What you'llStudy

During Year 1, we will focus on helping you acquire core study skills to support your language learning and knowledge of France and other French-speaking countries.

Module content:

This module examines the history, development and functions of the European Union. It provides an introduction to and critical discussion of the European Council, Parliament, Commission, and Council of Ministers. The module engages students in discussion of the economic, social and political philosophy of the EU, as well as the institution's aims and deficiencies. The module also takes a close look at the UK's relationship with the EU, from its applications to join in the 1960s to the Brexit referendum of 2016, and the post-Brexit relationship between the UK and the European bloc today.


Module aims:

  1. To foster knowledge and understanding of the history, development and aims of the EU, the institutions of and processes in the European Union. 
  2. To enable students to evaluate the powers and responsibilities of the institutions of the EU. 
  3. To develop students’ ability to discuss knowledgeably issues and concerns of the EU and to develop a critical point of view on issues of the EU.
  4. To foster the analytical skills of understanding, analysis and evaluation through discussion of the UK's complex relationship with the EU.
  5. To increase awareness and application of key transferable skills relating to working with others, presentations and discussions and debates and independent research.

Module content:

The module is devoted to the consolidation and further development of linguistic knowledge and skills within the context of contemporary French and francophone society and culture for students in the post A’level set. The language will be studied across a range of themes and topic areas, reflecting aspects of life in contemporary France and the francophone world, including current social, political and ecological issues, such as immigration and racism, housing and homelessness, climate and the environment, and political tendencies. Students in the beginner set will study a similar although more limited range of themes covered in the course textbook and their linguistic development will be supported by an additional grammar hour each week. 

Attention will be given to the acquisition and application of key skills, particularly the development of autonomous learning through a portfolio of work which includes the setting up of a learning agenda, identification and evaluation of learning resources and assessment of progress. Written, visual and recorded texts will be relevant to each set in terms of their linguistic and cultural content and will illustrate a range of registers and styles.  


Module aims:

  1. To develop/consolidate and further develop competence in active language skills, both written and oral, at a level corresponding to threshold B1 on the CEFR for the beginner set and developing towards B2 for the post A’level set.   
  2. To introduce and extend overall knowledge of contemporary France and francophone societies and cultures.  
  3. To develop/further develop knowledge and understanding of elements of French grammar fundamental to the understanding and application of the language. 
  4. To improve the ability to examine, understand and respond to literary and non-literary written and recorded texts on aspects of French and francophone life and cultures at a level corresponding to threshold B1 on the CEFR for the beginner set and developing towards B2 for the post A-level set.   
  5. To increase awareness and application of key transferable skills, with particular reference to independent learning and digital capabilities. 

Module content:

This module is designed for students with no previous knowledge of French and is intended to provide them with practical and conceptual experience of essential linguistic structures, which will establish the basis for further study. Active language work will be based on the study of particular situations and language functions in which students will be required to observe, register and practise the appropriate structures and vocabulary required to achieve effective communication. Considerable attention will therefore be given to the acquisition of the ability to understand and respond to the spoken language. This work will rely on written, visual, audio-visual and audio sources using the VLE where possible. Materials studied will relate to life in the French-speaking world. From early on in the module, students will be required to read straightforward texts and write in the target language, initially as a means of supporting their language acquisition, and subsequently in more realistic, transactional contexts. There will be a systematic programme of essential French grammar, and important grammatical elements will also be explained as the need arises.


Module aims:

  1. To develop students’ ability to understand spoken and written French in a range of useful and relevant areas to a level corresponding to threshold B1 on the CEFR.
  2. To develop essential active language skills, both written and spoken, which will allow students to communicate competently in a number of contexts to a level corresponding to threshold B1 on the CEFR. 
  3. To develop knowledge and understanding of elements of French grammar fundamental to the understanding and application of the language.
  4. To introduce, in the context of their language learning, relevant aspects of life in French-speaking regions of the world.
  5. To develop key skills in digital capabilities.

