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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 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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George Tsoulas
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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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Linguistics is the study of the nature, use, and acquisition of language, that fascinating and uniquely human capacity to express an infinite number of thoughts using finite means. Every major civilisation has a tradition - spanning thousands of years - of thinking about language, and it is easy to see why. Understanding language goes to the heart of the question "what makes us human?". Studying linguistics at York will allow you to explore the questions that are central to the study of language. Some of these questions are:
- What structures and properties do all languages share?
- To what extent do languages differ in their structure?
- How is language used to convey meaning?
- How do social structures affect language?
- How do we acquire the structures of language?
- How is language processed in the brain?
The linguistics programme at York will take you on an exhilarating journey of discovery, guided by some of the world's foremost experts, from the basic facts about language and its structure to the cutting edge of current research in large-scale linguistic comparison and the relevance of brain imaging in constructing linguistic theories. You will learn about the sound shape of languages, their morphology and syntax, how meaning is built and how we can go, step by step, from the smallest aspect of sound to the meaning of a whole discourse. You will learn to deal with controversial proposals, weigh up the evidence and the quality of the arguments and make up your own mind in the end. Along the way you will acquire skills in writing, argumentation, and presentation and you will gain mastery of digital tools for research and analysis that will accompany you for the rest of your life in any professional career path you choose. 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.
Doing linguistics at York will stretch you, expand your horizons, make you question both common and unfamiliar assumptions with confidence and astuteness and will equip you to become a lifelong independent learner.​
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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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1Select 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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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 the nature and relevance of linguistic questions and controversies, the pivotal significance of language for human cognition, and the ways in which knowledge of language influences behaviour.
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5Synthesise and critically engage with arguments from a variety of standpoints, showing clear reasoning and an understanding of linguistic and cultural diversity.
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6Identify and formulate novel questions and work effectively on them individually and as part of a larger team, taking on different roles both in research and management across a range of work environments collaborating and interacting effectively with other team members.
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7Show 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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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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The learning outcomes represent an ambitious mix of breadth and depth of knowledge of linguistics in its cognitive and social dimensions combined with advanced skills in research, analysis and critical approach to the developments of theories. 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. 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 at York is pursued in a particular way. The combination of theoretical and formal rigor with extensive empirical work using a wealth of techniques and sources, many created in-house gives the learning outcomes their distinctive flavour and underpins them in a fundamental way. Approaching the subject in a York specific way gives students the knowledge and skills that will make them part of that new class of professionals dubbed "symbolic analysts" who will have a facility and familiarity with experimenting, circumscribing problems and working through them from the minutely detailed empirical data to analytical model and finally the most abstract theoretical constructs. This intimate and critical engagement with problems will give our students the ability also to communicate clearly the relevant aspects.
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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. 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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The PLOs support and enhance student employability by focusing on the development of analytical skills and the ability to mobilize subject knowledge through critical engagement. Perhaps the most precious and sought after skill in the modern work market. The development of skills such as IT, collecting, collating and managing data, communication and collaboration, problem solving, and social, cultural and political sensitivity are supported holistically through the pursuit of the PLOs as a whole. The acquisition of these skills is supported by the various modes and methods of delivery and assessment including small group seminars and group projects, group and individual presentations and high level research papers/essays.
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v) 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.
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vi) 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 centered around the research interests of members of individual members ofthe department. Combined with the 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 is most research active and contribute to those areas under the supervision of staff members who are, at that particular time, probably some of the leading experts in the topic.
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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 have developed in significant detail a broadly-based up-to-date understanding of the nature and functioning of human language 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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Appreciate that the different areas of linguistics require different approaches in terms of data handling and analysisUnderstand what constitutes data in different fields of linguisticsDevelop an understanding of what constitutes a principled solution to a linguistic problemStudents 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.Students appreciate the value and force of different types of argument. Empirical, analytical, theoretical, conceptualStudents do their first group work in seminars and through the video presentations. They appreciate the value of effective collaboration and clear communication.Students have gained 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 have both deepened and broadened their understanding of some of the core areas of linguistics. The knowledge and skills that they have developed in stage 2 will allow them to tackle advanced, research-based modules. 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, thus starting to develop their ability to formulate novel questions and problems. Students have become aware of issues relating to data collection and management and have received interdisciplinary training which makes them conscious of their potential place and contribution within an interdisciplinary team. Through teamwork students form an understanding of the way they can participate in different roles in various settings.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Students can select appropriate research methods.identify empirical areas and sources that relevant to their problem or questionrecognise 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 literatureEngaging critically with primary literatureStudents deepen their knowledge of the theoretical frameworks underpinning the major areas of linguistics and, under guidance, understand the process that leads to the identification of research questions.
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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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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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20Module from Option List ASEA
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20Module from Option List ASEA
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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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20Module from Option List BSAAEA
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20Module from Option List CSEA
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20Module from Option List CSE
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20Module from Option List CSEA
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20Module 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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20Module from Option List DSEA
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20Module from Option List DSEA
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20Module from Option List ESEA
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20Module from Option List ESEA
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20Module from Option List ESEA
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20Module from Option List ESEA
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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 BOption 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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Understanding English GrammarIntermediate Phonetics and PhonologyWorld EnglishesForensic PhoneticsAdvanced Topics in phonetics and phonology
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History of English IIntermediate SyntaxIntermediate Language Variation and ChangePhonological DevelopmentAdvanced topics in language variation and change
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LFA ModuleIntermediate SemanticsMultimodality: Language and the BodyAdvanced Topics in Syntax and Semantics
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ElectiveIntroduction to PragmaticsFormal Syntactic TheoryEnglish Corpus Linguistics
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Linguistics as Data ScienceThe Linguistics of ConsumerismNeurolinguistics: Language and the brain
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Language of Turn and SequencePsycholinguisticsForensic Linguistics
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History of English IIIndependent StudyBilingualism
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Teaching English as a Foreign Language IOld English IIThe Prosody of English
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LFA modulesTeaching English as a Foreign Language II
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Second Language Syntax
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Articulatory and impressionistic phonetics
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Multimodality: Language and the Body
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Crosslinguistic Semantics
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The emergence of linguistic structure from use
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Advanced Topics in Psycholinguistics
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Independent study module