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$rogramme specifications

$rogress files in H%

%nhancement

AA around the '(

AA internationall)

Speciall) for***

Students

Staff in education

%mplo)ers

Subject benchmark statements

Academic standards - Languages and relatedstudies

Honours benchmark statements inde+

$," version

Contents Sub-ect benchmark statements

.etter of introduction from the chair of the benchmarking group

Introduction

,efining principles

Nature and e+tent of sub-ect

Sub-ect knowledge and understanding

Sub-ect skills and generic skills

/eaching0 learning and assessment

Standards

Appendi+ 12 Membership of the benchmark group
http://www.qaa.ac.uk/academicinfrastructure/programSpec/default.asphttp://www.qaa.ac.uk/academicinfrastructure/progressFiles/default.asphttp://www.qaa.ac.uk/enhancement/default.asphttp://www.qaa.ac.uk/enhancement/default.asphttp://www.qaa.ac.uk/ukwork/default.asphttp://www.qaa.ac.uk/international/default.asphttp://www.qaa.ac.uk/students/http://www.qaa.ac.uk/education/default.asphttp://www.qaa.ac.uk/employershttp://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/default.asphttp://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.pdfhttp://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#1http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#introlethttp://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#2http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#3http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#4http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#4http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#5http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#6http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#7http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#8http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#9http://www.qaa.ac.uk/academicinfrastructure/programSpec/default.asphttp://www.qaa.ac.uk/academicinfrastructure/progressFiles/default.asphttp://www.qaa.ac.uk/enhancement/default.asphttp://www.qaa.ac.uk/ukwork/default.asphttp://www.qaa.ac.uk/international/default.asphttp://www.qaa.ac.uk/students/http://www.qaa.ac.uk/education/default.asphttp://www.qaa.ac.uk/employershttp://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/default.asphttp://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.pdfhttp://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#1http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#introlethttp://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#2http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#3http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#4http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#5http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#6http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#7http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#8http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages.asp#9


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Subject benchmark statements

Sub-ect benchmark statements provide a means for the academic communit) to describe the

nature and characteristics of programmes in a specific sub-ect* /he) also represent generale+pectations about the standards for the award of #ualifications at a given level and articulate the

attributes and capabilities that those possessing such #ualifications should be able to

demonstrate*

/his Sub-ect benchmark statement0 together with the others published concurrentl)0 refers to the

bachelors degree with honours*

Sub-ect benchmark statements are used for a variet) of purposes* $rimaril)0 the) are an important

e+ternal source of reference for higher education institutions when new programmes are beingdesigned and developed in a sub-ect area* /he) provide general guidance for articulating the

learning outcomes associated with the programme but are not a specification of a detailedcurriculum in the sub-ect* Benchmark statements provide for variet) and fle+ibilit) in the design

of programmes and encourage innovation within an agreed overall framework*

Sub-ect benchmark statements also provide support to institutions in pursuit of internal #ualit)

assurance* /he) enable the learning outcomes specified for a particular programme to bereviewed and evaluated against agreed general e+pectations about standards*

"inall)0 Sub-ect benchmark statements ma) be one of a number of e+ternal reference points that

are drawn upon for the purposes of e+ternal review* Reviewers do not use Sub-ect benchmark

statements as a crude checklist for these purposes however* Rather0 the) are used in con-unction

with the relevant programme specifications0 the institutions own internal evaluationdocumentation0 in order to enable reviewers to come to a rounded -udgement based on a broad

range of evidence*

/he benchmarking of academic standards for this sub-ect area has been undertaken b) a group of

sub-ect specialists drawn from and acting on behalf of the sub-ect communit)* /he groups work

was facilitated b) the ualit) Assurance Agenc) for Higher %ducation0 which publishes anddistributes this statement and other statements developed b) similar sub-ect2specific groups*

In due course0 but not before 3ul) 45560 the statement will be revised to reflect developments in

the sub-ect and the e+periences of institutions and others who are working with it* /he Agenc)

will initiate revision and0 in collaboration with the sub-ect communit)0 will make arrangementsfor an) necessar) modifications to the statement*


