A Level Requirements
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Full time 4 Year(s)
Lancaster’s joint Spanish Studies and Computing is taught by the Department of Languages and Cultures in conjunction with the School of Computing and Communications. Spanish Studies at Lancaster ranks 5th in the UK in the Complete University Guide 2017, while the School of Computing received the highest award in its most recent Periodic Quality Review of teaching.
Your Spanish Studies programme enables you to acquire high-level language skills while gaining a thorough understanding of the country’s historical, cultural, social and political background in a global context. In Computing, you’ll focus on developing professional skills, including extensive study of software and systems development.
Your first year comprises an exploration of the Spanish language and its cultural context, as well as core modules in the fundamentals of computer science and software development. Alongside this, you will study a minor subject of your choice.
Building on your language skills in Year 2, you will study the culture, politics and history of the Spanish-speaking world in more depth, as well as selecting modules which are international in scope and promote a comparative understanding of Europe and beyond. You will combine these with modules such as Databases, HCI, Networking and Software Design.
Spending your third year abroad in a Spanish-speaking country makes a major contribution to your command of the language, while deepening your intercultural sensitivity. You can study at a partner institution or conduct a work placement.
In your final year, you consolidate your Spanish language skills, and study specialist culture and comparative modules, such as ‘Translation as a Cultural Practice’. You will also select Computing modules such as Internet Applications Engineering and Artificial Intelligence.
A Level AAB
Required Subjects A level Spanish, or if this is to be studied from beginners’ level, AS grade B or A level grade B in another foreign language, or GCSE grade A in a foreign language. Native Spanish speakers will not be accepted onto this scheme.
GCSE Mathematics grade B, English Language grade C
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 35 points overall with 16 points from the best 3 Higher Level subjects including appropriate evidence of language ability
BTEC Distinction, Distinction, Distinction alongside appropriate evidence of language ability
Access to HE Diploma in a relevant subject with 30 Level 3 credits at Distinction and 15 Level 3 credits at Merit, alongside appropriate evidence of language ability
We welcome applications from students with a range of alternative UK and international qualifications, including combinations of qualification. Further guidance on admission to the University, including other qualifications that we accept, frequently asked questions and information on applying, can be found on our general admissions webpages.
Contact Admissions Team + 44 (0) 1524 592028 or via firstname.lastname@example.org
Many of Lancaster's degree programmes are flexible, offering students the opportunity to cover a wide selection of subject areas to complement their main specialism. You will be able to study a range of modules, some examples of which are listed below.
This module provides students with an insight into the importance and relevance of the principles of computer science. Gaining the essential knowledge needed for analysing and characterising the efficiency of algorithms and computer programs, students learn how to make the right design choice when implementing computer programs to optimise efficiency for given design parameters.
Students also study the role and characteristics of data structures, and gain an understanding of the continuing importance of classical algorithms in computer science.
This module is designed for students who have already completed an A-level in Spanish or whose Spanish is of a broadly similar standard. The language element aims to enable students both to consolidate and improve their skills in spoken and written Spanish. A further aim is to provide students with an introduction to the historical and cultural development of Spain in the twentieth century, and also to contemporary institutions and society.
There are three language classes per week, of which at least one is normally conducted by a Spanish native speaker. Tutorials are based on a textbook, and emphasis is placed on the acquisition of vocabulary and a firm grasp of Spanish grammatical structures. Listening and speaking skills are developed under the guidance of Spanish native speakers using audio and video materials.
The culture programme consists of a combination of lectures and seminars over 20 weeks. The module looks at how key moments in Spanish history have shaped contemporary Spanish culture (films, plays, novels etc.).
This module is designed for students having little or no knowledge of the Spanish language. Consequently, a substantial part of the module is devoted to intensive language teaching aimed at making the student proficient in both written and spoken Spanish. At the same time, students will be introduced to aspects of Spanish history, culture and society in the twentieth century.
There are four language classes per week, of which at least one is normally conducted by a Spanish native speaker. Tutorials are based on a textbook, and emphasis is placed on the acquisition of vocabulary and a firm grasp of Spanish grammatical structures. Listening and speaking skills are developed under the guidance of Spanish native speakers using audio and video materials.
