​​​​​​​​​​​​​A112A aims to:

• Explore​ examples of art and literature to develop an understanding of how people are inspired by ancient places, including thos​e who encountered them in the eighteenth and nineteenth centuries.

• Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home

• Introduce learners to some of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

• Demonstrate how texts, which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.

• Explore cultures with reference to the module's four subject areas: art history, classical studies, creative writing, and English literature.
• Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
• Guide learners to critique the techniques that artists have used to show how works of art have been used to represent power as well as to challenge it.

Explore texts which began as 'popular' works but which have come to be regarded as 'classics' of English literature.

• Build critical skills that can help learners identify the characteristics that make a classic text​
  
  

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​​A. Knowledge and understanding

At the end of the module, learners should be able to:

A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.

A2: Understand the role of cultures in text production

A3: Develop knowledge of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

A4: Develop knowledge of the techniques that artists used to show how works of art have been used to represent power as well as to challenge it.

A5: Develop knowledge of cultures with reference to the module's four subject areas: art history, classical 

B. Cognitive skills

At the end of the module learners should be able to:

B1: Develop awareness of the role of culture in studying art history, classical studies, creative writing and English literature

B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries.

B3: Discuss the requirements of a classic text

B4: Develop an understanding of the role of different types of texts.

B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.

C. Practical and professional skills

D Key transferable skills 

At the end of the module, learners should be able to:

D1: Discuss with confidence issues related to how are cultures produced and encountered.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated 

and used in new situations.​

​​​​​​

The module aims to:

• Explore examples of art and literature to develop an understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.

• Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home

• Introduce learners to some of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

• Demonstrate how texts, which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.

• Explore cultures with reference to the module's four subject areas: art history, classical studies, creative writing, and English literature.
• Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
• Guide learners to critique the techniques that artists have used to show how works of art have been used to represent power as well as to challenge it.

Explore texts which began as 'popular' works but which have come to be regarded as 'classics' of English literature.

• Build critical skills that can help learners identify the characteristics that make a classic text​
  

​

A. Knowledge and understanding

At the end of the module, learners should be able to:

A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.

A2: Understand the role of cultures in text production

A3: Develop knowledge of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

A4: Develop knowledge of the techniques that artists used to show how works of art have been used to represent power as well as to challenge it.

A5: Develop knowledge of cultures with reference to the module's four subject areas: art history, classical 

B. Cognitive skills

At the end of the module learners should be able to:

B1: Develop awareness of the role of culture in studying art history, classical studies, creative writing and English literature

B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries.

B3: Discuss the requirements of a classic text

B4: Develop an understanding of the role of different types of texts.

B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Demonstrate awareness of the role of culture in 

impacting texts

C2: Adopt and apply suitable professional attitude in looking at art history, classical studies, creative writing and English literature

C3. Demonstrate a reflective approach through an integrated understanding of the role of cultural identities and how they emerge and are expressed.

D Key transferable skills 

At the end of the module, learners should be able to:

D1: Discuss with confidence issues related to how are cultures produced and encountered.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​

​​​​​​​​A230 aims to: 

• provide a clear and steady progression from Level 4 to Level 6 as the module builds on the knowledge and skills acquired on A112 and E121.
• develop students' specialized knowledge, conceptual frameworks, jargon and terminology.
• develop students' critical and analytical skills in relation to primary and secondary texts, including critical theory in literature.
• improve students' abilities to critically evaluate and synthesise ideas from a range of sources.
• enhance students' abilities to present clearly evidenced and constructed arguments in writing.

The module builds on the knowledge and skills acquired on A112 and E121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module.

A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules. A230 module aims at the following:

1. Knowledge and understanding

At the end of the module, learners will be expected to show knowledge and understanding of:

A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children).

A2: a range of writers coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers.

A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present.

A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book.

A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'.

B. Cognitive skills

At the end of the module, learners should be able to:

B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.​

B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes).

B3. engage with literary criticism of the assigned texts.

B4. Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.

B5: Synthesise information and ideas from different sources in order to reach their own conclusions.

C Practical and professional skills

At the end of the module, learners should be able to:

C1. be able to keep to the focus of a question while answering

C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;

C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;

C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;

C5.use secondary sources ethically by avoiding plagiarism.

D Key transferable skills

At the end of the module, learners should be able to:

D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing.

D2. be able to read and synthesize from a large range of texts.

D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts.​

D4. make effective use of feedback from a tutor to improve performance continually.

​​​​​​​​

​

1. Knowledge and understanding

At the end of the module, learners will be expected to show knowledge and understanding of :

A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children).

A2: a range of writers coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers.

A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present.

A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book.

A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'.

B. Cognitive skills

At the end of the module learners will be expected to:

B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.

B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes).

B3. engage with literary criticism of the assigned texts.

B4. Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.

B5: Synthesise information and ideas from different sources in order to reach their own conclusions.

C Practical and professional skills

At the end of the module, learners will be expected to:

C1. be able to keep to the focus of a question while answering

C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;

C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;

C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;

C5.use secondary sources ethically by avoiding plagiarism.

