Student Handbook - University of Central Lancashire · 2016. 3. 30. · Student Handbook . BA...

Student Handbook

BA (Hons) Modern Languages

2016/17

Course Leader: Summer Mouallem

School of Journalism, Language and Communication

All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

UCLan Mission statement

WE PROMOTE ACCESS TO EXCELLENCE ENABLING YOU TO DEVELOP YOUR POTENTIAL We value and practise equality of opportunity, transparency and tolerance. We strive for excellence in all we do: locally regionally, nationally and internationally. We work in partnership with business, the community and other educators. We encourage and promote research innovation and creativity.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that

students gain the maximum from their UCLan experience. It is a two-way commitment or

‘contract’ between the University and each individual student. It acts as a means of

establishing in black and white what students can expect from the University and the Union in

terms of support, and in return what we expect from our students. Read the full Student Charter

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experience "an integrated community based on mutual respect and tolerance whereall staff and students can feel safe, valued and supported."

contribute to creating a positive environment where discriminatory practices anddiscrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information. TOC)

http://www.uclan.ac.uk/study_here/student_charter.phphttp://www.uclan.ac.uk/information/uclan/equality_diversity/index.php

Contents Page

1. Introduction to the course

2. Structure of the course

3. Approaches to teaching and learning

4. Student support, guidance and conduct

5. Assessment

6. Course regulations

7. Student voice

8. Appendices

8. 1 Approved programme specification

9. Fee Information

Addendum

Addition of KO3008 as an optional module – January 2016.

1. Introduction to the course

1.1 Welcome to the course

I would like to wish you a warm welcome to the University of Central Lancashire’s School of

Journalism, Language and Communication We’re delighted that you have chosen to study

here with us and we look forward to working with you over the coming year and beyond. The

start of any new academic year or a new term is an exciting time and a chance for you to

renew your enthusiasm for your specialist subject and to reflect on how you can get the best

out of your time at University – of course, there are plenty of people on hand to help you with

this.

We are proud of the research members of the teaching team undertake, much of which is of

international standing and has a real impact of the lives of communities around the globe. As

you go through your studies you will become familiar with some of this research via your

classroom sessions and tutorials and, more importantly, we hope you will help us develop that

research. Staff in the School are also recognised as Fellows in the national Higher Education

Academy, we have a list of national and institutional award winners for our work with student

support and curriculum development. We constantly strive to improve the quality of the

courses we offer and to enhance the experience of our students; we value the feedback we

get from you, employers, our business partners and our alumni which helps us to ensure that

you have a course which is current, relevant and of the highest quality.

As you work with us, you will find the School of Journalism, Language and Communication is

a thriving learning community which offers a range of innovative courses related to language,

literature and intercultural communication which equips you with up-to-date knowledge of your

specialism alongside real-world skills you can use to help you get ahead in the world of work.

We are also involved in many exciting projects, and work with partner institutions around the

world and regularly offer visits, internships and placement opportunities to our students –

indeed as you walk the corridors of our buildings you will see recent graduates working

alongside us in their role as interns and helping us develop our School.

This Handbook is intended to answer your questions about the course and to offer guidance as you proceed with your studies. You will also receive the School Core Student Handbook, which contains information about life and procedures within the School of Journalism, Language and Communication. The Course-Specific Handbooks, like the one you are reading, explain in more detail the content of each language programme. Please read all of these documents carefully when you start your degree and keep them to hand for reference purposes throughout your course. We hope that you will derive enormous stimulation and enjoyment from your course, and that you will find your experience here at the University of Central Lancashire both educationally and personally enriching.

Since this Handbook is intended to help and support you in your course of study, we would welcome your comments and suggestions for improvements for future students of the BA (Hons) Modern Languages programme. Help us to help you!

1.2 Rationale, aims and learning outcomes of the course

The School of Journalism, Language and Communication at the University of Central

Lancashire has gained considerable experience of teaching practical and vocational

languages over the past few years. This was recognised formally in the excellent rating

received in the recent HEFCE Teaching Quality Assessment visits. We have used this

experience, together with ideas from employers, consultants and other experts within the

University and beyond, to create an exciting programme of studies - BA (Hons) Modern

Languages.

In the ‘global village’, a command of foreign languages is of increasing importance. The ability

to communicate freely in European and non-European languages, together with an

understanding of cultural, political and economic contexts within foreign countries, not only

make for a personally enriching experience, but also are becoming indispensable tools in

many professions in the UK or abroad. All of our Modern Foreign Language courses

emphasise the communicative properties of languages, and provide opportunities to develop

knowledge of ‘area studies’ associated with your target languages. Each programme is very

versatile and can lead to a broad range of exciting careers.

In choosing to study one of the programmes of Modern Foreign Languages offered by the

School of Journalism, Language and Communication, you have embarked on an exciting and

challenging course. All of our courses are:

unique : BA (Hons) Modern Languages: no other university in Britain gives students

as much choice on the particular balance between the languages studied. You can

choose how much weight you would like to give to each of the languages you study;

truly international : not exclusively euro-centric. On the BA (Hons) Modern

Languages programme, Arabic, Japanese, Korean or Chinese and the possibility of

taking a third language in Year Two means that you can regard the world as your

oyster! You will also be likely to be working with non-UK students on your course, thus

confirming a truly international sense of identity;

innovative : based on student-centred learning in which you will be encouraged to

take responsibility for your own learning. This has implications for your work in

seminars and research, but particularly centres on the role of the Wordlwise Learning

Centre (see page 16 below) as a focus for independent study of your languages;

practical : the emphasis throughout all of our courses is on high-order language skills

and the practical use of your languages for presentation, discussion, negotiation and

translation, together with the study of aspects of the society and culture of the foreign

countries which you have chosen to study;

multi-media-focused : video and audio recording facilities, use of satellite TV,

Computer Assisted Language Learning (CALL) and the new state-of-the-art Digital

Language Learning Lab all of these will play a part in the teaching and learning

materials used on your course;

intellectually stimulating : you can look forward to a challenging study of theories

and practice relating to the business, society, politics and culture of the countries

whose languages you are studying. The study of such background material will be fully

incorporated into your language work;

supportive : a series of workshops will be organised to support the development of a

range of Study Skills for all new students of the University. These will run throughout

the year and are intended to complement your subject-specific studies.

