Students preparing for their graduation ceremony at Canterbury Cathedral

German and English Language and Linguistics - BA (Hons)

UCAS code RQ23

2019

Studying German in combination with English Language and Linguistics enables you to learn another language and gain an understanding of how language itself works.

Overview

German is one of Europe's most important languages for business and culture. It is also frequently used as a second language in Eastern Europe, serving as a means of communication across international boundaries.  Fluency in the German language, combined with knowledge of political and cultural developments in the German-speaking world, opens up career opportunities in many areas of Europe.

Along with our other European language departments, German has native-speaker language assistants and state-of-the art computing and audio-visual facilities. Many classes are taught in German, and you have the opportunity to spend a year studying, teaching English or working in a German-speaking country.

Language is fundamental to everything we do: it helps us communicate ideas, express our feelings, and present ourselves to different audiences. English Language and Linguistics is therefore an ideal complement to the subject of German, where an understanding of how language works is important.

Combining theoretical and practical elements, English Language and Linguistics explores both the structure of language and its multifaceted relationship with culture and society. The choice of topics covered is very wide, including areas such as sociolinguistics, language acquisition, syntax, semantics, pragmatics, phonetics and phonology, morphology, language learning and teaching, language impairments, literary stylistics and critical and cultural theory. You can also study creative writing and media writing.

Some of our joint honours students follow a strand reflecting their specific interests: for example, language teaching options for those considering careers in education, or stylistics options for those following a literary programme. Others enjoy English Language and Lingustics as an absorbing and intellectually stimulating discipline in its own right.

Independent rankings

German at Kent scored 92.4 out of 100 in The Complete University Guide 2019. Over 93% of final-year Modern Languages and Linguistics students were satisfied with the quality of teaching on their course in The Guardian University Guide 2019.

Linguistics at Kent was ranked 5th in The Complete University Guide 2019 and 7th in The Times Good University Guide 2019.

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

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Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘elective’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Compulsory modules currently include Credits

This module will focus specifically on the level of language we call grammar. Each week students will focus on a particular aspect of English grammar (e.g. word classes, grammatical functions, sentence structure) from both theoretical and practical perspectives. Students will be provided with analytical tools for understanding and constructing arguments about linguistic structure (e.g. morpho-syntactic tests, constituency tests). Through being provided with a conceptual framework for description and analysis, students will gain a deeper understanding of English grammar, whereas practical application will enable students to be more critical of their own written work, and thus also to develop and hone their writing skills.

The module is particularly useful for students who are studying language or literature, as it enables them to compare styles in light of grammatical information and provides them with analytical skills for understanding language and language-related behaviour. Likewise, the module is also useful for students wanting to improve their writing in an academic context as well as those contemplating a career in publishing, journalism or teaching, in which the ability to express oneself accurately and succinctly is essential.

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15

This module will begin by offering a basic description of speech sounds, with emphasis on those used in English and detailed descriptions first of consonants, and then of vowels. The gaps between sound and orthography will be highlighted as symbols of the International Phonetic Alphabet (IPA) are learned. The course will then move from phonetics (the study of speech sounds) to phonology (the study of the sound systems in language), focusing on phonotactics and other phonological rules of English. At the end of the term, basic prosodic concepts such as stress, rhythm, intonation and phrasing will be discussed. The main focus of the module will be on the standard variety of English spoken in the UK (often referred to as Received Pronunciation, or RP), but phonetic and phonological variation in non-UK and non-standard varieties of English will also be discussed (rhotic vs. non-rhotic varieties; luck-look merger).

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15

This module presents and discusses the properties of human language, explaining how the discipline of Linguistics investigates and theorises about these properties. It familiarises the students with the goals and principles of Linguistics, as well as their development over the years. Students will also learn about core concepts and debates (e.g. language universals, relationship between language and cognition).

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15
Optional modules may include Credits

This module is for Post-A-level students and students who have mastered level A2 but not yet B1 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level B1. The emphasis in this course is on furthering knowledge of the structure of the language as well as vocabulary and cultural insights while further developing the speaking, listening, reading and writing skills.

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30

This is an intensive module for absolute beginners, Post-GCSE students and students who have not yet mastered level A2 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level A2. The emphasis in this course is on acquiring a sound knowledge of the structure of the language as well as basic vocabulary and cultural insights while developing the speaking, listening, reading and writing skills.

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30

This introduction to the modern period in German literature covers a variety of representative authors and works including lyric poetry, drama, the novella and short story. Texts are selected for their relevance, not only to the development of varieties of German writing, but also to the social and political development of the German-speaking territories during these seminal years. Literary movements discussed include the Sturm und Drang, Romanticism, Naturalism, Expressionism and political engagement in the interwar period. Political and social currents include the repression of free speech during the Vormärz, German Nationalism in the late nineteenth century, the Unification of Germany, the First World War and the rise of National Socialism.

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15

German cultural production since 1945 had been largely dominated by ideologies and politics, by the forced forty-year division into two republics in opposite camps in the Cold War, and by the legacy of National Socialism, which factors all contributed to the eruption of student unrest in the 1960s. The material studied on the module covers the problems of returning soldiers in 1945 and the hardships endured by the civilian population; the trauma of the Holocaust; the pioneering idealism in the foundational phase in the German Democratic Republic and a satirical take on that; the pain caused to ordinary individuals by the erection of the Berlin Wall; the significance of the Vietnam War to the Left in the 1960s and the turn to violence in the pursuit of political goals in the following decade; and the study of these materials will allow students to attain a well-grounded cultural and historical understanding of the period from 1945 to the present.

