English Language and Linguistics BA
AAB at A level; graduates earn a median £24,000 three years on.
Typical A level offer
AAB
91% of entrants came with A levels · 100% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
AABtypical A level offer
Typical offer — the grades most applicants are asked for. Contextual offer: BBB, for applicants from under-represented backgrounds.
York course page, read 19 September 2026 · Discover Uni entry profile
Who actually got in: 91% with A levels, 2% with other higher education. Based on 55 entrants.
Other qualifications5
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Access | Obtain Access to HE Diploma with 36 credits at Distinction and 9 credits at MeriObtain Access to HE Diploma with 36 credits at Distinction and 9 credits at Merit or higher | — |
| BTEC | DDDDDD We consider a range of BTEC qualifications equivalent to 3 A Levels, or in combination with A Levels or other qualifications. For example: Distinction, Distinction in BTEC Level 3 National Diploma | — |
| IB | 35 points | — |
| T Level | Distinction overall including grade A in the Core T Level subjects in AccountingDistinction overall including grade A in the Core T Level subjects in Accounting; Design and Development for Engineering and Manufacturing; Design, Surveying and Planning for Construction; Digital Bus | A in the Core T Level subjects in Accounting |
| Scottish Highers | AABBB | — |
Years 1–3
What do you study?
6compulsory modules in year 1
Compulsory modules this year: language & communication 66% · natural sciences 17% · transversal skills 14% · mathematics & statistics 3%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
York course page · optional modules vary by year
Year 1 · 6 core · 120 credits ≈ 1,200 hours
- Phonetics and Phonology
What you learn (10)
- define terminology used to describe consonants and vowels
- explain the link between speech sounds and underlying linguistic structure
- explain analytical methods used to establish sound system structure
- identify common phonological units such as phonemes and features
- describe common phonological phenomena and their formal representations
- recognise speech sounds and classify them using ipa terminology
- establish phonological categories based on contrastive distribution
- produce broad phonetic transcriptions of short speech samples
- construct structural descriptions of syllables using phonological notation
- evaluate competing phonological analyses of simple phenomena
- Syntactic Structures
What you learn (9)
- apply syntactic diagnostics to novel sentence constructions
- combine structural knowledge to propose analyses of syntactic constructions
- identify patterns in language data using syntactic concepts
- apply analytical tools to represent syntactic structure
- apply constituency tests to sentence structures
- identify clause boundaries within complex sentences
- identify different categories of verb forms
- identify grammatical functions such as subject and object
- identify major clause types such as passive, relative and interrogative
- Language and the Mind
What you learn (6)
- identify methods used in psycholinguistic research
- explain how different psycholinguistic research methods operate
- describe predictions made by competing theoretical approaches
- evaluate the relative success of competing theories against experimental data
- describe key findings from major areas of psycholinguistics
- explain the significance and implications of these findings
- Understanding Language in the Real World
What you learn (6)
- relate new learning to prior knowledge of the world
- apply core linguistic concepts to language analysis
- collaborate productively within a small group
- apply academic skills consistently across varied tasks
- evaluate personal learning progress through reflection
- devise strategies to overcome personal learning weaknesses
- Structure of English
What you learn (10)
- transcribe English sound patterns using phonetic notation
- describe word structure using linguistic terminology
- describe sentence structure using linguistic terminology
- describe interaction structure using linguistic terminology
- apply linguistic tests to determine structural units
- explain how smaller linguistic units combine into larger structures
- identify structural differences among English varieties
- identify structural differences between English and other languages
- analyse the structure of authentic spoken English texts
- analyse the structure of authentic written English texts
- English Past and Present
What you learn (10)
- identify causes of linguistic variation and change
- evaluate methods used to study language variation and change
- analyse historical patterning of language variation
- analyse geographical patterning of language variation
- analyse social patterning of language variation
- describe features of earlier periods of the English language
- identify patterns of language variation in historical texts
- identify patterns of language variation in contemporary texts and speech
- analyse linguistic data using quantitative and qualitative methods
- interpret graphs and charts representing linguistic data
Year 2 · 2 core, 7 optional · 40 credits ≈ 400 hours
- At least one of: Aspects of a Theory of Syntax , Acoustic Phonetics and Phonological Analysis or Sociolinguistics
What you learn (13)
- apply syntactic diagnostics to novel sentence constructions
- identify the structure of complex sentence constructions
- represent complex sentence structures diagrammatically
- use theoretical arguments to explain grammaticality judgements
- predict the grammaticality of unfamiliar data sets
- formulate theoretical generalisations about grammatical constraints
- identify multi-clause sentence structures
- draw syntax trees for complex multi-clause sentences
