LAEL4001: Foundations of Language

• Terms Taught: Michaelmas term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to introduce students to the core areas in language structure: the study of sounds (phonetics) and sound systems (phonology), the study of word formation (morphology) and sentence formation (syntax) and the study of meaning in isolation (semantics) and in context (pragmatics). It also seeks to develop students’ ability to analyse English and language in general – through hands-on exercises on new data – in terms of essential notions such consonants, vowels, phonemes, derivation, inflection, word classes, phrases, grammatical relations, sentence types, lexical relations and speech acts. The module thus aims to improve students’ general analytical skills too. A good understanding of the different aspects of language structure and the ability to apply that insight are a prerequisite for any further study in English language, linguistics or language sciences, in the other Level 4 modules as well as in the Level 5 modules. Of the latter, especially the English Grammar and Phonetics modules and the Structures and Sounds of the World’s Languages modules will build on and expand students’ knowledge of language structure.

Educational Aims

Upon successful completion of this module students will be able to… 1. explain the fundamental concepts in morphology and syntax 2. carry out basic morphological and syntactic analysis of English and language in general 3. explain the fundamental concepts in semantics, pragmatics, phonetics and phonology 4. carry out basic semantic, pragmatic, phonetic and phonological analysis of English and language in general

Outline Syllabus

You may be interested in how English is used in the media or in education. Perhaps, you are fascinated with the ways in which sounds can vary in the languages of the world. Maybe, you are intrigued by the development of software to determine who – or what – wrote a particular text. To study any such topic in depth, you first need to have a good understanding of some foundational aspects of language. The present module will introduce you to them. You will learn about sounds in language – consonants, vowels and more – and about how they are pronounced and can be combined to form words. This module will also teach you about the ways in which words themselves are structured and about the various classes of words that language distinguishes. You will explore too how words are put together to build phrases of different types and, out of those, sentences of different types and how sentences express meaning, both in isolation and in context. By the end of the module, you will be familiar with the essentials of the areas of phonetics, phonology, morphology, syntax, semantics and pragmatics. You will also be capable yourself of identifying phenomena such as phonemes, exclamative clauses and speech acts. You will be aware too of the historical origins of foundational concepts in linguistic research and of the languages that are over- and underrepresented in theory, which will allow you to challenge taken-for-granted perspectives and to develop an understanding of possible biases in the field. This knowledge and these skills will enable you to study the areas of phonetics, phonology, morphology, syntax, semantics and pragmatics in more detail – as well as other fields in English language studies, linguistics or language sciences, which build and depend on them.

Assessment Proportions

At two points during the semester, students will complete an online test with multiple-choice questions, the first one on morphology and syntax and the second one on semantics, pragmatics, phonetics and phonology. These two assessments are summative but, for each one, students will also be given the opportunity to complete a mock test beforehand.

LAEL4002: English across Space and Time

• Terms Taught: Michaelmas term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

A deep understanding of the English language would not be possible without an appreciation of how it has changed throughout its history, both within Britain and across the world. This module aims to introduce you to variation in English across time and space. Focusing on “time”, you will learn about the roots of English and how it has changed dramatically over a period of 1,500 years, yet retains some relatively stable core linguistic features. Focusing on “space”, you will learn about how English varies in terms of accent and dialect within Britain and across the globe, yet also how a particular variety of English characterised by a lack of variation emerged, namely, standard (written) English. Throughout, you will learn how to analyse that linguistic variation, and the factors that continue to shape it (e.g. power, ideology, imperialism, globalisation). This module also encourages a critical attitude towards apparent 'facts' about English (e.g. that it is the language of Britain). You will develop analytical and critical skills that are transferable to the analysis and practice of English in a wide range of professional settings. The module takes place in the first year of the programme. It runs in harmony with the concurrent module LAEL4001 Foundations of Language, applying concepts the latter introduces. The present module also creates a foundation for modules in later years, notably, LAEL6002 Language Variation and Change in English.

Educational Aims

Upon successful completion of this module students will be able to… 1. Demonstrate an understanding of how English has varied over time and space; 2. Analyse linguistic variation in English and account for it; 3. Critically appraise both academic and popular “knowledge” about English and its variation.

Outline Syllabus

This module explores in what ways and why the English language has changed over time and varies from place to place. You will find out what is distinctive about English. Not only will this involve analysing traditional linguistic areas (e.g. words, grammar, sounds), but also identifying both linguistic and social mechanisms of change. But this is no traditional module. You will work with examples of real-world language use and develop methods for collecting and analysing language data (e.g. fieldwork, corpus-based methods). Above all, you will be critically reflecting on popular and academic assumptions, challenging myths about English with your own analyses. The module begins with a discussion of myths about English. It will address questions such as: Is English the language of Britain? Does the best English pronunciation follow the written form? Is American English ruining English English? Did Shakespeare really have a dramatic effect on English? The module then addresses concerns of time and questions such as: Where does English come from? How has spelling changed? How have words and vocabulary changed? How has the grammar changed? How has pronunciation changed? The following part, concerning space will address questions such as: How do accents and dialects vary in Britain? How do they vary in the North West of England? What is standard English, and how did it come about? Along the way, these parts of the module will highlight linguistic changes that are systematic, and the socio-cultural factors that have motivated change (e.g. conquest, contact, urbanisation, prestige). The final part of the module broadens things out, looking at the globalisation of English. It will look at the notions of World Englishes and translanguaging, and raise important questions for discussion, such as: Who “owns” English now? Is it a language of colonisation? And what are the implications for other languages of English being a global lingua franca? All such questions will stimulate discussion of our positions as global citizens. In answering such questions, you will acquire skills of linguistic analysis through hands-on data analysis, and also learn about and put into practice various ways of studying English (and indeed other languages). Moreover, through, for example, group discussions, you will hone your critical thinking and reflect on your own experiences with English.

Assessment Proportions

Summative assessment will consist of a 20% multiple-choice test and an 80% highly constrained report with two components. The first and slightly shorter component will involve a critical assessment of one myth about English. The second will involve the analysis of one or more fairly short texts (selected on the basis that they illustrate relevant dimensions of variation).

LAEL4003: English in Use

• Terms Taught: Lent/Summer term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to introduce you to the study of how English is used in a wide variety of text types from different domains of communication, ranging from literature to healthcare and science. You will learn about key concepts and frameworks from stylistics and discourse analysis and practise applying these to describe the linguistic characteristics of texts in English. You will be encouraged to reflect on and discuss how these characteristics make texts work in their contexts. The module will involve regular small- and large-group discussions, and will help you develop analytical and critical skills that are transferable to the analysis and practice of communication in a wide range of professional settings. This module builds on the Semester 1 modules LAEL4001 Foundations of Language and LAEL 4002 English in Space and Time. It is part of the core for English language majors and it prepares students for a range of modules at Levels 5 and 6, including but not limited to LAEL5008 Discourse Studies, LAEL5009 Language and Creativity in Advertising and LAEL6009 Language and Media.

Educational Aims

Upon successful completion of this module students will be able to: 1. Demonstrate understanding of key concepts and frameworks from stylistics and discourse analysis; 2. Apply these concepts and frameworks to the description of the linguistic characteristics of a wide variety of texts in English; 3. Articulate how the linguistic characteristics of texts in English affect how they work in context.

Outline Syllabus

This module explores how the English language is used in real-world contexts to perform different functions, achieve different goals and portray different views of reality. You will critically examine how people employ language in face-to-face interactions, mainstream media, social media, advertising, literature, politics, science and healthcare. You will address questions such as: How do advertising slogans attempt to influence our desires and choices as customers? How do journalists foreground the voices and views of some groups of people and background those of others in news reports? How do poets encourage us to look at our lives in new ways? How do novelists make us feel that we know what it is like to experience the world through someone else’s eyes and minds? How do scientists explain medical interventions such as vaccinations to reassure people about their safety? How do people with chronic pain use language and images creatively to express their pain and its impact on their lives? More broadly: How can English be used in different contexts not only to reinforce but also to challenge conventional or dominant ways of thinking? You will learn how to answer questions such as these by studying, for example, narratives, metaphors and frames, representations of people, actions and events, conversational behaviour and the interaction between language and images. You will be introduced to key concepts and frameworks from stylistics and discourse analysis via lecture-style teaching and readings. And you will practise how to apply these concepts and frameworks to the analysis of a wide variety of authentic texts in small- and large-group class discussions. You will be encouraged to bring to class your own questions and texts, and to reflect on your own experiences with English as the language or one of the languages you are able to use. There will also be opportunities to consider the implications of the special position that the English language holds internationally in domains such as literature and science. By the end, you will have a deeper understanding of the different ways in which English is put into practice and of how to put English into practice yourself.

Assessment Proportions

Summative assessment will consist of a 20% multiple choice test and an 80% report on the analysis of a text in English, chosen out of a set provided by the module tutors. The report will include an introduction to relevant concepts and frameworks and an analysis that will involve both a description of the linguistic characteristics of the text and a discussion of how the text works in context.

In line with the university’s commitment to decolonisation, texts will be sourced from a wide range of contexts where English is used, and students will be encouraged to critically engage with the role of texts in English in those contexts. Detailed guidance will be provided on the content and structure of the reports.

LAEL4004: Linguistic Inquiry and Applications

• Terms Taught: Lent/Summer term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to introduce students to the essentials of the qualitative and quantitative tools that are central to the modern-day study of language. By showing how these tools are applied in a range of different fields of linguistics and/or language sciences, the module also seeks to advance students’ understanding of which methods are suitable for which types of research and of how particular types of data are to be analysed. Furthermore, the module aims to raise students’ awareness of the ethical issues surrounding these qualitative and quantitative tools. The knowledge and skills that this module seeks to develop in students will prepare them for exploring more specialised areas of language study at Levels 5 and 6, including but not limited to modules such as LAEL5001 Corpus Linguistics, Language and Society in a Data-Driven World, LAEL5006 Computational Approaches and their Applications for Language and LAEL6006 Forensic Linguistics. Students will also benefit from the knowledge and skills when confronted with questions of data and analysis, including ethical ones, in any future career.

Educational Aims

Upon successful completion of this module students will be able to… 1. demonstrate a basic understanding of the qualitative and quantitative tools used in linguistics and language sciences such as ethnography, interviews and corpus and computational methods 2. articulate how these methods are applied in specific areas of study, such as literacy studies and forensic and historical linguistics 3. determine how to analyse different types of qualitative and quantitative data, what software and basic statistics to use and how to present findings while adhering to ethical standards

Outline Syllabus

Linguistic data is diverse in nature. What we gather from experiments and interviews, for example, cannot be analysed in the same way. Data can also come from a range of different places – historical sources, fieldwork or language used in a legal context, to name just a few. This module will introduce you to the fundamentals of collecting and analysing linguistic data as well as to important areas where those methods are put into practice. This introduction will prepare you for further, more specialised studies in linguistics and/or language sciences. You will learn about the qualitative and quantitative tools essential to linguistic inquiry – for instance, about the ways that you can use corpus linguistics to uncover patterns in large datasets, about the dos and don’ts of conducting focus groups and about the manner in which you can reconstruct the undocumented ancestor of languages spoken today. You will become familiar too with the essentials of how to analyse, interpret and present qualitative and quantitative data and that way come to understand, for example, the role that statistics plays in generating and presenting insights from language research. This module will also illustrate how these methods of data collection and analysis are applied in areas that are central to present-day linguistics and/or language sciences. You will explore, for instance, how quantitative, corpus and computational methods come together in the fields of forensic speech science and forensic linguistics and how historical linguistics relies on not only corpus but also comparative methods and even what that comparative study of languages can tell us about artificial languages. Throughout the module, you will also learn about research ethics in relation to different types of data, about how to collect and use them and about your responsibilities as a researcher. You will, for example, consider the ethical issues of using online data and of working with children and explore questions of anonymity and of the sharing and reusing of data. While introducing you to a variety of methods, this module will also consider what actually counts as knowledge in different research traditions. You will come to understand that the dominance of Western ways of thinking about it in much contemporary research in linguistics and language sciences is not unproblematic.

Assessment Proportions

The summative assessment will consist of a 20% multiple-choice test focused on the students’ comprehension of the central concepts and an 80% exam, in which students will answer a number of short-answer questions that relate to the entire module. Students will be given the opportunity to complete a mock exam beforehand.