As a student of Modern Languages, as well as your subject-specific proficiency, you will also

develop important transferable skills which will help you long after you have completed your

degree! Time management and organisation; cultural understanding; working both

independently and as part of a team these are just some of the lifelong skills you will learn

over and above the linguistic element of your course. There will also be ample opportunities

for students from the different languages represented on our various programmes to meet

both academically and socially. This means that, whatever your particular course of study, you

will quickly feel part of a wider group of Modern Foreign Language students in the School.

We hope that you enjoy studying for your degree and that you will look back on your time here

at the University of Central Lancashire as being an interesting and enjoyable start to your

career. We wish you every success in your studies…

1.3 Course Team

Member of Staff Room Tel extension /

E-mail

Responsibilities

Paul Elmer GR007

4731

[email protected] Head of School

Judith Broadbridge AB134 3127

[email protected]

Subject Leader, French

Placement coordinator for French

Robert Kasza AB129 3022

[email protected]

Subject Leader, Japanese

Silke Engelbart AB136 3139

[email protected]

Subject Leader, German

Placement coordinator for German

Esther Lopez AB135 3138

[email protected]

Subject Leader, Spanish

Placement coordinator for Modern

Languages and Spanish

Jiayi Wang AB130

3122

jwang11 @uclan.ac.uk Subject Leader, Chinese

Placement coordinator for Chinese

Hae-Sung Jeon AB105

3143

[email protected] Subject Leader, Korean Placement coordinator for Korean

Summer Mouallem AB138 3137

[email protected]

Course Leader

Subject Leader, Arabic.

Placement coordinator for Arabic

Placement Coordinator for Arabui

Subject Leader, Arabic

Placement Coordinator for Arabic

Caterina

Guardamagna AB 133

4268

[email protected]

Subject Leader, Italian

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

Dr. Olga

Tabachnikova AB039

3044

[email protected]

Subject Leader, Russian

1.4 Academic Adviser

The Academic Adviser System is a nationwide initiative set in place to help you not only

settle in to life in Higher Education but also to better understand what is expected from you

as a student. You will have a Academic Adviser assigned to you when you arrive who will

provide support throughout your time at UCLan. He/she will be able to help you with any

academic or personal concerns you may have regarding your course and should be your

first point of contact if you wish to discuss any problems or issues (academic or not) which

you are faced with while at UCLan.

Do make sure that you make a note of your Academic Adviser’s name and contact details.

(You will be able to find these on myUCLan). You should find that he/she organises a

meeting early in the year, but if you want to get in touch with him/her at any time, do not

hesitate to do so. Your Academic Adviser will always do his/her best to answer your queries

as soon as possible.

Please place your Academic Adviser name and contact details in this space. Name Telephone e-mail

1.5 Administration details

Campus Admin Services provides academic administration support for students and staff and

are located in the C & T Hub, room CM235 and is open from 8.45am until 5.15pm Monday to

Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice

regarding specific processes such as extenuating circumstances, extensions and appeals.

Course specific information is also available via school Blackboard sites.

The hub telephone number for the C & T Hub is Ext 1994 or 1995.

The hub email contact is [email protected]

1.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread.

1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that

the standards of your course are comparable to those provided at other higher education

institutions in the UK. The name of this person, their position and home institution can be

found below. If you wish to make contact with your External Examiner, you should do this

mailto:[email protected]:[email protected]

through your Course Leader and not directly. External Examiner reports will be made

available to you electronically. The School will also send a sample of student coursework to

the external examiner(s) for external moderation purposes, once it has been marked and

internally moderated by the course tutors. The sample will include work awarded the highest

and lowest marks and awarded marks in the middle range.

The MOLA External Examiner is

Dr Dawn Marley;

Director of Learning and Teaching

School of English and Languages, University of Surrey.

2. Structure of the course

2.1 Overall structure

Stage One

There are certain course requirements associated with Stage One (Stage One indicates Year

One of your Studies). At Stage One, you must undertake the equivalent of 6 Standard

modules, normally at Level 4.

The module distribution is as follows:

in the case of a combination of two post-A Level languages:Either

Example 1 LANGUAGE 1 LANGUAGE 2

Another Subject

= Elective

Level 4 (year 1) Standard Module Standard Module Standard Module

Standard Module Standard Module Standard Module

As ab initio languages follow an accelerated route at Stage One, they make use ofa third module (the ‘Ancillary Elective’). The module distribution involving ab initiolanguages will therefore be as follows:

Example LANGUAGE 1

Post A Level

LANGUAGE 2

ab initio

ELECTIVE

Level 4 (year 1) Standard Module Standard Module Standard Module

Standard Module Standard Module

Standard Module

As a full-time student, you will need to have completed Stage One in order to proceed to

Stage Two. Normally, this means that you will need to pass, transfer in or gain exemption

from all your Stage One modules. Stage Two refers to the entire course following Stage

One. It therefore comprises Level Five (the second year); the year abroad (the third year)

and Level Six (the fourth year).

Stage Two

In addition to the overall course regulations, there are particular requirements within Stage

Two. At Stage Two, all BA (Hons) Modern Languages students must pass the

equivalent of 12 Standard modules, of which

1 must be an Elective module

and

1 must be a Level 6 Dissertation module or the Translation Project module for certain

languages.

Of the two language subjects combined at Stage Two, you will choose one as your Main

language and the other as your Subsidiary language. The consequences of the choice are:

a greater emphasis on the Main language;

the Period Abroad will be spent in the country of the Main language (studying

at a partner institution abroad, on a work placement, or as a Foreign

Language Assistant).

Alternatively, you can combine the study of your two language subjects at Stage Two on a

Joint Route, i.e. giving equal weighting to each language. Taking this route means that you

would split your Period Abroad in Year 3 of the programme between the two foreign

countries in question, involving a minimum stay of 18 weeks in each.

