Modules for course RR14 | BA/FS4#
BA French/Spanish

These are the modules currently offered on this course in the 2018–19 academic year.

You can also view the modules offered in the years: 2017–18.

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Year 1 Modules

Compulsory Modules

40 credits from:

  • LZF-1001: French Written Language Skills (20) (Semester 1 + 2) Core
    This module has been designed in order to enable post 'A' level students to develop written communicative skills in French by extending linguistic competence acquired at 'A' level. It comprises a text-based class in which students have the opportunity to develop translation skills and paraphrasing techniques. Students also have the opportunity to revise and consolidate key areas of grammar in a second class which constitutes the grammatical spine of the module. The texts used in this module are chosen from a range of sources including the media and literary works in order to familiarise students with variations in tone and register. A thematic approach is used in the text-based class in order to enable students to gain an insight into particular French themes and issues while developing the various written communicative skills outlined. Key texts We use the following as a course book: Simone Renaud and Dominique van Hooff. En Bonne Forme (8th edition) (New York: John Wiley and Sons, 2008) We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes.”
    or
    LCF-1001: Sgiliau Iaith Ffrangeg (20) (Semester 1 + 2) Core
    Yn yr wythnosau cyntaf, byddwn yn cadarnhau 'blociau adeiladu' yr iaith ysgrifenedig (rhannau ymadrodd, cenedl enwau, cytundeb gramadegol ayyb), yn ogystal â chyflwyno'r prif werslyfr. Wedyn, bydd y dosbarthiadau'n cael eu rhannu rhwng cyflwyno iaith o "En bonne forme", darllen a thrafod testunau mewn Ffrangeg, ac adborth ar yr aseiniadau hynny y rhoddir marc iddynt. Byddwch yn cael rhaglen o flaen llaw sy'n nodi'r gwaith darllen a'r aseiniadau sydd i'w gwneud yn yr wythnosau i ddod. Trwy'r flwyddyn bydd cyfres o ymarferion i'w gwneud ar gyfrifiadur yn y Ganolfan Ieithoedd; dylai hynny olygu rhyw awr o waith yr wythnos. Key texts We use the following as a course book: Simone Renaud and Dominique van Hooff. En Bonne Forme (8th edition) (New York: John Wiley and Sons, 2008) We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes. Any other learning resources Students are required to complete grammar exercises on a programme called Lingu.
  • LZF-1002: French Communication Skills (20) (Semester 1 + 2) Core
    This topic-based module complements LZF1001 by developing proficiency in spoken French acquired at 'A' level. A range of audio and visual aids is used in each class in order to stimulate group discussions, debates and individual presentations on a particular theme. Aural skills are also developed through audio and video comprehension exercises. The purpose of this module is to enable students to defend themselves orally in a range of topics relating to contemporary French and Francophone life and society and to improve comprehension of different French accents. Key texts This module involves oral comprehension classes and conversation classes. At the start of each semester, students are given a course booklet containing the questions for the listening comprehension exercises, general module information, and lists of websites that they can use in order to watch French television and listen to French radio. We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes. Webpages: Students are expected to be regularly keeping up-to-date with new stories in France via websites such as the following: www.lemonde.fr www.liberation.fr www.figaro.fr French television news programmes - Daily 8am, 1pm and 8pm national news bulletins from France 2: http://jt.france2.fr - Regional and local news bulletins from France 3 (also available as podcasts): http://jt.france3.fr/ - International news bulletins and short docu-films from TV5: www.tv5.org - iTélé: http://www.itele.fr/ - BFM TV : http://www.bfmtv.fr/ French radio stations - Europe 1 (news and discussion): http://www.europe1.fr/ - France Info (news): http://www.radiofrance.fr/chaines/france-info/accueil/ - France Inter (news): http://www.radiofrance.fr/franceinter/accueil/ - France Culture (news and culture, bit like BBC Radio 4): http://www.radiofrance.fr/chaines/france-culture2/sommaire/ - Radio France Internationale (international news): http://www.rfi.fr/
    or
    LCF-1002: Sgiliau Cyfathrebu Ffrangeg (20) (Semester 1 + 2) Core
    Mae'r modiwl hwn yn mynd law yn llaw â LCF1001, ac mae'n canolbwyntio ar sgiliau llafar a gwrando'r myfyrwyr. Yn ogystal â dosbarthiadau sgwrsio traddodiadol a gwaith yn seiliedig ar arddweud, mae pytiau o deledu Ffrangeg yn cyflwyno'r myfyrwyr i Ffrangeg fel y caiff ei siarad go iawn heddiw gan siaradwyr brodorol o amrywiaeth o gefndiroedd. Bydd gwaith yn y Ganolfan Ieithoedd yn golygu gwrando ar ffeiliau sain a recordio eu hunain ar gyfrifiadur, a hynny dan arolygiaeth y staff er mwyn gallu rhoi adborth unigol. Nod y modiwlau iaith yw cael y myfyrwyr i gael meistrolaeth gadarn o ramadeg, a gallu defnyddio'r Ffrangeg ar lafar ac yn ysgrifenedig, gan ddod yn fwy medrus a hyderus wrth siarad ac ysgrifennu. Key texts This module involves oral comprehension classes and conversation classes. At the start of each semester, students are given a course booklet containing the questions for the listening comprehension exercises, general module information, and lists of websites that they can use in order to watch French television and listen to French radio. We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes.
  • LZF-1003: French for Beginners I (20) (Semester 1) Core
    The module is devised to suit 'ab initio' and post-GCSE students of French and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to and [in the case of those with GCSE knowledge of the language] a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions). Students will acquire general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes, in part through role-play situations. Using appropriate audio/visual aids, students will also be introduced to modern and contemporary French culture and society. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1003: Ffrangeg i Ddechreuwyr I (20) (Semester 1) Core
    Mae'r modiwl hwn yn addas ar gyfer dechreuwyr a myfyrwyr sydd wedi astudio Ffrangeg at TGAU. Mae'n canolbwyntio ar ddatblygu sgiliau llafar, gwrando ac ysgrifennu. Mae'r modiwl yn cynnwys cyflwyniad ac adolygu (yn achos rhai sydd eisoes wedi gwneud TGAU) y rhannau allweddol o ramadeg (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid). Bydd y myfyrwyr yn dysgu geirfa gyffredinol a'r ymadroddion allweddol sy'n ymwneud â'r hunan, y teulu, gweithgareddau bob-dydd, diddordebau, yr hyn maent yn ei hoffi/gasáu, a hynny yn rhannol trwy sefyllfaoedd chwarae rôl. Gan ddefnyddio'r cymhorthion sain/gweledol priodol, bydd y myfyrwyr yn cael eu cyflwyno i'r diwylliant a'r gymdeithas Ffrengig heddiw. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
  • LZF-1004: French for Beginners II (20) (Semester 2) Core
    This module is aimed at all first year students who have completed French for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1004: Ffrangeg i Ddechreuwyr II (20) (Semester 2) Core
    Bydd y modiwl hwn, a gynhelir yn yr ail semester, yn cynnwys pedair awr o oriau cyswllt yr wythnos. Mae wedi ei anelu at fyfyrwyr yn y flwyddyn gyntaf sydd wedi cwblhau Ffrangeg i Ddechreuwyr 1 a Myfyrwyr Canolradd 1. Nod y modiwl yw datblygu'r sgiliau sylfaenol mewn siarad, gwrando ac ysgrifennu a gafwyd yn semester 1 er mwyn dod â hwy i'r lefel hyfedredd sy'n cyfateb i Lefel A. Bydd y myfyrwyr yn defnyddio'r egwyddorion gramadeg a ddysgwyd yn semester 1 wrth ysgrifennu darnau mwy estynedig, gan ganolbwyntio ar gystrawennau mwy cymhleth (Y Goddefol, y Dibynnol a'r Gorchmynnol). O ran datblygu sgiliau llafar, bydd y myfyrwyr yn trafod mwy yn yr iaith darged. Caiff sgiliau gwrando eu datblygu hefyd trwy ymarferion tâp sain a fideo. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”

40 credits from:

