2022-23 MA Sociolinguistics Programme Design Document

	A	C	F	I	J	N	R	T	AB	AH	AI	AK	AR	AT	AX
1	1. Admissions/ Management Information
2	MA in Sociolinguistics
3	https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
4	Masters			MA in Sociolinguistics
5	Postgraduate Diploma			PGDip in Sociolinguistics						Please indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.					Exit
6	Postgraduate Certificate			PGCert in Sociolinguistics						Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.					Exit
7	Level of qualification			Level 7
8	This document applies to students who commenced the programme(s) in:							2022-23
9	Awarding institution								Teaching institution
10	Unviersity of York								University of York
11	Department(s): Where more than one department is involved, indicate the lead department								Board of Studies
12	Lead Department		Language and Linguistic Science						n/a
13	Other contributing Departments:		n/a						n/a
14	Route code (existing programmes only)							PMLINSSLC1
15	Admissions criteria
16	A Bachelors degree or equivalent qualification, normally at the level of a good upper second class honours award. For non-native speakers an IELTS score of 7.0, with a minimum of 7.0 in both Writing and Speaking and no less than 5.5 in all other components; or approved equivalent qualification.
17	Length and status of the programme(s) and mode(s) of study
18	Programme				Length (years/ months)	Status (full-time/ part-time) Please select	Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
19
20									Face-to-face, campus-based			Distance learning		Other
21	MA				1	Full-time	September		Please select Y/N		Yes	Please select Y/N	No	n/a
22	MA				2	Part-time	September		Please select Y/N		Yes	Please select Y/N	No	n/a
23	Language(s) of study
24	English
25	Language(s) of assessment
26	English
27	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
28	2.a. Is the programme recognised or accredited by a PSRB
29	Please Select Y/N:		No	if No move to section 3 if Yes complete the following questions
30	2.b. Name of PSRB
31	n/a
32	2.c. Please provide details of any approval/ accrediation event needed, including: timecales, the nature of the event, central support / information required:
33	n/a
34	2.d. Are there any conditions on the approval/ accreditation of the programme(s)/ graduates (for example accreditation only for the full award and not any interim award)
35	n/a
36	3. Additional Professional or Vocational Standards
37	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
38	Please Select Y/N:		No	if Yes, provide details
39	n/a
40	4. Programme leadership and programme team
41	4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
42	The programme leader is George Bailey. The overall responsibility for the designing, maintaining and overseeing of the programme rests with the Department's Teaching Committee.
43	5. Purpose and learning outcomes of the programme
44	5.a. Statement of purpose for applicants to the Masters programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
45	Sociolinguistics is the study of the relationship between language and society. Sociolinguists see this relationship as essential to understanding the nature of language: every spoken utterance has a social context and its form is inextricably linked to the fact that it is an act of communication. The MA in Sociolinguistics at York is intended for those who may previously have studied linguistics or a related subject such as Sociology or Psychology, but have not covered Sociolinguistics in depth. Our programme equips you with the tools to explore theoretical and empirical questions that are central to the social study of language, and to empirically investigate these questions as a researcher in your own right. Such questions include: • How can we best describe the variation in a language (especially in terms of accents and dialects)? • How do social structures, such as class and gender, affect language? • What are the social mechanisms behind language change? • What makes two people ‘accommodate’ to each other linguistically? • How can we measure the social judgements people make about different types of language? • What happens to the pronunciation and grammar of languages and dialects when they are in contact with each other? • How do bilingual people deploy their two (or more) languages in conversation? Our programme takes you on a journey of discovery that begins with intensive training in core theoretical concepts in phonetics, phonology and syntax, and how these are linked to sociolinguistic questions. You receive training in quantitative methods, which are central to much sociolinguistic research. Specialist modules then allow you to deepen your subject knowledge and to prepare for your dissertation, which is a piece of independent research conducted under the guidance of one of the foremost specialists in the field. Throughout the year, you receive training in a range of data analysis techniques, as well as wider research skills, including critical reading, research question formulation, research ethics, and presenting to an audience. York is extremely well placed to offer this MA, given the broad specialisms of its staff in sociolinguistics, particularly in the areas of dialect and language contact and in sociophonetics. On successful completion of the MA in Sociolinguistics programme you will have gained a solid and detailed grounding in your field of study, along with the practical and technical skills to carry out original research. You will develop your confidence and critical skills, equipping you to engage in independent learning in your future career. This programme provides you not only with a wide range of subject-specific skills, but also transferable skills including managing a project and the interpretation of complex datasets. Many graduates go on to doctoral studies in Sociolinguistics, either at York or elsewhere, while others go into teaching, lecturing, business, or speech and language therapy – among many other careers.
