Students preparing for their graduation ceremony at Canterbury Cathedral

Asian Studies and French - BA (Hons)

UCAS code TR41

This is an archived page and for reference purposes only

2018

Asia is a fast-growing, large and diverse continent, encompassing many countries, cultures and languages. Combining Asian Studies with French enables you to engage with the cultural diversity of Asia while developing a deep understanding of one of Europe’s most influential countries.

Overview

You develop a solid grounding in Asian Studies through a multidisciplinary approach that draws on modules in the Humanities and Social Sciences. The programme is designed to develop your critical awareness of the interpretive, cultural and political challenges to understanding Asian cultures and civilisations, both historically and today.

French is one of the most beautiful Romance languages. Outside of France it is spoken as far afield as Canada, the Seychelles, Madagascar and Mali. It is one of the official languages of the United Nations, and an important language in the EU.

Studying at our Canterbury campus gives you a good opportunity to immerse yourself in the language. There are many French-speaking students on campus, and our proximity to airports, the Channel ports and the Eurostar terminals at Ashford and Ebbsfleet make it quick and easy to get to Paris, Brussels and Lille.

During your year abroad, as part of an Erasmus programme, you could begin to study for a French qualification (Licence), or alternatively you can gain work experience by becoming a language assistant in a French school or by following other career paths.

Studying these two subject areas in combination therefore provides you with a truly global perspective, gaining insights across cultures and continents.

Independent rankings

French at Kent was ranked 1st for research quality in The Complete University Guide 2018.

For graduate prospects, Modern Languages at Kent was ranked 5th in The Guardian University Guide 2018. 

French students who graduated from Kent in 2016 were the most successful in the UK at finding work or further study opportunities within six months (DLHE).

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

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Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

The purpose of this module is to introduce students to the Hindu and Buddhist traditions, through a consideration of their key concepts, ideas, texts and practices (such as bhakti, moksha, yoga, dharma). The first half of the module will examine some of the most interesting features of the Vedic and post-Vedic tradition: the Upanishads, the Bhagavad Gita and the polytheism of the Mahabharata. The second half will examine the contrasting philosophical positions of the Theravada and Mahayana Buddhist traditions using materials from the Pali canon and several Sanskrit Sutras. Particular attention will be given to the variety of interpretations of the Buddhist 'No-self' doctrine and concept of enlightenment as well as the meaning and function of the Buddha’s career.

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15

This module provides an historical introduction to the philosophical, religious and cultural traditions of East Asia. It will provide a foundation for understanding the historical development, key concepts and important practices of the major worldviews of East Asia with specific reference to traditions such as Buddhism, Confucianism, Daoism, Shinto and other animist traditions.

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15

This module is for Post-A-level students and students who have mastered level A2 but not yet B1 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level B1. The emphasis in this course is on furthering knowledge of the structure of the language as well as vocabulary and cultural insights while further developing the speaking, listening, reading and writing skills.

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30

This is an intensive module for absolute beginners, Post-GCSE students and students who have not yet mastered level A2 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level A2. The emphasis in this course is on acquiring a sound knowledge of the structure of the language as well as basic vocabulary and cultural insights while developing the speaking, listening, reading and writing skills.

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30

This module introduces students to some of the most influential theories of World Literature, which are studied alongside a selection of literary examples. The theories include Johann Wolfgang von Goethe's reflections formulated in the first decades of the nineteenth century. Goethe coined the term 'world literature’ [Weltliteratur] to describe the international circulation and reception of literary works in Europe. In the course of the module, we reflect on the relationship between national literatures and world literature, and on the ways in which the literary market facilitates and complicates transnational exchanges of ideas. In addition, students are given the opportunity to hone their close reading skills by studying a selection of ancient and modern world creation myths. These include texts from the Near East, Asia, Africa, the Americas and Europe. The module offers students the unique opportunity to analyse in detail different ways in which cultural backgrounds can shape literary productions, and how stories, motifs and themes travel across national boundaries. In the course of the module, we discuss key literary terms and concepts, including fictionality, literariness, translation, the canon, and the various modes of reception and circulation that shape our understanding of world literature.