Computer programming is a highly practical skill in our quickly developing world. In this module students develop the skills expected of a principled computer programmer as they learn how to write, analyse, debug, test and document computer programs. Students will be introduced to both the C and Java programming languages, two of the most widely used languages in the world. They will learn about best practice of day-to-day techniques associated with software development and gain an understanding of the software development cycle. Learning about the challenges faced by software developers in addressing scalability and complexity in computer software, students will be able to work independently to develop moderately complex computer programs.
This module gives students the opportunity to build upon their skills and knowledge from Year 1 to create a real-world system in a group context. As part of a group, students will work effectively to gather system requirements; design and then implement the project; and accurately evaluating it. The module aims to increase theoretical knowledge and practical skills in prototyping, project planning, project management, management and execution, games design, systems design and testing strategies. Alongside these, students will also enhance their teamwork, problem-solving, communication, presentation and report writing skills, which will be valuable when progressing into a career.
This core module is divided into three topic areas comprising of the following: (1) Power and Resistance in Spanish America from the Colony to the 21st Century; (2) War, Dictatorship and Transition in Spain in the 20th and 21st Century; (3) Culture and Resistance in Catalunya in the 20th and 21st Century. The students will study texts which both encourage an engaged reading of Spanish and open up alternative avenues towards traditional fields of study in Hispanism (empire and colonialism, nineteenth-century nation-building, revolution, dictatorship, Francoism, regionalism, neo-liberalism and globalisation.) These disparate fields of study are conceptually unified and made more accessible for the students in two ways. Firstly, we refer students to the theme of power and resistance which concerns them all in various ways. Secondly, we divide the module by geographical region which, given the array of varying cultures and histories in the Spanish-speaking world, represents the least mystifying and most logical method of study. We will employ a text-based approach in which the texts chosen allow us to operate within certain very specific historical and geographical parameters whilst never losing sight of the main theme. Throughout, students will be encouraged to interrogate the meanings of terms such as colony, revolution, rebellion, republic, empire, dictatorship and democracy with close readings of cultural texts which themselves question the assumptions which underpin these terms.
DELC200 is a non-credit bearing module. All major students going abroad in their second or third year are enrolled on it during the year prior to their departure, and timetabled to attend the events. These include: introduction to the Year Abroad and choice of activities; British Council English Language Assistantships and how to apply; introduction to partner universities and how they function; working in companies abroad; finance during the Year Abroad; research skills and questionnaire design; teaching abroad; curriculum writing and employability skills; welfare and wellbeing; Year Abroad Preparation Week in the Summer Term. Materials are uploaded on the DELC200 Moodle pages.
Software Design offers the opportunity to gain an understanding of the importance of software architecture design, different styles of architecture and the meaning of quality attributes for software design such as maintainability, performance and scalability. Students will gain knowledge of systematic approaches to developing software design using a set of graphical models. The design process involved in developing several modes of the system at different levels of abstraction is explained and they will be introduced to object oriented design with UML.
Throughout the module, students will appreciate the broader context of the role of computer science in the workplace, and the key role it plays in implementing software. The course also looks at understanding the meaning of quality attributes for software design as well as architectural models for specific software systems. Students will gain an insight into the main quality attributes for deciding classes. Students will be able to interpret and construct UML models of software and implement a design expressed as a UML mode as well as understanding how to use various design patterns to address certain problems.
This module comprises of both oral and aural skills, to be taken alongside the Written Skills module. It builds upon skills gained in the first year.
This module aims to enhance students’ linguistic proficiency in spoken Spanish in a range of formal and informal settings (both spontaneous and prepared). Specific attention will be given to developing good, accurate pronunciation and intonations well as fluency, accuracy of grammar, and vocabulary when speaking the language.
By the end of this module, students should have enhanced their comprehension of the spoken language, as used in both formal speech, and in everyday life situations including those that they may encounter in Spanish-speaking countries.
This module comprises of both oral and aural skills, to be taken alongside the corresponding Written Language module. It builds upon skills gained in the first year. Students who have taken the Intensive language course in their first year, normally follow this course throughout the second year.
