LING40290 Sociolinguistics for AL

Academic Year 2023/2024

*** Not available in the academic year indicated above ***

This module deals with research paradigms in scoiolinguistics. We discuss quantitative and qualitative approaches in sociolinguistic research and examine language use in both monolinguial-type and multilingual-type settings. Discussion is based around broad thematic issues in sociolinguistics research such as gender, social networks, identity, language ideology, bilingual and multilingual practices. The module critically examines research methods (data collection and data analysis) in sociolinguistic research and students will gain first hand experience of these methods through hands-on small group projects. Students will also further their knowledge of crucial transferable skills such as presentation skills, project design and research skills, pattern recognition skills, academic paper writing skills.

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Curricular information is subject to change

Learning Outcomes:

">(- understand, critically assess & apply major concepts in sociolinguistics- describe & apply techniques of data collection and analysis in (socio)linguistics - describe & analyze linguistic diversity and the factors that influence it- analyze the structure of academic articles- critically assess information in academic articles - learn presentation skills- learn how to recognize and analyze patterns in data sets- learn how to do independent sociolinguistic research including writing academic-type papers

Indicative Module Content:

qualitative and quantitative approaches to language and society; identity in language; language variation and change; social factors that govern language use patterns; data collection and data analysis methods in sociolinguistics

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities


Autonomous Student Learning






Approaches to Teaching and Learning:
The module combines a number of different teaching approaches:
face-to-face lectures,
group work,
group and plenary discussions
group and individual activity-based learning
critical reflection of data sets/scenarios
Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles
Not applicable to this module.
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Project: several smaller projects (individual or group) Unspecified n/a Graded No


Essay: research a topic and provide a full write up (academic paper) Coursework (End of Trimester) n/a Graded No


Continuous Assessment: engagement on the VLE Varies over the Trimester n/a Graded No


Carry forward of passed components
Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback
• Peer review activities

How will my Feedback be Delivered?

All continuous assessment assignments, group and individual assignments, that are submitted during the term will be returned to students with comments. In addition, comments will be provided to the whole class on commonly occurring issues via the Bright Space announcement function and orally in class. Students will also be encouraged to raise issues on assessment in class and in tutorials. The aim is to help students identify where and how their work can be improved. Students receive several assignments for completion during the semester and the feedback on each assignment is designed to support work on subsequent assignments. Feedback on the final exam has to be sought individually by students.

Name Role
Dr Stephen Lucek Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.

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