoken and written data to share in seminar discussions and for description/analysis in assignments.

This module introduces students to the development of the English language from its roots in Proto-Indo-European through to the global nature of English in the present day. Students will be acquainted with forms of Old, Middle and Early Modern English and will study a number of relevant texts as socio-historical exemplars of the periods in which they were produced. Students will be encouraged to develop a critical awareness of the ways in which language changes, as well as the link between variation and change at a range of linguistic levels. For Modern English, the course will focus on such issues as the development of Standard English as a prestige form and its consequences in terms of the rise of prescriptivism, the spread of global English and the effects of language contact between English and other languages. As part of the course, students will become accustomed to using online resources such as the Oxford English Dictionary and the Historical Thesaurus of English to study the English language diachronically, as well as other methods of using data to investigate the historical development of particular features of English.

1. To introduce students to some of the major language-internal and external (socio-historical) influences on the development of the English language.
2. To foster an awareness of the phonological, grammatical and semantic variation and change that English has undergone since its early evolution.
3. To give students the opportunity to investigate how English texts can be representative of language change and to compare forms of English across a range of time periods.
4. To examine the development of the standardisation process in English, and consider the subsequent effects of its implementation on a local and global scale.

This module introduces students to the links between language and identity, with a focus on how producers of popular culture texts exploit these links in order to communicate with their audience. The content provides students with an overview of the linguistic features of different varieties of English and considers how standard and non-standard variants of language are used by social groups as markers of different kinds of identity. Building on these skills and knowledge, as well as those developed in the field of discourse analysis, students will apply these models and analytical tools to a range of texts from the fields of film, television and popular music, analysing how popular culture texts encode, create and represent different identities through language use. The module will consider the importance of popular culture in the spread of ideological values within a society, and will go on to consider a range of different genres. By examining the linguistic techniques employed by text producers and their effects on reaching and constructing a particular target audience, students will hone their ability to make links between discursive structures, linguistic features and individual/ group identities.

1. To develop students’ understanding of the relationship between speakers’ linguistic choices and their identity.
2. To encourage students’ appreciation of the role of popular culture texts in communicating ideology to an audience.
3. To familiarise students with ground-breaking research in the study of popular culture across a range of disciplines.
4. To develop students’ ability to analyse texts from a range of genres linguistically and systematically.

This module acts as a bridge between the Level 4 modules - EN4305 Foundations of English and EN4302 Language and Text – and the more advanced specialist optional modules at Level 6. Advances in English also makes thematic connections with several optional modules at Level 5 so that content from the former will synchronise with that of this core module. Content will include revising and advancing core knowledge and skills application in the structures of English, such as morphology, syntax, lexical semantics, phonetics and phonology. There will also be more challenging applications of these to various aspects of language in use and language theories. This might include conversation analysis, language variation and change (including discourse analysis of historical and contemporary Englishes), approaches to metaphor, transitivity analysis and semantics. The module embeds basic research methodologies and approaches to data collection – e.g. computer-assisted approaches to language collection and analysis, ethics, use of surveys and questionnaires – to assist Level 5 English Language students with data analysis projects in other modules on their programme later in the year, and also to prepare those who opt for the EN6310 Dissertation module. There may be some variation in specific module content and the topic schedule annually depending on its relationship with other modules. For instance, an introduction to transitivity analysis, the pragmatics of conversation or metaphor theory will be timed to pave the way for more advanced applications of these in optional modules, and more advanced knowledge of theories of phonology or syntax in this module may precede application of these theories in other modules.

Combined Honours students who might only choose one other option at Level 5 are still being introduced to a broad sweep of English Language themes and topics, and Single Honours students will be able to build on their core knowledge in a wider range of optional modules. By the end of the module students should be well-equipped to have made informed choices about options at Level 6 and assimilated the appropriate skills and knowledge to succeed in more advanced specialist modules at that level. Overall, Advances in English is a holistic module which binds its associated core and optional modules diachronically and synchronically.

1. To build on core knowledge of the structures of English and introduce more advanced approaches to English language study at the morphological, syntactic, phonological and lexical semantic levels.
2. To develop more advanced skills in the application of structures of English to a variety of historical and contemporary discourse types.
3. To encourage an awareness of how knowledge of English language structures, approaches to discourse analysis and theories of language can be applied in a cross-modular fashion.
4. To deepen students’ awareness of research methodologies appropriate to the collection and investigation of original and relevant data for projects of their own choice across a variety of other English Language modules.