The module aims to enhance students’ linguistic proficiency in spoken Spanish in a range of formal and informal settings (both spontaneous and prepared). Specific attention will be given to developing good, accurate pronunciation and intonations well as fluency, accuracy of grammar, and vocabulary when speaking the language.
This module also aims at broadening students’ knowledge about different aspects of modern Spanish-speaking societies, politics and culture, and contemporary issues and institutions in order to prepare them for residence abroad in their 3rd year.
This module comprises of reading and writing skills to be taken alongside the Oral Skills module.
This module aims to consolidate skills gained by students in the first year of study, and enable them to build a level of competence and confidence required to familiarise themselves with the culture and society of countries where their studied language is spoken.
The module aims to enhance students’ proficiency in the writing of Spanish (notes, reports, summaries, essays, projects, etc.) including translation from and into Spanish; and the systematic study of Spanish lexis, grammar and syntax.
The module aims to enhance students' linguistic proficiency, with particular emphasis on reading a variety of sources and on writing fluently and accurately in the language, in a variety of registers.
The module aims to enhance students’ proficiency in understanding spoken Spanish, as well as in the writing of Spanish (notes, reports, summaries, essays, projects, etc.) including translation from and into Spanish; and the systematic study of Spanish lexis, grammar and syntax.
An adaptable approach is taken to new tools and technologies, allowing an understanding of the importance of selecting the best programming tool for a given problem. A number of new programming languages are introduced from different programming language families and build upon good practices established in Year 1. An appreciation of the history and diversity of programming languages is encouraged, such as understanding their domains of application and to learn to think more broadly about programming. Understanding of the application domain and relative strengths, weaknesses and performance of various language types will be promoted and language concepts and list comprehensions are also introduced.
This module requires a level of self-discipline to recognise and build programs that not only function to a high degree but incorporate non-functional properties. The generation of elegant, scalable and extensible software is expected from the course. Through this experience, students develop the ability to reason logically and algorithmically about problem-solving. They will gain experience of abstracting and simplifying problems based on how the map onto structures and computational elements of programming languages. Confidence in computational thinking will allow students to compare and contrast alternatives.
Students will be introduced to the fundamental concepts underpinning contemporary communications networks and the internet. Key ideas of protocol stacks and layering will be explored, as well as core concepts such as IP addressing and subnetting. As the module progresses, they will then be introduced to the methods used to route packets across the internet. It is this process that enables the global communication network that we so often rely upon today. These concepts will be supported by hands-on practical experience in designing and building networks. Students will also demonstrate their understanding by completing a number of complimentary network programming exercises.
What is world literature? How have writers engaged with the concept? How have they explored their role as a writer in the 20th century?
This module explores a range of texts written in a range of languages and genres, examining the engagement of writers with their role in different social, political and historical contexts. Lectures will provide an introduction to the genre being studied and address the question of the role of the writer in the context of world literatures. Workshops will focus on a range of set and optional texts of global importance, which will be considered as examples of the literary genre and in relation to material covered in the lecture.
The module is divided into five sections, each focusing on a specific genre. Each section will comprise three texts, two of which are optional. All texts explore the role of the writer in different social, political and historical contexts of the 20th century, and the ways their writing engages with these contexts.
During this module, students will receive a theoretical background to the design, implementation and use of database management systems, for both data designers and application developers. The module also explores the need to define the requirements of database systems, making use of the Extended-Entity Relationship (EER) model as a technique and notation for designing the data in database management systems (DBMS). Students will investigate the mapping of the EER model into an equivalent relational model and then examine it in terms of access rights and privileges.
Over the course of the module, students will become familiar with all the relevant aspects related to information security in the design, development and use of database systems. They will also gain an understanding of how the need for DBMS has evolved over time and how they are applied in everyday scenarios. This technical knowledge will be supplemented by transferable skills in applying efficient physical storage organisation; an increased awareness of the correct processes, models and notations that can be applied to problems; and an ability to critically evaluate a range of technical ideas.