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/his statement is 7 /he ualit) Assurance Agenc) for Higher %ducation 4554*

It ma) be reproduced b) educational institutions solel) for educational purposes0 withoutpermission* %+cerpts ma) be reproduced for the purpose of research0 private stud)0 or review

without permission0 provided full acknowledgement is given to the sub-ect benchmarking group

for this sub-ect area and to the cop)right of the ualit) Assurance Agenc) for Higher %ducation*

Letter of introduction from the chair of the benchmarking

group

/he AA benchmark group for languages and related studies was charged with the task ofmaking e+plicit to the sub-ect communit) and other stakeholders the academic #ualities and

competencies that could be e+pected of Honours graduates in the sub-ect area* In undertaking its

work0 the group was guided b) a number of assumptions which are implicit in the sub-ect andclear to its practitioners0 but which are worth voicing publicl) and e+plicitl)* 8n behalf of the

group0 I take the opportunit) to do so now*

/he stud) of languages and related studies is essentiall) multifaceted9 few other sub-ect areas

combine in such an integrated wa) the intellectual0 the vocational and the transferable in order toprovide as rich and rewarding an educational e+perience for students*

/he stud) of languages and related studies at universit) level represents a multidisciplinar)

learning process0 allowing access to a broad range of en#uiries0 whether these be literar)0

cultural0 social0 historical0 political or of some other nature* As such0 it is in the best traditions of

serious humanistic education*

At the same time0 the stud) of languages and related studies affords the opportunit) for ac#uiring

and developing competence in one or more foreign languages0 and thus provides for its students

a vocational training opportunit)* /he abilit) to use a foreign language is0 b) an) definition0 auseful ac#uisition and one which is held in high regard b) emplo)ers* :raduates in languages

and related studies have the highest emplo)abilit) rates of all humanities graduates9 in

emplo)abilit) terms0 graduates in some modern languages are second onl) to graduates in morenarrowl) defined vocational sub-ects such as dentistr) or veterinar) medicine*

/he learning process which all graduates in languages and related studies e+perience enables

students to develop a range of transferable and interpersonal skills0 such as teamwork0 self2reliance and intercultural competence* /his last area is an inherent characteristic of the discipline0and one which is often enhanced through a period of residence abroad undertaken during the

programme of stud) either for stud) or for work purposes*

.anguages and related studies appeals0 like no other sub-ect0 to a ver) large number of students

of other disciplines who recognise the value of ac#uiring a measure of competence in another


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language and some awareness of another culture for reasons of intellectual challenge0 potential

emplo)ment benefit and future personal development*

/his Subject benchmark statementproceeds from these assumptions and endeavours to givee+pression to the academic standards0 and the means b) which the) are reached0 of the

complementar) dimensions of stud) of languages and related studies*

$rofessor Marianne Howarth

!hair.anguages and related studies benchmark group

Academic standards Academic standards - Languages and

related studies

Introduction

/his Subject benchmark statement;statement< focuses on the attributes of first degrees withhonours in languages and related studies ;.RS


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/he benchmark group represents a wide range of languages and interests in related studies* /he

membership is broadl) representative of the variet) and spread of geographical location of

institutions providing courses in .RS in the 'nited (ingdom* It was convened b) the ualit)Assurance Agenc) for Higher %ducation ;AA


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1*4 =hile the sub-ect range is e+tremel) large0 covering potentiall) all languages in the present

and in the past0 it is possible to identif) some components of language stud) that are common to

all programmes* A central component is the focus on the ac#uisition of competence in the targetlanguage* /his re#uires a wide range of knowledge0 understanding and skills of a sub-ect2specific

and generic nature* 8ther components normall) take the form of thematic studies0 related to the

culture;s< and societ) of the language studied* /he nature and scope of such related thematicstudies will var) according to the aims and ob-ectives of the programme9 though the) ma) be

specific to the culture;s< of the foreign language studied0 the) ma) also draw upon other

disciplines in order to inform understanding of that culture*

1*> "undamental to the discipline is the recognition that the stud) of .RS encompasses fourcomplementar) dimensions* .anguages are at one and the same time?