This module offers English students the opportunity to reflect on the transferable employability skills they have developed during their studies and to apply them in a relevant workplace context. As a work-based learning module, much of the students’ time will be spent working for a local company with an established relationship with the Department of English on a placement which requires them to use the skills typically developed on the English programmes, such as clear written and spoken communication, being critical, and recognising and applying language effectively in a range of contexts. Alongside students’ experience in the workplace, they will receive support, training and instruction from both their placement provider and their tutors on how best to develop and extend their abilities when applying them in the workplace. This will include reflection on what subject-specific skills they have developed, how to apply them in the workplace, and developing positive employment behaviours such as curiosity, organisation and positivity. Taught sessions will also focus on how knowledge about linguistic structures (as taught on this module) can be applied effectively in workplace communication and relations.

1. To develop students’ experience of working in a vibrant and engaging workplace relevant to their studies.
2. To foster in students a greater understanding of the transferable skills they develop on their English degree.
3. To encourage students’ awareness of how their skills are applicable and valuable in a range of workplace contexts.
4. To support students’ ability to reflect upon their employability and market themselves in terms of their skills and experience.

This module explores the process of child language acquisition before moving on to consider the development of children’s language skills in an educational setting. The first part of the module will be dedicated to the exploration of children’s acquisition and use of different aspects of language such as phonology, morphology, syntax, lexis, and conversational skills. Attention will also be dedicated to the various theoretical debates surrounding first language acquisition, and the place these theories have in the field of linguistics more generally. Then, the module will progress to consider the impact of education on children’s development of language. This will allow students to learn about the teaching of English in primary schools in England where some controversy has surrounded the teaching of phonics and the introduction of the Key Stage 2 ‘SPaG’ (Spelling, Punctuation and Grammar) tests. There will be time to consider the tests, and the extent to which the tests’ questions are biased towards children whose acquired language is non-standard; the teaching of Standard English in schools; the contextualised teaching of grammar through children’s literature and across the curriculum; and the development of children’s writing.

1. To develop students’ understanding of the stages of first language acquisition;
2. To encourage students to think critically about the theoretical debates surrounding the study of first language acquisition;
3. To enable students to appreciate the complexities and controversies surrounding the teaching of English;
4. To encourage critical evaluation of the place of Standard English in education.

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

This module is designed for Level 5 Modern Language or English Language students intending to spend a year abroad and/or considering teaching English as Foreign Language. It is also suitable for students of all disciplines interested in a career in TEFL. Students will develop their knowledge of English grammar and structure and acquire a basic understanding of the communicative approach to teaching English as a Foreign Language.  Students will also be introduced to a range of methods of teaching, learning and assessment. This knowledge will be applied practically in the planning of motivating learning activities and lesson structures, utilising the loop input approach. Students will also be acquainted with a variety of language learning resources. To complement their theoretical knowledge students will also be provided with practical teaching experience, ideally with authentic foreign learners of English, where they will have to opportunity to experiment with various learning and assessment techniques. Some teaching practice will also be in the form of micro-teaching sessions with peers on the module.

1. To develop students' awareness of English language grammar and structure.
2. To raise students’ awareness of phonology and the appropriate methods and materials to teach English pronunciation successfully.
3. To introduce students to some basic contemporary pedagogical theory related to the teaching of English as a Foreign Language.
4. To introduce students to a range of teaching and learning materials
5. To provide students with practical skills for the English language classroom.
6. To establish sound approaches to critical reflection with regard to observation, practice and professional development.
7. To enable students to enhance their transferable and interpersonal skills such as self-presentation, time management, communication and problem solving.

This module allows students to spend several weeks working on one major project working in a professional, 'simulated real world' working environment. Students will plan, execute and evaluate their work for the selected context appropriate to the programme of study.

The experiences gained in this module are invaluable to those students who see themselves working in their chosen field in the future. The staff teaching on this module bring a wealth of professional experience which they use when supervising the project work of the students.

The exact role of each student will vary according to the project undertaken, (and often with outside agencies) under staff supervision or direction. All work created will be designed to emulate best professional practice.