This module explores how post-war economic change has affected European societies, and how socio-political factors in turn have influenced the patterns and outcomes of economic development, over the second half of the twentieth and the beginning of the twenty first century.
The module is structured on the basis of three country-specific modules (France, Germany and Spain), examining how these countries have confronted key moments of economic change, and what the longer-term consequences of that change have been. While the module emphasis is on broad national developments, discussion also covers examples relating to particular industries and major companies.
In lectures, workshops and seminars we will explore the context of reconstruction after World War II and the pattern of subsequent economic development; the relationship between social and economic policies; the development of the three country's economies; the changes of the 1980s and their impact on subsequent years; and the consequences of specific momentous events, such as the re-unification of Germany and how the financial crisis of 2008 affected, and still affects, France, Germany and Spain.
Students will learn theoretical and practical topics in Human-Computer Interaction, with lab work offering hands on experience of design, implementation and the ability to evaluate interactive systems through practical case studies. The course explores the underpinnings of human perception, user-centred design and participatory design processes, with students learning multiple design techniques. The module leads to an understanding of how internal system design impacts external user interface behaviour and highlights the importance of accessibility for all users.
By the end of the module, students will be able to successfully integrate diverse information to form a coherent understanding of Human-Computer Interaction; critically reflect on technical advancements in HCI and demonstrate the independent learning abilities needed for continual professional development and effective written and verbal skills.
This module will introduce second-year students to the role that the language used by institutions plays in shaping individual perceptions of identity. It will provide them with a basic theoretical framework that allows them to understand the relationship between language and power as reflected in current language policies at regional, national, and supranational levels. It will enable them to recognise forms of prestige and stigma associated with varieties of the three main languages under study. It will therefore raise critical awareness of the portrayal and representation of linguistic variations in the media and in the sphere of literature.
The main topics covered in the course include Language and Power; European language policies; German as a pluricentric language and ‘Gastarbeiter’ language and policies; regional variations of France: Linguistic Diversity: A threat to French National Identity?; The languages and language attitudes of Spain (Castilian Spanish, Catalan, Basque, Galician).
This module is taught in English.
This module seeks to support students to apply their linguistic and cultural understanding in a specific professional context. Students will develop, reflect on and articulate both the range of competences, and the linguistic and cross cultural skills that enhance employability by working in language-related professional contexts and reflecting on key issues in relation to their placement organisation. Students will typically spend between 25-30 hours over a period of 10 weeks engaging with a placement organisation in Lent. Alternatively students may undertake a 'block' placement over a two to three week period during the Easter vacation (this will allow placements abroad). We have developed a number of local work placements and students can also source placements (subject to departmental approval). There will be some preparation for the module before Lent. This will consist of short interviews and the sourcing and confirmation of placements. For students undertaking schools placements, there will also be some training. Workshops in Lent will provide preparation for placements and guidance on reflective academic work. Students will share their experiences and learning with each other by means of end-of-module presentations.
Students will gain the essential skills and knowledge to operate within the professional, legal and ethical frameworks of their profession. Techniques for breaking down a project into manageable parts and efficient time allocation are taught, leading to a fundamental understanding of the skills and methods required to pursue scientific inquiry and the fundamental concepts and tools for statistical analysis to measure and explain data. Exemplars and guidelines on producing concise and structured scientific reports are offered and students receive additional lectures on presentation skills, professional ethics in relation to computing and communications. Finally, lectures provide an awareness of fundamental legal aspects related to a profession in computing and communications, including intellectual property rights and patent law.
Throughout this course, students will gain a high level of awareness of subject specific skills and general competence needed to gain employment in their field. The module develops academic writing and research skills in a computing context, complimenting students’ other modules.
How do films deal with topics like terrorism, immigration, resistance and city life? Do they entertain viewers, instruct them, or both?
This module explores European and Latin American films in their social and historical contexts. The main aim is to make connections between the films and such contexts not only on the level of narrative, characterisation and dialogue, but also on that of form and technique.
To these ends, there will be introductory lectures on cinema and society and on film aesthetics and content in the first week of the module. The connections mentioned will be the focus of seminars and presentations within the four core topic areas: terrorism, migration, the city and resistance.