Stage Two Module Distribution

The distribution of modules at Stage Two is very versatile. Here are the combinations

possible:

MAIN LANGUAGE

Arabic or French or German or

Spanish or Chinese or Japanese

Minimum Modules – 6

(including Dissertation)

Maximum Modules – 8

(including Dissertation)

SUBSIDIARY LANGUAGE

Arabic or French or German or

Spanish or Chinese or Japanese

or Korean or Italian or Russian

Maximum Modules – 5 Minimum Modules – 3

LANGUAGE MODULES Main and Subsidiary = 11 Main and Subsidiary = 11

ELECTIVE MODULE 1 Elective (any level) 1 Elective (any level)

TOTAL STAGE TWO

MODULES 12 12

LEVEL FIVE

(Students will select one of the following three options):

Main Language No. of Modules Subsidiary Language No. of Modules Total No. of

Modules

1. Arabic or French or

German or Spanish or

Chinese or Japanese 2.5

Arabic or French or


Chinese or Japanese or

Korean or Italian or

Russian

2.5 5*



Chinese or Japanese 3

Arabic or French or




Russian

2 5*




Arabic or French or




Russian

1.5 5*

* Five modules plus one Elective module = 6 modules

LEVEL SIX

(Students will select one of the following four options):

Main Language No. of

Modules**

Subsidiary Language No. of Modules Total No. of

Modules




Arabic or French or


Chinese or Japanese or Korean or Italian or

Russian

2.5 6




Arabic or French or


Chinese or Japanese

or Korean or Italian or Russian

2 6




Arabic or French or



Russian

1.5 6




Arabic or French or



Russian

1 6

** This includes the Dissertation in the Main Language

2.1.1 Elective modules (where relevant)

Free-Choice Elective modules enable you to develop skills such as a language or acquire knowledge outside your main areas of study. You can make your choice from a selection of modules that are delivered across many subject areas from the Electives Catalogue.

2.1.2 Accreditation of Prior Learning

If you consider that you may have already achieved some of the learning outcomes of the course through previous learning, please consult your course leader and gain advice from the APL Coordinator to find out whether you can make a claim for credit exemption for part of your course.

2.2 Modules available

(Please note that not all modules will be available every year; this depends on the

number of students who choose to study optional modules)

List of modules on the course includes the following

Level Module

Code

Module Title Credit

rating

4 AK1010 AK1002 CL1000 CL1001 FR1000 GM1006

Compulsory Modules All students will study the following core modules, as appropriate: Arabic Language (ab initio) (Double Module - Semester 1) Arabic History & Contemporary Society (Standard Module - Year) Chinese Language I (ab initio) (Double Module) and Background to China (Standard Module) Introduction to French Studies (Double Module) Introduction to German Studies (Double Module) (post A Level route)

40 20 40 20 40 40

http://www.uclan.ac.uk/information/services/sss/free_choice_electives/electives.php

JL1106 JS1070 KO1000 KO1001 SH1000 SH1050 SH1052 RN1001 RN1003 IA1000 IA1001

Japanese Language 1 (ab-initio, Double Module) Post A-level Japanese Language 1 (Double Module) Background to Korea (Standard Module) and Ab Initio Korean Language 1(Double Module) Introduction to Spanish Studies (Double Module) Ab Initio Spanish Language 1 (Double Module) and Background to Spanish Studies (Standard Module) Ab Initio Russian Language (Double Module) Background to Russian Studies Italian, ab-initio Background to Italian Studies

40 40 20 40 40 40 20 40 20 40 20

5

AK2000 AK2001 AK2002 CL2004 CL2201 CL2001 FR2001 FR2203 GM2101 GM2112 JS2001

JS2002

JS2060

JS2061

JS2080

JS2081

JS2051 JS2059 KO2001 KO2002

SH2050 SH2054

SH2001 SH2002

RN2001 RN2002 IA2000 IA2001

AK2006 AK2004

CL2202

Compulsory Modules

All students will study the following core modules, as appropriate: Arabic Language 2A (Standard Module - Semester 1) Arabic Language 2B (Standard Module - Semester 2) Colloquial Arabic of the Levant (Year - Standard Module) Chinese Language 2A (Core) (Standard Module) Chinese Language 2B (Core) (Standard Module) Aspects of Chinese Society (Standard Module) French Language and Society 1 (Core) (Standard Module) French Language and Society 2 (Core) (Standard Module German Language & Society 1 (Core) (Standard Module) German Language & Society 2 (Core) (Standard Module) Japanese Studies - Language 2A (Core) (Standard Module – Semester 1) and Japanese Studies - Language 2B (Core) (Standard Module – Semester 2) OR Japanese Language 2A (Core) (Standard Module – Semester 1) and Japanese Language 2B (Core) (Standard Module – Semester 2) OR Post A-level Japanese Language 2A (Standard Module – Semester 1) and Post A-level Japanese Language 2B (Standard Module – Semester 2) Aspects of Japanese Society (Core, Standard Module) OR Investigating Japan Project (Core, Standard Module) Ab Initio Korean Language 2 (Standard Module) Structure, Variation and Change in the Korean Language (Core) (Standard Module) Ab Initio Spanish Language 2 (Core) (Standard Module) Ab Initio Contemporary Spanish Studies (Core) (Standard Module) Spanish Language and Society 1 (Core) (Standard Module) Spanish Language and Society 2 (Core) (Standard Module)

Russian Language 2 Contemporary Russian Studies Italian Language 2 Contemporary Italian society

Optional Modules

Arabic Music and Film (Year - Standard Module / Elective) Contemporary Female Arab and Muslim Writers (Year - Standard Module / Elective) Intermediate Business Chinese Conversation(Standard Module)

20 20 20 20 20 20 20 20 20 20 20

20

20

20

20

20

20 20 20 20

20 20

20 20

20 20 20 20

20 20

20

FR2202 FR2016 GM2115

GM2109 ML2881 ML2882 KO2005

SH2202

SH2003 IA2002 ML2991 ML2998 ML2999

Introduction to French Translation (Standard Module) French Cinema Theory and Technique of German Translation (Standard Module) The German Short Story (Standard Module) Assessed Period Abroad (three modules) Assessed Period Abroad (six modules) Contemporary Korean Society and Culture (Standard Module)

Theory and Techniques of Spanish Translation (Standard Module) Introduction to Latin America Intercultural representations in Italian cinema Research Skills for Language Studies (Standard Module) Student Initiated Module (Half Module) Student Initiated Module (Standard Module)

