Options fair for next year’s level 3 students

by Jeanette Sakel

If you are currently at level 2 – this is the time to think about the module options you can choose for next year. We’ll be having an options fair 20.2. from 1-3pm in 4Q69. There will be a lot of useful information about the new level 3 modules that will be running next year. Also, a number of current level 3 students will be present to answer questions about the modules. You’ll get this all through your UWE email as well, but just as a summary: these are the options available:

If you are studying English and English Language you must choose TWO modules from the following list, excluding the Linguistics project (for Linguistics students only).

If you are studying English Language and Linguistics you must choose FOUR modules from the following list.

Module Code Module Name Pre-requisites Excluded Combinations
UPLQ9L-30-3 Teaching of English to Speakers of Other Languages None
UPNQ9V-30-3 Creative Writing and the Self None
UPNQ9P-30-3 Critical Discourse Analysis None
UPNQ9T-30-3 Language contact and bilingualism (to be renamed from: The Other Languages of Bristol: sociolinguistics, language contact and bilingualism – name change to be formalised in March 2013) None
UPNQ9N-30-3 The Cultural History of the English Language None
UPNQ9W-30-3 Gender, (im)politeness and Power in Language none
UPNQ97-30-3 Linguistics Project(A project proposal form has to be submitted by Friday 12th of April 2013) None UPNQ9R-30-3English Language Project
UPNQ9R-30-3 English Language Project(A project proposal form has to be submitted by Friday 12th April 2013) None UPNQ97-30-3Linguistics Project

 

You must accept that if one module is under-subscribed, it may not run, in which case you will be assigned to an alternative module.

Module Descriptions

UPLQ9L-30-3   Teaching of English to speakers of other languages (TESOL)

Module leader: Rebecca Fong

This module provides demonstrable skills for final year students who are thinking of going on to various forms of teaching after graduation. It represents an extension and continuation of the level 2 module, Intercultural Communication and Introduction to TESOL and explores both the theory and practice of teaching English, particularly in the 1-1 context.

The module is divided into two halves. TB1 involves a significant language awareness component. Students use their language and linguistics skills to re-evaluate and “re-package” language from the point of view of “the teacher”. Here students analyse the form and function of a range of grammatical and lexical issues including the past, present, and future forms, conditionals, passives, modal verbs, the use of articles, phrasal verbs, and reported speech. Students will also be encouraged to look at, evaluate and produce appropriate teaching and learning materials,

In TB2, students gain a practical understanding of all aspects of phonology for teaching purposes (segmental and supra-segmental features of the English language, learner errors and so on). Learner needs and motivation will also be examined, as well as aspects of syllabus design and testing. Students, as “trainee teachers” will be involved in working with a real non-native student to produce a “language learner profile” and deliver a 1-1 needs-related, tailor-made lesson to them.

Throughout the year participants in this module will be expected to participate fully in focused discussions and to read widely in the literature on the topics mentioned above.

Several graduates of this course have gone directly into teaching and others have gone on to complete validated courses (such as the RSA Cert TEFLA or the Trinity TESOL) and then gone directly into employment.

 

Assessment: Essay of 3000 words (70%) (Learner Profile) and a one and half hour exam (30%) (Grammar).

Pre Requisite:             None

 

 

UPNQ9R-30-3              English Language Project

Module leader: Jeanette Sakel

This 30 credit module gives you the opportunity to develop a critical understanding of research methods but also to study and develop a topic of your own, chosen under the guidance of your Supervisor, within the areas covered by the English Language Half Award. Possible topics are, for example, analyses of advertisements, gendered talk, the language of magazines and newspapers, issues in teaching English as a second or foreign language. In addition the project provides you with the opportunity to practice using computational tools whenever applicable.

The module constitutes of two parts. In the first taught part (TB1) you will discuss various approaches and methods to research. The aim of this part is to provide you with the necessary theoretical background in order to design, carry out research and write up the results. In the second part (TB2) you will carry out an empirical project.

Assessment: At the end of TB1 you will submit a 2000 word research design on a selected topic and at the end of TB2 you will hand in a 5000-6000 word project excluding appendices and references.

Please complete a project proposal form and submit it to the module leader (Jeanette Sakel) by Friday 12th of April 2013.

Pre Requisites:           None

Excluded Combination: Linguistics project

UPNQ9V-30-3              Creative Writing and the Self

Module leader: Catherine Rosenberg

This module will be of interest to students who wish to explore the potential of creative writing for their own self development.  We will focus in particular on personal identity, and on how we realise ourselves through our behaviour and discourse.  As part of this, we will explore the concept of narrative identity, a term used to refer to the stories people construct and tell about themselves to define who they are for themselves and for others.  There will be a significant element of personal reflection and opportunities to engage in creative writing and thinking.  The module should appeal to those who are interested in exploring their creative writing skills and self expression through discussion and writing.