The module consists of four two-week strands on cinema and society: Terrorism, Migration and Hybrid identities, The City and Collaboration/Resistance.
Each strand will be introduced with a lecture and followed by seminars on the set films. Students will give a presentation on a short sequence within their allocated film.
This module aims to give students a background to and insight into the diversity of twentieth and twenty-first century thought and contemporary definitions of culture.
Some key questions explored on the module include: What is 'culture' and how does it work? How do 'art' and 'culture' relate to each other? What do we mean when we talk about the production and consumption of culture? Why does popular culture arouse conflicting responses? What role does the body play in our understanding of culture? How does culture define who we are? Can a work of culture be an act of resistance?
With these questions in mind, this module focuses on texts which raise questions about class, race, gender, and subcultures.
The Year Abroad is compulsory for Single and Joint Honours Language students, who must spend at least eight months abroad in their third year.
The module also aims to enhance and develop students' language skills, with all assessments being written in the target language.
Students who started a language as a beginner in Part I must spend a minimum of four months in a country where that language is spoken.
Joint Honours students studying two languages may choose to spend the year in either of the two countries concerned or, if appropriate arrangements can be made, can spend a semester in each country.
Providing an introduction to formal languages, grammars, automata and how these concepts relate to programming in terms of compilers and the compilation process, students will learn about syntax and semantics, phrase structure grammars and the Chomsky Hierarchy as well as processes such as derivation and parsing. The module focuses on grammar equivalence and ambiguity in context free grammars and its implications. There is exploration of the relationship between languages and abstract machines. Students are presented with the concept of computation alongside Turing’s thesis, alternative models of computation and applications of abstract machine representations. There are further introductions to the compilation process including lexical analysis and syntactic analysis.
By the end of this module, students will understand the relation of programming languages and the theory of formal languages. They will possess an essential understanding of the compilation process for a high-level programming language. Students are encouraged to engage with theoretical aspects of computer science to compliment practical skills in other parts of their degree. There are links to other disciplines such as linguistics, and the course explains the challenges of compilation in the context of software development and computer science.
This module is a half unit and is integrated with the Spanish Language: Written Skills module.
This module together with the written skills module consists of three hours tuition per week. Both the oral and the written language modules focus on particular topics of cultural and contemporary interest. The general aim of these half unit modules is to develop the abilities the students gained during their second year and the year abroad.
By the end of this module, students should have developed an informed interest in the society and culture of the Spanish-speaking world. They should also have acquired almost native-speaker abilities in both spoken and written language.
This module is a half unit and is integrated with the Spanish Language: Oral Skills module.
This module together with the oral skills module consists of three hours tuition per week.
This module has two main aims. The first one is to enhance students’ linguistic proficiency with emphasis on understanding of spoken and written Spanish, the speaking of Spanish (prepared and spontaneous) in both formal and informal settings, the writing of Spanish, and the systematic study of Spanish lexis, grammar and syntax. The second aim is to increase students’ awareness, knowledge and understanding of contemporary Spain.
By the end of this module, students should have developed an informed interest in the society and culture of the Spanish -speaking world. They should also have acquired almost native-speaker abilities in both spoken and written language.
Students will gain an introduction to fundamental concepts in artificial intelligence and learn about current trends and issues. Topics such as Knowledge Representation and Reasoning, Decision Making (DM) and Decision Making Under Uncertainties, and Probability Theory are all explored throughout the course. Artificial Intelligence offers experience in supervised and unsupervised machine learning, neural networks and decision trees. Multivariate methods, and clustering and classification approaches are taught and there is an introduction to evolutionary algorithms, phenotypes, genotypes and fundamental genetic operators. Programming languages suitable for intelligent systems, such as Scheme and Prolog are investigated and students are made familiar with the applications of artificial intelligence.
This module sees an awareness of the requirements of artificial intelligence systems in general, and in the context of computing and communications systems. Through knowledge based, probabilistic and logical systems, the module provides students with an awareness of competing approaches and a broad grounding in artificial intelligence. Additionally they will understand and critically analyse artificial intelligence techniques used in modern computers and mobile devices.