Module content:

This module is intended to give students of French the opportunity to study aspects of the cultures, history, politics and language of francophone societies outside France. It will serve as a foundation to studying these areas, aspects of which students may choose to explore through project work and/or placement(s) at level 5 and/or 5p and in taught and/or independent study modules at level 6. An overview of some key issues in their geography, demography, diversity and historical development will be followed by a number of case studies focusing on specific social, political and cultural topics and their contexts, for example relations between Algeria and France, developments of creole identities in the Caribbean,  the importance of the Francophone summits,
etc. Consideration will also be given to linguistic features which will be explored via multimedia resources and written and recorded cultural texts.


Module aims:

  1. To provide a general overview of the history and geography of the francophone world. 
  2. To explore and evaluate a series of case studies featuring key places, and issues relating to the francophone world. 
  3. To study some examples of literary texts, films and visual art from these contexts. 
  4. To develop an awareness of some key features of spoken and written varieties of French as used outside France.
  5. To convey information in spoken and written French. 
  6. To facilitate the development of key skills, particularly in digital capabilities.

Module content:

This module will introduce students to some of the key cinematic, literary and visual texts of the twentieth and twenty-first centuries as a means of exploring significant moments of historical and social change on an international scale. Structured chronologically, the module will offer students the opportunity to learn about how culture, in its many forms, has reflected wider historical shifts in French-, Spanish-, and German- speaking countries, including (but not limited to) life in East Germany, social upheaval in 1960’s France, and societal transformation in post-Franco Spain from 1975 onwards. A representative selection of films, literary extracts (all available in translation) and art works will be examined to enhance students’ awareness of how culture can be used to understand complex historical developments at a national level, and also as part of the wider, global context.


Module aims:

  1. To introduce some of the key moments of historical change in the twentieth and twenty-first centuries. 
  2. To consider how culture reflects historical and social change in the global context.
  3. To introduce some of the cultural and historical themes portrayed in cinematic, literary and visual texts.
  4. To foster the analytical and critical skills of reading audio-visual and literary texts in the social, historical and cultural context.
  5. To develop and foster transferable skills such as team-work, analysis and presentational skills.

In Year 2, the emphasis is on increasing your confidence and fluency, studying areas of social and political debate and preparing you for your placement abroad.

Module content:

This Level 5 optional experiential module will give students an opportunity to revisit module content explored in the first two years of their degree programme and experiment with creating new texts fashioned for broader audiences within and beyond the academic environment. Students will be encouraged to choose subject matter from any of their modules so far and consider how they might craft new texts tailored to specific audiences using a range of appropriate formats.

Students will gauge the viability of source materials, collate the necessary information and synthesise it for a specific purpose. Target audiences could include the academic community within the university and also the wider public arena so that students can present themselves as experts and educators on subject matter of their choosing. The emphasis would be on considering how text consumers can engage actively with the subject matter and therefore much of the focus will be on web-based digital formats such as blogs, podcasts, and video presentations - platforms which facilitate written dialogue (e.g. in comment boxes), between text producer and consumer. Other formats might include task-orientated information sheets aimed at younger students studying on similar programmes and may be used e.g. on outreach activities.

Students will develop their skills in clarity and creativity of exposition, cohesion and adopting the appropriate written and /or spoken voices for the audience. They will also be tutored in basic design and technological skills such as page layout for information sheets and presentation software (e.g. PowerPoint) including the recording of audio and conversion to video files for uploading onto streaming websites.


Module aims:

  1. To encourage students to revisit programme content and select subject matter with a view to crafting it for a wider audience.
  2. To develop students’ skills in synthesising academic subject material in order to recast it for a specified audience.
  3. To enable students to craft coherent and cohesive texts in conjunction with developing their own voice(s) in order to maximise audience engagement.
  4. To train students to use basic design techniques and choose the appropriate formats for the delivery of subject matter.

