International Relations and Spanish BA (Hons)

This module examines the history, development and functions of the European Union. It provides an introduction to and critical discussion of the European Council, Parliament, Commission, and Council of Ministers. The module engages students in discussion of the economic, social and political philosophy of the EU, as well as the institution's aims and deficiencies. The module also takes a close look at the UK's relationship with the EU, from its applications to join in the 1960s to the Brexit referendum of 2016, and the post-Brexit relationship between the UK and the European bloc today.

1. To foster knowledge and understanding of the history, development and aims of the EU, the institutions of and processes in the European Union. 
2. To enable students to evaluate the powers and responsibilities of the institutions of the EU. 
3. To develop students’ ability to discuss knowledgeably issues and concerns of the EU and to develop a critical point of view on issues of the EU.
4. To foster the analytical skills of understanding, analysis and evaluation through discussion of the UK's complex relationship with the EU.
5. To increase awareness and application of key transferable skills relating to working with others, presentations and discussions and debates and independent research.

This module is designed with both theoretical and applied approaches. The first part introduces students to the way economic thought and theories have been developing in relation to historical change, giving students the ability to situate the development of Economics as a discipline in relation to social and historical changes associated with industrialization and modernity and how those developments have influenced political relationships between countries across time. It will provide students with the critical and reflective skills to be able to appreciate the social, political and ideological nature of contemporary debates within Economics.

The second part will situate students into the political interactions that different economic systems have nowadays and they will undertake the analysis of different countries with regard to how their view of economic policies have been affecting their relationships with other economies.

To these ends students will be introduced to some of the most renowned thinkers in the history of economic thought and the more up to date debates on international politics and economic policies:    

• Mercantilism, the Physiocrats and early modern economic thought
• Political Economy and modern economic thought: Adam Smith, David Ricardo, Karl Marx, John Stuart Mill, Jeremy Bentham, Thomas Malthus,
  etc
• World War I and the Great Depression
• Explanations for (and solutions to) the crisis of the 1920s/30s – Schumpeter, Keynes, Neoclassical Economics, The New Deal
• Post WWII - Keynesian consensus, Marshall Plan, US hegemony
• The Bretton Woods system
• Crises of the 70s, Monetarism, from neo-classical economics to neoliberalism
• The current international economic crisis and post-crash/post-growth economic thought - Joseph Stiglitz, Paul Krugman, Neo-Keynesianism
  etc
• Different economic systems (Anglo-saxon, European, Asian) in practise (UK, US, Japan, China, Soviet Command)
• The opposition of capitalism and socialist/communist economic ideals. Examples of current countries
• Austerity and interventionism in times of crisis vs. free market. France and Germany.
• The end of Western economic domination. BRIC countries and new ways of dealing with economic issues

The aims of the module are to:

• Understand the reasoning behind different currents of economic thought
• Appreciate the relevance of early contributions to economic analysis
• Evaluate the extent to which the contributions of the past influence those of the present
• Reflect on contemporary economic and political situations in light of earlier positioning towards economic policy views
• Ensure an appreciation of interdisciplinarity and start building critical thinking
• Reflect on current debates within the existing economic and political systems

This module introduces students to social scientific debates concerning the relationship between human society, ecology and climate change. In particular the module focuses on the connection between global inequalities, environmental issues and global heating, exploring question such as: What is the relationship between inequality and climate change? How does inequality in the world affect the way different social groups experience and adapt to climate and environmental changes? What is the relationship between the social production of inequalities and human caused, or anthropogenic, climate change and environmental issues? And, how do inequalities affect the way different social actors construct, and try to realise, solutions to the problem of climate change today?

The module explores these questions through an engagement with contemporary social scientific debates concerning ‘the Anthropocene,’ global inequality, and climate justice movements. Part I of the module focuses on the global inequalities and environmental changes produced through colonialism and the development of capitalism, industrialisation and globalisation. The module introduces scholarly and climate justice perspectives from the global South, indigenous people’s movements, and Feminist, anti-racist and world-systems analysis of global inequality, environmental issues and climate change. Part II of the module develops and applies the perspectives introduced in Part I to a critical interrogation of proposed solutions to the contemporary climate crisis, enabling students to explore how critical social scientific perspectives can bring novel insights and contributions to bear on one of the most pressing issues of our time.