D Key transferable skills

At the end of the module, learners will be expected to:

D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing.

D2. be able to read and synthesize from a large range of texts.

D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts.​

D4. make effective use of feedback from a tutor to improve performance continually.

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The aims of this module include the following:

1. To gain comprehensive knowledge of a variety of dramatic texts in English and texts translated into English ;
2. To develop interest in the study of drama including classical / canonical texts and texts written in response.
3. To understand the elements, types and the dramatic techniques of drama;
4. To engage critically with a range of dramatic texts and apply complex critical and theoretical concepts such as intertextuality to the study of drama;
5. To understand dramatic texts within their cultural and historical contexts;
6. To contribute in an informed way to current debates about drama;
7. To construct and present sophisticated, coherent and persuasive written and oral arguments;
8. To use a research library and a range of electronic information resources;
9. To communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
10. To undertake academic tasks of increasing length and complexity;
11. To use feedback from tutors and fellow students and other resources effectively to improve your performance;

To use ICT resources for postgraduate research.

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The aims of this module include the following:

1. To gain a working knowledge of postcolonial literary theory and methodology.
2. To examine different colonial and postcolonial texts and explore certain postcolonial themes, such as constructing a national culture, exile and revolutionary struggle.
3. To explore how literature can create reality by examining several literary and theoretical texts.
4. To engage critically with a range of literary texts and complex critical, theoretical and historical material based on postcolonial theoretical precepts.
5. To understand the difference between various colonial encounters by examining different postcolonial theories and exploring the different historical circumstances of particular colonial situations.
6. To construct and present sophisticated, coherent and persuasive written and oral arguments.
7. To use a research library and a range of electronic information resources.
8. To communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.

​​This module aims to provide students with training and knowledge in:

• working independently on a research project;
• Learning the techniques of postgraduate studies in the humanities;

• acquiring a range of research tools and methods appropriate to postgraduate studies in the humanities;
• using research libraries, their archives and their contents efficiently;
• using specialist online databases and other online facilities for postgraduate studies.
  
  It also aims to teach students to:

• Understand current issues and debates in one or more humanities subject area.
• evaluate critically current research in one or more humanities area;
• evaluate and critique some of the methods used in humanities research;
• evaluate bodies of evidence and draw conclusions from them;
• form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
• use feedback from tutors and fellow students effectively to modify this programme of work.

​​​

·         تنمية مهارات التواصل اللغوي لدى الطالب، من خلال إكسابه بعض المعارف اللغوية المناسبة لمستوى الجامعة.

·         الإلمام بفنون البلاغة العربية، والتدرب على نماذجها.

·         التعرف على طبيعة الشعر، مفهوما، ومكانة، والوقوف على مفاتيح تذوقه، وضرورة قراءته.

·         التدرب على كتابة بعض النشاطات الكتابية مع الاستعمال الصحيح لعلامات الترقيم واجتناب الاخطاء الاملائية.

·         تبين عناصر الكتابة في كل فن من فنونها.

·         التعرف على الفنون النثرية، وسماتها.

·         الاطلاع على نماذج من النصوص، وصلاً للطالب بتراث امته وحضارته. 

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​

By the end of the module, students will be able to:

A1. Recognize and pronounce basic Chinese sounds and tones.

A2. Understand and use common greetings, numbers, days of the week, and everyday expressions.

A3. Demonstrate an awareness of key aspects of Chinese cultural practices and customs.

B1. Recognize patterns in Mandarin sentence structures.

B2. Differentiate between tones and their impact on meaning.

B3. Apply learned vocabulary in different conversational contexts.

C1. Engage in basic Chinese conversations about personal topics, such as family, hobbies, and daily routines.

C2. Write basic Chinese characters and understand their meanings.

D1. Cross-cultural communication skills.

D2. Confidence in language learning strategies.

D3. Basic digital literacy skills through interactive language-learning platforms.​

​​​

​

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This is an introductory course in English phonetics and linguistics that aims to:

1.  Introduce students to both phonetics and linguistics in a simple and practical manner;

2.  Give them ample practical training in the two disciplines;

3.  Acquaint them with basic terminology used in phonetics and linguistics;

4.  Prepare them for the more advanced language courses in the BA programme in English Language and Literature and the translation track.

​

At the end of the module, learners should be able to:

A1. understand the definition of linguistics as a science and some related branches

A2. Learn the phonetic component which deals with English sounds

1.  Identify and classify English sounds,

2.  Listen to English sounds produced by native speakers of the language,

3.  Look up the pronunciation of words in online dictionaries,

4.  Use phonetic symbols to transcribe English words,

A3. understand the Linguistic component: the different aspects of language study

1. Word structure/ morphology
2. prosody: intonation, word and sentence stress
3. Syntax/ sentence structure, types and functions
4. Semantics: word meaning, synonymy, antonymy, hyponymy, idioms, collocations

Pragmatics: Grice's maxims, The Cooperative Principle          

B1. Identify and transcribe English sounds;

B2. Pronounce words correctly with the appropriate stress and intonation;

B3. Divide words into morphemes and distinguish between different types of morphemes; and understand different word formation systems;

B4. Understand sentence structure, sentence types and sentence constituents;

B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations.

