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Programme Information & PLOs
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Title of the new programme – including any year abroad/ in industry variants
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BA One Language and Linguistics (Hons) (4 years) and BA Linguistics with one language (3 years)
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Level of qualification
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Please select:Level 6
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y/N		No
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Year Abroad
Please select Y/N		No
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Department(s):
Where more than one department is involved, indicate the lead department
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Lead Department Language and Linguistic Science
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Other contributing Departments:
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Programme Leader
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Thomas Jochum-Critchley
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
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Studying one language and linguistics at York will allow you to explore the questions that are central to the study of Languages. For example:
• To what extent do languages differ in their structure?
• How do we acquire the structures of language?
• How do social structures affect language?
• How do cultural products articulate the societies of the language of study?
• What are the intellectual debates that shape the public discourse in the societies of the language of study?
On our One Language and Linguistics programmes, you will acquire the competencies necessary to be an effective communicator in your chosen language. At the same time, you will investigate the structures, processes and properties common to all languages. Our dedicated team of language professionals will prepare you to thrive in a global society with a deep awareness of and sensitivity to intercultural norms and practices. You will be introduced to cutting edge research in a variety of fields, such as the relationships between language change and society and the relevance of brain imaging in constructing linguistic theories, by some of the world's foremost linguistic experts. Along the way you will acquire skills in writing, argumentation and presentation in English and your chosen language of study, as well as a mastery of digital tools for research and analysis, thereby equipping you to become a lifelong independent learner in your future career. You will emerge with advanced skills in writing, argumentation, and analysis, both in English and your target language. This skill set will make you a highly sought-after graduate who can navigate and operate in international and multilingual professional environments, opening the door to many different careers, from language teaching, translation and interpreting to finance, sales and marketing, as well as tourism, the public sector, and broadcasting and journalism.



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Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Interact effectively, in a variety of contexts, having developed an awareness of and sensitivity to linguistic and intercultural norms and practices enabling them to solve bilingual communication-related problems.
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2Approach with confidence intricate, complex and unfamiliar linguistic phenomena, discern relevant patterns and convey their significance to different audiences.
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3Reflect on the learning process and apply a range of language acquisition strategies by taking advantage of both formal and informal bilingual settings in order to become an autonomous learner.
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4Acquire, synthesise and critically assess linguistic and culturally-sensitive information, from a variety of sources and formats, in order to better inform relevant linguistic research
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5Select and deploy appropriate qualitative and quantitative research methods acquired through the study of the nature, use, and acquisition of language to gain a holistic and multifaceted understanding of a range of issues in the cognitive and social sciences.
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6Show 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.
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7Communicate clearly and effectively to specialists and the general public the nature and relevance of linguistic questions and controversies, the pivotal significance of language for human cognition, and the ways knowledge of language influences behaviour.
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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.
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N/A
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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.
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BA One Language and Linguistics (Hons) (4 years)
Additional PLO for year abroad: 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.
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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:
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i) Why the PLOs are considered ambitious or stretching?
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The learning outcomes represent an exciting mix of intercultural competence and an extant 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.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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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.
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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)?
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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.
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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:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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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 bilingual 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.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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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).
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vii) How is teaching informed and led by research in the department/ centre/ University?
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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.
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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.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
At the end of the first year, students are sensitive to different registers and are able to adopt effective communication strategies. Students can apply newly acquired language learning processes and strategies in order to become autonomous learners. They can use their analytical and critical skills in the target language under guidance. Students also have a broad understanding of the central fields of lingusitics such as: phonetics, phonology, syntax, semantics and sociolinguistics.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Develop a sensitivity to different registers and acquire effective communicative strategies.Identify and analyse unfamiliar linguistic patterns encountered in authentic materialsAcquire language learning processes and strategies through explicit guidance.Students begin to understand the core elements of successful
presentation and communication of complex ideas to non-specialist audiences
through their lectures. 		Appreciate that the different areas of linguistics require different approaches in terms of data handling and analysisUnderstand the structure of language in order to convey social and cultural aspects of communication.Gain an understanding of those linguistic properties that are most culturally sensitive and they way of thinking about them might influence policy etc...
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Stage 2
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On progression from the second year (Stage 2), students will be able to: At the end of stage 2, 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, to recognise 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).
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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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.Engaging critically with key linguistic texts.Select appropriate research methodsDevelop personal sensitivity to linguistic diversity and the
importance that lingusitics plays in society.		Present complex ideas from primary linguistic literature in a clear and coherent maner.
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:N/A
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Programme Structure
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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.
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Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20LAN00003C; LAN00004C; LAN00005CLanguage and Society I; French, German, SpanishSAAEA
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20LAN00006C; LAN00007C; LAN00008CGrammar: French, German, Spanish SAEA
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20LAN00009CIntroduction to phonetics and phonologySAEA
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20LAN00011CIntroduction to syntaxSAAAEA
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20LAN00012CIntroduction to semanticsSAAEA
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LAN00010CIntroduction to sociolinguisticsSAEA
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20LAN00037C; LAN00038C; LAN00039CAb Initio Language Skills: German, Italian, SpanishSAAEA
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20LAN00040C; LAN00041C; LAN00042CAb initio Language and Society: German, Italian, SpanishSAAEA
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20LAN00043C; LAN00044C; LAN00045CAb initio Grammar: German, Italian, SpanishSAAEA
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20LAN00003I; LAN00006I; LAN00035I; LAN00012I Language and Society II: French, German, Italian, SpanishSAAEA
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20LAN00008IIntroduction to Language AcquisitionSEA
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20Language Module from Option List ASAAEA
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20Linguistics Module from Option List BSEA
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Language Module from option ASAAEA
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20Module from Option List CSEA
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Year abroad in year 3 for students on the 4 year BA one language and Linguistics programme
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Stage 3
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20LAN00008H; LAN00010H; LAN00028HLanguage and Society III: French, German, Italian, SpanishSAEA
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20Language module option list D
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20Module option list D, E, F or G
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20Module option list D, E or F
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20Module option list E, or F
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20Module option list E, or F
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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.
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Option List A Language modules second year


(Note: Representative list only – may vary from year to year)		Option List B Linguistics modules second yearOption List C Linguistics modules second year


(Note: Representative list only – may vary from year to year)
Option List D Language modules final year

(Note: Representative list only – may vary from year to year)		Option List E Linguistics Modules final year

(Note: Representative list only – may vary from year to year)
Option List F Linguistics Modules final year

(Note: Representative list only – may vary from year to year)
Option List G

(Note: Representative list only – may vary from year to year)
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Francophone world Intermediate syntax Intermediate Language Variation and Change These option modules are in the Autumn TermModules taught in Autumn Term Modules taught in Spring-Summer
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Historical Memory Intermediate Phonetics and Phonology Intermediate Semantics Modern German language Phonological Development Advanced topics in language variation and change
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Berlin Republic TEFL I Latinos in the USA Psycholinguistics Advanced Topics in Syntax and Semantics Language and identity
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The Role of Art in Italian Society Old English I This option module in the Spring and Summer term, Methods in Language Variation and Change Neurolinguistics: Language and the brain . Multimodality: Language and the Body
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Contemporary German Speaking Cinema (Y2)LFAFrance & the Second World War: memory, trauma & identity Forensic Phonetics Second Language Syntax The Prosody of English
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French Society on Screen (Y2)Mass media, culture and intellectuals in contemporary Italy Formal Syntactic Theory Bilingualism
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Hispanic Culture through Film (Y2) These option modules are year long modules:Language as actionAdvanced Topics in phonetics and phonology