Indicative content and key concepts:

Part I Climate Change and Global Inequalities

• An introduction to the science of contemporary climate change and the ‘Anthropocene’ debates for students without a natural science background
• Colonialism, capitalism, industrialisation and the study of global inequality
• An introduction to social and political ecology
• Climate justice perspectives from the global South
• Indigenous Climate Change Studies
• Feminist, anti-racist and world-systems analysis
• Inequality and ecologically unequal exchange; climate debt

Part II - Climate Justice and the Climate Crisis

• Climate change and ecosystem crises
• Carbon democracy, fossil capital and barriers to climate action
• Financialisation and marketisation in climate and environmental policy making
• Carbon dependency and the energy transition
• Climate justice movements: food security, migration, work, housing, inequality, climate debt and reparations 
• Geoengineering, climate justice and climate futures

• To provide social science students with an introduction to social scientific debates concerning the relationship between human society, ecology and climate change  
• To enable students to understand and reflect on the relationship between global inequalities, climate and environmental change
• To equip students with the skills and knowledge to be able to apply social scientific perspectives to debates surrounding the causes, impact and policy responses to contemporary climate change and environmental issues

The module covers both the core ideas in politics and IR that will be needed at higher levels of study and the skills required to evidence this knowledge. It focuses on the key question “what are political ideas, and where do they come from?”. Skills and employability materials are embedded within the module content and through the assessments. Module content includes:

• Introduction to key political theorists and theoretical traditions
• Introduction to key theories and concepts in International Relations

This modules aims to:

• Introduce political theory as the basis for the further study of politics and IR at Levels 5 and 6 through enabling students to acquire knowledge and understanding in appropriate areas of theory and analysis (benchmark 4.12).
• Introduce students to IR theory and to illustrate the links with political theory.
• Embed academic study skills, critical thinking, communication skills and employability as integral to the discipline

This module is designed to introduce students to the concepts, theories, and practices of globalisation through an internationalized overview of world political, cultural, social, and economic history, and to refocus contemporary debates on globalisation to the edges of the world system. This provides a critical approach to understanding globalisation as an historical process, and not a relatively new phenomenon. The module will introduce students to critical analysis of key phases in the evolution of world history in how human development over time has contributed to broader societal change through the discovery of new improving technologies on the one hand but has been a highly uneven process characterised by the unequal distribution of power, violence, discrimination and oppression on the other. The module questions Western and universalized approaches to understanding globalization through an examination of Eastern and Southern-led processes and experiences. It provides an historical and contextually driven approach to contemporary questions surrounding issues of underdevelopment and global inequality, key features in understanding politics and international relations. Students will gain an understanding of global forces that are historically inscribed and approach globalisation through multiple lenses and perspectives. Content will include:

• Key theories of globalisation – World systems theory, dependency theory, and the use of multiple and layered international relations theories to understand globalisation
• Three key approaches to globalisation: Hyper-globalists, integrationists, transformationalists, regionalists
• World economic history: colonialism, colours and early capital
• Silk routes, fur trade, slave trade and early global transformation: Who paid for industrialisation?
• Industrialisation and deindustrialisation: the start of the ‘Great divide’
• South Pacific encounters with globalisation: the persistence of the gift in Polynesian globalisation
• Chinese globalisation: Confucian, communism, and copper
• Indigenous peoples in global perspective: On the margins of the world system
• South Asian forces of globalisation: sweatshops of the world or manufacturing centre of the world?
• Latin American perspectives on globalisation: coffee, Chavez and communism
• International institutions, governance and globalisation

The aims of the module are to:

• Introduce students to the political, social, cultural, and economic historical events and processes that structure and characterize contemporary globalization and global relationships.
• Embed an internationalized, contextually, and historically rooted understanding of the world in approaches to thinking about multiple perspectives and theories in politics and international relations.
• Stimulate students to critically reflect on the complexity of global relationships.
• Facilitate an understanding of the changing nature of international relations over time.
• Enable the development of research, writing, analytical and reflective skills commensurate with level 4 study.

Introductory concepts and theories of comparative government

Comparative methods in political science and challenges of comparison

Comparing systems, and their ability to confront internal and external crises (such as corruption or climate change)

Relationships between branches of government and how bills are made

Comparing political institutions and systems

Electoral systems and their impact

Voting behaviours

Overt and covert systems of power

Participating in and resisting politics 

Political cultures and sub-cultures

Supranational structures within which states operate

The course also considers international elements such as the role of key players in supranational organisations such as the U. N. ; election monitoring and democracy promotion

The overall aim of the module is to introduce scholars to the methodological and theoretical foundations of comparative approaches to political studies to provide the basis for the further study of these and related subjects at Levels 5 and 6.  This module allows students to acquire knowledge and understanding in appropriate areas of comparative government and politics, as well as make elementary critiques.