This module will consider different ways in which the concept of ‘dictatorship’ has been understood and critiqued throughout the twentieth century. Considering examples from Argentina, the Dominican Republic, Germany, Guinea, Italy, Kenya, Uganda and Zimbabwe, students will explore the differences between the Latin American caudillo, European dictators, and the ‘Big Men’ of Africa. Selected critical and theoretical sources will be drawn upon to develop a more critical understanding of dictatorship, including the work of Hannah Arendt, Roberto González Echevarría and Achille Mbembe.
The module will also examine relationships between dictatorship and cultural production. How have dictators represented themselves in their writing, speeches and literature? To what extent have they controlled cultural production and to what end? How, in turn, have they been represented in cultural production? What role do writers, artists and intellectuals play in evaluating and critiquing dictatorship? In turn, can the writer, artist or intellectual be considered to be a dictator in the particular world view he/she projects and/or the rhetoric he/she adopts?
Students will be exposed to a range of current computer science related topics from different subject areas. The areas covered come from our different thematic strands and will include: natural language engineering; policy based network resilience; eye-tracking for ubiquitous computing applications; and a focus on energy aware control and sensing in home environments.
Students will conduct independent and in-depth research into an advanced topic of computing or communications, reflecting current topical and research issues. During the course of the module, students will analyse, structure, summarise, document and present findings in front of a large group. They will gain topical knowledge and skills related to the subject areas of the seminars, and will learn with and from their peers. The module will enable students to produce a detailed document describing their research findings, present technically intricate issues in a coherent manner, and discuss and defend their position on a specific topic within a seminar group.
This module introduces students to major themes that shape the experience of contemporary city dwellers: gender, social inequality, and practices of citizenship. These interlinking themes will be introduced through novels, poetry and films on the following European, North American (with the emphasis on immigrant communities within its cities) and Latin American cities: New York, Mexico City, Santiago de Chile, Barcelona, Berlin, and Los Angeles.
Each topic will be covered though an introductory lecture and a core text, followed by a range of additional texts for students to analyse. During workshops students will share their findings and opinions, emphasizing on identifying links between the topics studied, aiming to encourage discussion.
The format of the module encourages cross-referencing between the themes of the module (for example, gender and sexuality are relevant to an analysis of social inequality, and vice versa).
This module is assessed entirely through coursework. Students are given a chance of pursuing a topic of their own interest, which is not covered in taught options. A dissertation consists of approximately 10,000 words written in English. The topic of dissertation must relate to French/German/Spanish language, or a comparison between two or more, or a general European issue. The other two restrictions on topic choice are: it must be capable of and approached from a serious academic angle and it falls within the range of expertise of a member of the Department’s staff.
Each student gets assigned a supervisor - one of the lecturers from the Department, who will provide regular supervision, and feedback on the first draft of the completed dissertation. The topic is agreed and discussed with the supervisor in the Summer Term of the second year, and preparatory research should begin during the Year Abroad.
This module is based on the comparison of masterpieces of Spanish poetry from the 13th-20th century with the events of the current TV show Game of Thrones.
The purpose of this comparison is to consider how patterns and stereotypes related to the past, some of which are achieving success in both the TV show and the contemporary novels by Martin, have also been responsible for the success of a number of works that today are considered as classics of Spanish poetry. Students do not have to be familiar with the TV show or the novels in order to be successful in this module. Fragments of this show will be introduced in class, before drawing comparisons with the assigned readings in order to enhance general understanding.
Students on this module will engage in the study of the socio-historical events and features of Spanish society, as well as the literary mechanisms of each one of the texts. It is essential to understand the dynamic of these events in order to better understand the texts read.
This module aims at exploring the nature of the relationship between the individual and society, notions of progress and economic justice, as these are still widely debated topics in contemporary Europe in light of the current economic and political crisis.
This module will use the concepts of utopia, dystopia and ideology as a forum for discussion on the relationship between individual imagination and social discourse in the nineteenth century, as well as the relationship between fiction and political discourse. Students will look at the major intellectual debates which influenced the contemporary European thought after the French Revolution.