20 20 20

20 60 120 20

20

20 20 20 10 20

6

AK3000 AK3001 CL3201

CL3204

ML3205

EB3001

EB3002

EB3990

FR3001

FR3061 GM3001

GM3115

GM3105 JS3051 JS3306 KO3001

KO3002

SH3001

SH3002

SH3050 RN3001

ML3990 ML3995

Compulsory Modules

Arabic Language 3A (Standard Module) Arabic Language 3A (Standard Module) Chinese Language 3 (Core) (Main/ subsidiary Routes) (Standard Module) Understanding Chinese Economy and Society (Core) (Joint/Major Route) (Standard Module) Techniques and Practice of Interpreting (Main Route) (Standard Module) (Not for Arabic & Japanese) International Business Communication 3A (Main/ subsidiary Routes) (Standard Module) International Business Communication 3B (Main/ subsidiary Routes) (Standard Module) International Business Communication Dissertation (Standard Module)

French Language (Core) (Main/ subsidiary Routes) (Standard Module) or French Language (subsidiary) (Standard Module) German Language (Core) (Main/ subsidiary Routes) (Standard Module) or Contemporary German Literature and Society (Core) (Standard Module) or German Language (subsidiary) (Standard Module) Japanese Language 3 (Double Module) OR Japanese Studies – Language 3 (Double Module) Ab Initio Korean Language 3 (Core Module) (Standard Module) OR Advanced Korean Language (Standard Module)

Spanish Language (Core) (Main/ subsidiary Routes) (Standard Module) Spanish Language (Core) (Subsidiary Route) (Standard Module) Spanish Language (Core) (ab initio) (Standard Module) Russian Language and Society

Modern Language Dissertation (Standard Module) Modern Language Dissertation/ translation project (Double Module)

Optional Modules

20 20 20

20

20

20

20

20

20

20 20

20

20 40 40 20

20

20

20

20 20

20 40

AK3005 AK3003 CL3004

AI3000

AL3001

FR3014 JS3059

JS3079

KO3003

ML3026 ML3205 ML3999 SH3006 RN3002

Arabic Literature in English (Standard Module) Arabic/English Translation (Standard) Theory and Practice of Translation (Main Route) (Standard Module) Development and Change in Asia Pacific Region (Standard Module) Asia Pacific International Relations (Standard Module)

French Existentialist Thought and Literature Exploring Japan through Media and Visual Arts (Standard Module) Interpreting Japan through Literature and Cultural Readings

Korean Language for Academic Purposes

Translation Project in a Foreign Language (Standard Module) Techniques and Practice of Interpreting (Standard Module) Student Initiated Module (Standard Module) Key Themes in Contemporary Latin America Russian Literary Identities

20 20 20

20

20

20 20

20

20

20 20 20 20 20

Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

If relevant, refer to the Free Choice Electives Catalogue

2.2.1 Progression

Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.

2.3 Study Time

2.3.1 Weekly timetable

You can expect to attend up to 15 hours of classes per week, depending on your choice of

modules. These may be spread across the week 09.00 – 21.00. You will be provided with

detailed timetable information during induction. Please see also link to electronic timetable

below:

https://intranet.uclan.ac.uk/ou/lis/Pages/DailyWeekly-Timetables.aspx

2.3.2 Expected hours of study

The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study.

KO3005 Divided Korea 20

https://www.uclan.ac.uk/students/study/electives.phphttps://intranet.uclan.ac.uk/ou/lis/Pages/DailyWeekly-Timetables.aspx

For each standard module you undertake, you should expect to carry out around 5 hours of

private study, per week, in addition to the time spent in class. The module descriptors provide

detailed information of the work you should undertake. This may include:

action planning

directed reading

e-learning activities

homework tasks

independent library work

participation in on-line discussions/forums

preparation for assignments

preparation for next lesson

reflection revision

revision

self-evaluation

supplementary reading

team meetings

2.3.3 Attendance Requirements

You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to the relevant module tutor and subject leader (Contact details found earlier).

International Students: You have responsibilities under the Visas and Immigration (UKVI) Points Based System (PBS) - you MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKVI if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly.

If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance.

Each time you are asked to enter your details on SAM you must remember that the University

has a responsibility to keep information up to date and that you must only enter your own

details on the system. To enter any other names would result in inaccurate records and be

dishonest. Any student who is found to make false entries can be disciplined under the student

guide to regulations.

2.4 Data Protection

All of the personal information obtained from you and other sources in connection with your

studies at the University will be held securely and will be used by the University both during

your course and after you leave the University for a variety of purposes. These are all

explained during the enrolment process at the commencement of your studies. If you would

like a more detailed explanation of the University’s policy on the use and disclosure of personal

information, please contact the Information Governance Officer, Clerk to the Board Service,

University of Central Lancashire, Preston, PR1 2HE or email [email protected]

mailto:[email protected]

3. Approaches to teaching and learning

3.1 Expertise of staff

Research and teaching in the School of Journalism, Language and Communication are

interchangeable. This means that you will be taught by members of staff who are engaged in

a wide range of research projects, ensuring that your learning experience with us will be

informed by relevant and cutting-edge research. The teaching and research interests of staff

within the School cover a broad spectrum and come to particularly sharp focus in the following

areas:

Theory and Practice of Interpreting and Translation

Interpreting Methodologies;

The Influence of Language post 9/11

Business English and Teaching English for International Business;

Cultural Integration and Identity and Cross-Cultural Business Communication;

Contemporary German Women’s Writing;

Arabic, French, European and World Cinema;

French Existentialism in Thought and Literature: Sartre, Camus, Simone deBeauvoir;

Asia Pacific Studies;

Interaction in the (EFL) classroom;

Integrating Personal Development Planning and Study Skills into the Curriculum;

Applied Language Teaching;

Second Language Acquisition;

The Links between Language Learning and Cultural Acquisition;

Intercultural Communication;

Digital Language Learning Technologies; and

Assessment, Testing and Quality Enhancement.

Further details of the School’s Research Profile, Staff Expertise and recent publications are

available via our website:

http://www.uclan.ac.uk/schools/languages_and_international/research.php).

3.2 Learning and teaching methods

The School of Journalism, Language and Communication embraces a communicative

approach to language teaching. Whilst we place emphasis on the acquisition of a high-level

of communicative competence in the foreign language, this is in the context of a

commitment to the intellectual development of students. It is the aim of all of our courses

in Modern Foreign Languages to impart a knowledge base, extend students’ capacities for

analysis, critical awareness and evaluation, and develop intellectual and personal skills

through discussion, debate and argument of issues arising from the materials studied. In

addition, all of our courses aim to develop important transferable skills for instance

problem-solving, presentation and team-working skills which can be applied to a wide

range of situations.