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15

This module is designed to introduce students to German-language literature and its development from the 1760s to 1933). All texts will be taught in English translation, and throughout the module students will be encouraged to consider the implications of literary translation and of studying translated texts. A variety of genres will be covered, including poetry, drama and narrative prose. Works will be analysed not only within their literary-historical but also their social and political context.

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15

The fall of the Iron Curtain in 1989 led to fundamental cultural and political re-alignments in German-speaking countries, unleashing a wave of cultural comment and creative activity. The 1990s and early twenty-first century saw a revitalisation of the film scene in both Germany and Austria, evident not only in highly acclaimed niche productions but also in a series of international box-office hits. This module will explore the themes and styles of 'post-Wende' German-language cinema, focusing on representations of the past and the phenomenon of ‘Ostalgie’; multiculturalism and migration; the transformation of Berlin post-1989; and the documentary turn in German and Austrian film since 2000.

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15

The course offers an introduction to major themes in sociolinguistics. It will begin by exploring how our notions of 'language', 'dialect' or ‘style’ are constructed, and from there explore notions of ‘correctness’ in language, and their origins. It will then consider how social relationships are reflected and encoded in different languages, for example in kinship terms, terms of address, or politeness forms, and how individuals are placed – or place themselves – socially through their linguistic choices.

The middle part of the module will explore language variation and change, and the social parameters which correlate with them. It will conclude by analysing issues arising from the interplay between language and identity in multilingual societies: bi- and multilingualism, code-switching, language death and its causes, language revival and language revitalisation.

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15

This module introduces linguistic approaches to the study of meaning and communication, emphasising the processes of decoding and inference through which interpretations are constructed. Relevant theoretical work in the fields of semantics and pragmatics is outlined, discussed and evaluated critically. Students explore intersections and differences between verbal meaning and meaning construction in both spoken and written discourse. The module also explores controversies over utterance or text meaning, connecting debates about how meanings are constructed with questions pertaining to boundaries of reasonable or warranted interpretation.

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15

The module introduces students to the study of Stylistics as a systematic way to explore and analyse literary texts. Particular aspects of the structure of English will be related to literary texts from the three main genre. The first block considers linguistic choice and its relation to style and meaning, the levels of language, sound meaning and effect in poetry and figurative language and metaphor; the second block examines style and style variation in prose fiction, point of view and speech and thought presentation; the third block examines conversational structure and character, discourse structure and strategies, and impoliteness and characterisation in drama text. The lectures introduce theoretical and methodological material and the seminars enable the student to produce their own analyses with reference to specific stylistic features.

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15

This module focuses on the global spread of the English Language as an aspect of historical and contemporary cultural and commercial events. Students will get the opportunity to compare varieties of English both in Britain and other English speaking countries, examining the features that distinguish them from each other. These varieties will include British, American and Australian English in addition to other colonial and pidgin and creole varieties. The descriptive focus of the module will also give students the opportunity to apply the knowledge they have gained in other modules, in particular: language analysis, phonetics and phonology, morphosyntax and sociolinguistics.

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15

This module will introduce students to key concepts in grammar, especially as exemplified by Latin and English and with reference to other languages as appropriate. The module will cover topics such as verbal tense and aspect, nominal case and gender, agreement, and word order. Students will be provided with the terminology and skills to describe these concepts as they encounter them in language samples. Students will not be required to learn the Latin language, but to understand the grammatical features they encounter during the course of the module. Students will also learn about the development and meaning of grammatical terminology. Skills and knowledge gained on this module will be of use in language learning and in linguistic description and analysis, and for that reason it is recommended for those taking modules in English Language and Linguistics, Classical and Archaeological Studies, or Ancient History.

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15
You have the opportunity to select elective modules in this stage

Stage 2

Optional modules may include Credits

This course will introduce students to one aspect of formal linguistics, specifically syntactic theory. Syntax will be defined as one aspect of a person's grammar, to be distinguished from the lexicon, semantics, morphology, and phonology. Focusing on the structure of sentences, the course will examine the principles according to which phrases and structures are formed, as well as speakers' knowledge about the structural well-formedness of the sentences they hear and produce.

Students will gradually learn to draw syntactic trees that can represent the syntactic operations that they will be introduced to. They will learn to conduct syntactic tests on English and cross-linguistic data, thereby becoming versed with the empirical method. The course will combine both minimalist and earlier government and binding work. We will examine the competence/performance distinction, the notion of I-language, poverty of the stimulus arguments, levels of representation, phrase-structure rules, and constituency tests as a means for testing phrase structure, case theory, theta theory, binding and movement.

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15

This course is an introduction to morphology and to the practice of morphological analysis. By focusing on a range of phenomena, including those falling under inflection, derivation, and compounding (both in English and in other languages), the course helps students develop tools for pattern observation in data, description and analysis of word structure, and hypothesis testing. Students will also gain an understanding of the role of morphology in the grammar and how it relates to other components, such as phonology, syntax and semantics.