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15

This module is aims to give students who have never studied Mandarin Chinese before some familiarity, at an introductory level, with everyday life, activities and the culture in China. It is designed to build a solid foundation for students in order to further develop their Mandarin Chinese skills in an easy and systematic approach. Any students who are absolute beginners or have very little knowledge of Mandarin Chinese are welcome to take LA302.

Topics for listening, speaking, reading and writing will focus on an introductory level of communication skills used in everyday life. Basic knowledge of some major cities in China and an introductory level of Chinese culture will be covered in seminars.

Vocabulary and grammatical structures will be explained, practiced through communicative activities in the friendly and stimulating seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games to assist your self-study.

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15

The module is designed for students who have successfully completed the module LA302, or for students who can use approximately 150 basic Mandarin Chinese Characters in 4 skills (listening, reading, speaking and writing) to further develop their language skills.

The curriculum content of LA303 is to build from the beginners' module of LA302. This is intended to give students some familiarity, at an elementary level, with everyday life, activities and the culture in China.

Topics for listening, speaking, reading and writing will focus on everyday communication skills, including greetings and introductions, asking and giving simple opinions on familiar topics, such as hobbies, weather, etc.

If you are going to visit China, basic language is useful for ordering food, making very simple enquiries about times, locations and transportations. These topics will be covered in this module.

Vocabulary and grammatical structures will be explained, practiced through communicative activities in the stimulating and engaging seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games for self-study.

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15

The module is for students who have never studied Japanese before or have very little knowledge of Japanese. The curriculum content is intended to give students some familiarity, at an introductory level, with everyday life, activities and the culture in Japan. Topics for listening, speaking, reading and writing will focus on an introductory level of communication skills used in everyday life. Basic skills useful to people visiting Japan will be taught including describing locations and shopping. An introductory level of Japanese culture will be covered in seminars.

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15

The module is for students who can read and write Japanese letters, Hiragana and Katakana, and have very basic knowledge and skills of Japanese. The curriculum content is intended to give students some familiarity with everyday life, activities and the culture in Japan. Topics for listening, speaking, reading and writing will focus on an elementary level of communication skills to explain very simple factual information on personal and very familiar topics. Basic skills useful to people visiting Japan will be taught including ordering food, making very simple enquiries and asking for locations. An introductory level of Japanese culture will be covered in seminars.

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15

This module provides a cross-cultural introduction and exploration of philosophical, religious and cultural traditions which have shaped and informed historical and contemporary ethical judgements and notions of the good life. From ancient Asian, Greek, Jewish, Christian and Islamic philosophies inspired by thinkers such as the Buddha, Plato, Jesus and Mohammed, to modern secular philosophies such as humanism and Marxism, humans have articulated a variety of approaches to ethics, politics, spirituality, and the relationship of the individual to society, in many cases developing legal frameworks for the regulation of issues of ethical concern in areas such as human rights, wealth distribution, medical ethics, the environment and human sexuality.

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15

This module provides a thematic introduction to selected topics and debates that span global philosophical, religious and cultural traditions. It will explore issues such as the nature of reality, of the self, and of goodness or value, the foundations of ethics and the ideal society, and the goals of life in a variety of worldviews. Cross-referencing cultural traditions with broader theoretical and philosophical debates, it seeks to provide a foundation for understanding key concepts and themes found within the world's traditions of philosophy and religion, and exploring their implications for fundamental debates about truth, society, psychology and the good life.

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15

This module, which covers the period from the 17th century to the First World War, examines through the study of relevant literary and other texts some of the major historical, cultural, social, political and literary movements of France and its colonies during this era. Close textual analysis will be combined with study of the texts' various contexts: the module encourages students to analyse cultural artefacts in connection with the historical, social and cultural contexts and discourses within which they were created. The choice of primary materials covers a wide variety of genres: letters, drama, fiction, political texts, travel writing. Students will learn to adopt critical strategies to analyse all of these sources, and to reflect on moments of major historical and cultural significance in the development of modern France. Events such as the French Revolution, the Paris Commune and the Dreyfus Affair will be analysed as they are represented in the chosen primary texts. Students will be encouraged to consider questions of national and other forms of identity in France and in the Francophone world more generally as they are mediated through cultural production, thinking through the stereotypes often used to characterise nations, their citizens/subjects and their history.

