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Session: 2022/23

Last modified: 10/03/2022 10:38:05

Title of Module: Language, Identity and Power

Code: LING11004 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:F  Leon-Solis

Summary of Module

This module is designed to encourage students to explore and critically reflect on the interconnection between Language, Identity and Power, more specifically the use and significance of language in forging, articulating, maintaining but also resisting identity in the context of power relations at all levels in society.

Drawing on Socio-Linguistics, Social identity Theory and Discourse Analysis students  will explore the position of national languages, the relationship between ‘national’/‘prestigious’ and ‘regional’/’lower status’ languages in Education and language planning as a reflection of political power relations; it will also encourage critical analysis and discussion of the processes of forging and resisting collective and personal identities in political discourse and the media. The module will also encourage critical understanding of the interface of language, power relations and identity construction in everyday communication situations.

The position of national Languages vis a vis the predominance of English in a globalised world and the protection and promotion cultural variety in the context of political power relations will also be discussed and explored.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate knowledge that covers and integrates the main dimensions of language, identity and power.

L2. Demonstrate critical understanding of the principal theories of Power, and concepts and principles of Socio-Linguistics, Social Identity Theory, Discourse Analysis and Critical Discourse Analysis

L3. Demonstrate critical understanding of current issues associated with the Interface of Language, Identity and Power.

L4. Critically evaluate instances of the interface of Language, identity and power in, for example, the media, political discourse, education contexts or everyday situations.

L5. Present reasoned arguments and express ideas in a clear, coherent, and grammatically sound academic style drawing on academic literature relating to the themes explored during the module

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

Extensive, detailed, and critical Knowledge that covers and integrates areas of Language, Power and Collective and Individual Identity.
A critical understanding of the principal theories, principles and concepts used in Socio-Linguistics, Social Identity Theory, Discourse Analysis and Critical Discourse Analysis.
A critical understanding of a range of specialised theories, principles and concepts that concern language, identity and power
Critical awareness of current issues associated with the interface of Language, Power and Identity.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Apply a range of specialised skills, and research techniques and practices employed to explore factors which influence language used in particular contexts with specific purposes;
Demonstrate originality or creativity in the application of knowledge, understanding and practices which relate to the use of Language in power relations, with a particular focus on collective and individual identity.

Generic Cognitive skills SCQF Level 11.

Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments in the area of Socio-Linguistics, Social Identity Theory and Discourse Analysis.
Identify, conceptualise and define new and abstract concepts and issues related to the way Language is used to create or challenge power relations and identities.
Develop original and creative responses to concepts and issues which relate to Language, Power and Identity.

Critically review, consolidate and extend knowledge, skills practices and thinking in the research area of the interface of Language and power and identity relations.

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise;
Communicate with a range of audiences (as appropriate) and fellow professionals acting as a source of advice on particular aspects of Language, Power and Identity.
Use a range of software to support and enhance work at this level;
Contribute to the literature on, and public discussion of the topics covered in the module.

Autonomy, Accountability and Working with others SCQF Level 11.

Exercise substantial autonomy and initiative in professional and equivalent activities;
Demonstrate responsibility for own work and/or significant responsibility for the work of others;
Demonstrate leadership and initiative;
Demonstrate critical reflection on own and others’ work;
Demonstrate the management of complex ethical and professional issues.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module is delivered via practical and communicative classes, and via Moodle. Students will be active participants in class and will work in pairs and /or groups to discuss issues and analyse research related to issues around English as a global language. Independent learning is an integral part of this course and students will be given written and oral tasks to be completed outside class in preparation for, and consolidation of, classroom work. Students will develop critical thinking and research skills to enhance their current studies and future careers.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery24
Independent Study152
Tutorial/Synchronous Support Activity6
Asynchronous Class Activity18
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Mooney, A., et al. (2011) Language, Society & Power: An Introduction.
(3rd ed) London: Routledge.

Carter, R., et al. (2008) Working with Texts: A Core Book for Language
Analysis. (2nd ed) London: Routledge.

Fairclough, N. (1992) Discourse and Social Change, Cambridge: Polity.

Wardhaugh, R. (2010) An Introduction to Sociolinguistics. 6th edition.
Chichester: Wiley-Blackwell.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelCareer-Long Professional Learning
ModeratorS Brown
External ExaminerH Kuchah
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
ESSAY - 60%
Presentation - 40 %
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck markcheck mark600

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck markcheck markcheck mark400
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.