B6. Understand Grice's maxims and the cooperative principle and know when they are flouted. 

C1. Pronounce English appropriately

C2. Understand spoken English 

C3. Analyse words, clauses, sentences and texts linguistically (phonetically, morphologically, syntactically, somatically and pragmatically). 

D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly:

• Phonemes
• Morphemes
• Prosodic features
• Different types of sentences
• Different types of clauses
• Different types of phrases
• Different semantic relations
  
   
  
  D2. Be able to transcribe words and write them phonetically
  
   
  
  D3. Divide words into syllables and identify stressed syllables   
  

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The module aims to:

• Allow students to distinguish between different literary genres and to recognize their major similarities and differences.
• Help them to explore various ways of reading literary works, using author, reader, and text-oriented approaches.
• Enhance students' research and communication skills through presentations, and reading and writing skills through assignments and different forms of assessment.
• Develop students' reflective reading that enhances their analytical and critical skills. 
  
  

​

​A. Knowledge and understanding

A1:  Knowledge and understanding of different literary genres (short story, poetry, drama, and essay).

A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme).

A3: Knowledge and understanding of literary terms and concepts.

A4: Knowledge and understanding of author-, reader-, and text-oriented approaches.

A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts.

A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics.

B. Cognitive skills

At the end of the module, learners should be able to:

B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay).

B2: Recognise the literary terms and concepts needed to discuss literary texts.

B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches).

B4: Develop appreciation of short stories through close reading and critical analysis. 

B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics.

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Apply various analytical and critical strategies to literary genres.

C2: Articulate arguments pertaining to explicit and implicit messages in a literary text.

C3: Evaluate the historical, cultural, and biographical context of various literary texts.

C4: Plan a proper research based on synthesis, analysis, and critique of different sources.

D Key transferable skills 

At the end of the module, learners should be able to:

D1: Make use of the key literary concepts and terminology proper to different literary genres.

D2: Consider literary and other texts reflectively and critically

D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources.​

​​​​​​

The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways.

In broad terms, upon completing this course, students will acquire:

• An understanding of the major characteristics of English grammar;
• Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English 'works' in real-life contexts;

Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.

​A. Knowledge and understanding

If students successfully complete the course they will have knowledge and understanding of:

A1. Knowledge and understanding of the major characteristics of structural and functional theories of English grammar;

A2. Knowledge and understanding of a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;

A3. Knowledge and understanding of insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.

B. Cognitive skills

If students successfully complete the course, they will be able to:

B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.

B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.

B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.

B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.

B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.​

C. Practical and professional skills

If students successfully complete the course, they will be able to:

C1. Assess the value of evidence critically (including simple statistical data);

C2. Make independent judgements;

C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced.

D. Key skills

If students successfully complete the course, they will be able to:

D1. Identify and ask questions appropriately to explore issues within the field of English language studies;

D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;

D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;

D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;

D5. Select and use appropriate ICT tools to analyze data and extend your learning;

D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.​

​​​​​​​​

The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways.

In broad terms, upon completing this course, students will acquire:

• An understanding of the major characteristics of English grammar;
• Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English 'works' in real-life contexts;

Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.

​A. Knowledge and understanding

If students successfully complete the course they will have knowledge and understanding of:

A1. Knowledge and understanding of the major characteristics of structural and functional theories of English grammar;

A2. Knowledge and understanding of a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;

A3. Knowledge and understanding of insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.

 B. Cognitive skills

If students successfully complete the course, they will be able to:

B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.

B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.

B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.

B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.

B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.

C. Practical and professional skills

If students successfully complete the course, they will be able to:

C1. Assess the value of evidence critically (including simple statistical data);

C2. Make independent judgements;

C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced.

D. Key skills

If students successfully complete the course, they will be able to:

D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;

D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;

D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;

D5. Select and use appropriate ICT tools to analyze data and extend your learning;

D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.​

​The module aims to:

• Provide students with a broad understanding of the field of children's literature, including its conceptualization and development and key issues and debates in the area.
• Equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children's literature.
• Consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:

1. The development of students' specialist knowledge, conceptual frameworks and terminology
2. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
3. The development of students' critical and analytical skills in relation to primary and secondary texts, including critical research literature
4. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
5. Further development of students' ability to present clearly evidenced and constructed arguments in writing.
6. Further development of key skills from level 4 modules and enhance students' personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.

Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story-telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module. ​

​A. Knowledge and understanding

​​​​​​​The module aims to :

• Provide students with a broad understanding of the field of children's literature, including its conceptualization and development and key issues and debates in the area.
• Equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children's literature.
• Consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:

1. The development of students' specialist knowledge, conceptual frameworks and terminology
2. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
3. The development of students' critical and analytical skills in relation to primary and secondary texts, including critical research literature
4. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
5. Further development of students' ability to present clearly evidenced and constructed arguments in writing.
6. Further development of key skills from level 4 modules and enhance students' personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.

Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story- telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module. 

​A. Knowledge and understanding

​​

​

​

​​The module aims to help students:

Develop effective language communication skills applicable to various situations.

Understand and differentiate between diverse writing styles and contexts.

Enhance critical thinking and comprehension abilities for analyzing and interpreting texts.

Build the capacity to construct well-organized and context-appropriate written texts.

Evaluate texts and arguments with clarity and precision.

Produce focused, coherent, and professional written outputs.

Cultivate logical reasoning and problem-solving skills transferable to academic and professional environments.​

By the end of the module, students should be able to:

A. Knowledge and understanding

A1: Demonstrate effective language communication skills in various situations.

A2: Distinguish between different writing styles in diverse contexts.

B. Cognitive skills

B1: Apply essential skills to comprehend texts effectively.

B2: Develop writing texts in accordance with specific requirements.

C. Practical and professional skills

 C1: Analyze texts and evaluate various arguments.

 C2: Produce clear and focused written texts.

D. Key transferable skills

  D1:  Cultivate logical thinking and problem-solving skills.​

​​​​​​​

• This course complements and builds upon English 111. 
• It particularly seeks to develop the reading, writing, listening, and study skills that students need in order to meet the demands of Blended Learning university education.
  
  

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At the end of the module, learners will be able to:

A. Knowledge and understanding

A1: Demonstrate proficient language communication skills both in productive and receptive skills.

A2: Understand reading and writing genres to appreciate context and style.

B. Cognitive skills

B1: Apply subskills to decode lengthy reading texts.

B2: Produce writing according to prescribed mechanics and templates

C. Practical and professional skills

C1: Analyse texts and rhetoric to understand meaning and context.

C2: Use a variety of vocabulary and language structures in productive and receptive skills.

D. Key transferable skills

D1: Demonstrate advanced reading and writing abilities​

​​​​​​The module aims to provide the learners with necessary information on:
1.         Identifying different rhetorical modes/essay types, essay structure and paragraph structures presented through authentic readings and graded series of activities.
2.         Integrating reading and writing by transferring and utilizing the content, vocabulary and organization of an authentic reading passage into their own writing.
3.         Writing a well-organized essay guided by sample essays and exercises that gradually acquaint the students with the steps of writing an academic essay.
4.         Producing an accurate polished piece of writing, that is almost free from errors related to sentence structure, use of suitable connectors, pronoun use and other errors related to the mechanics of writing.
5.         Editing their own and their peer's writing making use of peer-review activities, editing exercises and editing checklists.
6.         Writing an in-class essay within a limited period of time being trained on in the timed essay writing activity at the end of every chapter.​

A. Knowledge and understanding

 
At the end of the module, learners will be expected to:

A1. what writing an essay involves.

A2. the structure of paragraphs and essays.

A3. techniques of generating ideas and peer consultation.

A4. the basic sentence structure and mechanics of writing an academic essay.
A5. different errors related to sentence structure, pronoun use, verb tense consistency and other errors related to the mechanics of writing.
A6. means of editing and correcting their own writing.

A7. how to provide feedback on their peer's writing in relation to content, organization, and language issues. ​

B. Cognitive skills

At the end of the module, learners will be expected to:

B1.      acquire information on how to produce well developed, organized and coherent essays.

B2.      develop their ability to write essays using appropriate grammar and varied vocabulary items relevant to the topic.

B3.      improve their analytical and critical thinking skills through the continuing process of preparing for the essay that starts with stimulating ideas through class discussions, reading and researching.

B4.      be able to observe how language works in the sample essays, editing exercises and feedback.

B5.     Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.

C.   Practical and professional skills

C1.      be fully aware of the different stages of writing an academic essay.

C2.      acquire the skills of writing a well-structured, organized, coherent essay.
C3.      write a text in appropriate grammar and vocabulary relevant to the written assignment.
C4.      edit their own and their peer's essays making use of the editing checklists and exercises presented in the course.
C5. Use communication tools, such as recordings, telephone-conferencing and ICT-based tools.

D.    Key transferable skills

On completion of the module, you will be expected to:

D1.      develop better writing skills through observing the different processes of writing an essay.
D2.      identify relevant material from a variety of sources, including multimedia material

D3.     utilize knowledge and skills of writing structured, relevant, coherent essays and transfer them into more advanced written assignment of the core courses.

D3.      improve written language and expand vocabulary through the different readings, researching, language activities and editing exercises introduced in the course.
D4.      make use of feedback from tutors to improve their writing skills.
D5.      develop confidence in writing an assignment within a limited time gained from the in-class timed writing tasks.
D6. Present sustained and persuasive arguments cogently and coherently.

C7.   Use information technology skills to access, store, manage and present data effectively.

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The module aims to provide the learners with necessary skills trough:

1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.

2. Improving the students' language proficiency and the students' ability to decode and process meaning.

3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire

4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them.

5. Enhancing students' academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.

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A.   Knowledge and understanding

At the end of the module, learners will be expected to:

A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.