LAEL4005: Language in Mind and Society

• Terms Taught: Lent/Summer term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to introduce students to the areas of linguistics which address relationships between language and the mind, between language and society, and connections between the two. It will introduce research and ideas from a range of fields which have addressed these questions. These include, for example, for language and the mind, areas such as child language acquisition, cognitive linguistics, and multilingualism; and for language and society, areas such as sociolinguistics, discourse analysis, intercultural communication and language policy and planning. This module builds on the knowledge and skills that students will have developed in LAEL4001 Foundations of Language in Semester 1. It also prepares students for a range of Level 5 and Level 6 modules, including but not limited to LAEL5007 Language Acquisition, LAEL5008 Discourse Studies, LAEL6003 Cognitive Linguistics, LAEL6007 Language, Cognition and Culture and LAEL6008 Psycholinguistics.

Educational Aims

Upon successful completion of this module students will be able to… 1. Explain some of the different ways in which relationships between language and the mind have been conceptualised and researched in different fields of linguistics 2. Explain some of the different ways in which relationships between language and society have been conceptualised and researched in different fields of linguistics 3. Explore potential connections and contrasts between cognitive and social approaches to linguistics

Outline Syllabus

This module will always include a section on cognitive approaches to languages and a section on social approaches to language. For cognitive approaches, you will look at key questions in language acquisition, such as ‘how do children acquire their first language?’ and ‘how do people learn a second language?’. For multilingualism and the mind, you will explore whether speaking more than one language changes the way you think and, for language and the brain, what kinds of language disorders exist and how damage to the brain can affect someone’s capacity to use language. For cognitive linguistics, you will learn how the use of different metaphors changes how we understand the world. For social approaches, you will look at key questions in sociolinguistics, such as ‘how does language vary across a society and how does this interact with questions of class, age, and gender?’. For discourse analysis, you will explore how patterns of language use around particular topics are shaped by (and how do they shape) social structures and ideologies and, for intercultural communication, what we know about differences in communication in different cultural contexts and how it is possible to support effective intercultural communication. For language policy and planning, you will learn what affects decisions about language policy in institutions and countries and how these decisions affect people and language use. For multilingualism from a social point of view, you will see how multilingual societies work, what different kinds of multilingual societies there are and how multilingualism is socially and historically shaped.

Assessment Proportions

Summative assessment will consist of an essay in which students will be asked to respond to either a sample of language data or a case study description of a situation and consider and explain how two of the different fields covered in the module would explain, describe, analyse or research this situation, taking one field from cognitive and one field from social approaches to language.

LAEL5001: Corpus Linguistics, Language and Society in a Data-Driven World

• Terms Taught: Michaelmas term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: A module in linguistics or modern languages.

Course Description

This module aims to introduce students to corpus linguistics as a key methodological approach for analysing large-scale language data, with a focus on uncovering patterns that reflect and shape contemporary social issues. It provides students with foundational knowledge of key tools, concepts and techniques in corpus-based research, equipping them to approach language as empirical evidence. Through hands-on experience with authentic data and real-world case studies, students will also develop transferrable skills in digital literacy, analytical thinking, academic writing and problem-solving. The module does not require prior knowledge of linguistics or English Language studies, although LAEL4001 Foundations of Language will prepare students well for this Level 5 content. The module will also prepare students for many of the other Level 5 and Level 6 modules, since corpus linguistics is a key methodology underlying much research in fields as diverse as child language acquisition, cognitive linguistics, discourse studies and historical linguistics.

Educational Aims

Upon successful completion of this module students will be able to…

• Explain key concepts and techniques in corpus linguistics.
• Critically interpret quantitative language data using corpus analysis methods and specialised software.
• Apply corpus linguistics techniques in social science and digital humanities research.
• Communicate research findings clearly and appropriately to different audiences.

Outline Syllabus

In an age shaped by digital communication and AI-driven technologies, understanding how language patterns reflect and influence society is vital. This module introduces corpus linguistics as a powerful method for analysing large-scale language data, enabling students to uncover meaningful patterns in real-world contexts. The module is divided into two blocks. The first develops essential methodological foundations. Students learn how corpora are built and used, explore key techniques such as frequency analysis, collocation analysis and concordancing. Students will also gain hands-on experience using specialised software to create and analyse corpora. Emphasis is placed on the critical evaluation of data sources, methodological transparency, and statistical as well as qualitative interpretation. The second block applies these skills to key areas of social science and the digital humanities focusing on topics such as social inequality, environment and sustainability and healthcare and exploring areas such as language learning, discourse analysis, stylistics and politeness strategies. The module also opens space for reflecting on the intersection between corpus linguistics and AI. Students will explore how corpus-based methods form the foundation of many natural language processing tools and examine how linguistic data informs critical discussions about the usefulness and impact of automated systems across various domains of human activity.

Throughout, students develop transferable skills in data analysis, critical thinking and digital literacy—skills highly valued in both academic and professional contexts.

Assessment Proportions

Teaching is structured around lecture input and practical computer-based lab sessions using specialist software, supported by short, interactive quizzes that reinforce core concepts and prompt discussion.The assessment is a portfolio with written tasks and which will take place at the end of the teaching period.

LAEL5002: English Grammar

• Terms Taught: Michaelmas term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: A module in linguistics or English languages

Course Description

This module aims to…

• Introduce you to an intermediate level of descriptive English grammar, including not only critical structural issues but also modern methods of grammatical research and the study of variation in English grammar
• Help you develop, and demonstrate, a nuanced understanding of the role of English grammar, and of attitudes to English grammar, in society and culture
• Provide you with analysis skills that can be applied in other modules to many different kinds of textual study
• Help you develop your skills in communicating grammatical analysis in different contexts

Educational Aims

Upon successful completion of this module students will be able to… -Analyse and describe the grammatical structure of English sentences, and explain how this structure operates to communicate meaning. -Conduct practical research into the variation (social, regional, textual) in English grammar using modern methods of study, and present the findings in an audience-appropriate manner.

Outline Syllabus

The study of English grammar is a challenging field that stretches far beyond the nuts and bolts of sentence analysis to address questions such as: What makes English grammar unique? How does English use grammatical structure to package information? What variations in grammar do we see across different dialects, genres, and situational contexts? And why does this matter? This module’s core focus is the description of English grammar. Building on the analytical skills taught in introductory modules, it will introduce you to such central concepts as parts of speech, phrase structure, grammatical relations, and compound and complex sentences. For each area of English grammar that the course covers, you will gain the concepts and terminology needed not only to identify and classify different grammatical features, but also to discuss their functions in communicating meaning in text and discourse. In this way, you will come to understand that grammar is not merely a matter of the technical details of sentence organisation, but rather a framework for discussing usage and variation in English – how speakers and writers accomplish their communicative goals, and how difference across regional and global varieties of English are reflected in how these speakers and writers express themselves. Beyond the core topic of description, the module will introduce you to current thinking on a range of associated issues, ranging from the practical to the societal. These include considering the history and sociology of the still-popular (among lay audiences!) prescriptive approach to English grammar; appreciating the sociolinguistics of grammar, including the crucial role of World Englishes in Africa, South and East Asia, and elsewhere beyond the traditional Anglosphere; and the role of grammar in pedagogical practice in the English language classroom.

Assessment Proportions

This module will have two time-separated assessments. An earlier assessment (mid-module online test - 35%) and an end of term assessment in the form of a research project with some group work - 65%).

LAEL5003: English Phonetics

• Terms Taught: Lent/Summer term.
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites:   A module in linguistics or English Language.

Course Description

This module aims to:

• Provide students with a range of skills for analysing the phonetics of English, including phonetic transcription, acoustic analysis, and perceptual experiments.

• Teach students fundamental principles underpinning the production of speech.
• Introduce students to fundamental issues in English phonetics, including sound change, sociophonetic variation, and speech perception.
• Develop research skills and application of phonetic knowledge, including data analysis and visualisation, which will expose students to transferable skills across a range of careers.

Educational Aims

Upon successful completion of this module students will be able to… Describe the articulation of different sounds in Englishes.Analyse and transcribe variation in English accents.Interpret acoustic properties of the speech signal.Conduct small-scale independent research in English phonetics.

Outline Syllabus

Why does English sound the way it does? How has it changed over time? What aspects of English accents vary? And how do listeners perceive that variation? In English Phonetics we explore these questions through a rigorous approach, applying the principles and techniques of articulatory and acoustic phonetics to the study of spoken English. We will begin our journey with the anatomy of the vocal tract, including a detailed investigation of the muscles that make up the tongue, lips and larynx. We will examine how these muscles work together to produce distinctive patterns of vocal tract movement, which provides a system for describing variation in speech. We will then focus on the acoustic characteristics of speech, which will involve practical computer-based analysis of real data, as well as perception experiments of listener responses to accent variation. Each week, we will apply these theories, techniques and methods to our study of the English language, charting sound change in English, describing new and emerging varieties of spoken English, and exploring the perception of diverse English accents. The module will culminate in a project where you apply these skills to your own study of variation in English phonetics. English Phonetics provides a detailed introduction to the sounds of English, but the skills you will learn have wide relevance for a range of future careers. Understanding the key anatomy that underpins spoken communication is crucial to applications in speech therapy. The computational methods we will use to analyse acoustic characteristics of sound underpin many voice-assisted technologies. You will also develop a better understanding of the history of linguistic ideas and how our current concepts are grounded in ideas from Ancient India and Greece. Through your study of English phonetics, you will develop a flexible toolkit that will build your confidence in the technical analysis of language more generally, and provide the foundations for advanced study in phonetics.

Assessment Proportions

Formative assessment: - Focused observation of independent computer tasks- Tutor observation of group discussion- Formative online multiple-choice test (also practice for main test) Summative assessment: - Mid-term online test: 30%- Analysis-based coursework project essay: 70%

LAEL5004: Structures of the World's Languages

• Terms Taught: Michaelmas term.
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: A module in linguistics or English language.

Course Description

This module aims to develop students’ understanding of central concepts in the field of linguistic typology as well as of the cognitive and communicative motivations for the ways in which the world’s languages behave. In addition, the module seeks to advance students’ ability to apply their knowledge of the above concepts and motivations to new data and new problems from unfamiliar languages and thus also to further their general analytical competence (e.g. pattern matching skills) and critical thinking. Through extensive group work in seminars and regular written assignments with fast feedback, this module also aims to develop students’ ability to communicate ideas to others in group discussions and their ability to write clearly and argue effectively. The module expands on LAEL4001 Foundations of Language, by paying more explicit attention to cross-linguistic variation. The advanced understanding of the structures of language that it seeks to develop is also a prerequisite for any further study in theoretical or applied linguistics/language sciences, especially for the Level 6 core module LAEL6003 Cognitive Linguistics, in which language structure is examined from the perspective of one of the most influential current theoretical paradigms in the field.

Educational Aims

Upon successful completion of this module students will be able to…

1. explain central concepts around word order, case and agreement marking, (di)transitive alignment, definiteness, semantic roles and valency changes in the world’s languages
2. apply this knowledge to the analysis of unfamiliar linguistic data from a range of different languages and to the analysis of big data sets
3. critically assess how cognition and communication influence language structure

Outline Syllabus

What do the thousands of languages across the globe have in common and what sets them apart from each other? Structures of the World’s Languages will look into this fundamental question in linguistics, focusing on grammar in particular. It will introduce you to linguistic typology – a field of study that aims not only to describe the incredible diversity in languages but also to explain the similarities and variation between them. The module will provide you with the conceptual and analytical tools necessary to explore the grammar of unknown languages. You will come to see perhaps familiar terms like ‘nominative’ and ‘passive’ in a new light and to question the usefulness of traditional notions such as ‘article’ and ‘subject’. You will also learn about linguistic phenomena that may be new to you, including ‘antipassives’ and ‘tripartite alignment’. Structures of the World’s Languages is not just about analysing grammar, however. It will also help you understand why languages behave the way they do. How can we explain that it is so rare in the world to express the idea ‘Aiko loves pasta’ with the words in the order ‘pasta Aiko loves’? What purposes do passives, antipassives and similar structures really serve in language? Why does a factor like the less or more animate meaning of nouns shape how certain languages construct sentences? You will find that the answers lie in the nature of communication, in the way humans think about reality and more. In this module, you will sharpen your analytical abilities, through hands-on exercises with data from unfamiliar languages. You will also deepen your understanding of how the structures of the world’s languages and their variation reflect us as human beings and come to appreciate how global linguistic diversity has changed the Western view of language structure and why it is important to maintain that diversity. And you will think differently about your own language(s), which will no longer feel as “normal” as before.

Assessment Proportions

At three points during the teaching period, students will be given a set of exercises which they are expected to submit by the following week. Students will receive feedback before their next set of exercises. This assessment is summative. The timed test, which will feature unknown data from different languages with a number of questions about each language, will assess all learning outcomes for the whole module in a summative way.