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15

This module, which covers the period from World War I to the present day, examines some of the major historical, cultural, social, political and literary movements of France and its former colonies during this era. Close textual analysis will be combined with study of the texts' various contexts: the module encourages students to analyse cultural artefacts in connection with the historical, social and cultural discourses and contexts within which they were produced. The choice of primary materials covers a wide variety of genres: fiction, political texts, cultural criticism, popular song, film. Students will learn to adopt critical strategies to analyse all of these sources, and to reflect on moments of major historical and cultural significance in the development of contemporary France. Events such as the Second World War, the formation of the 5th Republic, North African and South-East Asian decolonisation and contemporary debates about 'laïcité’ will be analysed as they are represented in the chosen primary texts. Students will be encouraged to consider questions of identity – and their mediation through cultural production – in France and in the Francophone world more generally, thinking through the stereotypes often used to characterise nations, their citizens or colonial subjects, and their history.

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15

This module is designed to introduce students to French literature, culture and history by the close study of a number of dramatic texts from the 17th, 18th, 19th,20th and 21st centuries. The authors studied use drama to explore a wide variety of themes: religious, philosophical, political, literary and social questions will be examined as they are raised in each text. Students will undertake close readings of the primary texts and will make connections with broader political, social, historical and cultural issues.

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15

This module is designed to introduce students to the range and variety of French literature by the close study of a number of short fictional texts from the 18th, 19th, 20th and 21st centuries. The authors studied use short fiction to explore a wide variety of themes: philosophical, political, and social questions will be examined as they are raised in each text. Students will undertake close readings of the primary texts and will make connections with broader political, social and cultural issues.

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15

This module will provide students with a basic knowledge of the most important periods of French cinema (including experimental cinema, the nouvelle vague, Beur cinema, the 1980s 'cinéma du look') and introduce key film concepts such as the ‘politique des auteurs’. Students will gain experience in critical reading and viewing, in close analysis of films, texts and issues, and in developing arguments in French. They will also be introduced to the skills of presentation and the sustaining of cogent argument. The module will examine a number of films from the 1920s to the present which illustrate the scope and development of French cinema. While most of the films are now regarded as canonical, a major aim of the module is to place the works in context so as to emphasise their radical and often transgressive power.

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15

This module explores how four major 'crises' in twentieth-century France are reflected in cinema: World War I, World War II, the Algerian crisis, and the events of May 1968. Some films are almost contemporary with events, whereas others were made decades later. This module will explore themes such as realistic depiction, socio political agendas, nationalist ideologies and the politicisation of (collective and individual) memory.

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15
You have the opportunity to select wild modules in this stage

Stage 2

Modules may include Credits

This module explores the cultural specificity and diversity of Asian cultures, traditions, social and political systems and literature from a variety of disciplinary perspectives. The topic of Asia will be approached on a thematic basis but with particular emphasis on an understanding of the historical and interpretive challenges to inter-cultural understanding between Asia and Europe/ the West.

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30

This module explores the cultural specificity and diversity of Japanese culture, traditions, social and political systems and literature from a variety of disciplinary perspectives. The topic of Japan will be approached on a thematic basis but with particular emphasis on an understanding of the historical and interpretive challenges to inter-cultural understanding between Japan and Europe/the West.

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30

This module explores the development of early Chinese philosophy and religion and provides an overview of Chinese philosophical schools and religious traditions. It will examine key concepts and literature (in English translation) from classical Chinese thought and will consider the historical context in which those ideas emerged. Traditions to be explored include Confucianism, Philosophical and Religious Daoism, and Chinese folk traditions.

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The module is designed for students who have successfully completed the module LA303, or for students who can use approximately 350 basic Mandarin Chinese Characters in 4 skills (listening, reading, speaking and writing) to further develop their language skills.

