PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
BA Linguistics (International Programme)
Final award (BSc, MA etc):
BA
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
Q101
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From September 2006 onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Division of Psychology and Language Sciences
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/pals/study/undergraduates/UBALINSINT05
(if applicable)
Method of study:
Full-time or part-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
http://www.ucl.ac.uk/prospectivestudents/undergraduate/degrees/ubalinsint05
Length of the programme:
Four calendar years, of which one year abroad (ft)
Eight calendar years, of which two terms abroad (pt)
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Advanced Level (Level 6)
Linguistics
http://www.qaa.ac.uk/en/Publications/Documents/Subjectbenchmark-statement-Linguistics.pdf
http://www.ucl.ac.uk/pals/study/undergraduates/UBALINSINT05
Board of Examiners:
Name of Board of Examiners:
BA Board in Linguistics
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The aims of this programme are the same as those of the BA Linguistics, with the additional aim of giving students
an opportunity to experience a different approach to Linguistics teaching in an American or European university,
and, in some cases, a different theoretical orientation in Linguistics.
General aims of the BA Linguistics: to provide a broadly based training in the main issues and methods of the core
areas of the field of theoretical Linguistics: phonetics, phonology, syntax, semantics/pragmatics, and some of their
interfaces: psycholinguistics, sociolinguistics, natural language processing, language acquisition, language deficits.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
1 the core concepts of the generative
linguistics approach to language,
2 the core concepts and main questions
in each of the subareas of phonetics,
phonology, syntax,
semantics/pragmatics,
3 scientific method (hypotheis formation
and testing) as applied to linguistic
problems,
4 the outstanding questions that drive
current research in Linguistics,
5 how the capacity for language interacts
with other systems of the mind
Teaching/learning methods and strategies:
On this degree, as on the three-year BA Linguistics, a
combination of lectures, backup classes and practical
classes are used in the various course units that make
up the degree. Students are expected to do regular
exercises in linguistic analysis, to do specified reading
as preparation for backup classes and, in particular in
the final year, to do a certain amount of independent, but
individually supervised, research.
Assessment:
Knowledge and understanding will be assessed through
a combination of examinations, essays, a year abroad
project and a final year dissertation.
B: Skills and other attributes
Intellectual (thinking) skills:
1 identify interesting linguistic issues
2 apply scientific method to problems
(i.e.
develop a hypothesis and test it
against
relevant linguistic data)
3 read, digest and assess accounts of
linguistic phenomena
4 reason critically and assess the relative
merits of different linguistic frameworks
5 develop an appreciation of how the
different areas of the discipline interface
with each other (phonetics, phonology,
syntax, semantics, pragmatics)
6 develop an understanding of how
linguistic theorizing informs more
applied areas such as
psycholinguistics, sociolinguistics,
natural language processing, language
teaching.
Teaching/learning methods and strategies:
Intellectual skills are developed through the teaching
and learning methods and strategies outlined above.
Each course, whatever its particular format, involves
discussion of key issues, practice in applying concepts,
both orally and in writing, analysis and interpretation of
material, critical evaluation of linguistic hypotheses and
individual feedback for learners on the exercises and
essays they write.
Assessment:
The assessments employed (exams, essays and
dissertation) all place great emphasis on the student’s
ability to demonstrate the skills in (1)-(6), either through
the production of coherent responses to problems set in
an examination or through demonstration of the ability to
sustain systematic and logical arguments for or against
a linguistic hypothesis in an essay or the final year
dissertation.
C: Skills and other attributes
Practical skills (able to):
1 access the wide range of information
sources available to academic
scholarship,
such as bibliographies, periodicals and
online resources
2 produce cogent, structured and
professionally presented written reports
3 manipulate appropriate symbolic
representational systems (phonetic,
syntactic, logical)
4 manage a project
Teaching/learning methods and strategies:
Practical skills (1)-(3) are developed through the small
group teaching of backup classes and through the
students guided essay writing (classes are devoted to
this in the first year). The skill in (4) is developed
through the year abroad experience (supported by the
study abroad tutor and other relevant members of staff)
and the final year dissertation which involves regular
consultation with a supervisor who also comments and
advises on preliminary drafts.
Assessment:
Skills (1)-(3) are an integral part of the assessment of
regular exercises, essays, the year abroad project and
the final year dissertation. The student's ability to
respond to feedback under supervision and manage a
project (4) is an integral part of the assessment of the
dissertation.
D: Skills and other attributes
Transferable skills (able to):
1 communicate effectively
2 present ideas orally and visually
3 use a computer as an investigative tool
4 listen actively
5 take initiative and demonstrate a
proactive
approach to academic work
6 adapt to new learning environments
Teaching/learning methods and strategies:
In each component of the course, whatever its format,
students participate in the discussion of key issues, both
orally and in writing, (1, 2, and 4). The year abroad
project and final year dissertation are aimed at
developing the student's ability to carry out research
independently (5 and 6), and to use computers
effectively as a research tool (3). The comments on
essays and the supervision of the final year dissertation
provides students with a high level of feedback.
Assessment:
These skills are assessed as an integral component of
students' written work, both in exams and in essays, the
year abroad project and the final year dissertation.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements (http://www.qaa.ac.uk/en/Publications/Documents/Subjectbenchmark-statement-Linguistics.pdf)
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
programme handbook. The accuracy of the information contained in this document is reviewed annually by UCL
and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Klaus Abels
Name(s):
Date of Production:
28 January 2010
Date of Review:
15 September 2014
Date approved by Head of
Department:
22 September 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
November 2014