A2. show knowledge and understanding of the learned reading strategies.

A3. show recognition of the various “meanings" of words to reach a better understanding of the context and the written word.

A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations.

B.   Cognitive skills

At the end of the module, learners will be expected to:

B1. search for and collect specific data related to the topics under discussion.

B2. draw conclusions for the discussed topics based on the collected data and analyzed information.

B3. incorporate in writing the words learned in real life scenarios.

B4. improve the analytical and critical thinking skills through the identification of possible “meanings".

B5. analyze language functions used and identify useful language expressions.

C.   Practical and professional skills

At the end of the module, learners will be expected to:

C1. communicate in English orally and in writing on diverse occasions.

C2. identify problems in the given topics and provide creative solutions.

C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally.

C4. assess the work done using self/peer-assessment.

D.    Key transferable skills

 

At the end of the module, learners will be expected to:          

D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics

D2. develop communicative confidence (as reader and writer)

D3. discuss all posed topics, problems, provided solutions and drawn conclusions.

D4. develop effective presentation skills that would enhance self-confidence.

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The course provides the learner with information on:

1. Identifying different contexts of language use and engaging in discussions, question and answer dialogues, debates, interviews and using appropriate structures.
2. Eliciting and providing information in common, academic and social situations.
3. Using features of spoken English, i.e. stress, pitch, rhythm, intonation, in a natural and fluent manner.
4. Preparing and conducting a clear presentation that reflects good structure and organization; signaling beginning, gaining audience attention, introducing subject, identifying objectives and outlining presentation strategy.
5. Applying successful paralinguistic features of intonation, word play, fronting and tripling strategies, and non verbal techniques of facial and body postures, in oral communication and presentation encounters.

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A.      Knowledge and understanding

A.1)     know appropriate structures for different social contexts and situations.

A.2)     recognize the various non-verbal techniques to support verbal communication.

A.3)     understand questions which require short or extended answers.

A.4)     understand how language is used strategically for different purposes.

B.      Intellectual/ Cognitive/ Analytical Skills    

B.1)     produce unified speeches with clear ideas/clear language.

B.2)     develop the ability to reproduce orally the substance of a text/ passage of English after having heard it or read it.

B.3)     improve their analytical and critical thinking skills through the development of well thought-out arguments in discussions and presentations.

B.4)     be able to observe how language works to portray roles and speaker identities.

C.      Practical and professional skills

C.1)     be fully aware of the different levels of formality in given situations/ contexts.

C.2)     anticipate the responses of others in the chosen options.

C.3)     be able to deliver a well-prepared presentation.

C.4)     be able to acquire group skills and accordingly appreciate team work.

D.      Key transferable skills

D.1)     develop better oral skills through class discussions and situation-based activities.

D.2)     develop a sense of participation and group work.

D.3)     expand their vocabulary through exploring new assigned topics and class discussions of students' own presentations.

D.4)     develop communicative confidence, negotiation ability and the expression of intensions.

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• Orient students with the meaning and nature of a thesis and thesis development.
• Encourage students to evaluate, critique and narrow down proposed research question.
• Engage students in the process of relevant research material collection.
• Distinguish between primary and secondary sources.
• Develop thesis outline.
• Identify methods of synthesizing information from multiple sources.
• Integrate selected evidence into the research paper and properly document it.
• Incorporate relevant secondary material through the use of the three methods of: in-text citation: quotations, paraphrasing and summarizing.
• Understand the importance of note taking and annotated bibliography.
• Complete a rough draft by correcting punctuation, mechanics and spelling.
• Use a standard research documentation format (Harvard Referencing Style for the purpose of this class) in a completed research paper.

• Compile a final research paper with a works cited page.

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A.   Knowledge and understanding

At the end of the course, learners will be expected to:

A1. Read and discuss an array of primary and secondary sources.

A2. Build an understanding of ideas and concepts of selected topics.

A3. Develop, support and explain main ideas.

A4. Combine information from sources to create a first draft.

B. Cognitive & Critical skills

At the end of the course learners will be expected to:

B1. Narrow down and focus on selected research topic.

B2. Develop a reflective awareness of research-related sources they read by writing questions and comments in the margins in pursuit of their research enquiry.

B3: Develop an evaluative approach to their writing as well as texts written by others.

B4. Develop a thorough understanding of the different subjective responses to a text that come in the form of: an opinion, perception or an insight about an idea or ideas in the read text(s).

B5. Develop a contextual awareness of the use of quotations, paraphrases and summaries.

B.   Practical and professional skills

At the end of the course, learners will be expected to:

C1. Write a research thesis statement.

C2. Develop a research paper outline.

C3. Practice techniques of citing evidences; such as quoting, paraphrasing and summarizing.

C4.  Develop a Works Cited Page using Harvard Documentation Style.

C5. Develop their ability to draft, edit and polish a research paper.

1. Key transferable skills
   
   At the end of the course, learners will be expected to:
   
    
   
   D1: Present and defend their research thesis supported with related selected evidence from both primary and secondary sources.
   