The curriculum content of LA502 is to build from the Post-beginners' module of LA303. This is intended to give students some familiarity, at an upper elementary level, with everyday life, activities and the culture in China.

Topics for listening, speaking, reading and writing will focus on everyday communication skills including: exchanging personal information; expressing opinions about shopping experiences; asking and giving directions; describing illness, people's appearances and personalities; exchanging currencies; etc.

Vocabulary and grammatical structures will be explained, practiced through communicative activities in the stimulating and engaging seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games for self-study.

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15

The module is designed for students who have successfully completed the module LA502 (equivalent to the Common European Framework of Reference (CEFR) A2.2 level), or for students who can use approximately 600 basic Mandarin Chinese Characters in 4 skills (listening, reading, speaking and writing) to further develop their language skills.

The curriculum content of LA503 is to build from module LA502. This is intended to help students achieve the proficiency level which is equivalent to lower B1 level on CEFR.

Topics for listening, speaking, reading and writing will focus on: everyday communication skills including expressing time duration of an action and the distance between 2 places, talking about entertainments, giving and receiving compliments and gifts, etc. Topics related to travelling and living in China will also be covered in this module.

You will gain knowledge on the cultural aspects of the above topic areas through seminars. Vocabulary and grammatical structures will be explained, practiced through communicative activities in the stimulating and engaging seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games for self-study.

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15

This module will build on from the Common European Framework of Reference A2.1 level (LA305) where you can, in a simple way, introduce yourself and family, express daily routine and describe people with a full command of Hiragana, Katakana and basic 50 Kanji. In LA504, you will continue to develop the vocabularies, expressions, sentence structures, grammar that are used in your immediate environment and learn a further 50 new Kanji. Seminars will focus on 'practising the language' through communicative activities, grammar exercises and writing short compositions in a friendly, stimulating atmosphere. You will also gain the relevant cultural information around the course topics whilst developing speaking, listening, writing and reading skills. You will find example of topics in the 'Learning outcomes' section.

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15

This module will build on from the Common European Framework of Reference A2.2 level (LA504) where you learned the vocabularies and grammar used in directions, polite requests, hobbies, illness and personal descriptions in complex structures with a full command of Hiragana, Katakana and a basic 100 Kanji. In this module, you will develop the vocabularies, expressions, sentence structures, grammar that are used in university, part-time work and leisure situations and will learn a further 54 new Kanji. You will learn the relevant vocabularies and grammar for seminars prior to each seminar and seminars will focus on you practising these in role play, grammar exercise and writing short compositions in a friendly, stimulating atmosphere. You will also gain the relevant cultural information around the course topics whilst developing speaking, listening, writing and reading skills. You will find example of topics in the 'Learning outcomes' section

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15

A thread running through this module is a belief that to understand today's China we have to know how it has come to the present, as present-day China is a product of its deep imperial past and of its revolutions in the 20th century, the Republican, the Nationalist and the Communist. Before studying the 'rise’ of contemporary China, we must therefore understand the decline collapse of imperial China from the mid-19th to the early 20th century. We can perceive the said rise of China as the process of regaining its rightful place in the Western-dominated international system and of mutual accommodation between China and the rest of the world.

The narrative of modern China starts from the late 16th century when China, ruled by the Ming dynasty (1368-1644), was the regional hegemon. The demise of the Sino-centric regional order began in the early 19th century. Since then, Chinese rulers, officials and intellectuals have repeatedly groped for ways to modernise their country to counter mounting pressures from the West. Seen in this perspective, this module will be primarily focused on how China adapted itself to the modernising West in order to be accepted as a full and respected member of the international society while preserving its own non-Western identity. With this, you should be able to understand towards the end of this module why China now values the respect for national sovereignty, territorial integrity and the right of all nations to freely choose their own paths to development. Also, for many students of International Relations, China’s entry and integration into the international society since the 1970s has been strikingly non-violent. A secondary focus of this module will be on how China and other key members of the world have been mutually accommodating to each other and whether China’s ‘peaceful rise’ can continue.