Module content:

Preparation for the year abroad placement will take place in Chester in the core module of level 5. Subsequently, students will undertake one of the following options: study at one of our partner universities; work as a language assistant in a French, German or Spanish-speaking country; or an approved work placement. If the planned mobility is not possible or is interrupted, students will engage with the virtual year abroad devised by the University Council for Modern Languages. Students are required to produce one research project related to a topic of their own choice, subject to approval, on which they can readily find information whilst studying or working abroad. The project must contain evidence of research, a recorded interview conducted by the student and written or recorded documents. The subject of the project should relate to social, historical, cultural, sustainability, diversity, or economic issues in the target language country, and should be discussed in an analytical essay based on the student’s research and experience. Students at partner universities will obtain academic credits for modules successfully completed while those working as language assistants or on a work placement will be normally assessed in part by means of an employer evaluation. Credits from partner universities or employer evaluations will be replaced by a 30-minute oral presentation if necessary. All students will also submit a reflective evaluation of their own social-cultural and academic experience in the country, in the form of a Personal Development Portfolio.


Module aims:

  1. To practise the language skills and apply the knowledge already acquired in authentic situations developing from B2 towards C1 on the CEFR. To examine and evaluate chosen aspects of the society of the target language country.
  2. To enhance cultural and intercultural awareness and develop language skills to a high degree of proficiency.
  3. To engage with the experience of study at a partner university or in a work placement/virtual placement and gain extensive first-hand knowledge and understanding of the society from the perspective of the resident.
  4. To further develop independent learning and digital capabilities.
  5. To foster critical evaluation.

Module content:

This module provides students with the opportunity to study and understand the institutions and current issues of the European Union, such as EU enlargement, the rise of right-wing extremism and populism in Europe. The module will also focus on the impact on the cultural and political landscape of individual member states. Students will investigate the manifestations of European culture and how they relate to the culture of individual member states. They will relate this to EU policy on developing cultural unity and reflect on the existence of a European culture. Contemporary forms of media of individual member states will also be studied.


Module aims:

  1. To develop a thorough understanding of the institutions and bodies of the European Union.
  2. To explore contemporary cultural and political developments in the EU.
  3. To demonstrate insights into the question of the existence of a European culture and of its relationship to national cultures.
  4. To develop critical points of view on political and cultural issues relating to Europe, the EU and its member states.
  5. To further develop transferable skills including team work, presentations, debates, independent learning and research skills.

Module content:

This module gives students of French a broader perspective of life and society in contemporary France, while at the same time providing the contexts for further study of and practice in the language. Part of the module focuses on practical issues and is orientated towards preparation for residence abroad. The module thus builds on competences and knowledge gained at Level 4 and enables students to further their linguistic proficiency and develop vocational language skills and cultural awareness in preparation for work or study in a French-speaking country. Students will study a range of social, economic and political topics relating to contemporary French-speaking societies, examining areas such as education, the media, political parties, the working environment and business contexts. They will focus on current affairs and relevant social structures but will also study some of the significant elements of recent French history that have shaped contemporary France and the francophone world. A separate set will be arranged for post-beginners in which they will cover the same themes with the additional support of the textbook and a grammar hour. 

The written and recorded materials used to examine these areas will serve as a basis for the further development of linguistic skills. Students will develop their oral and written communication, concentrating on oral fluency and on written accuracy and style, and will further extend their knowledge of vocabulary and tasks such as formal correspondence, official form-filling, interview technique and evaluative blog writing. 


Module aims:

  1. To extend linguistic proficiency, both written and oral, particularly in relation to the specific topic areas at a level corresponding to B2 on the CEFR. 
  2. To develop independent language-learning skills to improve performance and to extend digital capabilities. 
  3. To promote the development of advanced language skills appropriate to the workplace or educational institutions in a French-speaking country. 
  4. To raise cultural and intercultural awareness with particular regard to preparation for a period abroad including issues such as housing, business, education, the working environment and the health care system. 