a medium of understanding0 e+pression and communication0 described here as the use of

the target language;1*@ 2 1* below


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,istance learning0 where it occurs0 is based on a combination of learning through advanced

technolog) and active practice in monitored small groups0 and ma) also include a stud) period

abroad*

1* /he stud) of language as an ob-ect in its own right comprises knowledge and understanding

both of the structure of the language itself and of the social0 historical and cultural conte+ts inwhich it has been andFor is currentl) used*

1*C /he multidisciplinar) and interdisciplinar) nature of the sub-ect is reflected in the stud) oflanguage as a gatewa) to thematic studies which permit access to various bodies of knowledge

and methodological approaches* /his ma) involve the stud) of all aspects of the cultures and

societies in which the language is used* Much of this knowledge and understanding is embodiedin the literature and other cultural products of the target language societ)* Students working in

these areas emplo) the methodological approaches and techni#ues which the) share with other

disciplines0 such as those of critical0 literar)0 cultural or te+tual anal)sis* 8ther modes of

knowledge and understanding are embodied in the histor)0 geograph)0 institutions and economic

life of these societies* Students of languages can access knowledge of these through primar) andsecondar) source materials in the target language* Get further knowledge and understanding ma)

pertain to subgroups of the societ) such as the business0 legal0 creative0 technological or thescientific communities9 students who stud) languages gain first hand access to those

communities* /he contribution and the interdisciplinar) nature of these related thematic studies

will var) in sie and emphasis according to the aims and ob-ectives of the programme* However0common to all programmes is the belief that the ac#uisition of competence in the target language

significantl) enhances students understanding of an e+tremel) broad and varied range of

sub-ects0 disciplines and areas of stud)*

1*D /he stud) of a foreign language enables students to participate in the societ) whose language

the) stud) and to operate within different linguistic and cultural conte+ts* /his places them in aprivileged position? the) can be ambassadors for their own societ) within the foreign societ) and

the) can also learn to view their own societ) from new perspectives* /he) can compare andcontrast diverse visions of the world0 thus promoting intercultural understanding and bringing

distinctive benefits both to their own societ)0 for e+ample in emplo)ment terms0 and to the

societ) or societies of the target language;s


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#.0 $ature and etent of subject

4*1 /he stud) of a foreign language0 both within higher education in the '( and internationall)0

covers an enormous range of linguistic and intellectual activit)* 8nl) a small proportion ofstudents will stud) a single foreign language for the entire duration of their undergraduate

programme* /he ma-orit) of students follow programmes either in more than one language0 or ina language in combination with another discipline*

4*4 /he sub-ect range is also e+tremel) diverse and includes modern as well as non2modernforeign languages* %uropean languages are most commonl) taught both as spoken and written

languages* Some languages0 such as Sanskrit and 8ld Norse0 are taught onl) as written

languages* 8thers0 such as 3apanese0 have comple+ written scripts to be learned as well as theirspoken forms* /he sub-ect also includes languages where a classical component of var)ing

weight ma) be taught alongside the modern component0 as is t)picall) the case for classical

Arabic and !hinese* /hestatementalso has relevance for the stud) of languages which areindigenous to the '( but which are studied as foreign languages within the target language

culture* %+amples include %".0 =elsh ;as a second language< and :aelic*

4*> /he stud) of .RS involves close engagement with the target language through a balance of

receptive ;reading and listening< and productive ;speaking and writing< skills0 as appropriate*/his will be achieved through a range of teaching and learning methods0 including0 where

appropriate0 classes delivered in the target language0 wide reading of relevant print publications

and electronic te+ts and e+posure to television and radio broadcasts0 film and other culturalmanifestations in the target language concerned* Some degree programmes ma) also provide a

languages2specific vocational element through related applied studies0 such as translating and

interpreting*

4*@ /he students learning e+perience will normall) also involve e+posure to various forms oflearning technolog)* /hese permit access to authentic foreign language materials0 eg print and

electronic media0 television0 radio0 film and speech recordings0 as well as reference sources in