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15

Groups of marks or bursts of sound are just physical entities but, when produced by a writer or a speaker, they are used to point beyond themselves. This is the property of aboutness or intentionality. Other physical entities generally do not have this property. When you hear a sentence, you hear a burst of sound, but typically you also understand a meaning conveyed by the speaker. What is the meaning of a word – some weird entity that floats alongside the word, a set of rules associating the word with objects, an intention in the mind of the speaker….? What is the difference between what your words imply and what you convey in saying them? How are words used non-literally, how do hearers catch on to the meaning of a newly minted metaphor? How can we mean and convey so much when uttering a concise sentence? When someone says something offensive, is it part of its meaning that it is offensive, or just how it is used? In this module we shall try to find some answers to the questions listed above.

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30

In this module, students develop a range of skills which will enable them to undertake the narratological and linguistic analysis of media texts (the term 'text' is used broadly here, and will encompass both written and oral sources) taken from a number of sources, including newspapers, magazines and online discourses. Areas covered include: genre theory, register, narrative theory, multimodality, dialogism and discourse analysis. Also discussed are complex and challenging ideas around the notion of words, signs, and grammar in context. Students will develop the ability to approach the language of the media critically and to read the press perceptively so as to understand the importance of the media in a democratic society.

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15

In this module, students continue to develop and explore the themes introduced in LING5360 – English Language in the Media 1.

Here, the focus is on semiotics as applied in the linguistic analysis of a wide range of media discourse types, but with particular emphasis on advertising. Areas covered include: semiotics, the work of Saussure, the British press, multimodality, the new media and social networking. Also discussed are complex and challenging ideas around the notion of words, signs, and grammar in context. Students will further develop the ability to approach the language of the media critically and to read the press perceptively so as to understand the acute importance of the media in a democratic society.

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15

In this module students will be given the opportunity to gain experience in guided research, contributing to projects run by members of ELL staff, under their supervision. The research project will normally be relevant to a module that the student has taken or is currently taking.

At the beginning of the term, students will meet with the module convenor, who will recommend a project that is suitable to their interests. The assigned work may be affiliated to an on-going departmental research project documenting linguistic varieties. Alternatively, other guided research opportunities may be offered by members of staff carrying out investigations within their individual research interests.

During the course of this module, students will have to complete research tasks set by their supervisor. Students will meet with the supervisor at agreed intervals, in order to set a timetable for the completion of each task. Through these meetings, they will also receive advice and feedback on the progress of their research. Students will keep a log on the research process, which will be monitored by the supervisor. After having successfully completed the set research tasks, students will also write a report on the conducted research, demonstrating both their general understanding of the research process and their specific understanding of the project and the area of linguistic analysis that it belongs to.

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15

This module examines the principles on which contemporary second language teaching methods are founded. It will analyse first and second language acquisition theories in the light of current developments in language learning and teaching theories. Students will analyse a range of language teaching methods taking into account the ways in which they reflect acquisition theory. The module will give students the opportunity to compare L2 teaching methods from the perspective of: form, function and meaning and student and teacher roles. This will allow students to evaluate the effectiveness of specific language teaching methods. Students will have the opportunity to discuss the ways in which context directly influences the choice and implementation of L2 teaching methods, and will be able to follow personal interests by investigating language teaching methods in context.

Although the focus is primarily on learning and teaching English, the language acquisition theories and L2 teaching methods examined in this module may also apply to the teaching and learning of any language.

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15

This course will start by examining the topic of language acquisition, demarcating the domains for linguistic inquiry. It will challenge everyday assumptions about the way in which children acquire language and introduce key theoretical issues, always assessing the validity of each theory on the basis of empirical evidence. The course will examine the biological basis of language and its localisation and lateralisation, using evidence from both typical and atypical populations. It will evaluate the role of input in language acquisition and the extent to which this facilitates linguistic development. All these issues will be set against an understanding of the normal stages of language acquisition, essentially mapping out the linguistic milestones reached by typically developing children to the age of four. An understanding of the interaction between the components involved (phonology, morphology, semantics, rudimentary structure, pragmatics) will provide the empirical backdrop to assess the efficacy of theoretical models introduced. The course will end, having laid the foundations for students to undertake a higher level of research in this area.

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30

This module deals with the linguistic study of speech. It covers how speech sounds are produced and perceived and what their acoustic characteristics are. Emphasis will be placed on the sound system of English (including dialectal variation) but basics of sound systems across the world's languages will also be briefly covered and contrasted with English. Finally, the course will cover the differences between the traditional "static" view of speech sounds as articulatory postures and the organisation of running speech.

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15

This module will introduce the students to the study of meaning at the levels of semantics and pragmatics. The discussed topics will range from the study of word meaning to the study of sentence meaning and utterance (contextualised) meaning. The module will introduce significant notions and theories for the field of semantics and pragmatics, such as theories of concepts, Truth Conditions, the Gricean theory of conversational implicatures, Speech Act theory, and Politeness theory. The students will have the opportunity to reflect upon real data and analyse the processes of conveying and understanding meaning at the semantics/pragmatics interface..

