Postgraduate Language and Linguistics 2022-2023

The course is based on supervision of practical experience. Students and supervisors select texts to be translated and discuss approaches and other practical issues. The remainder of the course is dedicated to self-directed study, in which the students compile a portfolio of work. Feedback on the portfolio is discussed in detail with the supervisor. Additional translations are set beyond the portfolio itself, giving students the opportunity to enhance and polish their skills with a wider range of materials. Students will normally be translating one document per week and will receive oral feedback.

The course introduces and critically evaluates some of the major concepts in translation theory, focusing on their application to translation practice. It analyses translation as a social and cultural phenomenon. Students will develop the skills necessary to reflect critically on their own translation practice in order to enhance its breadth and sophistication. In the second semester, the course will also provide training in research methodology in preparation for the dissertation.

This course equips students to edit, revise and review translated documents in a professional context. Topics will include study of and practice in stylistic, structural and content editing; quality assurance processes expected in professional-standard translating; a critical understanding of the role of the editor/reviser/proof-reader and reviewer in a professional context and of all stages of the editing and reviewing process.

This course introduces the theoretical frameworks used in analysing communication, enabling students to investigate social interaction, power relations, and the ways in which language is used in a variety of contexts. It provides a grounding in the precise analysis of language use, which will enable students to go on to investigate communication in a range of professional contexts during the MLitt programme.

This course will focus on key concepts, hypotheses and models related TESOL-oriented theories of learning, including behaviourist, cognitive and socio-cultural perspectives. The structure of this course will facilitate development of and reflection on teaching beliefs and teaching philosophy. Strengths and weaknesses of common learning theories will be identified and their applicability to the English language teaching context will be examined.

This course will introduce students to the main skills and strategies used by interpreters when performing their work as conference interpreters. Students learn the necessary techniques and skills such as note taking skills for conference interpreting purposes, anticipation skills, communication skills and presentation skills for both, consecutive and simultaneous interpreting. This course will include memory exercises, public speaking and tasks that build confidence enhancement opportunities. This course will run if there is a minimum of 3 students per language combination.

The course aims to help students develop a theoretical and practical understanding of psychological, physiological and environmental factors that influence the well-being of language teachers and learners.   Course is an elective course for the MSc in TESOL.

In this course, students will learn about the relevance of creativity in both language teaching and learning. Students will be asked to think more deeply about what creativity means, how it relates to teaching and learning strategies and outcomes, and how they, as teachers, can better enact creativity in their classroom practices. Further, with an ever-growing emphasis on enriching creativity and thinking skills in ESL/EFL education, the course will also consider how language teaching has changed, and indeed continues to change, and the possible reasons and implications for innovations in the field that are happening around the world.

This course will introduce students to the concepts and practices involved in the design, planning, and implementation of ELT curriculums and materials. It will discuss how to carry out an effective ‘Situation’ and ‘Needs’ analysis, how to target specific language and content objectives, and how to set realistic and attainable goals. Students will learn to systematically evaluate, adapt, and create contextually-appropriate lessons and make informed decisions about curricular matters. The primary aim is to empower teachers with the pedagogical knowledge to analyze different learning situations and to be able to devise programs and materials that best suit the needs of their learners.

This course on the processes that are involved in the learning of second language vocabulary, morphosyntax, collocations, formulaic language, language functions and phonology. In addition to critical analysis of theory and research, students will have an opportunity to engage in designing EFL (English as a Foreign/Second Language) classroom activities that address areas of difficulty for English language learners from different linguistic backgrounds.

This course opens up new ways for students to think about language by introducing them to the fundamentals of English linguistics. Students will learn how to identify and analyse the major "building blocks" of language in phonetics, phonology, morphology, syntax, semantics, and pragmatics. Examples for illustration and discussion will be drawn from varieties of English spoken in the British Isles and worldwide, with lectures and tutorials geared to providing students with an active vocabulary with which to discuss language, and essential tools with which to analyse its structure and function.

In this course a range of theories for exploring cultural norms and practices will be explored. Cultural Dimension Theory, Cross Cultural Pragmatics and Language socialization will be considered core areas of study. Other areas of relevance that will be covered and discussed include:  Social Identity Theory and Language, English as a Lingua Franca the effects of Globalisation on language policy and communication, Intercultural Communication in Specific Professional Contexts, Intercultural Communication in Health Care ”The case of migrant patients and native speaker Doctors/health care staff, Intercultural Communication in Business Meetings” overcoming cultural barriers and negotiating meaning.

This course is based on supervision of practical experience. Students and supervisors will select texts to be translated and discuss approaches and other practical issues. The remainder of the course is dedicated to self-directed study, in which students compile a portfolio of work. Feedback on the portfolio is discussed in detail with the supervisor. Additional translations are set beyond the portfolio itself, giving students the opportunity to enhance and polish their skills with a wider range of materials. Students will normally be translating one document per week and will receive oral feedback.

The course combines practical, theoretical and analytical work, to enable students to engage with the concepts involved in literary translation, in terms of both theory and practice. Students will study theory and criticism of literary translations and will explore the dynamics between existing translations and their source texts. Students will also be engaged in translating creative writing and commenting on their own practice and choices.

