Language is central to our sense of self-identity and the way we interact with others. Language is never neutral and always shot-through with power and social bias. Language is central to our communication with others, but is also a form of deception, misrepresentation and misunderstanding.
The English Language and Linguistics programme at Leeds Trinity University introduces you to the ever-expanding range of skills and techniques available to help analyse and comprehend the complex workings of language and to assess their broader social impacts and effects.
More reasons to choose Leeds Trinity University
On this course you will study a range of modules which may include the following:
What exactly is language? What makes it work? This module will provide you with an introductory overview of linguistics and the different ways these questions can be answered. The module will also make sure you are equipped with some of the basic skills and concepts you will need to research and analyse language in your degree.
This module, following on from the first-year module Sociolinguistics and Pragmatics 1, continues to explore different aspects of the way language is used in society, and develops your skills of analysing language in terms of power, identity, gender, history, and human interaction.
This module will equip you with the more advanced skills and understanding of methods necessary to complete a linguistic research project. It will explain how to construct a research project on a linguistic topic and will clarify methods of gathering and recording evidence (of various types), and the rules and processes for analysing that evidence appropriately.
We all did it – but how on earth did we manage it? This module looks at the amazing process by which children master the complexity of language and become successful language users. You will be introduced to the key theories and debates surrounding this process and what it tells us about how language and the human brain work.
This module brings the story of English up to date by tracking the changes that have taken English from being the language of one island to becoming the most widely used language in the world. You will examine how, in the UK context, written English was gradually standardised, while spoken English remained much more varied. And you will explore the different varieties of English that have developed around the world and the debates surrounding this modern phenomenon.
This module on eighteenth- and early nineteenth-century writing completes a strand of modules on the theme of literary history. This period is usually divided into two: Romanticism, early nineteenth-century writing, often defining itself against the values of Classicism associated with the eighteenth century. You will discover and work with a range of interesting texts representing these two contrasting sets of values.
This module introduces
you to the nature of TESOL (Teaching of English as a Second or Other Language)
and develops skills and approaches to help you prepare to become an English
Knowing and using more than one language is a norm in many communities in the UK and around the world. This module extends the theme of language acquisition and development from the 2nd year Child Language Development module, exploring the question of how children learn to be bilingual. It also extends the Sociolinguistics theme by examining how bilingualism is managed and promoted in different societies.
This is your opportunity to discover more about
the research interests and expertise of our academic staff, by studying in more
depth a particular area in applied linguistics in which they work.
At Leeds Trinity we aim to provide an excellent student experience and a personal approach to helping students achieve their academic and professional potential. We have a strong tradition of supporting student employability, with relevant skills embedded in the curriculum and professional work placements included in all our undergraduate programmes. The key themes of our strategy are student confidence, professionalism and social responsibility. To help students achieve their potential we emphasise learning as a collaborative process, with a range of student-led and directed activities. This approach ensures that students fully engage in shaping their own learning, developing their critical thinking and reflective skills so that they can identify their own strengths and weaknesses, and use the extensive learning support system we offer to shape their own development. Our full Learning, Teaching and Assessment Strategy can be accessed here. #expand#
Other requirements: For the old GCSE system we require grade C or above and for the new GCSE grading system we will accept grade 4 or higher in English Language. In addition, applicants usually have an A Level (or equivalent) in an English-related subject but this is not essential.
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