The aims of the module are as follows: 

• To provide opportunities for students to engage with the processes necessary for the realisation of practice based work, drawing on and further developing skills gained in previous modules.
• To approximate the demands of professional practice in making and delivering the work created, in order to prepare students for the greater autonomy expected at Level 6.
• To enable students to contextualise their experiences in relation to current theoretical debates
• To encourage students to consider longer term plans for their own career development as makers and producers of collaborative work in diverse contexts.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

This module explores issues which have been and are still being debated within the disciplines of English language and linguistics. It also aims to engage students with some of the language controversies which occur in the public realm, such as those involving government proclamations and policy, and prescriptive attitudes of non-linguists towards language use. The debates are often presented in terms of mutually either / or binary positions, and the aim is to problematize these simplistic positions. We will also find that often the arguments stray beyond issues of language and into wider domains concerned with human behaviour and other social concerns. Content will typically include the following five major strands which, although comprising separate headings, often intersect and overlap. These are: 1) English in education; 2) Language and thought; 3) Global English; 4) The nature of language; 5) Attitudes to English. These broad headings encapsulate a rich collection of recurrent controversies associated with the nature and use of language. For instance, under language and thought, students will explore the nature of ‘political correctness’ and whether it is possible to think outside of language. Other debates which often engage the news media will also be explored, such as government policy on English teaching in schools (e.g. the pros and cons of ‘phonics’ in literacy teaching, and grammar testing), and attitudes towards spelling, grammar, and accents. Students will also explore some of the more deep-seated disagreements between linguists such as the varying theories of child language acquisition and how these reflect wider conflicts within the world of linguistics. The relative value of a selection of viewpoints will be discussed. The readings which form part of the debate will not only include those from academics who are representative of certain schools of thought, but also texts aimed at the general public (e.g. Gwynne’s Grammar by Neville Gwynne), comment from journalists, politicians and the public, and informal on-line debates. As students engage with the public debates, they may also find that often the viewpoints expressed go beyond language and reveal deep-seated ideologies about the world in general. Students should be able to objectively summarise varying sides of the debates in the seminar and in writing, and will also be given the opportunity to take a well-argued position themselves, especially in the seminar paper presentations (Assessment 1) and the ‘live’ on-line blog (Assessment 2).

1. To promote an exploration of and engagement with contemporary controversies and disagreements within the study of English language and linguistics.
2. To investigate the ways that a variety of language issues have been tackled in non-academic domains such as government representatives, the public and the news media.
3. To encourage students to collect and investigate contemporary data pertaining to ongoing debates about language issues.
4. To train students to present a balanced overview of various perspectives explored on the module, using spoken and written modes of delivery.

In this module, students will move beyond the structures of the English language to investigate the structures of language and communication in a wide selection of languages. The ethos of the module is based on Kipling’s quote ‘what know they of England, who only England know?’, and encourages students to see the structures of English in a broader typological context.

Students will study the variation exhibited across languages in morphology, phonology, orthography, syntax and semantics, in a way which will provide a comparative context in which to understand the structures of English, both past and present. A diverse range of languages with different typological and genealogical profiles will be studied, with students developing specific detailed knowledge about one particular language of their choice. These skills and knowledge will then be applied to transferable contexts in which an appreciation of the linguistic differences between English and other languages is instructive, such as the teaching of English as an additional language, British Sign Language, language documentation and maintenance, and the construction of artificial languages (conlanging).

Students will end the module with a broader understanding of the structures of English, informed by their experience of comparing its structures with those in a wide range of languages. Students will work with data in languages unfamiliar to them and gain valuable problem-solving skills as well as a useful awareness of the diversity of languages and the ways in which they are classified, documented and studied by linguists.

1. To encourage students’ appreciation of the complex parameters of variation exhibited by languages at a range of linguistic levels.
2. To develop students’ understanding of the structures of English and how they vary from other languages.
3. To familiarise students with ground-breaking research in the study of language typology and documentation.
4. To develop students’ ability to apply their knowledge of typological approaches to language variation in a range of transferable contexts.

This module explores genres, functions, values and ideology in news discourses. Much of the focus will be on the national UK print news media and their on-line equivalents. Students will explore the relationship between style and sub-genre (e.g. news reports, editorial columns, opinion columns), how these are influenced by audience and newspaper type (e.g. ‘popular red-tops’, ‘qualities’, ‘mid-markets’) and the concept of ‘newsworthiness’ (often labelled ‘news values’).

