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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 in English Language and Linguistics (Hons)
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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: None
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Programme Leader
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Claire Childs/Carmen Llamas
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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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The English language plays a unique and central role in the global community of today's world. A deep and thorough understanding of the English language, from its structure, to the sociocultural impact of its modern status relative to other languages, to the history that led the language to its current form and status, can give us a powerful skill set to engage with a variety of contemporary issues and industries. In the English Language and Linguistics programme at York, you will tackle this material from a scientific approach, learning a diverse set of analytical tools while coming to understand the English language from the inside out. You will be given the opportunity to explore questions like the following:
- What does the English language have in common with other human languages, and how does it differ?
- How is language used to convey meaning?
- How do social structures affect language, and vice versa?
- How do we acquire the structures of language?
- How is language processed in the brain?
Guided by some of the world's foremost experts, students will embark on a stimulating exploration of modern linguistic theory, from the basic facts about language and its structure to the cutting edge of current research. You will learn to deal with controversial proposals, weigh up the evidence and the quality of the arguments and confidently express your own conclusions. You will learn to independently formulate and solve complex linguistic problems on your own, and formally present your own analysis. You will emerge with advanced skills in writing, argumentation, and presentation, as well as mastery of digital tools for research and analysis. This skill set will place you in a unique position for any career path you may wish to pursue. Our graduates go on to pursue careers in a wide variety of fields ranging from teaching, publishing, journalism and broadcasting, various careers in management to further training in speech and language therapy, language technology, or forensic speech science leading to careers in the police and the security services. Others choose to pursue further advanced study of linguistics and English. This programme will challenge you with a unique blend of the sciences and humanities, and will change the way you engage with and view the world we live in.
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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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1Apply a thorough and scientifically grounded understanding of the English language in a variety of contexts, including writing, teaching, and solving complex communication-related problems.
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2Approach with confidence intricate, complex and unfamiliar linguistic phenomena, discern relevant patterns and convey their significance to a variety of audiences.
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3Propose creative and principled solutions to linguistic problems and contribute them effectively to interdisciplinary teams, forming a bridge between humanities and scientific disciplines.
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4Communicate clearly and effectively to specialists and the general public, using advanced written and oral skills, 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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5Appreciate, engage with, and synthesize arguments from a variety of standpoints, and interrogate their own assumptions, showing clear reasoning and an understanding of linguistic and cultural diversity.
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6Identify and formulate novel questions and projects and work effectively on them taking on different roles in a range of work environments.
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7Engage with aspects of social, cultural, and political realities where language plays an important role with sensitivity and perceptiveness, and be able to highlight the relevance of linguistic issues to policy-making in a globalised and interconnected world, and especially the role of the English language in a global language community.
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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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N/A
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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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These learning outcomes are designed to challenge students to explore the study of linguistics, and in particular the English language, from a wide variety of standpoints. The characteristics of English are explored both individually and in comparison to other global languages to introduce students to the cognitive, social and structural components of language, with a primary focus on developing a spirit of independent inquiry and problem solving. Additionally, the learning outcomes reflect and are effected through the culture of collaboration and interchange that pervades all areas of 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 creative answers in a wide variety of areas of human activity, while maintaining an awareness of the social delicacy of issues related to international human communication. The attributes of creativity, curiosity, and collaboration are some of the most important tools they need to be successful professionals and sensitive and responsible members of society.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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Linguistics as a broader discipline occupies a position straddling the humanities and the domain of empirical scientific inquiry, and students who pursue the subject will be challenged to learn tools that unite the two. The English Language and Linguistics course allows students to engage with the field of linguistics via, and with a special focus on, the use and grammar of English as a global language. The learning outcomes for the English Language and Linguistics programme are designed to represent the breadth and depth of skills offered at the intersection of the social and scientific exploration of language. At York, these subjects are pursued with a combination of theoretical and formal rigour with extensive empirical work using a wealth of techniques and sources, many created in-house. This gives the learning outcomes their distinctive flavour and underpins them in a fundamental way. Students are offered access to a unique skill set that includes mastery of English as a language of global communication, a thorough grounding in analytical tools and methods to critically explore a variety of phenomena, and a deeper understanding of the social and behavioural aspect of language use.
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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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The distinct focus on the acquisition of research and analysis tools involves students becoming effective in working with IT across software packages and services to achieve their aims (statistical software, data collection tools, awareness of the nature and quality of online information). Equally, assessments involve collating, managing and accessing data in various forms including spreadsheets and databases. Progressively across the three years, students are encouraged and expected to independently seek out research material, including those provided digitally. Additionally, it is now standard for all first year modules to record lectures, and all modules across the programme provide VLE websites that contain, depending on the module, formative quizzes, wiki material and other digital resources, and posted material from lectures and seminars. Discussion fora that are part of many modules help students distinguish different types of digital resources and information as well as the relevance of sharing with the appropriate audience. Students are thus encouraged to develop and curate continuously their online 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 analytical skills and the ability to mobilise subject knowledge through critical engagement, possibly the most precious and sought after skill in the modern work market. In addition, the PLOs focus on the development of collaborative and communicative skills which will aid students in a wide variety of different types of workplace.
