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French and English Language and Linguistics - BA (Hons)

UCAS code RQ13

2020

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

Overview

French is one of the most beautiful romance languages. Outside of France it is spoken as far afield as Canada, the Seychelles, Madagascar and Mali. It is one of the offical languages of the United Nations, and an important language in the EU.

Studying at our Canterbury campus gives you a good opportunity to immerse yourself in the language. There are many French-speaking students on campus, and our proximity to airports, the Channel ports and the Eurostar terminals at Ashford and Ebbsfleet make it quick and easy to get to Paris, Brussels and Lille.

During your year abroad, as part of an Erasmus programme, you could begin to study for a French qualification (Licence), or alternatively you can gain work experience by becoming a language assistant in a French school or by following other career paths.

Within the English Language and Linguistics element of your degree, you explore the structure of language and its relationship with culture, society, and the mind. A broad choice of theoretical topics encompasses such areas as syntax, phonetics and phonology, morphology, sociolinguistics, language acquisition, semantics, pragmatics, literary stylistics and critical and cultural theory, while modules in language learning and teaching, creative and media writing, and language and media have a more vocational focus.

Independent rankings

French at Kent scored 92.7 out of 100 in The Complete University Guide 2019. In The Guardian University Guide 2019, over 91% of final-year Modern Languages and Linguistics students were satisfied with the overall quality of their course.

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 module, which covers the period from the 17th century to the First World War, examines through the study of relevant literary and other texts some of the major historical, cultural, social, political and literary movements of France and its colonies during this era. Close textual analysis will be combined with study of the texts' various contexts: the module encourages students to analyse cultural artefacts in connection with the historical, social and cultural contexts and discourses within which they were created. The choice of primary materials covers a wide variety of genres: letters, drama, fiction, political texts, travel writing. Students will learn to adopt critical strategies to analyse all of these sources, and to reflect on moments of major historical and cultural significance in the development of modern France. Events such as the French Revolution, the Paris Commune and the Dreyfus Affair will be analysed as they are represented in the chosen primary texts. Students will be encouraged to consider questions of national and other forms of identity in France and in the Francophone world more generally as they are mediated through cultural production, thinking through the stereotypes often used to characterise nations, their citizens/subjects and their history.

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15

This module, which covers the period from World War I to the present day, examines some of the major historical, cultural, social, political and literary movements of France and its former colonies during this era. Close textual analysis will be combined with study of the texts' various contexts: the module encourages students to analyse cultural artefacts in connection with the historical, social and cultural discourses and contexts within which they were produced. The choice of primary materials covers a wide variety of genres: fiction, political texts, cultural criticism, popular song, film. Students will learn to adopt critical strategies to analyse all of these sources, and to reflect on moments of major historical and cultural significance in the development of contemporary France. Events such as the Second World War, the formation of the 5th Republic, North African and South-East Asian decolonisation and contemporary debates about 'laïcité’ will be analysed as they are represented in the chosen primary texts. Students will be encouraged to consider questions of identity – and their mediation through cultural production – in France and in the Francophone world more generally, thinking through the stereotypes often used to characterise nations, their citizens or colonial subjects, and their history.

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15

This module is designed to introduce students to French literature, culture and history by the close study of a number of dramatic texts from the 17th, 18th, 19th,20th and 21st centuries. The authors studied use drama to explore a wide variety of themes: religious, philosophical, political, literary and social questions will be examined as they are raised in each text. Students will undertake close readings of the primary texts and will make connections with broader political, social, historical and cultural issues.

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15

This module is designed to introduce students to the range and variety of French literature by the close study of a number of short fictional texts from the 18th, 19th, 20th and 21st centuries. The authors studied use short fiction to explore a wide variety of themes: philosophical, political, and social questions will be examined as they are raised in each text. Students will undertake close readings of the primary texts and will make connections with broader political, social and cultural issues.

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15

This module will provide students with a basic knowledge of the most important periods of French cinema (including experimental cinema, the nouvelle vague, Beur cinema, the 1980s 'cinéma du look') and introduce key film concepts such as the ‘politique des auteurs’. Students will gain experience in critical reading and viewing, in close analysis of films, texts and issues, and in developing arguments in French. They will also be introduced to the skills of presentation and the sustaining of cogent argument. The module will examine a number of films from the 1920s to the present which illustrate the scope and development of French cinema. While most of the films are now regarded as canonical, a major aim of the module is to place the works in context so as to emphasise their radical and often transgressive power.