- identify predicate types that select clausal complements
- identify constructions involving different movement types
- explain constructions involving different movement types
- identify cases of movement constraint violations
- explain the causes of movement constraint violations
- Foundations of Meaning
What you learn (5)
- distinguish the contributions of semantics and pragmatics to meaning construction
- describe key historical milestones in semantic theory development
- describe key historical milestones in pragmatic theory development
- apply linguistic tests to identify different types of inference
- apply linguistic tests to analyse other aspects of meaning
7 optional modules
- Teaching English as a Foreign Language I
What you learn (8)
- describe the evolution of TEFL methods and approaches across the 20th and 21st centuries
- discuss debates surrounding the global spread of english
- evaluate competing models of english suitable for teaching
- describe different models of language learning
- explain theories of language acquisition relevant to classroom practice
- identify features of the english language system
- explain learner errors using knowledge of the language system
- identify common linguistic difficulties experienced by language learners
- Language of Turn and Sequence
What you learn (9)
- record naturally occurring conversations following ethical guidelines
- transcribe spoken conversation in fine detail using a standard notation system
- identify interactional practices present in recorded talk
- compile a set of comparable conversational data extracts
- analyse patterns across a collection of data extracts
- write technical descriptions of conversational language use
- describe the fundamental mechanisms underlying conversational structure
- analyse short extracts of conversation provided by the tutor
- analyse short extracts of conversation self-selected by the student
- Linguistics as Data Science
What you learn (9)
- evaluate quantitative arguments and statistical analyses in linguistic research
- use the R software environment to process and analyse data
- construct tidy data sets from raw data
- manipulate and organise structured data sets
- design professional data visualisations
- produce informative graphical representations of data
- build statistical models to predict outcomes from data
- apply statistical models to test linguistic hypotheses
- present quantitative findings according to linguistic disciplinary conventions
- Teaching English as a Foreign Language II
What you learn (14)
- plan a sequence of English language lesson segments
- deliver a grammar presentation to learners
- deliver a vocabulary practice activity
- teach a short live lesson to real English learners
- appraise the strengths and weaknesses of own lesson
- compose a written self-reflection report
- design a lesson focused on reading or listening skills
- formulate aims and objectives for a language lesson
- anticipate learner problems and propose solutions
- observe a peer's English language lesson
- critique the strengths and limitations of a peer's lesson
- produce a written observation report
- lead a speaking or writing lesson segment
- correct pronunciation and grammatical form during practice
- Language Acquisition
What you learn (9)
- describe the general stages and features of child language acquisition
- describe the general stages and features of adult second language acquisition
- illustrate theoretical debates using examples from syntax acquisition
- illustrate theoretical debates using examples from morphology acquisition
- illustrate theoretical debates using examples from phonology acquisition
- communicate complex academic ideas clearly to an audience
- analyse language acquisition data to identify patterns
- interpret graphical data representations
- interpret research papers on first and second language acquisition
- Middle English: Texts and Contexts
What you learn (6)
- translate Middle English texts using dictionaries and annotated editions
- identify stylistic features that distinguish different registers of Middle English
- explain links between linguistic change and social history in medieval England
- identify scholarly resources suited to linguistic study of Middle English
- synthesise information from scholarly sources accurately
- present research findings on Middle English texts to an academic audience
- Language Attitudes in Applied Contexts
What you learn (8)
- describe methodologies used to collect language attitude data
- select the most appropriate method for a given research task
- communicate linguistic findings to a non-specialist audience
- collaborate effectively within a small working group
- deliver a clear oral presentation of findings
- analyse linguistic issues arising in real-world contexts
- critique applied linguistic problems using evidence
- explain how sociolinguistic research intersects with other disciplines
Year 3 · 0 core, 18 optional
18 optional modules
- Topics in Language Variation and Change
What you learn (11)
- explain qualitative and quantitative approaches to language and dialect contact
- describe sociolinguistic models used to account for language change
- evaluate linguistic phenomena resulting from language or dialect contact
- compare contact-induced phenomena using data from published studies
- explain language change arising from contact between speech communities
- describe intergenerational transmission of language from adults to children
- describe language change occurring within individuals during adulthood
- apply basic statistical techniques to sociolinguistic datasets
- interpret results of statistical analysis of natural language use
- describe the historical development of dialectological research methods
- evaluate strengths and weaknesses of approaches to studying regional variation
