Portuguese/English Language MA
ABB – BBB at A level, A-level English or another Humanities subject; graduates earn a median £23,000 three years on.
Typical A level offer
ABB – BBB
A-level English or another Humanities subject · 75% of entrants came with A levels · 90% stay on after year 1 · Glasgow course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABB – BBBtypical A level offer
Typical offer — the grades most applicants are asked for. A contextual offer can be lower for applicants from under-represented backgrounds; none is published for this course.
Glasgow course page, read 19 September 2026 · Discover Uni entry profile
- 1A-level English or another Humanities subject
Who actually got in: 75% with A levels, 15% via Access courses, 5% with other higher education. 35% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 25 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications2
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Scottish Highers | AAAABminimum from S5: BBBB | Higher English and a Higher Humanities subject at AA. (AB or BA may be considered). |
| IB | 34 (6,5,5) | English HL6 or Humanities HL6 with English SL6. |
Years 1–5
What do you study?
2compulsory modules in year 1
Compulsory modules this year: language & communication 67% · arts & humanities 25% · social & cultural skills 8%.
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.
Glasgow course page · optional modules vary by year
Year 1 · 2 core · 40 credits ≈ 400 hours
- ENGLISH LANGUAGE & LINGUISTICS 1A: Language, Meaning, and Power
What you learn (6)
- identify grammatical structures within English sentences
- explain how linguistic meaning is constructed in texts
- analyse key features of different historical stages of English
- describe key terms used in linguistic text analysis
- apply analytical concepts to persuasive texts
- evaluate how texts construct particular points of view
- ENGLISH LANGUAGE & LINGUISTICS 1B: Language, Society, and Change
What you learn (6)
- describe the sound system and pronunciation patterns of English
- analyse samples of linguistic data to identify patterns and features
- connect linguistic data to relevant historical contexts
- connect linguistic data to relevant literary contexts
- connect linguistic data to relevant social contexts
- discuss varieties of English and Scots using accurate linguistic terminology
Year 2 · 2 core · 40 credits ≈ 400 hours
- ENGLISH LANGUAGE & LINGUISTICS 2A: Language, People, and Culture
What you learn (12)
- describe the historical origins of English vocabulary within the Indo-European family
- explain fundamental principles of English word structure
- use corpus and digital tools to analyse English vocabulary
- discuss the literary and historical context of Old English texts
- identify specific grammatical structures within Old English texts
- parse selected sentences from Old English texts
- explain key phonetic terminology for analysing speech features above the segment level
- illustrate suprasegmental features using examples from English accents
- use varied source materials to study language change over time
- evaluate source materials for studying language at a given point in time
- apply linguistic analytical skills during seminar discussions
- apply linguistic analytical skills in written assignments
- ENGLISH LANGUAGE & LINGUISTICS 2B: Language, Mind, and Expression
What you learn (10)
- apply a range of methodologies to study language
- evaluate experimental methods used in language research
- explain how personal names reflect cultural and social contexts
- illustrate how naming practices relate to historical language change
- identify literary context within Middle and Early Modern English texts
- analyse specific linguistic structures within historical text samples
- use varied source materials for historical and present-day language analysis
- evaluate the reliability of different language data sources
- demonstrate linguistic analytical skills in group discussion
- articulate linguistic analysis clearly in written assignments
Year 3 · 31 core · 640 credits ≈ 6,400 hours
- Contemporary Issues in Semantics
What you learn (2)
- discuss meaning using diverse theoretical and applied frameworks
- evaluate advanced theoretical perspectives on current semantic issues
- Corpus Linguistics
What you learn (7)
- apply digital tools to analyse concordances, collocates and keywords in language data
- apply corpus stylistic methods to examine texts digitally
- evaluate the strengths and weaknesses of corpus linguistic approaches and tools
- judge the suitability of language resources for different investigation types
- identify research questions about English suited to corpus-based methods
- design potential corpus-based solutions to identified research questions
- investigate an English language research question using a corpus linguistic technology
- Culture and English Language Teaching
What you learn (4)
- explain key principles underlying language teaching pedagogy
- appraise the relationship between culture and language teaching
- evaluate the relationship between theory and pedagogical practice
- design language teaching activities grounded in theoretical frameworks
- Dissertation in English Language (40 credits)
What you learn (7)
- formulate a research question for an independent study
- apply the chosen methodology to a research project
- evaluate existing scholarship relevant to a chosen research topic
- synthesise findings from multiple academic sources into a coherent argument
- relate a research topic to existing work in the same field
- organise research material into a clear and well-structured format
- apply recognised academic conventions to referencing and bibliographic presentation
- Heroes, Outlaws, and Outsiders: Old English and Old Icelandic Literature in Translation
What you learn (3)
- situate a literary work within its historical and cultural context
- evaluate how translation choices affect textual interpretation
- evaluate the impact of manuscript transmission on textual understanding
- Editing Historical English Texts
What you learn (5)
- identify editorial and textual problems in historical English texts
- encode historical English texts using XML markup
- evaluate digital tools for analysing historical texts
- apply digital technologies to publish historical texts online
- develop solutions to research questions using digital editing methods