Students will explore the development of major ideologies and cultural movements such as Romanticism, Marxism, Socialism and Positivism, spanning from the period immediately following the French Revolution to the middle of the nineteenth century.
This module aims to provide students with a grasp of both the historical contexts for violence and masculinities as they are depicted in Spanish and Latin American film as well as an understanding of theoretical approaches, enabling rich analyses of such violence and evolving masculinities.
The module seeks to pluralise violence so that it is understood by students in its many forms. It will also ensure students have the terminology to discuss relevant contexts and approaches in relation to specific films in a coherent and intellectually appropriate framework.
Students will be required to view films set in historical contexts highlighting key themes. They will be encouraged to observe and analyse structural violence in various forms in these films and to understand its relationship with such categories as hegemonic, protest and patriarchal masculinities. The module will then question the 'invisible' nature of domestic violence, violence as a means (or not) of providing 'cheap shocks' and different aesthetic approaches towards the depiction of state violence.
The module consists of a combination of weekly lectures and seminars. The lectures will introduce students to the broad lines of the history of self-reflexive phenomena in Western culture from Renaissance paintings through Baroque literature and the 18th-century novel to the boom of metafiction and related phenomena in Modernism and contemporary popular culture. At the same time, it will provide theoretical bases by introducing key concepts such as self-reflexivity, the fourth wall, frame, metafiction and metanarration, narrative levels, metalepsis, and the way these can manifest in different forms of art. The seminar discussions will serve to put these concepts into practice in the analyses of the texts, films, and mixed media and interactive products. Typical topics in any given year might include classics of metafiction in literature (Cervantes, Sterne, Fielding, Diderot, Unamuno, Borges, Calvino, Pirandello, Queneau, Barth..), film (Charlie Kaufman, Almodóvar, Woody Allen…), comics and visual art.
Covering a range of topics, including asset identification and assessment, threat analysis and management tools and frameworks, students will become familiar with attack lifecycle and processes, as well as risk management and assessment processes, tools and frameworks. The module covers mitigation strategies and the most appropriate mitigation technologies and offers knowledge on assurance frameworks and disaster recovery planning. There is also an opportunity to learn about infrastructure design and implementation technologies and attack tree and software design evaluation.
Students will gain an understanding of the different ways in which an IT professional can make effective decisions when securing an IT infrastructure. The course will make them aware of the tools, frameworks and models that can be used to identify assets, threats and risks, before selecting the most appropriate strategies to manage the exposure that IT infrastructure faces in the light of this analysis. The module builds on their skills with a practical examination of the mechanisms by which IT infrastructures are attacked.
This module covers Mexican political history and committed writing since 1968. Students will be presented with several important and politically defining events in Mexican contemporary history: the student movement of 1968, the guerrilla movements and the guerra sucia of the 1970s, the emergence of civil society after the earthquake of 1985, the Zapatista Uprising in 1994, and the Oaxaca Uprising in 2006.
These movements and events are explored through lectures on the political context of each movement, and through a combination of fictional and non-fictional texts from a variety of genres, such as testimonial literature, the documentary novel, and communiqués. Students will be analysing texts written by the most important contemporary Mexican writers and public intellectuals such as Paco Ignacio Taibo II, Elena Poniatowska, Carlos Monsivais, Carlos Montemayor, and the Subcomandante Insurgente Marcos.
This module is taught in English and all texts are available in English.
Students produce a substantial individual project, involving the principled design, implementation and evaluation of a piece of software, experimental software or theoretical work. Through this module, students will develop a coherent proposal for a complex computing or digital technology related project. They will gain experience by undertaking the research required for the project, and apply theoretical concepts and practical skills. Students will also write up a technical report that accurately documents the project. This experience will be particularly relevant for when they progress into a career.
Projects can also be undertaken in collaboration with an external partner company. A supervisor from the external partner will offer additional support, providing the required information on the business context of the project.