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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 liaise 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.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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The department has always valued and promoted research-led teaching. A range of specialist modules in the final year are designed with flexibility in mind 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. With the addition of opportunities for independent study and research extensions to taught modules, students have the opportunity both to be taught in the subjects and areas where staff are most research active, and to contribute to those areas under the supervision of staff members who are leading experts in their areas.
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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 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 have a solid foundation in the grammar and history of the English language from a scientific perspective, and have have developed the foundations of an up-to-date understanding of the nature and functioning of human language more broadly, and an understanding of the nature, content and scope of the discipline of linguistics. They have developed core conceptual and analytical skills in the central areas of linguistics including phonetics, phonology, syntax, semantics and sociolinguistics. Students have begun to develop their analytical and critical skills in the ability to collect, evaluate, organise and analyse linguistic data.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand and recognise foundational methods of analysis for a range of linguistic phenomena.Understand and distinguish what counts as "data" -- different objects of study -- in different fields of linguistics.Develop an understanding of what constitutes a principled solution to a linguistic problem.Students begin to understand the core elements of successful
presentation and communication of complex ideas to non-specialist
audiences through their lectures. They also create video presentations
in groups aimed at non specialists. Short essay based assessment tests
the students' appropriate understanding and use of key concepts.		Appreciate the value and force of different types of argument: empirical, analytical, theoretical, conceptual.Students do their first group work in seminars and through the video
presentations. They appreciate the value of effective collaboration and clear communication.		Develop an understanding of those linguistic properties that are most culturally sensitive and how different perspectives on these properties may influence policymaking, etc.N/A
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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 have both deepened and broadened their understanding of some of the core areas of linguistics, and have further explored how the general principles of linguistics manifest within the English language individually. The knowledge and skills that they have developed in stage 2 will allow them to tackle advanced, research-based modules, and to engage critically with formal literature within their field of interest. They are now trained in scientific reasoning and the application of the scientific method across a selection of areas of linguistics and are capable, under guidance, of recognising problematic datasets and concepts. They are now developing an ability to formulate novel questions and problems and structure plans to pursue solutions. Students have become aware of issues relating to data collection and management and have received training which makes them conscious of their potential place and contribution within an interdisciplinary team.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Select and deploy different research methods appropriately given the question/phenomenon being investigated.Recognise and explore more complex linguistic patterns, and develop skills for expressing formal/academic argumentation to describe those patterns.Recognise the ingredients of a creative and principled solution to a linguistic problem and have awareness of the scientific evaluation criteria (empirical coverage, theoretical coherence, beauty, elegance).Present clearly complex ideas from primary literature.Engage critically with primary literature and differentiate between multiple theoretical approaches to a single problem.Engage with and discuss problems in a collaborative context.Demonstrate deepening awareness of the significance of language in issues of diversity, inclusivity, etc.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 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20LAN00009CIntroduction to Phonetics and PhonologySAEA
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20LAN00011CIntroduction to SyntaxSAAAAEA
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20LAN00012CIntroduction to SemanticsSAAEA
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20LAN00010CIntroduction to SociolinguisticsSAEA
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20LAN00001CUnderstanding English GrammarSAAEA
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20LAN00002CHistory of English ISAEA
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20LAN00008IIntroduction to Language AcquisitionSAAEA
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20N/AModule from Option List ASAAEA
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20N/AModule from Option List BSEA
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20N/AModule from Option List A, B or CSE
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20N/AModule from Option List B or CSEA
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20N/AModule from Option List B or CSEA
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Stage 3
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20N/AModule from Option List DSEA
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20N/AModule from Option List DSEA
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20N/AModule from Option List D or ESEA
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20N/AModule from Option List D or ESEA
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20N/AModule from Option List D or ESEA
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20N/AModule from Option List D or ESEA
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N/AStudents choose 40 credits of option modules in the Autumn term, and 80 credits of option modules in the Spring/Summer term.
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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 AOption List B


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


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


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


(Note: Representative list only – may vary from year to year)
Option List FOption List GOption List H
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Intermediate Phonetics and PhonologyWorld EnglishesIntermediate Language Variation and ChangeForensic PhoneticsAdvanced Topics in phonetics and phonologyN/A
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Intermediate SyntaxIntroduction to PragmaticsIntermediate SemanticsMultimodality: Language and the BodyAdvanced topics in language variation and change
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N/AOld English IMorphologyMethods in Language Variation and ChangeAdvanced Topics in Syntax and Semantics
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N/AHistory of English IIOld English IIAdvanced Topics in Psycholinguistics
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The Language of Turn and SequenceLanguage as ActionNeurolinguistics: Language and the brain
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Linguistics as Data ScienceThe Linguistics of ConsumerismSecond language syntax
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Structure of a Language (Modern Hebrew)Old English IIBilingualism
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N/AThe Prosody of EnglishFormal Syntactic Theory
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LFA modulesTeaching English as a Foreign Language IIPsycholinguistics
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N/AEnglish Corpus LinguisticsCrosslinguistic Semantics
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Forensic LinguisticsForensic Linguistics
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Independent StudyArticulatory and impressionistic phonetics
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N/APhonological Development
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Independent Study Module
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Research Extension