  • LZS-1001: Spanish for Advanced Students (20) (Semester 1 + 2) Core
    This module has been designed in order to enable post 'A' level students to develop written communicative skills in Spanish by extending linguistic competence acquired at 'A' level. It comprises a text-based class in which students have the opportunity to develop translation skills and paraphrasing techniques. Students also have the opportunity to revise and consolidate key areas of grammar in a second class which constitutes the grammatical spine of the module. The texts used in this module are chosen from a range of sources including the media and literary works in order to familiarise students with variations in tone and register. A thematic approach is used in the text-based class in order to enable students to gain an insight into particular Hispanic themes and issues while developing the various written communicative skills outlined. Spanish Practice Books: No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Busquets, María, Ejercicios gramaticales, Niveles Intermedio y Superior (Madrid: Verbum, 1993) Howkins, Angela, Practising Spanish Grammar, (London: Hodder, 2011) Nissemberg, Gilda, Practice Makes Perfect. Complete Spanish Grammar (New York: Mc Graw-Hill, 2004) Equipo Prisma, Español para Extranjeros: Nivel Intermedio B1 (Madrid: Edinumen, 2004) Websites: Diccionario de la Real Academia de la Lengua Española: http://www.rae.es/rae.html Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-1001: Sbaeneg i Fyfyrwyr Uwch (20) (Semester 1) Core
    Lluniwyd y modiwl hwn i alluogi myfyrwyr sydd wedi astudio Lefel A Sbaeneg i ddatblygu eu sgiliau cyfathrebu trwy ehangu ar y sgiliau iaith a ddysgwyd ganddynt yn eu Lefel A. Mae'n cynnwys dosbarth sy'n seiliedig ar destunau lle caiff myfyrwyr gyfle i ddatblygu eu sgiliau cyfieithu ac aralleirio. Caiff myfyrwyr hefyd y cyfle i adolygu a chyfnerthu elfennau gramadegol penodol mewn ail ddosbarth sy'n canolbwyntio ar ramadeg. Daw'r testunau a ddefnyddir yn y modiwl hwn o amrywiaeth o ffynonellau yn cynnwys y cyfryngau a darnau llenyddol er mwyn i fyfyrwyr ymgyfarwyddo ag amrywiol gyweiriau. Defnyddir dull thematig o ymdrin â'r darnau yn y dosbarth er mwyn galluogi myfyrwyr i ddod i ddeall themâu a materion Sbaenaidd penodol wrth feithrin y sgiliau ysgrifennu a amlinellwyd. Mae pynciau’n cynnwys: sinema, celf, llenyddiaeth a gwleidyddiaeth. Spanish Practice Books: No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Busquets, María, Ejercicios gramaticales, Niveles Intermedio y Superior (Madrid: Verbum, 1993) Howkins, Angela, Practising Spanish Grammar, (London: Hodder, 2011) Nissemberg, Gilda, Practice Makes Perfect. Complete Spanish Grammar (New York: Mc Graw-Hill, 2004) Equipo Prisma, Español para Extranjeros: Nivel Intermedio B1 (Madrid: Edinumen, 2004) Websites: Diccionario de la Real Academia de la Lengua Española: http://www.rae.es/rae.html Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
  • LZS-1002: Spoken Spanish Advanced (20) (Semester 1 + 2) Core
    This topic-based module complements LZS1001 by developing proficiency in spoken Spanish acquired at 'A' level. A range of audio and visual aids is used in each class in order to stimulate group discussions, debates and individual presentations on a particular theme. Aural skills are also developed through audio and video comprehension exercises. The purpose of this module is to enable students to defend themselves orally in a range of topics relating to contemporary Hispanic life and society and to improve comprehension of regional Spanish accents. Websites: YouTube channels for listening comprehension practice: http://www.youtube.com/user/rtve http://www.youtube.com/user/misextatv http://www.youtube.com/user/antena3 http://www.youtube.com/user/valemusic http://www.youtube.com/user/artehistoriacom Spanish radio stations: http://www.cadenaser.com/player_radio.html http://www.los40.com/player/ Main Spanish newspapers: http://www.elpais.com http://www.elperiodico.com/es/ http://www.lavanguardia.com/ http://www.elmundo.es/
    or
    LCS-1002: Sbaeneg Llafar Uwch (20) (Semester 1) Core
    Y modiwl hwn yw'r modiwl llafar sy'n cyfateb i LCS1001. Mae'n fodiwl dwbl sy'n anelu at ddatblygu'r sgiliau Sbaeneg llafar a ddysgwyd wrth astudio am Lefel A. Defnyddir amrywiaeth o gymhorthion clywedol a gweledol ym mhob dosbarth i sbarduno trafodaethau grŵp, dadleuon a chyflwyniadau unigol ar themâu penodol. Datblygir sgiliau gwrando hefyd trwy ymarferion gwrando a deall gyda thapiau sain a fideo. Nod y modiwl hwn yw galluogi myfyrwyr i fynegi eu hunain ar lafar wrth drafod amrywiaeth o bynciau sy'n ymwneud â bywyd cyfoes a chymdeithas Sbaenaidd a gwella eu dealltwriaeth o acenion rhanbarthol Sbaeneg. Websites: YouTube channels for listening comprehension practice: http://www.youtube.com/user/rtve http://www.youtube.com/user/misextatv http://www.youtube.com/user/antena3 http://www.youtube.com/user/valemusic http://www.youtube.com/user/artehistoriacom Spanish radio stations: http://www.cadenaser.com/player_radio.html http://www.los40.com/player/ Main Spanish newspapers: http://www.elpais.com http://www.elperiodico.com/es/ http://www.lavanguardia.com/ http://www.elmundo.es/
  • LZS-1003: Spanish Begin./Intermed. 1 (20) (Semester 1) Core
    This module is aimed at ab initio and post GCSE students of Spanish and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to (and in the case of those with GCSE knowledge of the language), a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions) and general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes and role-play situations. Through selected audio/visual aids, students will also be introduced to Spanish culture and society. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
    or
    LCS-1003: Sbaeneg i Ddechreuwyr 1 (20) (Semester 1) Core
    Mae'r modiwl hwn wedi ei anelu at ddechreuwyr a myfyrwyr sydd wedi astudio TGAU Sbaeneg ac mae'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar, clywedol ac ysgrifenedig sylfaenol. Mae'r modiwl yn cynnwys cyflwyniad ac (yn achos myfyrwyr sydd wedi astudio TGAU Sbaeneg) adolygiad o elfennau gramadegol allweddol (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid) a geirfa ac ymadroddion cyffredin sy'n ymwneud â'r hunan, y teulu, bywyd pob dydd, hobïau, hoff bethau a chas bethau a chwarae rôl. Trwy gymhorthion clywedol/gweledol cyflwynir myfyrwyr hefyd i ddiwylliant a chymdeithas Sbaenaidd. Llyfr cwrs: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
  • LZS-1004: Spanish Begin./Intermed. 2 (20) (Semester 2) Core
    This module is aimed at all first year students who have completed Spanish for Beginners and Intermediate Students 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
    or
    LCS-1004: Sbaeneg i Ddechreuwyr 2 (20) (Semester 2) Core
    Mae'r modiwl hwn wedi ei anelu at fyfyrwyr yn y flwyddyn gyntaf sydd wedi astudio Sbaeneg i Ddechreuwyr a Myfyrwyr Canolradd 1. Nod y modiwl hwn yw datblygu'r sgiliau llafar, clywedol ac ysgrifenedig sylfaenol a ddysgwyd yn semester 1 er mwyn i fyfyrwyr ddatblygu'r hyfedredd sy'n cyfateb i safon Lefel A. Bydd myfyrwyr yn defnyddio'r egwyddorion gramadegol a ddysgwyd yn semester 1 i ysgrifennu darnau estynedig a byddant hefyd yn canolbwyntio ar strwythurau gramadegol mwy cymhleth (y goddefol, y modd dibynnol, y modd gorchmynnol). Datblygir sgiliau gwrando trwy ymarferion gwrando a deall gyda thapiau sain a fideo a bydd gofyn i fyfyrwyr roi cyflwyniadau unigol ar bynciau mwy cymhleth. Llyfr cwrs: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
  • Students without A level Spanish must take LZS1003 & LZS1004 Students with A level Spanish must take LZS1001 & LZS1002

Optional Modules

40 credits from:

