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					                   UNIVERSITY OF KENT AT CANTERBURY

Please note: This specification provides a concise summary of the main
features of the programme and the learning outcomes that a typical student
might reasonably be expected to achieve and demonstrate if he/she passes the
programme.    More detailed information on the learning outcomes, content and
teaching, learning and assessment methods of each module can be found
[either by following the links provided or in the programme handbook]. The
accuracy of the information contained in this specification is reviewed by the
University and may be checked by the Quality Assurance Agency for Higher

                          Degree and Programme Title

1. Awarding Institution/Body          University of Kent
2. Teaching Institution               University of Kent at Canterbury
3. Teaching Site                      Canterbury
4. Programme accredited by:
5. Final Award                        BA (Honours)
6. Programme                          English Language (with English and
                                      American Literature, or with Comparative
                                      Literary Studies, or with History, or with
                                      Philosophy, or with Politics, or with
7. UCAS code (or other code)          Q390, Q3Q2, Q3V1, Q3V5, Q3L2, Q3Q1
8. Relevant QAA subject               Languages and Related Studies (LRS),
   benchmarking group/s               Linguistics (L)
9. Date of production/revision        July 2008
10. Applicable cohort/s               2008 entry

11. Educational Aims of the Programme
      The programme aims to:

1. Attract and meet the needs of those contemplating a career in education,
training, writing,   publishing, commerce, language-based therapy and tourism,
and those with an intellectual interest in socio-political, linguistic, literary and
cultural issues
2. Make a major contribution to widening participation by offering access
particularly to those with non-standard qualifications and experience
3. Attract students locally, nationally and internationally

4. Develop critical awareness of British culture and language
5. Offer grounding in language study and sensitivity to social, cultural and
political issues which surround the use of language.
6. Offer grounding in linguistics and verbal communication, both oral and written
7. Provide a breadth and depth of study in combined disciplines and fields
8. Provide teaching which is informed by current research, scholarship and good
practice, requiring engagement with aspects of work at the forefront of

9. Offer the opportunity to acquire direct experience of English language
teaching and the ability to reflect critically on it through supervised practical
10. Enable students to manage their own learning and to carry out independent
11. Develop general critical, analytical and problem-solving skills
12. Provide students with opportunities for the development of their personal,
communication, research and other key skills appropriate for employment or
postgraduate study
13. Enable students to think and work creatively and intellectually and to
stimulate their search for knowledge and insight

12. Programme Outcomes

The programme provides opportunities for students to develop and demonstrate
knowledge and understanding, qualities, skills and other attributes in the
following areas. The programme outcomes have references to the subject
benchmarking statement for LRS and Linguistics (hereafter ―LRS‖ and ―L‖
 Knowledge and understanding              Teaching/learning and assessment
                                          methods and strategies used to enable
A. Knowledge and understanding
                                          outcomes to be achieved and
The inter-disciplinary nature of          Acquisition of 1-12 is through a
linguistics and language studies          combination of taught classes, interactive
(L3.2: ―an appreciable control of         lectures, tutorials, seminars and
theory and practice in a range of         workshops throughout the programme
other areas of study which bring to       providing the opportunity to develop
bear perspectives on language             critical engagement with linguistic, literary
which have developed out of               and cultural knowledge (as per benchmark
concerns for the role of language         statement L5.3 and L5.4).     The emphasis
in society‖; L3.3: ―[calling] on any or   is on collaborative work under supervision
all of the basic levels of analysis       from academic staff. Independently
and on other areas of enquiry‖;           prepared practical work is an aspect of
L4.2: ―assessing the merits of            the programme (L5.4)
contrasting theories and
explanations, including those of          Learning is assessed through a
other disciplines‖; LRS3.1: ―The          combination of written and oral
study of languages … encompasses          coursework, project work, and unseen
a wide range of activity, including       written exams (as per benchmark
the study of language, linguistics,       statement L5.6 and L5.7; LRS6.1 and
cultures and societies‖; LRS3.3: ―the     6.12).   Progress is continuously
range of studies associated with          monitored.
languages is … extremely diverse
[and] may be focussed on the
cultures and literatures, both
historical and contemporary, of the
societies of the language
1. Terminology to describe and
  understand the nature and use
  of language (L3.3: ―a linguistics
  student would have knowledge
  of a range of empirical linguistic
  phenomena and of the relevant
  descriptive terminology‖; L4.1:
  ―the nature of a theory and what
  constitutes an explanation‖; ―how
  theory helps to organise
  understanding‖; L4.3: ―awareness
  of the relation between
  knowledge of language and
  critical evaluation and
  implementation of language in
  social life‖; L6.8: ―to demonstrate
  an understanding of the nature
  of a theory‖; LRS4.5: ―the study
  of linguistic structures in the
  context of specific language
  use‖; ―the detailed consideration
  of synchronic and diachronic
  dimensions of language linked to
  a variety of linguistic theories‖)