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

This module develops critical engagement with international affairs by drawing together the multiple theoretical lenses of international relations with the practice in global politics, enabling a deeper consideration of how the world might be understood, explained (and possibly transformed). The core issues, concepts and theories of the discipline are approached through a series of questions. These questions are used to draw out many other challenging and complex questions and perspectives about global politics, to examine the historical context in which they are located, to consider the broader assumptions that underlie them and the theoretical approaches that structure the many possible responses. In so doing, students are encouraged to think about why the question is important, who is affected and how, and what is at stake in global politics and international relations. Indicative content includes:

• Perspectives on the creation of the discipline of International Relations.
• Realism and Neo-Realism; Liberalism and Neo-Liberalism.
• Critical Theory; Marxism and Gramscianism; Constructuctivism; Feminist international relations; post-structuralism; and Postcolonialism.
• Key questions include: How do we begin to think about the world? How might we conceptualise the world? How might we critique the world? Does the nation-state work? Is democracy a good idea? Does colonialism belong to the past? Why does violence exist? Can we move beyond conflict? What happens if we don't take nature for granted? Can we save the planet? Why are some people better off than others? How is the world divided economically? Who has rights, and what rights do they have? Why is people's movement restricted? Why does gender inequality exist? What can we do to change the world?
• The state of the discipline of global politics and international relations.

This module aims to:

• Introduce students to the methodological and theoretical foundations for the study of Global Politics and International Relations.
• Enable students to apply theories and concepts to historical and current global events, from multiple world perspectives.
• Develop the capacity of students to formulate theoretically sound arguments and to critically engage with the subject content.

This module will introduce students to a range of theories, ideas and processes related to international trade from several perspectives: economic, historical, political and international. Students are shown how international trade and commercial relationships impact, alter and create political and social connections. Student learn how political, social and cultural institutions play a large role in facilitating these arrangements, and how relationships develop and change over time. The exercise of power in international relationships, ad its impact on trade and through the form of economic diplomacy is explored through the module.

The content will include topics such as:

• The origins of international trade
• The creation and role of the World Trade Organisation and other international organisations
• Barriers to trade (tariffs and quotas, political)
• International Trade Agreements and disagreements
• Regional integration areas
• The role of currencies and exchange rates
• Globalisation and finance
• Global crisis and their effects on trade
• Economic diplomacy and trade
• Economic destabilisation and trade
• Changing power in international trade: The rise of China, India, Brazil
• Effects of and constraints of international trade on development and environment

The aims of the module are to:

• Enable student appreciation of the role and relevance of international trade and international politics and their relationship to one another.
• Facilitate student understanding of the economic rationale behind the existence of international trade.
• Ensure student appreciation of the complexity of commercial relationships and their inter-relationship with political systems and with power in the international arena.
• Facilitate an appreciation of the changing nature of international trade over time and in terms of institutions, instruments, agreements and countries' roles.
• Enable application of theory to practice.

This module introduces students to the field of peace and conflict studies in international relations through the study of critical approaches to the study of violence, war, conflict, security and peace. It traces the evolution of the field from orthodox approaches originally rooted in Western political analysis; those developed and practised through international organisations and institutions in international relations; to critical questions about war and militarism; to alternative and indigenous approaches concerned with peace-building, sustainable peace, structural transformation and restorative and reconciliatory justice. In-depth case studies are woven through the module drawn upon from various international relations contexts including the Middle East, Europe, Latin America, North America, Africa and East Asia in order to apply concepts, approaches and theory to practice. 

 Indicative content includes:

• Key concepts and theories of violence, war, conflict, security and peace.
• Critical approaches to security, violence, conflict and peace.
• the origins of peace-building as a synergetic process: peacemaking, diplomacy, peacekeeping and peacebuilding
• the seven pillars in security and peace-building through the institutional remit of the UN, UNDP, WHO, UNESCO, UNICEF and UNHCR
• key theoretical approaches of conflict management, conflict resolution and conflict transformation
• concepts and theories of negative, positive and sustainable peace-building
• structural transformation; reconciliation; restorative justice; inclusivity; rights

The aims of the module are:

• To introduce students to the study of violence, war, conflict, security and peace in international relations.
• To provide in-depth understanding of key concepts, theories and approaches in the study of conflict, security and peace.
• To develop the capacity of students to directly apply these key concepts, theories and approaches to real world examples.
• To facilitate understanding of how conflict and peace is practised.
• To stimulate and facilitate critical engagement of the embodiment of conflict, violence, war, security and peace in global politics.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

This module on International Political Economy is concerned with the (re)production of power and wealth within the contemporary world order. The module explores complex questions and global challenges that are rooted in an understanding of power, international relations and economy. Students are asked to think critically about how the politics of the international economy is governed and through an evaluation of power and inequality. Such questions include: Why and how does the politics and economics of the world take its current form? In what ways do the structural features of the world economy shape power and visa versa, and with what consequences? In what ways does the international political economy create uneven consequences and shape interactions in the international community?  Case studies will be drawn from across the world and, in particular, from Latin America. Indicative content includes:

