BA (Hons) English Language and TESOL (Teaching English To Speakers of Other Languages)

The module aims to investigate the major concerns of sociolinguistics, that is, how language and social organisation intersect. Several models which determine language variation are examined, both on a social-group scale (national language policies, dialects etc.) and on an individual scale (style-shifting, registers etc.). The module's central tenet is to dispel myths about homogeneity in language. Based on theoretical work and methods in sociolinguistics, the module explores the role that language plays in shaping our ideas about others, including power relationships along the lines of gender, race, class, religion, disability and sexuality, and in shaping who we are as individuals.

This module aims to develop your understanding of language systems and the language learning process. You will explore a variety of practical and communicative methods for facilitating the presentation and learning of grammar, lexis and pronunciation in the ESOL classroom. The module also focuses on the teaching of the four skills - reading, writing, listening and speaking, and how to structure these activities effectively for language learners in a variety of environments.

This module aims to help you prepare for your final year project by introducing you to the basic concepts, types and methods of research for English language, Linguistics and TESOL. You will have the opportunity to design and carry out a mini-research project based on your own interests and experiences. Topics can include but are not limited to first or second language acquisition, language variation, linguistic discrimination and discourse analysis. This is a good opportunity to explore further something that has piqued your interest in a previous module or design a research question based on observations you have made about language in the real world.

This module builds on the Linguistics modules you studied at Level 4. While you continue to develop a deeper understanding of the concepts of phonetics and phonology, and articulatory phonetics in particular, you will also deepen your understanding of syntax. In phonetics and phonology you will move from investigating the physical production of speech sounds at segmental level to the exploration of syllable structure, stress, intonation and connected speech, and the systems and patterns of speech sounds in a language. You will gather, transcribe and analyse examples of spoken data in order to draw conclusions about the articulation of sounds, and the regularities and patterns that underlie their use. In the syntax strand, you will revise and build on work completed at level 4. The module is practical in orientation. You will be given ample opportunity to apply the concepts you have learned to the analysis of data of English and will also be encouraged to draw on your experience of other languages.

In this module, you are required to organise and complete a work placement with an ESOL focus of a minimum of 40 hours. Examples of placements include working with EAL children in a school, volunteering at ESOL classes in an FE college or working with charities that offer language support. You are also required to consider the different contexts in which English is taught and current issues surrounding English language teaching and learning. Examples of these include the role of English as a global language, English as a Lingua Franca, the use of technology in language teaching as well as the native/non-native speaker debate. The University's Volunteer Central is a useful starting point in helping you find a relevant placement opportunity. If required, you will need to organise a DBS check.

In this module, you will continue to investigate the learning and teaching of language systems and the four skills of reading, writing, listening and speaking in greater depth. You will do this by evaluating the oral and written output of a learner, undertaking an error and needs analysis, and then planning and delivering a one-hour lesson. You will also develop your own language awareness by reviewing and developing your knowledge and beliefs about the teaching of grammar to non-native speakers of English.

The aim of this module is to raise students' awareness of the multi-faceted ways in which people exploit linguistic resources in order to achieve their interactional goals in everyday situations. The module focuses on the ways in which individuals use language to express their concerns and to further their own interests. In particular, it considers the ways in which people use language to cooperate with one another or to resist coercion, to foster harmonious relationships or deliberately cause offence and provoke conflict. In the module, we analyse interaction in a variety of contexts, for example, the use of humour to create solidarity or conflict in everyday speech and written texts; the use of online communities to create identities and offer support; or the use of online media as a site for debate and resistance. During the course of the module, students will work both individually and in small groups. They will carry out fieldwork, gathering and analysing data, and will conduct debates in class.

This module provides an opportunity to apply academic skills and knowledge to a project negotiated with an external organisation. Students are required to identify, negotiate and research an issue which is relevant to both their academic study and the external organisation. This enables the student to demonstrate an awareness of academic research within an organisational context, together with an understanding of the parameters of research methodologies within an academic framework.

The module aims to fulfil the requirements of an Honours degree for independent study. It will allow the student the opportunity to research independently and write extensively on an area relevant to Linguistics.

The module aims to provide students with the theoretical framework for the study of language from a psycholinguistic viewpoint in order to study language comprehension and production. The role of memory for language is also examined as well as child language acquisition. The theoretical background to pervasive and specific disorders of language comprehension and production, with an examination of such disorders along with relevant case studies will be considered. This perspective on language pathology will enable a discussion of what & lsquo;normal& rsquo; language is, and the insights gained from language disorders research will help to see their& nbsp;applications in the world of work (e.g. speech therapy,& nbsp;teaching methodology, etc.).

The module aims to explore in greater complexity and detail some of the issues introduced in Language and Society relating to the mechanisms, motivations and outcomes of language variation and change. Particular attention will be paid to the use of case studies to test the key theories of language variation and change.

This module, as its title suggests, looks at how social actions and meanings are communicated between interactants, using Conversation Analytic (CA) techniques. You will be introduced to the methods CA theorists have established, and their key findings. You will apply these techniques to spoken data, using Jeffersonian transcription. You will analyse both everyday and institutional data in terms of practices (eg overlap, repair) and actions (eg requests), depending on the data you and the class collect.

This module covers definitions of multilingualism, theories of code switching, theories of concurrent and sequential language acquisition. It goes on to cover discussion of society and linguistics in configurations of multilingualism, and examines language maintenance and attrition, as well as language planning and policy.