46	5.a.i Statement of purpose for applicants registering for the Postgraduate Diploma programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective diploma student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
47	n/a
48	5.a.ii Statement of purpose for applicants registering for the Postgraduate Certificate programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective certificate student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
49	n/a
50	5.b.i. Programme Learning Outcomes - Masters Please provide six to eight statements of what a graduate of the Masters programme will be able to do. If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate. 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.
51	PLO	On successful completion of the programme, graduates will be able to:
52	1	Approach with confidence intricate, complex and unfamiliar linguistic and sociolinguistic phenomena, discern and analyse patterns in data collected for sociolinguistic purposes, and convey their significance effectively and with appropriate technical conventions
53	2	Select and deploy appropriate advanced quantitative and qualitative research methods and techniques acquired through the study of the relationship between language and society to gain a holistic and multifaceted understanding of sociolinguistic phenomena.
54	3	Propose creative and principled solutions to sociolinguistic issues, appealing to linguistic and social theory where appropriate, demonstrating initiative and originality in problem solving through contributions to written reports and other media.
55	4	Communicate clearly and effectively at an appropriate level for different audiences the nature and relevance of sociolinguistic questions and controversies, the pivotal significance of language for humans as social beings, and the ways in which attitudes to and beliefs about language are tied to social structure, inequality and social identity.
56	5	Demonstrate advanced reasoning and critical perspectives on linguistic, social and cultural diversity, including the role of language in social organisation, by synthesising and critically engaging with arguments (from the literature) from a variety of standpoints.
57	6	Create detailed and persuasive, academically and ethically informed, project proposals at a professional level, and initiate, develop and complete a substantial independent research project.
58	7	Manage their own development as researchers and professionals, demonstrating the ability to reflect on their own practice and on feedback received, and seeking assistance where appropriate.
59	5.b.ii. Programme Learning Outcomes - Postgraduate Diploma Please provide four to six statements outlining what a graduate of the Postgraduate Diploma programme will be able 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.
60	PLO	On successful completion of the programme, graduates will be able to:
61	1	n/a
62	2	n/a
63	3	n/a
64	4	n/a
65	5	n/a
66	6	n/a
67	5.b.iii. Programme Learning Outcomes - Postgraduate Certificate Please provide four to six statements outlining what a graduate of the Postgraduate Certificate programme will be able 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.
68	PLO	On successful completion of the programme, graduates will be able to:
69	1	n/a
70	2	n/a
71	3	n/a
72	4	n/a
73	5	n/a
74	6	n/a
75	5.c. 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:
76	i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
77	The learning outcomes represent an ambitious mix of breadth and depth of knowledge of sociolinguistics in its practical and theoretical dimensions, combined with practical skills in research methods and statistical analysis, and critical engagement with theory, data, and the process of research. The development of skills such as collection, collation, management and analysis of data, use of statistical analysis tools, communication and collaboration, problem solving, and understanding of the role of language in society, 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, data analysis practice, oral and poster presentations, and a range of academic written work from incisive abstract writing to essays, to a dissertation.
78	ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
79	The PLOs show the distinctive feature of sociolinguistics at York, which is its combination of theoretical and formal rigour with extensive empirical work using a wealth of techniques and sources. PLOs 1, 2 and 3 highlight the core content-related elements of the programme, namely data, qualitative and quantitative analysis and research techniques, and theory. PLOs 4, 5, 6 and 7 emphasise the M-level skills that students will gain through the programme. PLO 4 indicates development of communication skills. PLO 5 highlights critical reasoning. PLO 6 focuses on project management skills. PLO 7 indicates development of the student as an independent researcher. Taken together, the PLOs convey the manner in which the student’s subject knowledge and their ability to manage, shape, and mobilise their thinking will be substantially advanced.