areas such as grammar0 vocabular) and scripts*

4*6 An e+plicit e+pectation of students of .RS is a degree of learner autonom) and responsibilit)for the development of their language competence through independent stud)* Such independent

stud) is usuall) undertaken in close relationship with classroom2based learning and ma) be

guided and developed alongside and be)ond such learning*

4* In the case of students of %uropean languages0 and of !hinese0 3apanese and Arabic0 among

others0 stud) of .RS will normall) also include an e+tended period of residence abroad in acountr) where the language concerned is spoken0 usuall) in the form of a stud) or work

placement* /he period of residence abroad makes a significant0 indeed often essential0contribution to the development and enhancement of knowledge0 understanding and skills in

.RS* It also encourages intercultural awareness and capabilit)0 #ualities of self2reliance and

other transferable graduate skills*


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4* /he range of related thematic studies is likewise e+tremel) diverse* Stud) ma) be focused on

the cultures and the literatures0 both historical and contemporar)0 of the societies of the language

concerned* It ma) draw upon disciplines such as linguistics0 in order to deepen understanding ofthe language0 or histor)0 philosoph)0 politics0 geograph)0 sociolog) and economics0 in order to

enhance understanding of the fabric and conte+t of the societies of the language* .anguages are

also increasingl) taught in other multi2 and cross2disciplinar) combinations0 such as languageswith business or accountanc)0 with law0 with art and design0 with computer science0 with

engineering0 and with the natural sciences* In such combinations0 the language studies

undertaken are seen as adding value to the knowledge0 understanding and skills ac#uired0 thuse+tending the range of transferable graduate skills* Such diversit) and fle+ibilit) permits .RS to

see itself as both multidisciplinar) and interdisciplinar)0 as well as intercultural and applied in

nature*

4*C /he academic location of the sub-ect ma) var) within the institutional structure*/raditionall)0 languages have been taught as single2sub-ect disciplines0 located in departments

named for the sub-ect* A widel) implemented model is that of the school or department of

modern languages0 which provides an academic home for the languages component of all degreeprogrammes incorporating the stud) of languages* In such conte+ts0 a language resource centre0

offering students access to a wide range of language learning facilities0 resources and reference

materials0 ma) be located within the school or department* In some Higher %ducation Institutions

;H%Is


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Related to the four complementar) dimensions of programmes in .RS identified in 1*> above0

four ke) elements t)pif) the knowledge and understanding outcomes of programmes in .RS?

use of the target languagefor purposes of understanding0 e+pression and

communication9

eplicit kno!ledge of language(

kno!ledge of aspects of the cultures" communities and societies !here the language

is used(and

intercultural a!areness and understanding.

/he curriculum in a particular programme will generall) depend on the nature of the language0local conditions0 specialist strengths and the current state of the evolution of the sub-ect as this is

driven b) research and other factors* $rogrammes in .RS will achieve the balance between these

four ke) elements as appropriate for the ob-ectives set*

'.1 &se of the target language

/he use of the target language;s< as a medium for understanding0 e+pression and communication

is the shared concern of all schools or departments dealing with languages* !ertain aspects of

effective use of the target language re#uire an e+tensive knowledge and understanding of thecultures and societies where the language is spoken* 8ther aspects are related to skills

development* .anguages programmes seek to impart the appropriate balance of knowledge0

understanding and skills*

'.# )plicit kno!ledge of language

%+plicit knowledge of language makes up a significant part of all languages programmes* As a

minimum input it involves the stud) of linguistic structures in the conte+t of specific languageuses9 a standard input will involve sufficient knowledge of language structure to enable students

to observe the norms of sophisticated written language and some awareness of linguistic

s)stems9 at a more specialised level0 language stud) ma) involve the detailed consideration ofs)nchronic and diachronic dimensions of language linked to a variet) of linguistic theories as

illustrated b) different languages*

Man) language programmes seek to enable students to mediate between languages b) means of

translation and interpreting across a wide range of media* /hese activities re#uire knowledge ofhow language s)stems relate to one another and of the techni#ues which permit mediation

between languages* =here language mediation is a significant part of the curriculum0 e+plicit

knowledge of the practice of translation will be a ke) feature*

'.' *no!ledge of aspects of the cultures" communities and societies !here the

language is used


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/he linguistic competences mentioned above are used b) schools or departments of languages to

enable students to access primar) and secondar) source materials in the target language in order

to gain first2hand knowledge of the cultures0 communities and societies where the language isused*