• Theoretical Approaches of IPE: Orthodox, Critical and Radical theories.
• The Subject of International Political Economy and its Methods
• The Evolution of the IPE: Empires and mercantilism; economic liberalism; the liberal economic order; Pax Britannica, industrial capitalism and imperialism; Power, Contemporary capitalism and global governance – who does the governing?; contemporary imperialism.
• Bretton Woods Institutions; the Washington Consensus, Post-Washington Consensus and Critique; Dismantling Embedded Liberalism; States, Markets and Institutions.
• Key issues, global challenges and responses in the IPE: Globalization and its discontents; North-South Relationships; International Trade, Finance and Development; Transnational Production; Global Division of Labour; Sustainable Development; International Security, Conflict and Migration; Culture, Indigeneity and IPE; Resistance to the Global norms; Climate change and energy security; the IPE of ideas and knowledge production.

The aims of this module are four-fold:

• To provide an in-depth understanding of the historical development of the IPE.
• To provide a critical analysis of the main institutional and structural contours of the global political economy and the effects of these.
• To offer perspectives and insights that engage with, stand in contrast to and challenge dominant paradigms about power dynamics within the global political economy.
• To provide a sophisticated understanding of global issues and challenges through mainstream, critical and radical theories of IPE.

The indicative major thematic areas that the module will cover can be described under the following headings:

• Operational definitions and practices of sustainability
• Politics in and of the anthropocene
• Sustainability and climate change
• Green political theories
• Green parties - formation, development and change (including relationships with electoral systems)
• Alternatives, ideals and utopias; the role of active citizenship in the spread of concern with sustainability
• Sustainability Policy in practice

The quest to understand the contemporary politics and international relations of the African continent often appears elusive. That this should be so is not surprising since it has frequently been driven by a need to approach the complexities of the continent from an explanatory scheme that is congruent with Westernisation and liberalism and rooted in western epistemological traditions and experience. Instead, this module explores African politics and international relations from "the inside", through the concepts, theories, paradigms and contexts in which the political, economic and social logic of Africa come together and which engage and challenge contemporary thinking and dominant discourses about politics and international relations.

Content will include reference to: 

• A postcolonial "African" critique of the disciplines of politics and international relations, the international system, its origins and nature.
• Africa in, and of, the Global South and at the centre of Critical International Political Economy.
• The Political Instrumentalization of Disorder - Modernity, Tradition, Power, Progress and Legitimacy in Africa.
• The Postcolonial African State - Political Thought and Philosophical Critique; the state as a Matrix; Crisis States, Collapsed States and New States.
• Genesis of State and Society: The Fault lines of Ethnicity, Religion, Social Class and Competition over Resources. 
• The Productivity of Economic and Political Failure: Migration, Trade and the Informal Economies of the African Sub-Regions.
• Conflict, Peace and Justice in Africa - Restorative, Distributory and Transitional approaches.

The primary aims of this module are:

• To provide a critical understanding of the historical, political and economic positionally of Africa, in and of the world, as seen through multiple paradigms, theories, concepts and contexts which shape our understanding.
• To offer perspectives and insights that engage with, stand in contrast to, and challenge, dominant paradigms about politics and international relations, as seen through the lens of 'the other'.
• To develop critical thinking amongst participants about the subject of inquiry.
• To develop research capacity appropriate to the level of study. 

Content will vary according to individual dissertation proposals.

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of Bachelor degree Political Science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.

This module examines the history, development and functions of the European Union. It provides an introduction to and critical discussion of the European Council, Parliament, Commission, and Council of Ministers. The module engages students in discussion of the economic, social and political philosophy of the EU, as well as the institution's aims and deficiencies. The module also takes a close look at the UK's relationship with the EU, from its applications to join in the 1960s to the Brexit referendum of 2016, and the post-Brexit relationship between the UK and the European bloc today.

1. To foster knowledge and understanding of the history, development and aims of the EU, the institutions of and processes in the European Union. 
2. To enable students to evaluate the powers and responsibilities of the institutions of the EU. 
3. To develop students’ ability to discuss knowledgeably issues and concerns of the EU and to develop a critical point of view on issues of the EU.
4. To foster the analytical skills of understanding, analysis and evaluation through discussion of the UK's complex relationship with the EU.
5. To increase awareness and application of key transferable skills relating to working with others, presentations and discussions and debates and independent research.