LAEL5005: Sounds of the World's Languages

• Terms Taught: Lent/Summer term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: A module in linguistics or English language.

Course Description

This module aims to understand one of the foundational areas of linguistics and English language studies: phonetics and phonology. This subject covers the minimal units of communication both in spoken languages and in sign languages. The module will allow students to expand their knowledge of the International Phonetic Alphabet to using the whole chart with confidence. We will build on the articulatory phonetics covered in Year 1 to describe and understand the acoustics of sounds as well as expanding knowledge about articulation to cover the range of speech sounds across the world, and in multilingual societies. We contextualise spoken languages in comparison to communication through sign languages, and phonetic and phonological variation across sign languages. Throughout the course, students will learn to conduct phonetic analysis using specialist computer software and develop skills for their own future research projects. They will be able to critically evaluate theoretical constructs and phonetic methods. This module aims to build computer literacy, critical thinking and writing, independent research skills, and creative problem-solving. This module builds on the knowledge and skills that students will have developed in LAEL4001 Foundations of Language. It will also prepare them for more advanced studies at Level 6, including but not limited to LAEL6004 Advanced Phonetics and Phonology and LAEL6008 Forensic Linguistics.

Educational Aims

Upon successful completion of this module students will be able to… 1. Use the International Phonetic Alphabet2. Describe the articulation of different sounds across languages3. Describe the acoustic characteristics of different sounds across languages4. Critically evaluate foundational concepts in phonetics and phonology

Outline Syllabus

‘Sounds of the World’s Languages’ will allow you to understand the how humans are able to produce and organise the smallest building blocks of language. You will study the fundamental principles of spoken communication right from the movements used to express speech, the properties of sound as it travels through the air, and also how sounds are processed in the brain. You will learn to precisely describe, and accurately produce, sounds from across the world including from typologically diverse languages. You will learn to critique and analyse models such as the International Phonetic Alphabet, as well as acquire skills in how to use them. We explore the whole range of human vocal skills used in language for example clicks in isiXhosa, implosives in Sindhi, creaky-voiced tones in Burmese. You will also discover how humans have transposed language for communicating across long distances by developing whistled languages, or transposed speech into drum and xylophone beats. In addition to the smallest units of spoken languages, you will learn about phonology and units of communication in sign languages. We use examples from sign languages to challenge foundational principles of Linguistics, understand the origins and evolution of language, and explore the full diversity of human communication abilities. This course will allow you to gain subject-specific specialist knowledge which is essential for work as a Speech and Language Therapist, Teacher, or Audiologist. In addition, you will gain generalisable skills in digital speech processing, data analysis, and data visualisation. Such knowledge is essential preparation for careers in Data, Speech Technology, or Analytics.

Assessment Proportions

Formative assessment: - Focussed observations during seminar tasks.- Self-assessment activities during lectures.- Self-assessment activities during seminars.- Mid-term test. Summative assessment: - Mid-term test (30%)- Phonetic transcription and commentary exam (70%)

There are two assessments: The first assessment is an online test conducted mid-way through the term.The second assessment is a phonetic transcription and commentary.

LAEL5006: Computational Approaches and their Applications for Language

• Terms Taught: Michaelmas term
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: A module in linguistics or English language.

Course Description

This module aims to: - Expose students to a range of computational linguistic approaches or language technologies in theory and in code- Guide students through practical coding exercises in a programming language such as Python or similar.- Test and evaluate different computational linguistic methods and approaches on a range of different language datasets- Critically inspect the challenges and limitations connected to applying computational methods to language data- Generate informed discussion around the societal and ethical issues associated with computational approaches and their application to language This module builds on the knowledge and skills that students will have developed in LAEL4001 Foundations of Language. It will also complement the corpus linguistics module LAEL5001, with which it runs in parallel. The technical skills that students will develop in the present module will put them in good stead for further studies at Level 6, including but not limited to LAEL6001 Cognitive Linguistics and LAEL6006 Forensic Linguistics.

Educational Aims

Upon successful completion of this module students will be able to… - Demonstrate an understanding of key technical concepts that form the foundations of numerous computational linguistic approaches and/or language technologies- Adapt or write code to test different elements of a computational method for a given application- Objectively evaluate the performances of different types and versions of computational methods and/or language technologies- Appropriately communicate and report the performance of computational linguistic methods or technologies- Demonstrate a consideration for low-resource languages, dialects or data types and how these can be accounted for by computational methods

Outline Syllabus

This?module?introduces students to a range of computational linguistic methods, approaches and applications that require specialist treatment of linguistic data to function. Students will engage with computational methods or technologies that require different language datasets of varying qualities and dimensions. Students will learn about applying computational linguistic approaches from start-to-finish in a language technology or application. Within the overall pipeline, students will learn about the selection and preparation of language datasets for computational tasks. Students can expect to learn about how we can computationally model language for the specific purposes of a given application. Students will also learn about the role of concepts like distance metrics, probability and machine learning. Crucially, students will not only learn about how computational linguistic approaches work, but they will also start to develop the coding skills required to build them. Making no assumptions about students’ prior experience with coding, this module provides an accessible gateway to the coding world. For students with prior experience with coding, this module presents stimulating language problems to overcome with computational methods. In summary, the module caters for students from varying technical backgrounds and experiences while also building on the students’ grounding in core grammatical and phonetic concepts learned from LAEL4001. As well as the theoretical and practical elements of computational methods, this module engages with the important societal and ethical discussions that naturally attach to computational linguistic methods and technologies. Particular focus is paid to addressing digital inequalities and bringing computational approaches to a broad range of communities around the world – thus integrating global citizenship and social responsibility into the module. The?module?is assessed by two reports that evaluate the performance of computational approaches under different data conditions, reflecting the kind of development tasks undertaken by professionals working across industries. The knowledge and skillset developed throughout this module combine to springboard students into related areas such as forensic linguistics, digital humanities, data science and the technology sector.

Assessment Proportions

Teaching activities will feed into the two reports which form the summative assessments for the module. Each report sets the students on a task to demonstrate their understanding of a type of computational approach by carrying out a practical implementation of the computational approach, testing that implementation and communicating how it works and how it performed.

The first research report is submitted halfway through the module, which allows for the students to receive a mark and feedback before they submit their second assessed report.

LAEL5007: Language Acquisition

• Terms Taught: Lent/Summer term.
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: A module in linguistics or English language.

Course Description

This module aims to provide an overview of different theories and mechanisms of first and second language acquisition, including generative-nativist linguistics, usage-based linguistics, and statistical learning. It will cover milestones of language acquisition, ranging from phonological and syntactic to pragmatic abilities, and we will discuss what enables children to achieve these milestones. We will also investigate multilingualism and language development in neurodiverse children, covering topics such as dyslexia and developmental language disorder. You will learn how to analyse samples of child-caregiver interactions and how to interpret these data in terms of different theoretical approaches to child language acquisition. This module will provide a basis for third-year modules investigating interactions between human cognition and language, such as LAEL6008 (Psycholinguistics), LAEL6007 (Language, Culture and Cognition), and LAEL6003 (Cognitive Linguistics). In addition, you will be able to apply corpus analysis skills acquired in another second-year module (LAEL5001 Corpus Linguistics).

Educational Aims

Upon successful completion of this module students will be able to… 1. explain different theories of language acquisition2. interpret corpus and experimental data in terms of theories of language acquisition3. apply basic computer and / or programming skills to analyse samples of child-caregiver interaction

Outline Syllabus

The module will start with an overview of different theories of child language acquisition and general debates, such as nature (innate knowledge) vs. nurture (influence of linguistic and social environment) and the role language-specific knowledge (abstract linguistic categories and category-based rules) vs. domain-general knowledge (pattern finding and intention reading). We will also shortly discuss how humans have evolved to be the only species with language. We will then discuss the different milestones of child language acquisition: phonological development, word learning, morphological development, acquisition of syntactic rules, and the development of pragmatic skills. For each milestone, we will come back to the theoretical questions and discuss whether children are using domain-general skills such as pattern finding or intention reading, or whether we need to assume some language-specific knowledge, such as the knowledge of abstract categories and category-based rules. We will also investigate whether and how children’s linguistic and social environments affect their achievement of various milestones. In the final block, we will be looking at child language acquisition in diverse contexts, including multilingual language development and learning a second language in the classroom or as a heritage language at home. Taking an inclusive angle, we will also be looking at language development in deaf children and neurodiverse children, such as children with developmental language disorder and / or dyslexia and autistic children. Finally, we will investigate interactions between children’s linguistic and social-cognitive development.

Assessment Proportions

Formative assessment: - Comprehension questions about lectures and readings during seminar- Shared outputs (outcomes from small group discussions in seminars)- Polls during lecture- In-class quizzes to test understanding of core concepts, theories, and findings from key studies throughout the semester Summative assessment: - Mid-term test to test understanding of core concepts, theories, and findings from key studies - Course work essay: Towards the end of the semester, students will conduct their own analysis of child-caregiver interactions and discuss how they relate to theories of language acquisition. This will also include a short literature review of previous research and theoretical claims and a final discussion to link the analysis to findings from previous research.

LAEL5008: Discourse Studies

• Terms Taught: Lent/Summer term.
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: A module in linguistics or English Language.

Course Description

This module aims to provide the students with knowledge about classical and contemporary approaches to analysing text and discourse, drawing from a broad range of traditions in a variety of global contexts. Students will have the opportunity to develop their knowledge about and ability to apply a range of methods to describe and interpret texts, and will gain an understanding about the links between text, interaction and social context. The module builds on Level 4 modules in Linguistics and English Language, particularly LAEL4003 English in Use, by helping students deepen their knowledge about specific frameworks to study language in use. It also provides a good basis for further study of different aspects of language in its social context in LAEL6001 Language and Social Identities, LAEL6009 Language and Media, and LAEL6010 Pragmatics.

Educational Aims

Upon successful completion of this module students will be able to… - describe and categorise specific and relevant linguistic and discursive phenomena in a variety of texts;- reflect on and be able to apply a range of methods to describe and interpret texts and linguistic interactions in their social contexts;- critically reflect on the texts that shape society around them

Outline Syllabus

Language is the primary means by which we interact with other people, organise people into social groups and institutions, and relate to groups of people in society. Discourse Studies involves critically analysing how language is used to do these things. Discourse analysts are interested in aspects of language that help people to maintain or resist the current social order: from the way politicians use language to persuade people to vote for them to the way conversations between friends reproduce and reinforce existing social orders. The module will introduce students to a number of different frameworks to help them analyse texts and interactions in detail. This begins by looking at how language is organised to achieve social goals: in other words, how texts are structured to include (or exclude) people and the things that they do and to achieve particular social effects. To help with this, students will learn about systemic functional grammar, which will allow them to identify and categorise social actors (who is doing things or having them done to them) and social processes (what are they doing) and modality (how text producers express their relationship to facts and people outside the text). In the second part of the module, students will learn about specific approaches for studying discourse, including conversation analysis (how conversations are ordered and managed), multimodality (how visual and other non-verbal aspects of texts can be used to make meaning together with language), intertextuality (how texts include traces of other texts, for example by quoting or alluding to them, to achieve particular effects). Students will also learn more about how language is used in digital contexts (eg. social media) and institutional contexts (eg. politics, education and healthcare). We consciously choose theories and analytical frameworks, along with examples to illustrate them, from a range of global and societal contexts. We draw on scholarly resources produced by a diverse range of voices, including scholars from or working in the Global South.

Assessment Proportions

Tutors will provide informal feedback to students during groupwork/analysis segments of the workshops. Additionally, there will be three short in-class tests/quizzes which will be used to assess learning in the first part of the module. Students will get whole-class feedback on these assessments, as well as an individual mark (the highest two out of the three in-class tests will be counted towards the final module mark). Towards the end of the teaching weeks, students will produce a plan/outline for their final coursework assignment, on which they will receive feedback in the workshops to help them effectively structure their assignment. The final assignment will be an analysis of a recent text chosen by the students, using one or more of the analytical frameworks covered on the module.

LAEL5009: Language and Creativity in Advertising

• Terms Taught: Lent/Summer term.
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: A module in linguistics or modern languages.

Course Description

This module aims to look at how advertisers use language (and visuals, music and sound) in often creative ways to influence people’s behaviour. It will draw on concepts from phonetics (the study of sounds in a language), pragmatics (looking at meaning in context), semiotics (research into sign systems), stylistics (linguistic analysis of literary texts), sociolinguistics and consumer research to ask what makes a good advertisement.