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15

This module explores how four major 'crises' in twentieth-century France are reflected in cinema: World War I, World War II, the Algerian crisis, and the events of May 1968. Some films are almost contemporary with events, whereas others were made decades later. This module will explore themes such as realistic depiction, socio political agendas, nationalist ideologies and the politicisation of (collective and individual) memory.

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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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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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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 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 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

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 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 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

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

This is an intermediate level module. Its aims are to strengthen and widen the linguistic knowledge provided in FR300, to consolidate students' vocabulary and improve their knowledge of written and spoken French through immersion in a variety of texts, and to practice translation skills both from and into French.

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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 French course such as FR330, 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 waystage in terms of the Common European Framework of Reference).

This module is designed to allow students, upon completion, to demonstrate a level of ability up to B2 threshold, turning students into independent users of French in both oral and written contexts. The course is thus also designed to prepare students for their year abroad and independent life in France 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

It is commonly accepted that identity or a sense of self is constructed by and through narrative – the stories we tell each other and ourselves about our lives. This module explores the complex relationships that exist between memory, nostalgia, writing and identity in a range of twentieth-century autobiographical and first- and third-person fictional works in French. These texts foreground issues of childhood, memory, history, and trauma in the construction of identity.

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15

Detective fiction is an extremely popular genre whose basic template can give rise to a multitude of approaches, settings, plots and values. This course is designed to give students an overview of the tradition of French crime fiction as it has evolved from the mid-19th century to the early 21st century. Short crime fiction, full crime novels, and film will be analysed. Close attention will be paid to generic conventions, and how they alter over time. Questions of social order and disorder will be central to our enquiry. We will also study the extent to which detective novels mount a critique of contemporary society. All texts will be studied in French. Tuition is given partly in English and partly in French.

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15

This module will introduce a selection of short narrative fiction in French drawn from the eighteenth and nineteenth centuries. It will reflect on the techniques and forms used by a number of authors and inquire whether short fictions tend to display common features. The authors chosen use the form in a wide variety of ways, from illustrating a philosophical position to dramatising an ethical dilemma or even questioning the conventions of fiction themselves. The texts will be considered with some reference to concepts drawn from general theory of narrative.

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15

The module is an opportunity to embark on extended written analysis of a chosen area of study, related to, but not part of, another stage two French non-language module. It culminates in the presentation of an essay, normally in English, of 6,000 words.

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15

Students are taken through essential aspects of the conduct of business in France (and French-speaking countries), both learning about those aspects and becoming familiar with specific features of the French language encountered in a professional context. In terms of key skills, business skills and language skills, encourages the practice of meticulous accuracy.

As an option, students may register for the Diplôme de français professionnel Affaires B1 (DFP B1) of the Chambre de Commerce et d'Industrie de Paris Ile-de-France (CCIP). The syllabus of FR590 closely follows some of the pedagogical requirements of the business French programme of the CCIP.

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15

Among the capital cities of Europe, Paris has a particularly rich and interesting history. In the revolution of 1789 and subsequent political upheavals in the course of the nineteenth century (1830, 1848, 1870-71), the city played a key role in deciding the fate of the nation. In the same period, it grew dramatically in size and emerged as a modern metropolis. Widely divergent views were expressed as to the wholesomeness of city living; opinion differed equally violently among writers as to the benefits to be derived from the explosive growth of the city. The module will examine conditions of life in the real Paris of the 19th Century and in particular the radical and highly controversial changes to the face of the city brought about during the Second Empire under the direction of Baron Haussmann. The main focus of the module, however, will be the images of the city as mediated in contemporary fiction (Balzac and Zola amongst others), poetry (Baudelaire) and painting (Manet's vision of city life).

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15

Among the capital cities of Europe, Paris has a particularly rich and exciting history. It played, for example, a key role during the revolution of 1789 and subsequent political upheavals in the course of the 19th century. This module explores the different and evolving representations of Paris of the 20th century in the context of modernity and postmodernity. Although the main focus of the course will be literary, including poetry and fiction, there will also be examination of the changing landscape of the capital as mediated through film and in visual art (Cubist paintings of Paris). Thematic focuses of the module include: immigrant experience in Paris; young protagonists' quest for identity in Paris; social and urban change.