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15

This module will address the major milestones in the politics and international relations of East Asia since 1945. We will analyse the causes and significance for East Asian countries of events such as the Korean War, the Cultural Revolution, the economic take-off of both Japan and South Korea, China's economic reforms, democratisation across the region, and US-China competition. A central theme of the module will be analysing the decisions that leaders take in order to hold onto power – from repression and liberalisation to corruption, purges, and propaganda – and how these decisions continue to influence the domestic and international politics of East Asian countries. We will explore differences in the countries' domestic political systems to help understand major historical and contemporary policies, and the influence of economic and security considerations.

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15

This is an intermediate level module. Its aims are to strengthen and widen the linguistic knowledge provided in FR300, to consolidate students' vocabulary and improve their knowledge of written and spoken French through immersion in a variety of texts, and to practice translation skills both from and into French.

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30

This module is the natural follow-on for those who have, in the previous academic year, successfully taken an intensive beginners French course such as FR330, and who have covered the basics of grammar, acquired a stock of high frequency vocabulary and reached a degree of proficiency beyond GCSE and approaching A-level (A2 waystage in terms of the Common European Framework of Reference).

This module is designed to allow students, upon completion, to demonstrate a level of ability up to B2 threshold, turning students into independent users of French in both oral and written contexts. The course is thus also designed to prepare students for their year abroad and independent life in France as a foreign country. This module is an intensive course, which develops the student's active and passive aural and written skills.

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Among the capital cities of Europe, Paris has a particularly rich and interesting history. In the revolution of 1789 and subsequent political upheavals in the course of the nineteenth century (1830, 1848, 1870-71), the city played a key role in deciding the fate of the nation. In the same period, it grew dramatically in size and emerged as a modern metropolis. Widely divergent views were expressed as to the wholesomeness of city living; opinion differed equally violently among writers as to the benefits to be derived from the explosive growth of the city. The module will examine conditions of life in the real Paris of the 19th Century and in particular the radical and highly controversial changes to the face of the city brought about during the Second Empire under the direction of Baron Haussmann. The main focus of the module, however, will be the images of the city as mediated in contemporary fiction (Balzac and Zola amongst others), poetry (Baudelaire) and painting (Manet's vision of city life).

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15

Among the capital cities of Europe, Paris has a particularly rich and exciting history. It played, for example, a key role during the revolution of 1789 and subsequent political upheavals in the course of the 19th century. This module explores the different and evolving representations of Paris of the 20th century in the context of modernity and postmodernity. Although the main focus of the course will be literary, including poetry and fiction, there will also be examination of the changing landscape of the capital as mediated through film and in visual art (Cubist paintings of Paris). Thematic focuses of the module include: immigrant experience in Paris; young protagonists' quest for identity in Paris; social and urban change.

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15

This module will examine ways in which this turbulent and divisive period of French history is reflected in imaginative writing. Some texts are nearly contemporaneous with events; others reflect collective memory of the Occupation across generations. Questions raised will include: problems of realistic description and of narrative technique; the relationship of the individual to events beyond his/her control; conflicting loyalties and responsibilities; Resistance and occupation as metaphor; the mode rétro in French fiction since the 1960s. A certain amount of historical background reading will be essential.

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Written and spoken French are now, arguably, so far apart as to constitute distinct varieties. Unlike most French modules, this module will take the latter as its starting point. The phonology (sound system) will first be explored, and basic transcription skills acquired, with consideration of recent and ongoing changes in the general system known as français standard. The module will then move on to consider the gap between written and spoken French grammar, notably in such areas as the tense/mood system, morphosyntax or pronouns, grammatical gender and agreement, and verb classification. The treatment of neologisms, and particularly the status of franglais in contemporary French, will also be considered. Although the module will provide students with some basic tools of linguistic description, no background in Linguistics is required or assumed.

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This module will introduce a selection of short narrative fiction in French drawn from the eighteenth and nineteenth centuries. It will reflect on the techniques and forms used by a number of authors and inquire whether short fictions tend to display common features. The authors chosen use the form in a wide variety of ways, from illustrating a philosophical position to dramatising an ethical dilemma or even questioning the conventions of fiction themselves. The texts will be considered with some reference to concepts drawn from general theory of narrative.