We believe that languages cannot be studied meaningfully in isolation from their cultural

context. Such cultural knowledge informs many aspects of language study and becomes

particularly important at higher levels of language practice. Equally, an understanding of

culture and cultural contexts is important to an evaluation of customer needs and

http://www.uclan.ac.uk/schools/languages_and_international/research.php

expectations in tourism and business, as well as to an evaluation of its impacts upon a culture.

These factors inform all of our programmes in Modern Foreign Languages.

The School stresses the value of the active engagement of its students in the learning

process. The Worldwise Centre, based in the whole of the left-hand side of the first floor of

Adelphi Building, is viewed as an essential tool in our student-centred approach to language

teaching.

We actively promote a student-centred approach to teaching and learning. Students are

encouraged at all levels to share responsibility for their own learning and to acquire skills in

understanding how they learn. They are encouraged to criticise, present and defend their own

ideas in the target language and to take an active role in monitoring and evaluating their own

learning. The system of student involvement in the Quality Assurance Process is set out in the

School Core Handbook and the Course Feedback and QA issues related specifically to this

Course are discussed later in this document

3.3 Study skills

These are for all students who wish to focus on certain skills/topics and are not able to commit themselves to a year-long elective or certificate programme. The workshops are not accredited. A list of the current workshop topics is available on WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1

WISER gives academic guidance to all students enrolled at the University. They help students in all subject areas, undergraduate or postgraduate, where you learn how to study more effectively and write better. They help students develop the formal communication skills that are necessary for academic success and will be invaluable in future employment. WISER lecturers give weekly writing workshops as well as maintain a Blackboard space and website in order to support students on their journey towards being independent learners. They also organise bespoke specialist workshops for specific groups of students, in conjunction with module tutors or course leaders. They can also share good practice ideas with teaching colleagues throughout the University and partner colleges. WISER staff have a lot of experience to share; from years of lecturing, examining, and teacher training, to their own experiences of undergraduate and postgraduate study.

3.4 Learning resources

3.4.1 Learning Information Services (LIS)

Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

The Worldwise Learning Centre, based on the first floor of the Adelphi Building, is an

important part of the School’s initiative aimed at promoting and popularising the understanding

of world cultures and languages among UCLan students and staff and the wider community

of the North West of England.

Open year-round the Centre offers advice and support to anybody interested in world languages and cultures, travelling, and working or studying abroad. It also provides a comfortable place to meet and make friends with speakers of different languages in a welcoming environment.

The Centre is the place to:

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Access extensive resources including self-study books, dictionaries and digital video

and audio material in a variety of languages;

Borrow items such as digital voice recorders, video cameras, projectors and audio

headsets;

Access PCs equipped with specialist language learning software (including Rosetta

Stone), digital video and audio recording apps and international TV;

Find out about opportunities to apply for a travel bursary for studying or working

abroad;

Apply for short-term internships and work experience placements;

Attend culture and language celebration events, shows, exhibitions and guest talks;

Use our state-of-the-art interpreting and video conferencing facilities for international

meetings.

Our website (www.uclan.ac.uk/worldwise) currently offers information on a number of languages

and their associated cultures. Both the Centre and the website play an important role in

offering users information and advice relating to the learning and understanding of

international cultures and languages including Arabic, Chinese, English, French, German,

Greek, Italian, Japanese, Polish, Portuguese, Russian, Spanish, Turkish and Urdu.

If you want to find more about the Worldwise Learning Centre or its activities, please visit the

Worldwise Learning Centre Helpdesk (AB110) or contact Sofia Anysiadou (Worldwise

Learning Centre Resources Coordinator) on 01772 893155 or by email to

[email protected].

3.4.2 Electronic Resources

LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts.

All students will find that material are available from e-Learn, we also encourage students to use any opportunity to watch their target languages television via the Internet. Students are also encouraged to find Podcasts, and web pages with language exercises in order to practice the different skills.

3.5 Personal development planning

Personal Development Planning is a mechanism to help you reflect on your learning, your

performance and your achievements in order to help you plan for personal, educational and

career development.

We hope that through the PDP process you will understand how you learn so you can set

yourself clear goals and take responsibility for some of your own learning. The portfolio on the

Language modules is an excellent demonstration of a PDP as it asks you to think about areas

of study which you feel are difficult for you, set goals to overcome them and reflect on how

you are progressing.

Career development is also an aim of PDP as it makes you focus on skills that employers want

from new employees such as:

Good communication skills

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Good writing skills

Ability to reflect on your actions and evaluate your performance

Good planning skills

Good IT skills

Cognitive skills such as ‘understanding’ or ability to ‘critically analyse’Here at the University we recognise how important these skills are which is why we use them

in classes, homework and even in assessments.

There are many different ways of making a PDP, for example some students:

like to make a written plan so they can see where they are making progress and wherethey need to do more work,

prefer to keep it more informal and keep a file of their assessments which will showthem where they need to do more study

use the portfolio to make their PDPWhichever system you decide to use is fine with us! Your Academic Adviser will discuss your

PDP with you in the first semester and help you to set some clear objectives.

3.6 Preparing for your career

Your future is important to us, so to make sure that you achieve your full potential whilst at

university and beyond, your course has been designed with employability learning integrated

into it. This is not extra to your degree, but an important part of it which will help you to show

future employers just how valuable your degree is. These “Employability Essentials” take you

on a journey of development that will help you to write your own personal story of your time at

university:

To begin with, you will explore your identity, your likes and dislikes, the things that are

important to you and what you want to get out of life.

Later, you will investigate a range of options including jobs and work experience,

postgraduate study and self- employment,

You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using Pebblepad, the university’s e-portfolio system,

which will leave you with a permanent record of all the fantastic things you have achieved

during your time at UCLan.

It’s your future: take charge of it!

Careers offers a range of support for you including:-

career and employability advice and guidance appointments

support to find work placements, internships, voluntary opportunities, part-timeemployment and live projects

workshops, seminars, modules, certificates and events to develop your skills Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.