2. A range of approaches to
   describing, and theories to
   analysing, different modes of
   written and spoken English
   (L2.3: ―the application of
   linguistic analysis can be
   extremely broad‖; ―the
   development of computational
   techniques for dealing with
   language corpora‖; L3.3; L4.1;
   L4.3: ―abstracting and
   synthesising information‖)
3. The way speech sounds are
   articulated, described and
   change in isolation and in
   natural speech (LRS4.1; L3.5:
4. The structures and properties of
   individual words and sentences
   (L3.6: ―morphology‖)
5. The use and perception of
   words, structures and longer
   stretches of language, both
   spoken and written, to convey
   meaning in a variety of settings
   (L3.9: ―pragmatics‖)
6. English language varieties,
   styles and registers (L3.12:

7. The interconnections between
   English language and literature
   within its broader political,
   historical and socio-cultural
   contexts (L3.10: ―discourse‖;
   ―stylistics and text linguistics …
   [including] multifunctionality and
   LRS5.10: ―aspects of …
   literatures, cultures, linguistic
8. The study of literature in relation
   to     other disciplines (LRS7.14)
9. The terminology used in literary
   criticism and its application
   (LRS7.14; LRS7.19)
10. Intercultural language issues
   (LRS7.12; L2.3: ―the study of
   communication between groups
   of people with different
   sociological, cultural and ethnic
11. Issues in language teaching and
   learning (L3.19: ―the academic
   study of language in education
   is a recognised focus of the
   broader linguistics curriculum‖)
12. Language acquisition (L3.16:
   ―how the different levels of
   language develop‖)

Skills and Other Attributes
B. Intellectual skills:   Students
    should be able to:

13. Develop lines of argument and      Acquisition of 13-19 is through a
   make sound judgements in            combination of interactive lectures, tutor-
   accordance with the basic           and student-led seminars, group and
   theories and concepts of the        individual tutorials, workshops and student
   subjects (L4.3: ―constructing and   presentations
   managing an argument‖)
14. Engage in critical reflection,     Learning and teaching methods and
   verbal discussion and written       strategies aim to make the process of
   and interpretative analysis of      teaching and learning satisfying,
   key material (L4.3: ―critically     stimulating, inclusive, challenging, and
   judging and evaluating              productive.

15. Present, evaluate and interpret    Contact with teaching staff includes:
   a variety of data using defined     lectures, seminars, group work, individual
   techniques in a logical and         tutorials, workshops, small group/individual
   systematic fashion (L4.3:           projects and student presentations.
   ―collecting, analysing and
   manipulating data of diverse        A strength of this Programme is the
   kinds‖)                             possibility of combining two subjects
16. Develop lateral thinking and the   through the pathways.
   ability to make sensible links
   between elements of the area        Assessment of 13-19 is through written,
   studied   (L4.2)                    oral and practical coursework
17. Assess the merits of               assignments, project work and unseen
   contrasting theories and            written and/or oral examination.   Progress
   explanations, including those       is continuously monitored.   (All as per
   from other disciplines (L4.3)       benchmark L5.6 and L5.7)
18. Select and use a variety of
   methods for collecting and          Points 13-19 also relate to LRS5.1 and
   analysing data and assess the       LRS5.2.
   efficacy of each (L4.3: ―using a
   variety of methods, and
   assessing the advantages and
   disadvantages of each method‖)
19. Consider the ethical aspects of
   collecting, handling and storing
   of data (L4.3)

