CG2011 LSSC BA Deaf Studies and Linguistics

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School of Law, Social Sciences & Communications

Course Guide

for

BA (Hons) Deaf Studies and Linguistics

Course Leaders:

John Hay (Deaf Studies)Tom Dickins (Linguistics)

2011/2012 Academic Session

Date of Issue: June 2010

This version is valid until superseded


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Last edited 02-09-2010 RBrooks 2

About this guide

Welcome

Attendance

The Wolverhampton Graduate

About the Course

Academic Regulations

Course information

Course Structure

University Academic Calendar 2011/12

Module Descriptions

Course Management and Staff Involved with the Programme

Where to Get Help with your Course

Employability

Progression for Further StudyandCareer OpportunitiesSchool Charter for Students

Academic Misconduct


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About this guideThis Course Guide will help you plan your course. It tells you which modules you must studyand pass, and lists the optional ones which contribute to your award. The Guide also offersyou brief descriptions of each module, including general information about assessment tasks,and an overview of how the Course can be used for future career choices.

You should read this Course Guide in conjunction with the Undergraduate StudentHandbook; the Universitys Policies and Regulations. Together these documents shouldprovide you with all the basic information that we think you will need for your period of studyhere.

You are encouraged to read this Guide through now. It will be a considerable advantage toyou to be familiar from the outset with the various aspects of your studies that are described.It may be that the relevance of some of the sections will not be immediately obvious. Keep itsomewhere accessible, so that you can refer to it as needed. The answers to many of thequestions that you will want to ask are contained in it.

Obviously even in a document like this we have not covered every query and problem thatyou might have about the course. If you find that there is something you need to know,please check on www.www.wlv.ac.uk or contact Tom Dickins or John Hay. You can alsoconsult the UniversitysStudent Services Gatewayas appropriate. We are pleased to hearyour views and welcome suggestions for ways of improving the operation of the Course.

Please enter the contact detailsfor your Personal Tutor for yourfuture reference:

-----------------------------------------------------The name of your Personal Tutor will be given to youat the beginning of your course and can be checkedvia e:Vision

Your local Academic SchoolOffice (HERE 2 HELP) is:

Here 2 HelpGround Floor, MD buildingTel: 01902 322487

Your Student Support Office is:

LSSC Student Support OfficeMC125Tel 01902 321515Email [email protected]

Please note that in order to develop and improve the Course, it may be necessary onoccasions to amend or revise the details given in this Course Guide.
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Welcome

On behalf of the Course Management Team I should like to extend to you a very warmwelcome and we would like to take this opportunity to wish you every success in your studies

at the University of Wolverhampton, and trust that your time at the University ofWolverhampton will prove to be enjoyable, stimulating and rewarding.

BA (Hons) Deaf Studies and Linguistics is one of many courses run by the School of LawSocial Science and Communications which has itself established an excellent reputation forthe quality of its courses, for an innovative approach to teaching and learning, and for thefriendliness of its staff.

We believe it is important that you are encouraged to make your own contribution to theeffective operation and development of your chosen course. We are, therefore, keen to hearyour views and would welcome any suggestions that you may have about ways of improvingany aspect of your course and/or the student experience here at the University. In practice,

you will have the opportunity to do this through our student voice processes, such asstudent forums.

Remember that the outcome of your studies could affect the whole of your future career andtherefore study should certainly be your first priority. In resolving to work hard however, donot forget to have time for recreation and social activities. Do take full advantage of theUniversity facilitiesat your disposal.

John A Hay Course Leader, Deaf [email protected]

Tom Dickins Course Leader, [email protected]
http://www.wolvesunion.org.uk/http://www.wolvesunion.org.uk/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.wolvesunion.org.uk/


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AttendanceThe University recognises that you have made a significant investment in both time andmoney in choosing to study for an undergraduate degree. Staff are committed to helping youfulfil your potential. Your attendance at, and participation, in classes is a key factor in

ensuring that you do so.

Attendance will help you to:

Understand the subject area you are studying;

Acquire and develop the skills and knowledge needed to ensure success;

Prepare for and undertake assessments;

Learn from and with your fellow students;

Receive feedback from teaching;

Participate in practical and group work;

Develop your communication skills.

If you are unable to attend a class please let your tutor know that you are unable to do so.