Module content:

This module builds on competences and knowledge acquired at level 4 and, through an integrated skills approach, will enable students to further their linguistic proficiency in terms of comprehension, accuracy and fluency while increasing their knowledge of vocabulary and grammatical concepts. Learning and teaching activities will focus on the further development of grammar, lexis and oral and written communication, concentrating on oral fluency, listening skills, written accuracy and style and the skills of summary and translation. Language work will be based on an ever-widening range of contexts in French history, culture and society in which students will be required to observe, register and practise the appropriate structures and vocabulary needed for effective communication. Attention will be given to the acquisition and application of key skills, particularly the development of autonomous learning through a portfolio of work which includes the setting up of a learning agenda, identification and evaluation of learning resources and assessment of progress. Part of the module focuses on practical issues and is orientated towards preparation for residence abroad. Some attention will be given to aspects of society, culture, business contexts and current affairs in France and in other French speaking countries, and a variety of media will be used, including authentic texts and multimedia resources via the VLE. Grammar will also be explained, practised and discussed.


Module aims:

 

  1. To extend linguistic proficiency, both written and oral, particularly in relation to the specific topic areas, at a level corresponding to B2 on the CEFR.
  2. To develop independent language learning skills to improve performance and to develop digital capabilities.
  3. To promote the development of advanced language skills appropriate to the workplace or educational institutions in a French-speaking country.
  4. To raise cultural and intercultural awareness with particular regard to contexts such as housing, business, education, the working environment and the health care system.

 

Module content:

Preparation for the year abroad placement will take place in Chester in the core module of level 5. Subsequently, students will undertake a placement or placements from one or more of the following options: a British Council English Language Assistantship; academic modules at a partner institution; an approved work or volunteering placement; a programme of virtual learning equivalent to a placement.  . Students are required to produce two projects, each including work related to a topic of their own choice, subject to approval, on which they can readily find information whilst studying or working abroad. Each project must contain evidence of extensive secondary research, and primary research in the form of interviews is encouraged. The subject of each project should relate to social, historical, cultural, sustainability, diversity, or economic issues in the target language country, and should be discussed in an analytical essay based on the student’s research and experience. Students at partner universities will also obtain academic credits for modules successfully completed, while those working as language assistants or on a work placement will be assessed in part by means of an employer evaluation. Credits from partner universities or employer evaluations will be replaced by a 30-minute oral presentation if necessary or 15 minutes if one semester is failed..  All students will also submit a reflective evaluation of their own social-cultural and academic experience in the country, in the form of a Personal Development Portfolio. 


Module aims:

  1. To practise the language skills and apply the knowledge already acquired in authentic situations.
  2. To examine and evaluate chosen aspects of the society of the country in which the placement takes place.
  3. To enhance cultural and intercultural awareness and develop language skills to a high degree of proficiency.
  4. To engage with the experience of study at a partner university or in a work placement/virtual placement and gain extensive first-hand knowledge and understanding of the society from the perspective of the resident.
  5. To further develop independent learning and digital capabilities.
  6. To foster critical evaluation.

Module content:

Preparation for the year abroad placement will take place in Chester in the core module of level 5 (CH5100, CH5111, FR5000, FR5001, GR5000, PT5201, SP5000 or SP5001). Subsequently, students will agree a programme of learning which may include a number of the following: attendance at a high-level evening class through the Languages for All programme, participation in an online or in person intensive summer school, a virtual internship, volunteering in the UK in a target language focussed environment. Each student will have a virtual year abroad tutor who will provide tutorial guidance throughout the year.

A portfolio of transfer credits, employer evaluations or an oral presentation will assess each student’s agreed programme of learning. All students will also devise their own SMART targets covering a range of aspects of their self-directed learning during the academic year and will submit a reflective evaluation of their own social-cultural and academic experience, in the form of a Personal Development Portfolio.

The Virtual Year Abroad module is designed to be flexible so that students who are able to undertake a one semester placement abroad may do so, adjusting their SMART targets as appropriate in the course of the year.