This module will introduce students to some of the key cinematic, literary and visual texts of the twentieth and twenty-first centuries as a means of exploring significant moments of historical and social change on an international scale. Structured chronologically, the module will offer students the opportunity to learn about how culture, in its many forms, has reflected wider historical shifts in French-, Spanish-, and German- speaking countries, including (but not limited to) life in East Germany, social upheaval in 1960’s France, and societal transformation in post-Franco Spain from 1975 onwards. A representative selection of films, literary extracts (all available in translation) and art works will be examined to enhance students’ awareness of how culture can be used to understand complex historical developments at a national level, and also as part of the wider, global context.

1. To introduce some of the key moments of historical change in the twentieth and twenty-first centuries. 
2. To consider how culture reflects historical and social change in the global context.
3. To introduce some of the cultural and historical themes portrayed in cinematic, literary and visual texts.
4. To foster the analytical and critical skills of reading audio-visual and literary texts in the social, historical and cultural context.
5. To develop and foster transferable skills such as team-work, analysis and presentational skills.

The module is devoted to the consolidation and further development of linguistic knowledge and skills within the context of the societies and cultures of the contemporary Spanish speaking world. The language will be studied across a range of themes and topic areas, reflecting aspects of life in the Spanish speaking world, including current social, political and cultural issues. Attention will be given to the acquisition and application of key skills, particularly the development of autonomous learning through a portfolio of work which includes the setting up of a learning agenda, identification and evaluation of learning resources and assessment of progress. The written, visual and recorded texts will be relevant in terms of their linguistic and cultural content and will illustrate a range of registers and styles. Students will learn how to analyse texts in detail and develop a greater awareness of textual structures, grammar and syntax, and socio-cultural contexts.

1. To consolidate and further develop competence in language skills at a level corresponding to B1 on the CEFR and developing towards B2.  
2. To extend overall knowledge of contemporary and of specific areas of the societies and cultures of the Spanish speaking world. 
3. To improve the ability to examine, understand and respond to literary and non-literary texts on aspects of the life and cultures of the Spanish speaking world at a level corresponding to B1 on the CEFR and developing towards B2. 
4. To increase awareness and application of key transferable skills and further develop those skills, with particular reference to independent learning and digital capabilities.

This module will offer students of Spanish the opportunity to study some aspects of the societies, cultures, history, politics and language varieties of the Spanish-speaking Americas. It will serve as a foundation to studying this part of the world, aspects of which students may choose to explore through project work and/or placement(s) at Level 5 and/or 5p and in taught and/or independent study modules at Level 6. An overview of some key issues in the geography, demography, diversity and historical development of the region will be followed by a number of case studies focusing on specific social, political and cultural topics and their contexts, for example: rebellion and revolution, left-wing movements and right-wing dictatorship, art, cinema, cuisine, literature and music. Consideration will also be given to linguistic features of some varieties of Spanish outside Spain, which will be explored via multimedia resources and written and recorded texts.

1. To provide a general overview of the history and geography of the Spanish Americas through the study of literary texts, films and visual art from Hispano-American contexts.  
2. To explore and evaluate a series of case studies featuring key places, personalities and issues relating to the Spanish-speaking Americas.  
3. To develop an awareness of some key features of spoken and written varieties of Spanish used outside Spain.  
4. To convey information effectively in spoken and written Spanish.
5. Development of key skills, particularly in digital capabilities. 

This module provides students with the opportunity to study and understand the institutions and current issues of the European Union, such as EU enlargement, the rise of right-wing extremism and populism in Europe. The module will also focus on the impact on the cultural and political landscape of individual member states. Students will investigate the manifestations of European culture and how they relate to the culture of individual member states. They will relate this to EU policy on developing cultural unity and reflect on the existence of a European culture. Contemporary forms of media of individual member states will also be studied.

1. To develop a thorough understanding of the institutions and bodies of the European Union.
2. To explore contemporary cultural and political developments in the EU.
3. To demonstrate insights into the question of the existence of a European culture and of its relationship to national cultures.
4. To develop critical points of view on political and cultural issues relating to Europe, the EU and its member states.
5. To further develop transferable skills including team work, presentations, debates, independent learning and research skills.

Preparation for the year abroad placement will take place in Chester in the core module of level 5. Subsequently, students will undertake two placements in two countries with a combination of one of the following options: study at one of our partner universities, including Chinese partner universities; work as a language assistant in a French, German or Spanish-speaking country; or an approved work placement. If the planned mobility is not possible, or is interrupted, students will engage with the virtual year abroad devised by the University Council for Modern Languages. Students are required to produce two projects, each including work related to a topic of their own choice, subject to approval, on which they can readily find information whilst studying or working abroad. Each project must contain evidence of research, a recorded interview conducted by the student, and written or recorded documents. The subject of each project should relate to social, historical, cultural, sustainability, diversity, or economic issues in the target language country, and should be discussed in an analytical essay based on the student’s research and experience. Students at partner universities will obtain academic credits for modules successfully completed, while those working as language assistants or on a work placement will be assessed in part by means of an employer evaluation. Credits from partner universities or employer evaluations will be replaced by a 30-minute oral presentation if necessary.  All students will also submit a reflective evaluation of their own social-cultural and academic experience in the country, in the form of a Personal Development Portfolio.