He/she will then be able to give you advice on what was covered in the class, and what youneed to do to catch up. Please do remember how important attendance is to your success.The University considers this to be so important that it reserves the right to review theposition of students who fail to attend.

The Wolverhampton GraduateBy the end of your course, the university expects you to be a Wolverhampton Graduate whois knowledgeable and enterprising, digitally literate and a global citizen.

Digitally LiterateOur graduates will be confident users of advanced technologies; they will lead others,challenging convention by exploiting the rich sources of connectivity digital working allows.

Knowledgeable and EnterprisingOur graduates will know how to critique, analyse and then apply knowledge they acquire inan enterprising way.

Global citizensOur graduates will bring informed understandings of their place and ethical responsibilities inthe world.

Further information can be found on the University student webpage forGraduate Attributes.
http://www.wlv.ac.uk/Default.aspx?page=22433http://www.wlv.ac.uk/Default.aspx?page=22433http://www.wlv.ac.uk/Default.aspx?page=22433http://www.wlv.ac.uk/Default.aspx?page=22433


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About the Course

This Guide outlines the modules which are available, teaching and learning activities andassessment tasks. If there is anything you need to discuss further, please contact John A Hay DeafStudies or Tom Dickins, Linguistics.

The educational aims of the course

The Deaf Studies and Linguistics integrated joint offers students the chance to explore a range ofsocial and language related topics in a stimulating and multi-cultural environment. By means ofhigh quality teaching and a flexible, responsive and vocationally relevant curriculum, students willlearn to identify and understand the challenges faced by deaf people, and gain a detailedknowledge of how sign and spoken languages work.

Students will have opportunities to consider a variety of issues and perspectives surroundingworking with deaf people. They will study current policies, laws, procedures and practices todevelop professional strategies useful for their future working lives. They will also learn how

meaning is created, not only through choices of signs and words and grammatical structures, butthrough wider social and cultural contextual factors.

The programme will develop a range of subject specific and transferable skills, including higherorder conceptual and communication skills, enterprise, digital literacy and IT awareness, all ofwhich are of immense value in graduate employment. The course fosters cooperative andindependent work, as well as critical reflection.

The course learning outcomes are to:

1. develop the ability to process and analyse and evaluate concepts and theories related todeafness and deaf peoples lives within the legal, cultural and political contexts of disability

2. effectively communicate in British Sign Language (BSL) to intermediate level, supported bytheoretical knowledge of BSL and Sign Linguistics utilising live communicative strategies as well asdigital communication facilities

3. demonstrate the underlying values and principles relevant to the ideologies of inclusion, andreflect on the potential connections and discontinuities between aspects of subject knowledge andtheir application in social policies and concepts

4. exhibit a knowledge and understanding of the forms and functions of language at the levels ofphonology, lexis, syntax and text

5. apply a range of linguistic and critical approaches to the analysis of language and synthesise arange of relevant empirical data

6. work both co-operatively and independently whilst developing the expertise required to progressto related studies at postgraduate level, and the skills and knowledge necessary for successfulemployment.

These will be achieved through the following learning activities:Learning will be face to face and on-line and will consist of the following:

Lectures

SeminarsTutorialsDebatesSmall and large group work


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Discussion forumsStudent presentationsWork- and community- based learning through placements (to support employability skills)Research activitiesIndependent and guided studyCollaborative on-line tasks and activities including British Sign LanguageIndividual on-line tasks and activitiesCase studiesRole play

The on-line activities and electronic presentations prepared by the students will support their digitalliteracy.

The group tasks and seminars will support students enterprise.

The international perspectives to topics taken in lectures and learning tasks will supportstudents global citizenship.

All lecturer-produced course documents will be available on WOLF for students to access

electronically. Students will receive electronic feedback for all on-line tasks. Formative assessments will

be available electronically where possible and electronic feedback will be given.

The course will include opportunities at every level for students to engage in collaborativeon-line learning.

Students will be supported in developing electronic Personal Development Planning(ePDP)

Where appropriate students will have the opportunity to submit assessments online.