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15

This module will examine ways in which this turbulent and divisive period of French history is reflected in imaginative writing. Some texts are nearly contemporaneous with events; others reflect collective memory of the Occupation across generations. Questions raised will include: problems of realistic description and of narrative technique; the relationship of the individual to events beyond his/her control; conflicting loyalties and responsibilities; Resistance and occupation as metaphor; the mode rétro in French fiction since the 1960s. A certain amount of historical background reading will be essential.

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15

Written and spoken French are now, arguably, so far apart as to constitute distinct varieties. Unlike most French modules, this module will take the latter as its starting point. The phonology (sound system) will first be explored, and basic transcription skills acquired, with consideration of recent and ongoing changes in the general system known as français standard. The module will then move on to consider the gap between written and spoken French grammar, notably in such areas as the tense/mood system, morphosyntax or pronouns, grammatical gender and agreement, and verb classification. The treatment of neologisms, and particularly the status of franglais in contemporary French, will also be considered. Although the module will provide students with some basic tools of linguistic description, no background in Linguistics is required or assumed.

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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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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 languages students (French, German, Hispanic Studies and Italian) are required to spend a year abroad between Stages 2 and 3 in a country where the European language is spoken. 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 does 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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Stage 3

Compulsory modules currently include Credits

The module develops advanced proficiency in writing, speaking and comprehending French. It concentrates on translation into French and English and the development of analytical skills in the production of written and spoken French. 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

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 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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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

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 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 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

This module presents a survey of a range of works by major Caribbean writers published since 1990. These texts explore family relationships and the related themes of childhood, memory and identity. The works will be studied in the context of social changes in the Caribbean from the 1950s onwards, including the departmentalization of Martinique and Guadeloupe, the emergence of the Duvalier dictatorship in Haiti and rising rates of migration from the Caribbean to Paris and other French cities. A range of postcolonial theories will be deployed to study the ways in which these works engage with the legacy of French colonialism in the Caribbean. The aim of the module is to show how Caribbean writers use the portrayal of the family to explore how the history of colonialism is both transmitted and silenced in contemporary society.

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15

This module presents a broadly chronological survey of canonical works of French literature of the nineteenth century centred on the theme of desire. More specifically, these works explore contemporary codes of love and marriage, shifting gender identities, capitalism, consumerism, moral, social and sexual transgression, alienation, lethargy, and death. The module takes fiction of the Romantic era as its starting point, exploring the frustration of desire associated with the 'mal du siècle' (the disillusionment and melancholy experienced by (primarily) young adults in the early nineteenth century). It concludes with naturalist and ‘decadent’ works of the fin de siècle, which are concerned with a discrepancy between desire and a generalised depletion of the energy required to fulfil it. The module identifies desire (whether satisfied, unfulfilled or conspicuously absent) as a central preoccupation in French cultural production of the nineteenth century. It also examines the extent to which desire is a strategy for expressing contemporary concerns and anxieties around specific aspects of modern life with which the human subject was coming rapidly and problematically to terms.

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15

This module will explore the evolution of the notion of travel in modern French thought and literature by looking at a wide range of French travel writing in prose as well as poetry, essays, and travel diaries from the late 19th century to the late 20th century. The objective is to show how travel writing questions the relevance of myths about travel itself (often seen as a means to discover new worlds and to allow different cultures to blend) or about the other and otherworldliness.

The module takes Arthur de Gobineau's and Victor Hugo's fictional travels to the East as a starting point to explore how 19th-century orientalism fed an imaginary, idealised or demonised conception of the other. From there we will move on to different (post)modern texts by Victor Segalen, Henri Michaux and Nicolas Bouvier, demonstrating how travel and writing can work together to cross borders of a cultural but also linguistic and stylistic nature. More specifically, these different works explore themes such as exoticism, (post)modern conceptions of intercultural relationships, opacity, loneliness, fragmentation, and chaotic trajectories.

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15

The module is designed to acquaint students with samples of the main trends within the work of Twentieth Century Women writers by paying close attention to the relations between mothers and their daughters who become writers. Each novel chosen is one of personal analysis of the often-violent relationship between the mothers and their daughters who turn to writing in a search for identity and liberation from the mother or maternal figure of their youth. Students analyse the texts in order to evaluate how the picture of the mother has evolved. We will pay close attention to the underlying theme of the progression of the role of women in French society. Each text will also provide us with a variety of specific themes to discuss which will enable us to better understand the changes which French women have faced during this century.