Educational Aims

Upon successful completion of this module students will be able to… 1. analyse how language is used creatively in advertisements2. explain what role advertising plays in wider marketing efforts3. demonstrate understanding of how advertisers borrow from literary genres

Outline Syllabus

The module will start with differentiating advertising from, and relating it to, marketing and branding. Over the course of the module, the content will be addressing hard and soft selling, influencer advertising, the role of “prosumers” on social media and advertising as an element in integrated marketing campaigns. The advertising channels that are investigated include classic billboard and print advertising - both historical and contemporary - and a variety of online channels. While the focus is on language, the module also acknowledges that advertising is inherently multimodal, so visuals as well as music and sound will play a role, too. Some of the concepts drawn on to analyse different kinds of advertisements are foregrounding, visual grammar, metaphor and symbolism, narrative, speech and thought representation, and fictional conversation and characterisation.

The module will be rich in examples, including illustrative instances of how certain language features of advertising have been borrowed from prose, poems and plays. Students will also be encouraged to collect examples of advertising (social media and print ads, billboards and posters, commercials and influencer videos) themselves.

Assessment Proportions

Summative assessment will consist of 1) a 2500 – 3000 word essay combining a literature review with empirical data analysis. The latter will involve both a description of the linguistic characteristics of a text in English and a discussion of how the text works in context. A set of topics to select from will be provided by the lecturers. In line with the university’s commitment to decolonisation, texts will be sourced from a wide range of contexts where English is used, and students will be encouraged to critically engage with the role of English in those contexts.

LAEL5010: Language and Pedagogic Practice

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A module in linguistics or modern languages.

Course Description

This module aims to develop students’ understanding of the relationship between language, learning and teaching. It addresses language for learning and language as learning, examining a) the ways in which interaction mediates thinking and b) the increasingly complex ways in which students are expected to use language as they progress in their formal education. Because this is a module about pedagogic practice, LING5010 students are also expected to develop the analytical skills needed to provide linguistically informed explanations of educational practices. The module’s focus on educational linguistics and its professional applications compliments the theoretical knowledge of grammar and text developed in core modules and provides a solid foundation for careers in education and in professional services focused on the development of human capital.

Educational Aims

Upon successful completion of this module students will be able to… 1. Apply contemporary research on classroom interaction to classroom discourse and evaluate the contribution of interactions to learning.2. Explain the increasingly complex text types that learners encounter as they progress through an educational system and apply this understanding in analyses of the grammatical and discursive resources used by students in their writing.3. Demonstrate understanding of the pedagogic practices which support learners’ educational success.4. Engage critically with the implications of the changing nature of texts, including the implications of changing technologies, for pedagogic practice.

Outline Syllabus

Learning requires language, which is why educational linguistics is so fascinating for people interested in teaching and learning. In this module, we begin by exploring how language and learning are connected, then consider how relevant theories inform classroom practice in the UK and beyond. That leads us to the design of talk and text, a crucial dimension of educators’ practice. You will examine talk between teachers and students and between students, and use concepts such as IRE/IRF, scaffolding, dialogic pedagogies and accountable talk to better understand how talk is used to develop thinking. You apply this new knowledge to recordings of classroom interaction gathered during research projects as you learn to evaluate the strengths and limitations of classroom interactions. Throughout, the emphasis is on language for learning and you finish this section of the module with a better appreciation of the ways in which teachers orchestrate language to support students’ development. After examining talk, we turn to writing and explore the genres students read and write in school. You will look at the ways teachers unpack densely organized information to provide students with access and control, and consider how digital technologies, multilingualism and the increasing power of the visual impact what is and should be taught. Throughout, you try your hand at designing small lesson segments so that you can better understand the linguistic demands that teaching places on teachers. Always, you work with authentic classroom data so that you are better able to critique what current research says about language and teaching. By the module’s end, you will have newfound insights into the complex ways in which talk, text and image shape how we make meaning. And while our focus is classrooms, you’ll find the insights are equally valuable wherever people come together to learn and make things happen.

Assessment Proportions

Summative assessments are carefully scaffolded by workshop activities in which students collaborate in small groups to undertake the same types of analysis required in coursework.

Formative feedback is provided to small groups and in the context of whole class reflections throughout these activities, with a strong emphasis on students’ reasoning. Online forums are provided for each assignment.

LAEL5011: Professional Communication

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A module in linguistics or modern languages.

Course Description

This module aims to:

• develop students’ ability to apply methods of linguistic analysis to professional settings
• develop students’ knowledge and understanding of the communication aspects involved in dealing with an organisation’s internal and external stakeholders
• develop students’ knowledge and understanding of the main areas of research in professional communication

Educational Aims

Upon successful completion of this module students will be able to:

1. apply methods of linguistic analysis to professional settings

2. demonstrate understanding of the communication aspects involved in dealing with an organisation’s internal and external stakeholders

3. demonstrate understanding of the main areas of research in professional communication

Outline Syllabus

Students will examine the role of language in topics such as branding, talking to customers, communicating with patients,?crisis communication,?recruitment, bullying/harassment, leadership, and meetings and negotiations, all of which are applicable to professional settings such as social services, schools, non-governmental organisations and businesses. They will learn how concepts from linguistics (including rhetoric, multimodality,?(im)politeness,?conversation analysis, narratives, metaphor and genre) can be applied to study specific communicative situations in professional settings, e.g. responding to complaints, diagnostic consultations,?apologising, delivering bad news,?job interviews and meetings.

Assessment Proportions

Summative assessment will consist of;

1) a 10-minute group presentation in which students apply their knowledge of using language for persuasive purposes, plus questions from the audience;

2) a 2500–3000-word essay combining a literature review with empirical data analysis. The latter will involve both a description of the linguistic characteristics of a multimodal text in English and a discussion of how the text works in context. A set of topics to select from will be provided by the lecturers. In line with the university’s commitment to decolonisation, texts will be sourced from a wide range of contexts where English is used, and students will be encouraged to critically engage with the role of English in those contexts. Detailed guidance will be provided on the content and structure of the essay and exam, including guidance on the legitimate use of generative AI. Allowances will be made for ILSP accommodations.

LAEL6001: Language and Social Identities

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language.

Course Description

This module aims to develop students’ understanding of a range of areas of linguistics which address the question of how language relates to social identities. In particular, it develops their understanding of fields which have been informed by an interactional perspective on sociolinguistics, such as the ethnography of communication, language and gender studies, literacy studies, multilingualism. It develops their critical engagement with the question of how notions of standards and correctness in English and other languages have developed in historical and political context, alongside ideas about national identity. More broadly, it builds their understanding of connections between language and social structures, including attention to questions around language and power and language ideologies.

Educational Aims

Upon successful completion of this module students will be able to… 1. describe and explain approaches to researching the connections between language and identity from an interactional perspective2. use key concepts from interactional perspectives to explain relationships between language and identity in specific social contexts, for instance national identity and ethnicity, gender and sexuality, in multilingual contexts, and looking at English as a global language3. apply these concepts in the analysis of data in English and other languages from a real-life social context

Outline Syllabus

Topics will typically include:

• The history of and approaches to studying language and identity primarily from an interactional perspective, particularly including interactional sociolinguistics, the ethnography of communication, linguistic ethnography and raciolinguistics

• Language ideologies and identities: relationships between language and national, regional, and ethnic identities; Standard English and language ideologies particularly in educational contexts

• Multilingualism and identity. Multilingual communities and individuals. Key concepts including diglossia. Understanding multilingualism: from code-switching to translanguaging. Multilingualism from a social historical perspective: colonial languages, English as a global language, related issues of power and inequality

• Literacies, texts and identities in the social practice model of literacy studies; autonomous vs ideological models of literacy, situating literacies in structures of power and social inequality

• Language, gender and sexualities. Theories of language and gender and how they have developed over time. Contemporary discourse approaches to language and gender

• Moving beyond identity: posthumanist and sociomaterial perspectives

Assessment Proportions

Formative assessment:

During lectures: brief questions during lectures usually based on a few minutes of small group discussion.

During seminars: quizzes using Kahoot or similar suncoronous quiz platform, producing conference-style posters in class summarising aspects of readings, briefly presenting readings to the rest of the class (small groups read different reading so that is a communication gap), picking concepts from a mug and sharing definitions in the seminar, selection of an image from a Google image search to represent a particular type of literacy.

Summative assessment:

- carry out analysis of a sample of English language data using a perspective or approach taken from one of the fields covered in the course, to include brief presentation of key concepts used and how they have been developed in the field (literature review); and analysis of a brief sample of data (coursework, to be completed during the teaching period, primarily addressing Learning Outcomes 2 and 3).

- account of the development of one of the fields of research covered in the course including key scholars, key concepts, and examples (exam to be done at the end of the teaching period, primarily addressing Learning Outcomes 1 and 2). Part of the instruction will be that we expect the majority of the readings referred to, to be ones which have specifically been covered in the course, as one protection against AI-generated answers.

LAEL6002: Language Variation and Change in English

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language.

Course Description

This module aims to develop students’ insight into language variation and change in English, in the British Isles as well as around the globe, and into the close relationship between variation and change. To do so, it will introduce them to key research in and central concepts from variationist and historical linguistics, discussing the (socio)linguistic dimensions along which English varies and the (extra)linguistic factors that account for change in English and evaluating the position of English in the world and in the future. The in-depth treatment of these topics intends to foster too students’ awareness of the value of all varieties of English in and beyond the United Kingdom. The module also seeks to advance students’ ability to apply their knowledge, encouraging them – through focused assignments – to analyse new data using established research methods in the field. That way, it aims to advance students’ general skills in analysis, critical evaluation and reporting research findings too. The module builds on LAEL4002 English across Space and Time and, for non-English Language majors, on the historical linguistics and sociolinguistics covered in LAEL4004 Linguistic Inquiry and Applications and LAEL4005 Language in Mind and Society. It expands on these modules, by relying on students’ advanced understanding of language structure through the Level 5 core modules and, crucially, by incorporating recent advances in theory and methods of variationist and historical linguistics. On the whole, the module intends to provide students with a deep appreciation of the pervasive nature of variation and change in all domains of English, which any student of the English language should have.

Educational Aims

Upon successful completion of this module students will be able to… 1. demonstrate an understanding of the (socio)linguistic dimensions along which English can vary and critical knowledge of the central concepts, methods and research in the study of linguistic variation 2. demonstrate an understanding of the (extra)linguistic processes accounting for change in English and critical knowledge of the central concepts, methods and research in the study of linguistic change 3. critically evaluate the relationship between language variation and language change in English 4. apply this knowledge to the analysis of new data, including of their own collection, on variation in English alongside change in English

Outline Syllabus

A language is as dynamic as the communities that speak it. So no understanding of Present-day English can be complete without a profound awareness of how it varies and of how it has evolved, both within and beyond its traditional heartlands. Language Variation and Change in English will deepen your insight into these important subjects, by examining the (socio)linguistic dimensions along which English varies today and the (extra)linguistic processes accounting for the ways in which the language has changed over time. The module will take you on a journey from Old English to the language nowadays and from regional British dialects to new and emerging World Englishes. This exploration will cover not just the sounds and structures of the language but also its usage. You will find out how variation in English is driven by factors such as gender, class and age and how language contact has made English the language it is today. You will also discover how cultural shifts have changed the way English is used and consider whether it is possible to make predictions about the future of English. To guide you on this journey, Language Variation and Change in English will introduce you to key research in the fields of variationist and historical linguistics. It will also encourage you, in class and in assignments, to apply its insights to new data and to undertake your own data collection. That way, you will develop your general skills in methodical analysis and in reporting findings clearly, which will bolster your employability. By the end of the module, you will come to see English not as a monolithic entity but as a diverse collection of varieties that are ever-changing and are shaped by complex historical and social forces. You will also come to appreciate the intrinsic value of the diversity that English displays in the present world.

Assessment Proportions

Teaching activities will prepare students for their summative assessments: two research reports, one focusing on variation in English and another one focusing on change in English (with consideration of change in the former and variation in the latter, as they are intrinsically linked). Both reports will require students to formulate a hypothesis about a specific phenomenon (e.g. a possible correlation between linguistic variables), develop a methodology (e.g. parameters of analysis), gather and analyse data (e.g. corpora) and report their findings. Students will receive step-by-step guidance over the weeks to support them in their research. The first research report will be due by the middle of the teaching period and will be marked so that students can take the feedback into account for their second research report.

LAEL6003: Cognitive Linguistics

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language.