Academic Regulations

This course adheres to the Universitys academic regulations for students undertaking anundergraduate degree. A full version of these regulations can be found on the University webpagefor Policies and Regulations. These regulations govern your course and will be bindingon you. It is, therefore, important that you read and become familiar with them.
http://www.wlv.ac.uk/default.aspx?page=6932http://www.wlv.ac.uk/default.aspx?page=6932http://www.wlv.ac.uk/default.aspx?page=6932http://www.wlv.ac.uk/default.aspx?page=6932


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Course information

BenchmarksQAA subject benchmark Yes www.qaa.ac.uk/academicinfr

astructure/benchmark/honours/educationwww.qaa.ac.uk/academicinfrastructure/benchmark/honours/linguistics

Framework for Higher Education Qualifications(FHEQ)

Yes www.FHEQ.ac.uk

Professional, Statutory & Regulatory Bodyrequirements

No

Special Educational Needs Disability Act 2001(SENDA)

Yes www.disability.gov.uk/policy/sen

Race Relations Amendment Act (RRAA) Yes University of Wolverhampton RaceEquality Policy

www.wlv.ac.uk/equalopps/Raceequalitypolicy.htm~section3

The latest version of the QAA Benchmark Statement for Linguistics summarises the definingprinciples of Linguistics as follows:

Linguistics is concerned with language in all its forms, spoken, written and signed. Becauselanguage appears to be a uniquely human attribute, the questions of what language is, how humanbeings come to have it and how they use it have been pursued for over 2,000 years. Inquiry intolanguage has raised fundamental questions about human cognition and behaviour ever since.

Perhaps the key insight of linguistics is just that language and linguistic behaviour are highlystructured, and the guiding principle of modern linguistics is that the nature of these structures canbe elucidated by systematic study through a range of theoretical and empirical methodologies.

There is no formal benchmark statement for Deaf Studies.

We have followed guidance a wide range of University policies and strategies including:

School Assessment Handbook;Teaching and Learning Strategy;Assessment Strategy;Diversity and Equality Policy;Research Strategy;Ethics Policy;APL Strategy;Blended Learning Strategy

Assessment Methods:A range of assessment types will be utilised on the degree as listed below.

Essay, written report or response to case study, presentations, exams and in class tests, seminarpresentations, conference or seminar paper, panel discussion or debate, self evaluation andassessment, practical assessment.

The assessment tasks progress in terms of the challenge they present at each level in thefollowing ways: by demanding more critical evaluation and analysis by students; by requiring
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students to undertake more independent research; by increasingly complex levels of content; bythe referencing of a wider range of academic resources.

Support for Learning

Specific support through single-semester and year-long modules.

Study skills (such as using Harvard referencing and writing for academic purposes) are embeddedin some modules at level 4 and extended at levels 5 and 6.

Students will receive feedback informally throughout the modules and formally through writtenfeedback for their formative and summative assignments. This feedback will be constructive andindicate to students how to progress in their learning.

All students will have a personal tutor to support their progress through the course.

The Centre for Academic Skills provides learning support and resources in groups and individually.

Distinctive Features of the Course:

1. Being taught British Sign Language, using digital and analogue facilities, adds a uniquedimension to the study of inclusive practices in society.

2. Students are taught to understand a bi-lingual and bicultural approach towards Deaf signlanguage users.

3. Academic and pastoral support is provided as a priority by deaf and hearing tutors from day oneof the course. Peer mentoring offers an extra support mechanism.


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Course Structure BA (Hons) Deaf Studies and Linguistics

UG Regulations

Students will studyStandard Full-time: modules worth 120 credits each academic year,

taught over two semesters in the academic year.

Part-time: normally modules worth no more than 80 credits each academic year.

Level 4

Core modules (C): you must take all core modulesOption modules (O): select module(s) according to the instructions provided

Year long modules

C/O Module Code & Title Credit

C 4DF002 British Sign Language for Beginners 20

O

Choose one module from this box:

4GK006 Success in Higher Education4WL002 Basic Language

4WL003 Language Development4GK004 Volunteering in the Community

20

Take two year-long modules, one from each box above.

You must also take all four of the semester-long modules below:

Semester 1 Semester 2

C/O Module Code & Title CreditC/O Module Code & Title Credit

C4LN002

Structural Linguistics 120 C

4LN001Applied Linguistics 1

20

C4DF001

Deaf Identities20 C

4IG003Introduction to Sign Linguistics

20

You should take four semester-long modulesand two year-long modulesat each level for your degree.


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Level 5


Year long modules


C5DF002Intermediate BSL: People and Places 20

O

5LN003 Language and Meaning

5GK005 Volunteering in Action

5WL001 Basic Language Learning

5WL002 Language Development forEmployment

20

Take two year-long modules, one from each box above.

