Breather's Guide to Bilingual Education - A Review

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1 BA English Language and Linguistics UCAS Code: Q100 Useful contacts/web pages Programme Director: Prof. Constant Leung Programme Administrator: Emily Sagüés Admissions enquiries: Online prospectus: Preparatory information for new BA ELL students: BA ELL study page (continually updated): Core Texts If you wish to do some preparatory reading before you begin the programme then the texts below are a good starting point. Language and Communication Yule, G The Study of Language (4th edition). Cambridge: Cambridge University Press. Language Development Clark, E. V First language acquisition. Cambridge: Cambridge University Press.Lightbown, P. and Spada, N How Languages are Learned. Oxford: Oxford University Press. Introduction to Sociolinguistics Van Herk, Gerard What is Sociolinguistics? Oxford: Wiley-Blackwell. Grammar Workshops Berry, R English Grammar. A resource book for students. Abingdon: Routledge If you wish to purchase these texts then please make sure that you purchase the edition mentioned above, or if there is a newer version, then please feel free to purchase that edition. 1

2 This BA programme is designed for those of you who have an interest in the English language and in linguistics, and who may be interested in some, but not necessarily all, of the areas of study listed below: The description and analysis of language in use. The study of English as a medium of communication in the contemporary world. This includes English in the mass media, English as an international language, English and new technology etc. The learning of language; and the teaching and learning of English (and other languages) as a foreign and/or second language. The use of English and other languages in multicultural communities, the relationship between language, society and culture etc. You may well be interested in a career in language education or research, in the mass media and communications industries, or in a professional role within a multilingual community. Whatever the case, if you develop a detailed understanding of how language shapes the modern world and operates within it, the door to a wide range of career opportunities (not just the above) should open. The BA programme and its component modules 1. The General Programme Structure The programme has three principal academic themes, or strands, running through the three years. These are: English Language and Linguistics Psycholinguistics and Education Sociolinguistics Year One of the programme is foundational, and you take five compulsory modules. In Years Two and Three there are optional modules to choose from. There are also four compulsory modules across the second and third year, two of which are in research methods for applied language studies. These two modules help you to prepare for an investigative language research project in Year Three, which culminates in the production of your dissertation. By selecting particular combinations of optional modules, you will be able to focus your studies on whichever strands of the BA are of most interest to you. For example, if you are keen on sociolinguistics, but less keen on education, you would be likely to opt for Global Englishes, but not for the Language Teaching modules. We now go on to supply you with a brief description of the component modules. The programme is in continual development and we have an exciting range of new modules being introduced in 2015/16. 2

3 2. Year One Year One is designed to provide a solid foundation in all three strands, particularly English language and linguistics. There are five compulsory Level 4 modules three which carry thirty credits, and two which carry fifteen and two workshops designed to help you with your learning. Language and Communication (30 credits) Analysing English 1 (30 credits) Introduction to Sociolinguistics (30 credits) Language Development (15 credits; new module for 2015/16) Second Language Learning (15 credits; new module for 2015/16) Grammar Workshop (non-credit bearing) Academic Writing Workshop (non-credit bearing) Language and Communication introduces you to the study of language and communication. It acts as a foundation module for the entire programme, introducing key concepts in the description and analysis of language which are fundamental to many other areas of study. After examining what language is and how it is used for communication, you will survey areas such as phonology, morphology, syntax, and semantics. Analysing English 1 builds on Language and Communication. The principal focus is on you applying the tools of linguistic analysis to largely authentic English language data. You will examine areas of English grammar and lexis, as well as a range of varieties of written and spoken English. Introduction to Sociolinguistics focuses on the inter-relationship between language and society. It takes as its starting point the fact that all languages exhibit internal variation, and examines the social factors in language use and language change. It looks at cross-cultural stereotyping and miscommunication resulting from language variation across national, regional, class, gender and age boundaries and considers the role of power and standard language ideology. Language Development builds on in-depth examinations of theoretical perspectives about children s development of a first language, and this module will facilitate students understandings of the nature of first language acquisition. The module will focus on where language comes from, the stages children pass through to read adult-like speech, as well as attempts to teach non-human animals to use language. Topics covered will include specific aspects of language (e.g., phonology, morphology, lexicon), the role of the input, the relation between cognition and language, neurological development, and learning to read. Focus will be primarily on informal learning situations such as home and playgrounds. However, there will be occasion to discuss more formal opportunities for learning. Second Language Learning provides a unique combination of theory and practice. Based on the understanding of the need for global citizens to be competent in more than one language, the module presents the main language learning theories, as well as different approaches to the 3

