Linguistics

English Language and Linguistics - BA (Hons)

UCAS code QQ13

CLEARING 2018

Planning to start this September? We may still have full-time vacancies available for this course. View 2018 course details.
2019

Language plays a central role in everything we do. This subject asks: What do languages have in common? Are humans genetically disposed to learn language? What principles affect how languages change over time?

Overview

Linguistics is the scientific study of language, seeking to understand how it is structured, used and acquired. You explore spoken and written language in all its complexity and its relationship with culture, society and the mind.

English Language and Linguistics is based in the School of European Culture and Languages (SECL), which is one of the largest academic schools in the University. Our multidisciplinary focus allows you to study all aspects of language, including its nature, structure and use, and discover how this varies according to person, time and situation.

Our degree programme

The programme examines how language is used in various social, political, cultural and philosophical contexts, including the media, literature and everyday conversation.

In your first year you learn the fundamentals of language. In your second and third years you choose from a broad range of theoretical topics such as syntax, phonetics and phonology, morphology, sociolinguistics, language acquisition, semantics, pragmatics, literary stylistics, and critical and cultural theory.

You can also study modules with a more vocational focus, such as language learning and teaching, creative and media writing, and language and media.

Year abroad

It is possible to spend a year or a term abroad at one of our partner institutions. You don’t have to make a decision before you enrol at Kent but certain conditions apply.

Study resources

The Linguistics Laboratory has facilities for experimental and quantitative research in acoustics, sociophonetics, and speech and language processing and acquisition. You also have access to the School of European Culture and Languages’ recording studio and a multimedia lab.

 Extra activities

There are a variety of societies and groups you can join. The English Language and Linguistics Society is based around a common interest in language. It provides excellent networking opportunities and access to valuable knowledge and resources that could enhance your studies.

The Department also hosts the Centre for Language and Linguistics, which runs a programme of seminars, lectures and reading groups that you may join.

Independent rankings

In the National Student Survey 2017, over 92% of final-year Linguistics students who responded to the survey were satisfied with the overall quality of their course. Linguistics at Kent was ranked 9th for overall satisfaction.

Linguistics at Kent was also ranked 5th in the UK in The Complete 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.

TEF Gold logo

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 ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

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).

Read more
15

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. 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, or for students who are contemplating a career in publishing, journalism or teaching, in which the ability to express oneself accurately and succinctly is essential.

Read more
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).

Read more
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.

Read more
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.

Read more
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.

Read more
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.

Read more
15
You have the opportunity to select wild modules in this stage

Stage 2

Modules may include Credits

This course will examine the human ability to receive and process spoken signals. It will start with introducing the foundations of human audition, the hearing mechanism and its properties in healthy and clinical populations. Ways of measuring perceptual impressions (auditory scales) and multimodality of speech perception will be discussed, along with models of speech perception. Students will be introduced to the key issues in speech perception research, including perception of different linguistic units (consonants, vowels, words, prosody) and different accents (regional, social, non-native). The course will cover perceptual illusions where there is a discrepancy between the subjective percept and the objective physical reality, and explain how they arise. Students will have an opportunity to learn how perceptual research is conducted by using the relevant specialist software (e.g. Praat, DMDX, Psychopy), and hone their IT skills by setting up small-scale perception experiments.

Read more
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.

Read more
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..

Read more
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.

Read more
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 (1,500 words) 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.

Read more
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.

Read more
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.

Read more
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.

Read more
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.

Read more
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, constituency tests as a means for testing phrase structure, case theory, theta theory, binding and movement.

Read more
15

This course will equip students with the necessary training in a broad range of research skills, with the express aim of preparing them for their final-year dissertation. Key topics will include, hypothesis formation; falsifiability; ethical procedures; experimental versus naturalistic settings; questionnaire designs for sub-disciplines within linguistics; corpus research; introduction to quantitative and qualitative methods; conducting and presenting descriptive statistics; formal theory-based and applied methodologies; case study research; empirical validity and reliability issues.

Read more
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.

Read more
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.

Read more
30
You have the opportunity to select wild 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.

You can apply to add a Year Abroad to your degree programme from your arrival at Kent until the autumn term of your second year.  The Year Abroad takes place between Stages 2 and 3 at one of our partner universities.  Places and destination are subject to availability, language and degree programme.  For a full list, please see Go Abroad.

You are expected to adhere to any academic progression requirements in Stages 1 and 2 to proceed to the Year Abroad.  The Year Abroad is assessed on a pass/fail basis and will not count towards your final degree classification.

Stage 3

Modules may include Credits

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.

Read more
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.

Read more
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.

Read more
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 which 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.

Read more
30

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.

Read more
15

This module deals with the linguistic study of prosody. It covers how prosody is produced and perceived and how it is encoded in the speech signal. Emphasis will be placed on the study of intonation but the module will also cover stress, phrasing, and speech rhythm; the material will cover both theoretical approaches to prosody and experimental studies that have led to the development of these theories.