   
   D2: Learners will have practiced reflective writing and developed a sound awareness of pursuing a research thesis; this can be reflected on how these skills might be used in new situations.
   
    

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• Engage students and alert them to the important role discourse plays in language and communication.
  
   
• Engage students and alert them to how language works in communicative contexts.
  
   
• Orient students to how lexis and grammar create cohesion and coherence.
  
   
• Introduce students to the diversity of language and the way this diversity achieves communicative functions and goals.
  
   
• Introduce students to different types of discourse analysis and discourse strategies.
  
   
• Introduce students to the ways in which different genres and texts require different strategies of discourse analysis and interpretation.

​A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Develop their understanding of different types of discourse.

A2: Develop their understanding of the discourse tools and strategies

A3: Develop their understanding of discourse analysis as process and product.  

B. Cognitive skills

At the end of the module learners will be expected to:

B1: Develop students' awareness of the difference between written and spoken discourse.

B2: Develop their awareness of different important discourse perspectives.

B3: Develop their skills of analysing features of spoken and written    discourse.

B4: Develop understanding of how language is planned and produced with appropriate tools (such as intonation, layout, structure and linguistic strategies of cohesion/coherence).

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Be able to practise text analysis as a basic step in the process of discourse analysis.

C2: Develop skills in working co-operatively with others which provides a valuable experience in its own right.

C3. Develop an evaluative approach to their discourse analysis through an integrated understanding of language use in communicative contexts.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Communicate ideas clearly and appropriately in relation to various levels of discourse analysis.

D2: Develop skills on working co-operatively with others.

D3: Learners will have developed an enhanced self awareness of and confidence in their own skills and this can be reflected on how these skills might be used in new situations.

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EL230 will give students an idea of how American Literature developed over the centuries from simple chronicles, diaries and lyric poems to complex literary forms and styles. This survey course will show that American Literature, as any national Literature, not only reflects, but also takes part in the historical and cultural making of the American nation. EL230 will further students' understanding of the central role of language and genre in the creation of meaning; develop students' skills of analysis and interpretation of both literary texts and critical literature. EL230 will develop the skills and knowledge acquired by students in humanities and literature; particularly through: 

a. The development of students' specialist knowledge, conceptual frameworks and terminology.

b. The development of students' critical and analytic skills in relation to primary texts.

d. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.

e. Further development of students' ability to present clearly evidenced and constructed arguments in writing.

A Knowledge and understanding

At the end of the module, learners will be expected to have:

A1.  A broad overview of American Literature and the different stages of its development

A2.   An understanding that both History and Literature are themselves interpretations and evaluations of America's past and present.

A3.    An appreciation of American cultural evolution within the larger context of Western Civilization.

B. Cognitive skills

At the end of the module learners will be expected to be able to:

B1. Trace the influence of historical events on writings

B2.  Distinguish between mainstream and ethnic writings

B3.  Relate literary concepts to works

B4.  Apply characteristics of movements and schools to works

B5. Analyse literary and non-literary texts.

C Practical and professional skills

At the end of the module, learners will be expected to be able to:

C1. Browse material and on-line sources

C2. Develop research skills

C3. Relate the course to other courses

C4. Meet deadlines and work in a team

D Key transferable skills

At the end of the module, learners will be expected to be able to:

D1. Engage in reflective reading and critical debates of literary and non-literary texts.

D2. Make use of the proper key concepts and literary terminology

D3. Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.

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EL240 module aims to develop the students' attributes of communication skills by expressing themselves in performance and in writing, their presentation skills, by performing selected scenes and giving class presentations, their team-working skills, by participating with class mates in group research presentations and performances, their reading skills, by using a range of approaches to tackle different dramatic subgenres, their analytical abilities, by interpreting and theorizing about the meanings of texts and performances and their writing abilities, by preparing assignments using the essay structure and the elements, genres, styles and conventions of drama.

The Longman Anthology of Modern and Contemporary Drama: A Global perspective is the core textbook for the EL240 module. Its headnotes introduce each playwright and the historical and stylistic context of the play. Its commentaries and showcases provide brief history lessons on theater companies; sum up historically important plays that influenced the development of modern drama and cultural phenomena of particular plays to reveal the very impulses that contributed to the development of theater. The appendix offers a glossary that defines principal terms and key concepts. Supplements come in the form of e-resources and websites and in shrink-wrapped hard copies that intend to guide students to write play reviews. 

​A. Knowledge and understanding

At the end of the module, learners will be expected to display:

A1:  Knowledge and understanding of the cultural and historical background of the modern and postmodern drama.

A2: Knowledge and understanding of several influential styles of representative plays.

A3: Knowledge and understanding of the relationships between the different movements (isms) the plays exemplify.

A4: Knowledge and understanding of dramatic texts and performance practices as insights into human experiences in the context of social history.

A5: Knowledge and understanding of the rituals and folk customs that enhance our understanding of the human need to create theatre and specific plays.

A6: Knowledge and understanding of the elements, genres, styles and conventions of drama.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Analyse and critically evaluate the effect of the major three eras on the development of new movements in drama.