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30

This module is concerned with the stylistic analysis of literature and is based on the premise that the decision to study literature is also a decision to study the expressive mechanics of language (and vice versa). Attention is given to all three main genres (poetry, prose fiction and drama); thus the module is divided into three blocks according to the kind of text analysed. The first section examines poetry and considers topics such as patterns of lexis, phonetic and metrical organisation and the relationship to meaning; the second looks at fiction through patterns of style variation, inferencing and speech thought presentation; the third examines drama and considers topics such as the patterns in turn-taking and their relationship to the roles and functions of characters, speech act analysis and styles of politeness behaviour. At all stages of the module, the social and cultural context of the works studies will be an important consideration.

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15

This module will explore the reasons for the initial exclusion of extralinguistic (i.e. social) data from linguistic theory, and the limitations of traditional dialectology, before exploring some early variationist studies by Trudgill (Norwich) and Labov (Martha's Vineyard; New York) and examining their theoretical bases. It will then examine the advances brought about by network studies (e.g. Lesley Milroy in Belfast), and the extent to which they offer a challenge to traditional assumptions in sociolinguistic methodology, which critically evaluates the so-called sociolinguistic gender pattern. The later lectures focus more specifically on issues of change, looking initially at neogrammarian theories and then the claims of Trudgill, James Milroy and others that certain kinds of change are predictable in specific types of social arrangement.

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15

This module deals with the linguistic study of speech. It covers how speech sounds are organised into sound systems cross-linguistically (often referred to as phonology). Emphasis will be placed on the sound system of English (including dialectal variation) but basics of sound systems across the world's languages will also be covered and contrasted with English for the module will focus on our understanding of phonological systems, their organisation and formal representation.

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15

This is an intermediate level module. Its aims are to strengthen and widen the linguistic knowledge provided in GRMN3010, to consolidate students' vocabulary and improve their knowledge of written and spoken German through immersion in a variety of texts, and to practise translation skills both from and into German.

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30

This module is the natural follow-on for those who have, in the previous academic year, successfully taken an intensive beginners German course such as GE329, and who have covered the basics of grammar, acquired a stock of high frequency vocabulary and reached a degree of proficiency beyond GCSE and approaching A-level (A2 way stage in terms of the Common European Framework of Reference).

The module is designed to allow students, upon completion, to demonstrate a level of ability up to B2 threshold, turning students into independent users of German, in both oral and written contexts. The course is thus also designed to prepare students for their year abroad and independent life in Germany as a foreign country. This module is an intensive course, which develops the student's active and passive aural and written skills.

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30

This module provides a unique perspective on German cultural history alongside key developments in technology and media. It draws on cutting-edge research in German studies as well as history, philosophy and media theory. Topics span from the 1400s to the present day and include: 1) How the invention of the printing press enabled the Protestant Reformation; 2) How German literature was born from the culture of letter writing in the Eighteenth Century; 3) The pivotal role of newspapers for a German national conscience in the 1900s; 4) How the radio paved the way for Nazi dictatorship; 5) The effects of television in overcoming German post-war division; 6) Social Media's impact on the emergence of right-wing populism.

Students will engage with a range of historical documents, literary texts, audio as well as visual media, and analyse their impact on German culture and politics. There will be the opportunity for students to present their work in both traditional and innovative forms of assessment (short videos, podcasts and blogs). Besides a deep analytical engagement with the culturally transformative effects of technology and media, students will gain practical skills in the expression and presentation of their ideas, using a variety of conventional as well as digital means.

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15

This module will explore the development of German-language poetry in the 20th century. The methodology will comprise three main strands: the thematic, the stylistic and the politico-historical. Individual poets will be read in terms of what they write, how they write and why they write (i.e. the context of historical and political events). The module will introduce students to a range of poetic styles and movements: starting with the fin-de-siècle and Impressionist poetry, the module will move through Expressionism, war poetry, anti-war poetry, holocaust poetry, political poetry of East and West Germany, the poetry of exile and return and contemporary post-Wende poetry, to name but a few of the periods covered.

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15

Students will learn to analyse literary texts and respond critically to a challenging body of work, with a particular emphasis on commentaries and close reading. Both their linguistic and their analytical skills will be developed through sustained exposure to a representative cross-section of one of the key genres in German literature, the Novella. The module will trace the emergence of the short prose narrative around 1800 and examine its adaptation during the nineteenth century, when realism asserted itself and became the subject of critical controversy. It will look at the major writers of the period to see what scope the development of realism offered them for artistic variation and psychological depth. Their works will be studied as reflections of the societies and regions to which they belonged and as indications of the profound political and economic changes occurring during the period.

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15

Each extended essay will require a different programme of study, depending on the topic (chosen by the student in close consultation with the supervisor). Typically, the work will be divided into three periods: (1) gathering information and identifying the essay's exact focus, (2) writing up individual chapters and discussing these with a supervisor, and (3) putting the extended essay into its final form and observing the conventions necessary for this type of work.

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15

This module examines a selection of essential texts drawn from the period from 1775 to the first years of the nineteenth century, in which German literature achieved European stature. It looks at innovation and newly emerging confidence in the treatment of the major literary forms (prose fiction, drama, and lyric poetry). But it also studies the currents of violence, passion and madness which these forms were used to convey in an era defined by the iconoclasm of the Sturm und Drang movement and by revolutionary upheaval in France. We will look at the original angry young men of German literature (Werther, Die Räuber), dramas of love and betrayal (Faust), as well as prose fiction which retains its power to shock and puzzle even today (Kleist). The texts studied treat desire, problematic relationships of power and gender, and the crisis of individuals caught up in the painful birth of European modernity.