                                                                                               

Assessment:   A one hour examination on theoretical aspects of the module (25%) and a single piece of written coursework of 4500 words in which students record, transcribe and analyse a personal narrative (75%).

Pre Requisites: None

UPNQ9P-30-3              Critical Discourse Analysis

Module leader: Jonathan Charteris-Black

This module introduces students to some critical and discourse theories that account for relationships between the linguistic features of texts and the social and cultural contexts of their production. It illustrates the role of language in ideologically motivated representation of groups in texts – especially those concerning social issues such as immigration, gender, political persuasion and leadership, environmental issues and religion.

The emphasis will be combining some of the theoretical approaches in critical and cultural theory that have originated in European scholarship with the more empirical tradition for text analysis that has developed in Anglo-American linguistics. Students will attempt to evaluate some of the different methods that have been developed for the critical analysis of ideologies and power relations for which there is linguistic evidence in texts. The module will consider how some existing approaches to text analysis such as text patterns; genre analysis, classical rhetorical approaches and metaphor analysis may be adapted to provide a more ‘critical’ perspective.

Assessment:  a three hour examination  (40%) and an essay of approximately 3,500 words (60%).

Pre-requisites: None

 

UPNQ97-30-3                 Linguistics Project

Module leader: Jeanette Sakel

The Project is an optional 30-credit Level 3 module. The Project gives you the opportunity to study and develop a topic of your own choosing under the guidance of your Supervisor, within the areas covered by the Linguistics Half Award. Possible topics are, for example, analyses of advertisements or soap operas, the languages used by bilingual children, development of monolingual children, women’s or men’s language, vocabulary knowledge of learners of foreign languages, sexism in dictionaries. Students practise skills in setting up and carrying out an empirical project, write up the results of that project along the guidelines given in the handbook. In addition the project will allow the students to practise using the computational tools necessary for their project, whenever applicable.

Please complete a project proposal form and submit it to the module leader (Jeanette Sakel) by Friday 12th of April 2013.

Length of the Project: 8000-9000 words excluding appendices and the bibliography.

Pre Requisites:                       None

Excluded Combination:          English Language Project

UPNQ9N-30-3                        The Cultural History of the English Language

Module leader: Richard Coates

This module examines the relation between the various dialects of English over a period of a thousand years, the relation between English and competitor languages in the British Isles, and the position of English in relation to the great cultural movements of the second millennium. It also covers sociolinguistic aspects of literacy and education, and provides an understanding of the changes which English has undergone in the light of general theories of language change.

The module covers themes, notably language standardization, which should be of special interest to students considering a career in education or publishing, as well as to those are keen on understanding the roles of language in history and cultural change.

Assessment:  an essay of approximately 2000 words TB1 (25%), one 2-hour exam TB2 (25%); an essay of approximately 3000 words TB2 (50%).

Pre Requisites:   None

 

 

UPNQ9T-30-3   Language contact and bilingualism (to be changed from The other Languages of Bristol: sociolinguistics, language contact and bilingualism)

Module Leader: Jeanette Sakel

This module deals with language contact and bilingualism. We will be looking at immigrant languages, regional minority languages, as well as language contact arising from other situations (including second language acquisition). We will look at sociolinguistic issues and language contact and bilingualism. In the first teaching block we will address general social, educational and grammatical aspects of bilingualism and language contact. In this teaching block students will carry out a small empirical study on an aspect of language contact and bilingualism. In the second teaching block we will go into detail with case studies on language contact and bilingualism, including immigrant and regional minority languages spoken in and around Bristol. We will study the degrees of bilingualism and the language contact phenomena encountered both in the immigrant languages and in the English spoken by the same people. Furthermore we will address educational issues, languages attitudes and (linguistic) integration, as well as language maintenance and loss.

Assessment: an essay of 3,000 words 40% TB1   a three-hour exam 60% TB2.

Pre Requisites: None

Excluded Combination: None

UPNQ9W-30-3                      Gender, (im)politeness and Power in Language

Module leader: Jo Angouri

The aim of this module is to examine gender, (im)politeness and power focusing on the role discourse plays here. It offers a comprehensive approach to the study of discourse bringing together three central concepts and drawing on cutting edge research. The focus in on contemporary developments but this will be set against important earlier contributions to the field. The module will also provide the students with the necessary skills for analysing discourse and to this end a number of theoretical frameworks including Post-Structuralist discourse analysis, Conversation Analysis, Critical Discourse Analysis and Ethnography of Speaking will be discussed. We will look at talk in different public and private contexts and at the different ways this may be constructed, perceived and indexed as ‘gendered’ or ‘(im)polite’. The interrelationship with the concept of power and power asymmetries will also be explored. We pay particular attention to the context of interactions.

Assessment: a one-hour exam 25% TB1   an essay of 4,000 words 75% TB2.

Pre Requisites: None

Excluded Combination: None

Advertisements

One comment

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s