- History of English
What you learn (4)
- apply theoretical frameworks to analyse specific changes in English language history
- use digital resources to research historical developments in English
- evaluate competing theories explaining mechanisms of language change
- identify limitations in explanatory models of language change
- History of Scots
What you learn (7)
- describe the major stages in the historical development of the Scots language
- explain the factors that shaped the development of Scots and English in Scotland
- identify linguistic features characteristic of particular historical periods of Scots
- analyse how Scots is used in literary texts across different historical periods
- analyse how Scots is used in non-literary texts across different historical periods
- use established resources to research the history of Scots and English in Scotland
- evaluate the usefulness of existing resources for studying Scots and English history
- Medieval Multitudes: Exploring Middle English Texts
What you learn (5)
- translate extracts from late medieval English literary works
- analyse selected passages from late medieval literary texts
- situate medieval texts within their cultural and social context
- relate medieval texts to the linguistic and literary traditions of their time
- apply critical approaches used in interpreting medieval texts
- Medieval Literature: Other Worlds
What you learn (9)
- comment on the meaning and style of translated passages
- analyse medieval texts in relation to their cultural and social context
- present analysis of medieval texts in written form
- present analysis of medieval texts orally
- apply critical approaches used in literary interpretation
- perform detailed close reading of literary texts
- plan a small-scale research project
- carry out a small-scale research project
- communicate research findings clearly
- Methods in Sociolinguistic Variation
What you learn (7)
- formulate a novel research question based on existing data
- collect language data suitable for sociolinguistic analysis
- transcribe recorded speech data accurately
- code language data according to relevant linguistic variables
- perform statistical analysis on language variation data
- synthesise research findings into a coherent account
- produce a journal-style report presenting research outcomes
- Name Studies
What you learn (5)
- describe typical structural patterns of personal names
- describe typical structural patterns of place-names
- outline the historical languages contributing to Scottish and English personal names
- outline the historical languages contributing to Scottish and English place-names
- evaluate the reliability of different evidence sources used in name studies
- Old English Language
What you learn (8)
- translate an unseen old english prose passage into modern english
- recall the meaning of common old english vocabulary out of context
- identify grammatical constructions within an old english text
- comment on the use of grammatical constructions in an old english text
- apply grammatical rules to complete class exercises and assessments
- translate simple sentences from modern english into old english
- explain basic sound changes affecting old english inflexion
- apply knowledge of sound changes to account for irregular inflexions
- Old Icelandic Language
What you learn (7)
- translate unseen Old Icelandic prose into present-day English
- recall meanings of common Old Icelandic vocabulary out of context
- identify grammatical constructions within an Old Icelandic text
- comment on the use of grammatical constructions in a text
- apply grammatical rules to translate simple sentences from English into Old Icelandic
- explain basic sound changes affecting Old Icelandic word forms
- apply knowledge of sound changes to account for irregular inflections
- Phonetics 1: Introductory Concepts
What you learn (9)
- describe respiratory processes involved in speech production
- describe phonatory mechanisms used in speech production
- explain key terms used in phonetic analysis
- apply phonetic concepts to analyse speech samples
- summarise current theoretical approaches to phonetics
- illustrate theoretical approaches to phonetics with examples
- evaluate theoretical approaches to phonetics critically
- identify different forms of english speech sounds
- transcribe english speech sounds using phonetic notation
- Phonetics 2: Advanced Concepts
What you learn (10)
- describe articulatory features of vowels and consonants in context
- explain the functional role of speech sounds within words and utterances
- explain key terminology used across different approaches to speech analysis
- apply concepts from multiple theoretical perspectives to analyse speech data
- interpret data generated by instrumental speech analysis techniques
- evaluate the reliability of instrumentally obtained speech data
- take precise measurements from acoustic speech representations
- record measurement results from acoustic speech data accurately
- produce varied English speech sounds accurately
- transcribe diverse forms of English speech using phonetic notation
- Discourse in Professional Contexts
What you learn (4)
- explain key features of discourse in professional or institutional settings
- apply models of spoken discourse to analyse transcripts
- examine linguistic data to identify discourse patterns
- evaluate theories of spoken discourse critically
- Reading the Past: From Script to Print
What you learn (5)
- describe the physical layout and construction of manuscripts and books
- identify scripts and decorative features used in historical texts
- transcribe extracts from historical English manuscripts
- evaluate editorial methods applied to historical texts
- trace the transmission and reception history of selected texts
- Semantics of English
What you learn (3)
- analyse linguistic meaning using critical analytical approaches
- evaluate different theoretical perspectives on linguistic meaning
- identify techniques for expressing and interpreting meaning in language use
- Sociolinguistics
What you learn (8)
- identify variation in language use across contexts
- describe patterns of language variation
- identify social factors contributing to language variation
- identify linguistic factors driving language change
- evaluate findings from influential sociolinguistic studies
