How language works, is acquired and used.
Are you the kind of person who notices things about language? Do you like words? Do you notice different people’s use of language, their accents, their word choices, maybe even their grammar? Did you like talking about grammar in school? If so, then linguistics is for you.
Linguists ask:
Why are there so many different languages? What do they have in common? How do children acquire language? What happens when we have problems using language, for example after a stroke? What is meaning and where do we get it from? How do we produce and comprehend sentences? What are the cultural, social and ideological processes that underlie the way we use language? Why do languages change over time?
If you want to find out more about these questions, apply for Language and Linguistics.
During the course of your degree, you have the option to choose three counselling modules, that will give you the chance to have the exit pathway of “counselling studies” with your degree.
In this section
Are you the kind of person who notices things about language? Do you like words? Do you notice different people’s use of language, their accents, their word choices, maybe even their grammar? Did you like talking about grammar in school? If so, then linguistics is for you.
Linguists ask:
Why are there so many different languages? What do they have in common? How do children acquire language? What happens when we have problems using language, for example after a stroke? What is meaning and where do we get it from? How do we produce and comprehend sentences? What are the cultural, social and ideological processes that underlie the way we use language? Why do languages change over time?
If you want to find out more about these questions, apply for Language and Linguistics.
During the course of your degree, you have the option to choose three counselling modules, that will give you the chance to have the exit pathway of “counselling studies” with your degree.
The part-time course is essentially slow track: students will be required to attend lectures alongside the full-time students and they can take 1-2 modules per semester, or 2-4 per year.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
Year: 1
Status: C
The module explores the complex relationship between language and communication, focusing on competing models of communication and the multi-layered multi-faceted nature of meaning in communication involving language. It explores how understanding features of language informs the study of communication and how reflecting on communication aids reflection on the complex nature of language and meaning.
Year: 1
Status: C
This module introduces students to the study of first language acquisition. It covers the major methods of studying children's language, outlines the typical course of language acquisition. It provides the students with hands on experience of second language acquistion.
Year: 1
Status: C
This module provides an introductory overview of the relevant aspects of language how they are approached within linguistics. The module therefore will provide students with an overview of their subject and their course and help them understand how the different subjects within linguistics fit together.
Status: O
Year: 1
This module is optional
This module introduces students to key concepts in relation to media representations of mental health and the role of the therapist in popular culture.
Year: 2
Status: C
This module aims to give students a solid grounding in the analysis of spoken language. It provides an overview of the place of phonetics and phonology in the human linguistic capacity and covers the production and perception, anatomical and physiological bases of speech, as well as the basic knowledge and tools required for phonological analysis.
Year: 2
Status: C
The module provides a comprehensive and basic introduction the levels of morphology and syntax. It introduces specific methodologies of data analysis employed in the field of word and sentence structure. Students will learn to use descriptive tools in order to observe and describe grammatical phenomena in English and other languages.
Status: O
Year: 2
This module is optional
This course addresses various aspects of the linguistic landscape of Ireland, from the Celtic dialects that came to Ireland from Central Europe to present day varieties of Hiberno-English. Within the wider context of the expansion of English, and parallel situations across the world.
Year: 3
Status: C
This module develops students' ability to make, defend and present their own inductively developed observations about the rules and structures of language use in context and the relationship between language use and social/institutional context.
Year: 3
Status: C
One of the main aims of linguistics is to understand the limits of cross-linguistic variation. Linguistic typology is a method of discovering the nature of language, by focusing exactly on the variation among linguistic systems. Variation among linguistic systems is vast, but not unconstrained, and linguistic variation focuses exactly on what is possible, rather than what is impossible in human language. This module is designed to introduce students to cross-linguistic variation, and the field of linguistic typology, in addition to touching upon some phenomena to address in some more detail.
Status: O
Year: 3
This module is optional
This module will introduce students to the field of counselling, how it has developed as a profession and its components, including clinical assessment and case formulation. The module will focus on three approaches to counselling: person-centred therapy, psychodynamic therapy and cognitive-behavioural therapy. Students will read a range of clinical writings in the field of counselling, and discuss a number of case studies to link theory to practice.
Year: 4
Status: C
This course introduces students to theoretical approaches to first and second language acquisition
Year: 4
Status: C
This module aims to facilitate the students' critical engagement with the research process by supporting them in reviewing the current theoretical literature and research methods for a topic of their choice in language and/or linguistics. This module supports the students' development as researchers by engaging students in methodological debates and by making explicit those approaches to data that are predominantly implicit.
Year: 4
Status: C
This module is an introduction to the linguistic subdiscipline of sociolinguistics. As well as introducing the key theories within sociolinguistics, this module will equip students with the key research skills required to collect, transcribe and analyse a piece of primary language data, with a focus on a chosen aspect of sociolinguistic theory.