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15

This module explores one of the major contributions of Germanic culture to modernism. Straddling the period immediately before, during, and after the First World War, Expressionism emerged as a reaction against the mechanising forces of modern industrial society, seeking nothing less than a 'renewal of mankind'. With compelling intensity, the Expressionists developed an immediately recognisable style that found an audience across Europe. This module looks at works from a range of genres: from poetry to drama, from prose (both fiction and manifestos) to painting, Expressionism was a key strand of international modernism across the Arts, embracing figures as diverse as Georg Kaiser, Kurt Pinthus, Else Lasker-Schüler, Franz Kafka, and Oskar Kokoschka. A century later, it remains one of the most important – and most idiosyncratically Germanic – of all modern artistic movements.

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15

What is sustainability? It has been defined in many ways, but the most frequently quoted definition is from 'Our Common Future', also known as the Brundtland Report (1987) which refers to 'development that meets the needs of the present without compromising the ability of future generations to meet their own needs.' While the concept of sustainability has its roots in the natural sciences, it is becoming evident that theories and practices of sustainability are of relevance in social and cultural studies as much as biophysical relationships.

The module begins with an examination of the wide-ranging definitions of sustainability and of the contribution to the discourse from Humanities subjects. We proceed to analyse a range of case studies representing the four disciplines of Modern Languages in SECL at Kent: French, German, Italian and Hispanic Studies. The case studies highlight cultural practices ranging across time periods and geographies in which sustainable processes are key. They may include the cultural history of sustainability or 'Nachhaltigkeit' in the German context; the Cinema Ritrovato festival in Bologna, Italy; the debate in psychoanalysis on the themes of exploitation/sustainability and competition/cooperation in relation to ecological practices and the environment; the works of Martinique author Patrick Chamoiseau and the challenges to French/Eurocentric concepts of sustainability; and the culture and practice of urban organic farming – organopónicos – that arose out of the economic crisis in Cuba in the 1990s and which have circular economics, cultural development and educational practices at their core.

The module concludes with a consideration of how the case studies illustrate theories and practices of sustainability, and how in turn they may be considered catalysts for further engagement in questions of sustainability

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15
You have the opportunity to select elective modules in this stage

Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally. You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability.

All European language students are required to spend a year abroad between Stages 2 and 3. You are expected to adhere to any academic progression requirements in Stage 2 to proceed to the year abroad. If the requirement is not met, you may have to postpone your year abroad.

The year abroad is assessed on a pass/fail basis and will not count towards your final degree classification. You spend the year working as an English language assistant or in approved employment, or studying at one of our partner universities. For a full list of our partner universities, please visit Go Abroad.

Compulsory modules currently include Credits

Students either study at a relevant foreign university or work abroad (either as British Council language teaching assistants or in some other approved capacity).

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120

Stage 3

Compulsory modules currently include Credits

The module develops advanced proficiency in writing, speaking and comprehending German. It concentrates on translation into German and English and the development of analytical skills in the production of written and spoken German. Translation exercises confront students with a variety of advanced texts in different styles and registers, and encourage accuracy and critical reflection as well as acquisition and consolidation of grammatical structures. The language skills component combines discursive writing on advanced topics with the development of proper oral competence through discussion. Conversation classes with a native speaker develop presentational ability, and enable students to speak fluently and idiomatically at the advanced level.

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30
Optional modules may include Credits

This module enables students to research in depth a linguistic topic. The dissertation topic may be chosen from a list provided by the supervisor, or selected by the student under guidance from the supervisor in an area reflecting the student's interests and the supervisor's research programme, interests and expertise. The topic will normally build upon a module that the student has undertaken in their second year. In the rare case that the chosen topic builds upon an Autumn-term module in the student’s third year, acceptance is at the supervisor’s discretion; it is expected that the supervisor will be the convenor of that module and can reach a decision on the basis of their assessment of the student’s potential and the viability of the project.

Topics available for study are subject to the availability of an appropriate supervisor. In order to ensure adequate supervision, supervisors may not accept to supervise more than three dissertations in a given year.

With guidance from their supervisors, students will identify a research question and apply appropriate methodologies to data collection and their analysis. While the supervisor will be there to guide students, students will take responsibility for setting their own deadlines, working at a pace that suits them.

The module will aim to equip students with the necessary training in a broad range of research skills typically required for dissertations in linguistics.

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30

Groups of marks or bursts of sound are just physical entities but, when produced by a writer or a speaker, they are used to point beyond themselves. This is the property of aboutness or intentionality. Other physical entities generally do not have this property. When you hear a sentence, you hear a burst of sound, but typically you also understand a meaning conveyed by the speaker. What is the meaning of a word – some weird entity that floats alongside the word, a set of rules associating the word with objects, an intention in the mind of the speaker….? What is the difference between what your words imply and what you convey in saying them? How are words used non-literally, how do hearers catch on to the meaning of a newly minted metaphor? How can we mean and convey so much when uttering a concise sentence? When someone says something offensive, is it part of its meaning that it is offensive, or just how it is used? In this module we shall try to find some answers to the questions listed above.