Read more
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).

Read more
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.

Read more
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.

Read more
15

This course deals with gender and how it affects and is affected by language. Topics that will be covered include the following: biological sex and social gender; the different social roles of genders and how these are manifested in language structure and language practices (such as discourse and conversation strategies); the theories that have been put forward to explain these linguistic differences; linguistic stereotypes about gender; the language of children; queer speech.

Read more
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 3 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.

Read more
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.

Read more
30
You have the opportunity to select wild modules in this stage

Teaching and assessment

On average, you have two one-hour lectures each week plus two seminar classes of two hours each. However, this varies depending on the material and the nature of the module, and there may be additional workshops, discussion groups and practical sessions. You have group or one-to-one tutorials for research projects and dissertations, and also have 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.

Programme aims

The programme aims to:

  • provide a challenging and research-led programme of study, relevant to the needs of students with a strong interest in English language and language structure more generally
  • meet the needs of those thinking of working in education, training, writing,  publishing, commerce, language-based therapy and tourism, or other careers where sensitivity to language and communication plays a central role
  • offer a grounding in linguistic theory, and sensitivity  to social, cultural and political issues which surround the use of language
  • provide teaching which is informed by current research, scholarship and good practice
  • enable students to manage their own learning and to carry out independent research
  • develop general critical, analytical and problem-solving skills
  • provide students with opportunities for the development of their personal, communication, research and other key skills
  • enable students to think and work creatively and intellectually and to stimulate their search for knowledge and insight.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • the interdisciplinary nature of linguistics and language studies
  • terminology to describe and understand the nature and use of language, including relevant descriptive linguistic concepts, terms relevant to theory and explanation in linguistics, the role of language in social life, and sychronic and diachronic perspectives
  • the way speech sounds are articulated, described and change in isolation and in natural speech, and how these are organised into a system
  • the structures and properties of individual words and sentences
  • the way meaning is generated in language
  • language varieties, styles and registers, with particular reference to English
  • intercultural language issues
  • language acquisition
  • discourse in its broader political, historical and sociocultural contexts (discourse analysis, stylistics and text analysis, theories of discourse).

Intellectual skills

You gain intellectual skills in how to:

  • construct and manage an argument
  • critically judge and evaluate evidence
  • present, evaluate and interpret a variety of data
  • assess the merits of contrasting theories and explanations, including those from other disciplines
  • collect and analyse data using a variety of methods
  • consider the ethical aspects of collecting, handling and storing of data
  • summarise and synthesise information from a number of sources
  • reach independent judgements about data or theory.

Subject-specific skills

You gain subject-specific skills in the following:

  • demonstrating and applying knowledge of the main methods of enquiry and analysis in linguistics and its sub-fields
  • understanding the technical and ethical issues in linguistic data collection
  • presenting linguistic data
  • evaluating and interpreting linguistic data, developing lines of argument, and making sound judgements in accordance with the central theories and analytical concepts in linguistics and its sub-fields
  • separating descriptive from prescriptive linguistic judgements, and challenging linguistic prejudice.

Transferable skills

You gain transferable skills in the following:

  • communication: presenting the results of study and work accurately, with well-structured and coherent arguments in an effective and fluent manner both in speech and in writing; communicating information, ideas, problems and solutions to both specialist and non-specialist audiences
  • effective interaction within small groups, exercising personal responsibility, sensitivity and appropriate decision-making skills
  • managing your own learning, demonstrating the ability to conduct independent research, to achieve goals, take initiative, be organised and meet deadlines
  • understanding the dynamics of oral and written communication within a variety of settings
  • library and information technology application and resources
  • advanced-level IT, including aspects relating to multimedia and multimodal discourse
  • managing time and prioritising workloads
  • accurate and effective note-taking
  • problem-solving in a variety of theoretical and practical situations.

Careers

Graduate destinations

Previous graduates have gone on to work in:

  • advertising
  • journalism and professional writing
  • media
  • law
  • public relations
  • marketing and sales
  • publishing
  • broadcasting
  • civil or diplomatic services.

Help finding a job

The University also has a friendly Careers and Employability Service which can give you advice on how to:

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

Work experience

We offer a number of modules with direct relevance to the world of work, including options that focus on teaching and on writing in the media.

Career-enhancing skills

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

  • think critically
  • communicate your ideas and opinions
  • work independently and as part of a team.

You can gain extra skills by signing up for one of our Kent Extra activities, such as learning a language or volunteering.

Independent rankings

For graduate prospects, Linguistics at Kent was ranked 5th in The Times Good University Guide 2017.

According to Which? University (2017), the average starting salary for graduates of this degree is £18,000.

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

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 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.

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 tuition fees have not yet been set. As a guide only, the 2018/19 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15200
Part-time £4625 £7600

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 2018/19 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 2018/19 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. 

For 2018/19 entry, 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.

Full-time

Part-time

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.