Through a process of observation, delivery and reflection, learners will develop the ability to plan and teach coherent and structured lessons which meet stated aims and objectives. This will consolidate content covered in the TESOL methodology course.  

This course will identify various audiences, appropriate content and ways of communicating within organisations and institutions, with particular focus on the energy industry, law and law enforcement, emergency services and healthcare.  It will identify various purposes, types and modes of communication within organisations and institutions and consider communication plans as part of organisational and institutional strategic plans.

In order to take this course, a windows-based laptop is required (the translation software programme used on the training sessions works on windows as its operating system). Students will need to install the translation software programme license, provided as part of this course, on their own laptops - help and guidance will be given to students to do this. Students will need to bring their own laptops to the training sessions.

This course equips students with a critical appreciation of the role that technology can play in certain domains of translation, and equips them to use such technologies in a variety of contexts.  Students will use different software/cloud-based technologies to construct termbases, translation memories, deliver translated texts and make use of the various quality-assurance tools and task reports that such technology offers. The course will also explore machine translation technologies, and the import and export of files between different software/cloud packages.

The course introduces and critically discusses the roles and processes involved in professional translation. Topics studied will vary from year to year, but are likely to include at least some of the following: project management, marketing one’s services as a freelance translator; career and entrepreneurial opportunities for language specialists; fee structures and pricing for freelance translators; working for agencies and large organizations; professional ethics; client communication; pitching translation projects to publishers; evaluation of networking, professional organizations and CPD opportunities for translators; translation and the law.

The course develops and equips students with language skills and knowledge involved in professional practice. Topics studied will include the following: note-taking, bilateral interpreting, consecutive and simultaneous interpreting.

This course is a core course for the Dissertation route and an optional course for the TESOL Focussed Teaching Portfolio route. The course will provide an introduction to the theory and practice of quantitative research in TESOL.

This course focuses on the intensive practice of consecutive and simultaneous interpreting. It provides students with the advanced skills, strategies and practical knowledge to perform interpreting tasks in a professional way and with confidence. It encourages students to analyse and reflect upon their own interpreting practice.  Compared to the Introduction to Conference Interpreting course in 1HS, this course puts greater emphasis on detailed and nuanced renditions, the projection of the speaker’s intentions and the delivery of the target speech. The course will also put more emphasis on the preparation of more complex interpreting assignments. This course will run if there is a minimum of 3 students per language combination.

This course introduces students to the different fields of Public Service Interpreting (PSI). It covers the specific ethical requirements, codes of conduct, working conditions and the legislation associated with Public Service Interpreting. This course also touches on trends in PSI and the repercussions that these may have in the PSI context.

This course will run if there is a minimum of 4 students per language combination.

This course will explore ways of collecting qualitative data in the TESOL context, including classroom observations, questionnaires, interviews and focus groups. There will also be some focus on analysing the structure of academic articles.

This course opens up new ways for students to think about language by introducing them to the fundamentals of English linguistics. Students will learn how to identify and analyse the major "building blocks" of language in phonetics, phonology, morphology, syntax, semantics, and pragmatics. Examples for illustration and discussion will be drawn from varieties of English spoken in the British Isles and worldwide, with lectures and tutorials geared to providing students with an active vocabulary with which to discuss language, and essential tools with which to analyse its structure and function.

This course moves beyond the core research designs, methodologies, and approaches to data analysis previously covered in the MSc TESOL programme and aims to give students more extensive knowledge and experience with advanced research techniques in Applied Linguistics. Geared towards those interested in pursuing a postgraduate degree or seeking a career in research, this course covers a range of quantitative, qualitative, and mixed method research designs, data collection strategies, and data analysis approaches, addressing these aspects in both theory and practice.

This course requires students to prepare a 12,000 word dissertation. By the end of the course students will have learned how to understand, synthesize and present data in an intelligent and intelligible fashion. Through guidance and supervision they will develop their academic writing skills in order to write and present an extended dissertation on a topic relevant to the course.

This course leads to the production of a portfolio of reflective and informed pieces analysing both the student's own and others' teaching practice in line with what has been learned throughout the programme.  Students will gain hands-on teaching practice under the supervision of highly qualified personnel; the experience will then be analysed and related to relevant theory and methodology. Students will gain a sense of what planning and executing a programme of TESOL teaching will involve. This portfolio is a unique feature of the Aberdeen MSc in TESOL and gives a strongly practical flavour to the degree as a whole.

In this course, with guidance and supervision, students will present one of the following: an extended critical empirical study of, or sustained argument on an aspect of translation or interpreting studies; a critical evaluation of an existing published translation of appropriate length and complexity; a suitably extensive and challenging original translation with accompanying critical commentary.

If you want to carry out in-depth research on a single topic within the field of TESOL, this is the course for you. You will be given regular support and supervision from experts in their fields on how your research should be carried out.

The course is based on supervision of practical experience. Students and supervisors select texts to be translated and discuss approaches and other practical issues. The remainder of the course is dedicated to self-directed study, in which the students compile a portfolio of work. Feedback on the portfolio is discussed in detail with the supervisor. Additional translations are set beyond the portfolio itself, giving students the opportunity to enhance and polish their skills with a wider range of materials. Students will normally be translating one document per week and will receive oral feedback.