- Topics in Syntax
What you learn (11)
- explain core principles of generative syntax
- describe concepts underlying the architecture of grammar
- interpret complex linguistic arguments
- construct complex linguistic arguments
- analyse parametric differences in clausal structure across languages
- analyse differences in constituent order across languages
- apply formal mechanisms to analyse syntactic structures
- evaluate primary research literature in syntax
- conduct independent research on a syntactic topic
- plan a research essay on formal syntactic analysis
- write an academic essay analysing syntactic structures
- Forensic Phonetics
What you learn (8)
- explain theoretical issues underpinning forensic recording analysis
- describe methodological approaches used in forensic audio analysis
- identify challenges in analysing difficult or sensitive forensic recordings
- apply analytical techniques to difficult or sensitive forensic materials
- analyse speech data using qualitative and quantitative methods
- apply statistical methods to analyse speech data
- present data using graphs and statistical summaries
- write professional reports using standard argumentation structures
- Topics in Phonetics & Phonology
What you learn (6)
- identify a research question relevant to phonetics and phonology
- situate a research question within existing academic literature
- analyse quantitative data using a current phonetic or phonological model
- analyse qualitative data using a current phonetic or phonological model
- present data in multiple formats to support a theoretical argument
- organise time and tasks to complete an independent research project
- Phonological Development
What you learn (9)
- analyse early speech production data using qualitative methods
- analyse early speech production data using quantitative methods
- identify systematic and idiosyncratic phonological processes in infant speech
- describe infant phonological processes using appropriate linguistic terminology
- write essays explaining scientific concepts of early vocal development
- present oral arguments on early vocal development and cognition
- explain how linguistic and cultural diversity shapes language development
- formulate original research questions about phonological development
- design approaches to address new questions in phonological development
- Psycholinguistics: Language Processing
What you learn (3)
- explain key issues in psycholinguistics
- describe methods used in psycholinguistic research
- summarise major findings in psycholinguistics
- English Corpus Linguistics
What you learn (17)
- explain key issues and methods in corpus linguistics
- describe the contribution of corpus data to linguistic research
- conduct linguistic investigations using diverse corpora and methods
- perform basic statistical tests on linguistic data
- identify complex patterns within linguistic data
- explain the significance of identified linguistic patterns
- formulate sound generalisations about language from corpus evidence
- articulate grammatical concepts clearly and concisely
- design a small-scale research project using corpus data
- execute a small-scale corpus-based research project
- summarise research findings according to disciplinary conventions
- present research findings according to disciplinary conventions
- apply basic statistical concepts to linguistic analysis
- manipulate and quantify corpus data electronically to investigate language use
- apply simple statistics to validate linguistic findings
- organise and analyse corpus data electronically to explore language use
- use simple statistical methods to validate research results
- Neurolinguistics: Language & the Brain
What you learn (8)
- describe key structures of brain anatomy relevant to cognition
- identify common neuroimaging techniques used to study the brain
- summarise current scientific understanding of the neural basis of language
- explain how different brain regions support language processing
- explain the relationship between neurolinguistic findings and linguistic theory
- evaluate how linguistic theory shapes neurolinguistic research questions
- critique primary research articles in neurolinguistics
- interpret findings from empirical neurolinguistic studies
- TEFL II
What you learn (11)
- plan a sequence of english language lesson segments
- deliver a grammar presentation segment to learners
- deliver a vocabulary practice segment to learners
- teach a timed live lesson to english language learners
- write a reflective report evaluating a taught lesson
- design a lesson plan for a receptive skill
- formulate aims and objectives for a receptive skills lesson
- anticipate learner problems and propose solutions for a lesson
- observe another teacher's english language class
- write a report appraising the strengths and weaknesses of an observed lesson
- lead a productive skills lesson segment focusing on pronunciation and form
- Forensic Linguistics
What you learn (9)
- explain theoretical frameworks used in forensic document analysis
- apply methodological approaches to assess text content and origin
- describe the range of offences classified as language crimes
- identify legal codes used to prosecute language crimes across jurisdictions
- explain the relevance of linguistics to criminal investigation and prosecution
- explain the relevance of linguistics to civil, immigration and human rights law
- explain the role of linguistics in drafting legislation
- analyse written documents for forensic casework purposes
- evaluate linguistic artefacts such as trademarks against relevant legislation
- Multimodality: Language and the Body
What you learn (9)
- identify modalities relevant to spoken face-to-face interaction
- use specialist software to analyse bodily actions such as gesture during speech