1. To practise the language skills and apply the knowledge already acquired in authentic situations.
2. To examine and evaluate chosen aspects of the society of the country in which the placement takes place.
3. To enhance cultural and intercultural awareness and develop language skills to a high degree of proficiency.
4. To engage with the experience of study at a partner university or in a work placement/virtual placement and gain extensive first-hand knowledge and understanding of the society from the perspective of the resident.
5. To further develop independent learning and digital capabilities.
6. To foster critical evaluation.

• The multiple facets of global citizenship
• Ethical engagement and practice
• The United Nations Sustainable Development Goals
• Cross-cultural issues and sensitivity
• Intercultural communication
• Culture shock
• Cultural adjustment
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
• Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
• Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
• Devising strategies to improve one’s own prospects of working abroad in the future.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

1. Examine and evaluate a chosen aspect of the society of a target country
2. Enhance cultural and intercultural awareness and further develop related skills.
3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
4. Take responsibility for their own learning and acquisition of identified employability skills,
5. Articulate, orally and in writing, their findings and their employability skills.

The module will include preparation in advance of departure in Chester and subsequent study at a partner university or approved work placement abroad. If the planned mobility is not possible or is interrupted, students will engage with a virtual version of the module which will include intensive language tuition. Students are required to produce a report related to a topic of their own choice, subject to approval. The report analyses and synthesises written documents, and may contain a recorded interview conducted by the student and draw on other recorded documents. The subject of the report should relate to a social, historical, cultural, sustainability or economic issue which is of interest locally or nationally. It should be complemented by an oral reflective evaluation of the student’s own socio-cultural and academic or professional experience in the country or virtual placement.

1. To practise the language skills and apply the knowledge already acquired in authentic situations.
2. To examine and evaluate a chosen aspect of the society of the target language country
3. To enhance cultural and intercultural awareness and further develop language skills.
4. To engage with the experience of a partner university or work placement/virtual placement.
5. To further develop independent learning techniques.
6. To foster critical evaluation.

This module will offer students the opportunity to examine, through a cultural lens, some of the watershed political, social and cultural changes of the twentieth and twenty-first centuries in Europe, Latin America and Quebec. Students will be exposed to a range of literary and cinematic texts (all available in translation) from across the language cultures that will be structured around four dominant themes. These will include (among others) the subtopics of revolution, gender and sexuality, youth, memory, and political upheaval in post-war Europe. The module will thus enhance students’ awareness of how literature and film can be used to explore and understand complex changes in society on a global scale. 

1. To examine, via a representative selection of films and literary extracts, how film and literature reflect and represent social and cultural change.
2. To enable students to analyse a number of significant contemporary films and literary texts and to interpret and comment on their style, content and context.
3. To further develop and foster transferable skills such as analysis, team-work, and oral skills.
4. To enhance written skills in relation to film and literary studies terminology and analysis. 

This module is designed for Level 5 Modern Language or English Language students intending to spend a year abroad and/or considering teaching English as Foreign Language. It is also suitable for students of all disciplines interested in a career in TEFL. Students will develop their knowledge of English grammar and structure and acquire a basic understanding of the communicative approach to teaching English as a Foreign Language.  Students will also be introduced to a range of methods of teaching, learning and assessment. This knowledge will be applied practically in the planning of motivating learning activities and lesson structures, utilising the loop input approach. Students will also be acquainted with a variety of language learning resources. To complement their theoretical knowledge students will also be provided with practical teaching experience, ideally with authentic foreign learners of English, where they will have to opportunity to experiment with various learning and assessment techniques. Some teaching practice will also be in the form of micro-teaching sessions with peers on the module.

1. To develop students' awareness of English language grammar and structure.
2. To raise students’ awareness of phonology and the appropriate methods and materials to teach English pronunciation successfully.
3. To introduce students to some basic contemporary pedagogical theory related to the teaching of English as a Foreign Language.
4. To introduce students to a range of teaching and learning materials
5. To provide students with practical skills for the English language classroom.
6. To establish sound approaches to critical reflection with regard to observation, practice and professional development.
7. To enable students to enhance their transferable and interpersonal skills such as self-presentation, time management, communication and problem solving.