You must also take all four of the semester-long modules below:


C/O Module Code & Title CreditC/O Module Code & Title Credit

C5LN001

Applied Linguistics 220 C

5LN004Structural Linguistics 2 20

C5DF001

Research into LanguageDevelopment and Deafness

20 C5IG003

BSLSyntax and Translation20

You should take four semester-long modulesand two year-long modules

at each level for your degree.


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Level 6


Year long modules


O

6DF004 British Sign Language Skills within work and CommunityDomains

6LN005 Language and the Mind

6LN003 Language in translation

20

O6LN 002 Independent Study (Linguistics)

6DF002Deaf Studies Project20

Take two year-long modules, one from each box above.When choosing your modules, please keep an overall balance between the two

subjects.

You must also take four of the semester-long modules below, one from each box:


C/O Module Code & Title Credit C/O Module Code & Title Credit

C6LN001 Applied Linguistics

3

20Credit

C 6LN004Structural Linguistics 3

20

C

6DF001Deaf Blind Communication,

Guidance, Policy andPractice

20

CreditO

6DF003Community Link : Research

and Work in the DeafCommunity

OR6DF002 Deaf Studies

Project

20

You should take four semester-long modulesand two year-long modules

at each level for your degree.


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University Academic Calendar 2011/12

University Academic Calendar for 2011/12 academic year for the delivery of the 20-creditframework.
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Module Descriptions Deaf Studies (below) Linguistics clickhere

Level 4 Modules (1)

4DF002 British Sign Language for Beginners

Semester Year Long

Credit value 20Pre-requisites None

Co-requisites None

Prohibited combinations None

Module Leader Christine Jolly

Telephone 001902 - 323588

Email [email protected]

Staff Room Number MC323

Module DescriptionThis module aims to give students the confidence and skills to engage in British Sign Languageconversation on a range of familiar topics that are relevant to their daily lives. Students will gain

knowledge of grammatical features that will provide an essential platform for further study in thisarea. You will learn BSL sentences and common expressions relating to areas of immediaterelevance and describe in simple terms aspects of your background, immediate environment andmatters in areas of immediate need, using appropriate grammatical features. You will communicatewith others in a direct exchange about familiar topics, while demonstrating awareness of BSLconversational conventions.Assessment: In - Class test 50%, Oral test 50%

Site: CITY

4DF001 Deaf Identities

Semester Semester one - Core Module

Credit value 20

Pre-requisites None

Co-requisites None


Module Leader Sarah Bown

Telephone 01902 2672



Module DescriptionThis module aims to introduce students to general and specific issues that affect d/Deaf people.The wider debate, ideas and perceptions around disability/deafness will be looked at together with

the implications for services, interventions and the law and the impact these can have upon peoplewith d/Deafness and their identity.Assessment Coursework 100%

Site: City


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4IG003 Introduction to Sign Linguistics

Semester Semester 2 Core Module

Credit value 20

Pre-requisites None

Co-requisites None


Module Leader Kris Dekesel




Module DescriptionThis module introduces students to sign linguistic terminology, the different branches of, andapproaches to, linguistic study and examines the universal and unique linguistic features of BritishSign Language in comparison with other languages within the sign, spoken and written modality.Assessment Coursework 100%

Site: City

5DF002 Intermediate BSL People ands Places

Semester Year Long

Credit value 20

Pre-requisites None

Co-requisites None


Module Leader Rebecca Fenton




Module DescriptionThis module enables students to further develop their receptive and productive British Sign Languageskills to an intermediate level in relation to relevant, everyday issues.Assessment 1. In-class test 50% 2. Presentation 50%

Site: City

5DF001 Research into Language and Deafness

Semester Semester one Core Module

Credit value 20Pre-requisites None

Co-requisites None


Module Leader Christine Jolly




Module DescriptionThis module is offers students a comprehensive examination of the linguistic and psychologicaldevelopment of deaf children via research tasks and relevant assignment tasks. Students will process relevant data and analyse sources related to deaf childrens language development .