Course Description

This module aims to: Provide an understanding of current theories, methods and applications of Cognitive Linguistics Enable an appreciation of Cognitive Linguistics’ position relative to other major paradigms of linguistics Equip students with the skills necessary to carry out Cognitive Linguistic analysis of language data This module builds on LAEL4001 Foundations of Language; LAEL4004 Linguistic Inquiry and Applications; LING4005 Language in Mind and Society; LAEL5002 English Grammar and LAEL5004 Structures of the World’s Languages.

Educational Aims

Upon successful completion of this module students will be able to… 1. Describe current theories, methods and applications of Cognitive Linguistics2. Evaluate the position of Cognitive Linguistics relative to other major paradigms of linguistics3. Carry out Cognitive Linguistics analyses of language data

Outline Syllabus

Cognitive Linguistics is one of the most important paradigms in contemporary linguistic research and every advanced student of linguistics should be familiar with its basic tenets. In this module, we start by introducing you to the basic principles of Cognitive Linguistics followed by some of the specific conceptual structures proposed to underpin language, including radial categories, frames, image schemas, conceptual metaphors and mental spaces. We explore how these relate to various aspects of linguistic structure including lexical meaning, the meaning of prepositions, figurative language and conditional and counterfactual statements. We go on to explore the relationship between grammar and conceptualisation focussing on the way language structures scenes and events and the conceptual basis of grammatical distinctions such as the count/mass system, perfective vs. imperfective verbs, tense/aspect and major clause types. From here, the module considers the constructional nature of language, showing that much more of language than just idioms is stored in the mind as whole units and exploring the processes of language change that lead to constructions. While Cognitive Linguistics is predominantly a theoretical approach to linguistic inquiry, recent advances in the field have used empirical methods in evidence of its main claims and applied cognitive linguistic analyses to a range of real-world issues. In the final part of the module, we explore how psycholinguistic and gesture studies are integrated within Cognitive Linguistics and how Cognitive Linguistics is applied to shed light on conceptions of politics, economics, health and the environment. By studying this module, you will gain fundamental insights into the nature of language, including its connection with other aspects of mind and experience, as provided by one of the most significant developments in modern linguistics.

Assessment Proportions

Formative assessment takes place via the following mechanisms: - In-lecture activities that allow tutors to check understanding- Group tasks that provide opportunities for tutor and peer-provided feedback Summative assessment takes place via the following mechanisms: - A piece of linguistic analysis investigating the meaning of a specific lexical unit or construction- An essay outlining a particular theory, method or application of Cognitive Linguistics

LAEL6004: Phonetic and Phonological Theory

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language.

Course Description

This module aims to develop a comprehensive understanding of key phonetic and phonological theories and establish a firm grounding of their place in the field of linguistics at large. Building upon phonetic and phonological knowledge acquired in Level 5, this module aims to advance deeper understanding of how speech sounds are organised and represented in the human mind. By examining the methods and frameworks used in phonetic and phonological inquiry, it aims to promote critical thinking into the nature of empirical evidence and its relationship with theory-building. Through in-depth explorations of different theories, this module aims to develop students’ ability to understand and communicate complex ideas. It also aims to equip students with the skills to critically engage with, analyse and synthesise evidence, so as to be able to articulate cogent linguistic arguments.

Educational Aims

Upon successful completion of this module students will be able to: 1. Explain the main theories in phonetics and phonology 2. Critically evaluate the evidence for different theories and approaches 3. Conduct independent research to gather relevant evidence 4. Communicate complex ideas in a clear and effective manner

Outline Syllabus

This course takes you on a journey through competing approaches to phonology. You will get to explore the intriguing history of how the most prominent phonological theories developed and the linguistic debates that have caused great controversy in the study of phonology over the past century. You will examine intriguing questions like whether phonology is best understood as formal logic – akin to philosophy – or as a cognitive system grounded in psychological reality. Along the way, you will engage with essential topics in linguistics, such as sound change, phonological variation in accents, and models of bilingualism and second language acquisition. Via these topics you will get to explore exciting questions like ‘what is the connection between sound systems and the mind?’, ‘is language learning innate?’, ‘what happens when we develop more than one sound system?’, ‘do we need experiments in phonology?’ and ‘what even is a good theory?’. Through a series of workshops, you will develop the ability to critically assess competing theories, examine the evidence supporting them, and evaluate the scientific claims behind them. These sessions will not only hone your skills in synthesising complex ideas from advanced scientific papers, but also compel you to think about how linguistic evidence from beyond Western and standard varieties challenge and reshape fundamental concepts of phonetics and phonology. You will gain a deeper understanding of how these fields fit into linguistics while equipping yourself with the skills to ask – and answer – broader, more nuanced questions about the science of speech. By the end of this module, you will not only become well versed in the core theories of phonetics and phonology, but also leave with advanced critical thinking and communication skills.

Assessment Proportions

In this module, each week will be structured around a specific theory or key topic in phonetics and phonology. Short formative quizzes, where appropriate, will be regularly incorporated to assess and consolidate conceptual understanding. These will also prepare students for the online summative test near the midpoint of the teaching period.

The summative essay will build on relevant skills developed through workshop activities and written feedback from the online test.

LAEL6006: Forensic Linguistics

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language

Course Description

This module aims to give students a knowledge and understganding of...

- the fields of forensic linguistics (FL) and forensic speech science (FSS)

- significant and emerging theories and methods within FL and FSS

- the practical skills necessary for collecting and analysing FL and FSS data

- the communciation skills necessary for conveying findings in FL and FSS approppriately

It builds on knowledge and skills developed in LAEL5001 Corpus Linguistics, LAEL5002/4 English Grammar/Structures of the World's Languages and LAEL5003/5 English Phonetics/Sounds of the World's Languages. For the Language Sciences programme, it exposes students to a highly relevant area in the field that involves quantitative and computing skills.

Educational Aims

Upon successful completion of this module students will be able to… - define the fields of FL and FSS, including their overlaps and differences - collect and analyse relevant, suitable data, adhering to accepted standards in the field(s) - select appropriate theories and methods for analysis - present findings and conclusions appropriately

Outline Syllabus

Can we determine whether someone is lying from their voice or words? Can we identify the sender of anonymous threatening messages? Can we tell whether a call to a bank is a real customer, or an AI-generated fraud? Forensic linguistics (analysis of the linguistic content) and forensic speech science (analysis of the speech signal) sit at the crossroads of language and law. This module offers the opportunity to understand how linguistic expertise is applied in intelligence, evidential, and judicial contexts, and engages you in questions such as: Who created this linguistic sample and is it authentic? You will review the fields’ histories and development as disciplines, and have your studies brought to life through court cases and practical case studies, enabling you to see linguistic evidence’s use and status in intelligence, investigations, and the courtroom. Along the way, you will develop practical skills necessary to critically evaluate methods and approaches.

Assessment Proportions

A 2,000-2,500-word coursework essay (40%) enables students to find their own data, draw on a range of scholarly sources and perspectives, and develop a sustained, critical analysis of that data in light of their readings.

A 60-minute final examination (60%) assesses students’ ability to synthesise and apply knowledge.

LAEL6007: Language, Culture and Cognition

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language.

Course Description

This module aims to:

- provide an understanding of current issues in language-related cognitive sciences, including the role of iconicity and multimodality in laugage, the evolution of language and linguistic relativity

- explore universals and variation in human language and cognition through an investigating issues in language-related cognitive science

- Equip students with the skills necessary to carry out experimental research investigating issues in language-related cognitive science

This module builds on: LING4001 Foundations of Language; LAEL4004 Linguistic Inquiry and Applications; LAEL4005 Language in Mind and Society; LAEL5004 Structures of the World’s Languages

Educational Aims

Upon successful completion of this module students will be able to… 1. Explain current issues in language-related cognitive science, including the role of iconicity and multimodality in language, the evolution of language, and linguistic relativity 2. Describe universals and variation in human language and cognition through an anthropological lens 3. Carry out and report experimental research investigating issues in language-related cognitive science

Outline Syllabus

This module explores the latest topics and developments in language-related cognitive science through a distinctly anthropological lens. It starts by exploring universals in human language and thought before considering some of the lines along which variation is found across languages and asking what this means for human cognition. Calling into question the modular view of language that has been dominant until recently, we explore the complex interface between language, mind, body, culture and ecology. We consider the multimodal nature of communication pointing specifically to gesture as an integral feature of spoken language.

The module then reconsiders the relationship between forms and meanings in linguistic sign systems showing that iconicity, e.g. in the form of sound symbolism, is an extensive and essential feature of both spoken and signed languages which may have facilitated the evolution of language. From here, the module considers the communicative practices of both ancestral homo species and our closest contemporary relatives in chimpanzees and asks what these reveal about culture and cognition in non-human populations.

In the remainder of the module, we explore specific domains of experience where the interplay between language, cognition and culture can be observed, including colour and sensory perception, space, time and number. In doing so, we meet several indigenous communities beyond the Anglosphere like speakers of Tzeltal (Mexico) and the Yupno people of Papua New Guinea. Throughout the module, there is a focus on empirical data and experimental methods.

By studying this module, you will gain an enriched understanding of the linguistic and cognitive diversity displayed by humankind and acquire the knowledge and skills necessary to investigate some of the most interesting questions currently being asked in linguistics and language-related cognitive science.

Assessment Proportions

Formative assessment takes place via the following mechanisms: In-lecture activities that allow tutors to check understanding Observations of group project and presentation design with opportunities for tutor- and peer-provided feedback Summative assessment takes place via the following mechanisms: 1. A group project in which students design, execute and present a language-related experiment 2. An essay that explores universals and variation in language and cognition across cultures

LAEL6008: Psycholinguistics

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language.

Course Description

This module aims to provide an overview of different theories of language acquisition and processing.

We will look at interactions between human brain architecture, cognitive skills, such as working memory and inhibition, linguistic experience, and language processing.

The module will introduce students to different empirical and experimental methods that can be used to shed light on how and where humans process language, ranging from self-paced reading and eye-tracking to fMRI and EEG.

Finally, we will discuss how language is learned and processed by different types of neurotypical and neurodiverse speakers, including multilingual speakers, autistic children and adults, children with Willams or Down Syndrome, and aphasia patients.

Educational Aims

Upon successful completion of this module students will be able to… 1. explain interactions between human brain architecture, cognitive skills, linguistic experience, and language processing 2. evaluate different psycho- and neurolinguistic methods and study designs 3. interpret data from psycho- and neurolinguistic studies with different groups of participants in relation to different theories of language acquisition and processing

Outline Syllabus

We will be looking at different areas of language acquisition and processing and investigate interactions between brain architecture, cognitive skills, linguistic experience, and linguistic knowledge. Topics may include (1) working memory and sentence processing, (2) language and Theory of Mind development in autistic children, (3) linguistic and socio-cognitive skills in bilingual children and adults, (4) language processing in aphasia patients, (5) brain and behaviour in heritage language acquisition, and (6) multilingualism and aging. In order to diversify the curriculum and to take an inclusive angle, we will discuss these issues in the context of a variety of languages and a variety of learners, including neurodiverse children and adults. You will develop an understanding of different methods that can be used to investigate language processing in different populations, including samples of spontaneous speech and experimental methods, such as eye-tracking, self-paced reading, EEG, and fMRI. We will also discuss how different study designs (e.g., correlational research, training and longitudinal designs) can shed light on causal and temporal relationships between cognitive and linguistic skills. We will discuss links between findings from these different types of studies and how they can inform theories of language acquisition and processing. In particular, we will investigate whether we can see links and interactions between human brain architecture, cognitive skills, and linguistic knowledge, or whether these are independent from one another. Throughout the course, we will be looking at language acquisition and processing in different types of populations, including multilingual speakers, aphasia patients, and autistic children.

Assessment Proportions

Formative assessment: - Comprehension questions about lectures and readings during seminar- Shared outputs (outcomes from small group discussions in seminars)- Polls during lecture- Quizzes Summative assessment: 1. Quizzes to test understanding of core concepts and findings from key studies2. Mid-term tests3. Course work essay (design a study) at the end, preceded by a short proposal (with formative feedback)

LAEL6009: Language and Media

• Terms Taught: Michaelmas.
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language

Course Description

This module aims to… - develop students’ ability to apply methods of linguistic analysis to ‘conventional’ and ‘newer’ social media - develop students’ knowledge and understanding of key theories in the study of ‘conventional’ and ‘newer’ social media - enable students to critically evaluate (research of) media language

Educational Aims

Upon successful completion of this module students will be able to… - evaluate the merits of linguistic approaches for the study of media language - apply some of these linguistic approaches to analyse real-life media data - present ideas relating to language and media in written and spoken format

Outline Syllabus

Our media environment is constantly changing and has never been as diverse. However, while the ways in which different media approach events or issues – or broadly, the language they use – may differ and change, there are enduring methodological and theoretical frameworks to make sense of these changes. Whether your interest is professional or personal, you will learn about and practice applying those methodological and theoretical frameworks to analyse content from social and conventional media.