Students of .RS t)picall) e+plore a variet) of approaches to these cultures0 communities andsocieties b) drawing on methodologies shared with other disciplines0 notabl)0 but not

e+clusivel)0 literar)0 cultural0 media and film studies9 critical theor)9 gender studies9 histor)9geograph)9 philosoph)9 politics9 sociolog)9 anthropolog)9 religious studies9 visual and

performing arts9 economics9 business studies and law1* /he range potentiall) covers the full

spectrum of the humanities and social sciences0 and e+tends also to other sub-ects making use ofsource materials in the foreign language* ,egree programmes will var) as to the relative weight

the) attach to these different approaches but all will normall) ensure that students completing the

programme ac#uire familiarit) with methods0 knowledge and understanding appropriate to theacademic disciplines involved*

'.+ Intercultural a!areness and understanding

A ke) form of knowledge and understanding developed amongst students of .RS is the abilit) tocompare the view of the world from their own languages and cultures with the view of the world

from the languages and cultures the) have ac#uired* /he anal)tical skills the) have developed

can be used e#uall) well in the stud) of their own culture and in particular in comparing0contrasting and mediating between the two ;or more< societies with which the) are familiar* /he

lived e+perience of time spent abroad as part of the curriculum further enhances the sense of self

and other as products of particular language communities at particular moments in their

respective histories*

1/his list is comprehensive but not e+haustive* References elsewhere in thisstatementto related

disciplines should be read as illustrative of the full potential range*

+.0 Subject skills and generic skills

:raduates in .RS will have developed a wide range of skills which are of great value in a wide

range of careers* A period of residence abroad is often crucial in developing and enhancing man)

of these*

/he range of sub-ect skills will var) according to the specific focus of the programme but willt)picall) fall into four areas?

language skills ;@*1 below


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sub-ect2related skills ;@*> below


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Students of .RS will be effective and self2aware independent language learners* /heir language2

learning skills might e+tend from strategies for learning vocabular) to awareness of learning

st)le and the identification of appropriate learning opportunities* /hese skills e#uip them to learnother languages with relative ease9 the) enhance their command and awareness of %nglish and

have been shown to increase their emplo)abilit)*

+.' Subject-related skills

Sub-ect2related skills are developed through the stud) of both the language and related thematic

areas* ,epending on the programme0 these ma) relate to the stud) of the countries or regions in

which the target language is used0 including aspects of their literatures0 cultures0 linguisticconte+ts0 histor)0 politics0 geograph)0 social or economic structures* In certain programmes0 these

will relate to discipline2specific conte+ts0 such as the business0 legal0 creative0 technological or

scientific communities within those countries or regions*

Stud) of these will lead to the development of anal)tical0 critical and specialist skills drawn from

the relevant discipline areas* /he opportunit) to stud) discipline2specific content in the targetlanguage represents a uni#ue contribution to the students learning e+perience* .earners will be

able to select and use primar) and secondar) source materials in the target language in respect ofthese areas*

/he multidisciplinar) nature of man) programmes in languages will lead to a range of sub-ect2

related skills* Subject benchmark statementsin relevant disciplines ma) be helpful in identif)ing

these skills*

+.+ Intercultural a!areness and understanding

/hrough their studies and their contact with the target language and associated cultures and theirrelated studies0 all students of .RS will develop sensitivit) to and awareness of the similaritiesand dissimilarities between other cultures and societies and their own* In particular0 their

competence in the target language means the) will have an appreciation of the internal diversit)

and transcultural connectedness of cultures0 and an attitude of curiosit) and openness towardsother cultures* /he skills and attributes concerned include?