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The module is an opportunity to embark on extended written analysis of a chosen area of study, related to, but not part of, another stage two French non-language module. It culminates in the presentation of an essay, normally in English, of 6,000 words.

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Students are taken through essential aspects of the conduct of business in France (and French-speaking countries), both learning about those aspects and becoming familiar with specific features of the French language encountered in a professional context. In terms of key skills, business skills and language skills, encourages the practice of meticulous accuracy.

As an option, students may register for the Diplôme de français professionnel Affaires B1 (DFP B1) of the Chambre de Commerce et d'Industrie de Paris Ile-de-France (CCIP). The syllabus of FR590 closely follows some of the pedagogical requirements of the business French programme of the CCIP.

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Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally. You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability. 

All European Language students (French, German, Hispanic Studies and Italian) are required to spend a Year Abroad between Stages 2 and 3 in a country where the European language is spoken. You are expected to adhere to any academic progression requirements in Stage 2 to proceed to the Year Abroad. If the requirement is not met, you may have to postpone your Year Abroad.

The Year Abroad is assessed on a pass/fail basis and will not count towards your final degree classification. You spend the year working as an English language assistant or in approved employment, or studying at one of our partner universities. For a full list of our partner universities, please visit Go Abroad.

Modules may include Credits

Stage 3

Modules may include Credits

The module develops advanced proficiency in writing, speaking and comprehending French. It concentrates on translation into French and English and the development of analytical skills in the production of written and spoken French. Translation exercises confront students with a variety of advanced texts in different styles and registers, and encourage accuracy and critical reflection as well as acquisition and consolidation of grammatical structures. The language skills component combines discursive writing on advanced topics with the development of proper oral competence through discussion. Conversation classes with a native speaker develop presentational ability, and enable students to speak fluently and idiomatically at the advanced level.

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In this course, we shall examine the most urgent developments and security issues that affect the Asia-Pacific region.

It will start with an overview of International Relations theories and an exploration of whether non-Western International Relations theories will be a better alternative in understanding the development and security challenges in the Asia-Pacific.

We will then address the key international development and security dilemmas in the region. These include: the Taiwan problem; nuclear proliferation on the Korean peninsula; the danger of nationalism in Japan and beyond; territorial disputes in the South China Sea; and ensuring economic growth and regional cooperation throughout the Asia-Pacific.

Finally, we will ask whether the influence and authority of the US, the incumbent hegemon in the Asia-Pacific region, are in decline and its preeminent role will soon be replaced by a rising China, and whether great-power confrontation is inevitable.

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The curriculum will focus on ordinary people's lives in China and current affairs and issues around the world.

One topic is covered each week or every two weeks, focusing on:

• new phrases and expressions which are practiced during seminars to improve students understanding of the language and the embedded culture elements.

• formal and colloquial expressions will be introduced to help students develop the four linguistic skills (listening, speaking, reading, and writing) to a level where they can confidently understand and convey information about themselves and their environment, and express their feelings and wishes.

• topics relevant to the modern world and contemporary Chinese society will be studied in depth to improve students’ language ability to account for and sustain views clearly by providing relevant explanations and arguments for and against particular points of view.

Students will be expected to use the range of resources available to them in the library and on the Moodle page for self-study.

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This module explores the cultural specificity and diversity of Japanese culture, traditions, social and political systems and literature from a variety of disciplinary perspectives. The topic of Japan will be approached on a thematic basis but with particular emphasis on an understanding of the historical and interpretive challenges to inter-cultural understanding between Japan and Europe/the West.

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The module is designed to acquaint students with samples of the main trends within the work of Twentieth Century Women writers by paying close attention to the relations between mothers and their daughters who become writers. Each novel chosen is one of personal analysis of the often-violent relationship between the mothers and their daughters who turn to writing in a search for identity and liberation from the mother or maternal figure of their youth. Students analyse the texts in order to evaluate how the picture of the mother has evolved. We will pay close attention to the underlying theme of the progression of the role of women in French society. Each text will also provide us with a variety of specific themes to discuss which will enable us to better understand the changes which French women have faced during this century.