You will typically explore topics such as: the structure of news (why the news came to looks this way); news values (why is negativity so prominently construed in news articles); broadcast talk (what makes broadcast talk different from everyday talk); framing (how the news may foreground particular conceptualisations of events/issues/social groups and why that matters); social media advocacy and activism (how can social media be used to promote the causes and views of traditionally under-represented social groups);?fake news and mis/disinformation (what are the linguistic indicators of fake news); ethical challenges of social media data collection and analysis faced by linguistic researchers (how to balance the needs for anonymity with those of rigorous linguistic analysis which necessitates the verbatim reproduction of texts).

Throughout, you will apply approaches including discursive news values analysis, corpus linguistics, conversation analysis, frame analysis, multimodal discourse analysis.

Two themes will run across the module: (1) continuity and change and (2) diversity. In each topic, you will reflect and discuss (1) how are the introduced theories and methods challenged or not by ongoing (technological, political, societal) changes and (2) how do they relate to diversity (e.g., different media systems; origin in a particular context).

The knowledge and experience gained from the module are particularly relevant to careers in media measurement, the third sector and PR, and content creation.?

Assessment Proportions

Teaching will be through 2-hour workshops with an interactive format of regular alteration between instructor- and student-led blocks.

Summative assessment will be through a report (80%) and weekly Moodle forum contributions (20%). Formative assessment will be through the weekly student-led discussions.

LAEL6010: Pragmatics

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: At least 2 modules in Linguistics or English Language.

Course Description

This module explores language as a fundamentally socio-cognitive and adaptive phenomenon, highlighting how verbal, prosodic, gestural, and facial communication shapes identity, social relationships, and meaning across cultural and institutional settings.

Students are introduced to key theoretical frameworks and methodological approaches in pragmatics, a key discipline of cognitive science, while gaining practical tools for analysing real-world interaction—particularly in relation to (im)politeness, inference, empathy, social perception and so on. Through an interdisciplinary and multimodal lens—including perspectives from politics, artificial intelligence, intercultural communication, language development, and neurodiversity—the module fosters critical thinking, academic writing, and collaborative inquiry. It also develops students’ qualitative and quantitative research skills, equipping them not only for academic inquiry but also for applied expertise in professional contexts such as institutional and healthcare communication, clinical and developmental linguistics, and the broader spectrum of communicative diversity in real-world interaction.

Educational Aims

Upon successful completion of this module students will be able to… 1. Apply appropriate qualitative and quantitative methods to investigate (impeded/problematic) linguistic and communicative behaviour in real-world data. 2.Interpret patterns of interaction in terms of social meaning, such as (im)politeness, inference, empathy, communicative alignment and so on. 3. Compare and evaluate how communication practices differ across institutional, intercultural, and neurodiverse contexts.

Outline Syllabus

Language is much more than linguistic structure. Language is the means through which we pursue social goals, and the primary means through which we infer the goals of others. But human conversation is not that transparent, which leaves us guessing or inferring what others are attempting to share. No wonder why we think (and say) things such as, “What did she mean by that?” or “What are they trying to say?”

In this module, you will explore how our language use impacts our social and institutional identities, our interpersonal relationships and our impact on the perceptions of others. You will develop the theoretical and methodological tools to analyse verbal behaviour in politics, intercultural communication, law, AI and more, but also to investigate how communicative behaviour changes alongside neuro-cognitive factors, e.g. in first language acquisition, across the autistic spectrum or in dementia. You will also see how the way we act linguistically reflects evolutionary patterns that can be found in our closest ancestors (chimps and bonobos), how human interaction is a fundamental tool for ‘social’ survival and how language use can improve our social gains. Together, we will examine how conventions and norms across contexts and cultures drive the way we interact with others and how deviations from expected behaviour can be perceived negatively.

Pragmatics is at the core of Cognitive Science and one of the most exciting disciplines driving the technological and sociocognitive advances of the 21st century. The module begins your exploration of this expanding world.

Assessment Proportions

Assessment is 100% coursework.

The first assessment (30%) is a group presentation in which students collaboratively analyse real interaction and deliver a conference-style talk.

The final assessment (70%) is a 2500-word analytical essay where students apply theoretical models to real data.

LAEL7002: Theories of Language

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to provide students with a comprehensive understanding of key theoretical approaches to the study of language. It explores foundational and contemporary linguistic theories across structural, functional, cognitive, and social paradigms, enabling students to critically evaluate their assumptions, applications, and implications. The module encourages reflection on how linguistic theory shapes language description, analysis, understanding and world-applications fostering skills in critical thinking, project planning, academic writing, and interdisciplinary synthesis. The module also promotes inclusivity by engaging students with theoretical perspectives from diverse intellectual and cross-cultural traditions, including decolonial and non-Western approaches to language use and language change.

Educational Aims

Upon successful completion of this module students will be able to…

1. Demonstrate knowledge and applications of major theoretical frameworks in linguistics.
2. Critically analyse and compare linguistic theories in terms of their assumptions, methods, and explanatory power.
3. Apply theoretical insights to linguistic data from a range of languages and real-world contexts.
4. Reflect on the dialogic, historical, social, and cognitive positioning of linguistic theories.

Outline Syllabus

On this module you’ll explore the major theoretical paradigms that have shaped linguistics, including structuralist, generativist and functionalist approaches, as well as contemporary theories that are currently reshaping the field. This will give you a solid foundation in key theories of language while also introducing you to frontier topics. Our focus will be on cognitive and usage-based frameworks, where you’ll reconsider fundamental assumptions about what language is and how it works and discover why comparing languages is central to cognitive science. You’ll see that linguistic structure emerges through language use and that grammatical patterns are themselves meaningful and stored in the mind as whole units. You’ll learn that language is not a separate mental module – as previously assumed – but relies on general cognitive systems and processes such as memory and attention. You’ll see how meaning is grounded in bodily experience while also exploring the cultural forces that drive language evolution, acquisition and change. Finally, you’ll examine the statistical learning mechanisms and mental simulations that support language and consider gesture and prosody as integrated features of a multimodal language faculty.

Assessment Proportions

Assessment will be through a summative coursework essay (100%) of 4,000 words, allowing students to explore a theoretical approach of their choice in depth. Formative assessment will include in-class discussions, analyses and peer feedback opportunities, helping students to refine their ideas and analytical skills before final submission.

LAEL7003: Pragmatics and Interaction

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.  

Course Description

This module focuses on how meanings are constructed in communication. It aims to:

• cover the major areas in pragmatics and intercultural communication
• introduce the latest developments in those areas
• enable students to apply pragmatic theory and frameworks to ‘real’ interactional / intercultural data, and
• instil an appreciation of the way interactions are shaped by (and shape) socio-cultural factors.

Educational Aims

Upon successful completion of this module students will be able to…

1. Critically evaluate a range of theories in pragmatics and intercultural communication;
2. Analyse naturally-occurring interactional / intercultural data;
3. Demonstrate an appreciation of variation in and across interactional contexts, especially cultural contexts;
4. Conduct mini-research projects applying pragmatic / intercultural theory to areas of their own interest(s).

Outline Syllabus

This module explores meaning in communication encompassing the core areas of pragmatics and intercultural communication. Questions include: How do people mean more than they literally say? How do people understand those implied meanings? What is the role of culture, and how does it interact with meanings? Is AI able to deal with implied meanings the way humans can? The module is organised around four aspects of communication: (i) speaker intention and frameworks for describing speech acts or pragmatic acts; (ii) hearer inferencing and comprehension, including frameworks such as Gricean implicature and Relevance Theory; (ii) the interpersonal dynamics of interaction, especially politeness and impoliteness theories; (iv) context, and in particular cultural context. Intercultural communication will be a recurrent thread throughout. Throughout the module, emphasis is placed on the application of pragmatic theory to 'real' data and how that application affords insights into both the data and the theory. The module concludes with an overview of methods in pragmatics and interaction and a critical reflection on the Anglo-centric nature of theorising in pragmatics.

Assessment Proportions

• 100% Project Report - ~4000 words

Students will be offered a range of topics to apply frameworks discussed on the module to that data and to reflect on their experiences (e.g. what is revealed about the data, the limitations of their method, how the theory works).

LAEL7004: Corpus Linguistics in the Digital Age

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module introduces students to the key theoretical foundations and practical applications of corpus linguistics for the analysis of language, culture and society. In an increasingly digital world, corpus-based approaches offer powerful tools for uncovering patterns in language data and for analysing large-scale datasets containing millions—or even billions—of words. Students will develop both conceptual understanding and hands-on skills in using corpora to investigate real-world questions.

Educational Aims

Upon successful completion of this module students will be able to…

1. Understand and apply the theoretical underpinnings and statistical procedures of corpus linguistics.
2. Create and annotate their own data (corpora).
3. Analyse language data using specialised software.

Outline Syllabus

Corpus linguistics is a versatile methodological approach in which large collections of electronic texts, spoken and written, are analysed with computational tools to investigate how language is used. This module provides students with the skills to build, annotate and analyse both existing datasets and their own corpora for a wide range of linguistic and social projects. The module is structured around two main parts: 1. Theoretical Foundations and Methods This part introduces key concepts in corpus linguistics, including corpus design, annotation, ethics, and copyright issues. Students will learn core methods for exploring linguistic variation, such as concordances, collocations, n-grams, frequency lists and keywords, alongside relevant statistical tests used to interpret corpus findings. 2. Applications of Corpus Linguistics This part demonstrates how corpus methods can be applied across fields such as language teaching, applied linguistics and language testing (e.g., using learner corpora to identify teaching priorities or inform textbook design); forensic linguistics (e.g., authorship attribution and detecting deceptive language); discourse analysis (e.g., examining how language constructs identities, arguments, and ideologies); and digital humanities (e.g., analysing character representation, cohesion, coherence, and speech/thought presentation in literary texts). Case studies will highlight diverse racial, sexual and gender identities and explore how colonial ideologies are constructed or resisted in historical and contemporary texts. Each week includes a lecture followed by a computer-based workshop guiding students through practical corpus analysis. Students will gain hands-on experience with tools such as #LancsBox and Lancaster Stats Tools Online. Assessment consists of an original corpus-based research project.

Assessment Proportions

• 100% Project, ~4000 words

Students will complete a single summative assessment: an original corpus-based analysis project which will enable them to demonstrate the skills learnt during the module. Formative feedback is provided throughout the module via practical exercises and peer discussion forums, helping students refine their methodologies and analytical writing.

LAEL7005: Literacies in the Postdigital Age

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

To introduce students to a Literacy Studies approach on communication in the postdigital age, specifically through developing knowledge and understanding of the following from a Literacy Studies perspective:

• The history and key theories of Literacy Studies;
• Contemporary debates and issues in literacy education, for instance around digital technologies and social media, or academic writing;
• Multilingualism and multimodality, including linguistic landscapes (writing in the environment);
• Origins and developments of Generative AI, particularly in educational contexts;
• Research methods in Literacy Studies, including integrity and ethics.

Educational Aims

Upon successful completion of this module students will be able to…

1. Demonstrate knowledge and understanding of Literacy Studies: its intellectual contribution, key theoretical approaches and linked methodological approaches.
2. Demonstrate understanding of contemporary approaches to literacy education, including approaches that draw on digital technologies, multilingualism and multimodality and Linguistic Landscapes.
3. Demonstrate critical engagement with contemporary understandings and research on GenAI from a Literacy Studies perspective.
4. Demonstrate the capacity to carry out and present a small research investigation.

Outline Syllabus

Lancaster is a world-leading centre in Literacy Studies, an approach to the study of reading and writing in real world contexts. From its origins, the ethnographic perspective inherent in Literacy Studies was developed by scholars keen to raise questions about marginalisation, social and educational inequalities, and the devaluing of everyday literacy practices. A decolonising perspective is therefore built into the field, which continues to challenge marginalisation of communities and hegemonic understandings of literacies. In this module you will learn about how and why Literacy Studies evolved and how it contributes to researching practices in workplaces, education, and other domains in which reading and writing activities occur, with particular attention to contemporary practices including GenAI. You will explore the complex interplays of people, texts, materials and technologies in a range of contexts. You will investigate linguistic landscapes, including the insights we can gain from attending to the interactions between different languages and modalities in texts in public spaces. A specific focus will be the development of generative artificial intelligence, engaging with recent world-leading research in this area from a Literacy Studies perspective, exploring less the technical aspects of GenAI and more the societal opportunities, challenges and potential transformations it has been associated with, from its beginnings in early computing to the present day and beyond. Through giving a conference-style small group ‘roundtable’ presentation of your initial ideas for coursework and ongoing support in methodology, ethics and everything else you need, you will develop confidence in carrying out your own investigation in this area and develop research presentation skills.