4 teaching and learning of grammar, vocabulary and pronunciation. Students have the opportunity to apply this theoretical knowledge to their own experience of language learning. They will undertake six hours of studying a new language of their choice, and will be asked to reflect on and analyse this experience in their own language learning case study. Non-credit bearing workshops The Grammar workshop serves to ensure that all students have the basic knowledge of grammar necessary to successfully complete the foundational year. This workshop particularly addresses the needs of students without an A-level in English Language / Linguistics. The Academic writing workshop includes explicit teaching of academic genres as well as a guided formatively assessed first assignment. This workshop aims to facilitate students early acquisition of the academic literacy required on the programme. 3. Year Two There are three compulsory Level 5, Year 2 modules, and various Level 5 and 6 optional modules that can be taken in Years 2 or 3 (although certain Level 5 modules will only be offered to Year 2 students, whilst some Level 6 modules will only be offered to Year 3 students). Students take 120 credits of modules in Year 2. The compulsory modules are given below, and the optional modules are listed in the next section. Compulsory Research Methods for Applied Language Studies (30 credits) Analysing English 2 in which you choose two modules (each worth 15 credits) from: English Lexis; English Grammar; English Phonetics and Phonology. You may choose all three Analysing English 2 modules if you wish, the third counting as one of your optional modules. Research Methods for Applied Language Studies introduces you to the research methods used in applied language research. It covers quantitative methods, including descriptive statistics and data tabulation and display, as well as questionnaire design, analysis and use. You are also introduced to the use of qualitative research methods, with a particular emphasis on transcription, data analysis and writing up. This module prepares you for your final year dissertation. In Analysing English 2, English Lexis examines both the formal and semantic aspects of English vocabulary, and also includes some discussion of the mental processes involved in understanding and using vocabulary. Illustrative examples will be taken from computer-based corpora of authentic spoken and written language. 4

5 English Grammar builds on the introduction to formal grammar in Analysing English 1. It does this by taking a functional orientation. The module draws on the systemic functional grammar devised by Michael Halliday. Use of systemic functional grammar will enable you to understand and evaluate how texts function - or more simply work - in the particular contexts they were designed for. An important aspect of the module is appreciating the relationship between grammar and meaning in written discourse. By the end, you will be in a position to examine the effectiveness of instances of written discourse according to their communicative purpose, social functions and placement in the material world. English Phonetics and Phonology examines complex areas of the English phonological and phonetic systems and includes the study of accents of English other than Received Pronunciation (RP). More complex areas include assimilation, syllable structure, discourse intonation, phonological universals and markedness theory. You will consider other accents in relation to RP, such as General American and a range of New Englishes, International Englishes, and English interlanguages. 4. Year Three There is one compulsory Level 6, Year 3 module, Dissertation in Applied Language Studies, and several Level 5 and 6 options that can be taken in Year 2 or 3 (although certain Level 5 modules will only be offered to Year 2 students, whilst some Level 6 modules will only be offered to Year 3 students). The dissertation is a 10,000 word project you will complete on a topic of your choice within the broad area of English Language and Linguistics. Students take 120 credits in Year 3, and you must pass at least 90 credits at Level 6 to be eligible for the award of the degree. 5. Level 5 and 6 optional modules Level 5 modules (all 15 credits) Teaching and Learning the Language System Teaching Language as Communicative Skills Global Englishes Analysing Spoken Discourse Language Attitudes and Ideologies Working With Digital Texts The Making of Language (new module for 2015/16) Language and the Media (new module for 2015/16) A Modern Foreign Language A Literature Module Level 6 modules (all 15 credits) Language Culture and Society Theory and Praxis in Language Teaching Language, People and Boundaries Exploring Language Corpora 5

