BA English and Spanish
Academic Year 2018/19
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title |
BA English and Spanish |
Final Award |
Bachelor of Arts |
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Programme Code |
ENG-BA-JS |
UCAS Code |
QR34 |
HECoS Code |
100320 |
ATAS Clearance Required |
No |
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Mode of Study |
Full Time |
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Type of Programme |
Joint Honours Single |
Length of Programme |
4 Academic Year(s) |
Total Credits for Programme |
480 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
Queen's University Belfast |
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School/Department |
Arts, English and Languages |
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Framework for Higher Education Qualification Level |
Level 6 |
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QAA Benchmark Group |
English (2015) |
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Accreditations (PSRB) |
REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations English and Spanish Joint Honours degrees have University permission to be classified as follows: Level 1 – 10% Level 2 – 20% Year Abroad – 10% Level 3 – 60% |
Programme Specific Regulations Each level requires 60 CATS in English and 60 CATS in Spanish. After completing Levels 1 and 2 students complete a year abroad before progressing to Level 3. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
EDUCATIONAL AIMS OF PROGRAMME
The Joint Programme in English and Spanish is designed to provide students with:
• an intellectual training in the separate and overlapping disciplines of English and Spanish which, while discrete subjects, are also complementary and mutually enriching;
• advanced linguistic skills, which are informed by general language awareness, intercultural competence and high levels of critical thinking;
• a discipline-specific perspective from which students acquire knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary and other contemporary sources;
• a range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way.
Together, these subjects together equip individuals with the ability to:
• think critically, process and understand complex information;
• evaluate primary and secondary sources;
• interpret a variety of types of data and information;
• pursue independent learning;
• work well in groups and formulate arguments.
Furthermore, students benefit from a multi-disciplinary education which gives them a large skill set and opens a wide range of career options following graduation.
More generally, the Joint Programme in English and Spanish aims to:
• attract students from local, national, and international contexts, through a variety of entry routes, and then provide and deliver the best possible learning and teaching experience, in an environment of equality, tolerance, and mutual respect;
• provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees;
• develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines.
The curricula will be delivered in accordance with the separate national English and Languages and Related Studies benchmarking statements, which reflect the chronological, cultural, and generic diversity of English and Spanish literary and language studies and which will take advantage of a variety of critical and pedagogical approaches. The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules which encourage a stimulating interchange of ideas.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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exercise sound, reasoned judgment; |
Teaching/Learning Methods and Strategies Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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understand the key concepts that are used to undertake literary, textual and historical analysis; |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
exhibit a detailed knowledge of oral and written forms of Spanish; |
Teaching/Learning Methods and Strategies Language classes enable the development of grammatical accuracy, range of vocabulary and idiom, awareness of register, and fluency in Spanish. Language exercises may include comprehension, résumé, essay, prose and translation. Methods of Assessment Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding. |
exhibit a detailed knowledge of central features of Spanish culture (institutions, discourses, literature, linguistics, historical background and culture) and some knowledge of their interaction/interdependence; |
Teaching/Learning Methods and Strategies Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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read texts with a developed awareness and appreciation of their formal, structural and generic properties; |
Teaching/Learning Methods and Strategies Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches. Methods of Assessment Assessment is by a variety of traditional and innovative methods, including timed unseen written examinations, data analysis, essays, critical book/article reviews, portfolios, individual and group presentations, and seminar and tutorial reports and contributions. Assessment methods vary in accordance with the specific learning outcomes of particular modules as detailed below and as set out in the individual module descriptions (see http://www.qub.ac.uk/sites/ModuleInformation). |
communicate fluently and effectively with native Spanish speakers in both oral and written contexts; |
Teaching/Learning Methods and Strategies Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes. Methods of Assessment Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding. |
understand, evaluate and analyse a wide variety of texts and ideas from and about Spanish-speaking countries; |
Teaching/Learning Methods and Strategies In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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manage time efficiently and effectively; |
Teaching/Learning Methods and Strategies Student preparation for seminars requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class. Methods of Assessment Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument. |
take notes and summarise accurately and effectively; |
Teaching/Learning Methods and Strategies Lectures, seminars. Methods of Assessment n/a |
demonstrate self-reliance, initiative, adaptability and intercultural awareness. |
Teaching/Learning Methods and Strategies Placement abroad. Methods of Assessment Learning journal and reflective report for the Working and Studying Abroad module. |
understand the role and use of feedback in assessing and improving performance; |
Teaching/Learning Methods and Strategies Students receive feedback on their formative and summative work and may seek further feedback in one-to-one meetings with tutors. Methods of Assessment Feedback (on Queen’s Online, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree. |