Students will gain knowledge of the psychological development and cognitive processes involvedin deaf childrens language activity and how this affects the perceptions of parents andprofessionals Students will also examine ethical considerations involved in researching children
mailto:[email protected]:[email protected]:[email protected]


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with reference to deafness They will critically analyse concepts and theories linked to theexpressive language of deaf children in relation to their language environmentsAssessment 1. Research Proposal 2. Coursework

Site: City

5IG003 BSL Syntax and Translation

Semester Semester two

Credit value 20

Pre-requisites 4IG4003

Co-requisites None


Module Leader Kristiaan Dekesel

Telephone Ext 2352



Module DescriptionIn the study of Humanity there is a maine deficiencie, one Province not to have visited, and that is

gesture." (John Bulwer, Chirologia 1644) This module comprises a comprehensive study of thestructure of British Sign Language (BSL). The aims are to provide students with an understandingof the inherent linguistic aspects of BSL in order to facilitate sentence level translations. By theend of the module, students will have an in-depth knowledge of the research carried out on BSLduring the past twenty-five years.Assessment Coursework 100%

Site: City

Level 6DF004 Module British Sign Language within Work and Community Domains

Semester Year Long

Credit value 20Pre-requisites 4DF002 and 5DF002 or APA for BSL Signature Level one

Co-requisites None


Module Leader David Wolf Rose

Telephone His interpreter 01902 322483



Module DescriptionThe module aims to enhance and develop a students current understanding of BSL languagefeatures, cultural knowledge and work-based terminology to prepare them for the Community Linkresearch Module in semester 2 and/or graduate employment. The module will also address culturaland political aspects of the Deaf community which will enhance the students knowledge inpreparation for employment/Community Link.

Assessment1. In-class test 50%2. 2. In-class test 50%

Site: City


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6DF001 Deaf Blind Communication, Policy and Practice

Semester Semester one

Credit value 20

Pre-requisites None

Co-requisites None


Module Leader John A HayTelephone Interpreter 01902 322483



Module DescriptionThis module aims to involve students in an analysis and evaluation of issues linked to deaf blindpeople, policies and service provision. It promotes the understanding of deaf-blindness as a uniquedisability and enables students to identify the categories of impairment covered by the termdeafblind. It will address Deaf-Blind communication and guiding practices. Students will explorethe professional contexts and ethics and understand policies and legislation related to the needs ofdeaf-blind people.

Assessment1. Portfolio2. Practical

Site : City

6DF002 Independent Project on Deaf Studies

Semester Semester one or two

Credit value 20

Pre-requisites None

Co-requisites None

Prohibited combinations NoneModule Leader Sandra Pratt




Module DescriptionThis module fulfils the requirements of an Honours degree and enables students to workindependently on a topic of their choice. It allows students to enhance and demonstrate theirresearch and writing skills; critically analyse their findings and write extensively on an area relevantto Deaf Studies.Assessment Project 100%

Site:City

6DF003 Community Link: Research and Work in the Deaf Community

Semester Semester two

Credit value 20

Pre-requisites None

Co-requisites None


Module Leader David Wolf Rose

Telephone His Interpreter : 01902 322483


Staff Room Number

Module Description
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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The module provides students with practical research work with academic study in a way that isalso beneficial to organisations, which provide services to deaf people. Students will have theopportunity to build upon previous knowledge and experience related to services to deaf peopleby applying their research skills to a placement project with an external organisation in order todevelop a range of vocational skills.Assessment

1. Coursework 30%2. Written Project 70%

Site:City

LINGUISTICS MODULES

4LN002 Structural linguistics 1

This module is an introduction to the basic structures of language and consists of three separatethreads: phonetics and phonology, morphology and syntax. It explores the basic concepts of eachthread individually and discovers how they are linked.

Description Weighting

1. In-class test 100 %

4LN001 Applied Linguistics 1

This is a core introductory module that assumes no previous knowledge of linguistics. It aims togive you an insight into the unique and fascinating nature of human language by introducing thefundamental concerns and concepts of both the applied branches of the discipline.


1 Group work (followed by individual write-ups): 1,000words (maximum)

50%

2 Multiple-choice test 50%


This module investigates the major concerns of sociolinguistics, that is, the constraints onlanguage variation imposed by social context and stylistic choices. In addition, you will beintroduced to problems of methodology in sociolinguistic investigation and will examine theconsequences of sociolinguistic variation for national language planning and education.


