2020-21 BA Two Languages Programme Design Document

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1	Programme Information & PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	BA Two Languages (with a Year Abroad) (Hons) (4 years)
4	Level of qualification
5	Please select:				Level 6
6	Please indicate if the programme is offered with any year abroad / in industry variants																Year in Industry Please select Y/N								No
7																	Year Abroad Please select Y/N								No
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		Language and Linguistic Science
10	Other contributing Departments:
11	Programme Leader
12	Thomas Jochum-Critchley
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	On our language programmes, you will acquire the competencies necessary to be effective communicators in the target languages. Alongside your multidisciplinary study of culture and society in the target languages, you are exposed to the inner workings of language through the study of linguistics. As a result, our language programmes prepares you to become a lifelong independent learner who will thrive in a global society with a deep awareness of and sensitivity to intercultural norms and practices. You will also emerge with advanced skills in writing, argumentation, and analysis, both in English and your target languages. The combination of these communicative, linguistic, multicultural and analytical competencies ensures that you are a highly sought-after graduate who can navigate and operate in international and multilingual professional environments. This skill set will open the door to many different careers, ranging from jobs in language teaching, translation and interpreting, to finance, sales and marketing, as well as tourism, the public sector, and broadcasting and journalism.
16
17	PLO	On successful completion of the programme, graduates will be able to:
18	1	Interact effectively, in a variety of contexts, having developed an awareness of and sensitivity to linguistic and intercultural norms and practices enabling them to solve multi-lingual communication-related problems, as well as communicate precisely and effectively in a range of formats both in English and in the target languages, to specialist, multinational and lay audiences.
19	2	Approach critically and with confidence intricate, complex and unfamiliar linguistic phenomena, discern relevant patterns across languages of study and convey their significance to a variety of audiences.
20	3	Learn languages autonomously, by reflecting on the learning process through the exposure to and comparisons between two languages of study, and subsequently select and apply the most appropriate learning strategy for a given task in a given language of study.
21	4	Research, process and critically assess culturally- specific information acquired through engagement with a variety of sources in order to effectively communicate newly acquired information in English and the target languages in both traditional and digital forums.
22	5	Develop critical thinking through a diverse range of feedback practices including self-reflection and peer review in order to identify further areas of research in order to communicate lines of reasoning clearly, precisely and effectively.
23	6	Synthesise and critically analyse key theories of language diversity and change, taking into consideration arguments from a variety of linguistic standpoints.
24	7	Show sensitivity and perceptiveness concerning aspects of social, cultural, and political realities where language plays an important role and be able to highlight the relevance of linguistic issues to policy-making in a globalised and interconnected world.
25	Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
26	N/A
27	Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
28	Students with a Year Abroad students learn to assess culturally-specific information first hand, by learning to navigate across cultures in a contextually appropriate and culturally sensitive manner, handling uncertainties with confidence; developing an awareness of and sensitivity to intercultural norms. Going on the Year Abroad will make students highly-sought after by employers, since the experience will give students international exposure, problem-solving skills, adaptability, networking and communication skills. The Year Abroad is divided into two semesters (60 credits each); students who study two languages, split the year according to languages of study, having the choice of going to a partner university, work placement or British Council Assistantship. Each term, students get assessed at University of York. The assessment is based on two 2000 word essays in the target languages. The first assessment is due in week 4 Spring term and the second assessment is due in week 12 Summer term. The two semesters are each assessed on a PASS/FAIL basis.
29	Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
30	i) Why the PLOs are considered ambitious or stretching?
31	The learning outcomes represent an exciting mix of intercultural competence and an extent knowledge of linguistics alongside a multidisciplinary study of culture and society in the target language. The learning outcomes reflect and are affected through the culture of collaboration and interchange which is an intrinsic part of our departmental practice. The process of discovery that our students go through equips them with a lifelong curiosity about the world and gives them the tools needed to ask the right questions and formulate well informed answers in a wide variety of areas of human activity. The attributes of creativity, curiosity, and collaboration are some of the most important tools students need to be successful professionals and be sensitive and responsible members of an international and multilingual professional environment.