In the first semester, students are required to produce a research project including work related to a topic of their own choice, subject to approval, on which they can readily find information. The subject of each project should relate to social, historical, cultural, sustainability or economic issues in the target language country, and should be discussed in an analytical essay based on the student’s research and experience. In the second semester, guided by their virtual year abroad tutor, each student will produce a report engaging with a professional context related to their future aspirations. Sources may include interviews, websites, articles
etc. and the report should demonstrate awareness of current developments in the chosen profession and the skills required for success.


Module aims:

  1. To practise the language skills and apply the knowledge already acquired in authentic situations.
  2. To examine and evaluate chosen aspects of the society of the target language country or countries.
  3. To enhance cultural and intercultural awareness and develop language skills to a high degree of proficiency.
  4. To engage with the experience of study at a partner university or in a work placement/virtual placement and gain extensive first-hand knowledge and understanding of the society from the perspective of the resident.
  5. To develop understanding of professional situations involving target language
  6. To further develop independent learning and digital capabilities.
  7. To foster critical evaluation.

Module content:

  • The multiple facets of global citizenship
  • Ethical engagement and practice
  • The United Nations Sustainable Development Goals
  • Cross-cultural issues and sensitivity
  • Intercultural communication
  • Culture shock
  • Cultural adjustment
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
  • Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
  • Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
  • Devising strategies to improve one’s own prospects of working abroad in the future.
  • Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Module aims:

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

  1. Examine and evaluate a chosen aspect of the society of a target country
  2. Enhance cultural and intercultural awareness and further develop related skills.
  3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
  4. Take responsibility for their own learning and acquisition of identified employability skills,
  5. Articulate, orally and in writing, their findings and their employability skills.

Module content:

The module will include preparation in advance of departure in Chester and subsequent study at a partner university or approved work placement abroad. If the planned mobility is not possible or is interrupted, students will engage with a virtual version of the module which will include intensive language tuition. Students are required to produce a report related to a topic of their own choice, subject to approval. The report analyses and synthesises written documents, and may contain a recorded interview conducted by the student and draw on other recorded documents. The subject of the report should relate to a social, historical, cultural, sustainability or economic issue which is of interest locally or nationally. It should be complemented by an oral reflective evaluation of the student’s own socio-cultural and academic or professional experience in the country or virtual placement.


Module aims:

  1. To practise the language skills and apply the knowledge already acquired in authentic situations.
  2. To examine and evaluate a chosen aspect of the society of the target language country
  3. To enhance cultural and intercultural awareness and further develop language skills.
  4. To engage with the experience of a partner university or work placement/virtual placement.
  5. To further develop independent learning techniques.
  6. To foster critical evaluation.

Module content:

This module will offer students the opportunity to examine, through a cultural lens, some of the watershed political, social and cultural changes of the twentieth and twenty-first centuries in Europe, Latin America and Quebec. Students will be exposed to a range of literary and cinematic texts (all available in translation) from across the language cultures that will be structured around four dominant themes. These will include (among others) the subtopics of revolution, gender and sexuality, youth, memory, and political upheaval in post-war Europe. The module will thus enhance students’ awareness of how literature and film can be used to explore and understand complex changes in society on a global scale. 


Module aims:

  1. To examine, via a representative selection of films and literary extracts, how film and literature reflect and represent social and cultural change.
  2. To enable students to analyse a number of significant contemporary films and literary texts and to interpret and comment on their style, content and context.
  3. To further develop and foster transferable skills such as analysis, team-work, and oral skills.
  4. To enhance written skills in relation to film and literary studies terminology and analysis. 