a critical understanding of a culture and practices other than ones own9

an appreciation of the uni#ueness of the other culture;s


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/he multidisciplinar) and language2specific nature of programmes encourages the development

of a wide range of ke) transferable skills including0 where such residence is undertaken0 those

developed during residence in the target language countr) or region*

+.,.1 redominantl/ cognitie skills

/hese include the?

abilit) to use language creativel) and precisel) for a range of purposes and audiences9

abilit) to engage with and interpret la)ers of meaning within te+ts and other cultural

products9

abilit) to conte+tualise from a variet) of perspectives9

capacit) for critical reflection and -udgement in the light of evidence and argument9

abilit) to e+tract and s)nthesise ke) information from written and spoken sources9

abilit) to organise and present ideas within the framework of a structured and reasoned

argument9

abilit) to engage in anal)tical and evaluative thinking*

+.,.# redominantl/ practical skills

/hese include?

the abilit) to use and present material in the target language and ones own language in

written and oral forms in a clear and effective manner9

the abilit) to work autonomousl)0 manifested in self2direction0 self2discipline0 and time

management9

accurate and effective note2taking and summarising skills9

librar) and bibliographic research skills9

techni#ues for using target language source materials9

anal)tical and problem2solving skills9

the abilit) to write and think under pressure and meet deadlines9

I/ skills0 such as word processing0 email0 databases0 online environments and the use of

the internet as a research and stud) tool*

+.,.' Interpersonal skills and personal attributes

/hese include?


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communication0 presentation0 interaction9

the abilit) to work creativel) and fle+ibl) with others as part of a team9

mediating skills0 #ualities of empath)9

self2reliance0 initiative0 adaptabilit) and fle+ibilit)9

intercultural competence*

,.0 %eaching" learning and assessment

Note? .ists of teaching0 learning and assessment methods presented in this section do not impl)an order of priorit)*

,.1 Characteristics of language stud/

Methods in language teaching and learning will var) depending on?

the students starting point9

the nature of the language studied ;modern or classical0 with or without a standard written

form0 written in alphabetical or other t)pes of script


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:iven the necessar) variet) of approach referred to above0 language learning will usuall) include

some or all of the following methods0 either separatel) or combined in a range of integrated

tasks?

use of authentic materials* As a general principle0 students are e+posed to authentic

material in the target language as earl) as possible in their language stud)* /his ma)include written te+ts0 in a variet) of st)les and registers* In the case of spoken modernlanguages0 it also includes contact with native speakers0 both directl) and through radio0

/E and the electronic media* /hese forms of target2language material can be used in a

variet) of wa)s0 including reading or listening comprehension0 translation0 and

production of related material in the target language through e+ercises such assummarising0 essa)2writing and oral presentations9

formal grammar0 taught b) instruction0 through use of I/ resources and b) guided stud)

of a te+tbook0 together with drills and e+ercises9

use of a variet) of language2learning resources0 t)picall) for self2access e+ercises to

reinforce knowledge and skills gained in classroom teaching* /hese ma) also include the

use of tandem learning schemes and !A.. programmes9

stud) of literar) and other te+ts in the target language* $rogrammes will var) in the e+tent

to which source material is read in translation0 either in teaching or in students

independent stud)* $rogrammes ma) incorporate a progression from stud) of te+ts intranslation to direct stud) of target2language te+ts in the original9

deliver) of specified course units or parts of course units in the target language9

formative assessment of work submitted0 including comment on appropriateness of st)le0

register0 presentation etc0 as well as correction of grammatical and other errors*

6*4*4 /eaching and learning methods which programmes in the sub-ect area have in commonwith other humanities2based disciplines

/hese include?

directed stud) of primar) and secondar) te+ts and other cultural products9

commentaries on e+tracts from te+ts or documents ;placing in conte+t0 interpreting in the

light of knowledge of the historical period0 point of view0 etc


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creative writing9

supervised independent stud) leading0 at the later stages of a programme0 to the writing

of a dissertation or other large2scale report*

,.' eriod of residence abroad

A particular feature of language programmes is their incorporation of a period of residenceabroad* $rogrammes var) in the use the) e+pect students to make of the period of residence

abroad0 the tasks which students are e+pected to carr) out0 the wa)s in which these ma) be

supported0 monitored and assessed and the wa) in which this part of students learning isintegrated into the overall ob-ectives of the programme* Most programmes include among their

ob-ectives for the period of residence abroad?

