Senior Lecturer

Acting, Performance and English Language - UH-000815

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for <a href="http://www.hud.ac.uk/international">International Students can be found on their website</a>.
If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. For BA (Hons) Broadcast Journalism and Sports Journalism, the minimum IELTS requirement is higher, and is set by accreditation body the BJTC. This requirement is subject to change. At the time of validation in summer 2023, it is set at a minimum score of 7.5 in all four components.
If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of <a href="http://www.hud.ac.uk/international/pre-sessionalenglishprogramme/">Pre-Sessional English Programmes.</a>
The University provides opportunities for the accreditation of prior learning (APL) as stated in <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-3/">Section-3 - University of Huddersfield</a> Regulations for Taught Couses
 The University’s general minimum entry requirements are specified in Section 1.5 of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-1/">Regulations for Awards</a>.
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available on <a href="https://students.hud.ac.uk/help/disability/">their website</a>.
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our <a href="https://courses.hud.ac.uk/2023-24/sort:title">List of courses for 2023-24 (hud.ac.uk)</a>
<ul>
<li>Candidates will normally provide evidence, where possible, of previous study at an appropriate level in (and a serious engagement with) the academic discipline of Drama or English Language. Performance in examinations (normally at A-level or BTec National Diploma level), previous experience and achievements, personal statements, references, previous work and a workshop-based interview are all  considered by the admissions tutors.</li>
</ul>
·         School/college leavers should normally have between 104-112 points on the UCAS tariff.
<ul>
<li>Mature students (over the age of 21) applications will be considered on an individual basis taking into account any previous learning and life experience applicable to the particular programme of study.</li>
<li>Applicants with prior learning or prior experiential learning will be considered individually by the School Accreditation and Validation Panel, to assess whether it is appropriate to grant general or specific credit towards the course.</li>
<li>Applications from international students will be considered on an individual basis, and with advice from the University's International Office. Where necessary applicants will be expected to demonstrate their spoken and written English language skills by achieving a minimum IELTS score of 6.5.</li>
</ul>
           (Note – English courses require a slightly higher than standard level of language proficiency).
<ul>
<li>All home applicants will be invited to attend a Selection Day, at which they will participate in a workshop by way of audition. Some applicants may also be invited to interview.</li>
</ul>
·         The course conforms to the University’s equal opportunities policy in all respects, including admissions.

UH-000815 - Acting, Performance and English Language

Sandwich Year Out Optional

Sandwich Year Out

Intermediate Compulsory

Intermediate Core

Intermediate Optional

Intermediate Level

Honours Optional

Honours Compulsory

Honours Core

Honours Level

Foundation Compulsory

Foundation Optional

Foundation Core

Foundation Level

Structure

Certificate of Higher Education

Diploma of Higher Education

be able to successfully analyse and interpret the results of linguistic investigations.

use discipline specific software effectively and appropriately

be able to synthesise information/data from a variety of sources to explore and analyse linguistic issues and problems in a critical manner.

engage creatively and critically with a range of critical and theoretical perspectives, integrating theory and practice.

knowledge and understanding of broad areas of contemporary drama, theatre and performance, seen within their political, historical, social, philosophical, cultural and aesthetic contexts.

the ability to make use of libraries, archives, performances, workshops, digital resources and other sources in research and creative practice

be able to plan, conduct and report original research according to scientific principles.

be able to apply descriptive frameworks to a broad range of situations and problems

make thorough and creative use of libraries, archives and other sources of secondary and primary material and use bibliographic skills including citation of sources and use of conventions in the presentation of scholarly work

the ability to communicate complex ideas and arguments clearly in written, oral and performance presentations, observing appropriate academic and/or professional conventions

the ability to work collaboratively, with flexibility, efficiency, and effective self and project management

knowledge of a range of other areas of study concerning the role of language in society, its nature as a cognitive domain, the way it is acquired, the way it changes and the way it forms part of an array of communicative modalities (e.g. the lexicon, sociolinguistics, historical linguistics, conversation analysis, language acquisition, clinical linguistics, computational linguistics, stylistics and language in education).

understand, summarise and offer an independent perspective on debates about theoretical approaches to literature and performance and/or apply theories to a variety of examples.