  • LZC-1003: Chinese for Beginners 1 (20) (Semester 1)
  • LZF-1003: French for Beginners I (20) (Semester 1)
    The module is devised to suit 'ab initio' and post-GCSE students of French and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to and [in the case of those with GCSE knowledge of the language] a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions). Students will acquire general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes, in part through role-play situations. Using appropriate audio/visual aids, students will also be introduced to modern and contemporary French culture and society. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1003: Ffrangeg i Ddechreuwyr I (20) (Semester 1)
    Mae'r modiwl hwn yn addas ar gyfer dechreuwyr a myfyrwyr sydd wedi astudio Ffrangeg at TGAU. Mae'n canolbwyntio ar ddatblygu sgiliau llafar, gwrando ac ysgrifennu. Mae'r modiwl yn cynnwys cyflwyniad ac adolygu (yn achos rhai sydd eisoes wedi gwneud TGAU) y rhannau allweddol o ramadeg (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid). Bydd y myfyrwyr yn dysgu geirfa gyffredinol a'r ymadroddion allweddol sy'n ymwneud â'r hunan, y teulu, gweithgareddau bob-dydd, diddordebau, yr hyn maent yn ei hoffi/gasáu, a hynny yn rhannol trwy sefyllfaoedd chwarae rôl. Gan ddefnyddio'r cymhorthion sain/gweledol priodol, bydd y myfyrwyr yn cael eu cyflwyno i'r diwylliant a'r gymdeithas Ffrengig heddiw. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
  • LZG-1003: German for Beginners I (20) (Semester 1)
    The module is devised to suit 'ab initio' and post-GCSE students of German and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to and [in the case of those with GCSE knowledge of the language] a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions). Students will acquire general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes, in part through role-play situations. Using appropriate audio/visual aids, students will also be introduced to modern and contemporary German culture and society Key Text Storz, Thomas, Jutta Müller and Hartmut Aufderstraße, Delfin (Munich: Hueber Verlag, 2014). Websites SMLC offers a link list for all language students that covers the most important resources (newspapers, TV channels, online grammar and dictionaries, etc.) in the language(s) that they study: http://www.bangor.ac.uk/ml/links-german.php.en (German online resources) http://www.bangor.ac.uk/ml/links-welsh.php.en (Welsh medium resources) Additionally, students are encouraged to consult: English-German Context Dictionary: http://www.linguee.com/
  • LZI-1003: Italian for Beginners I (20) (Semester 1)
    This is a module running in semester 1 aimed at absolute beginners. This module intends to make students become familiar with the basic structures of the language in order to enable them to express themselves, both orally and in writing, on very simple topics related to everyday life situations. The textbook adopted for this course is 'Spazio Italia 1' (Loescher Editore). This particular text has been selected for its communicative approach to language teaching which, in conjunction with a more traditional approach to grammar, allows students to speed up their progress in all the four essential language learning skills of speaking, reading, listening and writing. Key Texts: Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 1, (Torino: Loescher Editore, 2011). Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 3, (Torino: Loescher Editore, 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Lingu exercises
  • LZS-1003: Spanish Begin./Intermed. 1 (20) (Semester 1)
    This module is aimed at ab initio and post GCSE students of Spanish and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to (and in the case of those with GCSE knowledge of the language), a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions) and general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes and role-play situations. Through selected audio/visual aids, students will also be introduced to Spanish culture and society. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
    or
    LCS-1003: Sbaeneg i Ddechreuwyr 1 (20) (Semester 1)
    Mae'r modiwl hwn wedi ei anelu at ddechreuwyr a myfyrwyr sydd wedi astudio TGAU Sbaeneg ac mae'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar, clywedol ac ysgrifenedig sylfaenol. Mae'r modiwl yn cynnwys cyflwyniad ac (yn achos myfyrwyr sydd wedi astudio TGAU Sbaeneg) adolygiad o elfennau gramadegol allweddol (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid) a geirfa ac ymadroddion cyffredin sy'n ymwneud â'r hunan, y teulu, bywyd pob dydd, hobïau, hoff bethau a chas bethau a chwarae rôl. Trwy gymhorthion clywedol/gweledol cyflwynir myfyrwyr hefyd i ddiwylliant a chymdeithas Sbaenaidd. Llyfr cwrs: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
  • LZC-1004: Chinese for Beginners 2 (20) (Semester 2)
  • LZF-1004: French for Beginners II (20) (Semester 2)
    This module is aimed at all first year students who have completed French for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1004: Ffrangeg i Ddechreuwyr II (20) (Semester 2)
    Bydd y modiwl hwn, a gynhelir yn yr ail semester, yn cynnwys pedair awr o oriau cyswllt yr wythnos. Mae wedi ei anelu at fyfyrwyr yn y flwyddyn gyntaf sydd wedi cwblhau Ffrangeg i Ddechreuwyr 1 a Myfyrwyr Canolradd 1. Nod y modiwl yw datblygu'r sgiliau sylfaenol mewn siarad, gwrando ac ysgrifennu a gafwyd yn semester 1 er mwyn dod â hwy i'r lefel hyfedredd sy'n cyfateb i Lefel A. Bydd y myfyrwyr yn defnyddio'r egwyddorion gramadeg a ddysgwyd yn semester 1 wrth ysgrifennu darnau mwy estynedig, gan ganolbwyntio ar gystrawennau mwy cymhleth (Y Goddefol, y Dibynnol a'r Gorchmynnol). O ran datblygu sgiliau llafar, bydd y myfyrwyr yn trafod mwy yn yr iaith darged. Caiff sgiliau gwrando eu datblygu hefyd trwy ymarferion tâp sain a fideo. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
  • LZG-1004: German for Beginners II (20) (Semester 2)
    This module is aimed at all first year students who have completed German for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics Course book: Storz, Thomas, Jutta Müller and Hartmut Aufderstraße, Delfin (Munich: Hueber Verlag, 2014). Websites: SMLC offers a link list for all language students that covers the most important resources (newspapers, TV channels, online grammar and dictionaries, etc.) in the language(s) that they study: http://www.bangor.ac.uk/ml/links-german.php.en (German online resources) http://www.bangor.ac.uk/ml/links-welsh.php.en (Welsh medium resources) Additionally, students are encouraged to consult: English-German Context Dictionary: http://www.linguee.com/
  • LZI-1004: Italian for Beginners II (20) (Semester 2)
    This module is aimed at all first year students who have completed Italian for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Key Texts: Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 1, (Torino: Loescher Editore, 2011). Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 3, (Torino: Loescher Editore, 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Lingu exercises
  • LZS-1004: Spanish Begin./Intermed. 2 (20) (Semester 2)
    This module is aimed at all first year students who have completed Spanish for Beginners and Intermediate Students 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
    or
    LCS-1004: Sbaeneg i Ddechreuwyr 2 (20) (Semester 2)
    Mae'r modiwl hwn wedi ei anelu at fyfyrwyr yn y flwyddyn gyntaf sydd wedi astudio Sbaeneg i Ddechreuwyr a Myfyrwyr Canolradd 1. Nod y modiwl hwn yw datblygu'r sgiliau llafar, clywedol ac ysgrifenedig sylfaenol a ddysgwyd yn semester 1 er mwyn i fyfyrwyr ddatblygu'r hyfedredd sy'n cyfateb i safon Lefel A. Bydd myfyrwyr yn defnyddio'r egwyddorion gramadegol a ddysgwyd yn semester 1 i ysgrifennu darnau estynedig a byddant hefyd yn canolbwyntio ar strwythurau gramadegol mwy cymhleth (y goddefol, y modd dibynnol, y modd gorchmynnol). Datblygir sgiliau gwrando trwy ymarferion gwrando a deall gyda thapiau sain a fideo a bydd gofyn i fyfyrwyr roi cyflwyniadau unigol ar bynciau mwy cymhleth. Llyfr cwrs: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
  • LXC-1100: Intro. to Chinese Studies (20) (Semester 1 + 2)
  • QXL-1112: Language, Literature & Culture (20) (Semester 2)
    1. the relationship between language, culture and thought processes, 2. the relationship between language and identity, 3. the structures of bilingual societies, 4. the different manifestations of multilingualism, particularly in relation to the concepts of bilingualism and diglossia, 5. the cultural, political, and anthropological issues surrounding minority languages & language policy.
  • LXE-1600: Transnational Cultures (20) (Semester 2)
  • LXE-1700: Creating National Histories (20) (Semester 1)
  • If language options are chosen above, students with A-Levels in any of the languages must take the intermediate options, e.g. LZ..1001/1102

Year 2 Modules

Compulsory Modules

Semester 1

  • LZF-2040: French Language Skills (40) Core
    Building on the foundations of the first year language course, classes on written language skills, listening comprehension and translation into English, and oral communication skills will further develop proficiency and fluency in French. Written language skills include grammar review, paraphrasing, translation into French and essay-writing, and will focus on journalistic, literary and professional language. Listening comprehension classes will draw from modern, authentic material including recent French TV reports, and involve comprehension and paraphrasing exercises. The language materials used will concern the following topics: media, employability, the arts and socio-cultural debates. Oral skills will develop fluency across different registers of spoken French. All classes seek to develop the skills students will need for their third year in a French-speaking country.
    or
    LCF-2040: Sgiliau Iaith Ffrangeg (40) Core
    Gan adeiladu ar sylfaeni cwrs iaith y flwyddyn gyntaf, bydd y dosbarthiadau ar sgiliau ysgrifenedig, gwrando a deall a chyfieithu i'r Gymraeg/Saesneg, a sgiliau llafar yn datblygu hyfedredd a rhuglder yn y Ffrangeg. Bydd y sgiliau iaith ysgrifenedig yn cynnwys adolygu pwyntiau gramadegol, aralleirio, cyfieithu i'r Ffrangeg ac ysgrifennu traethodau, ac yn canolbwyntio ar yr iaith newyddiadurol, lenyddol a phroffesiynol. Bydd y dosbarthiadau gwrando a deall yn defnyddio ffynonellau dilys oddi ar y teledu, ac yn cynnwys trawsgrifio i'r Gymraeg/Saesneg. Bydd pob dosbarth yn datblygu'r sgiliau y bydd ar y myfyrwyr eu hangen yn eu trydedd flwyddyn pan fyddant mewn gwlad lle siaredir Ffrangeg.
  • LZS-2040: Spanish Language 1 (40) Core
    This module comprises two text-based written language classes and one class which focuses on the development of oral and aural communicative skills. In the first written language class, students concentrate on translation, paraphrasing, reading comprehension exercises and report writing, while grammar revision and consolidation forms the focus of hour 2. In hour 3, students are exposed to a variety of audio visual material and are required to participate in class discussions and debates. No set text is given for this language module. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-2040: Iaith Sbaeneg 1 (40) Core
    Mae'r modiwl hwn yn cynnwys dau ddosbarth ysgrifennu sy'n seiliedig ar destunau ac un dosbarth sy'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar a chlywedol. Yn y dosbarth ysgrifennu cyntaf, bydd myfyrwyr yn canolbwyntio ar gyfieithu, aralleirio, ymarferion darllen a deall ac ysgrifennu adroddiadau. Bydd yr ail ddosbarth yn canolbwyntio ar adolygu a chyfnerthu elfennau gramadegol. Yn y trydydd dosbarth, bydd myfyrwyr yn gwylio a gwrando ar amrywiaeth o ddeunydd clyweled ac yna bydd gofyn iddynt gymryd rhan mewn trafodaethau dosbarth. Bydd pedwerydd dosbarth i gyn-ddechreuwyr yn unig yn canolbwyntio ar sgiliau cyfathrebu ysgrifenedig a thasgau gwylio a deall tapiau fideo.