This module provides an opportunity for students to engage in independent learning and to examine in further depth an aspect of a target language-speaking society. The study will lead to the production of an extended essay, written in the target language, on any aspect a target language-speaking society (subject to approval by the department). Students have a wide-ranging choice of topics for the essay. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of the target-language-speaking world that the student wishes to examine and may relate to an area covered in other modules. In all cases the subject needs to be approved by the tutor.

1. To enable students to focus on an area of study of interest to them (social, economic or political) in a target language-speaking society.
2. To further develop aspects of their linguistic proficiency (in particular reading comprehension and writing skills).
3. To promote research skills.
4. To further develop cultural and intercultural awareness.
5. To further develop students’ independent learning techniques.

This module gives students of Spanish a broader perspective on life and society in contemporary Spain, while at the same time providing the contexts for further study of and practice in the language. Part of the module focuses on practical issues and is orientated towards preparation for residence abroad. The module thus builds on competences and knowledge gained at Level 4 and enables students to further their linguistic proficiency and develop vocational language skills and cultural awareness in preparation for work or study in a Spanish-speaking country. Students will study a range of topics relating to contemporary Spanish society, examining areas such as politics, current and social affairs, the working environment and business contexts. While the focus will be on contemporary Spanish society, students will also study significant elements of Spanish history that have shaped contemporary Spain, with particular reference to Civil War, Dictatorship and Transition to Democracy and the long-term effects of these experiences on Spain and the Spanish. This will help them to contextualise aspects of the society they are studying. The written and recorded materials used to examine these areas will serve as a basis for the further development of linguistic skills. Students will develop their oral and written communication, concentrating on oral fluency and on written accuracy and style, and will further extend their knowledge of vocabulary and assignments such as formal correspondence including email and letter writing, official form-filling and evaluative blog writing and an interview.

1. To extend linguistic proficiency, both written and oral, particularly in relation to the specific topic areas at a level corresponding to B2 on the CEFR.
2. To develop independent language-learning skills to improve performance and to extend digital capabilities.
3. To promote the development of advanced language skills appropriate to the workplace or educational institutions in a Spanish-speaking country.
4. To raise cultural and intercultural awareness with particular regard to preparation for a period abroad including issues such as housing, business, education, the working environment and the health care system.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

This module builds on competences and knowledge acquired in level 5 modules and potentially through time spent in a target-language-speaking country via residence abroad modules or through study of target-language at partner universities. Additionally, students who have taken CH5111, FR/SP5001 but who are unable to take the year abroad should take this module rather than CH6301, FR/SP6302 with the condition that the essay component is completed in target language. The first part of the module engages students in the study of a selection of key social, cultural, political or linguistic issues relating to target-language-speaking countries while at the same time providing the contexts for further study of and practice in the language. This will enable students to extend their linguistic proficiency and to develop knowledge and competences in language-based area studies. Written and recorded materials used to examine these areas will serve as a basis for the further development of linguistic skills. Students will further develop their oral and written communication, concentrating on oral fluency and on written accuracy and style, and will further extend their knowledge of vocabulary. They will also increase their awareness of formal register through analysis of source materials. In the second part of the module each student will identify an aspect of one of the issues studied in the first part of the module that s/he wishes to explore in further depth though a research-based essay drawing on available materials in both target language and English.

1. To further extend linguistic proficiency, both written and oral at a level corresponding to B1 B2 on the CEFR, particularly in relation to the specific topic areas; for Chinese at a level corresponding Level 3  Level 4 on the HSK Test (Chinese Proficiency Test);
2. To further develop independent language-learning skills to improve performance.
3. To further raise cultural and intercultural awareness, in the context of students’ language learning, of relevant aspects of life in contemporary target-language-speaking countries.
4. To further develop knowledge, understanding and application of elements of target-language grammar.
5. To further develop key skills such as digital competences.

The module will start with an overview of the target language’s business world and will then focus on the analysis and development of the specialised language and register used in a variety of business contexts relating, for instance, to marketing and advertising and relevant skills for the workplace. Comprehensive use will be made of authentic and simulated business documents which will be examined and critically analysed in the professional document, for example, as a report. All the materials will be made available on the VLE. Content may vary in different target languages. Guest speakers from the world of work will be invited to contribute to group sessions, these will be delivered in English.

1. To develop linguistic awareness of the specialised language and register as well as employability and transferable skills appropriate to a variety of business contexts.
2. To develop the ability to discuss, critically analyse and present business concepts and to engage in business simulations in target language.
3. To further develop formal business correspondence and writing skills in target language.
4. To introduce liaison interpreting in business contexts.