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30

The module will begin with a consideration of what the term 'English' means, and of what other, potentially rival, languages have been spoken in the British Isles. It will then consider how successive waves of conquest shaped the sociolinguistic situation to one of di- or triglossia, with English one of a number of varieties used in a restricted set of socially determined domains. Using Haugen’s standardization model, we will examine the factors that led first to selection and later acceptance of English as the dominant variety, and consider the associated linguistic processes of codification and elaboration of function. Working with short texts from different time-periods, the module will then show how and why grammatical changes occurred in Anglo-Saxon, Old and Middle English (e.g. loss of case marking, gender, weakening of the verbal paradigm) and their consequences for the modern language. We will also consider phonological changes (e.g. the Great English Vowel Shift) and their consequences for dialect differentiation. We will conclude by exploring ongoing change in contemporary English (notably koineization in major cities), and the likely consequences for future English in the British Isles.

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15

This course builds on the student's knowledge of semantic phenomena, introducing formal approaches and the semantic metalanguage. Students will be provided with a small set of formal tools for the analysis of linguistic meaning. Students will learn to use these tools to probe into the nature of meaning in natural language and into different types of semantic phenomena. Specific topics that will be dealt with include predication, argumenthood, entailment, presupposition, definiteness and quantification.

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15

This module employs specific theoretical frameworks within the area of Pragmatics (Neo-/Post-Gricean theories, Speech Act Theory, Interpersonal Pragmatics) in order to discuss issues of intercultural communication. It covers phenomena such as indexicality, (im)politeness, humour, non-literal language, while also discussing a range of discourse situations (classroom, business, media).

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15

This module is useful for anyone who may be considering teaching languages to second language/foreign language learners in the future, with particular emphasis on English for Speakers of Other Languages (ESOL), although it provides a rich variety of transferable skills for any participant. It raises awareness of the English language, introduces lesson planning, classroom organisation, language teaching and feedback. There will be an opportunity to observe ESOL teaching and plan and prepare a lesson. Guidance will be given on writing a lesson plan, using resources and creating materials for foreign language learners The emphasis is on building strategies and techniques for foreign language teaching and understanding what makes good practice.

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15

This module is useful for anyone who may be considering teaching languages to second-language/foreign language learners in the future, with particular emphasis on English to Speakers of Other Languages (ESOL), although it provides a rich variety of transferable skills for any participant. It builds on An Introduction to English Language Teaching 1 by increasing the range of skills and considering how to go about teaching specific groups of foreign language learners and assessing their needs. Guidance will be given on writing a syllabus, using resources and creating materials for learners. There will be an opportunity to observe ESOL teaching and to deliver an English lesson.

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15

The aim of this module is to advance students' knowledge of syntactic theory. As such, the course will expand upon a number of key topics from a broad range of issues introduced in the pre-requisite module, such as binding, the syntax of questions and relative clauses and theta theory. We will also examine the interfaces between syntax and other core areas of linguistic inquiry (semantics/pragmatics/morphology) by focusing on topics such as quantification, ellipsis, and anaphora. Relevant theoretical work will be outlined and discussed and students will have the opportunity to develop their skills in syntactic analysis and argumentation by investigating several empirical phenomena from a wide range of languages. They will also be encouraged to evaluate theoretical claims in the light of the observations drawn. As such, the module will equip students with the theoretical and methodological tools required in the specialised modules and will highlight the crucial role of description in supporting and testing theoretical claims.

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15

This module is aimed towards students who are considering a career in journalism, freelance writing, publishing and related fields (a substantial proportion of the programme's cohort), but will also be of use to those with a general interest in the area of media and language studies. It enables students on the BA English Language and Linguistics programmes to put into practice the complex theories and methods of analysis they will have explored elsewhere on their programme of study by producing their own portfolio of journalism and media-related writing. It should be emphasised that a consideration of the impact of new media ('multimodality') on the field will form a substantial component of the module’s content.

Students will carry out their own research, for example using Canterbury and its environs as their news area, collecting information, arranging and carrying out relevant interviews, and writing up projects. They will produce and submit a portfolio of original journalism in which they demonstrate their ability to use the English language, their understanding of grammar and their ability to structure their writing with the target audience in mind. Accompanying this, students will submit a critical commentary in which they will reflect on how an understanding of relevant discourse, stylistic and cultural theory has influenced their writing.

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15

During this course, students will focus on a core set of linguistic case studies, which will equip students with the ability to:

• Assess the extent to which linguistic capacities interact with psychological ones;

• Recognise the relevance of the distinction between developmental and acquired disorders;

• Critically analyse evidence for/against linguistic principles being operative in child grammars;

• Distinguish between language delay and language deviance with regard to developmental disorders;

• Understand the results of social, cognitive and linguistic tests against which subjects' capabilities are measured.

Main themes will be picked from a variety of topics each year, from the following selection: Levels of Representation; Interaction between 'modules'; British Sign Language; Vocabulary and Syntax in the Aphasias; Morpho-syntactic abilities in SLI, complex syntax in Williams Syndrome, Down Syndrome and Autism, Linguistic savants; Pragmatic knowledge in these disorders; Bi-Lingualism.