1 Onepiece of coursework 50%

2 Two-hour examination (2 questions carrying equalweight)

50%


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5LN003 Language and Meaning

This module offers students an introduction to the ways in which meaning is conveyed in language,focussing on meaning in words and sentences and on contextual factors. Once students have got to grips

with the basic theories and frameworks, they will be given the opportunity to work in groups on a topic oftheir choice, gathering and interpreting their own linguistic data.


1 Test 50%

2 Group work 50%

5LN004 Structural Linguistics 2

This module builds on Structural Linguistics 1 and develops a deeper understanding of the basicconcepts of phonetics & phonology, morphology and syntax and the ways in which they are linkedto each other. In phonetics and phonology it moves from investigating the physical production ofspeech sounds to the exploration of the systems and patterns of speech sounds in a language. In

the morphology strand, it looks at different types of word-formation processes, explores the notionof productivity and constraints on productivity. It also looks at morphology and its relation to thelexicon, phonology and syntax. In syntax, it explores the noun phrase and the verb phrase in moredepth and explores how sentences can be embedded within each other.


1. Portfolio of assessment tasks 100%


This module explores in more complexity and detail some of the issues introduced in LN2204

relating to the mechanisms, motivations and outcomes of language variation and change.Particular attention will be paid to the use of case studies to test the key theories of languagevariation and change.


1 Extended language analysis (34%)Oral presentation and contribution (16%)

50%

2 Extended student-generated analysis (written) 50%

6LN002 Linguistics Project

The project in Linguistics gives you the opportunity to explore in greater detail an area of yourchoice. If you wish to graduate with Honours you must pass at least one project module at Level 3,either in Linguistics or in the other subject area in your named award.


1 10,000-12,000-word independent study 100.00%


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6LN003 Language in Translation

This module looks at the theory and practice of translation from a linguistic perspective. Inparticular, it will examine the various ways in which meaning can be encoded and interpreted, andthe properties and functions of texts. This module has a strong practical orientation and in theseminars you will look at various language-specific problems oftranslating into English.


1 In-class text analysis test 50%

2 Translation and commentary 50%

6LN004 Structural Linguistics 3

This module builds on Structural Linguistics 1 & 2 and continues to develop a deeperunderstanding of the basic concepts of phonetics & phonology, morphology and syntax and theways in which they are linked to each other. In phonetics and phonology it continues to investigatethe physical production of speech sounds and the systems and patterns of speech sounds in a

language, and also to investigate how phonetics and phonology is applied to the world of work. Inthe morphology strand it looks at language typology, explores the notion of thematic roles and thetheory of case assignment. It also looks at morphology and its relation to the lexicon, phonologyand syntax. In syntax, it explores more complex sentences.


1. Group presentation 50%

2. In-class text 50%

6LN005 Language and the Mind

This module aims to provide the theoretical framework for the study of language from apsycholinguistic viewpoint; to study language comprehension and production, memory forlanguage, first and second language acquisition and interlanguage, and to apply knowledge to anumber of case studies through an investigation of a number of language disorders.


1. Field-work essay, based on data collection and analysis 50%

2. a) Portfolio of work on language disorders (30%);b) Paired/group oral presentation (20%)

50%


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Course Management and Staff Involved with the Programme

Name Role Buildingandroom

number

Telephonenumber01902 32-

[email protected]

John AHay

Senior LecturerCourse LeaderDeaf Studies

MC323 HisInterpreter01902322483

[email protected]

ChristineJolly

Senior Lecturer DeafStudies and BSL

MC323 01902-323588

[email protected]

David WolfeRose

Senior Lecturer DeafStudies and BSL

MC323 HisInterpreter01902322483

[email protected]

Sarah Bown Senior LecturerCourseLeader for InterpretingBSL English

MC324 01902322672

[email protected]

KristiaanDekesel

Principal LecturerDepartmentLeader Languages

MC306 01902322352

[email protected]

RebeccaFenton

Senior LecturerDeaf Studies/Interpreting

MC323 01902323418

[email protected]

Tom Dickins Course Leader

LinguisticsSenior Lecturer

MC335 01902

322460

[email protected]

VeronicaBrock

Senior LecturerLinguistics

MC335 01902322290

[email protected]

Marion West Senior LecturerLinguistics

MC332 01902323468

[email protected]

Irina Moore Senior LecturerLinguistics

MC334 01902323480

[email protected]

The Linguistics Team

Tom Dickins [email protected]

Tom Dickins,who is the Course Leader forBA Linguistics Joint, teaches on AppliedLinguistics 1, 2 and 3, and Research Methods for Languages, Linguistics & TESOL. Hisinterests include lexicology, language variation and change, sociolinguistics, and languageand political discourse, with particular reference to Slavonic languages (especially Russianand Czech). He is a core member of the Centre for Transnational and TransculturalRelations. He also teaches Russian on the WLP programme. Seehttp://www.wlv.ac.uk/default.aspx?page=12044.

Veronica Brock [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.wlv.ac.uk/default.aspx?page=12044http://www.wlv.ac.uk/default.aspx?page=12044mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.wlv.ac.uk/default.aspx?page=12044mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Veronica Brock teaches on Structural Linguistics 1, 2 and 3. Her particular specialisms arephonology, phonetics, language design, language teaching methodology, languageteacher training and language acquisition. She also teaches Swedish on the WLPprogramme, and is Course Leader for TESOL.

Irina Moore [email protected]

Irina Moore teaches on Structural Linguistics 1, 2 and 3, Language and the Mind, andLanguage in Translation. Her PhD is in psycholinguistics, and other interests includelanguage and translation, morphology, language acquisition and pragmatics. She alsoteaches English as a Foreign Language, Advanced 2, and Russian on the WLPprogramme. Seehttp://www.wlv.ac.uk/default.aspx?page=11367.

Debbie Orpin [email protected]

Debbie Orpin,who is the Course Leader forBA English Language, received an MA inApplied Linguistics from Birmingham University. Before coming to WolverhamptonUniversity, she taught EFL and English for Academic Purposes in Italy and in the West

Midlands. Debbie currently teaches undergraduate modules in aspects of lexis, discourseanalysis and pragmatics. She is also part of the School of Law, Social Sciences andCommunications senior academic counselling team. Her research interests are in theapplication of corpus linguistics to discourse analysis. Debbie is currently studying for aPhD in Corpus Linguistics on the discourse surrounding the measles, mumps and rubellacontroversy.

Marion West [email protected] West teaches on Applied Linguistics 1 and 2, Language and Meaning, andResearch Methods for Languages, Linguistics & TESOL. Her main interests relate to

language acquisition, research methods, corpus linguistics, and language teachingmethodology. She is currently researching the development of students academic writingas part of her doctoral studies. She also teaches English as a Foreign Language, and isCourse Leader for the English Plus Foundation Award (EPFA).
mailto:[email protected]:[email protected]:[email protected]://www.wlv.ac.uk/default.aspx?page=11367http://www.wlv.ac.uk/default.aspx?page=11367http://www.wlv.ac.uk/default.aspx?page=11367mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.wlv.ac.uk/default.aspx?page=11367mailto:[email protected]


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Where to get help with your course

Student Support

If you encounter any issues (personal or academic) the following diagram directs you to theappropriate department or staff member.

EmployabilityWhat is Employability?Employability is concerned with the development of skills aimed at enhancing youremployment prospects throughout your time here at the University of Wolverhampton.Developing specialist subject and academic knowledge is important for employers but theyalso want to employ individuals who are able to:

Communicate effectively,

Work in a team and have good interpersonal skills.

Solve problems

Work on their own using their own initiative and are able to adapt to changing situations

Be self-confident

How Will You Develop Your Employment Skills?At the School of Law Social Science and Communications we aim to provide you with theopportunity to develop these through the modules you will be studying. The assessmentsyou do for your modules are designed to help you develop Subject specific skills through theresearch you undertake for the assignments. In addition, they are also designed to help youdevelop other key skills such as your written communication skills. Where you have formalpresentations, this will build your self-confidence in addition to helping you develop your skillsof verbal communication. Working as part of a team will develop vital group-work skills.Attending your classes regularly will further ensure that you have the opportunity to developother skills.

Throughout your time at the University, you will develop and be able to demonstrate anumber of skills, some of which are listed below:

Working as part of a group

Demonstrating teamwork skills and leadership skills

Effective communication

Written (via reports etc.)

Oral (through formal presentations)

Problem-solving

IT skills (which include use of basic packages for word processing, spreadsheets, use

of email etc.) Time management attending classes, handing in of assignments, planning study time

You may also be working part-time. The experience you gain within a work environment is avery worthwhile one and also helps you to develop transferable skills which are valued byemployers.