This module will offer students the opportunity to examine thematically some of the challenges of representing identity and giving voice to diversity in contemporary global societies. Students will be exposed to a range of literary, visual, audio and cinematic texts (all available in translation) from across the language cultures. These texts will be structured around four dominant themes drawn from, among others: decolonising the intellectual; oral traditions in the 21^st century; visual representations of difference; young voices in protest; identity politics in action. Students will, thereby, analyse and compare cultural representations of contemporary identities. 

1. To examine, through a range of diverse texts, cultural representations of identity
2. To analyse a number of significant written, visual, audio or cinematic texts and to interpret and comment on their style, content and context.
3. To further develop transferable skills such as critical analysis and oral presentation.
4. To enhance research and written skills. 

The module will centre on the study and translation of written texts. Texts will be chosen for their suitability in terms of language and content, will be linguistically demanding and will illustrate different genres, styles and register. A range of subject matter will be examined, including, for example, socio-political articles, business-related texts and literary extracts. Students will be introduced to current trends in translation, proof-reading, post-editing and the use of appropriate CAT tools. They will also study methods and principles of translation in order to understand related terminology, develop appropriate techniques and be able to reflect critically on translation choices and processes. 

1. To examine effectively and translate complex written texts into accurate English, conveying the appropriate register and style. 
2. To further improve comprehension and understanding of the functions of language and extend knowledge of vocabulary. 
3. To apply appropriate translation techniques and terminology. 
4. To further develop transferable skills with particular reference to problem-solving and expression in written English. 
5. To critically examine and revise a translated text. 
6. To foster critical reflection on the process and techniques of translation. 

This module provides a further opportunity for students to engage in independent learning and to examine an area of study of their choice. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of target language studies which the student wishes to examine in some depth. In all cases the subject needs to be approved by the tutor. 

The study will lead to a research presentation in English and the production of an essay followed by an oral discussion. Students who choose to produce the written work in English will undertake the oral discussion in target language while students who choose to write in target language will discuss their work in English. These decisions will be reached through guidance and advice from tutors. 

1. To provide the opportunity to conduct research and to engage in the in-depth study of a relevant topic. 
2. To develop advanced knowledge of the subject of study and the ability to critically reflect on current theory and opinion. 
3. To further develop writing skills in target language or English and produce an extended essay which is accurate, coherent and structured, and of a suitable academic standard. 
4. To further develop oral discussion and argument in target language or English and to present a coherent account of research including analysis of salient points and reflection on the process. 
5. To extend independent learning techniques. 

This module provides an opportunity for students to produce a translation into English of a text originally written in target languages on a topic of their choice, which could be of interest to English-speaking readers. Students have a wide-ranging choice of topic for translation. They may choose a text on contemporary politics or society, a literary text or one related to another aspect of target language culture. The text should not have been translated previously, and the choice is subject to approval by tutors. As the text will be substantial in length, students will be required to fully engage with the appropriate methodology and techniques of translation, which will enable them to develop their skills in that area. An introduction, with a commentary on the translation process, and footnotes as required, must be provided as part of the project. A glossary may also be included if considered necessary.

1. To examine and evaluate translation methodology and approaches.
2. To develop proficiency in translation from target language into English.
3. To further develop independent learning techniques.

This module aims to develop high level language skills and will enable students to build on the fluency they will have acquired in the course of their placement abroad. The intention is that this fluency should now be channelled into more precise and, at times, more formal usage in a range of contexts while extending students’ knowledge of contemporary Spain and Hispano-America. The materials upon which the language activities are based will be up-to-date recordings and texts relevant to issues of contemporary concern in Spain and other Spanish-speaking countries, in the social, cultural, political, economic and ethical domains, such as diversity, sustainability, women in society, current political developments,
etc.

1. To develop a thorough understanding of the mechanisms of spoken and written Spanish in order to present ideas and arguments in more formal contexts.
2. To further develop lexis and structures and to improve their accuracy in written and spoken Spanish at a level corresponding to C1 on the CEFR.
3. To refine and extend productive and receptive skills in Spanish in contexts requiring discussion, persuasion, argument and summary.
4. To increase students’ self-confidence and self-awareness when using Spanish in formal contexts.
5. To develop a deeper knowledge and understanding of contemporary Spanish and Hispano-American societies and the ability to analyse social, political and cultural contexts and issues.
6. To further develop transferable skills including independent research.

This module will analyse the history, politics, and international relations of twentieth-century Latin America with a particular focus on revolutionary upheavals in the region. Written and recorded materials used to examine these subjects, including audio-visual texts, will serve as a basis for further discussion.

1. To develop a deeper knowledge and understanding of Latin America’s historical trajectory since independence from colonial rule.
2. To raise awareness of Latin America’s growing and unequal relationship with the United States.
3. To expand general awareness and comprehension of Spanish terminology to describe the region’s history, politics and international relations.
4. To further develop transferable skills including independent research.