In the ‘global village’, a command of foreign languages is of increasing importance. The ability

to communicate freely in European and non-European languages, together with an

understanding of cultural, political and economic contexts within foreign countries, not only

make for a personally enriching experience, but also are becoming indispensable tools in

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many professions in the UK or abroad. All of our Modern Foreign Language courses

emphasise the communicative properties of languages, and provide opportunities to develop

knowledge of ‘area studies’ associated with your target languages. Each programme is very

versatile and can lead to a broad range of exciting careers.

4. Student support, guidance and conduct

4.1 Academic Advisers

The Academic Adviser System is a nationwide initiative set in place to help you not only settle

in to life in Higher Education but also to better understand what is expected from you as a

student at The University of Central Lancashire.

Within the system every student is given an Academic Adviser; yours will be a tutor within the

School of Journalism, Language, and Communication. The Academic Adviser will be your first

point of contact if you wish to discuss any problems or issues (academic or not) which you are

faced with while at The University of Central Lancashire.

Your Academic Adviser will listen to your problem and then advise you as best they can on

how to resolve it. As we are academic experts this may mean we need set up an appointment

for you with someone else who is better equipped to help you such as Student

Accommodation, Student Services etc. More information can be found in the School’s

handbook – ‘Student Guide to the Academic Adviser System’.

4.2 Student Support

The 'i' is a central Student Information Centre and your first point of contact. You can obtain

information on a wide range of topics including Council Tax Exemption Certificates, Bank and

Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing

and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year

students only).

4.3 Students with disabilities

If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability

Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected]

If you need any help with Disabilities, Dina Kabbani in AB149, Tel: 01772-894243 [email protected] is the School Co-ordinator for Students with Disability

4.4 Health and Safety

As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes

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necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others.

4.5 Conduct

You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

4.6 Students’ Union

The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union.

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5. AssessmentPlease note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

5.1 Assessment Strategy

Your degree depends directly on the assessment of your work, so this section is particularly

important. Overall, assessment of performance is designed to determine accurately the extent

to which you have met the objectives of the modules you have taken. Where objectives

emphasise particular competences and/or skills, then these will be reflected in the

assessment. The assessment patterns will allow you to demonstrate knowledge and practical

abilities over a range of activities. It will reinforce the development of independent study and

will encourage academic autonomy

The Assessment Strategy we use on the BA (Hons) Modern Languages is both formative and

summative in approach. It is formative in that it is designed in a manner to provide you with

feedback on your progress at regular intervals and at all levels of the programme. Feedback

on your performance will be provided within specified deadlines and returned to you using the

relevant assessment proforma. It is summative in that it provides an assessment profile of the

student for consideration at the appropriate assessment board.

Practical tests for skills’ consolidation in controlled conditions will complement a variety of

coursework formats including:

Analysis tasks

Case studies, simulations and independent learning tasks

Essays/reports

Oral tests/examinations

(Project) presentations

Portfolios

Research projects/dissertations

Written tests/examinations

In the first and second years of the programme, in-class tests form an integral part of the

assessment strategy: as well as a vehicle for communicating your subject knowledge, these

tests also provide an opportunity to prepare for the final-year examinations.

Assessment patterns are outlined in detail for each of the modules taught on the course.

Please see the individual Module Descriptions for further details.

How assessment works The marks from some or all of the pieces of work you do combine to give an overall mark for each module. Such pieces of work are known as ‘formal assessment’. These module marks are combined to give a final mark for your course.

The above means you need to pay special care to getting formal assessment handed in (‘submitted’) in good time. Allow for the unexpected when calculating how long this will take.

Each module will have its own assessment pattern or assessment ‘diet’. Elements of this diet may be referred to as ‘assignments’. There will not only be fixed dates for submission of these, there may also be different weightings for the different elements. This simply means, for example, that one piece of work will be calculated as being twice as important as another in working out the mark for the module.

Now some good news. You don’t need to do the calculations. Your lecturers will do that.

So how do I know if I’m doing well? An average piece of work will get 50% - 54%. A mark of 75% is a very high mark. The lowest pass mark is 40%. Some adjustment to your expectations may prove necessary if your previous institution tended to give higher marks. Please remember, 52% is not a ‘bad’ mark.

Handing in Assignments and other course work On the Ground Floor of the Adelphi Building, there are a number of lockable assignment boxes. Assessed work should be placed in the appropriately-labelled box on or before the deadline date set by your tutors. Some of your work may need to be submitted electronically via Turnitin; your lecturer will talk you through which ones need to be submitted that way.

Collection of submitted work Formally assessed student work will be available for collection from module tutors until 31 October of the following academic year. After this date all uncollected work will be destroyed.

What if I’m late with handing in my work? We hope it will never happen, but if it does our view of the problem will depend on whether the lateness is with good cause or not. If possible, get an extension request form in advance. If it’s a serious extended problem you should get extenuating circumstances details (see later pages for more information on these).

We work to the School’s Assessment Regulations. The School’s Regulations work within the overall University regulations. Please take the time to read the regulations carefully.

Is the Period Abroad assessed? (for students of languages other than English) Yes. The year abroad is an integral part of full degree courses in languages. It has its own module code and its own assessment carried out in part by the overseas host organisation. Students are responsible for ensuring that assessment documentation and reports are returned to us during and following the period abroad.

5.2 Notification of assignments and examination arrangements Student will receive either a printed or an electronic MIP( Module Information Pack) where students will be notified at the beginning of the course of the requirements for individual

DO NOT ASSUME THAT INDIVIDUAL APPOINTMENTS FOR LATE TESTS CAN BE MADE.

IMPORTANT NOTICE

YOU MUST NOT TAKE HOLIDAYS

DURING ASSESSMENT PERIODS

assessments and their respective deadlines for submission course work and examination arrangements as well you would be informed by your tutor of where to submit assignments. The marking criteria to be used to mark your assessment and course work will be included in your MIP or Portfolio Guide.

5.3 Referencing

Any materials taken from another source (whether quoted or paraphrased) MUST be

referenced. We recommend that you use the Harvard Referencing system for this.

In the Harvard system, there two aspects to providing the reference details: in-text citations

and a bibliography (or reference list) – see 5.3.2 below. The in-text citation means that at every

point in the text where reference to source material is made, its author's surname, and the

year of publication needs to be given. In addition, if you use a quote, then the page number

should also be included.