C. Subject-specific skills: Students
should be able to:

20. Demonstrate knowledge of the        The learning of subject-specific skills
   main methods of enquiry and          permeates the content of all the subject
   analysis in linguistics and its      modules.
   sub-fields and apply this
   independently (L4.1: ―the basic      These skills are assessed through
   techniques for collecting data in    coursework and examination. (Benchmark
   the various areas of linguistics‖;   L5.6 and 5.7)
   LRS5.10 and LRS5.11)
21. Understand the technical issues
   in the collection of data (L4.1:
   ―the technical issues involved in
   the collection of reliable data‖)
22. Present linguistic data
   appropriately by means of
   charts, graphs, tables, matrices,
   diagrams and quotation (L4.1:
   ―the presentation of linguistic
   data and analyses by means of
   graphs, tables, matrices and
   other diagrams‖)
23. Evaluate and interpret data,
   develop lines of argument, and
   make sound judgements in
   accordance with the central
   theories and analytical concepts
   in linguistics and its sub-fields
   (L4.3: ―critically judging and
   evaluating evidence‖)
24. Demonstrate acquisition of a
   generally high level of linguistic
   competence including
   appreciation of the relevance of
   theories and research which
   relate to linguistics (L4.1: ―the
   central analytical concepts and
   methods of enquiry‖)                  9
D.   Transferable skills:    Students
should be able to:
25. Communicate the results of            The acquisition of transferable skills
     study and work accurately, with      permeates the content of all the
     well structured and coherent         programmes to varying extents.     They are
     arguments in an effective and        assessed as part of the coursework
     fluent manner both in speech         assessment. (L5.6 and L5.7)
     and in writing (L4.4:
     ―communicating effectively and
     fluently in speech and writing‖;
     LRS5.3: ―advanced productive
     skills of writing and speaking‖)
26. Communicate information,
     ideas, problems and solutions to
     both specialist and non-
     specialist audiences (L4.3:
     ―writing essays and research
     reports using the appropriate
     register and style‖; LRS5.15:
     ―use and present material … in
     written and oral forms in a clear
     and effective manner‖)
27. Interact effectively within small
     groups, exercising personal
     responsibility, sensitivity and
     appropriate decision-making
     skills (L4.4: ―working with others
     to achieve common goals‖;
     LRS5.16: ―the ability to work
     creatively and flexibly with
     others as part of a team‖)

28. Manage own learning effectively
   and responsibly, demonstrating
   the ability to conduct
   independent research, to
   achieve goals, take initiative, be
   organised and meet deadlines
   (L4.4: ―working independently,
   demonstrating initiative, self-
   organisation and time-
   management‖; LRS5.15: ―work
   autonomously, manifested in
   self-direction, self-discipline and
   time management‖)
29. Understand the dynamics of
   oral and written communication
   within a variety of settings
   (L4.4: ―understanding the
   dynamics of communication‖;
   LRS5.16: ―effective
   communication, presentation and

30. Select and use appropriate
   library and information
   technology application and
   resources (L4.2: ―acquiring
   complex information of diverse
   kinds from a variety of sources‖;
   LRS5.15: ―research effectively in
   libraries and handle
   bibliographic information‖)
31. Show competence at an
   advanced level with IT,
   including aspects relating to
   multimedia and multimodal
   discourse (L4.3)

In addition to the skills, attributes
and outcomes discussed above, the
following will apply to students on
pathways other than linguistics:

Comparative Literary Studies
Knowledge and understanding of:
a) a wide range of authors and
     texts from         different
     periods and different cultures,
     from Ancient Greece to the
     present day
b) the cultural and historical
     contexts in which literature is
     written, transmitted and read
c) concepts such as ―genre‖,
     ―theme‖ or ―literary movement‖
d) the problems inherent in
     interpreting ―the translated text‖
e) traditions in literary criticism
f)   critical theory and its
     applications, understood within
     its historical contexts
g) the study of literature in its
     relation to other disciplines

English and American Literature
Knowledge and understanding of:
a) a wide range of authors and
     texts from different periods of
     literary history, from 1350 to the
     present day, in both British and
     American literature
b) the principal literary genres,
     fiction, poetry drama and of
     other kinds of writing and
c) literatures in English from
     countries outside Britain and
d) traditions in literary criticism       13
e) the challenges of creative
Knowledge and understanding of:
a) the complexities of human
   existence in the past within our
   own culture and cultures
   different from our own (HSB12i),
   while recognising that history
   does not consist of a ―specific
   body of required knowledge
b) the problems inherent in the
   historical record itself; the range
   of possible viewpoints and ways
   of dealing with them
c) the limits within which
   interpretation is possible
d) the value of neighbouring
   disciplines approached through
   the interdisciplinary nature of
   history itself
e) More than one country, period
   (medieval, early modern,
   modern) and analytical approach
   (political, social, economic, legal,
   cultural history, the history of