6 Literacies in Theory and Practice Critical Discourse Analysis and Electronic Media Stylistics Linguistic Politeness Language Politics: Post-National and Global Contexts (new module for 2015/16) Cultural Diversity in Language Teaching (new module for 2015/16) Language, Discourse and Social Media (new module for 2015/16) Language, Culture and Mind (new module for 2015/16) Analysing Stories and Identities (new module for 2015/16) Key Debates in Philosophy of Language (new module for 2015/16) A Modern Foreign Language A Literature Module Level 5 modules Analysing Spoken Discourse provides practical hands-on training in the analysis of spoken interactional data. It introduces students to the concepts and techniques of Conversation Analysis, and it shows you how these can be enriched by the work of Erving Goffman and then set in a broader context through linguistic ethnography. Data workshops play a central role in the module, and as it progresses, you will gradually build up an analysis of data of your own. Instead of being taught for two-hours once a week, the module involves a mixture of 3 hour data-sessions and 90 minute classes dispersed throughout the term, and this provides you with time to develop your own projects. Computers and collections of machine readable texts have become a central resource in empirical linguistic research. These applications can range across the consideration of individual literary texts, the analysis of major written or spoken registers (newspapers / Hansard debates), through to the extensive accounts of contemporary written and spoken language one finds in modern dictionaries and grammars. The Working With Digital Texts module aims to ensure that you understand the emerging tradition in computer mediated language description and analysis, are able to analyse individual texts and large text collections (corpora) using computer programs available at KCL, and are able to apply this understanding in practical descriptive and analytic tasks. Have you ever wondered why language is the way it is? Why are nouns and verbs so fundamental? Why do some languages have features that others do not? The Making of Language takes you through theories about the origins of language, showing how our understanding has matured over time. It presents a range of ideas about the way language works, and then gives you the opportunity to design your own language. Working through the system of your language will give you an understanding of the systematic features used by real languages, and the reasons why language came to be. Language and the Media introduces students to key issues and concepts in the study of language used in the media. A variety of media texts (e.g. TV and radio programmes, magazine advertisements, newspaper stories) and theories to analyse them will be introduced. In the Sociolinguistics strand, Global Englishes are examined in terms of both their history 6

7 and their current characteristics and status relative to one another. While the historical background is covered in detail, the main focus is on the Englishes spoken around the world today, and the implications for concepts such as standardness, correctness and acceptability. Language Attitudes and Ideologies introduces the key issues involved in the study of language attitudes and language ideology. It introduces the paradigms of research in this area and demonstrates their relevance for the study of language in social life. It will enable you to develop a critical understanding of the ways in which beliefs about language are expressed in various types of discourse, to investigate research findings on attitudes towards varieties of British English in past and present, and to address the ideological nature of language and the relationship of language and stereotype, prejudice and discrimination. In the Psycholinguistics and Education strand, Teaching and Learning the Language System introduces students to the fundamental principles of teaching English (or another language) as a foreign or second language. You will examine issues of methodology, course and materials design, and evaluation and testing, with a particular focus on the language system (grammar, lexis, pronunciation and discourse). By the end of the module, you should have a good understanding of the key methodological issues and concepts in language teaching. You will be able to analyse language for teaching purposes and evaluate and design teaching activities and lessons. Teaching Language as Communicative Skills is a Semester Two module which follows on from Teaching and Learning the Language System. You will develop an understanding of what is involved in acquiring and using language as discourse skills (reading, writing, speaking and listening). By the end of the module, you should have a good understanding of the roles of teachers and learners in the development of these skills areas and you will be able to evaluate and design activities and understand their use within integrated skills lessons. Level 6 modules In the English Language and Linguistics strand, Exploring Language Corpora introduces you to the range of language corpora that are currently available, primarily in English, but also in other languages, e.g. the Lund corpus, the MicroConcord corpuses, and the British National Corpus. You will use a range of text analysis software, e.g. MicroConcord and Wordsmith, as well as dedicated programs associated with the British National Corpus. Theory and Praxis in Language Teaching connects with a range of other modules on additional language teaching and learning whilst giving an overview of some of the most current issues in the theory and practice of language pedagogy. The topics follow the expertise of the different lecturers contributing to the module and range from diversity in educational discourses, the use of technology and media in language teaching, to critical approaches to language textbooks, and authenticity in language teaching. The module also introduces psychological and social aspects of language learning such as the development of new identities and the role of affect and emotions in language learning. Language, People and Boundaries is taught by several members of staff, each contributing a personal area of expertise. The topics included are linked through the consideration of what happens when individuals and groups do not fit in with, or challenge, institutionalised notions 7