Module content:

This module is designed for Level 5 Modern Language or English Language students intending to spend a year abroad and/or considering teaching English as Foreign Language. It is also suitable for students of all disciplines interested in a career in TEFL. Students will develop their knowledge of English grammar and structure and acquire a basic understanding of the communicative approach to teaching English as a Foreign Language.  Students will also be introduced to a range of methods of teaching, learning and assessment. This knowledge will be applied practically in the planning of motivating learning activities and lesson structures, utilising the loop input approach. Students will also be acquainted with a variety of language learning resources. To complement their theoretical knowledge students will also be provided with practical teaching experience, ideally with authentic foreign learners of English, where they will have to opportunity to experiment with various learning and assessment techniques. Some teaching practice will also be in the form of micro-teaching sessions with peers on the module.


Module aims:

  1. To develop students' awareness of English language grammar and structure.
  2. To raise students’ awareness of phonology and the appropriate methods and materials to teach English pronunciation successfully.
  3. To introduce students to some basic contemporary pedagogical theory related to the teaching of English as a Foreign Language.
  4. To introduce students to a range of teaching and learning materials
  5. To provide students with practical skills for the English language classroom.
  6. To establish sound approaches to critical reflection with regard to observation, practice and professional development.
  7. To enable students to enhance their transferable and interpersonal skills such as self-presentation, time management, communication and problem solving.

Module content:

This module provides an opportunity for students to engage in independent learning and to examine in further depth an aspect of a target language-speaking society. The study will lead to the production of an extended essay, written in the target language, on any aspect a target language-speaking society (subject to approval by the department). Students have a wide-ranging choice of topics for the essay. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of the target-language-speaking world that the student wishes to examine and may relate to an area covered in other modules. In all cases the subject needs to be approved by the tutor.


Module aims:

  1. To enable students to focus on an area of study of interest to them (social, economic or political) in a target language-speaking society.
  2. To further develop aspects of their linguistic proficiency (in particular reading comprehension and writing skills).
  3. To promote research skills.
  4. To further develop cultural and intercultural awareness.
  5. To further develop students’ independent learning techniques.

Module content:

This is an optional module in the experiential learning period and will provide an intensive and immersive experience of Spanish from beginner level with a particular emphasis on the working environment. Active language work will be based on the study of specific situations and language functions in which students will be required to observe, register and practise the appropriate structures and vocabulary required to achieve effective communication.  Considerable attention will therefore be given to the acquisition of the ability to understand and respond to the spoken language with the support of written, visual, audio-visual and audio sources. From early on in the module, students will be required to read straightforward texts and write in the target language, initially as a means of supporting their language acquisition, and subsequently in more realistic contexts involving written communication. Materials studied will also develop understanding of intercultural issues which are important for working with Spanish speakers or visiting the Spanish-speaking world.  Essential grammar will be studied and important grammatical elements will also be explained as the need arises and the module is also supported by online resources for practising structures and skills acquired in taught sessions.


Module aims:

  1. To develop students’ ability to understand spoken and written Spanish in a range of vocationally relevant areas. 
  2. To develop essential active language skills, both written and spoken, which will allow students to communicate competently in a number of work-related contexts. 
  3. To develop knowledge and understanding of elements of Spanish grammar fundamental to the understanding and application of the language.  
  4. To introduce, in the context of their language learning, relevant aspects of life in Spanish-speaking countries. 
  5. To develop key skills such as ICT in their relationship to language learning

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

In the final year, you will consolidate your advanced language skills, demonstrate your fluency in French, and have further opportunities for independent research.

Module content:

This module provides a further opportunity for students to engage in independent learning, building on knowledge and skills acquired in the lower level modules and to examine in some depth an area of study of their choice, subject to approval by the department. The study will lead to the production of a research project, written in English, and an oral discussion, also in English. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of the EU, including issues of identity and nationalism that the student wishes to examine, and may relate to an area covered in other modules or studied during the student’s residence abroad. In all cases the subject needs to be approved by the tutor.


Module aims:

  • To further develop knowledge of an area of study of interest in contemporary EU.
  • To foster advanced level writing skills in English.
  • To synthesise and analyse source materials and to critically reflect upon the subject of their study.
  • To further develop cultural and intercultural awareness.
  • To further develop independent learning techniques.