Semester 2

  • LZF-2040: French Language Skills
    Building on the foundations of the first year language course, classes on written language skills, listening comprehension and translation into English, and oral communication skills will further develop proficiency and fluency in French. Written language skills include grammar review, paraphrasing, translation into French and essay-writing, and will focus on journalistic, literary and professional language. Listening comprehension classes will draw from modern, authentic material including recent French TV reports, and involve comprehension and paraphrasing exercises. The language materials used will concern the following topics: media, employability, the arts and socio-cultural debates. Oral skills will develop fluency across different registers of spoken French. All classes seek to develop the skills students will need for their third year in a French-speaking country.
    or
    LCF-2040: Sgiliau Iaith Ffrangeg
    Gan adeiladu ar sylfaeni cwrs iaith y flwyddyn gyntaf, bydd y dosbarthiadau ar sgiliau ysgrifenedig, gwrando a deall a chyfieithu i'r Gymraeg/Saesneg, a sgiliau llafar yn datblygu hyfedredd a rhuglder yn y Ffrangeg. Bydd y sgiliau iaith ysgrifenedig yn cynnwys adolygu pwyntiau gramadegol, aralleirio, cyfieithu i'r Ffrangeg ac ysgrifennu traethodau, ac yn canolbwyntio ar yr iaith newyddiadurol, lenyddol a phroffesiynol. Bydd y dosbarthiadau gwrando a deall yn defnyddio ffynonellau dilys oddi ar y teledu, ac yn cynnwys trawsgrifio i'r Gymraeg/Saesneg. Bydd pob dosbarth yn datblygu'r sgiliau y bydd ar y myfyrwyr eu hangen yn eu trydedd flwyddyn pan fyddant mewn gwlad lle siaredir Ffrangeg.
  • LZS-2040: Spanish Language 1
    This module comprises two text-based written language classes and one class which focuses on the development of oral and aural communicative skills. In the first written language class, students concentrate on translation, paraphrasing, reading comprehension exercises and report writing, while grammar revision and consolidation forms the focus of hour 2. In hour 3, students are exposed to a variety of audio visual material and are required to participate in class discussions and debates. No set text is given for this language module. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-2040: Iaith Sbaeneg 1
    Mae'r modiwl hwn yn cynnwys dau ddosbarth ysgrifennu sy'n seiliedig ar destunau ac un dosbarth sy'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar a chlywedol. Yn y dosbarth ysgrifennu cyntaf, bydd myfyrwyr yn canolbwyntio ar gyfieithu, aralleirio, ymarferion darllen a deall ac ysgrifennu adroddiadau. Bydd yr ail ddosbarth yn canolbwyntio ar adolygu a chyfnerthu elfennau gramadegol. Yn y trydydd dosbarth, bydd myfyrwyr yn gwylio a gwrando ar amrywiaeth o ddeunydd clyweled ac yna bydd gofyn iddynt gymryd rhan mewn trafodaethau dosbarth. Bydd pedwerydd dosbarth i gyn-ddechreuwyr yn unig yn canolbwyntio ar sgiliau cyfathrebu ysgrifenedig a thasgau gwylio a deall tapiau fideo.

Optional Modules

20 credits from:

  • LXF-2101: Paris (20) (Semester 1)
    The 2,300 year story of the city of Paris is a rich and varied one, played out at the heart of French history, culture, and national identity; this is reflected in the variety of material covered in this module. We will study elements drawn from the following list (though not necessarily all of them in a given year): general history of the development of Paris, with particular emphasis on the Second Empire and the cultural très grands chantiers of recent decades; episodes of conflict in Paris (e.g. Siege and Commune, the Liberation, May 1968); Paris by 'monuments' - significance of major (and some minor) sites on the tourist trail; and highlights such as the 'expositions universelles'. It is not necessary to have visited Paris before taking this module; one aim of the course is to help you appreciate the city, and get more out of time spent there subsequently. Key texts Primary texts and films include: Code Inconnu. Dir. Michael Haneke. Artificial Eye. 2000 Le fabuleux destin d’Amélie Poulain. Dir. Jean-Pierre Jeunet. UGC. 2001 Patrick Modiano’s Dora Bruder Leïla Sebbar’s Métro Instantanés (2007) Main secondary materials include: Margaret Atack. ‘L’imaginaire de mai’ in May 68 in French fiction and film: rethinking society, rethinking representation (Oxford: Oxford University Press, 1999) Jean Baudrillard’s ‘The Beaubourg Effect’ Matthew Moran, ‘Power Relations and Representation: the Power of the Media’ in The Republic and the Riots: Exploring Urban Violence in French Suburbs, 2005-2007 (Bern: Peter Lang, 2012) Pierre Nora, ‘Between Memory and History’
  • LXF-2104: French Cinema 1895-1950 (20) (Semester 1)
    The French hold cinema in greater esteem than perhaps any other nation, both as an art form and as popular entertainment; since its inception, the septième Art has produced a wealth of talent and many films of world standing. In this course we will look - on the big screen - at prominent examples of French cinema from its first decades, from the earliest work of the Lumière brothers in the 1890s to the mid-20th Century. The course looks at the general development of French cinema in the period, concentrating on: (i) a major classic from the silent era; (ii) a film from the Poetic Realism movement of the 1930s; (iii) an artistic, non-realist film from the end of the period covered. Key texts Main films studied Luis Buñuel’s Un Chien andalou Jean Vigo’s Vigo’s Zéro de conduite Jean Renoir’s Boudu sauvé des eaux Jean Renoir’s La Grande Illusion Marcel Carné’s Hôtel du Nord Marcel Carné’s Le Jour se lève Main secondary texts Andrew, James Dudley. Mists of regret: culture and sensibility in classic French film (Princeton: Princeton University Press, 1995). Armes, Roy. French Cinema (London: Secker and Warburg, 1985). Hayward, Susan. French National Cinema, (London and New York: Routledge, 2005). Hayward , Susan and Ginette Vincendeau (eds.). French Film: Texts and Contexts (London and New York: Routledge, 2002). Martin, John. The Golden Age of French Cinema, 1929-1939 (London: Columbus Books, 1983). Powrie, Phil and Keith Reader (eds.). French Cinema: A Student's Guide (London: Arnold, 2002). Williams, Alan. Republic of images: a history of French film making (Cambridge, MA: Harvard University Press, 1992).
  • LXF-2105: Race and Immigration in France (20) (Semester 2)
    This module will begin by providing a brief history of immigration and debates about immigration in France, before looking at how race is conceptualized in France and assessing how France's Republican political traditions influence perceptions of race. The module will include a variety of texts and films, such as Frantz Fanon's seminal text "Peau noire, masques blancs" (1952), Alain Gomis's 2001 film "L'Afrance", Kamini's 2006 rap video "Marly-Gomont", Azouz Begag's 1989 novel "Béni ou le paradis privé", and two recent doocumentary films by Carole Sionnet, "Parmi Nous" (2004) and "Pour le meilleur" (2007). Main texts and films studied Laurent Cantet’s Entre les murs (2008). Alain Gomis’s L’Afrance (2001). Begag, Azouz. Béni ou le paradis privé (Seuil: Paris, 1989). Pineau, Gisèle. L’Exil selon Julia (LG : Paris, 1996). Main secondary materials Sam Haigh (ed), An introduction to Caribbean francophone writing, (Oxford: Berg, 1999). Hargreaves, Alec. Multi-ethnic France: Immigration, Politics, Culture and Society (Abingdon: Routledge, 2007). Hargreaves, Alec. Voices from the North African Community in France: Immigration and Identity in Beur Fiction (Oxford: Berg, 1997) Jennings, Jeremy. 2000. ‘Citizenship, Republicanism and Multiculturalism in Contemporary France’, British Journal of Political Science, 30(4): 575-598. Tarr, Carrie. Reframing difference: beur and banlieue filmmaking in France (Manchester, UK : Manchester University Press, 2005).