What makes a good translation and how do translations do good? This module helps you understand the practice of translation as it has evolved historically from the 18th century to the present across European and American societies. The materials we study include historical textual sources (philosophical essays on the craft of translation from French, German and Hispanic authors of the 19th and 20th centuries), representative fictional texts reflecting on translation processes, and contemporary documents from the EU directorate on translation, PEN and the Translators' Association. We will also make considerable use of contemporary online resources as exemplified by Anglophone advocates of intercultural exchange such as Words Without Borders. Our aim is to look at translation as both a functional process for getting text in one language accurately into another and a culturally-inflected process that varies in its status and purpose from one context to another. We will pay particular attention to the practical role that literary translators play within the contemporary global publishing industry and consider the practicalities of following a career in literary translation in the Anglophone world.
This module will explore the relationship between witchcraft, heresy and inquisition in regard to the prosecution of the 'otherness', focusing specifically on their literary representation in medieval and Renaissance Europe. Students will engage in the study of the socio-historical events and features of European society from the 14th to the 17th centuries, as well as the literary mechanisms utilised by authors of each one of the texts under study. The course will cover texts and events occurred in Germany, France, Italy, Spain, and England. Specific authors, such as Dante Alighieri, François Villon and Miguel de Cervantes, and masterpieces such as 'The Divine Comedy', 'La Celestina', and 'Don Quijote de La Mancha', will be analysed together with genres such as 'Geisslerlieder', balade, and drama. In addition, we will have a special week studying our neighbours, the Lancashire witches, and how the successful trial from 1612 is still perceived all along our city.
This module consists of 20 hours over the course of 10 weeks, comprising of a mixture of informal lectures and workshops, and independent showings of films.
The module aims at reviewing a series of narratives by 21st century European-born authors: writers, cinematographers, anthropologists and documentary makers. It not only introduces students to the historical contexts within which each of the narratives is situated, but also explores contemporary theories of identity and writing.
Students are presented with autobiographical accounts, semi-fictional stories, films and documentaries in order to understand the experience of being caught between cultures as a result of travel or involuntary displacement resulting from war or social upheaval. They reflect upon the issues of identity, problems associated with cross-cultural analysis and the relationship between history and personal destiny, border-crossing, cultural fragmentation and continuity. The focus of the module lies on the historical relationship between countries within Europe, and between Europe and other parts of the world; mainly India, North Africa and America.
Lancaster University offers a range of programmes, some of which follow a structured study programme, and others which offer the chance for you to devise a more flexible programme. We divide academic study into two sections - Part 1 (Year 1) and Part 2 (Year 2, 3 and sometimes 4). For most programmes Part 1 requires you to study 120 credits spread over at least three modules which, depending upon your programme, will be drawn from one, two or three different academic subjects. A higher degree of specialisation then develops in subsequent years. For more information about our teaching methods at Lancaster visit our Teaching and Learning section.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
As well as language and subject-related skills, a degree in languages develops rich interpersonal, intercultural, cognitive and transferable skills that can be utilised across a variety of careers such as accountancy, IT, business development, civil service, events management, finance, journalism, publishing, research and sales, as well as teaching and translating both in the UK and abroad. Combined with the technical and sought-after skills gained in Computer Science, graduates may go on to join major technology companies such as IBM, Google or BAE whilst others prefer software design, development and management roles within SMEs, or starting their own business.
For the last ten years, languages graduates from Lancaster have been in the top ten universities in the country in terms of their employment prospects. The Complete University Guide 2017 ranked Spanish Studies 1st and Computer Science 2nd in the UK for graduate prospects.
Many graduates continue their studies at Lancaster, making the most of our excellent postgraduate research facilities. We offer Masters degrees in Translation, Languages & Cultures, Computer Science and Telecommunication as well as a range of PhD research degrees.
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, but that you also graduate with relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability/career development, campus community and social development. Visit our Employability section for full details.
We set our fees on an annual basis and the 2018/19 entry fees have not yet been set.
As a guide, our fees in 2017 were:
Some science and medicine courses have higher fees for students from
the Channel Islands and the Isle of Man. You can find more details here:
For full details of the University's financial support packages including eligibility criteria, please visit our fees and funding page
Students also need to consider further costs which may include books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation it may be necessary to take out subscriptions to professional bodies and to buy business attire for job interviews.
Typical time in lectures, seminars and similar per week during term time
Average assessment by coursework