8 of language. There are three criss-crossing themes within the module. The first theme addresses the boundaries that are traditionally considered to exist between languages, examining the way such boundaries are challenged by the influences of digital technologies, the globalisation of communicative practices, and contact between diverse groups. The second theme considers the impact of national boundaries on the representations of languages and their speakers, examining the effects of classifications such as national, regional and minority languages, and considering the experiences of speakers of transnational languages. The final theme deals with the institutional boundaries that create a mismatch between the way language is used and the way it is expected to be used in certain contexts such as schools. We consider the experiences of children whose home languages are not recognised at school, both in the UK and in developing, postcolonial countries, and we discuss different issues such as bilingual education and linguistic human rights. In the contemporary world, people are saying that language and discourse are now more important than ever before, and across the Humanities and Social Sciences, there has been a major discursive/linguistic turn. Instead of trying to identify the central, stable features that characterise different individuals, groups or cultures, researchers are now much more interested in trying to establish the ways in which language and discourse are used to construct cultural difference and social identity, both in face-to-face interaction and in public representations. In the Sociolinguistics strand, Language Culture and Society looks at the debates about the role that language places in power, ideology, resistance and social change, and considers several major 20th century cultural theorists, such as Pierre Bourdieu, Michel Foucault and Erving Goffman. Literacies in Theory and Practice focuses on changes in ideas about the nature of literacy and their implications for research and practice. Special attention is paid to literacy practices in social and cultural context and to myths about the consequences of literacy for cognition, socio-economic mobility and 'progress'. There will be scope for participants to research and report on aspects of literacy of particular interest to them, and to relate these general debates to their own experience. Critical Discourse Analysis and Electronic Media introduces students to key issues in the study of language in electronic media. It aims to extend students knowledge of language and discourse analysis to a new field of written language communication, and to introduce key linguistic and sociolinguistic characteristics of new media and assess their potential influence on linguistic norms and language change. It also addresses the relationship between technological constraints and human agency, and aims to enable students to relate this knowledge to their engagement with other dimensions of ICT (such as e-learning or professional communication). Stylistics sets out to use the tools of linguistics - phonology, grammar, semantics and pragmatics - to understand the powerful effects of literary language. Literature and language are often studied separately, but need not be. In this module, we analyse a variety of texts including ones chosen by students. We consider whether literary language has some specific and unique qualities, and how the stylistic approach relates to other literary theories. We shall consider literature both as text and as performance. We also extend our view beyond the conventional literary canon and look at genres which are quasi-literary in that they have some poetic features such as songs, rhymes, advertisements, comedy routines, prayers, orations. 8

9 Linguistic Politeness looks at different ways of conceptualizing politeness; from folk definitions and lay perceptions of what constitutes polite language and behaviour to politeness theories. It introduces you to pragmatic and discursive approaches to politeness, as well as having a strong practical component which will involve investigating how politeness can be best captured in everyday interaction and compared across groups. We will discuss different types of data and different methodologies and cover the full range of politeness phenomena, including impoliteness. The process in which certain languages become standard (rendering others non-standard) and the politics and ideologies of such standardisation have been extensively researched within socio-cultural and historical approaches to language and communication. Drawing on keyfindings and the latest thinking in this multi-strand inquiry, Language Politics: Post-National and Global Contexts will examine a wide range of language planning and policy traditions as historicised and situated practices: closely linked with the creation of national and postnational, local and global identities, and the development of culture-specific moral and aesthetic attitudes to appropriate communication behaviour. The theoretical input will be substantiated by empirical case-studies from a variety of languages and societies. The discussion of key-moments of standardisation from such studies will cross-link with language prescriptivism in a historical and contemporary European context (e.g. Germany, Italy, Norway, Spain, Sweden, Denmark), with cases of language revitalisation (e.g. Hebrew, Maori, Welsh) and reform (e.g. Turkish), and with (postcolonial) multilingualism and World Englishes. An important part of the module will be the engagement with recent literature that has begun to change older assumptions about language standardization (e.g. by documenting the role of globalisation and social media in the rise of regional language varieties). Cultural Diversity in Language Teaching introduces students to key issues and concepts in the study of intercultural communication and cultural representations in Language Teaching. The module explores key concepts in intercultural communication within transnational and cosmopolitan paradigms and uses this theoretical knowledge to critically analyse language teaching materials. The analysis of communication on social media is rapidly becoming a key-area in (socio)linguistics and discourse studies. Language, Discourse and Social Media introduces you to the main methods of data collection and analysis of language and discourse for a variety of social media contexts. The module combines familiarisation with frameworks of analysis with practical steps on how to approach data. A variety of case-studies of social media afforded practices (e.g. sharing, tagging, Like & Follow) ranging from YouTube to Facebook and Twitter illustrate the role of a range of language and multimodal resources in presenting ourselves and relating with others online. Throughout the module, you will be encouraged to bring in your own experiences of social media engagements and gradually put together your own techno-linguistic biography. Language, Culture and Mind covers various aspects of how research has attempted to explore and delineate the interaction between language and mind. In the course of our discussions, we will aim to familiarise the group with a variety of theories that have driven much of the research in this field. In addition, the potentials and limitations of research methods will form a significant part of our discussions. In the past, research has been focussed 9