80	iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
81	We expect that students on the MA in Sociolinguistics will have a range of backgrounds (e.g., languages, English, sociology, as well as linguistics). The core module Language Variation and Change is planned as an introduction to sociolinguistics, while bringing students up to M level by the end of the module. One way it achieves this is by introducing students to state-of-the-art research papers from the outset, with appropriate support and contextualisation. Alongside this module, students also take two linguistics modules, Syntax and Phonetics & Phonology, which provide fast-track training in these two subfields that underpin sociolinguistic study. This ensures that all students attain the appropriate foundation in the core knowledge and conventions of sociolinguistics by the end of the first term. The two spring term modules are advanced, and allow students to deepen their knowledge of the subject. Finally, students write a 15,000-word dissertation reporting a substantial piece of independent research they have conducted under the guidance of leading experts in the field. Statistical skills are developed by means of a compulsory Quantitative Methods module, which includes practical training in the statistics software, R. A year-long Research Training Seminar provides training in writing in linguistics, academic integrity, ethics, and specific tools for sociolinguistic research (such as sampling and research design). Prior knowledge in these areas is not assumed, and hands-on workshops and formative and summative assessments in the Research Training Seminar provide opportunities to practise these skills, while the work in other modules (short and long essays, data analysis exercises, informal presentations) provide opportunities to apply skills. Writing skills are developed step by step over the programme, with explicit training in the Research Training Seminar during the autumn term, along with short written assessments in the autumn term modules, then mid-length essays in the spring-term modules. Written feedback is provided on formative and summative work, allowing students to identify where they need to further develop their skills. Students are introduced to the opportunities within Careers and the support offered by the Maths and Writing centres in the programme induction meeting at the start of the academic year, and these opportunities are also signposted in the handbook. Similarly, the postgraduate York Award Gold and the York Futures online skills evaluation are introduced in induction week and in the department’s taught postgraduate handbook.
82	iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
83	The programme is designed to ensure that the students receive the grounding they need, intellectually and in terms of specific study and related skills, at a pace that is commensurate with and supports their progress through the developing challenges of the MA. In the autumn term, the core Language Variation and Change module, along with two linguistics modules, provide the foundations of subject knowledge for the rest of the programme, while the Quantitative Methods module provides essential training in statistics. In their modules in the spring term, students progress to two specialist modules, one on Sociophonetics, the other covering current theoretical concerns of the discipline. Across these modules, students receive research-led teaching, and this key facet of the programme ensures that the methods and materials they encounter are sufficiently challenging, field defining, and recent for them to approach as an example of how to proceed in the undertaking of advanced academic work. Individualised feedback is provided on formative and summative assessments. The year-long Research Training Seminar (RTS) underpins students’ progress through the programme. This module is carefully designed to teach students particular skills at the moment when they first need them. The early part of the module is devoted to core research, writing and critical reading skills. In the spring term the focus shifts to preparing for the dissertation, with training on ethics, writing a proposal, and research methods specific to sociolinguistics. Early in the summer term students are prepared for presenting a poster on their dissertation topic at a departmental presentation day, and for the writing of the dissertation itself. RTS therefore feeds directly into the students’ preparations for their dissertation, the transition to which offers the key progression point of the MA year. Progression through the dissertation module is supported first by a two-member dissertation advisory panel (DAP) which meets twice (in the late spring and early summer terms) with the student to advise on, and foster reflection on, the dissertation proposal and the framing of the project. Thereafter, one member of the DAP becomes the student’s specialist research supervisor, and the student has five one-hour meetings with this supervisor during the summer term and vacation. In addition to this one-on-one mentoring, the student also receives feedback from peers and staff at the dissertation presentation day. As such, the student is thoroughly supported in undertaking the most challenging element of their MA.