to provide opportunities for and to stimulate contact with native speakers9

to optimise the opportunities for linguistic progress0 for the development of cultural

insight and for academic and personal development resulting from e+tended contact withthe target language environment9

to enable students to reflect on and develop their own language2learning skills and

techni#ues9

to develop intercultural awareness and understanding9

where appropriate to the programme0 to ac#uire vocationall) oriented e+perience*

$rogrammes ma) also make alternative provision for students whose circumstances prevent them

from spending a prolonged period of residence abroad* /his ma) include directed intensive

language stud) during vacations0 using an) of the methods listed above0 in particular those wheremodern communications can provide alternative contact with the target2language environment*

,.+ Assessment

.RS programmes and the broadening of mental horions which the) aim to foster involve a

multiplicit) of knowledge0 skills and understanding0 not all of which will necessaril) be

e+plicitl) assessed*

6*@*1 Assessment of language competence

Regular and detailed formative assessment is an essential element in language learning* /o ane+tent not e+perienced in other humanities2based disciplines0 assessment is necessar) for

teachers and learners alike to monitor progress at ever) stage in the learning process* /he

multiplicit) of knowledge and skills involved in language learning and teaching is matched b) awide variet) of t)pes of assessment covering the range of coursework0 e+aminations and peer2

and self2assessment*


19/25

Assessment of target language skills can be made up of a range of tests andFor assignments

designed to demonstrate0 as appropriate?

receptive skills ;listening and reading


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6*@*4 Assessment of related thematic studies

/he assessment of course units in related thematic studies is based on a variet) of assessment

strategies appropriate to the relevant discipline* /hese ma) include?

unseen written e+aminations9 essa)s with access to information sources0 written to a timescale which ma) var) from

several weeks to 4@ hours9

open2book e+aminations9

oral presentations9

reports0 written or oral0 on group pro-ects9

e+tended essa)s0 dissertations0 individual pro-ect reports9

placement reportsFpresentations0 written or oral*

,., rogression and achieement

$rogramme specifications state the e+tent to which e+pected levels of achievement andprogression are determined b) factors such as the students starting point ;from ab initio

upwards


21/25

is recognised in the name of the award ;although the language;s< ma) not be named

specificall)


22/25

.#

Leels of achieement

6.2.1

Use of the target language

As determined in the individual programme specification, graduates in the discipline ofLS at honours level will be e!pected to"

2inimum Standards %/pical Standards

achieve effective communication in

the target language;s< with nativeor other competent speakers of the

target language;s


23/25

understanding of one or more

aspects of the literatures0 cultures0

linguistic conte+ts0 histor)0 politics0geograph)0 social and economic

structures of the societies of the

countr) or countries of the targetlanguage;s


24/25

be able to communicate

information0 ideas and arguments

both orall) and in writing9

be able to communicate

information0 ideas and arguments

cogentl) and coherentl) both orall)and in writing with due regard to

the target audience9

be able to gather and process

information from a variet) of

paper0 audio2visual and electronicsources

be able to gather0 process and

evaluate criticall) information from

a variet) of paper0 audio2visual andelectronic sources9

be able to use I/ effectivel) both as

a means of communication and asan aid to learning9

be able to work with others as part

of a team9

be able to use I/ effectivel) both as

a means of communication and asan aid to learning9

be responsive to the disciplines of

working with others and to be able

to work effectivel) as part of ateam9

be able to demonstrate some abilit)

as an independent learner*

be an effective and self2aware

independent learner*

Appendi 1

2embership of the benchmark group

,r Robin Ailewood

'niversit) !ollege .ondon

,r Mark ,avie

'niversit) of %+eter

Mr !live :riffiths

'niversit) of Manchester

$rofessor Marianne Howarth ;chair

Documents

u Klan Benchmarks