- transcribe spoken language using standard transcription conventions
- annotate visible and gestural behaviour using standard coding methods
- analyse a problem in face-to-face interaction applying technical transcription skills
- discuss scholarly debates relevant to a multimodal interaction problem
- describe how speakers combine language and bodily resources to produce meaning
- explain major theories accounting for gesture and eye gaze modalities
- summarise key empirical studies on modalities coordinated with speech
- Topics in Psycholinguistics: Language Processing
What you learn (3)
- communicate design and results of psycholinguistic research clearly
- analyse predictions of competing psycholinguistic approaches
- construct coherent analytic arguments on psycholinguistic theory
- A Usage-based View of Language
What you learn (9)
- communicate ideas clearly in oral and written form
- organise own study schedule independently
- derive general patterns from specific language examples
- construct a reasoned argument about language use
- summarise complex linguistic texts concisely
- debate opposing viewpoints on a linguistic topic
- classify linguistic data into appropriate categories
- interpret patterns found in language data
- produce written work in an academic register
- English Place-names Across Time and Space
What you learn (10)
- explain how multiple languages contributed to English place-names
- identify suitable scholarly sources for place-name research
- synthesise accurate information gathered from scholarly sources
- evaluate scholarly arguments about place-names critically
- interrogate the evidence and assumptions behind differing scholarly viewpoints
- plan and manage a research project on English place-names
- apply established methodologies of place-name study
- analyse place-names as evidence of historical language use
- identify recurring patterns within place-name data
- communicate place-name research findings to specialist and general audiences
- Dialect Grammar of British English
What you learn (13)
- identify grammatical features of British English dialects
- analyse grammatical properties found in dialect speech
- evaluate regional variation in dialect grammar across Britain
- explain internal linguistic constraints on grammatical variation
- explain external social constraints on grammatical variation
- evaluate research methods used for grammatical analysis
- design a small-scale research project on grammatical variation
- conduct a small-scale research project on grammatical change
- critically evaluate sources of linguistic information
- interpret linguistic data to draw conclusions
- plan and manage a research project effectively
- communicate linguistic ideas orally in seminar discussions
- communicate linguistic analysis in written assessments
- Linguistic Computations: Real and Artificial Intelligence
What you learn (7)
- explain different types of computation relevant to language study
- relate computational concepts to linguistic theory and analysis
- identify the main arguments of a linguistics research article
- summarise key findings from scholarly linguistics texts
- develop a Python program to implement a personal research project
- connect personal research interests to findings in published studies
- compose academic prose describing links between research and literature
- Linguistic Approaches to Second Language Acquisition
What you learn (6)
- identify key research questions driving second language acquisition studies
- describe a range of methods used in second language acquisition research
- select an appropriate research technique for a given research question
- explain how primary research results are reported in second language acquisition studies
- present complex research designs and findings clearly to an audience
- formulate new research questions in second language acquisition
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£24,000median pay three years after graduating
Lower quarter£20k
Median£24k
Upper quarter£29k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 340 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 24, 14, 12, 22
Half of graduates earned between £20,000 and £28,500. Five years on, the median is £30,000. 90% were in work or further study 15 months after finishing; 55% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 10% left | 100% | 45 |
| In work or study, 15 months on15% studying | 90% | 40 |
| Professional or managerial job | 55% | 30 |
| Pay 15 months on, median | £28,000 | 65 |
| Pay 3 years on, median | £24,000 | 340 |
| Pay 5 years on, median | £30,000 | 360 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
York fees page · source
About £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold. International students: £27,800 a year (2027/28).
National Student Survey 2025-26
What do students say?
86%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 76% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 30 students answered
Highest: 100% agreed on question 15; lowest: 43% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 97% |
| Question 2 | 84% |
| Question 3 | 87% |
| Question 4 | 84% |
| Question 5 | 87% |
| Question 6 | 87% |
| Question 7 | 74% |
| Question 8 | 71% |
| Question 9 | 74% |
| Question 10 | 77% |
| Question 11 | 90% |
| Question 12 | 74% |
| Question 13 | 84% |
| Question 14 | 61% |
| Question 15 | 100% |
| Question 16 | 90% |
| Question 17 | 84% |
| Question 18 | 72% |
| Question 19 | 85% |
| Question 20 | 100% |
| Question 21 | 83% |
| Question 22 | 87% |
| Question 23 | 83% |
| Question 24 | 43% |
| Question 25 | 50% |
| Question 26 | 86% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of York’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of York is a trade mark of the university; sch.today is independent of it.