MODULE INFORMATION
Stages and Modules
Module Title |
Module Code |
Level/ stage |
Credits |
Availability | Duration |
Pre-requisite |
Assessment | |||||
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
English in Transition | ENG1001 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
English in Context | ENG1002 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Introduction to English Language | ENL1001 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Introduction to Iberian Studies | SPA1005 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Introduction to Latin American Studies | SPA1008 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Spanish 1 | SPA1101 | 1 | 40 | YES | YES | 12 weeks | N | YES | 45% | 20% | 35% | |
Intermediate Spanish | SPA1111 | 1 | 40 | YES | YES | 12 weeks | N | YES | 45% | 20% | 35% | |
Spanish for Beginners | SPA1121 | 1 | 40 | YES | YES | 12 weeks | N | YES | 45% | 20% | 35% | |
Mapping the Anglo-Saxon World | ENG2003 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Foundations for Speech Analysis: The Phonetics of English | ENL2001 | 2 | 20 | YES | 12 weeks | N | YES | 50% | 30% | 20% | ||
Language and Power | ENL2002 | 2 | 20 | YES | 12 weeks | N | YES | 80% | 0% | 20% | ||
History of English: Studying Language Change | ENL2004 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Shakespeare and Co | ENG2050 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Irish Literature | ENG2081 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Afterlives: Rogues and Mystics of the Spanish Golden Age | SPA2037 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Representations of Lusophone Africa in Postcolonial Cinema | SPA2038 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Issues and Culture of the US-Mexico Borderlands | SPA2039 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Spanish 2 | SPA2101 | 2 | 40 | YES | YES | 24 weeks | Y | YES | 45% | 20% | 35% | |
The Fantastic in Latin America | SPA2040 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
An Introduction to Critical and Cultural Theory | ENG2000 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Depictions of Death in Modern Mexican Culture | SPA2043 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Havoc and Rebellion: Writing and Reading Later Medieval England | ENG2041 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Reading Revolutions: The English Bible, Medieval to Early Modern | ENG2045 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Modern American Fiction: Race, Class, Gender, Sexuality | ENG2173 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Inventing America | ENG2172 | 2 | 20 | YES | 12 weeks | N | YES | 80% | 20% | 0% | ||
Modernism and Modernity | ENG2060 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Fiction to Austen (1660-1820) | ENG2061 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Romantic Poetry, 1789-1832 | ENG2063 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Enlightenment and its Discontents | ENG2064 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Dickens and the Cult of Celebrity | ENG2066 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Working and Studying Abroad | SPA3050 | 3 | 20 | YES | YES | 30 weeks | Y | YES | 50% | 50% | 0% | |
International Placement: Languages Year Abroad | MML3040 | 3 | 100 | YES | YES | 30 weeks | Y | YES | 100% | 0% | 0% | |
The Spanish Enlightenment | SPA3022 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Women's Writing 1700-1820 | ENG3020 | 4 | 20 | YES | 12 weeks | N | YES | 80% | 20% | 0% | ||
Shakespeare on Screen | ENG3087 | 4 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Speech Worlds: Phonology in Acquisition and Disorder | ENL3003 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Rewriting Love in the Renaissance | SPA3021 | 4 | 20 | YES | 12 weeks | Y | YES | 100% | 0% | 0% | ||
Televising the Victorians | ENG3069 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Language in the Media | ENL3004 | 4 | 20 | YES | 12 weeks | N | YES | 70% | 10% | 20% | ||
Double Dissertation English Literature | ENG3000 | 4 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Double Dissertation English Language | ENL3000 | 4 | 40 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Contemporary US Crime Fiction: the Police, the State, the Globe | ENH3008 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Marvels, Monsters and Miracles in Anglo-Saxon England | ENG3011 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Special Topic in Creative Writing | ENH3019 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||||
The Failed Romances of Latin American Literature | SPA3040 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary Irish and Scottish Fiction Devolutionary Identities | ENG3060 | 4 | 20 | YES | 12 weeks | N | YES | 80% | 20% | 0% | ||
Brazilian digital culture: Trends and topics | SPA3043 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
The Structure of English | ENL3110 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Digital textualities and the History of the Book | ENG3178 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary Literature: Poetry and Precariousness in the Twenty-First Century | ENG3184 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Spanish 3 | SPA3101 | 4 | 40 | YES | YES | 24 weeks | Y | YES | 45% | 20% | 35% | |
Imperfect Heroines: Spanish Fiction in the Nineteenth and Twentieth Centuries | SPA3054 | 4 | 20 | YES | 12 weeks | Y | YES | 100% | 0% | 0% | ||
Irish Gothic | ENG3330 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Stevens & Bishop | ENG3333 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Writing Africa: The Colonial Past to Colonial Present | ENG3185 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Stylistics: Analysing Style in Language | ENL3011 | 4 | 20 | YES | 12 weeks | N | YES | 80% | 20% | 0% | ||
Work-based Learning | AEL3001 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Gender & Society in Contemporary Mexican Cinema | SPA3055 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Restoration to Regency in Contemporary Fiction | ENG3090 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% |
Notes
Level 1 At Level 1 students must take one of the following modules: SPA1101, SPA1111 or SPA1121 (40 CATS), plus 20 CATS of optional modules to be taken in either semester depending on the requirements of the other subject in any given year. In English, students must take ENG/ENL modules worth 60 CATS at level 1. In Spanish, students must take SPA modules worth 60 CATS
Level 2 In English, students must take ENG/ENL modules worth 60 CATS. In Spanish, students must take SPA modules worth 60 CATS. They must take SPA2101 (40 CATS) and one 20 CATS optional module.
Level 3 In English, students must take ENG/ENL/ENH modules worth 60 CATS. In Spanish, students must take SPA modules worth 60 CATS. They must take SPA3101 (40 CATS) plus one optional module worth 20 CATS.