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15

Students will be introduced to the francophone business environment, and will learn to be operational in such a context. As well as learning about essential aspects of companies and specific features of the French language encountered in such an environment, students will broaden their knowledge of current events and economic issues through the use of a dossier of contemporary texts/articles, which will be exploited in a variety of ways: résumé (précis-writing), analyse de document (questions about the text), or free composition. In terms of key skills, business skills and language skills, this module encourages the practice of meticulous accuracy.

Students will develop their confidence in the use of specialised terminology and appropriate register in a professional context.

As an option, students may register for the Diplôme de français professionnel Affaires B2 (DFP Affaires B2) of the Chambre de Commerce et d'Industrie de Paris Ile-de-France (CCIP). The syllabus of FR592 closely follows some of the pedagogical requirements of the business French programme of the CCIP.

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15

This module provides the opportunity to write a Dissertation on an author or theme normally relating to one of the other French 'non-language' or 'content' modules being followed in the final year. The final-year dissertation gives students the opportunity to satisfy their intellectual curiosity by individually and independently researching a large-scale project of their own choice. Throughout autumn and spring terms students will be given guidance by a chosen supervisor, but the rhythm of research, e.g. the writing and frequency of meetings between supervisor and student, is largely left to the individual student to determine.

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30

This module examines some of the key works of French cinema since 1990. The films in this module will be studied within their cultural background and within the context of French cinema history. While all the films are studied in close detail, students will be invited to develop important themes such as race and national identity, changing perceptions of Paris and the banlieue, and symptoms of social crisis. The aim of the module is to show how French filmmakers have had to invent new forms and styles of film in order to be able to address the specific issues raised by life in contemporary France.

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15

This module will view French as a case study in language standardization. How did a despised dialect of late Latin grow in stature to become a nationally and internationally prestigious standard language? We begin by outlining Haugen's model of standardisation, and the processes are that associated with them. Starting with Selection of Norms, we consider the earliest French texts and show how they differ from Latin and from Modern French, and look at evolving medieval attitudes to dialects and Classical Latin. As French gradually replaces Latin, we consider Elaboration of Function and Codification, before moving to Acceptance (or perhaps imposition?) of French as a national language in the wake of the Revolution. The latter part of the course looks at language maintenance and the role of normative institutions in controlling or resisting change.

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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

French

Compulsory language modules include small group work with a native speaker, computer-assisted language learning packages and audio and video materials.

At all stages, assessment is based 100% on coursework (essays, oral presentations) in the first half of the year, and a combination of coursework and examination in the second half of the year. Credits from your year abroad count towards your final degree.

English Language and Linguistics

English Language and Linguistics provides an opportunity to discover spoken and written language in all its complexity. While the focus is on English, you also explore the meaning of language more generally, and discover what language systems have in common.

Combining theoretical and practical elements, the programme explores the structure of language and its relationship with culture, society, and the mind. A broad choice of theoretical topics encompasses such areas as syntax, phonetics and phonology, morphology, sociolinguistics, language acquisition, semantics, literary stylistics and critical and cultural theory. Courses in language learning and teaching, for instance, have a more vocational focus.

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

Graduate destinations

Our graduates go into a wide range of careers in areas such as:

  • diplomacy
  • publishing
  • journalism and professional writing
  • public relations
  • marketing and sales
  • interpreting and translating
  • European media
  • law
  • accountancy and banking
  • teaching. 

Help finding a job

The School of European Culture and Languages' Employability programme, includes work-related modules and work placements. Both of these are a key part of the ‘in the classroom’ modules, designed for budding teachers, which combine traditional learning methods with practical teaching experience.

The University’s friendly Careers and Employability Service offers advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

Career-enhancing skills

Alongside specialist skills, you also develop the transferable skills graduate employers look for, including:

  • high-level skills in communication
  • problem solving 
  • IT and numeracy 
  • the abiilty to work independently and as part of a team.

In addition, the ability to speak a European language other than English and the enhanced confidence you gain from your experience of studying or working abroad are key assets in the global employment market.

You can also gain extra skills by signing up for one of our Kent Extra activities, such as developing your enterprise skills or volunteering.

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

GCSE grade B or 6 in a second langauge

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. A typical offer would be to achieve DDM.

International Baccalaureate

34 points overall or 15 points 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 2020/21 tuition fees have not yet been set. As a guide only, 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.