20 credits from:

  • LXS-2024: History of Galicia (20) (Semester 2)
    During this course, you will be introduced to the history of Galicia, from its pre-history through to the creation of the autonomous community that it is today. While attention is paid to Galicia’s pre-history (in connection with the concept of Celtic roots and its evolution and manipulation for Galicia’s historical identity) and the Middle Ages, the module will concentrate largely on the history of the twentieth and twenty-first centuries with particular focus on the emergence of the idea of nationhood, political activism, and cultural production in Galicia. Key historical texts will be analysed for each period covered. Books: De la Granja, José Luis; Beramendi, Justo; Anguera, Pere, La España de los nacionalismos y las autonomías (Madrid: Editorial Síntesis, 2001). Gemie, Sharif, Galicia, A Concise History (Cardiff: University of Wales Press, 2006). King, Stewart, Beyond the periphery : narratives of identity in the Basque country, Catalonia and Galicia = Más allá de la periferia : narrativas de identidad en Cataluña, Galicia y el País Vasco. (Australia : Antípodas, 2007). Miguélez-Carballeira, Helena, Galicia, a Sentimental Nation: Gender, Culture, Politics (Cardiff: University of Wales Press, 2013). Romero, Eugenia R., Contemporary Galician culture in a global context: movable identities (Lanham, Md.: Lexington Books, 2012). Villares, Ramón, Historia de Galicia (Madrid: Alianza Editorial, 2004). Webpages: The research project ‘Voces e nomes’: http://www.nomesevoces.net/ Articles: Lourenzo Prieto, Lourenzo, ‘Interpreting Galician History: The Recent Construction of an Unknown Past’ in Contemporary Galician Cultural Studies: Between the Local and the Global, ed. by Hooper & Puga (New York: MLA, 2011). Cazorla-Sánchez, Antonio, ‘At Peace with the Past: Explaining the Spanish Civil War in the Basque Country, Catalonia, and Galicia’, in Teaching Representations of the Spanish Civil War, ed. by Valis (New York: Modern Language Association, 2007). Rίos Bergantiños, Noa, ‘Contemporary Galizan Politics: The End of a Cycle?’, in A Companion to Galician Culture, ed. by Miguélez-Carballeira. (Woodbridge: Tamesis, 2014).
  • LXS-2028: Galician I (20) (Semester 1)
    This module involves an introduction to Galician through the study of key areas of grammar (verbal tenses, nouns, adjectives, prepositions, etc.), idiomatic register, and general vocabulary. Through selected in-class texts, students will also be introduced to Galician culture, literature, and sociolinguistics. The course is highly recommended for students who intend to do their year abroad (or part of it) in the historical city of Santiago de Compostela (the capital of Galicia) and its university or the cities of Vigo and A Coruña. Books: Boullón Agrelo, Ana; Monteagudo Romero, Henrique; García Cancela, Xermán, Diccionario normativo Galego-Castelán (Vigo: Galaxia, 1994). Gómez Guinovart, Xavier, Dicionario moderno inglés-galego (Vigo: 2.0 editora, 2012). Normas ortográficas e morfolóxicas do idioma galego (Vigo: Real Academia Galega & Instituto da Lingua Galega, 2004). Pérez Barreiro, Servando, Dicionario completo galego-inglés, inglés-galego (Vigo: Cardeñoso). Webpages: Dictionary English-Galician, Galego-Inglés: http://sli.uvigo.es/dicionario/index.html Galician dictionary by the Real Academia Galega: http://www.realacademiagalega.org Linguakit: https://linguakit.com/full_analysis Articles: O’Rourke, Bernadette, ‘The Galician Language in the Twenty-First Century’, in A Companion to Galician Culture, ed. by Helena Miguélez-Carballeira (London: Tamesis, 2014), pp.73-92. Thompson, John Patrick, ‘Portuguese or Spanish Orthography for the Galizan Language? An analysis of the Conflito Normativo’, in Contemporary Galician Cultural Studies: between the local and the global, ed. by Kirsty Hopper & Manuel Puga Moruxa (New York: Modern Language Association of America, 2011), pp. 143-165.
  • LXS-2029: Galician II (20) (Semester 2)
    This module aims to consolidate the students' previously acquired basic knowledge of the Galician language through the study of advanced areas of grammar (verbal tenses and moods, discursive links, etc), idiomatic register, and general vocabulary. Through selected in-class texts, students will also be introduced to Galician culture, literature, and sociolinguistics. The course is highly recommended for students who intend to do their year abroad (or part of it) in the historical city of Santiago de Compostela (the capital of Galicia) and its university. Books: Boullón Agrelo, Ana; Monteagudo Romero, Henrique; García Cancela, Xermán, Diccionario normativo Galego-Castelán (Vigo: Galaxia, 1994). Gómez Guinovart, Xavier, Dicionario moderno inglés-galego (Vigo: 2.0 editora, 2012) Miguélez-Carballeira, Helena (ed), A Companion to Galician Culture (Woodbridge: Tamesis, 2014). Normas ortográficas e morfolóxicas do idioma galego (Vigo: Real Academia Galega & Instituto da Lingua Galega, 2004). Pérez Barreiro, Servando, Dicionario completo galego-inglés, inglés-galego (Vigo: Cardeñoso). Webpages: Dictionary English-Galician, Galego-Inglés: http://sli.uvigo.es/dicionario/index.html Galician dictionary by the Real Academia Galega: http://www.realacademiagalega.org Linguakit: https://linguakit.com/full_analysis Online newspaper Novas da Galiza: http://www.novasgz.com/ Online newspaper Praza Pública: http://praza.com/ Online newspaper Sermos Galiza: http://www.sermosgaliza.com/ Online TV Ano Cero: http://galizaanocero.tv/ Online TV Irmandade TV: http://www.irmandade.tv/ Radio Televisión de Galicia: http://www.crtvg.es
  • LXS-2033: Contemporary Spanish Cinema (20) (Semester 2)
    Spanish cinema and its pioneers Neorealism and political dissent in the 1950s (Luís Buñuel, Viridiana) Art house cinema in the 1960s (Víctor Erice, El espirítu de la colmena) The cinema of the transition: the `disenchantment¿ Popular genres in post-Franco Spain The Spanish film industry in the 1980s and 1990s Gender and sexuality is post-Franco cinema (Pedro Almodóvar, Hable con ella) Catalan and Basque cinema (Julio Medem, Tierra) The internationalization of Spanish cinema (Alejandro Amenábar, Mar adentro) Social realism at the turn of the century (Fernando León, Los lunes al sol) Women in contemporary Spanish cinema (Icíar Bollaín, Te doy mis ojos) The films are available in the School of Modern Languages DVD library. Primary Films: Luis Buñuel, Viridiana (1961) Víctor Erice, El espíritu de la colmena (1973) Pedro Almodóvar, Volver (2006) Agustí Villaronga, Pa negre (2010) Icíar Bollaín, Te doy mis ojos (2003) Recommended reading: Bentley Bernard P. E., A Companion to Spanish Cinema (London: Tamesis, 2008) Caparrós Lera, José María, El cine español de la democracia: de la muerte de Franco al "cambio" socialista (1975-1989) (Barcelona: Anthropos, 1992) Deveny, Thomas, Cain on Screen: Contemporary Spanish Cinema (Lanham: Scarecrow Press, 1999) D'Lugo, Marvin, Guide to the Cinema of Spain (Westport: Greenwood Press, 1997) Fiddian, Robin W. and Peter W. Evans, Challenges to Authority: Fiction and Film in Contemporary Spain (London: Tamesis Books, 1988) Jordan, Barry and Rikki Morgan-Tamosunas, Contemporary Spanish Cinema (Manchester: Manchester University Press, 1998) Pavlovi, Tatjana, 100 years of Spanish Cinema (Malden: Wiley-Blackwell, 2009) Triana-Toribio, Nuria, Spanish National Cinema (London: Routledge, 2003) Resina Joan Ramon (ed.), Burning Darkness: a Half Century of Spanish Cinema, ed. (Albany: SUNY Press, 2008)
  • LXS-2035: Barcelona: a Cultural History (20) (Semester 1)
    The module will cover the following topics: 1) Theoretical Approaches to the Urban Space; 2) Beyond the City Walls: Building Modern Barcelona; 3) Modernista architecture: the Hospital de Sant Pau; 4) Mediterranean Classicism: Noucentista ideology and concept of the city-nation; 5) Socio-political History: a City under Siege; 6) Subjectivity and Space: In Diamond Square (1962) by Mercè Rodoreda; 7) Liminal Urban Spaces: Staging El Raval neighbourhood in Hamelin (2005) by Juan Mayorga; 8) The City as a Stage: La Fura dels Baus, Els Comediants and La Cubana; 9) Urban Renewal: architecture, art and design in the Olympic era; 10) Historicity and Temporality in Barcelona, un mapa (2008) by Ventura Pons; and 11) From the Barcelona model to the Barcelona brand