Assessment Proportions

• 100% Essay. ~4000 words

LAEL7006: Metaphor in Mind and Society

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to introduce students to the state of the art in the study of metaphor research. It introduces metaphor as a central tool in communication and cognition, and covers the latest methods, theories and applications in metaphor research.

Educational Aims

Upon successful completion of this module students will be able to:

1. Critically evaluate Conceptual Metaphor Theory and other current theories of metaphor;
2. Identify and analyse metaphor use across different modes and in a range of different genres, as well as critically reflect on different approaches to metaphor identification and analysis;
3. Appreciate the variety of applications of metaphor analysis to topics and problems in different societal domains, and be able to plan and execute such applications in their own areas of interest.

Outline Syllabus

Over the last forty years, metaphor has become a focal point of research in linguistics and cognitive science. Far from being seen as a decorative stylistic device, it is recognised and studied as a fundamental cognitive process that shapes our language, thoughts and actions in almost all aspects of life. This specialist module introduces you to the latest methods, theories and applications of metaphor research.

With regards to methods, you will engage with issues around identifying and classifying metaphors in discourse. You will practise the analysis of metaphor use across different modes (verbal, visual, gestural, etc.) and discuss the opportunities and challenges involved in studying metaphors in large datasets via corpus linguistic techniques.

With regard to theory, you will be introduced to Conceptual Metaphor Theory, starting from the original version but also including recent and ongoing developments and critiques from different cultural contexts, such as the adoption of the notion of metaphor scenarios. You will also learn about different theories of metaphor in cognition, including mental simulation accounts, and the empirical evidence for these.

Through these methods and theories, you will explore both conventional and creative uses of metaphor in a wide range of texts, and consider their potential implications in the contexts in which they occur. You will also engage with the latest findings of empirical research on the potential effects of exposure to different metaphors on people’s views, attitudes and emotions. This will lead to an examination of the applications of metaphor analysis to real-world topics in a range of societal domains where metaphor particularly matters, including in connection with politics, health and the environment.

Assessment Proportions

Summative assessment is by one independent project with the choice to focus either on aspects of metaphor theory or to present an investigation of metaphor use within a particular domain. Students will be able to select from a list of topics or to suggest their own topic, subject to approval by the module convenor. Guidance is provided on project design and implementation.

LAEL7007: Language and Cognitive Science

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to provide students with a critical and interdisciplinary understanding of how language is acquired, processed, and represented in the mind. Situated at the intersection of linguistics, psycholinguistics, and cognitive science, the module equips students to engage with key theoretical frameworks and empirical approaches that illuminate the cognitive mechanisms underlying language use and learning. Students will examine how linguistic structures interact with broader domains of cognition—such as memory, attention, learning, and perception—and consider how these processes unfold in diverse populations, including bilingual and multilingual individuals. By drawing on current research and real-world applications, the module prepares students to critically analyse cognitive theories, evaluate empirical findings, and design small-scale projects that investigate language from a cognitive perspective.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Critically evaluate key theories and models in cognitive science and linguistics, demonstrating an advanced understanding of their intersections and implications.
2. Interpret and assess empirical research on language acquisition and processing, applying appropriate cognitive and linguistic frameworks.
3. Explain and critically reflect on the interplay between linguistic structures and cognitive processes such as memory, attention, learning, and perception.
4. Develop and justify a small-scale empirical or conceptual project that applies cognitive approaches to language, showing awareness of methodological and theoretical considerations.

Outline Syllabus

This module examines how language is acquired, processed, and represented in the mind, with a focus on the cognitive mechanisms that support language learning and use across the lifespan. Drawing on perspectives from linguistics, psycholinguistics, and cognitive science, it explores how language interacts with other cognitive systems such as memory, attention, and learning. Topics may include language acquisition in childhood and adulthood, bilingualism and multilingualism, implicit and statistical learning, individual differences in aptitude, and the processing of novel linguistic structures. The module also introduces students to a range of theoretical frameworks and methodological approaches used in the study of language and cognition. The specific emphasis may vary from year to year, depending on current research and instructor expertise. Students will engage critically with empirical studies and conceptual debates and will be encouraged to apply their understanding to real-world linguistic and cognitive contexts. Assessment tasks are designed to support the integration of theory and evidence and to foster independent inquiry into key issues at the intersection of language and cognition.

Assessment Proportions

Assessment is 100% coursework-based, designed to encourage the integration of theory and empirical research. Students complete two summative assignments:

1. a critical essay (2,500 words, 60%) that explores a theoretical or empirical issue using relevant cognitive frameworks; and
2. a research proposal (1,500 words, 40%) in which students design a small-scale empirical or conceptual study aligned with module themes.

Students receive written feedback on both assignments and formative guidance during seminars and office hours. Assessment preparation and completion are estimated at 50 hours.

LAEL7008: Sociolinguistics

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: None
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

A central aim is to provide students with a flexible set of methodological skills for investigating sociolinguistic issues. Students will design small-scale projects and gain experience with interviewing, ethnographic observation, and the ethical collection of data in multilingual settings. They will also learn how to organise, code, and interpret linguistic data, drawing on both qualitative and quantitative approaches. Analytical procedures used in variationist studies are introduced, alongside ethnographic and critical methods that foreground speakers’ perspectives and social contexts. Across the module, students will build confidence in engaging with sociolinguistic research critically, working collaboratively on small-scale research projects. The module prepares students to apply sociolinguistic theories and methods to contemporary issues surrounding language, governance, and social inequality, and to consider the broader social consequences of language policies and everyday language practices in diverse global contexts.

Educational Aims

Upon successful completion of this module students will be able to:

1. Critically analyse sociolinguistic theories and debates, including those relating to multilingualism, language policy, linguistic variation, and language ideologies
2. Explain and evaluate the relationship between language, power, and social inequality, drawing on insights from a wide range of research paradigms in the study of language in society
3. Apply appropriate qualitative and/or quantitative methods - such as variationist analysis, ethnographic methods, or discourse-informed approaches to investigate sociolinguistic phenomena
4. Collect, transcribe, analyse and interpret linguistic and ethnographic data, demonstrating awareness of methodological choices and their implications, and being able to communicate findings effectively
5. Communicate research design, methodology, results, and interpretations coherently in a structured written report, adhering to academic conventions and the module’s assessment criteria

Outline Syllabus

In this module students will explore how linguistic variation, multilingualism and language policy intersect with broader social, political and economic structures. Through the discussion of current applied research, students will develop critical thinking skills and gain insight into the methodological approaches used in this field. Students will come to understand how internal and external factors shape variation, how language practices and policies contribute to the reproduction of social inequalities and how they could also serve as tools for resistance and change. By the end of the module, students will be equipped to critically engage with language variation, multilingualism and language policy debates, assess relevant research, and consider the ethical and political implications of language use in diverse contexts. As an indication, topics may include: different ways of answering sociolinguistic questions in relation to identity characteristics and broader social structures; theoretical paradigms including variationist sociolinguistics, critical sociolinguistics and language policy and planning; language and social inequality/justice; minority language speakers; raciolinguistics; language rights; global Englishes; the commodification of languages and speakers; language and governmentality. In this module we draw on scholarly resources produced by a diverse range of voices, including scholars from or working in the Global South. We consciously choose theories and analytical frameworks, along with examples, from a wide range of social, economic, and historical contexts. Emphasis is placed on inclusive scholarship, drawing on work by a diverse array of voices to highlight how language practices and policies shape and are shaped by power, identity, and social structures.

Assessment Proportions

The final assignment will be a single essay/report consisting of an analysis/empirical investigation of a research context within sociolinguistics where students apply appropriate theoretical and analytical frameworks. The final report/essay will make up 100% of the module mark and is up to 5000 words in length.

LAEL7009: Critical Discourse Studies

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to:

1. Provide an understanding of the theoretical foundations of Critical Discourse Studies and its position with respect to other traditions of discourse analysis
2. Provide knowledge of the latest methods and applications of Critical Discourse Studies
3. Enable students to critically engage with discourses around a range of social and political issues
4. Equip students with the skills required to carry out an independent empirical project in Critical Discourse Studies

Educational Aims

Upon successful completion of this module students will be able to…

1. Articulate the theoretical foundations of Critical Discourse Studies and its position in relation to other approaches to discourse analysis
2. Describe the latest methods and applications of Critical Discourse Studies
3. Identify and think critically around discourses relating to a range of social and political topics
4. Carry out an independent empirical project in Critical Discourse Studies

Outline Syllabus

Language and other forms of communication are instrumental in defining social issues, identities and relations. This module presents the latest topics and methodological developments in Critical Discourse Studies (CDS) – a field that aims to identify and expose the precise semiotic means by which power and inequality are enacted and resisted through discourse.

Students will be introduced to foundational ideas, coming from social constructionism, concerning the relationship between texts, discourse practice and society. They will also consider what changes in communication technology mean for conceptions of discourse and power dynamics. The module will then introduce a range of different ‘approaches’ within CDS which develop and apply different methodological frameworks to deconstruct texts and reveal their ideological and persuasive properties.

Students will engage with the principles, procedures and problems involved in applying these different models through practical analyses of textual material belonging to different genres and modes of political discourse. For example, reflecting changes to the political and media landscape, they will study a range of genres from political speeches, parliamentary debates and news media through to vox pops, social media posts and digital campaign ads. Likewise, students will explore the range of semiotic modes besides language that are implicated in discursive constructions of society, including gestures and images. Through practical analyses using the various tools of CDS, students will critically engage with a wide range of discourses currently affecting society, including right-wing populist discourses, discourse of immigration, discourses of political protest and discourses of international conflict.

Assessment Proportions

Summative assessment is by one independent empirical project which uses a particular approach to CDS to analyse textual data relating to a specific topic, mode and genre of discourse. Guidance is provided on project design and implementation. Students will also present an outline of their proposed project for formative and peer-provided feedback prior to beginning work on the project.

LAEL7020: Second Language Acquisition

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to introduce students to dominant theories of second language acquisition (SLA) in the fields of applied linguistics and language education. It is a core module in the TESOL and Applied Linguistics programme because it is impossible for graduates to effectively design, administer and/or lead language education programs if they do not have a foundational understanding of the ways in which languages develop and are acquired. Because this is foundational knowledge, this module is scheduled in the first semester of the programme.

Educational Aims

Upon successful completion of this module students will be able to…

1. Distinguish between social and cognitive perspectives of second language acquisition.
2. Design and carry out a small-scale investigation of second language acquisition using methods appropriate to the adopted theoretical framework.
3. Explain the phenomena of second language acquisition with the support of an independent analysis of a small primary data set.

Outline Syllabus

How do we learn an additional language after childhood? Or maybe the question is how we learn after infancy? Because while we’re certain that learning a second or third or fourth language is different from learning languages in which we’re immersed at birth, we are constantly discovering more about learning an additional language. With this module, you join the exploration. That exploration often begins with personal experience. Whether we are working with someone for whom English is an additional language, learning a language or involved in language education, we have a theory of how language is learned and used. Often these are folk theories: we have a set of beliefs that have never been questioned or interrogated. In this module, we ask questions. The module provides robust theoretical explanations, well-supported by current high-quality research, that challenge and replace folk theories and outdated assumptions. We use these theories to examine acquisition as both a cognitive and a social achievement; that is, we explore theories that explain everything from the acquisition of a grammatical form to one’s capacity to participate in new social worlds. We read seminal works, theoretical overviews, and current research papers to sharpen your understanding and add concepts such as agency, identities, individual differences, awareness, mediation, and implicit and explicit knowledge to your professional vocabulary. We pay attention to the research designs and methods used to investigate and extend a theory’s claims, which enables you to independently critique current and future research. At the end of this module, you will have a new appreciation for what we must describe, investigate and explain when we attempt to answer, “How do we learn an additional language?”

Assessment Proportions

• Two 50% reports, ~2500 words each

LAEL7021: Foundations of Language Teaching

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

The module aims to:

• Equip students with conceptual and analytical tools to critically examine foundational approaches to second language teaching and to evaluate their relevance for present-day classrooms.
• Develop students’ understanding of language curriculum design, including the alignment of learning outcomes, pedagogy, tasks, materials, and assessment in second language education.
• Enhance students’ language awareness and their ability to apply knowledge of language systems, academic discourse, and language use to instructional planning and classroom practice.
• Enable students to critically evaluate and design tasks, activities, materials, and feedback practices that support meaningful language learning and learner engagement.
• Introduce students to pedagogical approaches that integrate language and content learning, and to the linguistic demands associated with academic study in diverse educational settings.