32	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
33	Languages at York are pursued in a unique manner; the combination of the multidisciplinary study of culture and society, and the development of fluency, accuracy, and critical skills, together with the study of linguistics, gives the learning outcomes their distinctive quality and justifies them in a fundamental way. Approaching the subjects of study in the target language and in small groups gives students the fluency and critical skills needed to operate in the international and bilingual professional environments.
34	iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
35	One of the focal points of our language programmes is the focus on content based language learning, this engages students in becoming effective in working with IT across the language curriculum, such as wikis, video, digital portfolios, google documents and blogs, etc. which allows for collaborative and blended learning environments. Students also undertake research and identify material using the internet and digital database and repositories. They are adept at finding useful resources but also highly skilled in evaluating the reliability and value of digital material. Students are thus encouraged to develop their digital identity within and outside the University.
36	iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
37	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
38	The PLOs support and enhance student employability by focusing on the development of communicative, multicultural and critical competencies in order to ensure that our students are highly sought-after graduates, who can navigate and operate in international and multi-lingual professional environments. Other great skills our students gain through the study of languages and lingusitics are: problem solving, analysis and critical reflexion, scope for collaboration, capacity to innovate and adapt to multiple situations through reflective practice and intercultural awareness and sensitivity.
39	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
40	Contact with staff is key, both in academic and pastoral contexts. The department has a host of monitoring and reporting mechanisms in place to identify students who may be in need of further support. Module and Year coordinators liaise directly with supervisors and once a student has been identified a plan of action, in consultation with the university's support services is put in place. The programme leaders may also take an active consultative role in this process. Supervisors identify students in difficulty by reviewing attendance through regular supervision meetings, reviewing attendance, and communication with module leaders. They ensure that students in need receive appropriate support through the relevant department and/or utilizing the appropriate university support services (e.g. the Open Door Team, Disability Services, the Careers Office). .
41	vii) How is teaching informed and led by research in the department/ centre/ University?
42	The Department of Language and Linguistic Science has a strong commitment to researchand scholarship-led teaching. A wide range of specialist modules in the final year are designed so that they can provide a structured environment for teaching that is centred around the research interests of members of individual members of the department. There is a lot of opportunities for independent study in both disciplines, providing them with the chance to conduct independent research under the supervision of staff members.
43	Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
44	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
48	Stage 1
49	On progression from the first year (Stage 1), students will be able to:							At the end of the first year, students have developed sensitivity to different registers and have acquired effective communicative strategies in the target languages. They have acquired language learning processes and strategies in order to become autonomous learners and have begun to develop their analytical and critical skills in the target language under guidance. Students have also developed a broad understanding of the nature and functioning of language in general.
50	PLO 1		PLO 2			PLO 3	PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
51	Develop a sensitivity to different registers and acquire effective communicative strategies in the target language.		Identify and analyse unfamiliar linguistic patterns encountered in authentic materials.			Acquire language learning processes and strategies through explicit guidance.	Start to develop critical skills in a target language under guidance.					Learn to select appropriate source material when investigating predefined content areas.					Be exposed to a variety of points of view regarding different aspects of lingusitics.					Understand the structure of language in order to convey social and cultural aspects of communication.
52	Stage 2
53	On progression from the second year (Stage 2), students will be able to:							At the end of year two, students approach complex and unfamiliar language structures and content with self-confidence. They are able to research, synthesise and critically assess culturally sensitive information, developing a clear line of reasoning both in English and the target languages. Students are capable, under guidance, of recognising problematic datasets and concepts, thus starting to develop their ability to formulate novel questions and problems. Students understand the importance of teamwork as well as the necessity to adapt to different roles in various settings. Finally, they engage critically with a wide range of feedback practices (self-reflection and peer feedback).
54	PLO 1		PLO 2			PLO 3	PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
55	Interact in a safe class environment which simulates real life intercultural and multilingual communication.		Identify and analyse unfamiliar linguistic patterns encountered in authentic material autonomously.			Apply a range of language learning processes and strategies autonomously.	Hone their critical skills in a target language under guidance.					Engage in independent reading, synthesising, comparing and contrasting information in order to construct a personal line of argumentation.					Immerse critically with key linguistic texts.					Expand the personal sensitivity to linguistic diversity and the importance that lingusitics plays in society.