Year 4 Modules

Compulsory Modules

Semester 1

  • LZF-3030: French Language Skills (30) Core
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists.
    or
    LCF-3030: Sgiliau Iaith Ffrangeg (30) Core
    Ar ôl cwblhau blwyddyn dramor, dylai'r myfyrwyr fod eisoes wedi cyrraedd lefel uchel ar lafar yn Ffrangeg. Caiff rhan lafar y modiwl hwn ei ddysgu gan siaradwr brodorol, a'r nod yw cynnal a gwella'r sgiliau hyn wrth baratoi ar gyfer yr arholiad terfynol a'r byd tu allan. Canolbwyntir ar sgiliau cyflwyno ar lafar a rhyngweithio â siaradwyr brodorol. Bydd y rhan fideo'n defnyddio ffynonellau sydd 100% oddi ar deledu Ffrangeg, a bydd y modiwl yn hyfforddi ac yn arholi'r myfyrwyr mewn tair sgil sef deall materion gwahanol a'r iaith a ddefnyddir i'w trafod; sgiliau trawsgrifio manwl gywir; a sgiliau cyfieithu yn seiliedig ar waith trawsgrifio'r myfyrwyr. Bydd y cwrs yn talu sylw arbennig i ddadleuon ac i gael ymwybyddiaeth a dealltwriaeth o sawl agwedd ar yr iaith gyfoes. Mae llawer o gefnogaeth i'w chael yn y Ganolfan Ieithoedd. Mae'r rhan ar gyfieithu yn fwy traddodiadol, ac mae rhoi hyfforddiant a phrofiad i'r myfyrwyr mewn cyfieithu darnau Cymraeg a Saesneg i Ffrangeg idiomatig, ac fel arall. Mae'r testunau'n dod o amryw o ffynonellau.
  • LZS-3030: Spanish Language 2 (30) Core
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists. No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Butt, John and Carmen Benjamin (2011) A New Reference Grammar of Modern Spanish, London and Oxford: Arnold. Pountain, Christopher, Teresa de Carlos and Angela Howkins (2011) Practicing Spanish Grammar: A Workbook, London & Oxford: Arnold. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students are encouraged to complete the School’s Self-Study Portfolio (available from SMLC website)
    or
    LCS-3030: Iaith Sbaeneg 2 (30) Core
    Nod y modiwl 30 credyd hwn sy'n para trwy'r flwyddyn yw hyrwyddo defnydd priodol o arddull a chywair ym mhob darn o waith ysgrifenedig a sicrhau bod myfyrwyr yn gallu ymdrin ag amrywiadau cywair a mynegiant idiomatig mewn modd hyderus a chywir. Trwy ddarllen testunau amrywiol a gweld strwythurau gramadegol cymhleth, disgwylir i fyfyrwyr feithrin sgiliau darllen ac ysgrifennu sy'n cyfateb i safon myfyrwyr yn eu blwyddyn olaf.

Semester 2

  • LZF-3030: French Language Skills
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists.
    or
    LCF-3030: Sgiliau Iaith Ffrangeg
    Ar ôl cwblhau blwyddyn dramor, dylai'r myfyrwyr fod eisoes wedi cyrraedd lefel uchel ar lafar yn Ffrangeg. Caiff rhan lafar y modiwl hwn ei ddysgu gan siaradwr brodorol, a'r nod yw cynnal a gwella'r sgiliau hyn wrth baratoi ar gyfer yr arholiad terfynol a'r byd tu allan. Canolbwyntir ar sgiliau cyflwyno ar lafar a rhyngweithio â siaradwyr brodorol. Bydd y rhan fideo'n defnyddio ffynonellau sydd 100% oddi ar deledu Ffrangeg, a bydd y modiwl yn hyfforddi ac yn arholi'r myfyrwyr mewn tair sgil sef deall materion gwahanol a'r iaith a ddefnyddir i'w trafod; sgiliau trawsgrifio manwl gywir; a sgiliau cyfieithu yn seiliedig ar waith trawsgrifio'r myfyrwyr. Bydd y cwrs yn talu sylw arbennig i ddadleuon ac i gael ymwybyddiaeth a dealltwriaeth o sawl agwedd ar yr iaith gyfoes. Mae llawer o gefnogaeth i'w chael yn y Ganolfan Ieithoedd. Mae'r rhan ar gyfieithu yn fwy traddodiadol, ac mae rhoi hyfforddiant a phrofiad i'r myfyrwyr mewn cyfieithu darnau Cymraeg a Saesneg i Ffrangeg idiomatig, ac fel arall. Mae'r testunau'n dod o amryw o ffynonellau.
  • LZS-3030: Spanish Language 2
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists. No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Butt, John and Carmen Benjamin (2011) A New Reference Grammar of Modern Spanish, London and Oxford: Arnold. Pountain, Christopher, Teresa de Carlos and Angela Howkins (2011) Practicing Spanish Grammar: A Workbook, London & Oxford: Arnold. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students are encouraged to complete the School’s Self-Study Portfolio (available from SMLC website)
    or
    LCS-3030: Iaith Sbaeneg 2
    Nod y modiwl 30 credyd hwn sy'n para trwy'r flwyddyn yw hyrwyddo defnydd priodol o arddull a chywair ym mhob darn o waith ysgrifenedig a sicrhau bod myfyrwyr yn gallu ymdrin ag amrywiadau cywair a mynegiant idiomatig mewn modd hyderus a chywir. Trwy ddarllen testunau amrywiol a gweld strwythurau gramadegol cymhleth, disgwylir i fyfyrwyr feithrin sgiliau darllen ac ysgrifennu sy'n cyfateb i safon myfyrwyr yn eu blwyddyn olaf.

Optional Modules

30 credits from:

  • LXF-3014: France and the Mediterranean (20) (Semester 2)
  • LXE-3101: Approaching Translation (10) (Semester 2)
    This module aims to further develop and consolidate translation skills students have acquired in their language courses. By approaching translation as a process, it examines translation at different textual levels, from the lexico-grammatical level such as words and grammar, to the textual-pragmatic level such as cohesion, register and text types. It provides students with a framework to reflect on the translational difficulties in their chosen language pairs and explore strategies and their implications. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
    or
    LCE-3101: Trin a Thrafod Cyfieithu (10) (Semester 2)
    Bwriad y modiwl hwn yw datblygu ac atgyfnerthu ymhellach sgiliau cyfieithu a enillwyd gan fyfyrwyr yn eu cyrsiau iaith. Trwy ystyried cyfieithu fel proses, mae'n craffu ar gyfieithu ar wahanol lefelau testunol, o lefel geiriau a gramadeg, i'r lefel destunol a phragmataidd sy'n ystyried cydlyniad, cywair a mathau o destun. Mae'n rhoi fframwaith i'r myfyrwyr i ystyried yr anawsterau cyfieithu yn y parau iaith a ddewiswyd ganddynt ac i ymchwilio i strategaethau a'u goblygiadau. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
  • LXE-3102: Culture and the Body (10) (Semester 1)
  • LXF-3106: French Cinema since 1960 (20) (Semester 2)
    In chronological terms, this course follows on from module LXF2104 French Cinema 1895-1950. However, students who have not taken LXF2104 or have not previously studied cinema are more than welcome to take this module. This course will focus on French cinema from the New Wave period of the 1950s and 1960s to the new millennium. Through analysis of films by four different directors from four different decades, key cinematic trends will be identified, analysed and contextualized. Key trends / periods to be studied include 1950s/60s New Wave cinema, the "cinéma du look" of the 1980s, and the renewal of social and political cinema in France since 1995. This will expose students to key concepts in film studies and encourage critical reflection on how the range of techniques utilised by a director contribute to cinematic meaning. The films studied will be situated both in relation to cinematic and political trends contemporary to their production. Key texts Austin, Guy. 1996. Contemporary French Cinema: An Introduction . (Manchester and New York: Manchester University Press). Ezra, Elizabeth. 2004. European Cinema (Oxford and New York: Oxford University Press). Hayward, Susan. 2005 (or 1993). French National Cinema, (London and New York: Routledge). This book is available on the library website as an e-book: click here. Hayward , Susan and Ginette Vincendeau (eds.). 2002. French Film: Texts and Contexts (London and New York: Routledge). Hjort, Mette and Scott Mackenzie. 2000. Cinema and Nation (London and New York: Routledge). See chs. 4-7, esp. Ch.6 on 'Framing National Cinemas' by Susan Hayward. This book is available via the library website as an e-book: click here. Kline, T. Jefferson. 2010. Unravelling French Cinema (Oxford: Wiley-Blackwell). Available as an e-book via the Bangor University website: http://www.bangor.eblib.com/patron/FullRecord.aspx?p=485677. Powrie, Phil (ed.). 1999. French cinema in the 1990s : continuity and difference (Oxford: Oxford University Press). Powrie, Phil and Keith Reader (eds.). 2002. French Cinema: A Student's Guide (London: Arnold). See esp. pp. 3-53. This book is available on the library website as an e-book: click here. Any other learning resources The core films studied are Jean-Luc Godard's A Bout de souffle (1960), Jean-Luc Godard's Week-end (1967), Claude Chabrol's Le Boucher (1970), Luc Besson's Subway, Jacques Martineau and Olivier Ducastel's Drôle de Félix (1999) and Nicolas Philibert's Etre et avoir (2002) and Michel Haznavicius' The Artist (2011).
  • LXF-3111: French Travel (20) (Semester 2)
    This module examines changing conceptions and practices of travel and engages students in analysis of some of the core tropes in approaches to travel and travel writing. Students will engage with the travel writing of a range of authors from the Renaissance to the present and with a variety of geographical locations in order to trace developments in the epistemologies and ontologies of travel. The course will begin by asking what we mean by the term ‘travel’, exploring critical thinking around the differences between, for example, tourism and migration. The module’s introductory phase will demonstrate the importance of travel in constructing categories of knowledge and narratives of identity before moving, in the weeks that follow, to look at issues of interpretation, examining through close reading how travellers frame their encounter with otherness, and how the travel encounter might become a means of disrupting such discursive frameworks. Key areas for investigation include the role played by travel writing in establishing structures of cultural hierarchy and resistance; the relationship between travel writing and various kinds of nationalisms; how travel writing informs global networks of modern capitalism; how travel writing constructs as well as calls into question gendered subjects and subjectivities; and, finally, the traffic between travel writing and other genres and media such as fiction, film and photography. Key texts A set of six core texts is drawn from the following authors’ work: Claude Lévi-Strauss, Simone de Beauvoir, Jean-Paul Sartre, André Gide, Georges Perec, Roland Barthes, Michel Butor, Jean Baudrillard, Marc Augé and Michel de Certeau. Students are provided with copies of the relevant extracts / articles as part of a module dossier. See list of extracts / articles mentioned in module documentation printed from the Gazette. Main secondary reading: Chris Bongie, Exotic Memories: Literature, Colonialism, and the Fin de Siècle (Stanford: Stanford University Press, 1991) Michel de Certeau ([1980] 1990) L’Invention du quotidien, vol. 1: Arts de faire (Paris : Folio, 1980) [HN8 .C43 1990 v.1] Umberto Eco, Faith in Fakes: Travels in hyperreality (London: Minerva, 1995) Charles Forsdick, Ludmilla Kostova and Corinne Fowler (eds) Travel Writing and Ethics: Theory and Practice (London: Routledge, 2012) Charles Forsdick, Travel in Twentieth-Century French and Francophone Cultures: The Persistence of Diversity (Oxford: OUP, 2005) Charles Forsdick and David Murphy (eds), Francophone Postcolonial Studies: A Critical Introduction (London: Arnold, 2003) Clifford Geertz, Works and Lives: The Anthropologist as Author (Cambridge: Polity, 1988) Peter Holland and Graham Huggan, Tourists with Typewriters: critical reflections on contemporary travel writing (Ann Arbor: University of Michigan Press, 1998 Mary Louise Pratt, Imperial Eyes: Travel Writing and Transculturation (London: Routledge, [1992] 2008) [D34.L29 P73 2008] Edward W. Said, Orientalism (Harmondsworth: Penguin, 1995) Michael Sheringham, Everyday Life: Theories and Practices from Surrealism to the Present (Oxford: OUP, 2009) Guillaume Thouroude, ‘Towards generic autonomy: the récit de voyage as mode, genre and form’, Studies in Travel Writing, 13:4 (2009), 381-390 C.W. Thompson, French Romantic Travel Writing: Chateaubriand to Nerval (Oxford: OUP, 2012)
  • LXF-3112: Bande Dessinee & Adaptation (20) (Semester 1)
    Topics to be covered in this module include: history of bande dessinée and the status of the medium in contemporary Francophone culture; how to analyse bande dessinée; key concepts in adaptation studies; case study 1: adaptation of a cultural myth; case study 2: autobioBD / autographics and the intertwining of the private and political; case study 3: adaptation from bande dessinée to animation; case study 4: post-colonialism and bande dessinée adaptation: Algeria; case study 5: post-colonialism and bande dessinée adaptation: Brittany. Key texts Primary texts and film: Peter Pan (Régis Loisel) Persépolis (Marjane Satrapi) Persépolis (Marjane Satrapi and Vincent Paronnaud) [film] L’étranger (Jaques Ferrandez, adapted from Albert Camus) Histoires de Bretagne (Collective, adapted from Anatole Le Braz) Recommended reading material : Ann Miller, Reading Bande Dessinée: Critical Approaches to French-Language Comic Strip Laurence Grove, Comics in French: The European Bande Dessinée in Context Linda Hutcheon, A Theory of Adaptation Julie Sanders, Adaptation & Appropriation
  • LXE-3210: Press Dossier (10) (10) (Semester 1)
    This module provides students with the opportunity to examine a topical issue relevant to one or more countries/regions in which the target language is spoken. The chosen issue will be examined through the prism of the press and media, in order to develop an understanding not only of the specific issue in question, but also of the media landscape of the relevant society. The resulting dossier will comprise the analysis of contrasting media and press types in their coverage of the chosen topic, as well as an assessment of their importance in influencing public opinion. The dossier will be written in the target language, and should contain an appendix of materials which have been examined. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
    or
    LCE-3210: Astudio'r Cyfryngau (S1) (10) (Semester 1)
    Mae'r modiwl hwn yn rhoi cyfle i fyfyrwyr astudio pwnc cyfoes sy'n berthnasol i un neu fwy o wledydd/rhanbarthau lle y siaredir yr iaith darged. Gwyntyllir y pwnc a ddewisir drwy brism y wasg a'r cyfryngau, er mwyn magu dealltwriaeth o'r pwnc penodol ond hefyd o'r cyhoeddiadau a chyfryngau sydd ar gael yn y gymdeithas dan sylw. Bydd yr adroddiad terfynol yn cynnwys dadansoddiad o sut y mae mathau cyferbyniol o gyhoeddiadau a chyfryngau yn ymdrin â'r pwnc, yn ogystal ag asesiad o'u pwysigrwydd wrth ddylanwadu ar farn y cyhoedd. Ysgrifennir yr adroddiad yn yr iaith darged, ac atodir y deunyddiau a drafodir wrtho. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
  • LCF-3301: Ymerodraethau Prydain+Ffrainc (20) (Semester 1)
    Yn y modiwl hwn, bydd myfyrwyr yn astudio effaith imperialaeth ar ddiwylliant a chymdeithas Ffrainc a Phrydain, gan ganolbwyntio hefyd ar effaith ymerodraeth ar Gymru. Byddwn yn astudio sawl pwnc, gan gynnwys y berthynas rhwng gwladychu a choloneiddio; cymunedau Cymraeg ar draws yr Ymerodraeth Brydeinig, perthnasau rhwng Ffrainc imperialaidd a’r trefedigaethau, portreadu’r ‘ymerodraeth’, dadwladychu, cofio’r ymderodraeth ac hunaniaeth ôl-wladychol. Aldrich, R., Greater France: a History of French Overseas Expansion (1996). Betts, R., Tricouleur: the French Overseas Empire (1977) Betts, R., Assimilation and Association in French Colonial Theory (2005). Betts, R., France and Decolonization (London: Macmillan, 1991).Brunschwig, H., Mythes et réalités de l’impérialisme colonial français 1871-1914 (Paris: Armand Colin, 1960).Clay Sorum, P., Intellectuals and Decolonization in France (1977). Constantine, Stephen ed., Emigrants and Empire: British Settlement in the Dominions Between the Wars (Manchester, 1990) Cooper N., ‘French Colonial Thought’ An Encyclopedia of French Thought (2004) Conklin, A Mision to Civilize: the Republican Idea of Empire in France and West Africa (1997). Evans, M., (ed) Empire and Culture: The French Experience, 1830-1940, (2004). Fanon, F., The Wretched of the Earth (2001). Johnston, W. Ross ‘The Welsh Diaspora: Emigrating around the World in the Late Nineteenth Century,’ Llafur Cyf. 6, Rhif 2 (1993) 50-74 Jones, Aled and Jones, Bill, 'The Welsh World and the British Empire, c.1851-1939: An Exploration', Journal of Imperial and Commonwealth History, Cyf.31 Rhif 2 (Mai 2003) 57-81 (available online on http://www.tandfonline.com/doi/pdf/10.1080/03086530310001705606 ) Jones, Bill, 'Cymry "Gwlad yr Aur": Ymfudwyr Cymreig yn Ballarat, Awstralia, yn ail hanner y bedwaredd ganrif ar bymtheg', Llafur, Cyf. 8 Rhif 2 (2001) Gethin Matthews, ‘“Y Dynion Mwyaf Diniwed ar Wyneb y Greadigaeth” – Y Cymry a Brodorion Columbia Brydeinig’, Y Traethodydd (Gorffennaf 2009) 147-156 Naylor, P., France and Algeria: a history of Decolonization and Transformation (Florida: UPF, 200). The Oxford History of the British Empire, pum cyfrol, yn enwedig cyfrol 3 (The Nineteenth Century) a chyfrol 4 (The Twentieth Century) Wagstaff, P., and Scriven, M., War and Society in Twentieth Century France (1991).
  • LXE-3400: Joint Hons Diss (English) (10) (Semester 1 + 2) or
    LCE-3400: Traethawd Hir Cyd-A (Cym) (10) (Semester 1 + 2)
  • LXE-3444: Joint Hons Diss (Target Lang) (10) (Semester 1 + 2)
  • Joint Hons. Students may only take ONE LXE module (does not include the Dissertation). A dissertation must be taken in ONE joint honours subject.