Status: O
Year: 4
This module is optional
By studying this module students will engage with current analytic frameworks in acoustic and articulatory phonetics. The module contributes to the development of the student's analytical skills through the examination of phonetic data. Training in acoustic software will develop the students' technical skills and their application to data analysis.
Status: O
Year: 5
This module is optional
Building on CMM320, this module engages students in detailed examination of the sequential organization of talk-in-interaction. They will develop a firm understanding of both the analytical constructs of CA and the ethnomethodological underpinnings that distinguish Conversation Analysis from other approaches to social interaction. Students will also put that understanding into practice through a supported research project.
Status: O
Year: 5
This module is optional
This module introduces students to contemporary work in language acquisition, both first language acquisition and second/foreign acquisition. Precise topics covered vary with developments in the discipline, but will include work at the forefront of current research, enabling students to become acquainted with current work and to develop a critical perspective on research in the area.
Status: O
Year: 5
This module is optional
This module provides students with an understanding of one of the major areas of applied communication. The module will enable students to gain an overview of the major theoretical and empirical literature in the area of counselling and psychotherapy. The wider issues relating to professional, legal and ethical matters will also be addressed. The module is assessed by coursework and examination.
Status: O
Year: 5
This module is optional
This module supports the students' abilities of knowledge transfer and application by engaging students in current debates of linguistic interface issues and how they might solve problems which have previously created challenges for non-integrated approaches in traditional framework of generative grammar.
Year: 6
Status: C
The project enables students to apply methods and techniques to exending and applying their knowledge and understanding of Communication and allows them to further develop their conceptual, rational and creative thinking within the field of Communication. It incorporates all aspects of completing a research project, from topic selection through to writing up and builds upon research skills acquired in Years 1 and 2.
Status: O
Year: 6
This module is optional
This module introduces students to contemporary work in linguistic theory. Precise topics covered will vary with developments in the discipline, but will include work at the forefront of current research, enabling students to become acquainted with current work in the field and to develop a critical perspective on research in the area.
Status: O
Year: 6
This module is optional
The module provides a comprehensive and basic introduction to the structure and the history of English. It introduces specific concepts used in the analysis of language change. It also introduces a wide array of morpho-phonological, syntactic and semantic changes in the history of English. Students will learn to use descriptive tools in order to observe and describe language change phenomena in the morphology, syntax and semantics of English.
Status: O
Year: 6
This module is optional
In this module, the students will gain an understanding of social, psychological and educational aspects related to bilingualism and multilingualism.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
Applicants should satisfy the University General Requirements e.g.
1. Provide evidence of competence in written and spoken English (GCSE English Language grades A-C/ 4-9 or equivalent); and
2. Provide evidence of passes in five subjects, two of which must be at A level (grades A-E) and three at GCSE level* (grades A-C/4-9); or
3. Provide evidence of passes in four subjects, three of which must be at A level (grades A-E) and one at GCSE level* (grades A- C/4-9); or
4. Provide evidence of an approved qualification at an equivalent level such as a BTEC Level 3 Extended Diploma or Access to Higher Education qualification or equivalent; or
5. Provide evidence, for a process of formal accreditation by the University, of learning you have gained through work or other experience.
* GCSE English Language (grades A-C/4-9) may be used as part of the GCSE requirement.
You must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass in English Language at grade C or above (or equivalent).
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
In this section
When you choose a Language and Linguistics degree, you are keeping your career options very open. It is very relevant to any job where you need to communicate effectively using language (which is most jobs!) and as a linguistics student, you will experience a mixture of arts based thinking, social science research skills and scientific analysis skills that give you a much broader range of transferable skills than the average graduate.
A Language and Linguistics degree is also more specifically relevant if you are interested in a career in Speech Therapy; Audiology; Teaching; Teaching English as a Second Language; Publishing; Law or Professional Communication. It is also a subject which will provide you with an impressive range of transferable skills highly relevant to the workplace.
Fees illustrated are based on 21/22 entry and are subject to an annual increase.
Correct at the time of publishing. Terms and conditions apply.
Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition feesWhere a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering)vaccinations , security checks, computer equipment, uniforms, professional memberships etc.
We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi are also available on each of the campuses.
There will be some additional costs which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.
Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.
Please contact the course team for more information.
The price of your overall programme will be determined by the number of modules that you initiate in the relevant academic year.
For modules commenced in the academic year 2021/22, the following module fees apply:
| Number of Modules | NI/ROI Cost | GB Cost | International Cost |
|---|---|---|---|
| 120 x credit modules | £4,530 | £9,250 | £14,910 |
| 60 x credit modules | £2,265 | £4,625 | £7,455 |
| 30 x credit modules | £1,132.50 | £2,312.50 | £3,727.50 |
| 20 x credit modules | £755 | £1,541.66 | £2,485 |
Course Director: Dr Christina Sevdali
Admissions Contact: Amber Crozier
T: +44 (0)289536 7043
E: a.crozier@ulster.ac.uk