General referencing guidance and details on layout specifics can be obtained from WISER

(Academic Study Support) ELearn – details are on the website (www.uclan.ac.uk/wiser) - or

from WISER tutors during WISER tutorials (see website for details).

5.3.2 Bibliography

The bibliography (which is different from a reference list, which contains only the references

actually cited in your essay/ dissertation) should contain all the texts, which you have used

in the preparation of your dissertation (or essay), even if you have not quoted from them.

Works should be listed alphabetically in each section under the author's surname with full

reference details following.

For example, book references in the bibliography will contain the following information: author(s) (surname first, then initial), the date of publication in brackets, the title in italics, place of publication, name of publisher.

Please note different types of sources need to have slightly different details included in the

reference list. Below are some examples, of various permutations of references related to

books (a- f). Please note the punctuation.

a) Bibliography referencing for single authors looks like this:

Cutting, J. (2002) Pragmatics and Discourse: A Resource Book for Students, London:

Routledge

b) Bibliography referencing for two authors looks like this:

Kang-Kwong, L. and P. Theodossia-Soula (2002) Telephone Calls: Unity and Diversity in

Conversational Structure Across Language, Netherlands: John Benjamins

c) Bibliography referencing for three or more authors looks like this:

Schriffin, D., D. Tannen, D. Hamilton. and H. Ehernberger (2003) A Handbook on Discourse

Analysis, London: Blackwell

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d) Bibliography referencing for edited works looks like this:

Teubert, W.(ed.) (2004). Corpus Linguistics: Critical Concepts. London: Routledge

e) Bibliography referencing for a chapter/paper in an edited book

Mahlberg, M. (2009). ‘Local textual functions of move in newspaper story patterns’. In U.

Römer and R. Schulze (eds.). Exploring the Lexis- Grammar Interface. Amsterdam: John

Benjamins, 265-287.

f) When citing a specific edition of a book

Toury, G. (1994) (2nd Edn.) Descriptive Translation Studies and Beyond, Amsterdam:

Benjamin

As stated above, other details needs including for other types of sources, for instance:

g) Bibliography referencing for articles in journals looks like this:

Guest, M. (2002) ‘A critical checkbook for culture teaching and learning,’ ELT Journal, Vol.

6/2, pp 154-161

h) Internet sources looks like this:

Economist Intelligence Unit, ‘German Economic Data’, The Economist, 25 May 2004,

[accessed 25 March 2009]

Please note, this list is not comprehensive so it is best to get yourself a referencing guide. As

already mentioned, these are available from WISER e-Learn.

Do note that there are a number of styles within the Harvard system so you will come across

variations of the above layout. Check with your tutors as to the style required for your various

modules. Most importantly, show you understand, firstly, the principles of referencing to avoid

plagiarism (i.e. use of others’ work without acknowledging it) and, secondly, to be consistent

in your layout, since this facilitates reading and checking of references by your reader.

5.4 Confidential material

The nature of the personal projects you devise e.g. for your dissertation may require access

to confidential information. Please be aware of your ethical and legal responsibilities to respect

confidentiality and maintain the anonymity of individuals and organisations within

assignments.

5.5 Dealing with difficulties in meeting assessment deadlines

Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to the module leader.

Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within

this timescale would be reasonable taking into account your circumstances (Academic Regulations).

You should complete and submit an extension request form, with any supporting evidence, to your Administration Hub (see section 1.5 for contact details). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php

We aim to let you know if the extension has been granted within 1 working day of the receipt of the request.

If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).

5.5.1 Extenuating circumstances

Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook).

Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations).

Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php

You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible.

You will be expected to re-submit claims for extenuating circumstances for each semester. All

evidence that is provided relating to extenuating circumstances will be treated in a sensitive

and confidential manner. Supporting evidence will not be kept for longer than is necessary

and will be destroyed shortly after the end of the current academic year.

Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php

In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected

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by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

5.5.2 Late submissions

If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

If you submit work within 5 working days following the published submission date youwill obtain the minimum pass mark for that element of assessment.

Work submitted later than 5 working days after the published submission date will beawarded a mark of 0% for that element of assessment.

Unauthorised late submission at resubmission will automatically be awarded a mark of

0% for that element of assessment.

5.6 Feedback Following Assessments

UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course.

You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other.

5.7 Cheating, plagiarism, collusion or re-presentation

You are required to sign a declaration indicating that individual work submitted for an assessment is your own.

If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

Cheating is any deliberate attempt to deceive and covers a range of offencesdescribed in the Assessment Handbook.

Plagiarism describes copying from the works of another person without suitablyattributing the published or unpublished works of others. This means that all quotes,ideas, opinions, music and images should be acknowledged and referenced withinyour assignments.

Collusion is an attempt to deceive the examiners by disguising the true authorship ofan assignment by copying, or imitating in close detail another student’s work - thisincludes with the other student’s consent and also when 2 or more students dividethe elements of an assignment amongst themselves and copy one another’sanswers. It does not include the normal situation in which you learn from your peersand share ideas, as this generates the knowledge and understanding necessary foreach individual to independently undertake an assignment; nor should it be confusedwith group work on an assignment which is specifically authorised in the assignmentbrief.

Re-presentation is an attempt to gain credit twice for the same piece of work.

The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented:

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In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

the penalty will be 0% for the element of assessment, and an overall fail for the module.

the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.

when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance.

5.8 Appeals against assessment board decisions

If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student’s academic performance has been adversely affected by extenuating

circumstances which the student has, for good reason, been unable to make known to the Assessment Board;

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance. Results will be published at certain dates; please refer to the UCLan academic calendar.

6. Course regulations

6.1 Course requirements

THE PERIOD ABROAD

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The Period Abroad, undertaken in the third

year of the course, is an integral component

of your degree. It consists of a minimum of

36 weeks, which is normally spent in the

country of the Main Foreign Language. You

can choose to spend your Period Abroad on

a Work or Study Placement or as an English

Language Assistant.

The Period Abroad is a critical component of

each of our programmes in Modern Foreign

Languages, as it offers you the opportunity to

use your language(s) and your knowledge in

a real and practical way.