Module content:

The module will centre on the study and translation of written French texts. Texts will be chosen for their suitability in terms of language and content, will be linguistically demanding and will illustrate different genres, styles and register. A range of subject matter will be examined, including, for example, socio-political articles, business-related texts and literary extracts. Students will be introduced to current trends in translation, post-editing and the use of appropriate CAT tools. They will also study methods and principles of translation in order to understand related terminology, develop appropriate techniques and be able to reflect critically on their translation choices and processes.


Module aims:

  1. To examine effectively and translate complex written texts into accurate English, conveying the appropriate register and style.
  2. To further improve comprehension and understanding of the functions of language and extend knowledge of vocabulary.
  3. To apply appropriate translation techniques and terminology.
  4. To further develop transferable skills with particular reference to problem-solving and expression in written English.
  5. To critically examine and revise a translated text.
  6. To foster critical reflection on the process and techniques of translation.

Module content:

This module aims to develop high level language skills and will enable students to build on the fluency they will have acquired in the course of their placement abroad. The intention is that this fluency should now be channelled into more precise and formal usage in a range of contexts while extending students’ knowledge of contemporary France and the francophone world. The materials upon which the language activities are based will include recordings and texts relevant to issues of contemporary concern in France and other French-speaking countries. Students will explore social, cultural, political, economic and ethical domains, investigating questions of diversity, multiculturalism, post-colonialism and collective memory.


Module aims:

  1. To develop a thorough understanding of the mechanisms of spoken and written French in order to present ideas and arguments in more formal contexts.
  2. To further develop lexis and structures and to improve their accuracy in written and spoken French at a level corresponding to C1 on the CEFR.
  3. To refine and extend productive and receptive skills in French in contexts requiring discussion, persuasion, argument and summary.
  4. To increase students’ self-confidence and self-awareness when using French in formal contexts.
  5. To develop a deeper knowledge and understanding of contemporary French and francophone societies and the ability to analyse social, political and cultural contexts and issues.
  6. To further develop transferable skills including independent research.

Module content:

This module builds on competences and knowledge acquired in level 5 modules and potentially through time spent in a target-language-speaking country via residence abroad modules or through study of target-language at partner universities. Additionally, students who have taken CH5111, FR/SP5001 but who are unable to take the year abroad should take this module rather than CH6301, FR/SP6302 with the condition that the essay component is completed in target language. The first part of the module engages students in the study of a selection of key social, cultural, political or linguistic issues relating to target-language-speaking countries while at the same time providing the contexts for further study of and practice in the language. This will enable students to extend their linguistic proficiency and to develop knowledge and competences in language-based area studies. Written and recorded materials used to examine these areas will serve as a basis for the further development of linguistic skills. Students will further develop their oral and written communication, concentrating on oral fluency and on written accuracy and style, and will further extend their knowledge of vocabulary. They will also increase their awareness of formal register through analysis of source materials. In the second part of the module each student will identify an aspect of one of the issues studied in the first part of the module that s/he wishes to explore in further depth though a research-based essay drawing on available materials in both target language and English.


Module aims:

  1. To further extend linguistic proficiency, both written and oral at a level corresponding to B1 B2 on the CEFR, particularly in relation to the specific topic areas; for Chinese at a level corresponding Level 3  Level 4 on the HSK Test (Chinese Proficiency Test);
  2. To further develop independent language-learning skills to improve performance.
  3. To further raise cultural and intercultural awareness, in the context of students’ language learning, of relevant aspects of life in contemporary target-language-speaking countries.
  4. To further develop knowledge, understanding and application of elements of target-language grammar.
  5. To further develop key skills such as digital competences.

Module content:

The module will start with an overview of the target language’s business world and will then focus on the analysis and development of the specialised language and register used in a variety of business contexts relating, for instance, to marketing and advertising and relevant skills for the workplace. Comprehensive use will be made of authentic and simulated business documents which will be examined and critically analysed in the professional document, for example, as a report. All the materials will be made available on the VLE. Content may vary in different target languages. Guest speakers from the world of work will be invited to contribute to group sessions, these will be delivered in English.