Knowledge and understanding of:
a) central theories and arguments,
   at an introductory level, in the
   fields of logic, metaphysics,
   epistemology, and philosophy of
   mind, including such topics as
   existence, truth, certainty,
   meaning, causality, free will,
   and the relation of mind and
   body, with the opportunity to
   acquire further knowledge and
   understanding in some of these
   fields at a more advanced level
b) the ideas and arguments of
   some of the major philosophers
   in the history of the subject,
   encountered in their own
   writings, from the ancient Greek
   philosophers to the present day
c) central theories and arguments,
   at an introductory level, in the
   fields of moral, political and
   social philosophy, including such
   topics as the nature of
   judgements about right and
   wrong, human rights, duties and
   obligations, the relation between
   the individual and society,
   freedom, and justice, with the
   opportunity to acquire further
   knowledge and understanding in
   some of these fields at a more
   advanced level
d) the relevance of philosophical
   ideas to other disciplines and      15
   areas of enquiry such as
a) key concepts, theories and
     methods used in the study of
     politics and their application to
     the analysis of political ideas,
     institutions and practices
b) the structure, institutions and
     operation of different political
c) the social, economic, historical
     and cultural contexts of political
     institutions and behaviour
d) the political dynamics of
     interaction between people,
     events, ideas and institutions
e) factors accounting for political
f)   the contestable nature of many
     concepts and different
     approaches to the study of
g) the normative and positive
     foundations of political ideas
h) the reliance of politics on
     knowledge from cognate
i)   a range of theoretical and
     critical perspectives which can
     be applied to the study of both
     politics and the joint discipline
j)   key concepts, theories and
     methods used in the joint
k) selected areas of study in the
     joint discipline which may be
     especially pertinent to politics     16
     (depending on options chosen);
13. Programme structures and requirements, levels, modules, credits and
Code     Title                                      Level   Credits       Term/s
Year 1
Required Modules
LZ 327   Understanding Language                     C       15            1
LZ 331   Analysing Language                         C       15            1
LZ 323   Tackling Text 1        (required for       C       15            1
         literature pathways

LZ 324   Tackling Text 2        (required for       C       15            2
         literature pathways)
                                                    -       -             -
         English for Global
LZ 325                                              C       15
         Communication          (required for all
                                                    -       -             1   or 2
                                                    -       -             -
         Spoken English (required for all
LZ316                                               C       15            -

                                                                          1 or 2
LZ332    Discourse Analysis (required for C                 15            2
         non-literature pathways
Specialisation subject modules required on individual pathways
Modules are recommended on an individual basis depending on the pathway
students choose, i.e. CLS requires CP 311: The Tale;             Literature requires
EN325: Critical Practice;      History requires HI360: Making History; Philosophy
requires PL302, PL303, PL310: Introduction to Philosophy – Knowledge and
Metaphysics, Introduction to Philosophy – Ethics, Philosophical Thinking;            Politics
requires PO308: Studying Politics and International Relations – Key Skills.
LZ323 & LZ324 (Tackling Text 1 & 2) and LZ328 (Looking at Language)                    are
recommended for the Linguistics pathway.

Optional Modules

LZ 322           Listening to Spoken       C    15               2
LZ 323           Tackling Text 1           C    15               1
LZ 324           Tackling Text 2           C    15               2
LZ 332           Discourse Analysis        C    15               2
LZ 328           Looking at Language       C    15               1
LZ323, LZ324 & LZ332 are optional modules for students whose pathways do
not require them to take these modules.
―Free choice‖ modules can also be selected from a range offered by the
Faculties of Humanities and Social Sciences.

Year 2
Required Modules
LZ503    Language in the Media             I         30          1 & 2

LZ505    Language in Literature:      1    H         15          1
         (required for literature
LZ506    Language in Literature:      2    H         15          2
         (required for literature
LZ518    Lexicology   (required for        I         15          1
         linguistics pathway)

Specialisation subject modules required on individual pathways

During year 2 students take modules worth a total of 120 credits.         In the
Literature pathway students take three English Language modules as above
(worth a total of 60 credits) and 60 credits in core English Literature (EN
modules).    Core EN modules aim to provide extensive coverage of key
periods in British and American Literature.    They are designed to be taken in
linked pairs.   Thus, for instance, if Medieval & Tudor Literature is chosen in
Period One students will take its successor Early Modern Literature in Period
Two.        In the Comparative Literary Studies pathway students take three
English Language modules, as above, (worth a total of 60 credits), 30 credits
in CLS (CP modules) and 30 credits of optional or ―free choice‖ modules. In
the History, Philosophy and Politics pathways students take the LZ503 module
(30 credits), and a combination of specialist credits (worth 30 credits) and
optional or ―free choice‖ credits (worth 60 credits).   In the Linguistics pathway
students take the LZ503 module (30 credits) plus 90 credits in optional or
―free choice‖ modules of which at least 60 credits must be in English
Language (LZ) modules.