- interpret quantitative speech data presented in various formats
- apply quantitative methods to analyse a speech data sample
- synthesise core course concepts across assessment tasks
- Reading with Style
What you learn (4)
- identify stylistic devices across diverse literary texts
- explain how writers use stylistic devices to create literary effects
- analyse patterns of literary style to generate new interpretations
- evaluate current theories in literary stylistics
- Dissertation in English Language (20 credits)
What you learn (7)
- select appropriate research methodology for a given study
- apply chosen methodology to carry out research
- identify scholarship relevant to a research topic
- evaluate relevant academic scholarship critically
- synthesise findings from multiple scholarly sources
- structure research material into a coherent written report
- apply academic referencing conventions to bibliographies and footnotes
- Introduction to Psycholinguistics
What you learn (4)
- identify unresolved questions in psycholinguistic processing research
- evaluate strengths and weaknesses of studies on language production and perception
- interpret data gathered from various experimental designs
- design an original research plan advancing language processing knowledge
- The Language of Laws
What you learn (6)
- interpret the meaning of legislative and constitutional texts critically
- compare different linguistic approaches applied to legal interpretation
- locate legal sources relevant to a given linguistic question
- evaluate legal sources for their implications on language use
- write a linguistically grounded analysis of a contested legal issue
- justify the role of linguistic semantics in shaping legal codification
- Experimental Design and Data Analysis
What you learn (6)
- prepare raw datasets for analysis by cleaning and restructuring them
- produce visual representations of linguistic data to highlight trends
- select an appropriate statistical test for a given research question
- perform the chosen statistical test on experimental data
- interpret the output of inferential statistical tests accurately
- evaluate whether empirical results support a research hypothesis
- Applied Dissertation with Placement in English Language and Linguistics
What you learn (10)
- evaluate an advanced topic using subject-specific theories and context
- apply academic skills to practical tasks during a professional placement
- plan an independent research and placement programme
- conduct independent research and placement activities efficiently
- synthesise independent research findings into a coherent account
- write up research material in a structured dissertation format
- analyse key terminology relevant to the dissertation topic
- integrate critical and theoretical approaches into written and practical work
- analyse project findings in relation to the academic field
- reflect on personal graduate attributes developed during placement
- Dictionaries and Thesauruses
What you learn (5)
- develop a proposal for a scholarly or commercial dictionary project
- evaluate the quality and feasibility of dictionary or thesaurus proposals
- construct practical examples of dictionary or thesaurus entries
- analyse how linguistic theory informs the design of reference works
- critique the relationship between theoretical linguistics and practical lexicography
- Bad Language: From Taboo to Prescriptivism
What you learn (5)
- identify examples of offensive or controversial language in diverse texts
- explain offensive or controversial language use within its social and historical context
- apply linguistic models to analyse controversial language examples
- construct a written argument about an aspect of controversial language
- communicate linguistic analysis of controversial language to a general audience
- Pragmatics: Language use in context
What you learn (8)
- identify pragmatic phenomena in diverse communicative situations
- analyse examples of language use across historical and present contexts
- apply key pragmatic theories to analyse real-world communication issues
- gather relevant print and digital sources to support language analysis
- use selected sources to justify an analysis of contextual language use
- construct a coherent written argument on a chosen pragmatic phenomenon
- present a structured written analysis of a linguistic topic
- evaluate published academic research relevant to the course topics
- Language and Identities
What you learn (3)
- apply social theories to analyse language and identity phenomena
- evaluate sociolinguistic research on identity-related topics
- design a research project combining social theory with qualitative methods
“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?
£23,000median pay three years after graduating
Lower quarter£18k
Median£23k
Upper quarter£28k
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 205 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 23, 13, 12, 22
Half of graduates earned between £17,500 and £28,000. Five years on, the median is £29,000. 85% 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 110% left | 90% | 25 |
| In work or study, 15 months on5% studying | 85% | 20 |
| Professional or managerial job | 55% | 10 |
| Pay 15 months on, median | £27,000 | 25 |
| Pay 3 years on, median | £23,000 | 205 |
| Pay 5 years on, median | £29,000 | 230 |
National Student Survey 2025-26
What do students say?
70%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 78% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 25 students answered
Highest: 100% agreed on question 1; lowest: 70% on question 26.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 100% |
| Question 3 | 96% |
| Question 4 | 96% |
| Question 5 | 92% |
| Question 6 | 92% |
| Question 7 | 100% |
| Question 8 | 84% |
| Question 9 | 96% |
| Question 10 | 88% |
| Question 11 | 88% |
| Question 12 | 80% |
| Question 13 | 88% |
| Question 14 | 76% |
| Question 15 | 100% |
| Question 16 | 100% |
| Question 17 | 100% |
| Question 18 | 92% |
| Question 19 | 92% |
| Question 20 | 100% |
| Question 21 | 92% |
| Question 22 | 96% |
| Question 23 | 100% |
| Question 24 | 88% |
| Question 25 | 73% |
| Question 26 | 70% |
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 Glasgow’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 Glasgow is a trade mark of the university; sch.today is independent of it.