B2: Recognise the professional approach to theatre production, rehearsal and performance.

B3: Demonstrate the ability to compare and contrast dramatic works whether chronologically, thematically or stylistically.

B4: Use key concepts and appropriate literary jargon for the discussion of plays and subgenres.

B5: Synthesise and cultivate research and independent study to develop personal and creative skills.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: apply various analytical and critical strategies to modern plays as texts and performances

C2:  reflect on political, racial and ethical issues in the construction and performance of modern dramatic literature

C3: research and evaluate the key concepts across a variety of modern dramatic literature within a global perspective.

C4: identify and explain variances in dramatic presentation and performance from the precursors of modern drama to the postmodern drama.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Engage in reflective reading and critical debates within theatre practice

D2:  Make use of the proper key concepts and literary terminology akin to the dramatic genre.

 D3: Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.

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1. identifying different traditional and modern methods of teaching English as a foreign language

2. integrating Contextualized Instruction into classroom practices

3. integrating Thematic Instructions into classroom practices

4. adopting content-based and task-based instruction models

5. incorporating all the learned approaches and instructional models to design a lesson plan for teaching the flour language skills

6. designing an assessment plan for assessing English language learning and teaching

7. designing a classroom management plan 

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​​​​​​Literary theory is an integral part of studying literature. This module introduces English language and literature students to basic literary concepts and theoretical schools covering both the formal and the non- formal approaches to analysing literary texts. The course allows students of ELL program to identify and differentiate between current prominent literary schools and concepts. The course presents briefly major critical approaches to literary works including New Criticism, Structuralism, Marxism, psychoanalytical-criticism, feminism and postcolonial criticism among others.   It illuminates complex critical concepts by briefly highlighting their principles, seminal works and main critics. The course also offers discussions of how specific critical theories allow different readings and interpretations of literary works.

​A. Knowledge and understanding

At the end of the module, learners will be expected to show:

A1. Knowledge of the complexity and intricacies of literary theories.

A2. Understanding of the characteristics of each of the literary schools discussed.

A3. Understanding of the possible interpretations of literary texts offered by different schools

A4: knowledge of the basic tenets of critical schools

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Evaluate theoretical and analytical approaches.

B2: Compare and contrast the different interpretations of literary texts based on specific theoretical approaches.

B3: Use appropriate critical and literary terminology to discuss specific theories and concepts.

B4: Synthesize information from different sources

 C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Analyze texts from the perspective of literary theories.

C2: Draw conclusion based on solid evidence.

C3: Present an argument supported by evidence from sources.

C4: Use appropriate vocabulary in analysis of texts set in English literature.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Use the computer to enhance learning skills.

D2:  Communicate effectively in English.

D3: Write essays following academic conventions.

​​The module aims to:

1.         Develop efficient language acquisition skills through action-based learning.

2.         Enable students to act and interact in French-speaking environments.

3.         Provide structured learning through real-world business scenarios, cultural references, and authentic videos.

4.         Strengthen linguistic autonomy through a progression of exercises and activities.

5.         Raise communicative competence in both written and oral French.

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1. At the end of the module, learners should be able to:
   
   
   A1: Understand and respond appropriately to longer written and spoken French texts.
   A2: Demonstrate knowledge of expanded vocabulary and intermediate grammar structures.
   A3: Recognize and use common French expressions in professional and social settings.
   
   A4: Display awareness of French cultural and linguistic norms in formal and informal interactions.
   
2. 
   
   B1: Extract and interpret key information from French texts and conversations.
   B2: Analyze and infer meanings from more complex dialogues and documents.
   B3: Apply expanded vocabulary and grammar structures to form longer, more structured sentences.
   B4: Solve communication challenges in professional and social interactions.
   B5: Understand and analyse French language functions in real-world situations.
   
   

   
   

   C1: Engage in structured conversations in professional and social situations.

   C2: Identify and apply suitable linguistic strategies to communication problems.

   C3: Deliver short oral presentations on familiar topics.

   C4: Use self-assessment tools to track language progress.

   C5: Utilize digital resources and communication tools for language practice.

   
   
   

   
   

   D1: Expand their vocabulary by exploring more complex topics.

   D2: Develop confidence in longer oral and written communication.

   D3: Engage in spontaneous discussions on personal and professional topics.

   D4: Present ideas in structured oral and written formats.

   D5: Use online learning platforms, dictionaries, and multimedia for skill improvement.

   D6: Identify and apply independent learning strategies.

   
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​​This course aims to provide students with knowledge of the achievements of Islamic civilization and its impact on Western civilization during the Middle Ages through a series of objectives associated with each unit.​​

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This course aims to provide students with knowledge of key development issues in the Arab world through a series of unit-specific objectives.​

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• Explore the position and role of the English language in the contemporary twenty-first-century world.
• Assess how English became the pre-eminent international language of the modern period.
• Trace how English changed as it spread to other countries through colonialism, and evaluate the impact that it has had on societies, cultures and other languages around the world.
• Explore how the English language continues to be shaped by a growing number of users in a range of everyday settings from home to education and work, and its impact on political and educational issues.
• Observe and account for how language varies between individuals and also in different institutional, cultural and national settings.
• Examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.
• Develop learners' skills as effective communicators in personal and professional life.​
  

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A. Knowledge and understanding

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A1: Develop an understanding of the history and development of English, and its contemporary role alongside other languages in a globalised world.