84	v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
85	Advanced digital skills are essential for successful completion of the programme, and relevant skills training is provided throughout the programme. All MA Sociolinguistics students learn to use the statistical software, R, in the programme’s Quantitative Methods module. Their knowledge is assessed in the summative exam for this module, then students go on to use R for statistical analysis of their dissertation data. Students develop advanced word processing skills in order to present linguistic data according to the standard conventions of the field. Training in the relevant conventions is provided and assessed in the Research Training Seminar. If required, students are directed to the University’s central training in Word for additional support. Training in a number of digital tools for specific purposes is offered through optional workshops within the Research Training Module, for example: LaTeX for word processing, PsychoPy for running online experiments, Qualtrics for online questionnaires. Training in PRAAT for acoustic analysis is offered within the relevant phonetics/phonology modules, with additional training in PRAAT scripting offered in a workshops within the Research Training Seminar. Students typically use Powerpoint to create a poster presentation for the summer term presentation day, and training on poster design and Powerpoint templates is provided in an RTS session. Most students also use Excel for data management. Students who need basic training in Excel are directed to the University’s central training. Training on some specific statistics functions in spreadsheets is offered within an RTS optional workshop on statistics. Students are introduced to the digital literacy training opportunities offered by the Library (“Digital Wednesdays”) in induction week and via the department’s taught postgraduate handbook. The VLE is a crucial element of the student’s interaction with this MA programme. All the taught modules have VLE sites, through which students access week-by-week teaching content and further reading and resources, and submit their assessed work. VLE training is available to all students through the university’s central provision.
86	vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employablity objectives should be informed by the University's Employability Strategy:
87	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
88	The PLOs support and enhance student employability by focusing on the development of advanced analytical skills and the ability to mobilize subject knowledge through critical engagement, which isa sought-after skill in the employment market. The development of digital literacy skills (see answer above), collecting, collating and managing data, communication and collaboration, problem solving and reflection on practice 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, formative oral and poster presentations, and the writing of both short, incisive reports and longer, research essays. Crucially, through the dissertation, students gain experience of management of a complex project that requires application of their academic and practical knowledge and skills from across the programme, including subject knowledge, IT skills, critical thinking, ethical considerations, data collection and analysis, time management and communication skills.
89	vii) Consultation with Careers The progamme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686) Please provide details of Careers' comments and your response.
90	A meeting to discuss all the Language and Linguistic Science postgraduate programmes was held with Heather Stout and Nancy Baines from Careers, and Heather Marsden (Chair GSB, LLS), Julia Kolkmann and Cinzia Bacilieri (Careers Officers, LLS) in November 2017. One immediate action and two future actions were decided. The immediate action is that Julia Kolkmann will introduce her role to our masters students and, thereafter, include masters students in the weekly email highlighting Careers opportunities for L&LS students that she currently sends out to undergraduates. Future actions are: (1) to introduce students (from the 2018 intake) to Careers, and the links between the programme PLOs and students' career aspirations, at the very start of their programme. We will do this by encouraging students to complete the York Strengths Discovery Survey prior to arrival, and then scheduling a careers meeting for all L&LS masters students in the Autumn Week 1, to be run by Nancy Baines, with an introduction by the L&LS Chair of GSB. Nancy will link her content to the York Strengths Discovery Survey, introduce the opportunities that Careers offers, and explain how L&LS masters students can engage with Careers; (2) to investigate what recent alumni are doing now, so as to improve our knowledge of our masters students' destinations. Nancy will facilitate this investigation.
91	viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
92	The department has always valued and promoted research-led teaching. The specialist option modules 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 opportunities for extended independent study in the dissertation as well as formative and summative assessment in the taught modules, students are able 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, at that particular time, some of the leading experts in the topic.
93	5.d. Progression For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one. Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
94	On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to: If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
95	Partial progress in all of the PLOs. None - no set prescribed diet of modules.
96	On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to: If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
97	Partial progress in all of the PLOs. 20-credit Diploma Essay module must be taken in addition to the 100 credits of taught modules indicated in the MA progamme diet. The dissertation is not part of the Postgraduate Diploma.
98	6. Reference points and programme regulations
99	6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
100	https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf