Learning on the Language-Literature Border: Ways of
integrating language and literature within final year
modules
Dr Helen Day; University of Central Lancashire
The primary purpose of this project was examine a variety of methods for integrating language and
literature within final year modules. A secondary purpose was to evaluate assessment methods
that enable final year undergraduates undertaking a Language and Literature programme to reflect
on their educational and intellectual experiences of both subjects and to consider their subject,
generic and employability skills in a meaningful way.
Project status
Project completed December 2009
Brief description
The primary purpose of this project was an examination of a variety of methods for integrating
language and literature within final year modules both within the core module EG3301: Language
and Literature Seminar at the University of Central Lancashire and at other institutions. Building on
the work already undertaken by the English Subject Centre (Teaching on the Language-Literature
border at University of Sheffield) and lecturers at other institutions (i.e. Nigel Fabb, ‘Linguistics in a
department of English Literature, ESC Newsletter Issue 8, June 2005) a key outcome of this
project was a one-day English Subject Centre event ‘Learning on the Language-Literature border’
(May 2008) where case studies and workshop activities were disseminated and discussed. Central
to this event was be an emphasis on the question ‘How can assessment and related classroom
activities enable students to explore the interface between these two traditionally divided subjects
within the context of their own studies?’
A secondary purpose was to evaluate assessment methods that enable final year undergraduates
undertaking a Language and Literature programme to reflect on their educational and intellectual
experiences of both subjects and to consider their subject, generic and employability skills in a
meaningful way. The combined study of language and literature offers students a wide range of
skills and distinctive methods, which if recognised and presented effectively will enhance their
employability. Particular attention was paid to the synoptic assessment and supporting classroom
activities that seek to draw together the knowledge, skills and understanding acquired over the
programme as a whole. Along with a case study, the main outcome was the development of a
toolkit (Card sort - see below) to support student reflection on skills and employability and compare
the underlying assumptions and intellectual structure of language and literature as academic
subjects.
Background
Programmes that allow students to study both English Literature and English Language (such as
Combined BA but also a number of other ‘English’ degrees) are increasingly popular with
applicants for a number of reasons, including the joint English Language and Literature A Level,
the marketing of such degrees as a pathway to a teaching qualification (a response to widening
participation, introduction of top-up fees and employability agenda) plus a belief that these subjects
complement each other. For pedagogic reasons, and increasingly for employability reasons as
well, the Language and Literature subject teams at the University of Central Lancashire hold that
third year students should be given the opportunity to use classroom activities and assessment to
reflect on their programme of study (in ways that move beyond describing what they did in
previous modules) and to articulate the skills they have developed as students of language and
literature (in a more meaningful way than in merely generic and general terms). It is only within the
final year of a BA programme that students will have gained the maturity and experience to reflect
on and make full use of the structure and content of their studies of language and literature at
earlier stages of the programme.
Aims and Objectives
The aims and objectives for the project were as follows:
1. To critically evaluate the student experience of assessment and related classroom activities in
EG3301: Language and Literature Seminar, a third year core module at the University of Central
Lancashire.
The assessment and related teaching and learning activities are designed to encourage students
to reflect on their educational and intellectual experiences of the BA Language and Literature,
situate the module in the context of the degree and allow students to consider their subject,
generic and employability skills in a meaningful way. For example:
 Classroom activities (i.e. Brainstorming (Tony & Barry Buzan, The Mind Map Book, 2005),
Subject Centre Student Employability Profiles)
 Formative easy (Investigating the best learning experience of students of language and
literature - see ‘What makes the best learning experience for students of Languages, Linguistics
or Area Studies,’ LLAS Digest 2005).
 Group presentation (imaginative exploration of knowledge, skills, capabilities and career options
of language and literature students)
 Editorial exercise (synthesizing and reflective exercise using methods dawn from language and
literature)
 Final Essay (summative reflection upon the module, study of language and literature in
education and the wider social and historical issues and changes in these academic subjects)
Both the performance and experience of students needed to be carefully evaluated to determine
1.
2.
3.
4.
5.
the usefulness and effectiveness of such a learning programme.
To develop a toolkit for working with language and literature students to identify, analyse, articulate
and develop their subject, generic and employability skills.
Although this was based on my teaching practices from the last two years, students were involved
in developing and piloting the tools.
To investigate and compare alternative ways of integrating language and literature within final year
modules at other universities.
To use Action Research to improve and evaluate my own practice and to work with students and
colleagues as co-researchers.
To disseminate the findings of this project through a seminar/workshop and contribute to the
debate about teaching, learning and assessment on the Language-Literature border.
Methodology
The methodology for this project was Action Research, as defined by Ortrun Zuber-Skerrit (Action
Research in Higher Education, 1992) and following the framework of Jean McNiff et al (You and
Your Action Research Project, 2005). Zuber-Skerrit’s CRASP model defines Action Research as
critical (and evaluative) collaborative enquiry by reflective practitioners, being accountable and
making the results of their enquiry public, self-evaluating their practice and engaged in participative
problem-solving and continuing professional development. This emphasises both self-evaluation
and the need to include students and colleagues as co-researchers. Within this framework are
other methods such as interviews and focus groups.
Outcomes
(a) presentation at the English Subject Centre Renewals Conference (2007)
(b) Article 'Helicopters, Jigsaws, and Plaits: Revealing the Hidden Language and Literature
Curriculum' in Anglo-American Pedagogy special issue of Pedagogy: Critical Approaches to
Teaching, LIterature, Language, Composition, and Culture (7.3 Fall 2007)
(c) Toolkit to enable language and literature students to reflect on subject knowledge, skills and
employability (e.g. Card Sort). This might also be used by staff in determining Learning Outcomes
for modules/assessment or for Personal Tutoring sessions with third year Language and Literature
students. The card-sort toolkit has now been completed and is available to download below.
(d) Dissemination by a one-day seminar/workshop ‘Learning on the Language-Literature Border’
for the English Subject Centre. This was a follow-up to the 2005 ESC event in Sheffield ‘Teaching
on the Language-Literature Border.’