MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level
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the appropriate level with
an ‘X’
Language Variation and Change
LQM38
20
Level 4
Level 5
Level 6
Level 0 (for modules at foundation
level)
Level 7
X Level 8
Entry criteria for registration on this module
Pre-requisites
None
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codes or equivalent
Co-requisite modules
None
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codes or equivalent
Module delivery
Mode of delivery
Taught
Other
x
Distance
Placement
Pattern of delivery
Weekly
x
Block
Other
When module is delivered
Brief description of
module content and/ or
aims
Overview (max 80 words)
Module team/ author/
coordinator(s)
School
Site/ campus where
delivered
Online
Semester 1
Semester 2 X
Throughout year
Other
This module focuses on the relationship of language and society
and will introduce the core concepts of language variation and
change. The different approaches to variationist sociolinguistics will
be discussed and critically evaluated. Various social categories will
be considered that determine variability (including socio-economic
class, age, and gender). The students will explore fieldwork
techniques for sociolinguistic studies and they will recognise and
describe the effect of language on the position of certain groups,
characterised by ethnic origin, age and class by collecting and
analysing data themselves.
Dr Sandra Jansen, Dr Jelena Timotijevic
School of Humanities
Falmer
Course(s) for which module is appropriate and status on that course
Course
Module descriptor template: updated Aug 2012
Status (mandatory/ compulsory/
optional)
Optional
Optional
Optional
MA English Language
MA Linguistics
MA Philosophy of Language
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate
to the SEEC level descriptors for level M study.
The module aims to offer participants opportunities to:
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Learning outcomes
Explore the relationship between language and society
Become familiar with the nature and mechanisms of linguistic
change within a community
Enable students to revisit their preconception of language
use and language change in varieties of English in the British
Isles
Enable the students to describe and analyse collected
language data
Investigate different data collection methods
Provide students with analytic and discursive skills
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level M
study, by the end of the module students should be able to:
1. Demonstrate an in-depth knowledge and understanding of
the core sociolinguistic theories in the approaches to
analysing language variation and change
2. Demonstrate an ability to assess and apply appropriate
theoretical approach(es) to an examination of data analysis
3. Demonstrate an ability to apply an appropriate research
method(s) when analysing data
4. Demonstrate a critical understanding of the key issues
relating to sociolinguistic data.
5. Demonstrate an ability to design and conduct a small
research project in the Language Variation and Change
paradigm
Content
In this module students will learn about the language variation
and change approach to sociolinguistics. They will discuss the
three waves of variation study. They will become familiar with
sociolinguistic methodology and apply it in their own small-scale
sociolinguistic project.
Learning support
Eckert, P. (2000) Linguistic variation as social practice. Oxford:
Blackwell.
Gordon, M. J. (2012) Labov: A Guide for the Perplexed. London:
Continuum.
Holmes, J. and K. Hazen (eds). (2014) Research Methods in
Sociolinguistics. Malden and Oxford: Wiley Blackwell.
Module descriptor template: updated Aug 2012
Kiesling, S. F. (2011) Linguistic Variation and Change.
Edinburgh: Edinburgh University Press.
Labov, W. (1966/2006) The Social Stratification of English in
New York City. Washington, D.C.: Center for Applied
Linguistics. Second edition: Cambridge: CUP.
Mallinson, C., B. Childs and G. van Herk (eds). (2013) Data
Collection
in Sociolinguistics. Methods and Applications. New York
and London: Routledge.
Milroy, L. (1987) Language and social networks. 2nd edn.
Oxford:
Blackwell.
Schilling, N. (2013.) Sociolinguistic Fieldwork. Cambridge: CUP.
Teaching and learning activities
Details of teaching and
learning activities
Weekly seminars and appropriate tutorial support when
designing a small-scale research project.
Some fieldwork may be required.
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
Study
hours
SCHEDULED
This is an indication of the number of hours
students can expect to spend in scheduled
teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations,
practical classes and workshops, supervised time
in workshops/ studios, fieldwork, external visits,
and work-based learning.
20
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided
independent study which includes wider reading/
practice, follow-up work, the completion of
assessment tasks, and revisions.
80
PLACEMENT
The placement is a specific type of learning away
from the University that is not work-based learning
or a year abroad.
TOTAL STUDY HOURS 200
Assessment tasks
Details of assessment
for this module
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the
following tasks:
Task 1:
Students submit a portfolio of work (a project), which will consist
of three components (a presentation of a research article, a
Module descriptor template: updated Aug 2012
project proposal and a small scale research project). Students
will be awarded one mark for the portfolio of 100%.
The task will be marked on a percentage basis. Module pass
mark is 50%.
Referral task: Reworking of original task
General criteria for assessment are framed by the SEEC
descriptors for level 7. Against specific criteria, credit will be
awarded for:
1. In-depth knowledge and understanding of the core
sociolinguistic theories in the approaches to analysing
language variation and change (LO1)
2. Ability to asses and apply appropriate theoretical
approach(es) to an examination of data analysis (LO2)
3. Ability to apply an appropriate research method(s) when
analysing data (LO3)
4. A demonstration of a critical understanding of the key
issues relating to sociolinguistic data (LO4)
5. Ability to design and conduct a small research project in
the Language Variation and Change paradigm (LO5)
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit
or which are required for progression.
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay, report, dissertation,
portfolio, project output, set exercise
PRACTICAL
Oral assessment and presentation, practical skills
assessment, set exercise
%
weighting
(or indicate
if
component
is pass/fail)
100%
EXAMINATION INFORMATION
Area examination board
PG Programme in Linguistics and English language
Refer to Faculty Office for guidance in completing the following sections
External examiners
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Module descriptor template: updated Aug 2012
Name
Position and institution
Date appointed
Date
tenure
ends
Prof. Daniel Kadar
Professor of Linguistics
and English language,
University of Huddersfield
1st Jan. 2015
31st Dec.
2019
QUALITY ASSURANCE
Date of first approval
Only complete where this
is not the first version
n/a
Date of last revision
Only complete where this
is not the first version
n/a
Date of approval for this
version
Version number
1
Modules replaced
n/a
Specify codes of modules
for which this is a
replacement
Available as free-standing module?
Module descriptor template: updated Aug 2012
Yes
X
No