Even in the first year of your course, you should be thinking about where you will go, and in

what capacity you wish to spend your Period Abroad. Take every opportunity to discuss your

ideas with your tutors. In this way, you can start investigating your options as early as possible

and ensure that you get the most out of the experience. We encourage our students to

undertake their preparation for the Period Abroad with a sense of enterprise and

independence, although you will of course be supported and helped throughout your second

year by the Placement Team (see ‘Your Course Team’ on page 26 below). Indeed, the School

of Journalism, Language and Communication is recognised for its thorough programme of

preparation for the Period Abroad.

HOW CAN HELP BE OBTAINED?

through information provided at Subject and Course Talks;

through key-date events throughout the academic year, such as the Briefing Day for

the Period Abroad in May;

through regular consultation with the Placement Coordinator for each language,

which will enable you to discuss options, preferences and suitability for individual

placements. Please note that it is your responsibility to make regular appointments

with the appropriate Coordinator(s). Through these meetings, your preparation can

be carefully monitored.

Remember that you are not on your own in the preparation for your Period Abroad!

Students need to obtain a pass mark in all core modules and the requisite number of option

and elective modules (see course structure and module list above).

6.2 Classification of Awards

The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

In simple terms an undergraduate honours degree classification is based on the highest classification:

http://www.uclan.ac.uk/aqasu/academic_regulations.php

1. The Average Percentage Mark (APM) of your level 5 and 6 modules (generally takenin years 2 and 3 of a full time course) weighted 30:70.Or

2. Your Average Percentage Mark in year 3 only (ie your level 6 modules)

If the APM is near a borderline, ‘at the discretion of the Assessment Board, students may be classified according to the academic judgement of the Assessment Board taking into account their overall profile and performance with the minimum requirement that:

1. A minimum of 3 modules (60 credits) at level 6 are in the classification band and2. The APM is no lower than 2 percentage points below that required for the higher

classification.’

In operating discretion for profiling Course Assessment Boards will use academic judgement and may refer to performance in core modules; the placement component, the dissertation/project or other factors which have been published to students.

7. Student voiceYou can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement.

Through using this system and due to students’ demands, the School introduced ‘My UCLan Week’ in both semesters to allow students time to catch up on their studies and to be more creative in their approaches to their studies. Dates of those weeks can be found online on the timetable schedules.

The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students).

The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means,

The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them.

You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the ongoing discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning and we will feedback any improvements we can make either for you or for future students. We are very keen to get student views on the courses that we run. In the past, student comment has led to some significant improvements. Below are some mechanisms that we operate.

“MEQs” Staff in the School of Journalism, Language and Communication will seek your views frequently on the modules you take. At the end of each module, you will be asked to complete an online Module Evaluation Questionnaire or MEQ.

“SSLPs” There are regular student-led meetings, known as SSLPs (Staff-Student Liaison Panels), which are attended by representatives from each year of a subject or course and members of teaching staff. SSLPs are not simply an opportunity for you to criticise your programme of study. They represent a chance to work constructively alongside course and subject teams. We will ask for nominations for student representatives (reps) at the start of the year. Being a course rep will provide you with invaluable experience which will enhance your career applications, and will entitle you to the award of a Certificate from the University. In semester two, all representatives will be invited to attend the Language Forum where they have an opportunity to discuss school – wide issues with staff.

Student Liaison Officer Your Student Liaison Officer is normally a recent graduate from UCLAN and his role is to provide support, guidance and confidential advice to students. You can also visit your Student Liaison Officer if you have a concern or complaint you do not feel able to talk to your Academic Adviser about.

Your SLO and Students Union can support you in voicing your opinion, provide ongoing advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the UCLan Student Satisfaction Survey (when relevant) and the National Student Survey (during semester 2 for students in their final year of study).

The School of Journalism, Language and Communication has a Languages Forum, where all student reps are encouraged to attend and voice the School’s students’ points of view about the School’s courses and the learning environment.

7.1 Course Representatives and School Presidents

A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students.

The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below).

Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected].

http://www.uclansu.co.uk/mailto:[email protected]

School Presidents meanwhile are annually elected representatives who voice the opinions of

students within each school. They communicate and engage with students in their school to

gain feedback and work in partnership with senior management to create positive change.

They are also trained to support and signpost course representatives where needed. If you

wish to find out who is your School President or more about the role visit the Students’ Union

website or email: [email protected]

7.2 Student Staff Liaison Committee Meetings (SSLC)

The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester.

Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year).

The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting

Update on actions completed since the last meeting

Feedback about the previous year – discussion of external examiner’s report; outcomesof National /UCLan student surveys.

Review of enrolment / induction experience;

Course organisation and management (from each individual year group, and the courseoverall);

Experience of modules - teaching, assessment, feedback;

Experience of academic support which may include e.g. Personal Development Planning,Academic Advisering arrangements and The Card;

Other aspects of University life relevant to student experience e.g. learning resources, IT,library;

Any other issues raised by students or staff.

The dates of the meetings will be circulated in advance to all students by the course leader.

You are invited to make your comments known to the course representatives who will then

present them at the SSLC meetings. Minutes of meetings will be posted on e-learn as well as

being send out to meeting attendees.

7.3 Complaints

The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure

8. Appendices

http://www.uclansu.co.uk/schoolpresidentshttp://www.uclansu.co.uk/schoolpresidentsmailto:[email protected]://www5.uclan.ac.uk/ou/sass/resource-centre/External%20Library/Complaints%20Procedure.doc

MOLA FRAMEWORK YEAR 1

French Post A

German Post A

Japanese Post A

Spanish Post A

Arabic Ab-Initio

Arabic L 1 (40) Arabic History & Contemp. Society (20) Intro to French Studies (40) English Language Workshop (20) or Free-Choice or Lang Elective (20)

Arabic L 1 (40) Arabic History & Contemp. Society (20) Intro to German Studies (40) English Language Workshop (20) or Free-Choice or Lang Elective (20)

Arabic L 1 (40) Arabic History & Contemp. Society (20) Post A Level Japanese Language 1 (40) Background to Japan (20)

Arabic L 1 (40) Arabic History & Contemp. Society (20) Intro to Spanish Studies (40) English Language Workshop (20) or Free-Choice or Lang Elective (20)

Chinese Ab-Initio

Chinese Language 1 (40) Background to China (20) Intro to French Studies (40) English Language Workshop (20) or Free-Choice or Lang Elective (20)

Chinese Language 1 (40) Background to China (20) In

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