Year 3
Required modules
 LZ 501           Language and Society                                H
 30                       1 & 2

 LZ517            Research and Dissertation                       H
 30                        1 & 2
During year 3 students take modules worth a total of 120 credits.         All students
must take LZ501.       In the Literature pathway students take one or two
modules in English Literature (EN) modules      (worth a total of 30 credits).
The remaining 60 credits can be chosen from optional or ―free choice‖
modules.     In the Comparative Literary Studies, History, Philosophy and
Politics pathways students take two (to four) modules from their pathway
subjects (worth a total of 60 credits).   The remaining 30 credits can be
chosen from optional or ―free choice‖ modules.      In the Linguistics pathway,
students must take at least 60 credits of LZ modules in addition to LZ501.
The remaining 30 credits can be in additional optional LZ modules or in ―free
choice‖ modules.
In stage 2 (years 2 & 3), students must take at least 90 credits worth of LZ
modules at levels I or H, and at least 90 credits worth of modules in their
specialisation subject pathway at levels I or H.

Specialisation subject modules required on individual pathways
In the Literature pathway, students in their final year take one thirty-credit
special module.        In the CLS pathway, students in their final year select from
a range of modules including the study of a given period or genre, and with
emphasis ranging from sociological and historical to purely textual
interpretations of literary works.      Modules are designated as ―core‖ or ―options‖.
In the final year, 30 credits must be ―core‖.         All primary material is available in
English translation, though study of original foreign texts is always encouraged.
In the History pathway:          students select any of the History modules which are
available.    In the Philosophy pathway: students can select any Philosophy
modules for specialisation.        In the Politics pathway:   Students must select
modules from a prescribed list.

Years 2 & 3
Table A           Optional Modules which count as
part of the required modules:
LZ 500       An Introduction to English         H             30           1 & 2
             Language Teaching
LZ 517       Research and Dissertation          H             30           1 & 2
             (optional for pathways other
             than linguistics)
LZ 505       Language in Literature:     1      H             15           1
LZ 506       Language in Literature:      2     H             15           1

LZ           Creative Writing – a Stylistic     I/H           15           2
511/         Approach
LZ 512
LZ 513        Theories of Discourse &           H             15           1

LZ 514     English Through the Ages       I           15          2

LZ 516     Intercultural Pragmatics       H           15          1

LZ 518     Lexicology                     I           15          1

LZ 519     Natural Language Processing    I           15          2

LZ 520     Learning and Teaching          H           15          2
LZ 521     First Language Acquisition     I           15          1

LZ522      Writing for the Media: a       H           15          2
           practical approach
LZ523      Introduction to Generative     I           15          2
PL576      Philosophy of Language         H           30          2

To graduate, students must take 240 credits in years 2 & 3. Of these 240
credits, 90 credits must be in English Language at levels I/H (LZ5—modules or
PL576) and 90 credits must be in the pathway subject at levels I/H.    Students
taking the linguistics pathway must therefore take 180 credits in LZ5-- modules
and/or PL576 at levels I/H.     In any of the pathways, the remaining 60 credits
can be taken as options in English Language or in the specialist subject area
or in any Humanities or Social Sciences subject which offers ―free choice‖
modules.    Students must take at least 90 credits at level H over the two years
and they may take up to a maximum of 30 credits at level C.