56	Stage 3
57	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:							Global statement
58	PLO 1		PLO 2			PLO 3	PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
59	Individual statements
60	Programme Structure
61	Module Structure and Summative Assessment Map Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme. ‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section. From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets). If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
62	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
76	Stage 1
77	Credits	Module				Autumn Term						Spring Term										Summer Term
78		Code		Title		1	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
79	20	LAN00003C; LAN00004C; LAN00005C		Language and Society I; French, German, Spanish		S															A					EA
80	20	LAN00006C; LAN00007C; LAN00008C		Grammar: French, German, Spanish		S						A														EA
81	20	2nd language		Language and Society I; French, German, Spanish		S															A					EA
82	20	2nd language		Grammar: French, German, Spanish		S						A														EA
83	20	LAN00009C		Introduction to phonetics and phonology		S															A					EA
84	20	LAN00011C		Introduction to syntax		S		A				A						A								EA
85
86	20	LAN00037C; LAN00038C; LAN00039C		Ab initio Language and Society: German, Italian, Spanish		S															A			A		EA
87	20	LAN00040C; LAN00041C; LAN00042C		Ab initio Language skills: German, Italian, Spanish		S						A									A					EA
88	20	LAN00043C; LAN00044C; LAN00045C		Ab initio Language skills: German, Italian, Spanish		S						A									A					EA
89	Stage 2
90	Credits	Module				Autumn Term						Spring Term										Summer Term
91		Code		Title		1	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
92	20	LAN00003I; LAN00006I; LAN00035I; LAN00012I		Language and Society II: French, German, Italian, Spanish		S															A			A		EA
93	20	2nd language		Language and Society II: French, German, Italian, Spanish		S															A			A		EA
94	20	LAN00008I		Introduction to Language Acquisition		S					E	A
95	20	1st language		Module from option A		S						A						A								EA
96	20	2nd language		Module from option A		S						A						A								EA
97	20			Module from option A or B
98	Stage 3
99	Credits	Module				Autumn Term						Spring Term										Summer Term
100		Code		Title		1	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
101	20	LAN00008H; LAN00010H; LAN00028H		Language and Society III: French, German, Italian, Spanish		S										A								A		EA
102	20	2nd language		Language and Society III: French, German, Italian, Spanish		S										A								A		EA
103	20	1st language		Module from option C and/or D
104	20	2nd language		Module from option C and/or D
105	20	Linguistic Option		Module from option E								S														EA
106	20	Linguistic Option		Module from option E								S														EA
107		See explanation below
108	Optional module lists If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
109	Option List A Languages (2nd year) (Note: Representative list only – may vary from year to year)		Option List B Linguistics (2nd year) (Note: Representative list only – may vary from year to year)			Option List C Language Final Year (Note: Representative list only – may vary from year to year)	Option List D Language Final Year (Note: Representative list only – may vary from year to year)					Option List E Linguistics Final Year (Note: Representative list only – may vary from year to year)
110	Francophone world		Intermediate syntax			These option modules are in the Autumn Term	These option modules are year long modules:					Advanced Topics in phonetics and phonology
111	Historical Memory		Intermediate Phonetics and Phonology			Modern German language	Translation methodology and practice: French, German, Italian, Spanish					Bilingualism
112	Berlin Republic		TEFL I			Latinos in the USA	Independent Study in Languages: French, German, Italian, Spanish (Autumn-Spring)					Advanced Topics in Psycholinguistics
113	The Role of Art in Italian Society		The Structure of a Language: Modern Hebrew				Hispanic Culture through Film (Y3)					Second Language Syntax
114	Contemporary German Speaking Cinema (Y2)		Linguistics as Data Science				French Society on Screen (Y3)					TEFL II
115	French Society on Screen (Y2)		LFA				This is an optional module in Spring and Summer
116	Filming the Nation (Y2)						The phonetics of a modern language: French, German, Italian, Spanish