10 on Western languages, mainly English, ignoring the majority of people in the world, who speak one or more non-english languages. We will discuss the consequences of equating language and mind processes across the world and attempt to uncover the nuances of more recent research that addresses the ways speakers of different languages think. One of our main goals is to highlight the ways that theoretical perspectives and research methods can both guide and blind researchers to the conclusions they draw from their studies. How we tell stories and what our stories reveal about us, our lives and our relations with others has attracted the attention of numerous strands of social scientific inquiry. It is notable that narrative research interviews constitute the main qualitative method for identity analysis. Discourse and sociolinguistic studies of storytelling have drawn on this diversity of social scientific work but they have also infused it with vital insights into how everyday life stories are told in interaction with other people and in specific contexts. The aim of Analysing Stories and Identities is to familiarise students with the main frameworks within discourse and sociolinguistic studies for the analysis of stories and identities. The presentation of concepts and analytical tools will become tangible with close analysis of a wide range of stories from various everyday life contexts: cafés, classrooms, the workplace, social media platforms, etc. In Years 2 and 3, you can also choose from a wide range of Literature modules offered in the English Department and from over 60 Modern Foreign Language modules, including languages such as French, German, Italian, Spanish, Portuguese, Japanese, Korean, Mandarin and Arabic. PLEASE NOTE that, because of staff sabbaticals and changes, not all optional modules may be available every academic year. 10

11 What do our graduates do? Eloise Cook - English Language & Communication BA (former name of the programme) Graduate, 2007 I really enjoyed my time at KCL, and I never doubted that the skills and knowledge I have acquired on the BA ELC programme would be useful for me. As well as a firm grasp of language and communication, the writing, research and analysis skills have been invaluable in my career. Having always aimed at a career in publishing, the icing on the cake was when I was offered my dream job on the day of graduation. I'm now Commissioning Editor at Pearson, and I know for certain I wouldn't be where I am without my degree. Conor Goold - English Language & Communication BA (former name of the programme) Graduate, now doing a PhD Whilst I started university with aspirations to pursue a career surrounding linguistics, I left with a desire to study animal behaviour and communication. After an MSc, I am now beginning a PhD in animal behaviour. This stands as testament to the diverse subject areas the BA English Language and Communication at King's College London encompasses. Although at first thought a BA in English Language & Communication and animal behaviour research do not directly compare, the ELC course has provided me with indelible skills that have allowed me to emerge as a competent and dedicated researcher. In particular, the ELC course introduced me to, and prepared me for, the importance of quantitative research skills and clear academic writing. Most of all, the course taught me to think critically and analytically regardless of the topic or subject area - a highly valuable trait applicable to all career paths. Johanna Woydack - English Language & Communication BA (former name of the programme) Graduate, 2007 After graduating from King s in 2007, I won a scholarship to do an MSc in Anthropology at the London School of Economics. Straight afterwards, I returned to the Centre for Language Discourse and Communication (LDC) at King s for a PhD in Sociolinguistics. Since my experience of King s during my BA in ELC was fantastic, I felt confident it would be the same for my PhD. During the BA, the level of teaching was great and inspiring as was the staff s commitment to supporting every individual student. I especially enjoyed the modules on sociolinguistics and it was that which encouraged me to eventually pursue a PhD in this field. The four years of my PhD were as rewarding as my time during my Bachelors. On completing my PhD at King s, I did a postdoc in Hong Kong. Subsequently, I moved to Vienna where I am now Assistant Professor at the WU (Vienna University of Economics and Business). I am confident that this trajectory would not have been possible had it not been for the academic foundation that I received during my time at King s. 11