14. Support for students and their learning

   University-wide induction programme
   Departmental induction
   Programme handbook
   Individual module guides
   Central learning resources including     libraries, computing services, CALL
    laboratory and audio-visual Room
   Personal Tutors and Senior Tutors for academic support
   Personal Academic Support System providing advice on module choice and
    programme structure, academic difficulties, progression routes, formulation
    of a personal development plan and individual progress
   Central support services include a Student Learning Advisory Service, a
    Medical Centre, a Students‖ Union (including its Advice and Information
    Service), a Careers Advisory Service, Counselling Service and Disability
    Support Unit
   Low staff-student ratio
   Peer mentoring scheme; students have access to help with assignments
    through formalised and supervised      mentoring contact with other students
    who have progressed further through the programme and who have
    performed consistently well in assessments

15. Entry Profile
Entry Route
For fuller information, please refer to the University prospectus.
   Students must be at least 17 years of age by 20 September in the year
    they begin their programme.     There is no upper age limit to studying.
   Terminal Secondary School Certificates or University certificates approved
    by the University.
   Appropriate national or international qualifications.
   Proficiency in English (average of 6.5 in IELTs test, minimum 6.0 in
    reading and writing or equivalent (e.g. TOEFL 580 paper-based test) or 237
    (computer-based test).

What does this programme have to offer?
   A degree programme concerned with all aspects of English Language, both
    oral and written, including conversation analysis, and text analysis and
    detailed engagement with linguistic, discourse, cultural and literary theory
   A degree programme concerned with the interconnection between English
    language and English literature, within its broader political, historical and
    socio-cultural contexts
   A broad range of key and transferable skills, acquisition of which will be
    useful in a variety of careers
   The opportunity to develop communicative language skills in a wide range
    of academic genres e.g. seminar presentations, small and large group
    discussion, and essay, project and report writing
   The opportunity to practice writing creatively and/or for a range of contexts
   The opportunity to learn how to collect data and conduct research projects
    for professional purposes
   The opportunity to learn about and practice teaching skills
   The flexibility to follow various pathways according to developing interests
    with the possibility of postgraduate study in a wide range of fields
   Attractive campus, with friendly and supportive staff
   The opportunity to study in Canterbury: a centre of historical, cultural and
    literary significance
   The programme is situated within the context of a large and
    interdisciplinary School of European Culture and Languages
   The English Language team is small and dedicated to students‖ needs

Personal Profile
Students should have:
   An interest in British culture and language in its historical, cultural and/or
    literary contexts
   An appropriate level of literacy and a willingness to develop and explore
   A willingness to develop communication and interpersonal skills through
    participation in and leadership of groups
   A commitment to develop critical, analytical and problem-solving skills

16. Methods for evaluating and enhancing the quality and standards of teaching
      and learning
         Mechanisms for review and evaluation of teaching, learning, assessment,
         curriculum and outcome standards
     Student module evaluation questionnaires
     On-going monitoring of modules by teachers through informal discussion
      with students
     Feedback and interaction via active and dynamic student representative
     Annual monitoring reports (includes review of progression and achievement
     Scrutiny by an external examiner of the Programme and its assessment
      procedures and systems
     Periodic programme reviews
     Annual staff appraisal
     Active staff development programme
     Peer observation
     Personal Academic Support System
     Double marking and/or moderation of assessed work and examinations

Committees with responsibility for monitoring and evaluating quality and
     Staff/student liaison committee
     Board of Studies
     Departmental Learning and Teaching Committee
     Faculty Learning and Teaching Committee
     Learning and Teaching Board
     Board of Examiners
     Departmental Director of Learning and Teaching
     Programme Approval sub-committee of the University Learning and
      Teaching Board
Mechanisms for gaining student feedback on the quality of teaching and their
learning experience

   Staff-student liaison committee
   Student module evaluations, both in-course and end-of-year
   Staff office hours for students to discuss progress
   Personal Academic Support System
   On-going group and individual feedback sought by teachers
Staff development priorities include:
   Staff appraisal scheme
   Staff development provided by the University
   Staff development provided by the School of European Culture and Languages
   Regular formal and informal collaboration in programme development
   Subject-based conferences and seminars
   Membership of the Institute for Learning and Teaching (ILT)
   Membership of relevant professional and academic bodies
   High level of academic and professional qualifications for appointments to
    teaching posts
   Self-evaluation
   Dissemination of good practice on new learning and teaching methods
   Knowledge and implementation of current professional practice in the field

17. Indicators of quality and standards
   Internal subject reviews
   External moderation
   Alumni feedback

The following reference points were used in creating these specifications:
   Benchmarking Statement for Languages and Related Studies
   Benchmarking Statement for Linguistics
   Credit Framework for Taught Programmes
   University of Kent Plan (Mission Statement)
   Subject produced documents

Programme Specification Template
Annex 2

23 December 2008


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