the ability to work independently, with flexibility, efficiency, and effective self and project management

use and analyse rhetorical skills of effective written, spoken and performative communication.

comprehension of the complex nature of performance languages, forms, processes and practices.

use linguistic principles, theories and findings in the solution of complex problems.

the ability to exercise appropriate individual skills, relevant to the creation of performance, and to employ those skills effectively in collaborative processes and productions

the ability to identify and use appropriate strategies for the study and practice of theatrical phenomena, and to express and communicate the results of academic and practical research

understanding of the concepts, modes of analysis and theoretical approaches in more than one of the 'levels of analysis': phonetics, phonology, morphology, syntax, semantics, pragmatics and discourse.

understanding of the theoretical and practical considerations crucial to a range of theatre-based and performance-based experiences.

the ability to think critically and creatively, and to develop both independent perspectives and strategies for problem-solving

knowledge of a range of linguistic phenomena and of the relevant descriptive terminology for a practical understanding of what language is and how it works.

use and understand appropriate technical vocabulary for a range of English literary topics, and for areas of drama, theatre and performance.

use appropriate methodologies for quantitative and qualitative investigations effectively and in an informed manner

Students who have done a sandwich year option will demonstrate enhanced ability to make mature choices in career and personal development

UH-000815

Please note: This specification provides a concise summary of the main features of the Course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the module handbooks and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education

All students have a personal tutor for pastoral and academic support. The course leader is also available for academic support, as are seminar tutors and module leaders. All members of staff have clearly advertised office hours when students are encouraged to seek any help they need.
<ul>
<li>An Induction Programme introduces staff and services within the University, including the Learning Centre.</li>
<li>Induction activities in Drama include Health &amp; Safety Training to ensure that students develop into fully aware professional practitioners.</li>
<li>Details of academic and personal support are listed in the Student Handbook.</li>
<li>Staff have weekly office hours, posted along with contact information on their office doors.</li>
<li>Module Tutors are responsible for monitoring students’ performance and engagement within a particular module, and bringing any problems to the attention of the Course Leader and/or Personal Tutor as appropriate.</li>
<li>The Personal Development Plan is integrated into the Personal Tutor system at Foundation level, and embedded in core modules at all levels. PDP takes the form of encouraging students to reflect on their learning, to supplement their curriculum work with as much related activity as possible and to keep good records of that activity as the basis for a CV.</li>
</ul>
<ul>
<li>The PDP process in Linguistics and English Language is delivered through both formal (taught) and informal means. Details of this process can be found in the appendices; it is administered by a named member of academic staff and implemented by all staff through the personal tutor system. The provision of PDP at undergraduate level is adapted to the UK Quality Coder for Higher Education, to provide students with ‘appropriate opportunities for personal and professional development’ and to provide for the identification, regular review and recording of each student’s development needs. Responsibility for adhering to the PDP scheme lies with the student.</li>
</ul>
 
The Linguistics and English Language subject area is the focus for students to acquire a sense of belonging to an academic community, both locally and nationally/internationally. This is fostered by a number of means, which are also available as part of the PDP scheme, including:
<ul>
<li>Student conference organisation with opportunities for experience of a range of administrative as well as academic roles. These are outward-facing and provide networking opportunities for undergraduates similar to those available for postgraduates.</li>
<li>Peer learning opportunities are made available within the subject area between different cohorts.</li>
<li>Aspirational networking is encouraged between undergraduate, graduate and postgraduate groups. The forms this networking takes are varied, but include social events, encouragement for undergraduate students to attend research seminars, invitations to graduates (e.g. those in the teaching profession) to return and talk to current students; working alongside staff and postgraduates on the Linguistics Olympiad; acting as informants and/or research assistants for research projects based in the department.</li>
<li>Encourage membership of academic organisations (e.g. PALA, BAAL, IPrA) Many of these are cheap or free and can help students to see whether an academic career is for them.</li>
<li>Opportunities to work with staff on impact and outreach projects.</li>
<li>Opportunities for Erasmus exchanges with a number of European countries. Working alongside incoming Erasmus and other international students.</li>
</ul>