Career Opportunities and Progression for Further StudyA degree in Deaf Studies and English gives you the perfect grounding for any careerrequiring critical thinking, literacy competence, and a range of analytical and presentation

skills.


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Deaf Studies offers you a research placement in the final year within the UK DeafCommunity while English offers frequent opportunities to meet professionals from relevantsectors, including speech and language therapists, academic authors.

You will have a real advantage when entering work because this degree will enable you toimmediately enter a range of careers in the Deaf Community. Other career destinations

have included communication support, key skills coordinator, NVQ assessor, lecturers,researcher roles and local authority positions in related fields.

Many graduates have gone on to take a PGCE qualification and several have enrolled onhigher degrees (including two in the last two years who are completing PhDs in relatedfields) Others go on to undertake post graduate diplomas such as Social Work andAudiology as well as Masters Degrees in Disabilities Studies, Speech and LanguageTherapy and Human Communications.

School Charter for Students

See LSSC Student Handbook


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Academic MisconductThe University considers seriously all acts of academic misconduct, which bydefinition are dishonest and in direct opposition to the values of a learningcommunity. Academic misconduct, if not challenged, will ultimately devalue academicstandards and honest effort on the part of students.

Defining Academic MisconductCheatingCheating is defined as any attempt to gain unfair advantage in an assessment by dishonestmeans, and includes, for example, all breaches of examination room rules, impersonatinganother student, falsifying data, and obtaining an examination paper in advance of itsauthorised release.

This is not an exhaustive list and other common examples of cheating would include

Being in possession of crib notes during an examination

Copying from the work of another student

Prohibited communication during an examination

Acts of plagiarism or collusion as defined below

CollusionCollusion is when two or more people combine to produce a piece of work for assessmentthat is passed off as the work of one student alone. The work may be so alike in content,wording and structure that the similarity goes beyond what might have been coincidence.For example where one student has copied the work of another, or where a joint effort hastaken place in producing what should have been an individual effort.

Collusion should not be confused with the normal situation in which students learn from oneanother, sharing ideas and group work to complete assignments (where this is specificallyauthorised).

PlagiarismPlagiarism is the act oftaking someone elses work and passing it off as your own. Thisincludes incorporating either unattributed direct quotation(s) or substantial paraphrasing fromthe work of another/others. It is important to cite all sources whose work has been drawn onand reference them fully in accordance with the referencing standard used in each academicschool.

The most common forms of plagiarism are

Cut or copied and pasted materials from websites

Copying the work of another student (past or present) including essays availablethrough essay bank websites or other data.

Copying material from a text book or journal

Students may go to great lengths to disguise the source reference they have been consultingin contributing to an assignment without understanding that with proper referencing this isentirely acceptable.

Support for StudentsThe University, through its academic staff, will be both sympathetic and supportive inpreventing plagiarism and other forms of academic misconduct, particularly in the first year ofundergraduate study.

A variety of support mechanisms are in place to help students succeed and avoid academicmisconduct.

Visit our study skills support website at www.wlv.ac.uk/skills See the section ontackling academic misconduct.
http://www.wlv.ac.uk/skillshttp://www.wlv.ac.uk/skills


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Download the Students' Union guide to Avoiding Academic Misconduct ("Read, Write,Pass") - available from the same webpages.

Book an appointment to see a study skills adviser - through the Learning Centres or bycontacting the LSSC Student Support Office (MC125).

Speak to your personal tutor or module leader.

There is help available if you need it. The University caught and prosecuted 500 casesof Academic Misconduct last year - it is better to do the work than think you can getaway with cheating - the penalties are severe...

PenaltiesWhere an offence is admitted, or a panel decides that cheating, plagiarism or collusion hasoccurred, a penalty will be imposed. The severity of the penalty will vary according to thenature of the offence and the level of study. Penalties will range from failure of theassignment under investigation to a restriction of the award a student may ultimately achieveor a requirement to leave the University.

Full details about the University's policy on Academic Misconduct and regulations andprocedures for the investigation of academic misconduct are available at our website:

www.wlv.ac.uk/polsregs
http://www.wlv.ac.uk/polsregshttp://www.wlv.ac.uk/polsregshttp://www.wlv.ac.uk/polsregs

Documents

CG2011 LSSC BA Deaf Studies and Linguistics