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15

This module proceeds from the premise that the ambition to write creatively presupposes an interest in the 'expressive mechanics' of language. A more in-depth understanding of these processes will benefit the writer in many ways, for example by providing them with a precise taxonomy with which to precisely describe various fictional, poetic and dramatic techniques and by furnishing them with a critical nomenclature which will aid detailed analysis of their own and others' creative work. The module is designed to appeal not just to those with an interest in writing, but to anyone who would like to explore further and in a 'hands on' fashion the insights into the expressive functions of language and text offered by stylistics. Students will be 'doing stylistics' in the broadest sense of that phrase.

A two-pronged approach is adopted, whereby students are at first introduced to various stylistic and narratological concepts and models (e.g. linguistic deviation, deixis, register, focalization, ways of representing thought/speech, and metaphor), then expected to produce creative exercises which implement and explore these concepts (for example, using linguistic deviation to foreground themes and images or using varying focalization to tell a story from different perspectives). Various 'input’ texts (poetry, fiction and drama) will also be used as examples of the techniques and concepts under discussion, and some as the basis for textual intervention exercises (critical-creative rewriting). This process culminates in the production of a portfolio of students’ creative work (which may be one or more complete stories, a selection of poems, a dramatic text, or a mixture), accompanied by a critical commentary and stylistic analysis which will focus on how an understanding of stylistics and linguistics in general has impacted on the work.

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15

This course will focus on the structure of lexical items, the way in which these different lexical items are stored and the nature of the relation between them. Relevant theoretical work in the fields of psycholinguistics and language processing is outlined and discussed. And students will evaluate the efficacy of these theories on the basis of experimental investigations which they themselves will construct and conduct, for example word association experiments, lexicon decision tasks and parsing phenomena.

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30

Each dissertation will require a different programme of study. Typically, the year will be divided into three periods: (1) gathering information, (2) writing-up individual chapters and discussing these with a supervisor, and (3) putting the dissertation into its final form and observing the conventions necessary for this type of work.

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30

Students will learn to analyse literary texts and respond critically to a challenging body of work, with a particular emphasis on commentaries and close reading. Both their linguistic and their analytical skills will be developed through sustained exposure to a representative cross-section of one of the key genres in German literature, the Novella. The module will trace the emergence of the short prose narrative around 1800 and examine its adaptation during the nineteenth century, when realism asserted itself and became the subject of critical controversy. It will look at the major writers of the period to see what scope the development of realism offered them for artistic variation and psychological depth. Their works will be studied as reflections of the societies and regions to which they belonged and as indications of the profound political and economic changes occurring during the period.

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15

This module examines a selection of essential texts drawn from the period from 1775 to the first years of the nineteenth century, in which German literature achieved European stature. It looks at innovation and newly emerging confidence in the treatment of the major literary forms (prose fiction, drama, and lyric poetry). But it also studies the currents of violence, passion and madness which these forms were used to convey in an era defined by the iconoclasm of the Sturm und Drang movement and by revolutionary upheaval in France. We will look at the original angry young men of German literature (Werther, Die Räuber), dramas of love and betrayal (Faust), as well as prose fiction which retains its power to shock and puzzle even today (Kleist). The texts studied treat desire, problematic relationships of power and gender, and the crisis of individuals caught up in the painful birth of European modernity.

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15

To understand contemporary German-language literature and culture of the twenty-first century, we have to critically engage with and reflect on the social and historical context of aesthetic developments in the world of the distant and more recent past. With concepts of national and cultural identity changing fast in Europe and in the global context, political and social challenges are made visible in literary paradigm shifts and are reflected in a reconfiguring German literary field.

In 2000, the notion of 'broken German' as a representation of literary language was still inconceivable. However, with the surge of migrant literature in the first two decade of the 21st century it would become a controversial and ground-breaking new aesthetic category when a novel of the same name was entered into the competition for one of the most prestigious literary awards in German language, the 'Ingeborg Bachmann Preis'. The use of language as a tool of power is central to our understanding of our societies and their demographic make-up. Literature and the Arts have always mirrored social, political and historical developments, and German-language literary history after the 1960s is a fascinating and representative example for prismatic responses to cultural reality. Theoretical concepts like 'postmodernism' help us to contextualise these responses in order to ultimately explain the human condition.

This module introduces a range of contemporary texts and other works of art (including song and film) in German and provides methods for the analysis of these heterogeneous texts and new forms of authorial self-representation, based on key theoretical texts like Roland Barthes’ "Death of the Author", Frederic Jameson’s "Postmodernism and Consumer Society" or Michel Foucault’s "What is an Author" to outline principle changes of literary production and authorship after 1965.

Narrative techniques like pastiche, intertextuality, the deconstruction of textual coherence and ironic representations of ideological concepts by means of combining contradictory genres will be analysed and put into the socio-political context of German-speaking countries with reference to the global dimension of contemporary writing.

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15

This module will explore the development of German-language poetry in the 20th century. The methodology will comprise three main strands: the thematic, the stylistic and the politico-historical. Individual poets will be read in terms of what they write, how they write and why they write (ie. the context of historical and political events). The module will introduce students to a range of poetic styles and movements: starting with the fin-de-siècle and Impressionist poetry, the module will move through Expressionism, war poetry, anti-war poetry, holocaust poetry, political poetry of East and West Germany, the poetry of exile and return and contemporary post-Wende poetry, to name but a few of the periods covered.