30 credits from:

  • LXI-3011: Adaptations in European Cinema (20) (Semester 1 + 2)
    During this course you will be introduced to issues relating to the re-use of tradition through the study of adaptations and/or recreations of literary texts, historical events or historical figures in Spanish and Italian cinema. You will thus become familiar with the socio-historical and ideological concerns that characterise contemporary Spain and Italy and you will reflect on the importance of film as a cultural medium. Primary sources: Films - Bernardo Bertolucci, 'Spider's Stratagem' (1969) - Vittorio De Sica, 'The Garden of the Finzi-Continis' (1970) - Francesco Rosi, 'Carmen' (1984) - Carlos Saura, 'Carmen' (1983) - Film and literary adaptions of the myth of Pygmalion - David Trueba, 'Soldados de Salamina' (2003) Primary sources: Texts ** A Dossier with all compulsory reading material (including short primary sources and required critical reading for seminars) will be made available from SMLC office in week 1. - Borges, Jorge Luis, "Theme of the Traitor and the Hero" in 'Labyrinths' (Penguin Books, 1970) [in dossier] - Bassani, Giorgio, 'The Garden of the Finzi-Continis' (Quartet Books, 1997) or Bassani, Giorgio 'Il Giardino dei Finzi-Contini' (Einaudi, 1999) - Bizet, Georges, 'Carmen', libretto by Henri Meilhac and Ludovic Halévy with English [in dossier] - Mérimée, Prosper, 'Carmen' trans. by Nicholas Jotcham (Oxford: Oxford UP, 1998) [in dossier] - Quim Monzó, ‘Pigmalió’, in El perquè de toto plegat (Quaderns Crema, 1993). - Javier Cercas, 'Soldados de Salamina' (Tusqusts Editores, 2003); 'Soldiers of Salamis' (Bloomsbury, 2003)
  • LXS-3018: Reading Contemporary Galician (20) (Semester 1)
    During this course, you will be introduced to the different 20th-Century literary texts (both narrative and poetic) originally written in the Galician language (which you will read in either Galician, Spanish or English). You will also be introduced to a set of cultural specificities of contemporary Galician culture (language conflict, the relevance of the Lusophone framework, hybridity and urban/rural studies). The authors studied will include key figures in Galician culture and politics such as Alfonso Castelao, the poets Luz Pichel and Lupe Gómez, Lois Pereiro and Manuel Rivas. Attention will be paid to both the cultural and stylistic specificity of the texts, and to the way they encompassed the main historical events of Galician and Spanish recent history. Luz Pichel: Casa pechada/Cativa en su lughar. Lupe Gómez: Selected poems. Lois Pereiro: Collected Poems. Manuel Rivas: Selected passages from Books Burn Badly.
  • LXS-3034: Spain through its Writers (20) (Semester 1)
    This module will explore how images of Spain as seen through its writers have changed over the past 100 years, by focusing on the genre of Travel Writing. It will start by providing an overview on the conventions of the genre, both in general and with a particular focus on travelogues by Spanish writers. Subsequently, students will read a series of selected extracts from different texts, which will be commented and analysed in the classroom. Although a selection of extracts will be provided, some of them will constitute compulsory reading. The first section will focus on the pre-Civil War period through the following indicative themes: the use of landscape in the construction of national identity (Azorín), travel writing as an initiation into literature (García Lorca) and the contrast between Spain and Europe (Julio Camba). The second part of the module will focus on the literary representations of Spain during the Francoist period, starting with the view of Catalunya, Galicia and Andalucía provided by Falangist writer Ernesto Giménez Caballero. This period also saw the publication of one of the milestones of the genre in Spanish literature, Viaje a la Alcarria by Nobel Prize winner Camilo José Cela, in which the author provides a personal account of rural Spain. By contrast, Ignacio Aldecoa’s travel writing aims to show a more realistic view of the situation of Spain during the dictatorship. Finally, the module will explore representations of Spain during the democratic period, starting with Julio Llamazares’ use of memory politics in his travel writing and Alfonso Armada’s texts on the touristification of Spain. Finally, Luisa Castro’s Viajes con mi padre will be studied as an example of travel writing as confessional journey.
  • LXS-3041: Catalan Identity on the Screen (20) (Semester 2)
    The module will cover the following topics: 1) Theorising national cinema: key concepts; 2) Challenging the hegemonic gaze: the Barcelona School of Film; 3) Staging Identity: Adaptations of theatre and the novel 4) Re-mapping the urban landscape: the films of Ventura Pons; 5) Female Subjectivity and Authorship in Sílvia Munt’s Gala (2003); 6) Monstrous Identities: containing illness and sexual deviance in El mar by Agustí Villaronga; 7) Trauma in Elisa K by Judith Colell and Jordi Cadena; 8) The New Documentary: Memory and Reconstruction; 9) Beyond National Boundaries: Transnationalism and Multilingualism in Els nens salvatges by Patricia Ferreira ; 10) New Directions: science fiction and the horror genre; and 11) Scene-Analysis (one-hour in-class assessment) & Revision and Essay Preparation. Core films: Delete Nedar by Carla Subirana
  • LXE-3101: Approaching Translation (10) (Semester 2)
    This module aims to further develop and consolidate translation skills students have acquired in their language courses. By approaching translation as a process, it examines translation at different textual levels, from the lexico-grammatical level such as words and grammar, to the textual-pragmatic level such as cohesion, register and text types. It provides students with a framework to reflect on the translational difficulties in their chosen language pairs and explore strategies and their implications. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
    or
    LCE-3101: Trin a Thrafod Cyfieithu (10) (Semester 2)
    Bwriad y modiwl hwn yw datblygu ac atgyfnerthu ymhellach sgiliau cyfieithu a enillwyd gan fyfyrwyr yn eu cyrsiau iaith. Trwy ystyried cyfieithu fel proses, mae'n craffu ar gyfieithu ar wahanol lefelau testunol, o lefel geiriau a gramadeg, i'r lefel destunol a phragmataidd sy'n ystyried cydlyniad, cywair a mathau o destun. Mae'n rhoi fframwaith i'r myfyrwyr i ystyried yr anawsterau cyfieithu yn y parau iaith a ddewiswyd ganddynt ac i ymchwilio i strategaethau a'u goblygiadau. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
  • LXE-3102: Culture and the Body (10) (Semester 1)
  • LXE-3210: Press Dossier (10) (10) (Semester 1)
    This module provides students with the opportunity to examine a topical issue relevant to one or more countries/regions in which the target language is spoken. The chosen issue will be examined through the prism of the press and media, in order to develop an understanding not only of the specific issue in question, but also of the media landscape of the relevant society. The resulting dossier will comprise the analysis of contrasting media and press types in their coverage of the chosen topic, as well as an assessment of their importance in influencing public opinion. The dossier will be written in the target language, and should contain an appendix of materials which have been examined. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
    or
    LCE-3210: Astudio'r Cyfryngau (S1) (10) (Semester 1)
    Mae'r modiwl hwn yn rhoi cyfle i fyfyrwyr astudio pwnc cyfoes sy'n berthnasol i un neu fwy o wledydd/rhanbarthau lle y siaredir yr iaith darged. Gwyntyllir y pwnc a ddewisir drwy brism y wasg a'r cyfryngau, er mwyn magu dealltwriaeth o'r pwnc penodol ond hefyd o'r cyhoeddiadau a chyfryngau sydd ar gael yn y gymdeithas dan sylw. Bydd yr adroddiad terfynol yn cynnwys dadansoddiad o sut y mae mathau cyferbyniol o gyhoeddiadau a chyfryngau yn ymdrin â'r pwnc, yn ogystal ag asesiad o'u pwysigrwydd wrth ddylanwadu ar farn y cyhoedd. Ysgrifennir yr adroddiad yn yr iaith darged, ac atodir y deunyddiau a drafodir wrtho. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
  • LCS-3302: Patagonia Gyfoes (20) (Semester 2)
    Bwriad y modiwl hwn yw cyflwyno prif elfennau cymdeithas a diwylliant Patagonia gyfoes i fyfyrwyr israddedig drwy ddeunyddiau llenyddiaeth, ffilm a chyfryngau amrywiol. Edrychir ar gerrig milltir hanes yr ardal mewn perthynas â'r Ariannin ac America Ladin yn gyffredinol er mwyn meithrin dealltwriaeth feirniadol o ddatblygiad Patagonia hyd at y presennol. Trafodir yn y darlithoedd pynciau megis: Fforio Patagonia: 'darganfod' a mapio; Poblogaeth Patagonia: brodorion a mewnfudwyr; Iparraguirre a'i nofel La tierra del fuego; Patagonia a'r gwahanol ddychmygion: tlws y wladwriaeth, tirlun teithio i dramorwyr, tirlun teithio i Archentwyr, cerdyn post Patagonia ar ffilm; Realiti Patagonia a dilyniant gorthrwm; Cyfnod yr Adennill: lleisiau Patagonaidd, brodorion yn mynnu hawliau; Patagonia ar y newyddion.
  • LXE-3400: Joint Hons Diss (English) (10) (Semester 1 + 2) or
    LCE-3400: Traethawd Hir Cyd-A (Cym) (10) (Semester 1 + 2)
  • LXE-3444: Joint Hons Diss (Target Lang) (10) (Semester 1 + 2)
  • Joint Hons. Students may only take ONE LXE module (does not include dissertation). A dissertation must be taken in ONE Joint Honours subject.