Educational Aims

By the end of this module, students will be able to:

1. Critically evaluate?key theories, research findings, and historical developments in second language teaching, and assess their implications for contemporary pedagogical practices across diverse educational contexts.
2. Analyse and design?principled second language curricula, tasks, and materials that demonstrate informed alignment between learning outcomes, language awareness, assessment practices, and learner needs.
3. Apply advanced understanding?of language systems, academic discourse, and language–content integration to make informed instructional decisions that support learners’ linguistic and academic development.
4. Demonstrate reflective and research-informed professional judgement?by evaluating classroom practices related to monitoring, feedback, and task implementation, and by proposing theoretically grounded enhancements appropriate to specific teaching contexts.

Outline Syllabus

Foundations of Second Language Teaching?provides a research-informed foundation to the key principles, debates, and practices underpinning contemporary second language education. The module engages students in critical examination of how second languages are taught, and how pedagogical decisions are influenced by historical developments, linguistic theory, educational contexts, and learner needs.

Drawing on insights from applied linguistics and language education research, the module supports students in developing a principled understanding of curriculum design, classroom pedagogy, language monitoring, feedback and formative assessment in second language settings. Emphasis is placed on teachers’ language awareness and their ability to make informed instructional choices related to grammar, vocabulary, discourse, and academic anguage use. Students explore how tasks, materials, and feedback practices can be designed and adapted to support meaningful language learning and learner engagement.

The module also addresses the linguistic demands of academic study and examines pedagogical approaches that integrate language learning with subject content. Throughout, students are encouraged to reflect on their own educational settings, analyse examples of classroom practice, and connect theory with practice. The module aims to foster critical, reflective practitioners who can evaluate existing approaches and contribute thoughtfully to the development of effective and context-sensitive second language teaching. Indicative content to be covered in the module:

• A historical overview of second language teaching methods?
• Language curriculum design?
• Language awareness?
• Monitoring and feedback in second language classrooms?
• Tasks and activities in second language classrooms?
• Second language materials design?
• Academic language and academic discourse?
• Language and content integrated pedagogy?

Assessment Proportions

Summative assessment?consists of two components: Task design assignment?(60%, 2,500 words, individual work) This assignment requires students to design and justify their own, OR critically evaluate and adapt an existing, second language teaching task drawing on relevant theory and research. Students will demonstrate their ability to integrate language awareness, curriculum principles, and feedback practices, and to situate their design choices within a specific educational context. Professional development workshop?(40%, 15 minutes, group work) In this assessment, students collaboratively design and deliver a professional development workshop addressing a key issue in second language teaching. The workshop requires students to synthesise research, theory, and practice, engage peers in informed discussion, and demonstrate collaborative and reflective professional skills.

LAEL7026: Language Testing and Assessment

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to provide students with a thorough grounding in the principles and practice of language testing and assessment. Focusing on a wide range of testing and assessment contexts (from classroom-based assessment to high-stakes proficiency testing), the module will help students develop their skills in constructing language assessments and evaluating their quality, and will also provide opportunities for students to reflect critically on the impact of language tests and assessments in educational systems and in wider society. Students will develop a range of transferrable skills including group work, oral presentation, academic writing, item writing and task design. Students will also learn a range of statistical and verbal report techniques for analysing test items, test completion processes, and scores.

Educational Aims

Upon successful completion of this module students will be able to…

1. Understand and apply fundamental principles of language testing and assessment
2. Construct language assessment items and tasks
3. Evaluate the quality of language assessment items and tasks, using a variety of methods
4. Reflect critically on the impact of language tests and assessments

Outline Syllabus

Measuring the language proficiency of individuals and groups of learners is vital in second language education. Assessment must focus on what matters in the context of use and be carried out carefully, to impact positively on teaching and learning, and provide meaningful data to inform further development, and potentially life-changing decisions, for learners. This module will show you how language tests are developed and validated, from classroom progress tests to high-stakes proficiency examinations. It aims to equip you with knowledge and skills to design language tests and to write and critically evaluate test items yourself. The module provides an overview of fundamental concepts in language assessment and the test development cycle. You will use practical statistical methods to analyse test scores and test items and consider how to interpret these results. You will also learn about verbal report methods that provide insights into the test-taking process and what a test assesses. You will be encouraged to reflect critically on the application of language tests in education and contemporary society more broadly.

Assessment Proportions

• 100% Report, ~4000 words

The structure of the module builds students’ language assessment literacy meaningfully to the point where they can both develop, evaluate, and think broadly about language tests and assessments. This is captured in the final written assessment task, which is practical and reflective in nature (e.g. applying and interpreting statistical and qualitative analyses to a set of test results, and reflecting on test uses) and which simulates common tasks in language testing research and development.

LAEL7027: Contemporary Research in Pedagogic Practice

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module is the second of two TESOL modules which form the core of the MA-ALT programme. It draws on the knowledge developed in students’ first term and extends their capacity to independently evaluate and apply empirical research in language pedagogy to their future professional contexts. Thus, the module supports students’ development as reflective professionals who can make evidence-based choices in the classroom. The focus is contemporary issues that have dominated the field in the last 5-7 years which achieves a three-fold purpose: a) it contributes to employability; b) it encourages dissertation topics that are timely and of immediate relevance, and c) it fosters students’ identities as professionals.

Educational Aims

Upon successful completion of this module students will be able to…

1. Critically engage with contemporary TESOL research for the purpose of assessing its quality, relevance and usefulness to current and/or future teaching practices.
2. Integrate findings of contemporary research into established teaching activities and tasks.
3. Engage with issues of access and equity in language education and their implications for the design of language pedagogies.
4. Recognise and reflect on the changing knowledge base of language education professionals and the impact of situated practice on its development.

Outline Syllabus

The vibrant world of TESOL is constantly evolving as researchers add to the field’s knowledge base and educators adapt their practices to address social, economic and technological change. This module recognises that in the context of the field’s on-going evolution, self-directed professional development is an essential dimension of an individual’s professional identity. Thus, the module aims to scaffold student’s capacity as independent users of research while simultaneously introducing them to current issues in the field. The module focuses on contemporary research (empirical studies published in the immediate 5 to 7 years) and its significance for professional practice. It opens with a unit on the knowledge base of language teachers (Freeman & Johnson, 1998; Freeman 2020, 2023; TESOL, n.d.), which provides a context for the subsequent units. This knowledge base is the subject of on-going debate, but two points of consensus have emerged a) the field’s historical bias toward monolingualism must and has been firmly rejected and b) English language teaching must reflect the linguistic diversity of its students and the norms, standards and/or registers of its contexts of use. Debates on language teachers’ knowledge base will serve as the context for reading, critiquing and applying contemporary research. The following is an indicative list of topics:

• The knowledge base of language teachers
• Reflexivity, reflection and professional identities
• Social justice in practice/equity in the classroom
• Additional needs and inclusive language teaching
• Plurilingual pedagogies
• Data driven language learning
• Digital technologies in language teaching (includes emerging issues and use of AI in its various guises)

The module closes with a return to research on language teacher identity and its links to continuing professional development. Over the duration of the module, tutors will support further refinement in students’ capacity to read and critique research, highlight innovations in research designs and data analysis and raise questions about the demand for increasing use of participatory research designs. In doing so, the module sensitises students to their positioning in and by TESOL research.

Assessment Proportions

• 80% Report - Teaching Activity Designs, 2 x 40%, 2 x 1500 words
• 20% Reflection, ~500 words

LAEL7031: Language, Investigation and Intelligence

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to offer students a foundational, yet critically reflective exploration of how forensic linguistics and forensic speech science are applied within investigative and intelligence settings. Through the analysis of real-world materials such as police interviews, courtroom testimony, and covert surveillance, students will develop the skills needed to interpret both spoken and written language as forms of evidence and intelligence. The module also fosters a nuanced understanding of the increasing role of AI, not only in aiding forensic professionals, but also in its exploitation by criminal and bad-faith actors for activities such as fraud and disinformation. Alongside this, students will be introduced to key forensic practices, such as expert testimony, deception detection, forensic transcription, and the complex challenges of interpretation and translation in legal contexts, all while engaging with the practical and ethical issues these tasks entail. Ultimately, the module directly supports the programme’s broader aim of meeting the urgent and growing need for interdisciplinary expertise in language analysis across security, intelligence, and law enforcement domains.

Educational Aims

Upon successful completion of this module students will be able to…

1. Critically assess the theoretical foundations and practical applications of forensic linguistics and forensic speech science, demonstrating their integration within investigative and intelligence contexts.
2. Conduct analyses of diverse written and spoken language data, applying appropriate methodologies to interpret its significance as evidence or intelligence in real-world investigative settings.
3. Evaluate the impact and implications of AI on forensic language analysis, distinguishing between its legitimate professional application and its potential for misuse by, e.g. criminal enterprises.
4. Articulate and apply ethical principles and practical considerations relevant to key forensic tasks, such as giving expert evidence, forensic transcription, and navigating issues of interpretation and translation in legal contexts.
5. Synthesise and communicate complex findings and their limitations from forensic linguistic and speech science investigations effectively to diverse professional and academic audiences.

Outline Syllabus

This module explores the intersection of forensic linguistics and forensic speech science as a combined toolkit for examining language in investigative and intelligence contexts. The focus in this module is firmly on developing a critical, informed approach to language – whether written or spoken – as a form of evidence and/or intelligence. You will be given the opportunity to analyse textual and audio materials across a range of settings, such as police interviews, courtroom testimony, and covert surveillance. You will also have the chance to consider areas such as giving expert evidence, the viability of deception detection, the challenges of forensic transcription, the issues surrounding interpretation/translation in legal contexts, and so forth. Throughout the module, we will critically examine the rise of AI, along with its (mis)use in both criminal enterprises and professional analysis.

Assessment Proportions

The module is assessed by a single written assignment (report/case study analysis) accounting for 100% of the module mark and will be 3,500-4,000 words long (or equivalent). Ongoing formative feedback provides students with opportunities to monitor their progress and refine their learning strategies.

LAEL7034: Foundations of Speech Science

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10 ECTS
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to establish a theoretical and practical foundation in speech science, so as to provide students with a solid grounding to undertake more advanced study in the areas of phonetics and forensic speech science. By surveying key topics in speech science, the module aims to build a fundamental understanding of the structures and processes underlying speech production and perception, as well as the methodological tools used in phonetic analysis. It also aims to equip students with competence and confidence in carrying out acoustic analysis of speech recordings. By placing this set of knowledge and skills within the broader context of our diverse and digital world, this module further aims to promote critical evaluation of the approaches taken in the study of human speech and the application of speech science in other domains.

Educational Aims

Upon successful completion of this module students will be able to:

1. Describe speech sounds and phenomena using appropriate phonetic terminology
2. Analyse and interpret the acoustic properties of speech sounds
3. Explain relevant sources of variation in speech production and perception
4. Critically evaluate theories and approaches in the study and application of speech science
5. Communicate technical findings in an evidenced and coherent manner

Outline Syllabus

This module will provide you with a solid foundation in the study of speech science and equip you with key analytical skills in phonetics. It will introduce you to core concepts and theories that underpin speech production and perception, guide you through the phonetic description of speech sounds, and train you in the quantitative, acoustic analysis of speech. You will acquire an in-depth understanding of the articulatory and perceptual characteristics of different sounds and phenomena in speech, such as vowels, consonants, prosody and voice quality. In a series of hands-on workshops, you will also learn to use the computer software Praat and develop the practical skills to analyse their acoustic properties. By putting theory to practice, you will gain proficiency in interpreting technical findings and formulating evidenced arguments to answer key questions in phonetics. You will have the opportunity to work with speech materials from a broad range of language varieties and styles, so that you become prepared to work with speech recordings in a variety of real-life contexts. You will study the various factors that systematically influence the way people speak, and examine how sources of inter- and intra-speaker variation find acoustic expression in speech. You will also consider how human speech and speech analysis interact with the digital world, as well as explore the wider applications of speech science. In doing so, you will not only gain an appreciation of the role of the field in modern technological advances, but also develop the ability to critically evaluate the issues and challenges in practical applications of speech science.

Assessment Proportions

• 20% mid-term test, 1 hour
• 80% portfolio, ~3000 words