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15

This module explores one of the major contributions of Germanic culture to modernism. Straddling the period immediately before, during, and after the First World War, Expressionism emerged as a reaction against the mechanising forces of modern industrial society, seeking nothing less than a 'renewal of mankind'. With compelling intensity, the Expressionists developed an immediately recognisable style that found an audience across Europe. This module looks at works from a range of genres: from poetry to drama, from prose (both fiction and manifestos) to painting, Expressionism was a key strand of international modernism across the Arts, embracing figures as diverse as Georg Kaiser, Kurt Pinthus, Else Lasker-Schüler, Franz Kafka, and Oskar Kokoschka. A century later, it remains one of the most important – and most idiosyncratically Germanic – of all modern artistic movements.

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15

This module introduces students to the forms and varieties of modern written German through engagement with a wide variety of print and digital media. It explores the similarities and differences between different dimensions of German as it is used today, for example in the media, in teaching and in business. Students taking this module will examine the rhetorical patterns underlying all of these forms of communication, and will thereby improve their own language skills. Emphasis is placed on using a variety of resources (news media, websites, blogs) to build up a thorough awareness of the modern German language in context, and on encouraging students to work together in using up-to-date resources in producing German texts. In particular, the module aims to prepare students for their graduate life and for the uses of written German that will be expected of them on work placements, in their graduate jobs and in the German public sphere.

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15

This module is aimed at those students who would like to follow a career as Primary or Secondary School teachers, but is also suitable to those who would like to consider a career in HE language teaching by providing them with the opportunity to develop their knowledge and understanding of Languages in the primary and secondary school context as well as in HE.

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30
You have the opportunity to select elective modules in this stage

Teaching and assessment

German

Teaching is by a combination of lectures and seminars. You also have regular teaching and conversation sessions with German native speakers.

Assessment at Stage 1 is by 100% coursework (essays, class participation) in the first half of the year, and a 50:50 combination of coursework and examination in the second half of the year. At Stage 2/3, depending on the modules you select, assessment varies from 100% coursework (extended essays or dissertation), to a combination of examination and coursework, in a ratio that will normally be 50:50, 70:30.

English Language and Linguistics

On average, you have four lectures a week plus four seminar classes. However, this varies depending on the material and the nature of the module, and may include workshops, discussion groups and practical sessions. You have group or one-to-one tutorials for research projects and dissertations, and tutorials with your lecturers and seminar leaders to discuss coursework and assignments. In addition, you have access to further information and support via Moodle, our interactive web-based learning platform. At each stage, some modules are continuously assessed, while others combine coursework and examination. Stage 2 and 3 modules count towards your final degree result.

Independent rankings

For graduate prospects, Modern Languages at Kent was ranked 5th in The Guardian University Guide 2018.

For graduate prospects, Linguistics at Kent was ranked 1st in The Times Good University Guide 2018, 4th in The Complete University Guide 2018 and 5th in The Guardian University Guide 2018.

Linguistics students who graduated from Kent in 2016 were the most successful in the UK at finding professional work or further study opportunities within six months (DLHE).

Contact Hours

For a student studying full time, each academic year of the programme will comprise 1200 learning hours which include both direct contact hours and private study hours.  The precise breakdown of hours will be subject dependent and will vary according to modules.  Please refer to the individual module details under Course Structure.

Methods of assessment will vary according to subject specialism and individual modules.  Please refer to the individual module details under Course Structure.

Programme aims

For programme aims and learning outcomes please see the programmes specification for each subject below. Please note that outcomes will depend on your specific module selection:

Careers

German

The ability to speak another European language is a key asset in the global employment market, and many employers view a graduate with overseas study experience as significantly more employable. In addition to your language expertise, you also acquire many transferable skills, such as excellent communication skills, the ability to think independently and the confidence to express your ideas persuasively and with sensitivity, that are considered essential by graduate employers. Recent graduates have gone into careers such as teaching German, teaching EFL, translation, accountancy, law, customs, finance, publishing and journalism.

English Language and Linguistics

English Language and Linguistics help you acquire high level skills in communication, problem solving, group work, IT and numeracy, which will be very important in your future career. The programme prepares you for an extensive and wide range of careers where an in-depth understanding of how language functions is essential. These include advertising, journalism and professional writing, media, public relations, marketing and sales, publishing, teaching at all levels, company training, broadcasting, conversation analysis, and the civil or diplomatic services.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

BBB

GCSE

Grade B or 6 in a second language.

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances.

International Baccalaureate

34 points overall or 15 at HL including 4 at HL or 5 at SL in a second language

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country. 

However, please note that international fee-paying students cannot undertake a part-time programme due to visa restrictions.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2019/20 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15700

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

Fees for Year in Industry

For 2019/20 entrants, the standard year in industry fee for home, EU and international students is £1,385

Fees for Year Abroad

UK, EU and international students on an approved year abroad for the full 2019/20 academic year pay £1,385 for that year. 

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

The scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either mathematics or a modern foreign language. Please review the eligibility criteria.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.