A2: Develop a critical appreciation of the contemporary uses of English in conjunction with other modes of communication in a range of social, cultural, political and educational contexts.

A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of spoken, written and digital texts, including collected examples.

A4: Develop a perspective on English language experiences, including aspects of communication skills.

B. Cognitive skills

At the end of the module, learners should be able to:

B1: Develop awareness of the stages of the processes associated with the spread of English, highlighting its links with colonialism and the role that people, cultures and technologies have played in this spread.

B2: Understand how language varies between individuals and also in different institutional, cultural and national settings.

B3: Discuss the benefits of diversity and its implication in discrimination.

B4: Develop an understanding of the use of varieties of English in social, educational and work-based contexts around the world.

B5: Develop different reflective strategies that critically and constructively explore global political issues associated with the spread of English; such as migration, political protest, and attempts to 'decolonise' the curriculum

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Demonstrate awareness of the diversity of factors, practices and interpretations associated with the spread of English in the world.

C2: Adopt and examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.

C3. Demonstrate a reflective approach through an integrated understanding of the significance and power of English in social, cultural, and economic life.

C4. Demonstrate awareness of the social and economic opportunities opened up by English, and the implications for those people who don't have access to the language.

D Key transferable skills 

At the end of the module, learners will be expected to:

D1: Discuss with confidence issues related to the position of English in the world, factors contributing to its spread, and negative and positive views on the matter.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​

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A. Knowledge and understanding

​

A1: Develop an understanding of the history and development of English, and its contemporary role alongside other languages in a globalised world.

A2: Develop a critical appreciation of the contemporary uses of English in conjunction with other modes of communication in a range of social, cultural, political and educational contexts.

A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of spoken, written and digital texts, including collected examples.

A4: Develop a perspective on English language experiences, including aspects of communication skills.

B. Cognitive skills

At the end of the module, learners should be able to:

B1: Develop awareness of the stages of the processes associated with the spread of English, highlighting its links with colonialism and the role that people, cultures and technologies have played in this spread.

B2: Understand how language varies between individuals and also in different institutional, cultural and national settings.

B3: Discuss the benefits of diversity and its implication in discrimination.

B4: Develop an understanding of the use of varieties of English in social, educational and work-based contexts around the world.

B5: Develop different reflective strategies that critically and constructively explore global political issues associated with the spread of English; such as migration, political protest, and attempts to 'decolonise' the curriculum

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Demonstrate awareness of the diversity of factors, practices and interpretations associated with the spread of English in the world.

C2: Adopt and examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.

C3. Demonstrate a reflective approach through an integrated understanding of the significance and power of English in social, cultural, and economic life.

C4. Demonstrate awareness of the social and economic opportunities opened up by English, and the implications for those people who don't have access to the language.

D Key transferable skills 

At the end of the module, learners will be expected to:

D1: Discuss with confidence issues related to the position of English in the world, factors contributing to its spread, and negative and positive views on the matter.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​

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• The module aims to:

   

  • Develop efficient language acquisition skills through action-based learning.

   

  • Enable students to act and interact in Spanish-speaking environments.

   

  • Provide structured learning through real-world social and professional scenarios, cultural references, and authentic media.

   

  • Strengthen linguistic autonomy through a progression of exercises and activities.

   

  • Raise communicative competence in both written and oral Spanish.
    
  
  

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• Acquaint students with the important role translation has played and still does in facilitating human interaction and overcoming linguistic and cultural barriers.
• Acquaint students with the main definitions and types of translation.
• Orient students to the essential relation between translation and different levels of meaning.
• Introduce students to the important relation between translation and culture.
• Introduce students to the main difficulties involved in the process of translating and the relevant problem-solving strategies.

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1. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Develop their understanding of the importance of translation to overcome linguistic barriers.

A2: Develop their understanding of some basic translation notions such as equivalence, transference of meaning, etc.

A3: Develop their understanding of some basic translation types and translation difficulties.

B. Cognitive skills

At the end of the module,  learners will be expected to:

B1: Develop awareness features about types of meanings.

B2: Develop awareness of the difference between written translation and oral interpretation.

B3: Demonstrate understanding of important translation terms and notions.

B4: Develop awareness about some linguistic and cultural difficulties in translation.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Interpret text meanings as a basic step in the process of translation.

C2: Carry out the necessary transformations when translating sentences, idioms, and relatively short texts between English and Arabic.

  D. Key transferable skills

At the end of the module, learners will be expected to:

D1: Have acquired some basic skills in the analysis of meaning.

D2: Have acquired some basic translation skills.

D3: Enhance self- awareness and confidence in their own translation skills, and the skill of interactive and cooperative learning.