Module aims:

  1. To develop linguistic awareness of the specialised language and register as well as employability and transferable skills appropriate to a variety of business contexts.
  2. To develop the ability to discuss, critically analyse and present business concepts and to engage in business simulations in target language.
  3. To further develop formal business correspondence and writing skills in target language.
  4. To introduce liaison interpreting in business contexts.

Module content:

This module will offer students the opportunity to examine thematically some of the challenges of representing identity and giving voice to diversity in contemporary global societies. Students will be exposed to a range of literary, visual, audio and cinematic texts (all available in translation) from across the language cultures. These texts will be structured around four dominant themes drawn from, among others: decolonising the intellectual; oral traditions in the 21st century; visual representations of difference; young voices in protest; identity politics in action. Students will, thereby, analyse and compare cultural representations of contemporary identities. 


Module aims:

  1. To examine, through a range of diverse texts, cultural representations of identity
  2. To analyse a number of significant written, visual, audio or cinematic texts and to interpret and comment on their style, content and context.
  3. To further develop transferable skills such as critical analysis and oral presentation.
  4. To enhance research and written skills. 

Module content:

This module provides an opportunity for students to produce a translation into English of a text originally written in target languages on a topic of their choice, which could be of interest to English-speaking readers. Students have a wide-ranging choice of topic for translation. They may choose a text on contemporary politics or society, a literary text or one related to another aspect of target language culture. The text should not have been translated previously, and the choice is subject to approval by tutors. As the text will be substantial in length, students will be required to fully engage with the appropriate methodology and techniques of translation, which will enable them to develop their skills in that area. An introduction, with a commentary on the translation process, and footnotes as required, must be provided as part of the project. A glossary may also be included if considered necessary.


Module aims:

  1. To examine and evaluate translation methodology and approaches.
  2. To develop proficiency in translation from target language into English.
  3. To further develop independent learning techniques.

Module content:

This module provides a further opportunity for students to engage in independent learning and to examine in some depth an area of study of their choice, subject to approval by the department. The study will lead to the production of an extended essay, written in target language , and an oral discussion, also in target language. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of a country speaking the language you are studying. world that the student wishes to examine and may relate to an area covered in other modules or studied during the student’s residence abroad. In all cases the subject needs to be approved by the tutor.


Module aims:

  1. To further develop knowledge of an area of study of interest in target language country and/or target language-speaking countries.
  2. To foster advanced level writing skills in target language.
  3. To synthesise and analyse source materials and to critically reflect upon the subject of their study.
  4. To foster advanced level oral skills.
  5. To further develop cultural and intercultural awareness.
  6. To further develop independent learning techniques.

Module content:

Students have a wide-ranging choice of research area. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of target language studies which the student wishes to examine in some depth. In all cases the subject needs to be approved by the tutor.


Module aims:

  1. To provide the opportunity to conduct research and to engage in the in-depth study of a relevant topic.
  2. To develop advanced knowledge of the subject of study and the ability to critically reflect on current theory and opinion.
  3. To further develop writing skills and produce a dissertation which is accurate, coherent and structured, and of a suitable academic standard.
  4. To further develop oral discussion and argument in target language and to present a coherent account of research including analysis of salient points and reflection on the process.
  5. To extend independent learning techniques.

Module content:

The module will have theoretical and practical inputs. Prior to their placements, students will be equipped to plan and deliver a language-learning unit; undertake reflective writing and underpin their practice with theoretical principles of foreign language teaching and learning.  School placements will include orientation, observation and delivery of practical learning and teaching activities.


Module aims:

  • to attract students who are considering a career in teaching. 
  • to provide students with theoretical support and an opportunity to engage practically in a classroom setting
  • to provide students with required experience prior to undertaking training to teach.