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This module examines some of the key works of French cinema since 1990. The films in this module will be studied within their cultural background and within the context of French cinema history. While all the films are studied in close detail, students will be invited to develop important themes such as race and national identity, changing perceptions of Paris and the banlieue, and symptoms of social crisis. The aim of the module is to show how French filmmakers have had to invent new forms and styles of film in order to be able to address the specific issues raised by life in contemporary France.

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Students will be introduced to the francophone business environment, and will learn to be operational in such a context. As well as learning about essential aspects of companies and specific features of the French language encountered in such an environment, students will broaden their knowledge of current events and economic issues through the use of a dossier of contemporary texts/articles, which will be exploited in a variety of ways: résumé (précis-writing), analyse de document (questions about the text), or free composition. In terms of key skills, business skills and language skills, this module encourages the practice of meticulous accuracy.

Students will develop their confidence in the use of specialised terminology and appropriate register in a professional context.

As an option, students may register for the Diplôme de français professionnel Affaires B2 (DFP Affaires B2) of the Chambre de Commerce et d'Industrie de Paris Ile-de-France (CCIP). The syllabus of FR592 closely follows some of the pedagogical requirements of the business French programme of the CCIP.

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15

This module provides the opportunity to write a Dissertation on an author or theme normally relating to one of the other French 'non-language' or 'content' modules being followed in the final year. The final-year dissertation gives students the opportunity to satisfy their intellectual curiosity by individually and independently researching a large-scale project of their own choice. Throughout autumn and spring terms students will be given guidance by a chosen supervisor, but the rhythm of research, e.g. the writing and frequency of meetings between supervisor and student, is largely left to the individual student to determine.

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This module is aimed at those students who would like to follow a career as Primary or Secondary School teachers, but is also suitable to those who would like to consider a career in HE language teaching by providing them with the opportunity to develop their knowledge and understanding of Languages in the primary and secondary school context as well as in HE.

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You have the opportunity to select wild modules in this stage

Teaching and assessment

Teaching for all the non-language modules is through a combination of lectures and seminars. Assessment is by coursework (essays and presentations) and written examination.

Language assessment is through a combination of coursework (essays, presentations, projects, translations), unseen written examinations, oral examinations, dissertation, extended essay, and computer-assisted language learning tests.

In addition, independent study is enhanced by the final-year dissertation option, which enables students to pursue a topic in greater depth, linking the different pathways of the degree programme.

Programme aims

For programme aims and learning outcomes, please see the programmes specification for each subject below. Please note that outcomes will depend on your specific module selection:

Careers

Asia contains many of the world's fastest-growing economies, so knowledge and understanding of this region will help you to stand out in the employment market. Additionally, the ability to speak a European language other than English is a key asset in the global employment market, and many employers view a graduate with overseas experience as more employable.

Through your studies for these two subjects, you acquire many of the transferable skills considered essential by graduate employers. These include the ability to work independently and as part of a team, the confidence to offer creative solutions when faced with challenges, and the ability to express your ideas with clarity and passion.

Our French graduates go into areas such as international banking, diplomacy, publishing, journalism, international product management, interpreting and translating, European media, law or accountancy, and language teaching. Some go on to postgraduate study in fields as varied as international journalism, visual studies and translation.

Independent rankings

For graduate prospects, Modern Languages at Kent was ranked 5th in The Guardian University Guide 2018.

French students who graduated from Kent in 2016 were the most successful in the UK at finding work or further study opportunities within six months (DLHE).

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

BBB

GCSE

Grade B or 6 in a second language

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances.

International Baccalaureate

34 points overall or 15 points at HL including 4 at HL or 5 at SL in a second language

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2018/19 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15200

For details of when and how to pay fees and charges, please see our Student Finance Guide.

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

Fees for Year in Industry

For 2018/19 entrants, the standard year in industry fee for home, EU and international students is £1,385

Fees for Year Abroad

UK, EU and international students on an approved year abroad for the full 2018/19 academic year pay £1,385 for that year. 

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

For 2018/19 entry, the scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.