The module draws from two approaches to print news discourse: 1) Standard models which explore some of the typical linguistic features of news report discourse (e.g. Busa, 2014) and which may assume that the role of journalists is to construct an objective representation of news events. This also involves investigating news report discourse from the perspective of practitioners, referring, for instance, to practical guides to journalism aimed at trainee reporters (e.g. Pape & Featherstone, 2005; Keeble, 2005) and the concept of ‘news values’, i.e. what constitutes ‘newsworthiness’ (Bednarek and Caple 2012; 2017); 2) A critical discourse analysis (CDA) approach to news discourse which seeks to examine how various contextual and institutional factors intersect and impact on routine ideologies expressed consistently in various national newspapers (e.g. the Daily Mail’s consistent campaign against ‘migrants’ and the European Union’). The latter approach tends to reject the possibility of objectivity in the news (e.g. Conboy 2006; 2007, Richardson 2007, Baker et al, 2013). Students will therefore learn to distinguish between the overt expression of attitudes and values (e.g. in editorial columns) and their covert expression in news reports (e.g. Davies, 2020)

The module will involve training students to distinguish between what constitutes news discourse (e.g. reports and editorials) and other discourse types situated in news publications (e.g. reviews, advice pages, letters to the editor) which are not in themselves news discourse. Students will be given an insight into the differences between research based on quantitative approaches (e.g. using computer-assisted corpus tools) and qualitative analysis which may consider phenomena such as constructed oppositions, modality, presupposition/implicature, transitivity and metaphor to show how ideology is embedded in specific news reports and diachronically through consistent patterns of representation over time.

Topical case studies might include ‘immigrant’ stories, the representation of social class (e.g. benefit claimants, industrial action), political discourse in general election campaigns, the discourse of ‘good’ v ‘evil’ in crime stories, and nationalism in sport. This will involve exploring how popular news discourses rely on stereotyping and the stigmatisation of certain groups (and why).

Students will also consider the way the conventions of news discourse are reinforced linguistically and also how they are exploited and subverted in satirical texts (e.g. Daily Mash), using Ermida’s framework for news satire in the press (in Chovanec & Ermida, 2012).

The module will rely on close readings of contemporary news texts and students will collect their own data for the assessed project.

1. To give students a critical awareness of the forms and functions of stable and variable features of a variety of news discourse types such as reports and editorial columns and the news values associated with them.
2. To train students to consider the concept of objectivity in news discourse and to what extent it is achievable taking into account the contexts of consumption, production and ownership.
3. To allow students to explore the representations of individuals, groups, events and nations in contemporary news discourse.
4. To give students the opportunity to collect, present and analyse data from a news media source and on a topic of their own choice.

Forensic linguistics is the application of linguistic tools or methods to forensic problems. This module will use practical workshops to introduce a range of tools from two sub-fields of linguistics – sociophonetics and corpus linguistics – so that students gain confidence and competence in the analysis of language using these tools. The module will also explore theories and existing applications of such tools in the field of forensic linguistics and students will learn the ways in which these tools can be used to analyse language evidence such as a disputed written document or a recording of spoken language in civil or criminal cases. As one of the many challenges faced by forensic linguists is to present data to a non-specialist audience, the module will explore ways in which data can be interpreted and presented clearly and convincingly to such an audience.

1. To introduce students to theories and methods from the fields of sociophonetics and corpus linguistics and how these can be applied in a forensic linguistic context.
2. To give students the opportunity to experiment with a variety of computer software packages and corpora.
3. To allow students to use computational tools for the analysis of data in a forensic linguistic context.
4. To explore some of the challenges faced by forensic linguists in their analysis of (sometimes limited) data and their presentation of findings to a lay audience.

This module gives the student the opportunity to research in depth and write at length about a topic of their own choice.

The aims of the module are as follows: 

• To enable the student to identify and independently pursue a suitable research topic derived from the content of the programme of study
• To encourage the student to apply appropriate methods and theories to the selected topic under consideration
• To provide the opportunity for the student to articulate their thinking.

This module creates the opportunity for students to reflect on their existing skillset and hone their professional competencies and skills in readiness for careers in the creative industries.  

Students will consider how best to promote themselves, developing an employability portfolio most appropriate to their career trajectory. Students will develop an understanding of local, national and international job markets and opportunities for entrepreneurial activity to give students practice in self-promotion, in targeting and networking with relevant employers and understanding the freelance world. 

Students will engage with a range of tasks to develop the content of their portfolio and explore opportunities and career prospects within their chosen industry. Indicative content will include:

• Producing Electronic Press Kits (EPK),
• Developing websites 
• Profile creation and use of social media 
• Writing and developing curriculum vitae and cover letters
• Working on grant bids 
• Producing audio/-visual content 

The aims of the module are: 

• To enable students to market themselves effectively in the competitive creative industries
• To develop students' knowledge of professional fields of practice within and outside of the creative and cultural industries where their abilities, skills and knowledge may be relevant;
• To promote the importance of networking in the creative industrie
• To develop students' appreciation of the transferability of their accumulated knowledge, experience and skills;